Impact on Student Learning Overview

In order to show my impact on student learning I have decided to teach a unit on

comparing fractions to the third grade class that I am currently student teaching in.
This unit is an extension of the previous unit on the basics of fractions. Although, Go
Math has formative and summative assessments built into the curriculum I will tailor
the assessments and lessons to the content with which the students struggle. To
gain a better understanding of what the students understand about comparing
fractions I will give them a pre-assessment prior to teaching the unit. This preassessment consists of six questions testing the five major concepts in the unit.
Then I will give the same assessment again at the end of the unit to see their
growth and to see whether my teaching has had an impact on the students'
progress. The objective of this unit is for students to understand how to compare
fractions using various strategies.
Pre and Post Test

Pre-assessment results:
Compare
Fractions

Questio
ns
Alex

Ryan

Same
denominat
or

Same
numerat
or

Orderin
g
fraction
s

Equivale
nt

Kay'On
na
Christia
n
Madiso
n
Aereal

Serenit
y
Mario
Atianna

*
X

Ben

X
X

Score

Percent

3 out of
6
3 out of
6
3 out of
6

50%
50%
50%

3 out of
6

50%

4 out of
6

33%

3 out of
6
4 out of
6

50%

3 out of
6
3 out of
6
2 out of
6

50%

2 out of
6
3 out of
6
3 out of
6

67%

Vondasi
a
Braylee

Ashton

*
X

*
X

X
X

Kiersyn

X
X
X

*Absent - X=answered incorrectly - Class Average: 50%

February 21, 2014

33%

50%
67%

50%
50%

Thirteen students were given the pre-assessment on Friday, February 21, 2014.
Before giving the assessment, I explained that the students were going to take an
assessment that would allow me to know what concepts I need to teach them. The
pre-assessment assessed the fraction sense by asking them questions about
comparing fractions, ordering fractions and finding equivalent fractions. Once the
students completed the pre-assessment, I checked for their understanding. Two out
of the thirteen students understood over half of the questions, five out of the
thirteen students understood half of the questions and six out of the thirteen
understood less than half. The class average was fifty percent. I expected the
students to know about 50% of the material because they just finished a chapter
learning the basics of fractions, which added to their fraction "sense." Due to the
results of the pre-test, I have determined that the students are ready to learn how
to compare fractions. I will plan my lessons according to the students' results by
providing engaging, hands-on activities to extend their knowledge base.

Instructional Plan
9.1 Compare Fractions
Standards:
CC.3.NF.3d
CC.3.NF.1
Intro: I will begin by asking what the denominator of a fraction is and what it tells
us. Possible answer: it tells us how many equal parts there are in the whole. Then I
will review what a numerator is and what it tells us. Possible answers: the
numerator of a fraction tells us how many equal parts are being counted.
Teach: Once I am sure they understand those concepts I will
write some fractions on the board and show the students my big
pack of chocolate chip cookies. Then I will let the fraction of a
cookie they want. I will then cut up the cookies according to their
vote and this is when we really talk about comparing the
fractions. We will compare the sizes of 3/4 and 3/8. (Being the
nice teacher that I am, I give them a chance to change their
mind and vote again.)
We will then review what a fraction is. I will review what a numerator and a
denominator is. Then we will continue comparing fractions by discussing different
strategies we can use.
Strategies will include drawing a number line and drawing visual models.
Example problem: The camp leader is making waffles for breakfast. Tracy ate 3/6 of
the waffle and Kim ate 5/6. Who ate more of their waffle?
I will then ask students to explain how they know that 5/6 is greater than 3/6?
I will ask them how these strategies helped them solve the problem?
Then I will ask them to do a problem on their desk on their own to assess their
understanding of using these strategies.
Tracy and Kim each had a carton of milk with lunch. Tracy drank 5/8 and Kim drank
7/8. Who drank more milk?

