TASK 4: MATHEMATICS CONTEXT FOR LEARNING INFORMATION

Respond to the prompts below (no more than 3 single-spaced pages, including prompts) by typing your responses within the
brackets following each prompt. Do not delete or alter the prompts. Pages exceeding the maximum will not be scored.

About the School Where You Are Teaching

1. In what type of school do you teach? (Type an X next to the appropriate description; if
other applies, provide a brief description.)
Elementary school: _X____
Middle school: _____

Urban: __X___
Suburban: _____
Rural: _____

2. List any special features of your school or classroom setting (e.g., charter, co-teaching,
themed magnet, classroom aide, bilingual, team taught with a special education teacher)
that will affect your teaching in this learning segment.
[The school were I teach is an Urban school. The 5th grade is Co-Taught by three teachers. The
student population is predominately African American.]
3. Describe any district, school, or cooperating teacher requirements or expectations that might
affect your planning or delivery of instruction, such as required curricula, pacing plan, use of
specific instructional strategies, or standardized tests.
[The district at the school where I teach requires teacher planning based on the district pacing
guide. The pacing guide is set forth by the Bibb County School District.]

About the Class Featured in This Assessment

1. How much time is devoted each day to mathematics instruction in your classroom?
[Fifth grade is departmentalized, so 90 minutes is devoted to three homerooms.]
2. Is there any ability grouping or tracking in mathematics? If so, please describe how it affects
your class.
[There is ability grouping based on assessment outcomes. Students are placed in groups by
needs. ]
3. Identify any textbook or instructional program you primarily use for mathematics instruction.
If a textbook, please provide the title, publisher, and date of publication.
[The text book used for fifth grade is, Go Math! Georgia. It was published in 2014 by the
Houghton Mifflin Harcourt Publishing Company.]
4. List other resources (e.g., electronic whiteboard, manipulatives, online resources) you use
for mathematics instruction in this class.
[In this class there is access to a smartboard, a classroom set of textbooks, manipulatives and
an online resource: Xtra Math. ]
About the Students in the Class Featured in This Assessment
1. Grade-level(s): [ 5th ]
2. Number of
students in the class: _23
males: 10_females: _ 13_
3. Complete the chart below to summarize required or needed supports, accommodations, or
modifications for your students that will affect your mathematics instruction in this learning
segment. As needed, consult with your cooperating teacher to complete the chart. Some
rows have been completed in italics as examples. Use as many rows as you need.

Consider the variety of learners in your class who may require different strategies/supports
or accommodations/modifications to instruction or assessment (e.g., English language
learners, gifted students needing greater support or challenge, students with Individualized
Education Programs [IEPs] or 504 plans, struggling readers, underperforming students or
those with gaps in academic knowledge).

Students with Specific Learning Needs

IEP/504 Plans: Number of Supports, Accommodations,
Classifications/Needs Students Modifications, Pertinent IEP Goals
Example: Visual processing 2 Close monitoring, graph paper for 3 digit
numbers
IEP 4 The students with IEPS in math are not
separated from other students in the class.
They are all grouped together towards the
back of the class. Their teacher comes in
during class and assist students.

Other Learning Needs Number of Supports, Accommodations, Modifications

Students
Example: Struggling readers 5 Provide oral explanations for directions and
simplified text for word problems
Learning Segment Overview Directions: Briefly describe the instruction preceding the assessment by typing within the
brackets in each section of the chart below (no more than 2 single-spaced pages). Do not delete or alter the chart; both the
chart and your description are included in the total page count allowed. Refer to the evidence chart in the handbook to ensure
that this document complies with all format specifications. Pages exceeding the maximum will not be scored.

