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[There are several quantitative patterns of learning that are evident within the whole class
analysis. One of the positive learning patterns was that majority of the students exceled in
completing the vocabulary portion of the quiz. The quiz focused on an abridged vocabulary list
within this unit, whereas they were only accountable for matching four vocabulary words with
the appropriate definition. As I anticipated, the majority of the class scored high on the matching
vocabulary. For example, 22 out of the 25 students (88%) placed the correct definition for the
vocabulary word, inverse operations. There only seemed to be confusion between unit
fraction and quotient; some of the class interchanged these two definitions. As seen in the
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quantitative results chart, 76% of students correctly defined unit fraction, while 68% correctly
defined quotient. Although these percentages were lower than others, it is still above 50%,
which shows a positive learning pattern. Vocabulary falls into the category of conceptual
understanding, as it is the basis of the mathematical concept of fractions representing division.
Although the three student work samples chosen did not do particularly well overall on the
assessments, all sample students received full credit for the vocabulary matching. This leads
me to believe that they have begun to develop a conceptual understanding of dividing fractions.
On the contrary, there are also many areas needing additional attention and improvement.
Qualitatively, there was a consistent trend where students did not fully read nor comprehend the
directions on the quiz/assessment. For example, 14 students did not get full credit for question
5 because they did not list the quotient as a fraction and a decimal; merely, they just responded
with one or the other. This common error is evident in Student 2 and 3s work samples, where
they only listed one of the correct responses-- Student 2 represented the quotients in decimal
form, whereas Student 3 represented the quotient in fraction form. The bottommost area of
scores on this quiz was seen on the last question (Question 8), which prompts students to
exemplify their mathematical reasoning and problem solving skills, synthesizing the big idea.
The question states, When you divide a whole number by a fraction with a numerator of 1,
explain how you can find the quotient. This question required students to activate their prior
knowledge of content vocabulary, division, whole numbers, and fractions. As a whole, more
students in this class responded incorrectly (13 students) than there were correct responses (12
students). Some of the common responses are evident within the three student work samples,
specifically seen in student 1 and student 3s responses, where they simply guessed. Student 2
exemplified strong conceptual understanding, while she incorporated content vocabulary and a
clear response, displaying her mathematical reasoning to switch the sign and multiply by the
reciprocal.]
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
Qualitative Results
[As seen in the above graphs, there are many qualitative patterns of learning relative to the
whole class. The rubric included the following evaluative criteria: conceptual understanding,
procedural fluency, and mathematical reasoning/problem solving skills. As seen in the data
analysis, most students fell into the emerging category within all evaluative criteria: 11
students are emerging within conceptual understanding, 16 students are emerging within
mathematical reasoning/problem solving skills, and 13 students are emerging within procedural
fluency. Conceptual understanding refers to students ability to recognize, label, and generate
examples of the concepts of dividing fractions. Within this category, students gained points on
the vocabulary portion of the quiz, but lacked overall conceptual understanding throughout the
remainder of the test. Students were unable to apply their knowledge of inverse operations,
multiplication, and basic problem-solving skills. There is still a gap in their knowledge, in which
connects fractions directly to division; many students are unable to recognize this connection
and represent these concepts. Only 6 students of the 25 received a 4/proficiency on the rubric
for this particular category. Therefore, this number is telling that in future lessons, I must
reinforce key concepts before moving forward. Conceptual understanding is the basis for
mathematical achievement.