Guided Practice: We will then do page 353 together, the share and show pages.
On your own pages of student workbook pages. (Pages 353-354) 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.
February 24, 2014
The objective of this lesson was to compare fractions. I modified the objective a
little because I wanted the students to "see" the fractions. I know that third grade is
a very pivotal year and while some students may be able to think abstractly there
are others who need that concrete experience to understand.
I saw from the pre-assessment that the students' knowledge of fractions was
limited. They could compare fractions however; they were successful only if the
fraction had like denominators. Therefore, when I taught my first lesson I specifically
used fractions in the anticipatory set that had different denominators. Again, I
wanted the students to be able to "see" the fractions. In preparation, I made
fraction bars out of cardstock so that each student could have a hands-on
manipulative to use to compare and actually "see" the comparison. My anticipatory
set got every students attention once I brought out the cookies. I had the students
vote for the fraction of cookie they wanted and they all voted for 3/8. They were
disappointed when they saw that that was less than the 3/4. However, they really
understood why the fraction 3/4 is greater than 3/8. The majority of the students
seemed to understand comparing two fractions. As they did the "On Their Own
Pages," I walked around and helped the students who needed a little extra help. In
addition, I made sure to give those six students who were below fifty percent, oneon-one instruction. I informally assessed the students by having them do two pages
in their math workbook so I could analyze their comprehension of comparing
fractions. As I checked their homework, I saw that the students did achieve the
objective of the lesson.

9.2 Compare Fractions with the Same Denominator

Standards:
CC.3.NF.1
CC.3.NF.2b
CC.3.NF.3d
Intro: I will access their schema and review what we learned yesterday about
comparing fractions. I will tell the students that fractions with the same
denominator have like denominators. What does the denominator tell us? The
denominator tells us how many parts the whole has been divided into. I also
reviewed what we learned from cutting the cookies into fractions. The students
verbalized the "math talk" associated with this concept.
Teach: I will then explain that if two fractions have the same denominator the
larger fraction is the fraction with the larger numerator. 2/4 or 3/4 both one whole,
have been divided into the same parts (4). The fraction with the larger numerator
has more parts shaded. So, 3/4 is greater than 2/4. We will continue drawing
pictures to help understand how to compare fractions with like denominator. We will

begin to form the anchor chart shown at the side. I will also
use this in subsequent lessons. Today we will finish number
1.
Fractions with the same denominator are both divided into
the same halves. I will demonstrate using a number line and again use visual
models.
Guided Practice: We will then do pages 356 and 357 together and then the
students will work on the, "On Your Own," pages of student workbook pages. (Pages
357-358.) 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.
February 25, 2014
The objective of today's lesson was to compare fractions with the same
denominator by using models and reasoning.
Today was awesome! The students were engaged, they asked many questions. This
class has a continual problem asking for help when needed. However, today was
different, when they did not understand they asked questions until they could grasp
the concept. It was amazing and it made me excited to teach. After the lesson, I
gave the students review questions for homework to review the concepts they
learned. I assessed their understanding with a practice math page and eleven out of
fourteen students mastered the concept of comparing fractions with like
denominators. There were only three students who did not master this concept;
these students mainly struggled with the comparison symbol (the greater than, and
less than sign.) So, during small groups I worked with these three students to give
them a bit more practice and stronger foundation with this concept. I will also spend
extra time re-teaching the comparison symbol when I teach my lesson tomorrow.
9.3 Compare Fractions with the Same Numerator
Standards:
CC.3.NF.1
CC.3.NF.3d
Intro: I will access their schema and review what we learned yesterday about
comparing fractions. I will show them the anchor chart and review what we learned
yesterday. I will then tell them that today we are going to turn the tables. Yesterday
we learned that when the denominator is the same, we
compare the numerator and the larger number is greater than.
Today we are going to learn about numerators.
Teaching: If the numerators are the same the fraction with the
smaller denominator is the larger fraction because the
fractions have the same number of pieces but the fraction with
the smaller denominator has pieces that are larger. The bigger
the denominator the SMALLER the parts. I will explain to the
students that when we divide something up, the larger the
number the MORE people we have to share with. Then I will do
several problems with them to show that with pizza fractions. We will finish number
2 on the anchor chart.

