Brandie Long 558 Case Study 3

EDUC 558 Practicum Case Study 3
2013
Brandie Long
I. Introduction to Case Study:
School Background Information
Apple school is an accredited urban school. We have approximately 550 students
which is up about 50 students from last year. We have a higher rate of male (52%)
students compared to female (48%) students. Eighty six percent of the students are
considered economically disadvantaged. We have an English language learners (ELL)
population of about 40% and a special education (SPED) population of about 18%.
Apple is very diverse: 39.10% of the population is Hispanic, 24.63% are African
American, 21.96% are white and 14.31% are other.
The classroom where Mary is a fifth grade has a total of twenty students; 11 boys
and 9 girls. Five of the students in this classroom qualify for special education
services throughout the day. One of these students spends most of her day in the
intellectual disability (ID) room. There is a paraeducator in the classroom throughout
the entire school day. He is able to pull the students to the back of the room when
they need more help.
Student Background Information
Mary is a 12 year old 5th grader. She qualifies for special education services under the category
of learning disability (LD) in the area of reading and math. Mary does not receive any other
support throughout the school day. She is currently not on any medication and overall is a very
healthy young lady. She does come from Hispanic background, but both parents and student
speak very good English. Mom states that they speak English at home and that the children
know very little Spanish.
Mary had been receiving special education services since the 3 rd grade (3/20/12). She moved
into the Wichita school district at the beginning of her 3 rd grade year. Shortly thereafter, she was
placed on the GUEST team to be recognized as need more help. The majority of Marys special
education minutes are met by the interrelated teacher (IR). She is in a small pull out reading
group for reading intervention as well as a small pull out group for math intervention. Mary
enjoys socializing with her peers. She has a lot of friends and tries hard to make sure everyone
around her is happy. I am Marys IR teacher; I have known and worked with her since the
beginning of August 2013.
Present Levels of Performance

Mary is currently receiving support in the regular education classroom for reading, writing, and
math. She has good class attendance. Mary completes class and homework assignments. An
informal assessment indicates that she can add and subtract using single-digit numbers with
90% accuracy. She needs to develop and apply skills to add and subtract using two- and threedigit numbers with and without regrouping, know her multiplication facts, and perform operations
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of multiplication and division. These skills affect her ability to perform math computations on
grade level efficiently.
5th
Mary struggles with math and often relies on visual aids and math manipulatives to complete her
lessons. Given the 5th grade fall M-CAP (mathematic Concepts and Applications), Mary scored 5
right, target being 15 This puts her well below average. On the 5 th grade fall M-COMP (math
computation), Mary scored 1 with a target of 10
Mary currently reads first grade material at 20-30 wpm with 5-10 errors and guesses at all
unknown words. When given a Phonological Awareness Skills Test, Mary shows weakness in the
skill of fluency and decoding. Given a Quick Phonics Screener (QPS), Mary completed the letter
names, letter sounds, consonant-vowel-consonant words, consonant digraphs and silent e
words with 90% accuracy. Mary does struggle with decoding multi-syllabic words and with her
prefixes and suffixes. These skills are all targeted during her reading intervention Systematic
Instruction in Phonological Awareness, Phonics, and Sight Words (SIPPS) group for an hour
each day. According to informal based assessments, she uses knowledge of basic sight words
when reading. She decodes three or four syllable words independently, if she is somewhat
familiar with the general topic of the text. When faced with an unknown word in unfamiliar text
she pauses and attempts to sound out initial sounds but usually has to have someone help
pronounce the word for her. She does not try to solve out the entire word independently. These
deficits impact her ability to read on a 5th grade reading level.
II. Case Study Objective
Objective: By December 13, 2013, Mary will identify fractions of a set and find the whole based
on a known fraction. She will also use multiplication and division rules for finding equivalent
fraction with 80% accuracy as measured by a teacher made assessment.
Baselin Currently Mary can read and show and a whole with 100% accuracy. She is fluent
with her multiplication facts for 1, 2, 5 and 10. She can do basic multiplication of 1-10 with the
help of a multiplication chart. She can also do basic single digit division without regrouping with
the help of a multiplication chart.
Current IEP Goal: In 36 instructional weeks, given computation problems (addition, subtraction
w/ regrouping and basic multiplication and division facts), Mary will correct solve with 90%
accuracy.
Common Core Standard: Number and Numeration Goal 2- Find fractions of a set and find the
whole based on a known fraction set. Goal 5- Find equivalent names for a fraction of a set. Goal 7Identify and use unit fractions to solve problems. Operations and Computation Goal 7- Explore the
meaning of fractions using an area model to identify parts or the whole. Goal 4- Use fraction sticks to add
fractions.
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III. Specific Description of Lesson Plan

