ETP401 Assessment Task 2b

Reflecting on your assessment design

Alexandra Terzakis
215124282
SECTION 1: Introducing teaching and learning context

SECTION 2: Assessment design and development

SECTION 3: Section 3: Implementation of assessment strategy

SECTION 4: Reflecting critically and stance on assessment practice

REFERENCE LIST

APPENDICIES

→ Appendix 1: Lesson sequence with assessment strategy

→ Appendix 2: Actual Assessment Task in full
→ Appendix 3: Peer and Mentor feedback on assessment design
 Section 1: Introducing teaching and learning context

Introduction
The mixed class of 22 students consist of pupils with mixed abilities across
year 5 and year 6 cohorts. During week 7 of mathematics lessons, students
will be introduced to modelling and solving addition and subtraction problems
involving fractions with like and related denominators. It is assumed that by
the end of year 4, ‘students can locate familiar fractions on a number line,
recognise common equivalent fractions in familiar contexts, and make
connections between fractions and decimal notations up to two decimal
places’ (VCAA 2018). On the basis of this criterion standard, a Pre Test will
be conducted to initially understand what knowledge students have on
fractions, grouping them accordingly.

Lesson sequence

Over the period of Four Math lessons, the sequence of addition and
subtraction of fractions is as follows:

Lesson one and Lesson two will focus on modelling and solving addition and
subtraction problems involving fractions with the same and related
denominators. To cover this requirement, students will be introduced to this
concept via a modelled explanation, following practical application completing
relevant problems (Appendix 1 Lesson plan 1).
Lesson three will progressively focus on students having an understanding of
the processes for adding and subtracting fractions with related
denominators, reinstating the notion of equivalent fractions throughout the
process (Appendix 1 Lesson plan two). Lesson four has a focus on students
solving such problems through unpacking worded problems, applying relevant
skills and knowledge to do so (Appendix 1 Lesson Plan 3). At the end of this
sequence of lessons, a Post Test will be given to students, with expectations
of solving addition and subtraction problems, involving fractions to develop
understanding of equivalent fractions, and the use of fractions as operators.
This summative assessment will focus on worded problems, as well the
numeric equations, to test students understanding gathered over these
sequence of lessons.

Section 2: Assessment design and development

Assessment is the ongoing process of gathering, examining, and

understanding evidence, reflecting on outcomes and making educated and
reliable conclusions that aim to advance student learning.

One assessment task incorporated into this lesson sequence was a Pre/Post
test. Whilst taking the Pre Test, students are not required to answer every
question, however are expected to use prior knowledge to attempt, and
calculate, logical answers. Moreover, as students take the Post Test at the
end of the learning sequence on fractions, students are expected to have an
increase in knowledge and understanding on the proposed concepts; hence
have the ability to answer more questions correctly as they progressively
become more complex.

The Pre/Post test’s I have created and implemented were designed to

measure the amount of knowledge and learning each student has obtained
throughout my sequence of lessons on fractions (Appendix 2). In order to
ensure these forms of diagnostic/ summative assessments provide useful
information, I have included questions concerning all relevant topics that
students of a level 5/6 cohort are expected to achieve (Table 1). As the Post
Test in this instance will be a form of summative assessment, the test will be
graded, and assigned a numerical score, to highlight student progress over
the course of time. This collated data will provide feedback to students in
relation to their level of achievement.

My assessment task design demonstrates validity and reliability through the

way it is conducted. By implementing such an assessment (Pre/Post test), I
am able to identify my weak students, as well strong students, within this
mathematics unit, hence group students in accordance to their learning needs
and areas of focus. The data that I will be able to gather from the Pre Test will
therefore aim to increase the validity and reliability of my lessons, as I am able
to recognise topics students already know, topics they don’t know, and ones
that they simply have not learned yet (which will impact data collected from
their Post Test as knowledge is acquired) (Table 1).