For instance: 2/3 and 2/6. I will show them how to find this on both the number line
and by drawing quick pictures to help them "see" the answer.
Guided Practice: We will then do pages 359, 360 and part of 361, together and
then the students will do the, "On Your Own" pages of student workbook pages.
(Pages 361-362.) Again, 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.
February 26, 2014
The objective for this lesson is to compare fractions with different numerators by
using models and reasoning. I anticipate this being a difficult concept for them to
grasp. It will be especially difficult for those three students who were still struggling
at the end of the lesson yesterday. As I teach this concept, I will be sure to pay
special attention to those three students who have difficulty. I will access their
schema by referring to the cookies we cut on Monday and the anchor chart we
began yesterday and continue to fill in today.
When I taught the lesson, I was pleasantly surprised that the students seemed to be
understanding the concept. The students were engaged, asked questions, and were
excited to learn. I love that they are understanding and asking questions. I again
gave the students a few problems to do for review as their homework. When I
checked their homework, ten out of the fourteen students understood the concept
while four students still had a difficult time. I will take these four students in the
teacher led small group and work with them on comparing numerators. I will give
them concrete examples and opportunities to give them a stronger base.
9.4 Compare Fractions
Standards:
CC.3.NF.1
CC.3.NF.3
CC.3.NF.3d
Intro: I will access their schema and ask them what a denominator and what a
numerator tells them when they are using fractions. Then I will review the strategies
that we have learned before this lesson. I will then tell them that today we will put
everything we learned together to compare fractions. I reminded them that while
we worked I needed them to pay close attention to what each question was asking
them.
Teaching:
This lesson takes both comparing numerator and denominator strategies and puts
them together. Then it takes it a step further and asks the students to compare
fractions with neither like denominators or denominators. I will then show them with
pizza fractions and ask them how to compare 3/4 to 5/6. I will ask them if the
fraction with the lesser denominator or greater denominator has larger pieces.
Fraction with lesser denominator has bigger pieces. Then I will ask them how they
think we could use to solve this problem. I will continue repeating this process with
as many visual models needed. Once I see that they have understood we will then
do pages 363 to 365 together.
Guided Practice: On your own pages of student workbook pages. (Pages 365-366)
While they do these pages, I walk around and 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.
February 27, 2014
Today's objective was to compare fractions by using models and strategies involving
the size of the pieces in the whole. This lesson is going to be difficult for the
students. It is a very abstract concept and I know that some of these third graders
have not mastered abstract thinking. Therefore, I will modify the lesson and give
them visual models while having them use their manipulatives. Then, I will show
them the missing piece strategy.
Today's lesson was a difficult concept, comparing the missing pieces of the fraction.
After we spent the beginning of the lesson showing visual models and using our
fraction tiles, we reviewed the same numerator/denominator strategy and then I
tried to teach them the missing piece strategy. It really only served to confuse them
more. Therefore, I went to a more concrete example and had them get out their
fraction pieces. Once they could actually "see" the differences they seemed to
grasp it a little better. We did the pages together and I gave them extra practice
with the own their own pages for homework. During group work, I reviewed the
missing pieces with the students and I gave them some Soar to Success lessons (a
computer program which gives them problems based on the skills they need to
work on) on the computer to review this concept.

Mid-Chapter Check Point-Formative Assessment

Mid-chapter-Assessment Results

Questio
ns
Alex
Ryan
Kay'Onn
a
Christia
n
Madison
Aereal
Serenity
Mario
Atianna
Ben
Vondasi
a
Braylee
Ashton
Kiersyn

3 4 5 6 7 8

X X X

X
X

X
X
X
X

1
1
X

1
2

1
3

1
4

15
X

1
6
X

X
X
X
X
X
X
X

1
0

X X
X X X
X X
X
X
X

X
X
X
X

X
X

X
X X X

X
X
X

17

X
X

X
X
X

X
X

X
X

X
X

X=incorrect answers- Class average: 75%

Score
Percent
Student
Correct

Concepts to work on

Alex

10 out of 17

59%

Ryan
Kay'On
na
Christia
n
Madiso
n
Aereal

15 out of 17

88%

Like numerator, like denominator,

comparing numerators/denominators,
comparison symbols
Comparing numerators

13 out of 17

76%

Comparing numerators

17 out of 17

100%

11 out of 17

65%

Comparing like numerators, like

denominators

11 out of 17

65%

What a numerator represents, Like

numerator, like denominator, comparing
numerators/denominators, comparison
symbols

Serenit
y
Mario

12 out of 17

71%

Comparing denominators, strategy used

12 out of 17

71%

Atianna

15 out of 17

88%

Ben

10 out of 17

59%

Vondasi
a
Braylee

12 out of 17

71%

Like denominators/numerators, strategy

used
Like numerators, fractions greater than
one
Like numerator, like denominator,
comparing numerators/denominators,
comparison symbols, strategy used
Like numerator/denominator, strategy
used

14 out of 17

82%

Ashton

11 out of 17

65%

Kiersyn

16 out of 17

94%

Comparing fractions greater than one, like

numerator/denominator
Comparing fractions greater than one, like
numerator/denominator
Like numerator strategy used

