COMPLETE THE ASSESSMENT, RUBRIC and LESSON PLAN AND SUBMIT TO DR

REINKE BEFORE TEACHING

Student Teaching edTPA Indirect Instruction Lesson Plan Template

Subject: Math Central Focus: Comparing fractions with the same denominator.

NCSCOC Standard: NC.3.NF.4 Compare two

fractions with the same numerator or the same
denominator by reasoning about their size, using
area and length models, and using the >, <, and =
Date submitted: 3/4/20 Date taught: 3/11/20
symbols. Recognize that comparisons are valid
only when the two fractions refer to the same
whole with denominators: halves, fourths and
eighths; thirds and sixths.
Daily Lesson Objective: Students will be able to compare fractions with like denominators, explain their reasoning, and
represent the problem using number lines or drawing a model. Students will understand that fractions with the same
denominator get larger as the numerator increases.

21st Century Skills: Academic Language Demand (Language Function and Vocabulary):
Students will use creativity to show their work Explain, represent, fraction, denominator, numerator, greater than, less
using different representations and collaborate with than
peers to solve problems.
Prior Knowledge: what fractions are, how to draw fractions, greater than, less than

Activity Description of Activities and Setting Time

Students will be handed a card with numbers 1-20. Then say “I want you all to 8-10
stand up, and silently order yourselves in a line from the smallest to largest minutes
number.” A few minutes later… “Do you think you are in the correct order?”
1. Engage - Now ask them to count aloud down the line from smallest to largest. Then, send
them to their seats.
Ask “How can you compare the numbers 5 and 7 using symbols?”
“Today we are going to be comparing fractions with like denominators. Can
everyone draw the fraction ¼ on your whiteboards?” Tell them to hold them up
and call on a few different students to share or point out what they drew.
2. Explore- Students will be given 2 activities to complete with their table groups. 15-20
Activity 1: minutes
Possible students responses/strategies
“I have handed each group a piece of paper with the instructions and a bag with
fractions in it. I want you to work together to order the fractions from smallest
to largest, then write the order on the poster paper I have provided. On the
poster you need to include the order of the fractions and an explanation in
complete sentences or pictures like an area model. You have 7 minutes to do
this and if your group finishes early raise your hand and I will give you activity
2. For activity 2 you can work together as a group but each of you have to show
your work on your own paper. Can someone repeat what you are supposed to
do?”
Questions to ask while walking around:
How do you know 8/3 is smaller than 11/3?
How does your model help you with that?
Which fraction is the largest? Smallest?
If fractions have the same denominator, how can you tell which is greater just
by looking at the fractions?
When students finish, ask one person from the group to bring the poster to the
front of the class to tape it up.
I will select a couple groups to share their thinking, first I will pick a group with
a picture as an explanation and then a group that wrote the explanation in
words. I will ask students to make connections by asking “What differences do
you see between the 2 group’s explanations?” “Where do you see this group’s
explanation in the other group’s picture?”
Activity 2:
Possible responses/strategies
 If students have not already begun working on the word problem, hand out the
worksheet and direct them to begin. “You can work with your table group to
complete the task, but I want each of you to have work on your paper.”
Students who are having trouble starting the problem: “What could you draw to
show the fractions?” “What is the problem asking?” “What can you use the
posters at the front of the room from Activity 1 to help you?”
Partial Understandings/ Misconceptions:
Drawing fractions to compare and not using the same size whole, or partitioning
the shapes differently.
3. Explain - Remind students that when others are sharing to listen and raise their hand if 10
they have questions. Be respectful. minutes
“I have asked a few of you if you would share your work for activity 2 with the
class, so when I call you up please bring your work with you and put it under
the doc camera. Explain to the class how you solved the problem or “teach” it
to us.”
o Solution/idea #1: Area/ length model
▪ Student will walk through how they solved the problem
by explaining their work displayed under the doc
camera.
▪ Big idea is that you can compare fractions using an
area or length model by looking at the shaded regions.
▪ Where do you see the ⅚? 2/6? How do you know
Fletcher is closer to being finished?
o Solution/idea #2: Number line
▪ The student will explain their number line under the
doc camera.
▪ Big idea is that you can use a number line to compare
fractions because they are ordered by the increasing
size of the numerator.
▪ How did you know what order to place the fractions in?
 How is this different from what you did in activity 1?
Similar? How is it different from the length model?
Partial Understandings/ Misconceptions:
Not using the same size whole or partitioning the shapes differently when
comparing fractions.
● Big idea- Students can compare fractions with the same denominator by
looking at the numerator, the one with the larger numerator is bigger.
Display this sentence on board:
When comparing fractions with the same ___________ look at the __________
and the fraction with the _________ numerator is _____________.
Allow students to talk in their table groups to fill in the blanks. Then choose
someone to read it out to the whole class.
Exit ticket- A question will be up on the board and students will solve the 5 minutes
problem individually on a piece of paper. Remind students to show their work
using a picture and in words!

4. Elaborate

Informal assessments- Listening to students answers during whole group and

5. Evaluate
small group discussions.
Assessment Methods of
Formal assessments- Using the rubric below to assess students’ answer to the
all objectives/skills
exit ticket question.
6. Assessment Results of
all objectives/skills
Targeted Students Modifications/Accommodations Student/Small Group Modifications/Accommodations

Materials/Technology: Smartboard, white board and markers, cut-out numbers 1-20, cut-out fourth fractions ¼ to 20/4, cut-
out fractions for each group to order, poster paper, activity 1 sheet for groups, activity 2 sheet for each student
Reflection on lesson:
CT signature: ________________________ Date: ______ US signature:
____________________________Date: ______

Activity Sheet Part 1

Order your fractions from the smallest to the largest. Use
words and pictures to explain your reasoning on your poster.

