1

Field ​Experience​ Portfolio​: 

Maurice ​Hawk​ Elementary ​School 
 
Hana Syed 
MTT 
2/8-4/26 
Mrs. Davison 
3rd Grade 
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Table of Contents 
Portfolio Introduction………..…………………………………………………………………………………………………...…3 
Field Experience Activity Log……………………………………………………………………………………………………4-5 
First Impressions of a Classroom……………………………………………………………………………………………..6 
Sketching a “Birds-Eye View” of a Mathematics Classroom……………………………………………....7 
Interview and Reflections……….…………………………………………………………………………………………………8-11 
Teacher Interview……………………………..………………….9-10 
Student Interview………………………………………………...11 
Reflection on Student Interview…………..12 
Observations……………………………………………………………………………………………………………………………….13-20 
Observing an Activity in Class………………………….....14 
Reflection on Observing an Activity……..15 
Special Needs Observation………………………………....16 
Reflection on Spec. Needs Obser.………...17 
Observation and Assessment………………………….....18 
Manipulative Observation and Survey……………….19 
Reflection on Manipulatives.…………………...20 
Manipulatives Survey………………………………..21 
Lessons and Reflections………………………………………………………………………………………………………...22-43 
3rd Grade Fraction Lesson………………………………….23-26 
Reflection on 3rd Grade Fractions.….....27 
Kindergarten Fraction Lesson…………………………….28-30 
Reflection on Kindergarten Fraction.…..31 
Literature and Math Lesson……………………………...32-37 
Reflection on Lesson…………………………….....38 
Geometric Lesson…..……………….…………………………....39-42 
Math Game and Instructions ………………………………………………………………………………………...........43-48 
Math Game………………………………………………….44-45 
Math Game Instructions………………………….46-47 
Summative………………………………………………………………………………………………………………………………….48 
Summative Reflection……………………………….49-51 
 
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Portfolio Introduction 
 
“The mediocre teacher tells. The good teacher explains. The superior 
teacher demonstrates. The great teacher inspires.” ​― ​William Arthur 
Ward 

My name is Hana Syed and this portfolio is a compilation of my work throughout my time in 

Mrs. Davison’s third grade class at Maurice Hawk Elementary School. I separated my portfolio into 

eight sections: Activity Log, Impressions of Class, “Birds-Eye View”, Interview and Reflections, 

Observations, Lessons and Reflections, Math Game and Summative. Each section consists of 

subsections, which are the activities that were done within the classroom and reflections on certain 

sections. The four assignments that I felt were most influential during my student teaching were 

the special needs observation, manipulatives observation, student interview, and the literature and 

math lesson. The special needs observation helped me understand that I still want to pursue my 

career in that path. I also loved the student interview because 

I was able to see how a 3rd grader thinks about math concepts 

in everyday life. The manipulatives within the classroom were 

great and useful for all the kids and the literature lesson went 

along well 

since the 

children 

were able 

to use 

rulers 

from the 

class.  
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Field  
Experience Activity Log 
2/8/18 

The first day of practicum, Cori(my partner) and I were warmly welcomed in Mrs. Davison’s 3rd 
grade classroom. The students are always given a warm-up on the whiteboard easel and are asked to 
answer the question on a sticky note. The question was to say 5 things that they felt important was 
to share with us to help us get comfortable within the room. We also were able to see the children 
and teacher sing a song on the ukulele the co-op brings to the class. The students seem to enjoy it a 
lot and I think it is a great way to bring the students together. I also was able to see the students 
participate at the Liberty Science Center Assembly, which was great to learn the knowledge each 
child has about science. Overall, it was a great welcome for the first day of practicum. 
 

2/15/18 

The second day of practicum was amazing at Hawk! We first had a SMART BOARD meeting before 
the students arrived, which was very helpful. My co-op, Mrs. Davison, is so helpful with all the work 
that is supposed to be done within the classroom. She helped Cori and I plan out our lesson for MST 
with finding resources from the library on weather since our third grade classroom is going to be 
learning about clouds. We even planned a small activity to go with the books since she set some time 
for us. Mrs. Davison is very flexible with her schedule, even though it is pretty tight, but she 
explained that this year, none of her students get pulled out for any help, which makes it easier to 
plan for the day. Her flexibility had to kick in when the first grade teacher, whose students are 
buddies with the third graders, asked to work on the 100 Day Buddy Packets. I loved being able to 
see the connections the third graders had with the first graders. Some of them had to be 
redirected, but majority of the class worked so well and many surprised me with their artistic 
abilities. Overall, the day was very peaceful since the children were going to have a long weekend. 
 
2/22/18 

During the morning meeting, the music teacher came in and we sang this song, which introduced the 
children’s name and one thing they liked. At first, the children were shy, but as a couple had their 
turn, the children started to partake really well. Later on in the day, we had our math lesson, which 
I loved. They are learning about fractions and Mrs. Davison practiced what we learned from the one 
video in math class with the 10 frame. She used 4 students to stand up and have them demonstrate 
fractions by having one sit making 3 of them standing 3/4 and the one sitting 1/4. It made me happy 
to see that I was able to make a connection. They had reading time as well because they were 
starting a new read aloud and I previously just read this book for my Children's Lit class. The One 
and Only Ivan and I feel that the kids are going to get a lot of valuable lessons through this book.   
 
 
 
3/1/18 
 
Our co-op had to leave in the afternoon, so a sub had to come in. In the morning, we celebrated a 
student's farewell because it was her last day on Thursday. We also had the fire drill, which caught 
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me by surprise how the students behaved. I was always prepared to walk in a single file line, but our 
class ran out of the classroom to the spot outside and were in a line ready. Not that they were not 
prepared, it was just different to see the procedure work like that. Later on, I did my student 
interview and interviewed a girl named Sanjana. She thoroughly answered all the questions with a lot 
of enthusiasm and well thought out answers. She was backing up each answer with examples and 
details. Later towards the end of the day, we worked on fraction packets and games that Mrs. 
Davison left from the previous day. Some of the children were breezin on by with these packets, 
but some problems seemed to be a little difficult because they had to do with mixed numbers. Cori 
and I were able to help the students with these packets and were able to teach the class as if our 
own since the substitute was there and the students were getting used to us. It felt good that I 
knew the rules of the class and how to focus and direct the children to what they needed to do.  
 