Instructional Plan (the big picture)
With Mary I will focus on creating a routine and giving her repeated exposure to the needed skills
of multiplication and division. The main purpose of this unit is to review the meaning of fractions
and rational numbers. I will emphasize that every fraction is a division problem and how
important it is for Mary to master her multiplication facts.
So that my students stay engaged, I often use a variety of games and hands on resources such
as rods and dominoes so that the students stay focused and excited about the new concepts. At
the end of each week, I will give the students an assessment just to see how much they
comprehend. This assessment will let me know what skills I need to target during my
intervention with the group. .
I meet with Mary Monday- Friday from 9:45-10:45 for math core and from 3:30-4:00 for math
intervention.
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Lesson Plans (the day-to-day focus)
Day 1:
Date: December 2, 2013
Subject/Lesson: Math
Monday-Friday, 60
Grade Level: fifth Grade

Unit/Content: Fractions
Case Study Objective: By December 13, 2013, Mary will identify fractions of a set
and find the whole based on a known fraction. She will also use multiplication and
division rules for finding equivalent fraction with 80% accuracy as measured by a
teacher made assessment.
Lesson Objectives:
1 Review fraction concepts.
2 Provide practice with finding parts of whole.
Materials Needed:
Pencil
White board
Dry erase markers
Background: Students show basic fraction knowledge. Review that fractions

can be written vertically as or horizontally as a/b. The number on the
bottom is called the denominator (remember this by Down= Denominator). It
names the number of equal parts into which the whole is divided. The
number above is called the numerator. It names the parts that we are
identifying.
Instructional Actions: I will give the students a variety of fractions (1/2, ,
1/6, 2/4, 2/3, 3/3, ). They will first write the fraction on their board and then
once they are correct, they will draw a picture of what it will look like.
1. Each student has a white board and marker.
2. Can you please write the fraction and then hold your board up for me to see.
3. Great! Now can you draw me what looks like? You can use any shape you want (circle,
square, triangle) but I want you to shade in of the shape.
4. Erase your board.
5. Now can you write and then draw what it looks like?
Planned Student Engagement:
As a group we will go over 1 or 2 problems on the math-aids fraction
worksheet. Students will then be expected to complete the lesson
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independently. After all students are finished or when I see them struggling,
we will all stop and go over each questions step by step. First we always
count the total number of spaces in the whole. Next we will count the shaded
areas. Students know that the total amount of spaces is the denominator and
that the shaded area is the numerator.
What is the Fraction of the Shaded Area? - Example lesson
Lesson Assessment: The assessment for this lesson will be the

independent work worksheet. Mary did pretty well but we did have to go over
some of the problems. She seemed to do better when she only had to write
the fraction not color in the pie to show the fraction. Overall she received an
16/20 but I did let her go back and correct some of the problems that all of
the students struggled with. They struggled with the ones similar to # 2
above. I had to go back and reteach that when a fraction states 4/4 it equals
1. My students were writing 0/4.
Reflection: The students seemed to understand this lesson when we were
going over it on the white boards, but when I set them loose to work on their
own a few of them really struggled. This told me that they were not ready to
move on and that we should work on it some more tomorrow. The average
score on the worksheet was 14/20 correct. Mary was among my better
achievers.
Day 2:
Monday-Friday, 60
Grade Level: fifth Grade

Case Study Objective: By December 13, 2013, Mary will identify fractions of a set
and find the whole based on a known fraction. She will also use multiplication and
division rules for finding equivalent fraction with 80% accuracy as measured by a
teacher made assessment.
Lesson Objectives:
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3 Review fraction concepts.
4 Provide practice with finding parts of whole.
Materials Needed:
Matching Halves, thirds and fourths pieces (6)