February 28, 2014

On February 28, 2014, fourteen students were given the mid-chapter assessment.
All of the students have gained knowledge about fractions and all had improved
scores. One student answered all of the questions correctly. All fourteen students
understood over half of the questions. When I first looked at that the assessments, I
was a little disappointed. While teaching all of the students seem to know and
understand fractions. However, once I scored the test I realized the students were
actually beginning to understand and every student improved. The class average
was seventy-five percent. This is a fifteen percent increase from the preassessment. Due to the results of this assessment, I will continue to equivalent
fractions. I will use the results of this assessment to create this week's lessons. I will
offer the students many opportunities for hands on concrete practice. In addition, I
will explicitly re-teach the greater than and less than signs. I will allow them to work
on Soar to Success (a computer program which gives them problems based on the
skills they need to work on) which, which will give them practice-comparing
fractions. I will group them according to what they need to work on and use that
small group time to re-teach those concepts. Math groups will work as follows:
Math Groups
Pizza Fractions: Use pizza pieces for hands on work to compare fractions.
Cookie Group: Use cookie recipe and answer questions on next page
Soar to Success: computer work from chapter 9

Teacher group: Work with me, I will re-teach the missed concepts from the midchapter assessment.
9.5 Compare and Order Fractions
Standards:
CC.3.NF.1
CC.3.NF.3d
Intro: In this lesson, students will be applying what they have previously learned to
compare and order fractions. Therefore, to begin I will review the different strategies
they have learned to compare fractions (same, denominator, same numerator,
missing piece) I will place different fractions on the board and ask the students to
compare them. As they compare them, I will ask them to explain how they know
which fraction is larger and why.
Teaching: We will do as many fractions like this. I believe that as the students
listen to their peers explain their thinking they may glean understanding from them.
In addition, it gives me the opportunity to informally assess their understanding. I
will then give then give them a few more practice fractions before turning to our
math pages. I will have them compare 1/3 and 1/2. And 2/6 and 1/4 I will have them
use their fraction strips to "see" the differences. We will then do pages 369 together
talking about strategies while we do the problems.
Guided Practice: On your own pages of student workbook pages. (Pages 371-372)
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.
March 4, 2014
Today's objective is to compare and order fractions by using models and reasoning.
Today was difficult for the students. For this lesson, the students take what they
have learned about comparing fractions and apply it to ordering fractions. The four
students who are still struggling to compare fractions are obviously having
problems. When we worked in small groups, I took a small group of students and
worked one on one with them on comparing fractions. I then had the groups rotate
so that I could re-teach this concept to the students. By the end of these groups,
they seemed to be doing better. However, when they did their "Own Their Own,"
three students were still struggling and made the same mistakes.
The rest of the class understood the concept however; when they did their own
pages, that same four still struggled and confused ordering the fractions. For this
reason, I took time at the end of the day to re-teach this concept to these four. In
addition to this re-teaching, I allowed them the opportunity to work with
manipulatives for more concrete experience with ordering fractions. After the reteach I decided to move on because over half of the students are understanding
comparing fractions. I will continue to monitor and provide extra assistance to those
who are struggling.
Observation of Re-teach

Student
Alex

Yes, with assistance

Ryan
Kay'On
na
Christia
n
Madiso
n
Aereal
Serenit
y
Mario
Atianna
Ben
Vondasi
a
Braylee
Ashton
Kiersyn

Yes
No, still confusing like
numerators with like
denominators

Yes
Yes, with assistance
No, still confusing like
numerators with like
denominators

Yes, with assistance

Yes, with assistance

Yes
No, still confusing like
numerators with like
denominators. Also, sign.

Yes
Yes
Yes
Yes

9.6 Investigate-Model Equivalent Fractions

Standards:
CC.3.NF.1
CC.3.NF.3
CC.3.NF.3a
CC.3.NF.3c
CC.3.NF.3d
Anticipatory Set: I will tell the students that they are going to learn about
equivalent fractions. I will tell them that equivalent fractions are useful because you
can use it when dividing money between people, mixing ingredients together
(cooking), splitting a pizza for you and your friends. Then, I will use this YouTube
video to introduce equivalent fractions: http://youtu.be/wL4hICyMLKU
Then I will ask the students what they learned from the video? Then I will ask the
students what is a fraction? A fraction is a number that represents a whole, give me
a few examples (I will draw different fractions)

