Design for Instruction

Results of Pre-Assessment
After reviewing the pre-tests, it was determined that the learning goals are
challenging and appropriate for all students. Out of the 26 students, there were only
two passing scores. The scores ranged from 0 percent to 90 percent. I had expected
that students at least get a 20 percent. Although that is an incredibly low target
score, there were four questions that the students should have mastered in fourth
grade. All of the following data was very helpful in creating daily lessons and
assessments centered around the needs of the students.
The pre-test consisted of twenty questions which were mostly selected from
the chapter post-test. Each of the 20 questions fell into one of five categories, the
pre-goal or learning goals one through four. The pre-goal section consisted of
four adding and subtracting fractions with common denominators, which were
taught in the previous grade. There were questions one through four. Each question
was worth four points. 15 students received full credit for this section. 2 students
received no credit. The other 9 answered either two or three questions correctly.
Learning goal 1, Students will recall the methods of using modeling,
estimating with benchmarks, finding common denominators, creating equivalent
fractions, and renaming, in order to solve a multistep problem containing addition
and subtraction of fractions and mixed numbers with unlike denominators, was
addressed by questions five through 10 and 14 through 18, for a total of 11
questions. Because this goal involves many different strategies, the styles and
format of the questions varied. These questions were also four points each. There
were not any students who met the goal completely. One student answered 9 out of
11 correctly, while seven students answered 0 out of 9 correctly. The other 18

students ranged from 1-6 out of 11 questions answered correctly. This learning goal
will be incorporated into every lesson because if students cannot master this basic
skill, they will not be able to master any other learning goal.
Questions 19 and 20 addressed LG2- students will identify, describe, and
create numeric patterns with fractions. 16 percent (4 students) of the class
mastered this goal, 42 percent (11 students) halfway met the goal, and the other 42
percent (11 students) did not meet the goal. Because more than half of the class
answered at either one or both questions correctly, instruction for this goal will take
the shortest amount of time compared to the others. I believe that once students
are shown and practice how to figure out the patterns, they will all master LG2.
Learning Goal 3, students will use the strategy, work backward, to solve word
problems containing fractions and explain their answers, was addressed by
questions 11 and 13. These were both multiple choice word problems. In question
11, students had to select the correct equation to solve the problem. In question 13,
students had to select the correct answer. Once again, questions were worth 4
points each. 10 students received full credit, mastering LG3. Another 10 students
answered one of the questions correctly- 3 answered question 11 and 7 answered
question 13 correctly. 6 students did not receive credit for this section. This goal is
about the same as LG2. It will not be the main focus of the instruction period. Once
students master LG1, they should be able to understand LG3 clearly.
Question 12 addressed Learning Goal 4- students will use the properties of
addition to show the steps of solving and solve a problem containing fractions and
mixed numbers with unlike denominators, explaining their thinking, although on this
pre-test, students were not required to explain. Only five students, 19 percent,

answered this question correctly, receiving all four points. Because of this, LG4 will
be taught and assessed thoroughly.
There is definitely room for improvement in every goal, considering the fact
that 0 percent received a perfect score, which is acceptable for a pre-test. In my
opinion, LG1 is the most important goal of the 4, so it will be the main focus of this
unit. This goal appears in LG2, 3, and 4, providing students with extra practice.
Lessons, which include whole group, small group, and independent work, have been
designed around each goal. Along with the lessons, students will complete several
formative and one summative assessment to monitor comprehension and check for
mastery.

Student Scores
100
80
60
Score

40
20
0
1 2 3 4 5 6 7 8 9 1011121314151617181920212223242526
Student Number

Pre-Goal
4
3.5
3
2.5
Number of Questions Correct (Out of 4)

2
1.5
1
0.5
0

Student Number

Learning Goal 1
10
8
6
Number of Questions Correct (Out of 11)

4
2
0

Student Number

Learning Goal 2
2

1.5

Number of Questions Correct (Out of 2)

0.5

Student Number

Learning Goal 3
2

1.5

Number of Questions Correct (Out of 2)

0.5

Student Number

Learning Goal 4
1
0.8
0.6
Number of Questions Correct (Out of 1)

