Week 13: Teach and reflect
This week we were to teach our lesson, post the write up of our lesson and include the product created by the students using technology. The following is my activity and lesson plan. The hyperlinks in the text will take you to the pre and posttests, the rubric used for the tests, as well as the products created by the students.
Title of Activity: Fraction Reference Book
Grade Level: 3^{rd} grade
Lesson Plan Created By: Leslie Burdick
Alaska Mathematics Standards Taught:
a. Understand two fractions as equivalent if they are the same size (modeled) or the same point on a number line.
b. Recognize and generate simple equivalent fractions (e.g., 1/2 = 2/4, 4/6 = 2/3). Explain why the fractions are equivalent (e.g., by using a visual fraction model). c. Express and model whole numbers as fractions, and recognize and construct fractions that are equivalent to whole numbers.
d. Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions (e.g., by using a visual fraction model).
Learning Objectives:
Describe the prerequisite knowledge and skills the students will need to be successful:
Describe how the content will be taught:
The unit will begin with a pretest to determine student understanding of fractions. We will also spend a couple of days exploring the plastic fractions pieces to develop a beginning understanding of what fractions look like and how they can be compared. The Fraction Book activity will consist of a series of lessons taught over the course of 23 weeks. The book has 20 pages of reference information which will be separated into 2 page lessons each day. Students will be provided with paper fractions in both wheel and bar form to use to build their fractions on the pages. Each day of the first week we will discuss two pages of content and complete those pages in the book as a whole class. Once the first 12 pages are complete we will break up into five groups of five students each to work on the remaining pages. These pages consist of equivalent fractions, improper fractions, mixed numbers, changing improper fractions to mixed numbers and mixed numbers to improper fractions, and the addition and subtraction of fractions with both like and unlike denominators. Each group will first use the paper fraction pieces to build their pages, and then work together with me to create a flipchart page to present to the class.
Describe the students’ product:
Students will have a book of reference information on fractions when lessons are complete. Student will also have helped produce a flipchart page to teach the class about one of the remaining pages of the book.
Describe how the students’ learning will be evaluated or how the students work will be graded:
Students will be grade using the attached rubric. Book Rubric
Describe how the content will be retaught if students do not demonstrate mastery:
Students will be given extra time as well as small group instruction to review understanding as needed. Students will have access to both paper and plastic manipulatives to use to build and create fractions as needed to develop understanding. Students will also be given time to access the computer activities to help with their understanding.
Describe how the content will be enhanced if students demonstrate mastery quickly:
Students who finish quickly will have the opportunity to work independently on the lessons in their math journals. Once lessons are complete they may take to post test for the unit. Students may also access the computer to play the fraction games provided to extend their understanding and practice their skills.
Describe Web resources, apps, materials, literature books, or other resources that will be used to enhance the learning experience for students:
The following websites can be used by students to practice their understanding of fractions.
http://www.sheppardsoftware.com/math.htm#fractions
http://www.mathplay.com/mathfractionsgames.html
In addition, I will have both paper and plastic fraction pieces for students to use in the building of fractions.
Assessment:
The pretest was given to the students at the beginning of the unit. This is done with each unit to gauge the students understanding of the concepts prior to teaching. The results enable me to tailor my instruction to meets the student needs without boring them with information they already have.
The post test is very similar to the pretest but will be done upon completion of the unit objectives. As we have not yet finished the unit I have yet to administer the post test. We will be reviewing the unit objectives next week and will take our posttest on May 3^{rd}.
The flipchart with our Fraction Book for both the student and teacher version is located in the link above as well as the flipchart pages created by the students. As I had the students working in groups to create both the story and the chart they were assessed on both completion of the objectives and participation in the group. The pictures are of some of the pages created in the book by a couple of students. As the book has 20 pages I chose to photograph only a few for the artifact. Upon completion of the unit each student will leave with their fraction book. They will be able to use the resource in future classes. The link for the rubric used in grading the books is also in the information above. Right now we are struggling with a couple of the concepts and have taken some time to review them before continuing.
The presentation I am creating for next week is coming along with only a few bumps. I really like Voice Thread and am working to put the final finishing touches on my presentation. My biggest hurdle has been that I cannot upload Promethean Flipcharts to Voice Thread. My response was to transfer the information to a Power Point and save it as a PDF. Once that was complete all I had to do was to arrange the pages in a concise and logical manner. I will be putting the final touches on the voice this weekend before uploading to Live Text. I did not get the chance to really explore the Show Me app in order to use it for this project. Also with the size of my group I would probably use it use it during a small group reteach lesson or individual lesson. It would be a great app to use if all of my students had an iPad. Something to look forward to in the future.
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Title of Activity: Fraction Reference Book
Grade Level: 3^{rd} grade
Lesson Plan Created By: Leslie Burdick
Alaska Mathematics Standards Taught:
a. Understand two fractions as equivalent if they are the same size (modeled) or the same point on a number line.
b. Recognize and generate simple equivalent fractions (e.g., 1/2 = 2/4, 4/6 = 2/3). Explain why the fractions are equivalent (e.g., by using a visual fraction model). c. Express and model whole numbers as fractions, and recognize and construct fractions that are equivalent to whole numbers.
d. Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions (e.g., by using a visual fraction model).
Learning Objectives:
The student will:
Describe the prerequisite knowledge and skills the students will need to be successful:
Describe how the content will be taught:
The unit will begin with a pretest to determine student understanding of fractions. We will also spend a couple of days exploring the plastic fractions pieces to develop a beginning understanding of what fractions look like and how they can be compared. The Fraction Book activity will consist of a series of lessons taught over the course of 23 weeks. The book has 20 pages of reference information which will be separated into 2 page lessons each day. Students will be provided with paper fractions in both wheel and bar form to use to build their fractions on the pages. Each day of the first week we will discuss two pages of content and complete those pages in the book as a whole class. Once the first 12 pages are complete we will break up into five groups of five students each to work on the remaining pages. These pages consist of equivalent fractions, improper fractions, mixed numbers, changing improper fractions to mixed numbers and mixed numbers to improper fractions, and the addition and subtraction of fractions with both like and unlike denominators. Each group will first use the paper fraction pieces to build their pages, and then work together with me to create a flipchart page to present to the class.
Describe the students’ product:
Students will have a book of reference information on fractions when lessons are complete. Student will also have helped produce a flipchart page to teach the class about one of the remaining pages of the book.
Describe how the students’ learning will be evaluated or how the students work will be graded:
Students will be grade using the attached rubric.
Describe how the content will be retaught if students do not demonstrate mastery:
Students will be given extra time as well as small group instruction to review understanding as needed. Students will have access to both paper and plastic manipulatives to use to build and create fractions as needed to develop understanding. Students will also be given time to access the computer activities to help with their understanding.
Describe how the content will be enhanced if students demonstrate mastery quickly:
Students who finish quickly will have the opportunity to work independently on the lessons in their math journals. Once lessons are complete they may take to post test for the unit. Students may also access the computer to play the fraction games provided to extend their understanding and practice their skills.
Describe Web resources, apps, materials, literature books, or other resources that will be used to enhance the learning experience for students:
The following websites can be used by students to practice their understanding of fractions.
http://www.sheppardsoftware.com/math.htm#fractions
http://www.mathplay.com/mathfractionsgames.html
In addition, I will have both paper and plastic fraction pieces for students to use in the building of fractions.
Fraction Book Rubric

