Pre-Lesson Thoughts

Personal Background Information: Although this lesson is the last in a unit on comparing fractions, I have been able to take the basic lesson and differentiate it to the needs of my students. In addition, my cooperating teacher has a very different teaching philosophy from my own however; she is very accommodating when it comes to my lessons. She has given me the opportunity to develop and teach my lessons in a manner I determine appropriate. Goals for the Students: My goal for the students is to extend what they have learned about equivalent fractions in the previous lesson. I want them to apply their knowledge of equivalent fractions. While the last lesson introduced them to equivalent fractions by using a number line and models in this lesson, I want them to be able to group smaller parts to make an equivalent fraction. In addition, I want the students to gain fraction "sense." This knowledge will assist them on the ISAT's and in fourth grade. About the Students: This is the second unit the students have been taught regarding fractions. Additionally this is the last lesson in this second unit. Therefore, I know that my students have had many opportunities to evaluate, apply, and understand fractions. As the unit has progressed, I have been assessing the students understanding of fractions. While most students are proficient with fractions, there are four of the fourteen who are struggling. These particular students are receiving extra help in student centers and small group instruction. Furthermore, as I teach the lesson I will check for understanding paying close attention to these four students. Content of the Lesson: This is the last lesson in a two-day lesson on equivalent fractions. The first day is an introduction to equivalent fractions. This first day has hands on, interactive, concrete opportunities for the students to build a strong foundation on equivalent fractions. The second lesson the lesson I am teaching is more of applying that knowledge. In addition, this is the last lesson in a nine-lesson unit on fraction comparison. Understanding and applying fractions sense is vital with ISAT's in a week therefore it is imperative that they understand this concept. Pedagogical Approaches: (a) I will use both interaction and engagement as I work with my students. I have worked to create a rapport with each of these students. For this reason, the students feel comfortable enough to ask questions and take risks while exploring their own understanding of fractions. In addition, I will use wait time to allow

students time to think. At the same time, I will use direct, explicit modeling of equivalent fractions. I will walk around; circulate to check for understanding as the students work "On Their Own" pages. When students struggle to answer a question, I will take this opportunity to spend one-on-one time helping them to "discover" their own answer while being available to explain missing concepts to them again. The students have begun to feel proficient with their fraction "sense" and I will use that enthusiasm to engage the students to share with their peers. At times when students hear explanations from their peers they are better able to understand concepts. My questioning will also keep them engaged and thinking. (b) I plan to use positive reinforcement to create a positive atmosphere in which the students will feel free to learn. This praise will motivate students to take risks while asking questioning allowing them to gain critical knowledge about the content. In addition, I plan to use technology and manipulatives to allow the students concrete experiences with equivalent fractions. I will also be motivating as I teach. While I walk around, I will tell the students that they can do it, they are smart, etc. I believe that if students receive positive praise, they will be more willing to learn and be engaged in learning. Designing the Lesson: This lesson is adapted from Go Math, this is a common core math program that the school district uses for math instruction. In addition to this basal, I consulted with my cooperative teacher about my anticipatory set. After consulting with her, I searched YouTube for a clip talking about equivalent fractions. Difficulties Anticipated: I expect students to blurt out answers when I ask questions. I will preface each question by requiring the students to raise their hand if they know the answer to the following question. Another difficulty I anticipate in this lesson is having the students stay on

task. The students mostly work in groups and are rarely in their seats for direct instruction. As I have observed instruction, I have noticed that although they start on task by the end of the lesson they are off task being I will prepare for this by giving explicit instruction about what is expected during the lesson. I sometimes feel like the math lesson is rushed and I want the students to have time to master equivalent fractions. To prepare for this I will try to pace the lesson so that I have time for everything. Another difficulty is keeping the class engaged. Although they mastering math concepts when it is time for direct instruction they have a difficult time staying focused. I anticipate them being off task and missing some of the lesson's main concepts. I will prepare for this by keeping the students answering questions and redirecting them when they are off task. The students have a difficult time transition. Therefore, I anticipate the turn and talk as well as the fraction game to pose difficulty. However, I will prepare for this by giving explicit instructions and time frames for both.