0.4
0.2
0

Student Number

Unit Overview
Adding & Subtracting Fractions with Unlike Denominators
Monday

Tuesday

Wednesday

Thursday

Friday
2/27
Core Bites
#101
Pre-test (LG14)

3/2
Core Bites
#102

3/3
Core Bites
#103

3/4
Core Bites
#104

3/5
Core Bites
#105

Activity: Factor
Figures
3/6
Core Bites
#106

Chapter 6
Lesson 1:

Chapter 6
Lesson 2:

Chapter 6
Lesson 3:

Chapter 6
Lesson 4:

Chapter 6
Lesson 5: Add

Addition with
Unlike
Denominators
using Fraction
Strips (LG1)

Subtraction
with Unlike
Denominators
using Fraction
Strips (LG1)

Share and
Show #1-13

Share and
Show #1-15

HW: P121 &

122

HW: P123 &

124

3/9
No Core Bites

3/10
No Core Bites

Unit 5 Quiz 1
Review
(Lessons 1-5)textbook P263
& 264 (LG1)

Unit 5 Quiz 1
(LG1)

HW: Study

Estimate
Fractions Sums
and
DifferencesBenchmarks
(LG1)

Share and
Show #1-21
Share and
Show #1-16
HW: P125 &
126
3/11
No Core Bites
Unit 5 Quiz 1
Redo: Students
will either be
re-taught and
take the quiz
again or
correct
answers for
half credit

Chapter 6
Lesson 8:
Patterns with
Fractions (LG1
& 2)

and Subtract
Fractions (LG1)

Share and
Show #1-27
HW: None

HW: P127 &

128

3/12
Core Bites
#107

3/13
Core Bites
#108

Chapter 6
Lesson 6: Add
and Subtract
Mixed
Numbers (LG1)
*Fast Facts 90*

Chapter 6
Lesson 7:
Subtraction
with Renaming
(LG1)

Share and
Show #1-16

Share and
Show #1-10

HW: P131 &

132
3/19
Core Bites
#111

HW: None

HW: None
HW: None

3/16
No Core Bites

Common
Denominators
and Equivalent
Fractions (LG1)
*Fast Facts 90*

3/17
Core Bites
#109

3/18
Core Bites
#110

Chapter 6
Lesson 9:
Problem
Solving (Work
Backwards)
(LG1 & 3)

Chapter 6
Lesson 10: Use
Properties of
Addition (LG1
&4)

Share and
Show #1-6
Share and

Share and
Show #1-13

Unit 5 Quiz 2
Review (LG1-4)
*Fast Facts 90*

3/20
No Core Bites
Unit 5 Quiz 2
(LG1-4)

HW: None

HW: P135 &

136

3/21
Core Bites
#112
Unit 5 Test
Review 1 (LG14)- Small
Groups

HW: Study for

Test Thursday

Show #1-7
HW: P137 &
138
3/22
Core Bites
#113
Unit 5 Test
Review 2 (LG14)- Small
Groups or
Independent

HW: Study for

Test Thursday

HW: Study
HW: P139 &
140
3/23
No Core Bites

3/24
No Core Bites

Unit 5 Test
(LG1-4)

Unit 5 Test
(LG1-4)

HW: Study for

Test

HW: None

3/25
NO MATH
TODAY

Activities
There are a variety of activities included in this unit to assist and extend
student learning. Some of the activities are more kinesthetic, while others are more
visual and auditory. The grouping strategies differ as well. While the book and
workbook is used in almost every lesson, and can be considered an activity, there
still needs to be alternatives to teaching fractions. I will use Factor Figures and
fraction strips, which are more hands-on, as well as cooperative learning to increase
student knowledge of fractions during this unit.
Because we are working with Common Core, it is imperative that I stick with
the book and follow exactly what it tells me to do. This does not allow much room
for creativity and change. We are also pressed for time, needing to get in a few
more units before end-of-year testing. Following the book and workbook allows us to