3 – Proficient 
2 – Learning in Process 
1 – Needs more time and help 
Understand fractions as a part of a whole or set 
can represent fractions with denominators of (2, 3, 4, 6, & 8) using fraction pieces and drawings 
Can represent fractions with denominators (2,3,& 4) using fraction pieces and drawings 
Can represent fractions with denominators (2 & 4 only) using fraction pieces and drawings 
Understand and explain the equivalence of fractions and compare fractions 
Uses fraction pieces to find, compare, and represent equal fractions with denominators of 2, 3, 4, 6, & 8. 
Use fraction pieces only to find, compare and represent equal fractions with denominators (2,3,& 4) 
Use fraction pieces to find and compare fractions only denominators (2 & 4 only) 
Promethean Flipchart

3 – Proficient 
2 – Learning in Process 
1 – Needs more time and help 
Understand Fractions as a part of a whole or set 
Use computer tools to represent fractions with denominators of (2, 3, 4, 6, & 8) 
Use computer tools to represent fractions with denominators (2,3,& 4) 
Use computer tools to represent fractions with denominators (2 & 4 only) 
Understand and explain the equivalence of fractions and compare fractions 
Use computer tools to show fraction pieces to compare and represent equal fractions with denominators of (2, 3, 4, 6, & 8) 
Use computer tools to show fraction pieces only to find, compare and represent equal fractions with denominators (2,3,& 4) 
Use computer tools to show fraction pieces to find and compare fractions only.

Presenting flipchart page 
clear and concise chart using fractions with denominators of (2, 3, 4, 6, & 8) 
clear chart using fractions with denominators of (2, 3, & 4 only) 
basic chart using fractions with denominators of (2 & 4 only). 
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My new activity is more aligned with what we are learning at this time and allows for more students interaction as well as more time spent in developing understanding of fractions. Students will produce a fraction reference book to use throughout our lessons in Unit 11. Students will also work in a group to help create a flipchart to demonstrate one of the pages in the book. This allows for both individual work and group work. The flipchart pages created by each group will be presented by each group for the rest of the class to ass to their books.
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This project will ultimately become a starting point for a change in how I teach math next year. Due to the introduction of the variety of technology tools available to me I can use them to teach the same math next year but in a different and more differentiated way. I already know that I want to change this project more and add other elements next year that are just not feasible this year.
]]>Some of the problems of differentiation are keeping track of everything necessary for the project, and time management of completing the product. With limited time in the day to begin with products needs to have flexibility in when and where they are worked on and completed. Students needs a firm understanding of the expectations and what they are being assessed on, but also the options they have in completing the projects.
I chose a project that helps students learn and understand fractions in math. This was an issue with my previous class and I felt that if the students could create a reference book in which to use it would help them in their understanding. I would like for students to create both a hands on book, but also a computer book presentation. I will use the following rubric to assess student understanding of the fraction books.
Fraction Book Rubric