Table 1: Summary of Assessment Task and Criteria

Aspect of Fractions
Assessment Task • Modelling and solving addition and subtraction
problems involving fractions by using jumps on a
number line, or making diagrams of fractions as
parts of shapes (VCAA 2018)
• Understanding the processes for adding and
subtracting fractions with related denominators and
fractions as an operator, in preparation for
calculating with all fractions (VCAA 2018)
• Solving realistic additive (addition and subtraction)
problems involving fractions to develop
understanding of equivalent fractions and the use of
fractions as operators (VCAA 2018)

Assessment Task Pre Test, Post Test

Type of Assessment • Diagnostic – Pre test
• Summative – Post test
When will Students will receive the Pre Test questions in order to
assessment take determine their level of understanding on fractions from
place? previous years, and the Post Test to then identify learning
progress over the current learning sequence. The Pre Test
assessment will therefore be completed at the beginning
of the lesson sequence (prior to introducing the topic to
students), as well the Post Test being conducted at the
end of the learning sequence (allowing student progress of
learning to be made known).
Links to Curriculum Links between this assessment task and learning
sequence have a clear relationship with gaining an
understanding of the knowledge of students I am working
with. Via conducting a Pre Test, I will be able to
understand what areas students are confident with, and
what areas need further development, hence more
attention. This form of diagnostic assessment will
ultimately allow me to clearly identify my learning
intentions and objectives that I will need to focus on, as
well modify my lessons across the sequence to ensure all
students have a fair entry point to the unit of fractions. The
Post Test will be conducted at the end of the learning
sequence, tying together everything that has been taught,
and determining the level of understanding gained in
comparison to the Pre Test, which was conducted before
the sequence of lessons.

When designing this piece of assessment, direct links to

the Victorian Curriculum were made; ensuring relevant
achievement standards were being met. These include:
Level 5
• VCMNA187: Compare and order common unit
fractions and locate and represent them on a
number line
• VCMNA188: Investigate strategies to solve
problems involving addition and subtraction of
fractions with the same denominator

Level 6
• VCMNA211: Compare fractions with related
denominators and locate and represent them on a
number line
• VCMAN212: Solve problems involving addition and
subtraction of fractions with the same or related
denominators

Assessment Criteria This form of assessment will be marked in accordance to

the number of correct answers given on both the Pre Test
and Post Test (different tests however both examining the
 same concepts at different periods of the unit). Student
achievement results collated from both tests will therefore
identify learning progress, providing a record of data that
will assist with measuring student development and level
of understanding. (Appendix 2)
Feedback to My position as a pedagogue feels strongly about student
students feedback, with the concept that students should be entitled
to receive a comment on how they performed on a task or
test as such. However, in this situation I believe that
results obtained from the Pre Test are focused on
assisting myself for grouping students based on prior
knowledge, therefore wont need to be discussed with
students at this stage.

The Post Test however can act as a summative

assessment; therefore students will receive a copy of their
Post Test once completed with their grade, accompanied
by any comments relevant to the work displayed (as their
form of feedback and closure to the topic).

Feedback towards my own teaching will also be noted, as

I will have the opportunity to identify what went well, what
may need to be modified next time, and what challenges I
faced throughout my teaching sequence. The results of
student progress will be a key factor in determining the
richness of my lessons, as improvement on the Post Test
will determine attainment of knowledge and clarification of
any pre misconceptions students may have had (prior to
completing my sequence of lessons throughout this
fractions unit).

Assessment support Assessment support materials required for the Pre Test
material and Post Test will ultimately be a marking guide to
benchmark students and results (Appendix 2).

Section 3: Implementation of assessment strategy

‘Recording data is a method that assists teachers in remembering significant

events and interactions.’ (Headington 2003, p. 51).

Analysis of records will be kept, allowing progression of individuals and group

learning to be tracked. This data will assist the process of making formative
decisions (such as moving to a new unit of work) and provide evidence upon
transfer to a new class, school, or within reports to parents.” (Headington
2003, p. 51).
The purpose of recording data therefore is to enhance student learning,
however this is not exclusive. Recording can also be seen to effectively
increase the understanding of the learning process and role of assessment,
create relationships between parent/student/teacher, as well allow teachers to
become accountable for their teaching to the government standards on
education reform (Brady & Kennedy 2012, p. 101).