Matching halves, thirds, and fourths worksheet s3 (5)
Scissors
pencil
Background:
Students show basic fraction knowledge. Provide a quick review starting with
a whole. I will have a precut round circle. I would show them that this is the
whole. From there ask what would happen if I cut the whole into half? (Fold it
in half) Yes! So we now have . What if I fold it again? This is where I can
visually show them the 4 parts.
Instructional Actions: Next I will pass out the matching halves, thirds and
fourths handout. Students will cut each piece out. Once they are finished I
will pair the students with a partner. Next they will place all cards facedown
so they are not touching.
Planned Student Engagement: Partners will take turns flipping over two
cards to see if the fractions match. If the cards match, the students take both
cards. If they cards do no match, the students replaces both cards facedown
to their original spots. Continue the activity until all cards have been
matched.
After the game I will give each student worksheet s3 to complete individually.
It has 3 simple questions that ask the students to identify the fraction for the
pie shown.
Lesson Assessment:
I will observe Mary work with her partner on finding the matching
cards.
Students will complete worksheet s3 individually so I can check for
understanding.
Reflection: Mary enjoyed the fraction match game. I did have to explain to
my whole group how to find the parts (count each section, this is your
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denominator). Mary was able to complete the assessment check with no
problem.
Day 3:
Grade Level: 5th grade
Monday-Friday, 60 minutes
Case Study Objective: By December 13, 2013, Mary will identify fractions of a set and
find the whole based on a known fraction. She will also use multiplication and division
rules for finding equivalent fraction with 80% accuracy as measured by a teacher made
assessment.
Lesson Objectives:
1. Students will count penny collections up to 20
2. Students will equally divide pennies into halves, thirds and fourths
Materials Needed:
80 pennies or counters
White board
Markers
Student math journal
pencil
Background:
Counting to 20: My students can count to 20 and write to 20 with no issues.
Divide pennies into equal groups: This is a new concept for my students. They do
know what equal means and when I say divide, 3 (including Mary) of my 5 can show me
what I am asking.
Instructional Actions:
1. Pair the students up.
2. Give each group 20 pennies.
3. Have students count out 12 pennies. Ask students to share 12 pennies equally
among 2 people. I suggested making two piles and adding 1 penny at a time until
all the pennies were distributed.
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4. Ask: How many pennies will each person get? 6 pennies
5. I will write the formula on my white board: of 12 pennies= 6 pennies
6. Now what if I asked you to divide 10 pennies equally between you equally? 5
pennies
7. Now that you see how to divide the pennies into halves, how would I divide them
into thirds? How many groups would I need now?
8. Walk students through dividing the pennies into thirds. 15 pennies= 5 pennies in
three groups.
** give students a chance to do this on their own with different amounts of
pennies**
Planned student engagement:
1. Students turn to page 121 in their math journal.
2. In problems 1 and 2, the whole and part ate given- students name the fraction.
3. In problems 3, 4, and 7, the whole is given and the fraction is name- students
need to find the parts.
4. In problems 5, 6, and 8, a part is given and the fraction is named- students find
the whole.
Assessments:
I will assess the students on how well they do on the math journal page. Students are
given a chance to solve eight questions. Some of my students will only do four.
Students who experience difficulty will work on this concept during intervention.
Intervention:
I will use a unit box to organize the information for students who do not get how to group
the collections.
Reflection: Mary did very well on this lesson. She had to guide her partner at times
when they were trying to divide the pennies. I can tell a big difference when Mary is
allowed to use aids (pennies) and when she has to divide the groups on paper. It is
much easier for her to manually move the pennies into groups. This is the basis to
dividing groups into fractions.
Day 4
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assessment.
Lesson Objectives:
1. Students will compare fractions.
2. Students will play the fraction top-it game
Materials Needed:
Scissors
Pencil
Math master p. 642 (6)- fraction top it worksheet
Fraction top-it cards (6)
Background:
Fractions: Students have been practicing fractions for the last week. My students have
the basic knowledge needed to be successful at this lesson.
Comparing fractions: Comparing fractions will be a new concept for my students,
including Mary. We spent some time before this lesson comparing groups of the whole.
For example, we divided the class into boys and girls. It was obvious that there were
more boys than girls. So when we did a fraction of boys to girls, the boys fraction was
bigger.
Fraction Top-it game: students have never played this game before. The concepts will
be a review but the game its self will be new.
Object of the Game: To have the most cards
Directions:
