MAED 3224-090

Dr. Hahn

Weekly Clinical Reflections:

Entry 5 March 15th, 2017
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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.
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Warm Up/ Engage:

Ms. Danza began the lesson with her daily warm-up question presented on the
board with a projector. The warm-up question stated, Tashawn is selling cookies at
a bake sale. Each baggie he sold cost $2.00 and he had 7 cookies in it. He sold a
total of 32 baggies. How much money did the bake sale earn? The students worked
on this warm-up for approximately 10 minutes independently. Ms. Danza instructed
students to raise their hands when they were done, and when they did so she
checked student work and told them if they were correct or to keep trying. After
checking the majority of student work, she gathered the class back together to
discuss it as a whole group. Ms. Danza asked a student to read the problem and
then posed different guided questions about the problem to the class such as:
What numbers did you use to solve the problem?, What number can we eliminate?,
Why?, What is the question we are trying to solved?, What are the keywords to help
us solve this?, What equation did you use?, Why did we multiply and not divide?,
and What is the final answer? This was the end of the Warm Up/ Engage portion of
the lesson.

Sentence Strip Activity

After the Engage portion of the lesson, Ms. Danza transitioned to an activity to
reinforce fraction knowledge. She handed out a sentence strip to each student, told
them to write their name, flip it over, and trace a number line over the blue line. To
have students understand this properly, Ms. Danza illustrated the number line on
the whiteboard and on a sentence strip at the front of the classroom. Ms. Danza
then guided the class through questions such as: What number will I put at the
beginning of the number line? If our sentence strip is representing one whole stick of
gum at the end of the number line which landmark should go there? Ms. Danza
then told the class, Yesterday we looked at number lines. Today we are going to put
all the fractions we know on two number lines. Ms. Danza then guided the class
through folding the number line in half, drawing a tick on the crease, and asking
what fraction represents the beginning, the newly created tick and on the end (0/2,
, 2/2). For Guided Practice, Ms. Danza instructed students to fold their sentence
strip in half again, draw two more lines, and label each part and then reviewed this
with the class. Then, Ms. Danza reviewed the concept of stacking fractions and that
stacked fractions represent equivalent fractions. For Independent Practice, Ms.
Danza told the students to fold their sentence strip in class again and label the ticks
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on the number line and to turn in for student

evaluation.

Recap

Ms. Danzas lesson on March 15th, 2017 was very

engaging and beneficial to reinforce the fraction
concepts that students have been building
throughout the fraction unit. As with the other
lessons I have observed in Ms. Danzas classroom, I
really appreciate her guided questions to guide
student understanding. These questions promote
critical thinking and an informal assessment and
evaluation of student knowledge. In addition, I
thought that the sentence strip was a beneficial
hands-on approach to illustrate what numbers look
like on a number line, equivalent fractions, and
fractions with different values. Throughout my time
in Ms. Danzas classroom, she has consistently promoted these hands-on activities
and explore portion of her lesson.