Table 2: Whole class assessment data

Student Pre test on Post test on Standard achieved

Fractions (no Fractions with assistance or
assistance without assistance
required)
Student 1 12/35 10/12
Student 2 16/35 13/13
Student 3 32/35 12/12
Student 4 30/35 12/12
Student 5 10/35 8/12
Student 6 12/35 8/13
Student 7 17/35 10/12
Student 8 23/35 12/13
Student 9 14/35 9/13
Student 10 28/35 12/12
Student 11 31/35 12/12
Student 12 11/35 9/13
Student 13 16/35 11/13
Student 14 24/35 13/13
Student 15 26/35 13/13
Student 16 33/35 13/13
Student 17 17/35 10/12
Student 18 29/35 12/12
Student 19 15/35 11/13
Student 20 27/35 12/12
Student 21 18/35 DNP (Did not
participate in post
test due to
absence)
Student 22 23/35 13/13

When assigning students a level of achievement against achievement

standards, a score should be assigned that accurately reflects where the
student is located on the learning continuum (for those areas taught during the
reporting period) (VSG 2018).

The student achievement in this instance (Table 2) was determined by a

numerical score to outline student progression of knowledge and
understanding on the unit of Fractions. Through using numerical scores, the
monitoring of student progression along the learning continuum can be easily
identified and referred to.

In relation to the learning intentions and objectives of this unit of work,

students were being assessed on their knowledge on Number and Algebra,
with a focus on fractions. As the class was mixed with both Year 5 and Year 6
students, the achievement standard varied slightly.

Year 5 students focused on meeting the achievement standard of:

“Investigating strategies to solve problems involving Addition add Subtraction
of fractions with the same denominator” (VCAA 2018). The success criterion
was therefore the ability to find a common denominator, then being able to
add and subtract fractions accordingly. Year 6 students on the other hand
similarly had a focus on Addition and Subtraction of fractions with the same,
or related denominators. Success criteria therefore were differentiated
though the ability of finding common multiples (for those fractions with related
denominators), and using those to assist them when through the relevant
process.

From grading and reviewing student outcomes, common understandings and

misconceptions were easily identified. A pattern identified for the most
common misconception amongst this group of students was the thought of
having to either add or subtract both the numerator and denominator when
working with addition and subtraction of the same denominator (Appendix 2).
This misconception was one that could easily confuse students, however was
an error quickly rectified (as shown from results on the Post Test (Appendix
2,) once having practised this skill. On the other hand, most students
understood the notion of converting improper fractions into mixed numerals,
as well finding the equivalent fractions when simplifying answers.

An identified gap in student learning that was consistently shown when

examining results from both the year 5 and 6 results was their ability to
multiply and divide fractions (Appendix 2). Although this standard is one that
was not a focus in this particular unit, it is one that students will have to work
towards in the near future.

When referring to the whole class assessment data, all students were able to
show an increase in knowledge and understanding on related content when
comparing Pre Test and Post Test results (student 21 however was not able
to participate in the Post Test due to an ongoing absence). Those
participating therefore achieved the standard, with few requiring assistance
during this assessment for clarification. Overall students that displayed a lack
of understanding were significantly able to show improvement, addressing
areas that required focus. A modification I would make to my assessment’s in
the future would be to add an extra section of challenging questions on the
Post Test, which will allow me to identify the extent of knowledge my high and
low achieving students have, which would act as useful information when
collating data to place on the learning continuum.

Feedback on students’ assessment work samples and analysis

Including students in the reporting process is essential to ones learning and
understanding of self-achievement. Student involvement is therefore
incorporated through the process of providing frequent and continuous
feedback. Feedback is one of the most effective teaching and learning
strategies and has an immediate impact on learning progress.

Giving and receiving feedback as part of the reporting process allows

students to gain an understanding of how their progress is used as data,
identifies areas of strength and areas for improvement, as well assists in goal
setting for future achievement (VSG 2018).

