Darnell L. Logan EPS 541 Professor C.

Wilson Assessing Student Learning Fractions are one of the hardest concepts to grasps for not only 4th graders, but for people in general. Fraction concepts can be used in many ways, but there are a few concepts that must be covered or understood to be a true expert when it comes to the number sense concept of fractions. The most fundamental concept about fractions is to know it is a number, a different notation to represent a number, and that it can be represented as a whole or a part to a whole. Another concept to understand is that operators can be used to combine and compare fractions, and fractions can also be used as operators (multiplication or division). One of the best indicators of complete mastery of fractions is being able to convert fractions; converting fractions to other fractions, equivalent fractions, or converting fractions to different numerical notations; decimals and percents.

Learning Progression Topic

Fractions Novice: Part of a Whole: Can identify the numerator as the part/piece out of a whole Can identify the denominator as the whole that is divided or broken into parts that are of equal size Adding, Subtracting, Multiplying, and Dividing Fractions: Can add, subtract, fractions with like denominators Can identify that division problems can be represented or written as fractions Practitioner: Part of a Group: Can determine the fraction of a set Fractions as Operators: Can determine/calculate a fraction of a number, group/set Unitizing Fractions: Able to select the correct unit of measurement to interpret quantities Independent/Expert: Equivalent Fractions: Can reduce/simplify fractions and/or explain why fractions cannot be reduced or simplified Comparing/Ordering Fractions: Can determine which fraction is larger or smaller and explain why Can order a set/group of fractions from least to greatest or from greatest to least and explain why it is so

Can divide shapes into parts of equal size

Can explain why adding, subtracting, multiplying, and

Can determine that a fraction can be greater than the number 1 (improper fractions) Can identify easy fractions

Can find the common denominator to add or subtract fractions with different denominators Can multiply and divide fractions with like and unlike denominators Can match a fraction picture to its fraction notation Can convert between improper fractions and mixed numbers

dividing fractions work or doesnt work Can solve word problems with: Adding Fractions Subtracting Fractions Multiplying Fractions Dividing Fractions

As a students learning progresses from basic identification to converting to different representations of numbers a student must learn many things to help develop mastery. Students have to be able to understand how to add and subtract fractions, whether the denominators are like or unlike, and to understand why and understanding of common denominators has to be mastered before one can add and subtract fractions with unlike denominators. Further along the progression students can begin to grasp how using a fraction as an operator can help with finding discount and sale prices, which is another notation for finding a percentage. At the final stages of mastery in regards to fractions, not only is mastery showing the skills needed to perform certain tasks, such as reducing, simplifying, and finding equivalent fractions, comparing and ordering fractions, and solve word problems, but it is also being able to explain why these operations can be perform and how they can be performed; explaining their thinking behind the arithmetic students are performing. It takes time to gain complete mastery of this topic. But once mastery has been achieve, fractions can be transferred to every single strand in mathematics and students will be able to read and develop a concept map with fractions and how they connect to other strands in mathematics.

Formative Assessment Name:_______________________________

Date:_____________

Directions: Read the question. Use concept of fractions to solve the problem Ace Hardware is having a sale on painting tools. If you buy 10 paint brushes you will get 1/10 off the total price, if you by 20 paint brushes you will get 15/100 off the total price, if you buy 30 paint brushes, you will get 1/5 off the total price. Which sale price is the best deal if paint brushes costs $5.65? At my training site, we give our students pre and post tests to guide our instruction; the pre test is to assess where the students are and should guide our planning of instruction with the proper scaffolds, and the post test is to assess what concepts students were able to attain over the past week. I would do the same in regards to this formative assessment. It asks students to use fractions as operators, being able to identify fractions; numerator and denominator, students have to compare fractions to determine what fraction of the total cost they would get off if they were to buy paint brushes. Students could also venture down the route of determining fractions of a set; if they felt more comfortable with this method. I would make sure I spend a day on each concept. I would start with the basic concept of fraction identification, move on to fractions of a set, follow fractions of a set with using fractions as operators and comparing fractions. I would finally assess my students and see what they have learned throughout the week. I would use visual tools and physical manipulative every single day; mostly ones I have created with various picture representations and fractions notations. It would help to see if students are achieving or reaching their benchmarks through a daily exit ticket or class work review. I can also circulate the classroom and check over students shoulders to see if they are working the problems correctly followed by me asking them to explain their thinking. I would incorporate students in a daily project to push their thinking rather than just giving them skills and practice problems. I will still allow them to receive direct instruction, but that will be followed up by a problem where students can work together and thinking critically about what the problem is asking them to do and about what steps they must take in order to solve the problem. Lastly we would

have classroom discussion with questions on the different methods students took to solve the problem and ways they would solve the problem is different criteria were changed. I want to give my students the best chance possible to think past the basic recall and operation. Students will show varying levels of mastery at different points in time, and the beauty of this assessment allows for that to happen. There is no one set way to solve this assessment problem which allows students who are further along with ofing, multiplying a number by a fraction, fractions and struggle with comparing fractions to still be able to succeed in certain aspects of this problem and allow me to scaffold instruction in places where they still struggle. Assessments should be the guide for our instruction at all times. We assess students to see where they are and where we must meet them and to see how much students have learned. The assessment I created allows me to do both from one week to another.