3/29/18 
  
The 5th day of practicum, the class worked on their Pourquoi tales in the computer lab. These tales 
are fantasized and are to be edited and help the children work on their computer skills. Later that 
day, Mrs. Davison had set up an observation for Cori and I in a special needs kindergarten class. I 
truly enjoyed this experience because I would like to pursue in my masters in special education. I 
really appreciated that Maurice Hawk has so many accommodations and resources for the students 
in the classroom and school. The classroom consisted of students with hearing impairments(OHI) 
autism spectrum, communication impaired, behavior, sensory and sound sensitive. The school 
provides wheelchair assistance and a stroller, with a specific aid assigned only for that student. As 
well as for the children that have behavior issues, the classroom has seat rugs for them to calm 
down on. We had an incident where a student did not like the noise in the classroom and was asked 
to sit next to the teacher during circle and relax in the seat. He also was able to have a heavy pillow 
on his lap to calm him down. The second observation was in a first grade ESL classroom where they 
worked on understanding the beginning and ending of March. They listened to the book In like a lion, 
out like a lamb and then worked on crafts creating lambs and lions. This project helped with gross 
motor skills since they had to cut and glue. I feel that these two observations helped me a lot in 
deciding what I envision my future to be like in elementary education and I cannot wait to pursue 
theses dreams. 
 
4/12/18 
 
The 6th day of practicum, Cori and I worked on our MST lesson plan, which was about hurricanes 
and we incorporated a design challenge. First, we hooked the children into the lesson by reading an 
excerpt from an “I Survive” book and then went on to having a discussion before reading a 
hurricane book. Afterwards, we were able to explain a worksheet and had the children fill some 
questions out before creating a structure with their groups to withstand the 3 W’s: water, weight, 
and wind. This activity went really well and our co-op gave great positive feedback as well as advice 
for future lessons. The students were thrilled to be able to test their structures and wanted to 
take them home, but instead we took pictures of each group with their structure. 
 
4/19/18 
 
The 7th day of practicum was great with the students. Cori and I worked on our Stem Advocacy 
project, which consisted of Equity and Diversity within the Stem field. The children enjoyed the 
activity, which was to create a poster about a female, black woman in the STEM Field. They created 
beautiful posters, but certain groups were having difficulty brainstorming and behaving as if it was 
a contest instead of a fun project. Our teacher discussed classroom management and how to handle 
these certain situations, which was very helpful.  
 
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First Impressions of a Classroom 

 
1. Are there any mathematics pictures or posters on the walls? What 
do they depict? 
a. The classroom does not have any posters related to mathematics 
as of now. 
2. Are there any bulletin boards with mathematics information or 
learners’ mathematics work? 
a. There is one bulletin board where it informs students when they 
have math within the day. 
3. How are the learners’ desks or tables arranged? Why do you think 
they are arranged that way? 
a. There are 5 tables within the class. The first table and the 
fourth table have 6 desks each, then two tables consist of 4 
desks each and the last table consists of 5 desks. The class 
consists of a total of 25 students. This grouping helps make 
reading groups and math groups.  
4. Are there any math manipulatives evident? Are they accessible to 
the learners? 
a. There are many manipulatives in the class. Under the academic 
choice calendar, there’s a shelf full, which children are able to 
reach and use. 
5. Are there any computers in this class? Is it connected to the 
Internet? Is it used for math? 
a. One computer is present, which is on the teacher’s desk and is 
linked to the Internet and Smartboard, however it has not been 
used for math yet. 
6. What are the learning expectations? How do you know? 
a. The learning expectations are for the children to work more 
independently and grow in a mature manner. Each child learns to 
work as a team and individually. Each project or worksheet is to 
help these students grow and use skills that will continue to be 
used throughout school.  
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“Birds-Eye View” 

 
 
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Interviews and Reflections 
 
 
 
 
 
 
 
 
 
 
 
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Teacher Interview 
 
1.How do you decide how much time to provide learners to explore sound math and grapple 
with significant math problems? 
 
“I usually give them more time than what I think they need so that advanced students can always 
move onto something else when they finish and the students that need more time do not feel like 
their time is being cut short. We have an hour block for math which really allows the students to go 
at their own pace and reach an understanding in their own time. I provide students as much time as 
they need for an activity so they can problem solve on their own and also try different strategies.” 
 
2. How does the way you've arranged the room (e.g., the seating, the location of materials, 
etc.) Affect the learners' learning of mathematics? 
 
“There is a lot of open space in our room which is good because the students can move around or be 
in different locations for different types of learning to take place. I usually introduce a lesson on 
the carpet then send them back to their tables for activities. They need to move around and not 
stay in the same place at this age because they lose focus very easily. When playing math games or 
doing other group work activities the tables allow for collaboration and movement so students can 
easily to work with others. The classroom materials are stored in a centralized, easily accessible 
location so students can use them and be encouraged to use them whenever.” 
 
3. I understand we want learners to develop mathematical skills and proficiency. I've heard 
that providing appropriate contexts encourages this. How does one do that? 
 
“I always try to relate math to examples and experiences from real life. I provide this type of 
context specifically so students see that math is applicable to their worlds and not just a subject in 
school. I think about things they have definitely been exposed to and then relate those to the 
lesson so the context is appropriate and they can make sense of it. For example, counting money by 
bringing up change you get from the cashier in a store or talking about painting their bedrooms or 
redecorating a room in a lesson about area and perimeter. These are appropriate contexts because 
it is likely the students can relate in some way.”   
 
4. What do you do about the learner who says that he/ she doesn't like math or is afraid of 
math? 
 
“I always tell the kids I did not like math as a kid and that it was scary for me because I never 
truly understood the process and only how to get an answer. I tell kids that focusing on the process 
is so much more important because it makes finding an answer easier and a lot less scary. I also 
reinforce it is not about being right or wrong but coming to a conclusion through their own 
reasoning. I tell all the students they can find fun parts of math or something they’re good it 
through focusing on the process and not the product.” 
 
5. Do learners ask questions in math or make conjectures? Do you encourage this? How? 
 
“The students are always asking questions and I welcome them to do so! I encourage them to ask 
questions by exploring different strategies to solving a problem so they can challenge themselves 
and be confused but also through this figure out what is best for them. I also like students to 
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share strategies or how they came to an answer with a peer so they can ask each other questions 
and learn something new they maybe have not considered before. I think my encouraging the 
exploration of multiple strategies you encourage questioning because you are pushing students out 
of their comfort zones.” 
 