In reference to Appendix 2, a close look towards student achievement of 3

selected pupils is provided:
Student 1: Student 1 was seen to show a significant improvement in
achievement in comparison of the two tests, outlined from the basis of their
prior knowledge and learning on addition and subtraction of fractions. As
showcased in Appendix 2, Student 1 saw difficulty in addition and subtraction
of fractions with the same and related denominators. This misconception of
having to add the denominator in both instances was evident. The Post Test
results however displayed clear evidence that Student one was able to
engage in the sequence of lessons, and practice this skill to the standard of
clearing this misconception.

Student 2 and Student 3 both displayed sound understanding of addition and

subtraction of fractions in both the Pre Test and Post Test (Appendix 2). The
Pre Test was structured in a way that allowed students a fair entry point in
relation to their prior knowledge on Fractions, therefore was evidently
completed with ease for these two students. Similarly, Post Test results
continued to show their level of great understanding, displaying ability to apply
prior knowledge of fractions, as well knowledge acquired throughout the
sequence of lessons (Appendix 2 Student 2 and Student 3 results).

I believe that feedback students received from myself were constructive and
efficient. Throughout my sequence of lessons, feedback was constantly
provided to students in the natural sense of assistance and classroom
discussion. Strategies I used for feedback included questioning students,
testing knowledge (correcting and directing students) with examples through
classroom discussions and explanations, and through one-on-one assistance
and guidance provided. One significant form of feedback I gave to students
when teaching this unit was pointing out the required process to attain the
correct answer. Through pointing out the step by step process, feedback can
be given in the form of showing the student the connection between the result
they attained, what steps were taken to get that result, and what they did
correctly or need to do differently in the future. Through such communication
between students and myself, I was able to gage the level of understanding
attained, and ways in which my feedback assisted students in clarifying any
misconceptions.

In addition to the continuous verbal feedback students were given throughout

my lessons via discussion and assistance, feedback was provided in the
physical sense of a written comment on their Post Test (Appendix 2). This
feedback allowed students to reflect on their overall achievement, as well
provide closure to the unit. I believe this feedback was an effective means of
reflection, as achieved learning was clearly outlined, and level of
understanding was evidently shown.

Section 4: Reflecting critically and stance on assessment practice

Reflection on assessment design and teaching

When conducting my lesson sequence progressively from lesson one through

to lesson four, I found myself modifying elements of my lesson in accordance
to the rate of student understanding. From creating the Pre Test, I was able to
identify that the majority of students had limited knowledge on dividing
fractions, even few facing difficulties with basic addition of like and related
fractions. Based on this data I have gathered, I was able adapt my lessons
catering for these needs, grouping students according to ability as a result.
Once having grouped students based on ability and extent of understanding, I
was able to then have a clear indication on what needed to be taught,
practiced, and reinforced. From the distinct groups formed, students were
able to work at their own pace, which ensures effective learning was taking
place with students working at a pace suitable to their learning needs.

All worksheets or workbook activities I set for students throughout my

sequence of lessons were collected for marking at the end of each session.
Once I had corrected student’s work, I would report back to my mentor
teacher, which allowed us to discuss student achievement and progression.
Having this data available in a physical sense allowed myself and mentor
teacher determine the effectiveness of my teaching approaches, as well the
rate students were acquiring such knowledge.

From implementing this assessment approach I was able to understand ways

in which I can modify my lessons, in order for diverse student needs being
met. From having such a range of mixed abilities within the cohort, provided
me the experience I believe is necessary when becoming a pedagogue. I
have therefore been able to devise strategies to assist teaching, communicate
ideas and feedback; as well ways in which students can be challenged to
further expand their knowledge as a result.
 My Teacher Stance on Assessment

I believe assessment is a form of not only testing the capabilities of your

students, but also implies your effectiveness in teaching required content. In
my opinion, assessment should be an important part of planning for teaching
and learning, follow clear and intentional criteria, and have a focus on how
students learn. Assessments therefore must be constructive however have
the capacities to allow students to reflect on their achievements and identify
any gaps in their learning.