stay on track and only focus on the most important things. The book is nice because
for most lessons it gives at least two different strategies of completing the
problems. I know I like options when it comes to completing work. My students have
seemed to like them too in past units. The book is also nice because it comes with
corresponding flipcharts to use on the Promethean Board. The pages are duplicates
of what is in the book, so it is simple to work through the lesson. Students are able
to follow along without getting lost or missing any steps. This allows me to move
through the material quickly if I see that students understand everything, or go
back and slow down. It is good to have that accessibility and visual on the board. At
the end of each lesson there is a Share and Show or On My Own section, which
we check at the end of each class time. This is one of the main formative
assessments used throughout this unit. They allow me to fix problems before time
passes by. These sections also correspond to the workbook pages, so that if
students need homework help, they can simply open their textbook.
I am able to use the books and workbooks as a strategy in this unit because
they work well with my students. As stated in my contextual factors, my class has
many students with IEPs and accommodations, along with some who are
disorganized. Using these books that include all of the information and keep the
same routine in each lesson gives my class a sense of stability with no surprises.
Students also stay organized, having the pages attached, unless of course they lose
their books.
At the beginning of the unit, after the pre-assessment, I plan on creating
Factor Figures with the students. This is a hands-on, introductory activity that allows
students to get fractions and factors in their heads. With this activity, students are
required to take their assigned number and figure out every factor that it has. They

also must be able to tell if their number is special, prime, or composite. All of this
information gets put together on a figure. Doing this activity is another form of
pre-assessment. I get to see what students know about numbers and their factors,
which is important because factors are used to reduce fractions. My class is pretty
creative and active, so having activities where they get to color, cut, glue, and
present is a nice change from sitting and completing problems. These figures will be
assessed by making sure that the information, mainly the factors, on the figure is
correct. It is also a completion grade.
During the first two lessons, students will use plastic fraction strips so solve
the addition and subtraction problems (LG1). They will also receive laminated strips
to take home in order to complete workbook pages. These fraction strips provide a
visual, and hands-on, way of learning basic addition and subtraction of fractions
with unlike denominators. Students are able to compare the individual pieces to a
whole and understand how the different denominators compare to one another.
They also do not have to do any number calculations; they simply count the pieces
that fit into the spaces. Some of the more advanced students may get bored with
this and want to move on, but it is the first step in understanding these fractions.
They will need to be patient. Students will be required to use fraction strips on the
first four questions of Quiz 1.
My final activity deals with cooperative learning, which will be used
throughout the unit. Most days, students will work independently in their textbooks.
There will be times where they can work with partners to solve the problems. This
will all depend on their behavior that day. If there are a few students who do not
seem to understand the content, I will pair them with some of my more advanced
students. This will allow them to hear the steps from someone other than myself,

which sometimes helps. In fact, they might be able to explain it better than me. This
would also allow me to move on if need be. I know that those struggling students
are in good hands.
I will also use partner work for the quiz and test reviews. Students will be
given time to work through the review in class. They will be told to be stars or circle
problems that they are unsure of. After the time is up, they will partner or group up.
During this time, students should check answers with one another and go over
confusing problems. This strategy will also allow students to teach the math to their
peers. If they can teach it, they can do it. After students have finished their
partner/group work, we will check the reviews as a class and clear up any remaining
questions.
Technology
I will use technology almost every day in this unit. First of all, a computer will
assist me in putting my lesson plans together. I will be able to print them out,
organize them in my Student Teaching binder, and even email them to my
cooperating teacher to review. Having plans typed allows for quick and easy
changes. When it comes to my actual teaching, I will use the Promethean Board and
the ActivInspire flipcharts to assist in teaching each lesson. These are the flipcharts
that follow along with every lesson in the textbook. I will be able to work problems
out on the board, and even have students come up and demonstrate solving
problems. When we go over homework and the assessment reviews, I can open up a
blank flipchart and work out the problems on the board for students. Finally I will be
able to create instructional videos for students that will be posted on my
cooperating teachers website. These videos will be a screenshot of the writing on
the board while I work out a problem. I can also record my voice and talk students

through the steps if they are having homework trouble. All of these uses of
technology contribute overall to student learning and success during this difficult
unit.