9.7 Equivalent Fractions

Resources: Go Math, Chapter 9, Common Core Edition, Houghton Mifflin Harcourt Teachers Pay Teachers Standards: CC.3.NF.1 Extend understanding of fraction equivalence and ordering. Explain why a fraction a/b is equivalent to a fraction (n a)/(n b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions. (Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.) CC.3.NF.3 Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers. Understand a fraction a/b with a > 1 as a sum of fractions 1/b. (Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.) CC.3.NF.3a Understand addition and subtraction of fractions as joining and separating parts referring to the same whole. CC.3.NF.3d Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators, e.g., by using visual fraction models and equations to represent the problem. Objectives: The student will evaluate fractions to determine whether they are equivalent. The students will be able to identify fractions for equivalency. The students will apply previous strategies taught to determine which fractions are equivalent. Grade Level: 3rd Grade Materials: Projector Computer Go Math digital edition Fraction Strips (one set per student) Purpose/Overview This is the last lesson in a unit on comparing fractions and the last in a two-part lesson on equivalent fractions.

Anticipatory Set: This is an extension of the lesson yesterday so to begin the lesson I will give the students a real world problem and have them pair and share to figure out the answer. (This is the basic layout for the pizza I will project on the screen)

Pizza Problem
Pretend you and a friend ordered a pizza together. The pizza below arrived, already cut as shown. Your friend offered you 4 pieces and said she would keep the other 3. Who will get the most?

After I have given them enough time to formulate their answer and reasons I will ask each group what there answer and their reasoning.

Teaching: This activity will lead into my lesson. I will remind the students of the things we learned yesterday: I will remind them that equivalent fractions are fractions that are the same, the numerator and denominator are different, but they are equivalent because they have the same number of parts.

So if I have 3/4 I can separate each fourth into two equal parts. Making 6/8. So we know that 3/4 is the same as 6/8

Then I can separate each fourth into three equal parts making it 9/12.

So, Let's go back to the pizza. If I have a pizza cut into 8 pieces and 4 are left and I have a pizza cut into 4 pieces and 2 are left, Do I have the same amount of pizza on both sides? Yes, I have the same amount left in both pizzas. How do you know? Possible answers: I can draw it out. I can see that they are the same, etc. Then I will ask: Can I do the same with fraction strips? Yes, I can do the same with fraction strips. I will then have them get out their fraction strips and "show me" how. If I have 8 boxes and 4 of them are shaded in, and I have another 4 boxes and 2 of them are shaded in, I have an equal amount of shaded boxes. (I will show this with my fraction strips as we discuss.) I will continue by asking them to compare some equivalent fractions. 3/4 and 6/8, and 2/8 and 1/4, etc. I will ask them also as we talk about comparing these fractions to

explain how they know that the fractions are equivalent. As we talk about these equivalent fractions, we will begin to make the chart to the right. I will continue to ask the students to create equivalent fractions and have them model their thinking for their peers and me. I will give them as much practice as needed. Guided Practice: Once I see that they understand we will then we will work pages 377 to the top of 379. While they do these pages, I walk around check their daily math page. As I do this, I have the opportunity to assist them with concepts they are struggling to grasp. I am also able to re-teach concepts one-on-one or whole group when necessary.

Closure: To close the lesson I will hand half of the students an index card with a fraction on it and the other half of the students with an equivalent fraction index card. As their exit card, they will have to find the equivalent fraction.

Assessment: I will informally assess the students by walking around as they work on their workbook pages. I will formally assess their comprehension and understanding by checking their homework pages (Pages 379-380) the next day. Accommodations: There are four students who are still struggling with comparing fractions. I know who these four students are. I will accommodate them by making sure they are using their manipulatives for every problem. In addition, instead of working on the independent practice problems by themselves, I will monitor these four students and guide them through it if needed. In addition, these four students will be pulled during centers time after math to reinforce the concept of equivalent fractions. I will pull them to the back table so I can re-teach them for small group math instruction.

Post Lesson Thoughts: Overall, I believe this lesson was a success. My goals for this lesson were to extend the students previous knowledge about fractions. In previous lessons, the students have been learning how to compare and order fractions. For this lesson, I wanted them to apply their previous knowledge and use it to find equivalent fractions. In addition, I also wanted them to be able to learn the new strategy of grouping, smaller parts to make an equivalent fraction. I also wanted to help them gain fraction "sense." I feel that that I accomplished these goals however; fractions are a difficult concept for third graders. Third grade is an in-between year; some students are very abstract thinkers while others are not. I feel that this lesson had a good combination of social learning, with many visual representations. I tried to give them as many concrete examples and experiences as possible. I gave them many visual representations and we used our fraction tiles, (something I made them to allow them to "see" how fractions worked.) I did all of these things help to bridge the gap between what they can see and what they can explain about fractions. At the beginning of the lesson the students were really engaged and likewise at the end of the lesson. In both instances, the students were actively thinking and talking about math and it fostered their thinking. I love to hear the students talk to each other and to hear how their minds work. At the close of the lesson, I gave the students an equivalent fraction, which they had to match, and this gave me the opportunity to informally assess their application of this knowledge. The majority of the students were able to match their equivalent fraction without any trouble. However, there were a few students were still struggling. I believe this is because it will take more than a few lessons to grasp such a difficult concept. Conversely in the middle of the lesson when we did the pages in the math book they get visibly bored. As part of Go Math, you have to go through the math pages but you lose the students, yes, they were thinking but I feel like the math pages are done more by rote rather than causing them to think. I have not yet figured out how to keep them engaged. Maybe if I was more confident with the math content I could make these pages more effective, it is something I am working on. Another weakness of the lesson is within the sequencing of Go Math. In the anticipatory set, they used their background knowledge to answer the questions. Then during the lesson, Go Math teaches them another new strategy. I wish I could take 2 days per lesson so that the students have enough time to fully assimilate the concepts and after teach them a new concept. I feel like the new concept confuses them before they have really practiced the last concept. Yet another weakness within my lesson is clarification to questions. This is a weakness because I am not as confident with the content. I really spend time planning however; I second-guess myself when I am explaining things. I want them to feel confident in my