1. Mix the Fraction Cards and put them in a stack so all the picture sides (the
sides with the strips) are facedown.
2. Each player turns over a card from the top of the stack. Players compare
the shaded parts of their cards. The player with the larger (higher) fraction
takes both cards.
3. If the shaded parts are equal, the fractions are equivalent. Each player
turns over another card. The player with the larger fraction takes all the
cards from both plays.
4. The game ends when all the cards have been taken from the stack. The
player who took more cards wins.
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Before students are split into pairs to play the game. We will go over a few of the cards
together. After I feel confident that the students can play correctly, I will let them play for
the next 30- 45 minutes.
Independent work: Students will complete the following problems to check for
understanding:
Use your Fraction Cards. List all the fractions that are:
Less than
More than
The same as
Assessments:
I will use the above independent work to assess students. I will also use observations
made during the game to monitor the students and intervene when needed to assist
with understanding.
Reflection: I liked how students were able to use visual fraction cards to compare
which fractions were the same, bigger and smaller. Mary was engaged and performed
well the entire time. She was very focused while I was giving instruction and listened to
her general ed. Teacher give whole group discussion. She was slow at listing the
fractions on the worksheet, but this was expected due to her processing and
transferring speed.
My other students were not as comfortable with this lesson as Mary. I would say out of
my five students she did the best on this assignment. This was a great assignment to
build her self-confidence!
Day 5:
assessment.
Lesson Objectives:
1 Students will use pattern blocks to review the role of the whole
2 Students will explore mixed number concepts
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3 Compare fractions and mixed numbers
Materials Needed:
Math journals p. 124-126
Pattern blocks- 2 yellow hexagons, 2 red trapezoids, 3 blue rhombuses and 6
green triangles per student.
Tub for each table of extra blocks
pencils
Background:
Pattern blocks: This will be the first time in 5th grade that students have used pattern
blocks for fractions. We have already gone over the different shapes that we will be
working with and have compared them to one another.
Instructional Actions: Today we are going to continue to compare our pattern blocks. If
a hexagon (yellow) is worth 1, what are 5 trapezoids (red) worth? To do this we will take
the hexagon and see how many trapezoids we can place on the ONE hexagon. For my
students we had to have a visual base (hexagon) to place the 5 trapezoids. We will
review the importance of the whole to understand a fraction.
I tried to use real word terms that the kids could understand- Would you rather have a
WHOLE pizza or a HALF pizza? Of course they want the whole thing. We continued
reviewing emphasizing that the meaning of fraction depends on what is the whole.
Students will turn to page 124 in their math journal. We will go over the example
together and also 1-4 using a hexagon as the whole.
Planned student engagement: Students will complete the remaining math journal
lesson. I will be observing and assisting as needed. As a group we will also go over a
simpler worksheet form math masters page 128. This worksheet walks the students
though finding the answers. For example: Cover this shape with the trapezoid. How
many trapezoids does it take to cover shape A? Write this fraction.
Assessments: I will make assessments by observations today.
.
Reflection: This is a very difficult lesson for the students. I had to differentiate the
lesson to a 3rd grade level by finding simpler worksheets and shorter steps. Since the
majority of my group, including Mary, are very low readers, the worksheets and math
journals were very wordy for them. I feel that this will be a topic to discuss farther during
intervention time. Mary did not understand how to write what she was being asked. She
was able to find the shapes and find how many triangles fit on the hexagon, but she did
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not know how to transfer this onto paper. To help her I made her some premade shapes
to use.
Day 6:
assessment.
Lesson Objectives:
4 Students will use pattern blocks to review the role of the whole
5 Students will explore mixed number concepts
6 Compare fractions and mixed numbers
Materials Needed:
Pattern blocks- 2 yellow hexagons, 2 red trapezoids, 3 blue rhombuses and 6
green triangles per student.
Tub for each table of extra blocks
pencils
Background:
This is a review from Fridays activity because my students struggled.
Instructional Actions: For this lesson, students need a set of pattern blocks. (Only the
yellow hexagons, red trapezoids, blue rhombi, and green triangles are needed.
Students do not use the orange triangle or the tan rhombus for this lesson.) If students
are seated at tables, one set of pattern blocks can be shared by the group.
We are going to simplify this and only use a few blocks at a time. We will use the
website http://illuminations.nctm.org/ and do some group interactive lessons. Students
will then independently work on a worksheet that has visual guides.