6. I've learned in class that math should make sense. What do your learners do that sends 
the message that they are making sense of math? How do you encourage that? 
 
“When they take something they have learned in one area of math and transfer or apply it to 
another unit. This shows me they are applying a strategy or concept to another capacity and they 
they really understand it because they can recognize its purpose or place in other areas of math.” 
 
7. What mathematical concept have the students struggled with the most this year and why? 
 
“The students have struggled most with both division and the placement of fractions on a number 
line. I think these two concepts are hard for students because they are abstract. Division is 
different than multiplication and it is a new conceptual understanding that students have to grasp 
and it usually takes time to develop this understanding. With fractions on a number line, I think it is 
hard for students because they really have to understand equivalent fractions in order to place 
numbers on a number line so if they have not fully mastered that, it is hard to apply it and it just 
results in being confused even further.” 
 
8. In your class this year, do you think the students are generally at the same level of 
understanding or is there a big difference student to student for the math concepts? 
 
“This year specifically my students’ levels of understanding are very divided. I can tell that this 
class is very diverse in the way they process information. Some of them are really abstract thinkers 
and are always looking for ways to apply or connect different math concepts and others just look to 
develop a basic understanding and nothing more. It has been hard this year because my students 
learn so differently but I think that is something a teacher has to be prepared for every year and 
create lessons that create an environment that welcomes and caters to all students and their 
different learning styles.” 
 
 
9. In your opinion, what is the best practice for reaching every student in the class during 
math time? 
 
“There are a lot of really cool ways to approach math lessons that cater to different learners. 
Things like math workshop or math labs are super fun for kids and just really innovative and 
collaborative. The third grade is slowly incorporating more and more math workshop but from what 
we have done this year, they have gone really well. Something I like to do during math to reach as 
many students as possible is to have math choices. So if they are doing a worksheet or activity, I 
try to have different options that the students can read through and choose what to do. This allows 
them to pick a worksheet or activity that is most comfortable for them. They learn math best when 
they feel empowered by it and that happens by the math being at their level of understanding. Also 
with different options and the students picking different things, there is less pressure and 
competition in the class because everyone is working on something different. Choice is really good 
for reaching learners at different levels of understanding around a concept.” 
 
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Student Interview 
 
1. If I had no idea what math meant, what would you tell me? What is math? 
a. Equations, variables, Albert Einstein(Someone who’s good at it) 
2. What are the important math topics? 
a. Multiplication, division, subtraction, addition, computers(formula) 
3. Why do you think you are learning math? How will you use it? Can you give 
some examples? 
a. Lots of stuff involves it; not just calculator 
4. Is there usually one way to solve a problem than one way? 
a. Certain problems have one way to solve; trade and place values 
5. Your teacher says, “ It’s time for math.” What is going to happen(what will 
you be doing, what will the teacher be doing?) 
a. Sometimes take out worksheet or come to rug(beginning of division) 
6. When you visualize someone someone who is good at math, what kinds of things 
can this person do? 
a. Solve problems(hard) affecting big things(like global warming) 
7. Do you think everybody can do well in math if they try? 
a. If they have the education, cause trying only gets you so far. 
8. Who is good at math? 
a. Chefs, Bankers and Engineers 
9. Is math something that is useful to know? Why or why not? 
a. Yes because many other things need math in the world. 
10. Are you good at math? Why do you think so?  
a. Good enough and because I can do the problems smoothly. 
11. How is math best learned? 
a. Verbally and not with many manipulatives 
12. How do you best learn math? 
a. Mom usually talks and draws 
13. Is math your favorite subject? 
a. No, not really, but I like it.  
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Student Interview Reflection 

 
 

Throughout this student interview, Student X did an excellent 

job answering and explaining her thoughts towards all the questions 

asked. She did not have much elaborated thoughts for each question 

and many ideas were repetitive. This was a great idea for interview 

questions because it shows how a third grader thinks about math as a 

subject within the class and outside of the room as well.  

I thoroughly enjoyed doing this interview with Student X because 

she was not hiding her feelings and was not afraid to answer each 

question with her honest opinions. I feel like this activity is good to do 

with all students as a survey in a classroom to get an idea at where the 

students in your classroom are with math and how they feel towards it. 

This way, a teacher will know how to modify their teaching methods to 

engage all students.  

 
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Observations 

 
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Observing an Activity in Class 

 

Observation: Clear The Board  Notes: Kind of Like the game 24 

1. How is the activity done?  ● As an entire class 

● How do the children do the activity or  ● They are exercising mental math 
solve the problem?  ● White boards, marker, dice(3) 
● What materials are needed?  ● Children are practicing and are not 
● What are the steps students need to  recording 
take? 
● What is written or recorded by the 
students? 

2. What is the purpose?  ● Children are practicing # sentences by 

● What mathematical ideas will the  working with addition, subtraction, 
activity develop?  multiplication and division  
● Are they concepts or procedures?  ● Teacher is using rhyming with numbers 
● What kind of mathematical connections 
will there be? 
● Can students extend ideas? 

3. What does the teacher do?  ● Rolls the dice, writes 3 #’s on board, 
● How does teacher set up the activity?  tries to erase #’s 0-10 
(demonstrations, instructions, exam.  ● - 
etc.)  ● - 
● What does teacher do when students  ● Encourages them to try again 
are on task?  ● Gives them a compliment using the # 
● How does teacher deal with student 
problems? 
● What does teacher do once task is 
complete? 

4. Did the activity accomplish its purpose?  ● Yes it did, the children worked 
● Was the activity successful?  together and were able to clear the 
● How do you know?  board 
● What evidence of learning did the 
learners present? 
 
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Reflection on Observing an Activity 

 

The game Clear The Board is very similar to the game 24. 

The game 24 is when you are only allowed to use 4 numbers to 

reach the number 24, either with dividing, subtracting, adding or 

multiplying. Similar to that concept, Clear The Board is by using 

three numbers, getting rid of 1-12. For example, if a student rolls 

a 1, 3, and 5, to get rid of 1 they would subtract 5-3-1=1.  

I feel that this game helps children work together as a team 

with their group as well as helps them understand the concepts of 

multiplying, subtracting, dividing and adding numbers in order to 

get a certain number. There are many methods to reach one 

number and to show just one way will not always benefit the 

student.  