Central Focus: State-Adopted Content Standards

[The central focus and purpose [MGSE5.NF.7 Apply and extend previous
for the content I will be teaching understandings of division to divide unit fractions by
is to build on the understanding whole numbers and whole numbers by unit fractions.1 a.
that a fraction is a number that Interpret division of a unit fraction by a non-zero whole
can operated on and number, and compute such quotients. b. Interpret
represented on a number line. division of a whole number by a unit fraction, and
By using various compute such quotients. c. Solve real world problems
representations, students will be involving division of unit fractions by non-zero whole
able to demonstrate the ability to numbers and division of whole numbers by unit fractions,
divide unit fractions and whole e.g., by using visual fraction models and equations to
numbers in this learning segment represent the problem.
is. The purpose for the division of
unit fractions content is that the
student will be able to know that
It is important that students learn
how to solve. ]
Learning Objectives Instructional Strategies and Formative and
Learning Tasks Summative Assessments
Lesson 1 [Students will be [As a whole group review key [Formative: Anecdotal
able to create a vocabulary used when notes, Math journal
model in order to discussing division and practice problems of
show division of unit fractions. Solve division of unit division of unit fraction
fractions by whole fraction by whole number my whole numbers,
numbers.] practice problems. and model of one of the
Independently solve equations game problems ]
and word problem in math
journal using models and a
number line. In pairs play
connect four fraction game for
division of unit fractions of
whole numbers. (must model
of one of the equations
created from game) ]
Lesson 2 [ Students will be [As a whole group students [ Formative: Teacher
able to solve real will create visual models to observation of oral
world word help solve division of whole explanation; Students
problems with numbers by unit fractions will complete PARCC
division of whole problems from PowerPoint. In workbook pages on
numbers by pairs, students will play real world problems,
fractions and connect four fraction game for involving both division
division of whole numbers by of unit fraction by whole
 fractions by whole unit fractions. Independently, number and whole
numbers] students will sketch models to number by unit fraction
represent division of unit division problems.
fractions by whole numbers pages 41- 42 #s 1-9
and whole numbers by unit and PPT problems 2-6]
fractions by analyzing word
problems and solving
equations from must do
problems #s 2-6 from
PowerPoint.
As a whole group students will
demonstrate and orally
explain how they solved
problems from independent
work.
Lesson 3 [ Students will be [As a whole group review [ Formative: Peer
able to create and division of fractions Assessment of oral
model a story PowerPoint and practice explanation of game
problem in order to problems. Independently solve problems, teacher
show division of division of fraction bucket observation; game
fractions ] Filler Game problems by piece problem- solving
solving equations, modeling, sheets of real world
and creating story problems. word problems on
Whole group orally discuss division of unit fractions
strategies to solving Bucket and whole numbers]
Filler game piece equations. ]
Lesson 4 [ ] [ ] [ ]
(Optional)

Lesson 5 [ ] [ ] [ ]
(Optional)
 TASK 4: MATHEMATICS ASSESSMENT COMMENTARY
Respond to the prompts below (no more than 8 single-spaced pages, including prompts) by typing your responses within the
brackets following each prompt. Do not delete or alter the prompts. Commentary pages exceeding the maximum will not be
scored. Attach the assessment you used to evaluate student performance (no more than 5 additional pages) to the end of this
file. If you submit feedback as a video or audio clip and your comments to focus students cannot be clearly heard, attach
transcriptions of your comments (no more than 2 additional pages) to the end of this file. These pages do not count toward
your page total.

1. Analyzing Student LearningWhole Class

a. Identify the specific learning objectives measured by the formative assessment you
chose for analysis.
[MGSE5.NF.7 Apply and extend previous understandings of division to divide unit fractions by
whole numbers and whole numbers by unit fractions.
a. Interpret division of a unit fraction by a non-zero whole number, and compute such
quotients.
b. Interpret division of a whole number by a unit fraction, and compute such quotients.
c. Solve real world problems involving division of unit fractions by non-zero whole numbers and
division of whole numbers by unit fractions, e.g., by using visual fraction models and equations
to represent the problem.