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Region Relationships NAME ___________________________
1. How many green triangles
are in one blue rhombus
Assessments: I will make assessments by observations today and by grading the

region relationships worksheet.
.
Reflection: The students did a little better today since we were not asking them to
make big mixed numbers. This is a skill that we will work more on later in the unit but for
now I am satisfied that they understand how the shapes equal a while and they (with the
help of visuals) can solve pattern block puzzles.
Day 7:
Date: December10, 2013
assessment.
Lesson Objectives:
1
2
Introduce multiplication and division rules for finding equivalent fractions

Define equivalent fractions (two or more fractions that represent the same amount)
Materials Needed:
Pencil
Fraction strips (6)
scissors
Background:
Fractions: We have been working on fractions for a few weeks now. They have the
basic idea of how to find fractions and what they are supposed to look like. The majority
of my students (including Mary) are doing well when it comes to identifying parts of a
whole.
Equivalent: Students have a pretty good idea of what it means to be equivalent. Mary
works very well and comprehends when lessons are visual and she can be hands on.
Multiplication/division: None of my students are fluent in their multiplication facts.
They rely on a multiplication chart when doing these problems and take extra time when
processing.
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Instructional Actions: I will pass out the fraction strips to the students. Students will
label the pieces of each strip with the correct unit (we will do this as a class). Next, they
will cut the strips into their fractional pieces. I will then walk them through finding
equivalent fractions.
1. Cover the fraction piece with the 1/8 piece. How many 1/8s do you need to cover the
? FOUR. So how many 1/8 equal ? 4/8
2. Why are they the same? Because when you multiply or divide both the
top and bottom by the same number, the fraction keeps its value.
3. The rule to remember is: "Change the bottom using multiply or divide,
And the same to the top must be applied"
4.
2
2
=
4
=
4
2
8
2
This is our example and formula that students will use.

Students will complete the worksheet to find equivalent fractions using the
fraction strips. SP. S1
Assessments: I will make assessments by observations today and by grading the
worksheet. Mary scored 7/10 problems correct on this assignment.
.
Reflection: Students did really well today. I think it helped having visuals and being
able to manipulate the fraction strips. They do struggle with the multiplication facts but
all know to get their agenda out so they can easily use a chart. Mary really struggles
with her facts. We will start working on our facts in intervention.
Day 8:
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assessment.
Lesson Objectives:
3
4

Materials Needed:
Pencil
Fraction strips (6)
Math journals page 134
White boards
markers
Background:
whole.
processing.
Instructional Actions: I will pass out the fraction strips to the students. We will also go
over our rules from yesterday: Why are they the same? Because when you multiply or
divide both the top and bottom by the same number, the fraction keeps its value. The rule to
remember is: "Change the bottom using multiply or divide, And the same to the top must be
applied"
I will model an example on my white board by starting with a fraction stick representing
When the stick is split into two equal parts the total number of parts is doubled (4x2=8)
and the number of shaded parts is also doubled (3x2=6)
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Students will complete the math journal page 134 using this same strategy.
For today we will mostly be working with multiples of 2 and 3.
Assessment: Todays assessment will be through observations and by looking at the
math journals. Mary seemed to understand the days lesson. She was able to correctly
model each answer correctly.
.
Reflection: I think the students get this concept but there are many steps. They
sometimes need help going from step to step. It helps when the questions are broken
down by steps. Students did really well today. I think it helped having visuals and being
able to manipulate the fraction strips. They do struggle with the multiplication facts but
they know their 2s and 3s pretty well. Mary has to use her fingers to count by 3s after 9.
Day 9:
assessment.
Lesson Objectives:
5
6
7

Labeling equal parts.
Materials Needed:
Pencil
Math journals page 135
Strips of paper 8x10
White boards
markers
Background:
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whole.
processing.
Today we will start the lesson by dividing a strip pf paper into equal parts and labeling
the parts. We will start by folding the strip in half- how many parts do we have? TWO.
Next, with it folded in half, fold it in half again- how many parts do we have now? FOUR.
What do you think will happen if we fold it again? SIX and again EIGHT. This gives the
students another visual aid to use when working on fractions. Together we will fill out
the worksheet on modeling equivalent fractions.
1. Divide the fraction strip into 4 equal parts
Find the equivalent fraction: = ?/4
2. Divide the fraction strip into 8 equal parts
Find the equivalent fraction: =2/4=?/8
So = ??/8
Next we will go over the division rules for finding equivalent fractions. To find an equivalent
fraction, divide the numerator and the denominator of the fraction by the same number.
We will do a few examples together on the white board and then students will split into pairs
and work on the math journal page.