 
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Special Needs Observation 

 
1. What categories of disability or exceptionality do the students have? 
The classroom I observed had a group of students who had numerous  
different disabilities such as health impaired(OHI), special learning  
disability(SLD), autism(spectrum), behavior, communication impaired, sensory and 
sound sensitive.  
     
2.  What kinds of resources are available in the classroom/school to help  
the students? 
The classroom provides teacher aids, where there were 2 in the classroom I  
observed. The classroom also had seats for the rug, where the children can sit 
when they are moving around too much or are getting restless or need to calm their 
bodies. The student with hearing impairment has a hearing aid and the classroom 
teacher has a microphone for the student to hear better. The school has a ramp 
for the student who is in a wheelchair to have accessible ease when entering the 
school.  
   
3. How did the teacher modify or adapt his/her instruction to the  
student? 
The teacher repeated the instructions multiple times, as well as having the  
student use breathing techniques to calm down after having a small break down 
from the sound sensitivity.  
   
4. Who provided help for the student during the class? How much time  
was spent helping the student?  
The teacher provided help. The student needed 10 minutes to relax from the noise 
and used a weighted pillow in his lap. He also sat in a scoop chair( or a cube) which is 
wooden. Another student who is in a wheelchair has her own one-on-one aid, who 
helps her with her high-low chair and also has a knee brace to stand and walk with 
assistance.  
 
5. Did the student successfully complete the activities in the lesson? Why  
or why not? 
The 14 students in Mrs. Signore’s class were reviewing colors, patterns,  
opposite with plastic eggs for Spring. Certain children understood the 
concept of the colors and guessing what was inside the egg, yet some shared 
the answer aloud instead of allowing their friends to guess.  
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Reflections on Special Needs Observation 
 
I truly enjoyed this experience because I would like to 

pursue in my masters in special education. Observing Mrs. 

Signore kindergarten class helped me realize that it is not all 

easy to work with children with disabilities and that you need 

to have a certain level of patience. These children will need a 

lot of repetition of instruction.  

I was impressed by the accommodations the school and 

classroom provide for these children, from the aids, to 

microphone, seating and ramp. Mrs. Signore had a 

conversation with me and was able to tell me that the 

students are able to identify their own names, which is a 

great skill for decoding and reading. However, they still need 

to work a lot more on writing and understanding how certain 

games are to be played without shouting the answer out when 

their friend is supposed to guess.  

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Observation and Assessment 

 
1. How does the teacher organise the groups? How are they seated? What 
is the composition of the groups?  
During reading, the children that are in the reading groups, either go to the  
tables or carpet. There are 3 to 4 students per group. 
 
​ 2.  Does the teacher go over rules for group work? What are they?  
The teacher over the rules she wanted them to brainstorm and write  
down what they observed from the images.  
 
3.  How long does it take for students to get into groups? 
It takes about 3-5 minutes.  
 
Group 
 
1. How well does the group interact? Does everyone contribute equally? 
Does this group stay on task? 
The group interacted very well. All 3 students stayed on task and made many 
real life connections with the book and their own culture. 
 
2.  Do any students have difficulty participating? How does the teacher,  
assigned aid,other students, or you help that students? 
None of them did 
 
3.  How do the groups record and report their answers? 
They had about 15-20 minutes 
 
4.  How does the teacher assess the group’s work? 
They all come to the carper and share their work. Each member from the  
group speaks aloud and shares from their work.  
 
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Manipulative Observation 
 
1. What manipulatives are being used? What mathematical concept is being 
modeled? 
Fraction strips are used to see equivalents of fractions. 
   
2. How are the manipulatives stored? In the classroom? 
They are stored under the academic choice calendar shelf. 
 
3.  Does the teacher demonstrate how the manipulatives can be used to  
model mathematics concepts?   
Yes, she demonstrated examples on the board. 
 
4. How are the manipulatives distributed to students? 
They made their own fraction strips. 
 
5. Does the teacher allow the learners time to explore and familiarize  
themselves with the manipulatives? 
Yes, the learners were able to use the manipulatives. They worked with their  
partners. 
 
6. Do the students remain on task, or are they distracted by the  
manipulative? 
​They remained on task and used them appropriately. 
 
7. What procedures are used to collect the manipulatives at the end of  
the lesson? 
They place them in a basket and then are collected. 
 
 
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Reflection on Manipulatives 
 
 
I was very happy to see that the classroom provided 

many of the manipulatives that were on the survey list. All the 

manipulatives are easily accessible by the teacher and the 

students. While observing some of the math lessons, Mrs. 

Davison had asked the students to use their fraction strips to 

help them figure out which fraction is larger or equal to 

another.  

While playing the game Clear The Board, Mrs. Davison 

used three dice as the manipulatives so that the children could 

use those numbers to erase the number from 1-12. This game 

was very helpful for the children. It encouraged them to try it 

with their partners as well and all take turns sharing their 

ideas with the class and teacher.  

 
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Manipulatives Survey 
 
 
 
Manipulative  Available?  Topic(s) used  Condition?   Made by students? 
for?  (good/fair/poor) 

Base 10 Blocks  Yes  Place Value  good  no 

Connecting Blocks  Yes  Place Value  good   

Centimeter Rods         

Various Counters  Yes  Integer  good   

Operations, 
Addition, 
Subtraction 

Attribute Blocks  ?       

Pattern Blocks  ?       

Specific Fraction Sets  /       

Geoboards  no       

Rulers  yes  Measure     

Scales  yes  Measure     

Thermometers  yes  Temperature     

Measuring Cups  yes  How Much?     

Play Money  yes  Add/Subtract  good   

Tangrams  yes  Spacial  good   

Pentominoes(Triominos)  /       

Deblocks  ?       

Dice  yes  Number Order  good   

Spinners  /       

Dominos  yes  Addition/Patter good   

n 

Calculators  yes    good   

 
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Lessons and Reflections 
 
 
 
 
 
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School of Education
The College of New Jersey
Topic
Recognize and generate simple equivalent fractions

Grade
3rd Grade

Date
25 March, 2018

Lesson Essential Question(s):

How can a whole be divided into equal parts? (Cube Station)
How can equivalents be represented? (Matching Station)
How can you compare fractions of equal size but different size pieces? (Pattern Blocks Station)

Standards:
CCSS.MATH.CONTENT.3.NF.A.3.B
Recognize and generate simple equivalent fractions, e.g., 1/2 = 2/4, 4/6 = 2/3. Explain why the
fractions are equivalent, e.g., by using a visual fraction model.