3 – Proficient 
2 – Learning in Process 
1 – Needs more time and help 
Understand Fractions as a part of a whole or set 
can represent fractions with denominators of (2, 3, 4, 6, & 8) using fraction pieces and drawings 
Can represent fractions with denominators (2,3,& 4) using fraction pieces and drawings 
Can represent fractions with denominators (2 & 4 only) using fraction pieces and drawings 
Understand Fractions as a portion of a number line 
Can use number line to mark fractions of ½, 1/3, ¼, 1/6, & 1/8. 
Can use a number line to mark fraction of ½, 1/3, and ¼. 
Can use a number line to mark fractions of ½, and ¼. 
Understand and explain the equivalence of fractions and compare fractions 
Uses both fraction pieces and a number line to find, compare, and represent equal fractions. 
Use fraction pieces only to find, compare and represent equal fractions 
Use fraction pieces to find and compare fractions only. 
Computer Fraction Book

3 – Proficient 
2 – Learning in Process 
1 – Needs more time and help 
Understand Fractions as a part of a whole or set 
Use computer tools to represent fractions with denominators of (2, 3, 4, 6, & 8) 
Use computer tools to represent fractions with denominators (2,3,& 4) 
Use computer tools to represent fractions with denominators (2 & 4 only) 
Understand Fractions as a portion of a number line 
Can use number line to mark fractions of ½, 1/3, ¼, 1/6, & 1/8. 
Can use a number line to mark fraction of ½, 1/3, and ¼. 
Can use a number line to mark fractions of ½, and ¼. 
Understand and explain the equivalence of fractions and compare fractions 
Use computer tools to show fraction pieces and a number line to find, compare, and represent equal fractions. 
Use computer tools to show fraction pieces only to find, compare and represent equal fractions 
Use computer tools to show fraction pieces to find and compare fractions only. 
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I was unable to connect with a group for assignment two so I worked solo on this. I was looking at ways I could differentiate in my math class yet still meet all of the students needs for practice math fluency. We had previously been using the XtraMath website weekly in class, but I wanted to add some other activities to address the concepts we were learning in class. In a previous class one of the teachers was using the computer lab everyday with her instruction and had two groups going. She would teach the concept to one group while the others completed tasks on the computers, and then she would switch groups. I took that idea and designed my own project list for my students. Everyone would complete their weekly fact fluency practice on xtramath, and then work through a math activity chart. The charts has a series of games to play that help them learn more and practice the concepts we are learning in class. I can have one chart for the whole class or have different groups with different charts. The students would access the chart for their group, complete the activities, and turn in their completed chart with the scores on Friday. With some of the games they could email their scores to me as well. The format I would use would be through Edmodo groups. I like how some of the others have used Pearltrees to keep track of the connections and resources. My goal this next week is to build my own tree with resources for my Edmodo group and then present it to my students.
]]>Through Pearltrees I found a couple of really great sites for math I can use right away in my class. There are some math sites for both myself and the students to use with games and great resources for teaching the concepts. There was also this pearl for spelling that gave me an idea for putting our spelling activities on my own tree. Also I think this would be the best place to put some resources for our social studies curriculum for the MatSu Borough School District. We have some thing available that were made by local teachers, but some resources for student activities as well as additional resources would be very helpful.
]]>I talked regularly with my teaching partner about the sites that both he and I access for our students. I also talk with the teachers both below and above my grade level to get their input on great math sites for students to use.
Overall I think computer games are a great tool for teachers to use in their classroom to help students who need or would benefit from either intervention or extension activities. They allow for a wider range of differentiation activities and possibilities for all students.
]]>The tool I have been using most frequently the past few weeks is xtramath.com. The site is free and available to both parents and students from school as well as at home. I set up the account, added all of the students in my class and had them all take an initial placement test. Students can be started out with addition, subtraction, multiplication, and/or division. Once students have mastered an operation they are automatically moved to the next operation. I receive weekly update emails with the students progress as well as information on whether they are accessing the site from home. I can assign practice time as homework or just use class time for their practice. The students really enjoy the practice as if we are unable to get to the computer lab they will ask to use the classroom computers. I have begun planning my lessons with xtramath practice time for the class. I will have a small group rotating through the computers while another group is working of the day’s lesson material. It seems to be working right now and the students have begun showing improvement in the fact fluency and time.
Another site I have used in the past that I really like is Class Dojo. I know of a couple of other teachers also using the site and we have all agreed it is a great site. Students and their parents can access the site from home to see how they are meeting expectations for behavior and also see where they can make improvements.
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