Procedural fluency refers to students following the appropriate procedure to solve problems
in a smooth manner without hesitation. Students should have been able to connect the learning
objectives from the previous days to this assessment. We have been focusing on fractions and
division, yet some students were unable to connect the concepts in a fluent manner, which
hindered their performance on this assessment. Students should have been fluent with the
steps necessary to divide fractionsthey must fluently switch the division sign to multiplication
and flip the second fraction into reciprocal form, and then solve. When referring to procedural
fluency, only 13 students from the 25 total students in the class received a 4 on the rubric, which
ultimately means students do not possess fluency in solving division problems. Fluency
remains to be one of the goals within this classroom, especially when looking ahead to the New
York State Assessments. We will continue to work on procedural fluency within all areas of
mathematicsthey must learn to receive an assessment and have the aptitude to apply the
correct operation and strategy to solve. Lastly, mathematical reasoning/problem solving skills
include complex and refined mathematical reasoning, such as students reasoning within the
word problems and/or navigating through the assessment by making sense of the problems and
internalizing them. This class is made up of a diverse group of learners, where some strategies
work better than others for specific students. For example, some students choose to guess and
check to solve multiplication, whereas other students employ addition. For example, Student
2s assessment work sample portrays the guess and check method on question 6, as he
employs addition to solve the multiplication problem. Also, many students typically create
pictorial representations to visualize the word problem and make more sense of the problem.
According to the whole class analysis, 16 students out of 25 students received a 4/proficient in
mathematical reasoning/problem solving skills on the rubric. This is the utmost score within the
evaluative criteria, showing that the instructional strategies and materials were effective in
developing students ability to mathematically reason and apply problem solving strategies.]
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
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 the
choice that does not apply.)
strategies and learning tasks to re-engage students (including what you and the
students will be doing)
assessments for monitoring student learning during the lesson (e.g., pair share, use
of individual whiteboards, quick quiz)
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.
[The re-engagement lesson was taught in a small group setting at the round table.
There were five students present, in which the three sample students were included. The
targeted learning objective for this small group was to review the relationship between fractions
and division, and apply it to a conceptual understanding of fluently dividing whole numbers by a
unit fraction. The instructional strategies seen within this re-engagement lesson followed a
variety of Common core standards. These standards include the following: 5.NF.B.4, 5.NF.B.6,
5.NF.B.7, AND 5.NF.B.7.B. They will apply and extend previous understandings of multiplication
and division, interpreting division of a whole number by a unit fraction and solving real world
problems. Students will use visual fraction models and equations to represent the problems.
These Common Core Standards will be evident throughout the re-engagement lesson, where
they are incorporated into the instructional strategies and materials.
To engage the learners, I began the lesson with cooperative learning challenge. They
were given task cards of twelve content-specific vocabulary words and definitions, and
prompted to work together to match all of the task cards in a 4-minute time span. Once the four
minutes passed, I elicited more information from the students, asking them to explain the
reasoning behind their decisions on matching cards together. After a very effective and brief
discussion, all five students appeared to possess stronger knowledge and accuracy using
mathematical concepts and vocabulary terms. Next, I played a short Flocabulary rap music
video on my iPad. This catchy song contained relevant lyrics, demonstrating the steps students
must take when dividing fractions. While they watched this video, I provided them with the lyrics
to follow along and sing. The students loved this song and were singing, dancing, and laughing
the whole time. Then, I collected the lyrics and gave them a new challenge, where they were
accountable for filling in the blanks to the lyrics. We played the song once more, while students
carefully listened for the missing vocabulary words and filled them in. Following up this song, I
asked several questions to deepen their understanding and reinforce these skills. All students
enjoyed this song and attractive video, which led them to excel while completing this
instructional strategy. For example, I asked some of the following questions: When we divide
fractions, do we need to make the denominators the same first? In keep, change, flip,' what
does keep mean? What do you change? What do you flip? What's the reciprocal of 4 7?
Now that students activated prior knowledge and reviewed vocabulary, they were ready
to apply these mathematical concepts to solving practice problems. We modeled the structure
of their daily routines in the classroom: two guided practice problems, three independent
practice problems, and two challenge questions. I distributed the worksheets and fraction
circles to be used as a helpful manipulative. I walked them through the guided practice
problems using an individual whiteboard, modeling the use of fraction circles, mathematical
reasoning, and the steps from our song lyrics. The students contributed, participated, and
followed along quite seamlessly using their own independent whiteboards for math
computations, pictorial representations, and reasoning. From there, students worked
independently to complete the three independent practice problems. During completion, I
allowed them to utilize their resources of the fraction circles manipulative, task cards, and the
song lyrics. Only one of the focus students was able to move forward onto the challenge
questions. Wrapping up the lesson, I had students respond to a brief question as an exit ticket:
When you divide a whole number by a fraction with a numerator of 1, explain how you can find
the quotient. This question was seen on the previous assessment and was revisited to check
for student progress development.