Objective: Students will be able to create a model and solve real word problems to interpret
and compute division of unit fractions and whole numbers.]
b. Provide a graphic (chart or table) or narrative that summarizes student learning for the
whole class. Be sure to summarize student learning for all evaluation criteria submitted
in Mathematics Assessment Task 4, Part D.
[The pre-assessment was administered to the students prior to reteaching this skill. Twenty-two
students participated in the learning segment. Students have some prior knowledge of division
of unit fractions by whole numbers and whole numbers by unit fractions from previous teaching.
The graph below displays the results of the pre and posttest, both of which are the same. The
graph displays each question and the number of students who answered those questions
correctly, prior to the learning segment.
The graph below shows the percentage score of each student on written pre and posttest.

Student Pretest Posttest

1 0 0
2 75 50
3 0 50
4 75 100
5 50 100
6 50 100
7 75 75
8 25 100
9 50 100
10 25 100
11 0 50
12 25 50
13 75 100
14 0 50
15 75 100
16 0 0
17 50 100
18 75 100
19 100 100
20 100 100
21 25 50
22 100 100

Using the data from the written pre and posttest, the percentage of the class that is able to
correctly divide unit fractions and whole numbers is shown in the graph below. For the pre and
posttest each of the 4 questions were worth 25% each. I counted the number of correct written
answers and multiplied by 25 to get student percentages.]
c. Using examples from the summary chart, discuss the patterns of learning across the
whole class relative to
conceptual understanding
 procedural fluency
mathematical reasoning/problem-solving skills
[The patterns of learning for conceptual understanding indicate that 20 out of 22 students can
interpret and compute division of unit fractions and whole number word problems with accuracy.
Misconceptions/errors arise when students are unable to use given information in a story
problem and use a visual fraction model to solve the story context. Three out of 22 students
cannot interpret and compute story problems with accuracy.
Quantitative patterns of learning procedural fluency indicate that 19 students have mastered
understanding of division of whole number and fractions using a model as a tool for students to
develop the conceptual foundation to help them connect the computation to division of whole
numbers. Misconceptions/errors arise when students cannot accurately model a unit fraction in
their drawings in order to divide.3 out of 22 students cannot accurately model division of unit
fraction by a whole number. 14 out of 22 students can accurately model division of whole
number and unit fractions. They are able to use the procedures of solving division problems with
a number line or model as a tool to develop the procedural fluency needed to help them connect
the computation to division of whole numbers by unit fractions. 8 students cannot accurately
create a model or number line without making simple mathematical errors. 2 out of 22 students
cannot approach division of unit fraction problems without guidance. Quantitative patterns of
learning for procedural fluency indicate that students do not understand why those procedures
make sense and how or why the procedures work.
Quantitative patterns of learning for reasoning indicate that all but 3 students have some
understanding and able to interpret and compute division of unit fractions and whole number
word problems with accuracy and little mathematical guidance using a model or number line.
However quantitatively 9 of 22 students still need guidance and procedural understanding of
division of unit fractions.]
2. Analyzing Student Learning3 Focus Students
From your analysis of whole class student learning, identify one area where students
struggled mathematically. Select 3 student work samples that represent the struggles in
this area. These students will be your focus students for this task. At least one of the focus
students must have specific learning needs, for example, a student with an IEP
(Individualized Education Program) or 504 plan, an English language learner, a struggling
reader, an underperforming student or a student with gaps in academic knowledge, and/or a
gifted student needing greater support or challenge.
a. In what form did you submit the work samples for the 3 focus students? (Delete choices
that do not apply.)
Written work samples in text files
b. Analyze the 3 students work samples and describe the students struggle(s) as they
relate to the underlying mathematical understanding and/or concept. Cite specific
evidence from the work samples in relation to mathematical errors, confusions, and
partial understandings.