Learning Objectives and Assessments:

Objectives Assessments

Students will know: Oral assessment during turn and talk or

answers to teacher or peer posed questions
● Fractions are equivalent (equal) if they
are the same size

Students will be able to: Oral and Visual assessment when

● Generate equivalent fractions
● Explaining why the fractions are
equivalent using a visual model
performing stations. Shown through their
work with fraction rods, pattern blocks,
unifix cubes, and matching through go-fish
style card game.
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Materials:
Teacher: Paper circle, Pattern Blocks (set up), Unifix Cubes (set up), Matching cards (set up),
Fraction Rods, doc camera, white board markers
Student: Pencil, paper (if needed)

Pre-lesson assignments and/or prior knowledge:

Students should have a prior knowledge of simple fractions such as ½, ¼, ⅔, etc.

Instructional Plan:
Introduction Lesson: 10 minutes - Anna
1. “Ok class! Today we are going to learn about equivalent fractions! We are going to start
off by taking a whole part, and dividing it into fractions.”
2. Hold a paper circle over doc cam. “Here we have a whole circle, how could I get this
circle to show one half? What would happen if I folded it again, how much would I have?
(¼) Now if I unfold the paper, how many fourths are in this one half? How would you
represent this? Turn and talk about why with a partner”
3. “Can one partnership explain why there are 2/4 in ½. What does that tell you?(2/4 is the
same as ½) These are equivalent fractions!”
4. DIRECT TEACHING “Now if I put these fractions up on the board (½ =2/4), what do
you notice? What happens to the numerators and the denominators when we represent
them as equivalent fractions? Yes! Both the numerator and the demonator are multiplied
by 2. Similarly, this would also be the same for ⅔ and 4/6 (Show on the board)”
Olivia will do board demonstration.
5. Olivia:“Good job, now let's take a look at the fraction 4/6. Now that we have noticed that
fractions that are equivalent have the same multiples, turn and talk to the same partner
about what could be an equivalent fraction to 4/6”
6. Olivia will call on one pair to share and then demonstrate if they are correct using the doc
cam and fraction rods.
7. Olivia:“Did anyone else think of another equivalent fraction?” One more group will share
and their answer will be explored using visuals on the board or using the doc cam.
8. Ask if anyone has a questions or needs any clarifying.
9. Anna:“Okay, now we are going to work on strengthening your skills in equivalent
fractions. We are going to do math workshop at different tables so you can explore these
ideas. We will count off in threes and go to the centers.”
10. Each group will spend about 5 minutes at each station and rotate between station until
each group has visited every station. This should take about 15 minutes.
 25

11. After each group has been to each station they will be instructed to push all activity
materials to center of tables and to return to their original seats.
12. Students will be asked what they liked or disliked about the stations, or expand on what
the activities helped them with.
13. They will be given instructions for their exit ticket and given about 5 or so minutes to
complete it.
14. Students will be instructed to pile their exit slips at the center of the table to be collected.

Stations (5 minutes each- 15 minutes overall)

1. Matching (cards)
a. Depending on the group size students will be divided into groups no larger than 5
students.n
b. Each group will receive and instruction sheet and a deck of cards.
Students will read the instruction sheet as Olivia reads it aloud.
c. Olivia will model how the cards are set up and students will follow as instructed
d. Students will be encouraged to use fraction rods and paper to figure out if
fractions are equivalent or not
e. As students are making equivalent fraction pairs, Olivia will make sure to display
it using the fraction rods and emphasize that they are multiples of each other.
2. Cubes Worksheet
a. Preset up: Have cards in a pile and piles of cubes(bring their own pencils/pens)
b. “Okay, so as we talked about in our lesson, we are going to see how fractions are
equivalent to other fractions. Let’s first do an example all together. (Hold up a
card) What fraction is this?(⅔) Out of your cubes, how would you represent ⅔?”
c. “Now with your partner, you’re going to pick up one card and show with your
cubes the fraction”
d. “ Now that we have worked on some problems, can you please explain how can a
whole be divided into equal parts?”
3. Pattern blocks

a. EX:
 26

b. Preset up: Have a hexagon with “whole” or “1”underneath, Trapezoid written ½,

Diamond written as ⅓, and 2 diamonds as 2/3
c. “Here we have our pattern blocks representing different parts of our fractions. The
hexagon represents a whole, a trapezoid is 1/2 , and a diamond is ⅓. What is
happening is, the different shapes represent different fractions of the hexagon.
Just like the circle, where we folded it to show different fractions. What you need
to do is write out different ways to represent these fractions with numbers, and
then find patterns blocks that can visually represent the fraction. For example, if I
take this trapezoid which is ½ , we can also be represented with 3 triangles,
making it 3/6. Now, you are going to continue to do this for the other fractions”
d. “Okay, now you can work together and discuss different ways to represent these
fractions. Turn and talk to a partner and explain how you came to that conclusion”
e. Ask, “How can we represent 1 whole with green triangles? How about ½?”

Classroom Management:
I will give clear and understandable instructions, and elaborate or model what is expected if it is
not understood. I will make sure we only have the materials necessary out to make sure there is
no further distractions from the lesson, and materials no longer being used will be put away
before pulling out new materials. During stations the teachers will position themselves at one
station each to facilitate and engage thinking and experimenting regarding the task.

Differentiation:
Depending on the need of the students, I can re-explain any unclear instructions of parts of the
lesson, as well as model. Students can work at their own pace on the worksheet and exit slip.
Students may work in pairs when performing the notebook and counter task.

Questions:
- Here we have a whole circle, how could I get this circle to show one half? What would
happen if I folded it again, how much would I have? (¼) Now if I unfold the paper, how
many fourths are in this one half? Turn and talk about why with a partner
- Can one partnership explain why there are 2/4 in ½. What does that tell you?
- How can we represent 1 whole with green triangles? How about ½?
Closure:
For our closure students will be given an exit slip, it will ask them to be a short problem asking
them to find an equivalent fraction for 2/4 and 4/6. This will be used for assessment and further
instruction.
 27

Reflection on 3rd Grade Fractions 

I felt that this lesson went very well within the classroom. 