Students will complete Page 135 in their math journal. If this is too hard I have another
differentiated to 3rd grade sheet they can do. Both of these sheets have the students do
a mixed amount of multiplying and dividing fractions to find the equivalent. They will use
the formula:
2/4 (divided by)
Or
2/4 *
Assessments: Todays assessment will be through observations and by looking at the

math journals or worksheet depending on what level the student is on.
Reflection: Today the students worked very hard and were very motivated to complete
their lesson. Mary did well as long as she has her agenda so she could look at the
multiplication chart. We ended up doing the math journal pages together because it was
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to advance for the students. They did much better with the simplified worksheet that
was on a 3rd or 4th grade level. Mary scored a 10/10ndependently on that worksheet.
Day 10:
assessment.
Lesson Objectives:
8
Unit test.
Materials Needed:
Pencil
Multiplication chart
Test (teacher made)
Background:
We have been covering a wide variety of skills this last 3 weeks. Students have
been taught the skills needed to find equivalent fractions, how to identify
fractions, and how to compare them. Today they will put all of this knowledge to
use on the unit test.
Today I decided to pull the students out of their regular education classroom and into my IR
classroom. It is much quieter and they will not feel so rushed to complete the test. It was my
hopes that they felt confident in what they had learned to independently complete the test. I was
there to read any questions they needed help on. I also gave them our formula for finding
equivalent fractions.
2/4 (divided by)
Or
2/4 *

Students will use this entire block to complete their test. If they finish, they will get on
Xtramath.com and work quietly until everyone is finished. They will be allowed to use
only my formula and their multiplication charts.
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Assessments: Unit test
Reflection: Mary did very well on this test. She got 27/35. The questions that she
missed were ones that she could not read the passage. After the students were done
with their test, I did want to go over any questions that they had. I was very happy that
the majority felt they did well. EVERYONE passed the section on identifying and
labeling fractions and fraction parts. They did struggle with the finding equivalent
fractions. The section that most missed was the one that asked them to compare
fractions. Since they were not allowed to use any sort of aid (like the strips or fraction
sticks) I feel the students had nothing to go off of. Overall out of my 5 students 3
passed the unit test and 2 did not. I would say that Mary met my goal and received at
least an 80% on all lessons and her unit test.
IV. Implementation of Instruction
Behavior Management
We use mystery motivators in my classroom. For students to earn the right to fill in a box at the
end of each daily lesson, they must follow all of my classroom expectations. Our classroom
expectations are posted in the room, they are: 1.) Be respectful 2.) Be on task 3.)Follow
directions the first time. If they follow all of these expectations, students can fill in their
appropriate box. If that box is marked with an M, the student/students earn a mystery motivator.
Mystery motivator rewards range from lunch with me to a piece of candy. This behavior
management works great with my students. Sometimes the students do need to be reminded of
our expectations. I usually give them 1-2 reminders each day. I also use CHAMPScommunication, help, activity, movement, participation, and success- throughout my lesson
when I need to let the students know how I expect them to behave. CHAMPS has improved my
daily lesson, especially when it comes time for guided spelling. My students liked to shot out
answers. I now make sure they know I need them at a level zero voice throughout the spelling
test, that there is no movement and that they are not allowed to blurt the answer. Mary responds
very well to my expectations. She only needs simple reminders on where her voice level needs to
be during lessons and easily corrects herself.
V. Assessment of Progress
Assessment
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Progress was made toward the objective over the last two weeks. I am very proud to
say that Mary did meet my case study objective. Although I feel we have a long way to
go when it comes to working on her multiplication facts, she was able to comprehend
and use most of the skills she was taught. Her baseline before this unit was that she
could only read and show . She can now identify any fraction that she is shown with
95% accuracy. We will continue to work on Marys multiplication facts. I have sent home
some flash cards for her and her mother to work on and she is very excited about the
progress she has made. Her statement to me after the test was I only missed 8?! I
usually miss them all! She also wanted to call home and tell mom about her great
success. It was a very exciting unit for me to teach.
VI. Reflection on what occurred with the instruction