Through conducting my lessons, I believe assessment can take place in many

forms, emphasising the importance of both formative and summative
methods, as emphasised by Lang (2018). Learning, teaching, and
assessments are therefore all connected in the ways lessons are conducted.
This connectedness can be shown through anecdotal records, classroom
games, self and peer assessment through discussions and cooperative
learning, as well regarding learning on the basis against rubrics and
checklists.

Student motivation and engagement is a factor that I believe to play a large

role in all forms of assessment. When students are active in the activity they
are focusing on (whether it is a form of formative or summative assessment)
will significantly impact how they perform. It is the basis of this thought that I
encourage students to therefore try their best in all tasks they participate in, to
ensure they are giving themselves the opportunity to learn and acquire
knowledge to their greatest potential. Similarly, self and peer assessment are
two forms of feedback I deem to be just as important. Through allowing
students to reflect to each other, as well on their own learning, students are
able to interact with peers on a level that requires them to question learning,
clarify ideas, and clear any misconceptions help by themselves or classmates
(Appendix 3). Learning from each other therefore takes on a different
approach, allowing students to relate to those of a similar age and may
interpret information in an easier manner relevant to them as a result.

In comparison to Assessment task 1, I believe my stance has remained

consistent, as I what I have proposed in both instances is how I strongly feel
on the significance of assessments; therefore how I implement these into the
lessons I conduct.
References:

Brady, L & Kennedy, KJ 2012, 'Chapter 7 Principles and Strategies for

Reporting Student Achievement in the Classroom', in Assessment and
Reporting: Celebrating Student Achievement, 4th edn, Pearson Australia,
Frenchs Forest, NSW.

Hargreaves, E 2013, 'Inquiring into children’s experiences of teacher

feedback: reconceptualising Assessment for Learning', Oxford Review of
Education, vol. 39, no. 2, pp. 229-46.

Headington, R 2003, 'Chapter 4 Recording', in Monitoring, Assessment,

Recording, Reporting and Accountability: Meeting the standards, David Fulton
Publishers, London.

Lang, J 2018, ETP401 Assessment: Ways of Knowing Learners, Deakin

University, Lecture, 14 March 2018.

VCAA 2018, Mathematics: Level 5 Number and Algebra, Victorian Curriculum

Assessment Authority, retrieved 28 May 2018,
http://victoriancurriculum.vcaa.vic.edu.au/level5?layout=1&d=M.

VCAA 2018, Mathematics: Level 6 Number and Algebra, Victorian Curriculum

Assessment Authority, retrieved 28 May 2018,
http://victoriancurriculum.vcaa.vic.edu.au/level6?layout=1&d=M.

VSG 2018, Teaching Practise: Student Reporting, Victoria State Government,

Education and Training, retrieved 3 June 2018,
http://www.education.vic.gov.au/school/teachers/teachingresources/practice/P
ages/reports.aspx?Redirect=2.
 Appendix:

Appendix 1: Lesson sequence with assessment strategy

Lesson sequence with assessment task overview (including lesson plans)

LESSON ONE AND TWO

Date: 29/05/18 – 30/05/18 Student Group: 5/6P – Whole class

Mentor Teacher: Peter School: Oakleigh Primary School

Lavender

Duration of the lesson: 50 Class size: 27 Students

mins
Title of lesson/activity: Addition and subtraction of fractions with related denominator

Add and subtract fractions with ‘related denominators’ less

Intended Learning then and above one whole.
Outcomes/Learning
intentions: 1/3 + 2/6 = 4/6

¼ + 5/8 = 7/8

3/5 + 4/10 = 10/10, which is equivalent to 1 whole.

Success Criteria: Students will successfully be able to add and subtract

fractions with related denominators, and represent the
fraction via visual representation (using rectangles to
represent the whole, shading in the parts obtained).
Prior Learning and - Students will have to use prior knowledge on
Experiences: equivalent fractions to help them simplify their
answers
- Students will have to use basic addition and
subtraction knowledge
- Students will have to use prior knowledge on
fractions, understanding the basic terminology such
as numerator and denominator; as well the notion of
a fraction being a part of a whole.
- Students will need prior knowledge on factors as well
simple multiplication.
Links to the curriculum
(Victorian Curriculum) and to
the curriculum planning of the
school
Resources, Materials and - Fraction wall
Organisation: - Math books
- Pencil
- Ruler
- Eraser
- Coloured pencils
- Maze activity for early finishers

ICT use will be incorporated throughout this lesson by

displaying the allocated sums on an interactive white board.
Students are also free to explore an interactive fraction wall
If they finish the task early.