All the students participated really well in each center and were 

able to follow instructions for each task. Our centers correlated 

well with the lesson because each helped the students use 

manipulatives in order to achieve the task at hand. The three 

centers: matching cards, pattern blocks and cubes worksheet each 

repeated certain facts about fractions that will help the children 

understand whether the fractions are equivalent or greater than 

or less than.  

I feel that next time I would present this lesson, I would 

implement using fraction strips instead of cubes because they do 

not always all show as equivalent as they should be. Overall, I felt 

that the lesson went well and cannot wait to implement it in a real 

classroom setting.  

 
 28

Classroom: Kindergarten

Lesson Date: Sunday, February 18. 2018

I. Title and Grade Level:

Fraction, Kindergarten

II. Lesson Essential Question:

1. What is a fraction?
2. Can you show fractions through shapes?

III. Standard:
CCSS.MATH.CONTENT.K.OA.A.2
Solve addition and subtraction word problems, and add and subtract within 10, e.g.,
by using objects or drawings to represent the problem.

​IV. Objectives and Assessments:

Learning Objectives Assessments

1. Students will be able to form fractions 1. Teacher will be able to assess how
through working with shapes well students are able to count and
shade in the numbers for the specific
fraction.

V. Materials:
● Activity Worksheet
● Pencils

VI. Pre-Lesson assignments and/or prior knowledge:

● Students will already have a concept of shapes and shading
● Students will have a background knowledge of fractions

VII. Lesson Beginning:

We are going to hook the kids into the lesson by telling them that we are going to be
mathematicians. Once their imagination starts to run, we can continue explaining what
 29

we do with fractions and manipulating them with shapes. I will show them examples on
the whiteboard before handing out worksheet.

IV. Instructional Practices

a. Differentiation: I will differentiate this lesson by allowing the children who need more
time to work on the worksheet have it. I will support all learners while circulating around
the room. I will have the other children who finish early to make 2 examples of their own
on the back of the sheet.

b. Questions:
i. What are fractions?
ii. Can shapes show fractions?

c. Classroom Management:
i. Students will remain in usual groups according to each table
1. I will have the assistant teacher set up the worksheets and materials for
each desk while explaining the lesson at circle
ii. I will model examples and show how to shade in the shapes
iii. I will use the timer to let the children know when we need to clean up and clap to
get their attention

d. Transition:
i. I will connect to prior learning by including words from the sight words
ii. I will connect activity to previous lesson and book read before and then ask
students to share their understanding of the activity during the mini lesson.

X. Conclusion:
Students will share how they liked the activity and if they understood the concept. We
will talk about fractions and explain the different ways we can express fractions. The
teacher will then guide the students from the topic of fractions and shapes into next
period of the day.
30
 31

Reflection on Kindergarten Fraction 

I feel that if I taught this lesson in a kindergarten 

classroom, it would help children understand the concept of 

fractions. Shapes are always seen in everyday life, whether 

with food or cars or plants. Children would be able to use 

their understanding of shapes and colors with the worksheet to 

understand the fraction they are coloring of the shape.  

 
 32

Literature and Math Lesson 

 

Mathematics Lesson Plan

School of Education
The College of New Jersey
Cori Haider and Hana Syed

1. Introduction to Area and Perimeter, Grade 3

2. Lesson Essential Question(s):

What is the difference between area and perimeter?

How can you find the area and perimeter of a square and a rectangle?

3. Standards:

CCSS.MATH.CONTENT.3.MD.C.5

Recognize area as an attribute of plane figures and understand concepts of area measurement.

5a A square with side length 1 unit, called “a unit square,” is said to have “one square unit” of
area, and can be used to measure area.

5b A plane figure which can be covered without gaps or overlaps by n unit squares is said to
have an area of n square units.

CCSS.MATH.CONTENT.3.MD.D

Geometric measurement: recognize perimeter as an attribute of plane figures and distinguish

between linear and area measures.

CCSS.MATH.CONTENT.3.MD.D.8

Solve real world and mathematical problems involving perimeters of polygons, including finding
the perimeter given the side lengths, finding an unknown side length, and exhibiting rectangles
with the same perimeter and different areas or with the same area and different perimeters.
 33

4. A. Learning Objectives:

Students will be able to explain the difference between area and perimeter using real life
examples of when each is appropriate and necessary.

Students will be able to calculate the area and perimeter of squares and rectangles after
measuring all sides of a figure with a ruler.

B. Assessments:

Learning Objectives Assessments

Students will be able to explain the
difference between area and perimeter
using real life examples of when each is
appropriate and necessary.
Students will be able to calculate the area
and perimeter of squares and rectangles
after measuring all sides of a figure with a
ruler.
Students will complete the “Area and
Perimeter Sort” while being monitored
by the teacher. Students will then be
asked to come up with their own example
for both perimeter and area as a group to
add to the Sort.
Students will complete an exit ticket
which prompts them to draw a figure,
measure the sides, label the sides, and
calculate the area and perimeter. The
teacher will collect the exit tickets.

5. Materials:

Book- ​Spaghetti and Meatballs for All!​ by Marilyn Burns

“Area and Perimeter Sort” scenarios, cut into small square pieces
Area and Perimeter labeled poster boards
Rulers
Books of various sizes, covers must be square or rectangle shaped
Worksheet- “Don’t Judge a Book by its Cover!”
Worksheet- “My Area Garden”
Worksheet- Exit Ticket
Pencils
White board
Markers
Finding area poster
Finding perimeter poster
 34

6 . Pre-lesson assignments and/or prior knowledge: ​Students will have a basic understanding
of area and perimeter and the way to calculate each from a brief introduction during PARCC
practice.

7. Lesson Beginning: ​The lesson will begin by the teacher reading the book ​Spaghetti and
Meatballs for All!​ by Marilyn Burns. The teacher will then ask the students what concepts relate
to the seating arrangements described in the book. The teacher will make an area and perimeter
T-chart on the white board and ask the students what they know about each concept. The teacher
will jot down student responses on the board. The students will be seated on the carpet.

8. ​ ​Instructional Plan​:

1. After gathering student knowledge on the concepts of area and perimeter, the teacher will
provide a definition of each.

Area- Number of unit squares that can fit ​inside​ the plane figure.
Perimeter- Total distance around the ​outside​ of a figure.

2. The teacher will ask students why addition is related finding to perimeter and
multiplication is related to finding area based on the definitions of each concept. The
teacher will record ideas in the T-chart.