The 5th grade math sequence is very fast paced and has the students touching on
multiple skills for short periods of time. I learned that Mary along with my other students
are very visual. When I was able to give them visual aids and let them use hands on
activities, they caught on much quicker. At one point in the lessons, my small group of
students understood and was independently working faster than the regular education
class. Visual aids are to thank for this!
Impact of Instruction on Student Learning

Mary has been improving daily. I can tell that the extra time she spends with me in the afternoon
for math intervention as well as the time her mom spends is paying off. I like that I can closely
monitor my students since this is such a small group. I feel that overall Mary did gain many new
important skills. My hope is that she retains this information over Christmas break. Mary is
going to Mexico and will not return to school until February. I am glad she was able to make the
gains that she did, because I know that when she returns she will be behind once again. I can see
a big difference in Marys confidence. She smiles and actually tries hard on all of her math
assignments. Before we went into fractions, she hated math and would try getting out of the
lessons. I have found that making the lesson relate to Mary, and putting the fraction into terms
that she understands helps her visualize what we are talking about. For example, we used pizza
and pies a lot throughout the unit. She understood that to split a pizza with a peer, she needed to
give each person X amount of slices.
Explanations of Successes and Difficulties

20
2013
Brandie Long
I felt like this unit overall was a success. Not only did Mart meet her goal, I set this goal for the
rest of my group as well. Only 2 students did not achieve as high as I would have liked. I was
very excited that the students all can identify a fraction when given a shaded image. I also think
that it is important to note that by giving them a formula to use when working with
multiplication and division facts helped a great deal on the unit test. I know that the regular
education teacher gave another quick quiz one day when I was not in the room. She did not allow
anyone to use formulas (that mine were use to) or a multiplication chart. There were only 6
questions and they were all multi choice questions. Two of my students (Mary included) only got
two questions right! I was shocked and decided that for interventions that day I would have the
students do the exact questions on their white board, but I did not give them multi choices and I
gave them the formula. Four of my 5 students got every question right. I did show them that they
had just done the test again. It was funny to see their faces on that! Bottom line, I have learned
that my students need visuals and they need repetition.
Implication for Future Instruction
In the future I will continue to monitor and plan my lessons as necessary. I have also made a
personal choice to change my routine. I am not going into the classroom for a longer period of
time and I have already created a folder that every single one of my students can use on test,
lesson and quizzes. We actually created these folders together. The students are very good at
advocating for themselves now and know right where to find tools, visuals and charts that will
help them be successful.
VII. Resources: What academic and classroom resources were included in the
development, implementation, and assessments associated with the case study?
APA format please.
Hill and Mcgraw (2011) Everyday mathematics (volume 1)
21

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EDUC 558 Practicum Case Study 3

Present Levels of Performance

EDUC 558 Practicum Case Study 3

EDUC 558 Practicum Case Study 3

III. Specific Description of Lesson Plan

EDUC 558 Practicum Case Study 3

Grade Level: fifth Grade

Background: Students show basic fraction knowledge. Review that fractions

EDUC 558 Practicum Case Study 3

Lesson Assessment: The assessment for this lesson will be the

Grade Level: fifth Grade

EDUC 558 Practicum Case Study 3

Matching Halves, thirds and fourths pieces (6)

EDUC 558 Practicum Case Study 3

EDUC 558 Practicum Case Study 3

EDUC 558 Practicum Case Study 3

EDUC 558 Practicum Case Study 3

EDUC 558 Practicum Case Study 3

EDUC 558 Practicum Case Study 3

Planned student engagement:

EDUC 558 Practicum Case Study 3

are in one blue rhombus

Assessments: I will make assessments by observations today and by grading the

Introduce multiplication and division rules for finding equivalent fractions

EDUC 558 Practicum Case Study 3

This is our example and formula that students will use.

EDUC 558 Practicum Case Study 3

Introduce multiplication and division rules for finding equivalent fractions

EDUC 558 Practicum Case Study 3

Planned student engagement:

Introduce multiplication and division rules for finding equivalent fractions

EDUC 558 Practicum Case Study 3

Planned student engagement:

Assessments: Todays assessment will be through observations and by looking at the

EDUC 558 Practicum Case Study 3

2/4 (divided by)

Planned student engagement:

EDUC 558 Practicum Case Study 3

EDUC 558 Practicum Case Study 3

VI. Reflection on what occurred with the instruction

Impact of Instruction on Student Learning

Explanations of Successes and Difficulties

EDUC 558 Practicum Case Study 3

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