What do the students errors tell you about their mathematical understanding? For
example, if a student error occurs in a subtraction problem, then the underlying
mathematical understanding may include regrouping, meaning of subtraction, and/or
subtraction as the inverse of addition. The related mathematical understanding becomes
the basis for the targeted learning objective/goal for the students.
[Student 1 receives math services. Student 1 frequently shuts down when struggling with
understanding content. Post assessment and teacher observations conclude that student 1
struggles with correctly modeling division, which causes student 1 to get the wrong answer.
However student 1 knows how to multiply numbers with no problem. This indicates a
misconception with grouping in division.
Student 2 has difficulty staying on task after a short period of time. Student 2 often has to be
redirected. Based on the assessment student 2 would solve division of unit fraction problems
backwards resulting in getting a unit fraction answer where she should have gotten a whole
number and vice versa.
Student 3 is a low level math student. Student 3 can read fluently but has difficulty with
comprehension. Also student 3 struggles a little with multiplication tables and has to write them
down on the side of paper. Student 3 struggles with correctly modeling division as well. I have
concluded that because student 3 struggles with multiplication, therefore there is difficulty with
division.]
c. If a video or audio work sample occurs in a group context (e.g., discussion), provide the
name of the clip and clearly describe how the scorer can identify the focus student(s)
(e.g., position, physical description) whose work is portrayed.
[ ]
3. Developing Students Mathematical Understanding
a. Based on your analysis of the focus students work samples, write a targeted learning
objective/goal for the students related to the area of struggle.
[Students will solve real world word problems by correctly creating a model to interpret and
compute division.]
b. Describe the re-engagement lesson you designed to develop each focus students
mathematical knowledge in relation to the targeted learning objective/goal. Your
description should include
targeted learning objective/goal from prompt 3a
state-adopted academic content standards that were the basis of the analysis
strategies and learning tasks to re-engage students (including what you and the
students will be doing)
representations and other instructional resources/materials used to re-engage
students in learning
assessments for monitoring student learning during the lesson (e.g., pair share, use
of individual whiteboards, quick quiz)
[Targeting Learning Objective: Students will solve real world word problems by correctly
creating a model to interpret and compute division.

Georgia Common Core Standard:

MGSE5.NF.7 Apply and extend previous understandings of division to divide unit fractions by
whole numbers and whole numbers by unit fractions.
a. Interpret division of a unit fraction by a non-zero whole number, and compute such
quotients.
b. Interpret division of a whole number by a unit fraction, and compute such quotients.
c. Solve real world problems involving division of unit fractions by non-zero whole numbers and
division of whole numbers by unit fractions, e.g., by using visual fraction models and equations
to represent the problem.

Strategies and Learning Tasks:

Learning will occur as a small group.

Procedures:
Guided Practice (Small Group)
Teacher reads aloud The Doorbell Rang, by Pat Hutchins.
Group Discussion on what is division?
Discuss how we can group the paper cookies to represent division problems from the
story. EX:12 cookies shared between 2 children gives each child 6 cookies each, 12
cookies shared among 4 children gives each child three cookies; 12 cookies shared
among 6 children gives each child 2 cookies; 12 cookies shared among 12 children
gives each child 1 cookie each
Teacher discuss with students how division relates to dividing with unit fractions.
Pull out giant cookie paper. Ask Students: If I were the only one in the room how much
of the cookie would be mine? (The whole thing)
Ask students if I had one cookie and I needed to share it with myself and one other
student how much of the cookie would each student get? (Each get cookie; teacher
will model with fraction bars )
Ask students if I had of a cookie and I wanted to share it with myself and one other
student, how much of the cookie would each person get? (1/4; teacher will model with
fraction bars.)
Before Teacher models how to solve unit fraction and division problems, teacher hands
out Work sheet and Expressing Fractions as Words worksheet to see if students can
properly identify the fractions modeled in the drawing; instead of word from teacher
instructs students to write in number form.
Next Teacher and students will solve division of unit fractions and whole number
problems together. Teacher will model draw a visual model for each problem.

