MAED 3224-090

Dr. Hahn

Weekly Clinical Reflections:

Entry 4 March 1st, 2017
Hannah Fore

Standard Covered
CCSS.MATH.CONTENT.3.NF.A.1

Understand a fraction 1/b as the quantity

formed by 1 part when a whole is
partitioned into b equal parts; understand
a fraction a/b as the quantity formed by a
parts of size 1/b.

CCSS.MATH.CONTENT.3.NF.A.3

Explain equivalence of fractions in special

cases, and
compare
fractions by
reasoning about their size.

Intro Activity/ Engage:

To begin the days lesson, Mrs. Danza provided the

class with an entrance ticket. Prior to this
observation experience, I had never heard of an
entrance ticket or seen it implemented in the
classroom. Therefore, I thought this was very
intriguing. The entrance ticket had a question about a
students misconception about the order of fractions,
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and prompted students to correct the student's error and explain their
misconception. For the entrance ticket activity, Mrs. Danza provided the students
with very clear guidelines and rules for the assignment: raise your hand only when
you are done, use the hamburger fraction tools, and no talking. This entrance
ticket was a review of yesterdays lesson of ordering fractions using the
hamburger fraction piece tools, as shown in the picture. When students finished
the entrance ticket activity, Ms. Danza told them to build without mixing colors
using the fraction tools as many ways as possible. This entrance ticket activity
lasted approximately 10 minutes.

Building & Worksheet Activity:

When students were finished with their entrance ticket, they were instructed to build
without mixing colors using the fraction tools as many ways as they possibly
could. After about 5-10 minutes of students working at their tables on this
independently, but discussing with their table group partners, Mrs. Danza reviewed
with the class all the different ways to make using the fraction tools. She
prompted the class with guiding questions/ statements such as: Raise your hand if
you have another way to build , Prove this correct, build if not already built, why
are they correct?, and Is equivalent to why or why not?. Mrs. Danza then
transitioned into informing students of a new vocabulary word that is important in
math, equivalent. She explained that equivalent is what they just did by
comparing the fractions that have the same value. Mrs. Danza then asked, What do
you notice about the word? Students said equal is in the word. Mrs. Danza then
provided each student with an activity paper where she read the directions for them,
explained that each fraction is equal to either: 0,1, or , and that they could use the
fraction hamburger tools. Mrs. Danza did the first two problems on the worksheet
with the class in whole group and then prompted them to work individually.

Recap

Today was a half day at Parkside Elementary School, so the blocks and lessons were
a little shorter than normal and not in their normal time blocks. Therefore, students
were a little confused about the way the day was going to function and were very
caught up in the schedule. However, I do believe that the days lesson was very
interactive and student-guided. Although the teacher prompted the class through
different guided questions, she let students make their own errors and explore the
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values of fractions and their relationships with other similar fractions. Through this
lesson, students gained a significant amount of knowledge regarding fractions, their
values, and their relationships. Throughout the duration of the lesson, I interacted
with the class and engaged students who did not seem on task or seemed confused
at the requirements being asked of them. This aided struggling students and
provided them with the one-on-one instruction that they needed to be successful for
the lesson. Overall, students reacted very well to this lesson while remaining
engaged and involved in the learning process through the use of the hands-on
manipulatives of the hamburger fraction tools.