3. The teacher will present the Finding Area poster and Finding Perimeter poster and
explain each to students, affirming their ideas about each concept.

4. The teacher will introduce the Math Stations activities as the supporting teacher
distributes the respective materials to three separate places in the room, setting up the
three stations.

5. The teacher will explain to the class how there will be three stations that everyone will
rotate through with a group. A teacher will be at each station to explain the activity in
depth, keep track of time, and assess student understanding. Group size will be
determined based on attendance. The three stations are as follows:

Station 1- Don’t Judge a Book by its Cover!

Students will be given the “Don’t Judge a Book by its Cover!” worksheet. They will be
prompted to find two books of different sizes from the classroom library. They will
record the book titles on the worksheet, measure and record the length of each side with a
ruler, and then calculate the area and perimeter of each. Students will have the freedom to
calculate each value as the desire, but they must prove how they found the value and why
their strategy works. A teacher will be at the station to monitor progress and ask
questions.

Station 2- Area and Perimeter Sort

 35

Students will be given a pile of different real life scenarios that pertain to area and
perimeter. The group will have to read the scenario and then decide whether finding the
area or perimeter would be more appropriate. There will be two posters, one labeled
“Area” and one labeled “Perimeter” and the students will place each card under the
concept they believe the scenario pertains to. A teacher will be at the station to monitor
progress and ask questions.

Station 3- My Area Garden

Students will be given a “My Area Garden” worksheet. The worksheet will state: “You
have a garden in your backyard that has a total area of ______. Based on the given area,
draw the figure and label the length of each side. Then, find the perimeter. Each student
will have a different given area value, but will be encouraged to problem solve together.
The figures will be draw to scale with rulers. A teacher will be at the station to monitor
progress and ask questions.

6. Each group will have 15 minutes at each station, the teacher will indicate when it is time
to clean up and when it is time to rotate.

7. After each group has proceeded through the stations, the supporting teacher will collect
all materials and the other teacher will instruct students to return to their seats.

8. The teacher will pass out an “Exit Ticket” worksheet and ruler to each student.

​ ach station allows for the students to explore area and perimeter from a
Differentiation: E
different perspective so that students can gain practice in a variety of ways and think using new
strategies. The beginning of the lesson will take place on the carpet and students will be rotating
through stations to ensure they will not be seated in one place for too long. The students will be
grouped based on ability so that the teacher assigned to each station will be able to ask certain
questions and gage student understanding better.

Questions:

What math concepts can be related to the Comfort’s seating situation in the story?

Why might addition be related to perimeter, but multiplication be related to area?

Station 1- Don’t Judge a Book by its Cover!

 36

Based on the size of each book, can you predict which one will have a greater area?

Station 2- Area and Perimeter Sort:

What are other real life scenarios we use perimeter and area with?
Why does that scenario apply to area (or perimeter)?

Station 3- My Area Garden

How did you come up with those numbers for the value of each side?

Classroom Management:​ A teacher will distribute and clean up all materials to ensure it is done
correctly and efficiently. Students will be grouped based on abilities and recommendation of the
cooperating teacher.

​ he teachers will time each station activity to only last 15 minutes for each group
Transitions: T
and set a timer so students hear when they have to rotate.

9. Closure: ​The teacher will collect the exit tickets to assess student understanding and
readiness for future lessons. The teacher will ask students to share aloud what they learned today
about area and perimeter and their differences both mathematically and conceptually.
37
 38

Reflection on Literature & Math Lesson 

 

I enjoyed teaching this lesson to the class. We introduced it 

by starting the T chart about area and perimeter and the 

students participated really well. Then we split the class into 

three groups for our centers. At first the groups were working 

perfectly and flying through the work. However, afterwards, the 

children were getting distracted from the work and not trying to 

show work, which then I needed to repeat the instructions for 

them to finish. I feel that next time I would add more time for 

each center. I feel that instead of 3 centers, we should have made 

four since there were 7 children in each group and it should only 

be max 4-5. We read our book at the end as well and the children 

were able to relate what they learned with the story line. Overall, 

the lesson went well.  

 
 39

Hana Syed

Classroom: Kindergarten

Lesson Date: Monday, April 30. 2018

I. Title and Grade Level:

Geometry, Kindergarten

II. Lesson Essential Question:

1. What is geometry?
2. What are shapes?
3. Where do we see shapes?

III. Standard:
CCSS.MATH.CONTENT.K.OA.A.2
Solve addition and subtraction word problems, and add and subtract within 10, e.g.,
by using objects or drawings to represent the problem.

​IV. Objectives and Assessments:

Learning Objectives Assessments

1. Students will be able to identify circles, 1. Teacher will be able to assess how
squares, triangles, and rectangles. well students are able to identify the
specific shapes.

V. Materials:
● Activity Worksheet
● Pencils
● Tangrams

VI. Pre-Lesson assignments and/or prior knowledge:

● Students will already have a concept of shapes

VII. Lesson Beginning:

Going to bring the students to circle time and play a shape song video to introduce the
lesson.
 40

IV. Instructional Practices

● Tell your students to sit in a circle.

● Place a blue square, yellow circle, orange rectangle, and red triangle in the circle.
● Tell your students that you will describe a shape and they are to guess which one
it is.
● Proceed with the following prompts: something yellow with no sides, something
red with three sides, something blue with four corners, and something orange
with four sides. Add more choices to the circle if your class needs more of a
challenge.
● Ask your students to think about how a circle is different from a square, and how
a square is different from a triangle.
● Ask your students to describe what a ​side​ is, to which they should answer one
straight line that makes part of a shape. Ask your students to describe a ​corner​,
where two sides of a shape touch.
● Have the students remain in a circle.
● Hand out the Shapes Jumble worksheet.
● Read the instructions and model how to color one or two of the shapes.
● Ask your students to raise their hands if they understand what they will be doing.
● Dismiss them to work independently.

Differentiation:

● Enrichment:​ Advanced students may create a picture using shapes.

● Support:​ Struggling students may use a shape chart as they play the game and complete
their work. Some students may benefit from playing the game again in a small group.

● Questions:
● What are shapes?