There were a variety of instructional strategies seen within this re-engagement lesson.
These included cooperative learning, technology components, scaffolding, use of a
manipulative, learning through music, and independent practice. These instructional strategies
were targeted to the specific learning needs of this small group. To enhance student learning, I
utilized the fraction circles manipulative and hands-on, relevant materials and resources. Some
of the most useful materials included the task cards, iPad, fill-in-the-blank lyrics, individual white
boards, and the fraction circles. To monitor student learning, the students completed several
informal assessments throughout the re-engagement lesson. The task cards were put in place
as a pre-test of students previous knowledge and vocabulary comprehension. Also, students
were assessed on the fill in the blank lyrics, requiring them to attentively listen and understand
the steps of dividing fractions. This strategy was used to reinforce the steps in dividing a whole
number by a unit fraction and dividing fractions; it linked their previous knowledge to new
mathematical concepts. Students were also informally assessed while they completed
computations on their individual white boards, as I watched for appropriate procedures, steps,
and fluency. Lastly, the students handed in their completed worksheets to conclude the reengagement lesson; these worksheets were further analyzed as an additional assessment. The
performance of students while completed this worksheet was telling of the effectiveness of the
re-engagement lesson.]
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? (Delete the choice that does not apply.)
the same time. Therefore, I feel that the task cards and the Flocabulary rap song were both
highly effective and relatable to students diverse learning needs.
The design of the re-engagement worksheet was directly aligned with their daily math
practice routine. The students are accustomed to that design: guided practice, independent
practice, and challenge questions. The guided practice is always effective, especially within
small group intervention, where I review mathematical concepts and demonstrate how to
properly apply them to solve each problem. The guided practice questions are typically a bit
easier in difficulty level and often set the foundation for the remainder of the worksheet.
However, question 2 of the guided practice had a high difficulty level; I had to review the
mathematical reasoning and problem solving skill several times, breaking it down piece by
piece. This question required higher order thinking and may have been more appropriate for
the independent practice or even challenge question section. Furthermore, the independent
practice was very straightforward and reflective of the lessons covered previously that week.
Specifically, these independent problems reviewed finding quotients, representing the quotient
as a fraction/mixed number and a decimal, and practice applying the steps in dividing fractions.
On the contrary, the challenge questions were extremely difficult for the students whom
were part of the small group to understand. I allowed students to dive right in and try them on
their own, but after several minutes of watching them struggle, I felt it was best if I guided
students through them. Students 1 and 2 were able to complete Challenge Question 1 with
such easethey employed the turn and talk strategy, which assisted both students in creating
their own word problem. They began struggling with Challenge Question 2, where I stepped in
to aid them in mathematical reasoning and problem solving strategies. After discussing the
problem, I elicited more and more information, leading them to the appropriate steps in solving
the problem. These students persevered together and were able to find the hidden question
and solve. Unlike these sample students, Student 3 was struggling to complete Challenge
Question 1 and did not have the stamina to continue. His ADHD often hinders his learning as
he grows distracted, disinterested, and off-task. By this point, Student 3 had asked to use the
restroom, which often means he needs to walk around and take a break. Therefore, student 3
did not finish the entire worksheet, but that is fine. Challenge questions are put into place for
the students who easily complete the work and want to further challenge themselves. Overall,
the results of the re-engagement lesson prove that the instructional strategies and materials
were beneficial for the students who participated in the small group. They greatly improved their
work and conceptual understanding of fractions representing division and are now caught up
with their classmates, readily awaiting the next lesson within the module. These students will
continue to build on this foundation to further develop their mathematical skills, using fractions.]