Independent Practice:
Students were given the Division of Fractions and Whole Numbers Independent Practice
work sheet to complete independently. Students could use white boards to compute and
model division from word problems and all answers were to be transferred to worksheet.
A select number of problems were assigned to each student depending on areas they
needed the most practice in.
Closure:
As a ticket out the door students were asked to solve a word problem on white boards.
Students should show understanding of how to use a visual model to solve real world
problems using division.
Resources and Materials:
Book: The Doorbell Rang, by Pat Hutchins
Paper cookies
 White Boards
Dry Erase Markers
Worksheets: Division of Fractions and Whole Numbers Independent practice Work
sheet and Expressing Fractions as Words
Assessment:
Formative Assessment: Student responses on white boards and Teacher
Observations
Summative Assessment: Division of Fractions and Whole Numbers
Independent practice Work sheet]

Before responding to prompt 4, you will teach your re-engagement lesson.

This lesson may be taught with the 3 focus students one-on-one, in a small
group, or with the whole class.

4. Analyzing Teaching

Cite evidence from the 3 focus students work samples from the re-engagement lesson to
support your response to prompt 4b.
a. In what form did you submit the 3 students work samples from the re-engagement
lesson?
Written work samples in text files
[
]
b. Analyze the effectiveness of the strategies you used during the re-engagement lesson to
develop students mathematical understanding in the identified area of struggle.

Consider the change in students mathematical understanding or misconception(s) in

relation to the identified area of struggle when describing the effectiveness of the re-
engagement lesson.
[Student 1, 2, and 3 all correctly labeled the fractions in the Work sheet and Expressing
Fractions as Words. This showed that students understand visually what fractions are being
modeled. During Guided practice, all students seemed engaged. The students participated in
the lesson by solving fraction problems on board and holding they up as they completed the
problems for me to check. I did have to remind students that when dividing a unit fraction by a
whole number, there is only one model drawn. While completing the Division of Fractions and
Whole Numbers Independent practice Work sheet student were able to use white boards so that
they had more visual space to see their models and accurately count their partitioned parts.

Student 1 shows partial understanding of dividing unit fractions and whole numbers using a
model. Based on the Division of Fractions and Whole Numbers Independent Practice Work
Sheet, Student 1 mastered dividing whole numbers by unit fractions, but struggled with dividing
a unit fraction by a whole number. Student 1 modeled the unit fraction properly but forget to
partition the model to represent the division of the whole number. This student was able to
correctly solve the ticket out the door problem, which further shows he masters division of
whole numbers by unit fractions.

Student 2 has shown proficiency in dividing unit fractions and whole numbers. Student 2s
Division of Fractions and Whole Numbers Independent Practice work was completed with 100%
accuracy. Student 2 in now able to compute unit fraction and whole number problems using a
model. During the ticket out the door, student 2 proved understanding by asking me to circle
important information in the word problem to help conclude what the problem was asking. The
model for the problem drawn on the white board was correct.

Student 3 showed some growth. For the independent practice worksheet student 3 showed
understanding with division of smaller numbers using a model. However student 3 struggled to
complete the Division of Fractions and Whole Numbers Independent Practice worksheet, one of
the main areas was partitioning. Student 3 would partition the model wrong and then incorrectly
count the numbered spaces. Teacher had to guide her on how to correctly partition the model.
For the ticket out the door, student 3 stated that the problem was asking how many 3rds are
in 4 wholes? this helped student 3 to know what was being required for solving the problem.
However student 3 got the problem wrong due to partitioning. Ive concluded that even though
the answers were wrong student 3 has shown growth because before student 3 didnt even
know how to approach the problem.]
c. If a video or audio work sample occurs in a group context (e.g., discussion), provide the
name of the clip and clearly describe how the scorer can identify the focus student(s)
(e.g., position, physical description) whose work is portrayed.
[ ]