OHS considerations include ensuring students are allocated

to a single spot around the classroom with sufficient space
to complete their work. This ensures workspaces are not
overcrowded minimising risk of hazards.
Teaching Strategies and What you as teacher What are the students Timing
lesson structure: will do? doing?
Beginning
9:00 am
• Introduce the • Sitting on the
notion of floor in a
adding and manner where
subtracting they can see
fractions the
• Explain that whiteboard
both • Engage in
denominators classroom
need to be discussion
the same (will • Be active
have to listeners and
multiply one participate in
of the worked
fractions to do examples
so)

• Lead students
through
worked
examples on
the
whiteboard

• Reinforce that
whatever we
multiply the
denominator
 by we have to
do the same
to the
numerator

Middle
9:15 pm
• Ensure • Complete task
students are • Ask for help if
on track and needed
are
understanding
the task
• Prompt
discussion to
clarify any
misconceptio
ns students
may have

Conclusion
• Alert students • Finish up the 9:45 –
that they have task and pack up 9:50
five more resources and
minuets to materials
complete the • Participate in
task (if they debriefing
aren’t finished discussion
then they can
finish off at
another time)
• Debrief
students
through
discussion on
how they felt
about the task
(what was
difficult, easy,
fun).
Reflection and Self → I found it easy to engage students in the topic and
Evaluation: explain the concepts in a clear manner so it was
• What aspects of the understood by all
lesson seemed to be → I ensured students that have a known struggle in
most valuable? mathematics understood the concepts proposed by
• What aspects of the modifying my teaching in a way that also supports
lesson could be their learning needs (inclusion of drawing a visual to
improved and how could help visualise the notion of addition and subtraction of
they be improved? fractions)
• What follow-up will be → A difficulty I faced was ensuring that students were
required from this also multiplying the numerator as well the
lesson? denominator (often forgot to do both)
→ To solve any identified problems I gathered the
attention of all students and re-explained the concept
to clear any misconceptions I saw.

Mentor Teacher’s reflection

→ Introduced the topic well
→ Involved students by asking them to come to the front of the room and work out
provided examples
→ Loud and engaging voice
→ Made eye contact with the students and was inclusive of all
→ Allowed students to ask each other for assistance rather than giving them the answers
(supported learning from peers)
→ Clarified any misconceptions on common mistakes students make when adding
fractions (calling students back down to the floor to explain the concept again,
addressing common mistakes seen when roaming the classroom)
→ Provided assistance when needed
→ It was good how you let early finishers act as ‘helpers’ for their peers.
 LESSON THREE

Date: 31/05/18 Student Group: 5/6P – Whole class

Mentor Teacher: School: Oakleigh Primary School

Peter Lavender

Duration of the Class size: 22 Students

lesson: 50 mins
Title of lesson/activity: Addition and subtraction of fractions with the same and related denominators

Add and subtract ‘like’ fractions less then and above one whole.
Intended Learning Add and subtract fractions with related denominators less then and
Outcomes/Learning above one whole.
intentions:
Like fractions

½ + ½ = 2/2 = 1

¼ + 2/4 = ¾

3/5 + 4/5 = 7/5, which is equivalent to the mixed numeral 1 2/5

Related denominators

2/4 + 5/8 = 9/8 = 1 1/8

1/3 + 2/6 = 4/6 = 2/3

Success Criteria: Students will successfully be able to add and subtract fractions (with
the same and related denominators) and represent the fraction via
visual representation (using rectangles to represent the whole,
shading in the parts obtained).