Exit Ticket
If you had the choice to eat 3/4 of a cake or 2/4 of the
same cake which would you choose and why? Explain
your thinking using models and words.

Activity Sheet Part 2

Fletcher and Dan are both writing stories that are 3 pages
long. Fletcher is 5/6 of the way finished with his and Dan
is 2/6 of the way finished with his. Who is closer to being
finished? Use a picture to show how you know. Write a
sentence to explain your thinking.

Proficient Developing Beginning

3 pts 2 pts 1 pts

Conceptual Explains why they Does not show work

understanding of using chose ¾ as the larger or explain their
the numerator to piece OR explains answer.
compare fractions with why 2/4 is the
like denominators smaller piece using
 words and a picture.

Procedural Fluency Correctly compares ¾ Gets the correct Working on solving

as larger than 2/4 answer but does not the problem using
using an efficient use an efficient words and pictures,
strategy and strategy or reasoning. but does not arrive at
reasoning. the correct reasoning.

Reasoning Chooses ¾ and Chooses 2/4 and

reasons that it is explains that it is
larger because there bigger than ¾, or vice
are more fourths OR versa.
chooses 2/4 and
reasons that it is
smaller because there
are less fourth sized
pieces.

Problem solving Understands problem Student uses either a Student is working on

and uses a number picture or words to understanding the
line or area model solve the problem. problem that they are
and words to compare Does not yet come to being asked to solve.
the two fractions. a reasonable solution.

Now, you will score all of the work samples with the rubric. Create a table that helps you find
patterns. SAVE ALL YOUR WORK SAMPLES. Eventually you will turn in the work
samples from the 3 focal students. Write a grade for conceptual understanding (CU), procedural
fluency (PF), and either reasoning (R) or problem solving (PS) on each work sample.

Student Conceptual Procedural Fluency Problem Solving or

understanding score Score Reasoning Score
Student 1 3 3 3,3
Student 2 3 3 3,3
Student 3 3 2 3,3
Student 4 1 2 3,3
Student 5 3 2 3,3
Student 6 3 2 3,3
Student 7 3 2 3,3
Student 8 3 3 3,3
Student 9 3 2 3,3
Student 10 3 2 3,3
Student 11 3 2 3,3
Student 12 3 3 3,3
Student 13 1 2 3,3
Student 14 3 2 3,3
Student 15 3 2 3,3
Student 16 3 3 3,3

Summary Table
Rubric Score 1 Rubric Score 2 Rubric Score 3
Conceptual 2/16 14/16
understanding
Procedural Fluency 0/16 11/16 5/16
Problem solving or 0/16 0/16 16/16
Reasoning 0/16

From your analysis of whole class student learning, identify one area where students tended to
struggle mathematically. Select 3 student work samples that represent the struggles in this
area. These students will be your focus students for this task. When you do this during student
teaching, 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. This does not have to be true this
time around.

[Most students struggled with procedural fluency because they would arrive at the correct
answer, but could not provide a reasonable explanation. They would simply state that ¾ is more
and 2/4 is less. I was looking for a response that reasoned that ¾ has more slices, more shaded
in, or more fourths.]

What do these 3 students’ errors tell you about their mathematical understanding? If they are
having trouble showing conceptual understanding, what concept are they not understanding? If
it is subtraction, for instance, are they not demonstrating that they understand what subtraction
means, or are they having difficulty showing what occurs during regrouping?

[These three students struggled with procedural fluency because they did not provide a
reasonable explanation with their pictures and answers. They simply stated that one was larger
or smaller, but did not say why or how they know.]
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. This should be different than your
original objective from your lesson because it should target the issue the three students were
demonstrating.

[Students will compare fractions with the same denominators and explain how they know the
fraction with the larger numerator is larger using complete sentences.]

Then you will plan a re-engagement lesson. You do not need a formal lesson plan for this
lesson. Just describe the following:

● Targeted learning objective/goal

● NC Standard
● 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)

[Students will compare fractions with the same denominators and explain how they know the
fraction with the larger numerator is larger using complete sentences.
NC.3.NF.4
I will be providing students with a word problem to compare two fractions in complete
sentences, without drawing a picture.
Word problem- Demi and Jazmyne order pizzas that are the same size. Demi eats 2/8 of her
pizza. Jazmyne eats ⅝ of hers. Who ate more pizza? Explain using complete sentences.
For students who are still explaining their answer by saying “⅝ is bigger because it is more” I
will ask them “How would you explain it if there isn't a picture of the two fractions.”
(numbers will not be provided with the picture) For students who are struggling to explain their
reasoning in words, I will ask them to to say it out loud first. I will scaffold students by asking
them “What does the numerator tell you?” For students who are still saying that ⅗ is more
without reasoning, I will ask “How do you know? Teach me.”
I will assess students answers on their whiteboards. ]

Use a similar rubric to the first one in order to describe whether the focus students showed
growth after your re-engagement lesson, in terms of your targeted objective.

Proficient Developing Beginning

3 pts 2 pts 1 pts

Conceptual Explains why they Does not explain their
understanding of using chose 5/8 as the answer.
the numerator to larger fraction in
compare fractions with complete sentences.
like denominators

Procedural Fluency Correctly explains Gets the correct Working on solving

that ⅝ is larger than answer but does not the problem using
2/8 using a use an accurate words, but does not
reasonable sentence. reasoning. arrive at the correct
reasoning.

Reasoning Chooses 5/8 and Chooses 2/8 or

reasons that it is chooses ⅝ and only
larger because there says that it is bigger.
are more eighths or
more pieces eaten.

Problem solving Understands problem Student is working on

and uses complete understanding the
sentences to compare problem that they are
the two fractions. being asked to solve.