● Classroom Management:
○ Students will remain in usual groups according to each table
■ I will have the assistant teacher set up the worksheets and materials for
each desk while explaining the lesson at circle
○ I will model examples and show how to shade in the shapes
○ I will use the timer to let the children know when we need to clean up and clap to
get their attention
 41

● Transition:
● I will connect to prior learning by including words from the sight words

X. Conclusion:
Students will share how they liked the activity and if they understood the concept. We
will talk about shapes and explain the different ways we can express shapes in our
everyday life. The teacher will then guide the students from the topic of shapes into next
period of the day.
42
 43

Math Game & Instructions 

 
 44

Cori Haider and Hana Syed

Professor Braverman
MTT 202
23 April 2018

Math Game Assignment

Name: Fraction UNO

Objectives:

Students will be able to identify a series of equivalent fractions.

Students will be able to compare two fractions with > or < symbols.
Students will be able to find common denominators between two fractions.

Grade levels: Most appropriate for grades 3-4

Number of players: 4-5 per group

Standards:

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.

CCSS.MATH.CONTENT.3.NF.A.3.B
Recognize and generate simple equivalent fractions, e.g., 1/2 = 2/4, 4/6 = 2/3. Explain why the
fractions are equivalent, e.g., by using a visual fraction model.

CCSS.MATH.CONTENT.3.NF.A.3.D
Compare two fractions with the same numerator or the same denominator by reasoning about
their size. Recognize that comparisons are valid only when the two fractions refer to the same
whole. Record the results of comparisons with the symbols >, =, or <, and justify the
conclusions, e.g., by using a visual fraction model.
 45

Prerequisite skills needed for the game:

This game would function best as review or practice at the end of a unit about equivalent
fractions and comparing fraction sizes. To play the game the students should be able to find
equivalent fractions and compare fraction sizes. The students should have a basic understanding
of all of these things and be ready to practice these skills by playing the game. Fractions strips
should be available while playing the game to serve as a visual model in case students need to
justify or check an answer with other players.
 46

Fraction UNO  
 
Objective:​ ​Be the first to get rid of all your cards by successfully comparing fractions or finding
equivalent fraction pairs. When you only have one left in your hand, say “Uno” so your group
knows you are close to winning. First player with no cards in their hand is the winner!

Players:​ ​This game is best enjoyed between 4 or 5 friends.

Materials:​ ​Deck of “UNO” cards and fraction strips

Instructions:

1. Shuffle deck of UNO cards until different cards are evenly spread throughout.
2. Distribute 7 cards to each player in the group. Do not show other players your cards!
Groups should be seated in a circle.
3. Place the remaining cards in a pile in the center of the circle face down.
4. When ready to play, flip the top card of the pile in the center over and place it directly
next to the pile.
5. The first player will check their hand of cards to see if they have anything that is a match.
If they have a card that is a match, they should place it on top of the card shown. If not,
they should pick a card from the pile next to it until they find a match. The player will
keep every card they pick up from pile in their hand of cards.
6. The next player will then assess their hand for any matches to the card that was just
placed down.
7. This cycle proceeds until a player only has one card remaining. Then the player with 1
card remaining will yell, “UNO!”
8. Players can use fraction strips to check or justify an answer.
9. The first player to get rid of all their cards is the winner.
 47

Rules for matching cards:  

There are four types of cards in the deck (bolded below). When the one of these cards below is
face up in the pile, what is listed can be a match.

Whole Number

- Fraction card in which the whole number could be used to reduce

- Fraction Pair card in which the whole number would be able to simplify both fractions
- Example: a card with a “2” is face up in the center could have the following matches
- 4/6 fraction card
- 2/12 and 4/8 fraction pair card

Fraction

- Fraction card of any equivalent fraction

- Whole Number card that could reduce that fraction
- Fraction Pair card in which that fraction could be another in a series of equivalent
fractions
- Less than or Greater than card if that fraction satisfies the equation
- Example: a card with a “3/6” is face up in the center could have the following matches
- 3 whole number card
- 1/2 fraction card
- 6/12 and 4/8 fraction pair card
- < 5/6 card

Fraction Pair

- Fraction card that could make a series of equivalent fractions

- Example: a card with 3/12 and 6/24 is face up in the center could have the following
matches
- 1/4 fraction card

Less than & Greater than

- Fraction card that satisfies the equation on the less than or greater than card
- Example: a card with < 8/10 is face up in the center could have the following matches
- 3/10 fraction card
 48

 
 
 
 
 
 
 
 
Summative Reflection 
 
 
 
 
 
 49

 
During field experience, I was able to incorporate the use of 

the NCTM Standards, also known as Professional Standards for 

Teaching Mathematics. One of the standards that I used in the 

class was CCSS.MATH.PRACTICE.MP1 Make sense of problems and 

persevere in solving them. This standard was used during our 

literature and math lesson with the students. We had discussed 

area and perimeter with the children and had asked them to 

explain what they knew each term meant. When asked to calculate 

the area and perimeter at the book center, they made conjectures 

of their problem and solved the solutions with a plan by either 

trying out both sides of the ruler, which was centimeters and 

inches.Some children wanted to challenge themselves, which fits 

perfectly within this standard. It is stated, “They consider 

analogous problems, and try special cases and simpler forms of the 

original problem in order to gain insight into its solution. They 

monitor and evaluate their progress and change course if 

necessary.” (http://www.corestandards.org/Math/Practice/) When 

centimeters seemed too challenging, the students turned to the 

 50

inches side. These children also used fraction strips during their 

one math lesson in class when working with equivalent fractions. To 

understand how a fraction was equivalent, children used their 

resources and asked friends to help to work together to solve the 

problems.  

Although Cori and I used our design challenge for our MST 

class, I believe it also incorporates this standard: 

CCSS.MATH.PRACTICE.MP4 Model with mathematics. The students 

were given a plate full of materials that they were supposed to use 

these tools to create their building that can withstand the powers 

of a hurricane. Of course, the children were learning science, but 

STEM also includes math, which can be used as the engineering 

aspect. The children had to be able to count how many walls they 

needed for the building and how many popsicle sticks they needed 

to create each wall and floor. They needed to have a thought 

process as a group to figure out all the materials that can create 

the perfect structure that can withstand wind, water, and weight. 

This project did not need the children to work with a worksheet to 

use math, but allowed them to use mental math and also their own 
 51

written math that is not being graded to work on their project. I 

feel that these standards helped me with my journey through field 

experience in many ways and also helped my students. There is a 

reason these standards are used: to help focus the children on 

their work and they seemed to bring success to the work they did 

in class.