Prior Learning and - Students will have to use prior knowledge on equivalent
Experiences: fractions to help them simplify their answers
- Students will have to use basic addition and subtraction
knowledge
- Students will have to use prior knowledge on fractions,
understanding the basic terminology such as numerator and
denominator; as well the notion of a fraction being a part of a
whole.
Links to the
curriculum (Victorian
Curriculum) and to
the curriculum
planning of the
school
Resources, • Fraction wall
Materials and • Math books
Organisation: • Pencil
• Ruler
• Eraser
• Coloured pencils
• Maze activity for early finishers
→ ICT use will be incorporated throughout this lesson by
displaying the allocated sums on an interactive white board.
• Students are also free to explore an interactive fraction wall If
they finish the task early.

→ OHS considerations include ensuring students are allocated to

a single spot around the classroom with sufficient space to
complete their work. This ensures workspaces are not
overcrowded minimising risk of hazards.
Teaching Strategies What you as teacher will What are the students Timing
and lesson do? doing?
structure: Beginning
12:00
• Lead students • Sitting on the
through worked floor in a
examples on the manner where
whiteboard. they can see the
• Continuation from whiteboard.
previous lesson • Engage in
• Create a small classroom
group on the floor discussion.
with students that • Be active
require additional listeners and
assistance participate in
worked
examples.
Middle
12:15 pm
• Ensure students • Complete task
are on track and • Ask for help if
are understanding needed
the task • Early finishers help
• Prompt other classmates if
discussion to needed
clarify any
misconceptions
students may
have.
• Work with the
 small group of
students with
supplementary
activity (Appendix
1) revisiting
concept of
equivalent
fractions in a
concrete manner
Conclusion
• Alert students that • Finish up the task 12:45 – 12:50
they have five and pack up
more minuets to resources and
complete the task materials
(if they aren’t • Participate in
finished then they debriefing
can finish off at discussion
another time)
• Debrief students
through
discussion on
how they felt
about the task
(what was
difficult, easy,
fun).
Reflection and Self → It was easy to guide students to continue with the addition and
Evaluation: subtraction questions they were working on in the previous
lesson
→ Students seemed to be engaged in the introductory phase of
the lesson, being active participants in working out the worked
example showing a great level of understanding
→ I was able to identify students that were facing difficulty, and
devise a complimentary task to reinstate basic concepts
necessary to successfully meet the criteria (basic knowledge of
equivalent fractions).
→ One way I could improve on my future teaching endeavours on
this topic would have concrete materials such as fraction
magnets and connectors accessible to all during the learning
phase of the lesson. I saw that students I was working with on
the floor found these resources to be a significant help when
working through sums, therefore being a support to ones
learning.
Mentor Teacher’s reflection
→ Introduced the topic well
→ Clarified any misconceptions on common mistakes students make when adding
fractions (adding both the denominator and numerator which is not necessary in this
case)
→ Involved students by asking them to come to the front of the room and work out provided
examples
→ Loud and engaging voice
→ Allowed students to ask each other for assistance rather than giving them the answers
(supported learning from peers


 LESSON FOUR

Date: 1/06/18 Student Group: 5/6P – Whole class

Mentor Teacher: School: Oakleigh Primary School

Peter Lavender

Duration of the Class size: 22 Students

lesson: 50 mins
Title of lesson/activity: Addition and subtraction of fractions with the related denominators – worded
problems

Add and subtract fractions with the same and related denominators
Intended Learning less then and above one whole.
Outcomes/Learning
intentions: -Work through worded problems, draw appropriate diagrams, and
devise an accurate answer

Success Criteria: Students will successfully be able to add and subtract like fractions as
well fractions with related denominators (identified from provided
worded problems) and represent the fraction via visual representation
(using rectangles to represent the whole, shading in the parts
obtained).
Students will practice unpacking worded problems, identifying relevant
fractions and solving them accordingly.
Prior Learning and - Students will have to use prior knowledge on equivalent
Experiences: fractions to help them simplify their answers
- Students will have to use basic addition and subtraction
knowledge
- Students will have to use prior knowledge on fractions,
understanding the basic terminology such as numerator and
denominator; as well the notion of a fraction being a part of a
whole.
Links to the
curriculum (Victorian
Curriculum) and to
the curriculum
planning of the
school
Resources, • Math books
Materials and • Pencil
Organisation: • Ruler
• Eraser
→ ICT use will be incorporated throughout this lesson by
displaying the allocated sums on an interactive white board.
• Students are also free to explore an interactive fraction wall if
 they finish the task early.