teaching and I hope that as I continue to teach I will become more confident in the content. My biggest weakness is questioning. I am good at asking the recall questions however, those critical thinking questions are the hardest part for me. I do try to foster the higher level thinking when I ask the students to explain why they believe their answer is correct and I have taught them correct vocabulary to use when explaining. I even plan good critical thinking questions. However, I believe that a more natural lesson, without me reading from the basal and having papers in my hand is better for the students. Especially when I want to probe their thinking, I feel they need that interaction. So, I sacrifice my questions for that interaction and never ask them. The environment in the classroom has really improved. I have facilitated a number of strategies to encourage the students to be focused during lessons and lesson the talking out. I actively try to anticipate the issues that we are going to have and stop them before they begin. I do this by giving clear instructions and expectations. Again, this helps with transitions and organization. Likewise, this helps me because I am less flustered when I am organized and because math is a weak subject for me I prefer to have everything ready to go. In addition, I have really worked on wait time within my lessons. This has been difficult for me because I want to get through the entire lesson so I have made a conscious effort to wait. In general I always over plan for a lesson, I plan a lot more than I will actually have time for so towards the end of the lesson because of time so I did not get as far in the actual math pages as I would have liked. Also, I wanted to make sure I was able to give them the opportunity to do the equivalent fractions because it was a good way to informally assess what they understood. About half of the students really got it, maybe a little over half still. The rest are still working on it and there are a few students who are still working on the basics of fractions. If I were to teach this lesson again I would take two days for the equivalent fractions concept without introducing a new strategy. I would also put my critical thinking questions on note cards so that I could carry them with me throughout the lesson and actually ask my planned questions to foster that critical thinking. My college consultant, Becky, really enjoyed watching this lesson she said one of my strengths was that the students had the ability to share their strategies. There were three very different strategies and they were all able to share those with the class in the anticipatory set. She encouraged me to reinforce the fact that the pizza was not really a fraction because a fraction has to be equal. Another strength she saw was the students quickly using the vocabulary, numerator, and denominator as they explained their thinking and she liked that I praised and reinforced that vocabulary usage with the

students. In addition my consultant offered suggestions in content area knowledge and clearer explanations to improve my lesson.

Summary Self-Assessment Form

Name: Nicole Dickson School: Lewis and Clark Elementary Co-op Teacher: Jessica Wilmoth Lesson: Equivalent Fractions Strong Points of Lesson:

Campus: Lewis and Clark Community College Grade/Subject: 3rd Grade Date: March 6, 2014

1. My anticipatory set really made the students think. The anticipatory set was a real world question that was unlike anything they knew about fractions. Therefore, they had to assimilate this new knowledge and decide how to answer. It was fascinating to observe. 2. My closing took what the students had learned and required them to apply it to solve a problem. It also allowed me to informally assess their comprehension of equivalent fractions. 3. Within the lesson, there were many visual, concrete examples that gave students the opportunity to "see" how to find equivalent fractions.

Areas for Improvement: 1. I need to improve my questioning skills. I am good at asking the recall questions however, those critical thinking questions are the hardest part for me. I even plan good critical thinking questions then I forget to ask them. 2. I need to give clearer explanations when asked for clarification. This is a weakness because I am not as confident with the content. I really spend time planning however; I second-guess myself when I am explaining things. I want them to feel confident in my teaching and I hope that as I continue to teach I will become more confident in the content.

3. My math content knowledge is lacking. Again, I spend ample time preparing but I just do not feel confident in math. I hope that as I continue to teach and spend time with the content I will get better at this.