→ OHS considerations include ensuring students are allocated to

a single spot around the classroom with sufficient space to
complete their work. This ensures workspaces are not
overcrowded minimising risk of hazards.
Teaching Strategies What you as teacher will What are the students Timing
and lesson do? doing?
structure: Beginning
9:00 am
• Lead students • Sitting on the floor
through worked in a manner where
examples on the they can see the
whiteboard of how whiteboard.
to unpack worded • Engage in
fraction problems. classroom
discussion.
• Be active
listeners and
participate in
worked
examples.
Middle
9:15 pm
• Ensure students • Complete task
are on track and • Ask for help if
are understanding needed
the task
• Prompt
discussion to
clarify any
misconceptions
students may
have.
Conclusion
• Alert students that • Finish up the task 9:45 – 9:50
they have five and pack up
more minuets to resources and
complete the task materials
(if they aren’t • Participate in
finished then they debriefing
can finish off at discussion
another time)
• Debrief students
through
discussion on
how they felt
 about the task
(what was
difficult, easy,
fun).
Reflection and Self → I found it easy to engage students in the topic and explain the
Evaluation: concepts in a clear manner so it was understood by all
→ I ensured students that have a known struggle in mathematics
understood the concepts proposed by modifying my teaching in
a way that also supports their learning needs (inclusion of
drawing a visual to help visualise the notion of addition and
subtraction of fractions)
→ An improvement I would make is to enforce the necessity of
completing for drawing the visual under each worked equation
even if not required (helps reinstate the notion and helps
concepts become concrete).

Mentor Teacher’s reflection

→ Introduced the topic well
→ Clarified any misconceptions on common mistakes students make when adding
fractions (adding both the denominator and numerator which is not necessary in this
case)
→ Involved students by asking them to come to the front of the room and work out provided
examples
→ Loud and engaging voice
→ Made eye contact with the students and was inclusive of all
→ Allowed students to ask each other for assistance rather than giving them the answers
(supported learning from peers


 ADDITIONAL RESOURCES
Early finishers task for Lesson one – Addition for like fractions (Figure

Figure 1.1: Students are required to use their knowledge on Addition and Subtraction
of fractions with related denominators to create their own Fraction maze. Students will
have to create their own equations and provide possible answers to work through the
paths, aiming to reach the finish line.
 Early finishers task for Lesson Three
Figure 1.2

Figure 1.2: Students are required to use their knowledge on Addition and Subtraction of
fractions with related denominators to create their own Fraction maze. Students will
have to create their own equations and provide possible answers to work through the
paths, aiming to reach the finish line.
Complementary task
Appendix 2: Actual Assessment Task in full including learning support
materials and criteria and/or marking schema

Pre Test Assessment

 Post Test Assessment

Year 5 test – Focus on addition and subtraction of fractions with the same
denominator.
 Year 6 Post Test
Focus on addition and subtraction of fractions with the same and related
denominators.
Appendix 3: 3 x student assessment work samples and your feedback

Pre test: Student 5 (randomly selected from the group of students). Student 5
was in year 6 and showed limited knowledge on the unit of fractions as seen
from the below pre test.
Post test : Student 5 Post Test results.

Pre Test

Student 10 (randomly selected from the group of students). Student 10 was in

year 6 and showed a significant amount of knowledge on the unit of fractions
as seen from the below pre test.
Post Test: Student 10 Post Test results.
Pre Test

Student 20 (randomly selected from the group of students). Student 20 was in

year 5 and showed a significant amount of knowledge on the unit of fractions
as seen from the below pre test.
Post Test: Student 20 Post Test results.
Appendix 3: Peer and Mentor feedback on assessment design