Then I will ask the students what is an equivalent fraction? The fraction remains the
same but the form of the fraction changes. The fractions are equal to one another
Teaching: First, I will give the students a piece of paper. I will have the students
fold a sheet of paper into 2 equal parts. I will have them identify and label the
halves. Then I will have them shade half. Then I will have them fold the paper in half
two times. I will have them identify and label the fourths. This will show them that
1/2 is the same as 2/4. Last I will have them fold the paper three times. We will
identify and label the eighths. This will show them that 1/2 is the same as 2/4 and
that is the same as 4/8. I will then have students compare different models with
different denominators to show equivalent fractions. I will have the students
compare 3/4 and 6/8 both with fraction strips and a number line. I will continue to
have them compare fractions and talk through the strategies they used. Compare:
2/8 and 1/4 and so on. We will then turn to the bottom of page 374 and talk about
how you can also use a number line to show equivalent fractions.
Guided Practice: After we will do pages 375 and 376 together. 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.
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 the next day.
Closure: I will ask the students to tell explain what an equivalent fraction is? The
fraction remains the same but the form of the fraction changes. The fractions are
equal to one another
March 5, 2014
Today's objective was to model equivalent fractions by folding paper, using area
models, and using number lines. Knowing that this was a more difficult concept I
used many concrete and visual examples in the beginning of the lesson and it really
helped the students to grasp equivalent fractions. By the end of the lesson, the kids
were having such a good time they were sad when they had to stop. Those four who
continue to struggle even seemed to understand this concept. I decided to continue
the work in small groups on understanding and ordering fractions knowing that the
next day is also equivalent fractions, which will allow them to gain even more
practice with them.
9.7 Equivalent Fractions
Standards:
CC.3.NF.1
CC.3.NF.3

CC.3.NF.3a
CC.3.NF.3d
CC.3.G.2
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 informally assess their comprehension and
understanding by checking as they find their equivalent fraction partner.
March 6, 2014
Today's objective was to generate equivalent fractions by using models. Today's
lesson went well. In the opening of the lesson, you could really see the students
thinking as they tried to assimilate this new knowledge of fractions with how the
pizza was divided. I wish I had reinforced that this was not an actual fraction
because the pizza is not divided equally. I will have to take that opportunity during
the review before the test. Each group had different reasoning as well as valid
responses as to how you could divide the pizza up. I believe the students really
gained insight as they listened to their peers ideas and thoughts. Fractions are still
such a difficult concept for third grade. This is because this 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 to allow them to "see"
how fractions worked. The majority of the students understood and applied their
knowledge of fractions to find their equivalent fraction partner. There were still

those couple who did not grasp the concept and so for small math groups I plan to
take them aside and use that time to review and reinforce this concept.
Post Assessment
March 7, 2014
Today I gave the students their summative assessment. Before I gave this to them I
reviewed the skills the unit covered. I felt that most of the students had a good
understanding of the concepts involved in comparing, ordering, and finding
equivalent fractions. I felt they were ready for their test. I encouraged them to take
their time and really read each question before answering. All the students seemed
confident and ready. The following chart contains the results of their assessment.

Post-Assessment Results
Compare
Fractions

Questio
ns
Alex

Same
denomina
tor

Same
numerat
or

Orderin
g
fractio
ns

Equival
ent

Ryan
Kay'On
na
Christia
n
Madiso
n
Aereal

Serenit
y
Mario

Atianna
Ben
Vondasi

Score

Percent
age
Correct

1 out of
6
0 out of
6
3 out of
6

83%
100%
67%

0 out of
6

100%

0 out of
6

100%

2 out of
6
0 out of
6

67%

1 out
6
0 out
6
2 out
6
0 out

100%

of

83%

of

100%

of

67%

of

100%

a
Braylee
Ashton
Kiersyn

6
0 out of
6
0 out of
6

100%

0 out of
6

100%

X=incorrect answers- Class Average: 91%

Impact on Student Learning

I was satisfied with the results of the summative assessment; nine out of the
fourteen students mastered the concept receiving one hundred percent on their
tests. The class average was ninety-one percent; this is a sixteen percent increase
from their mid chapter review and a forty one percent increase overall. These
results prove that I had a positive impact on my students learning. Those four
students who continually struggled did not master all aspect of the unit however;
they did improve. Alex improved thirty-three percent, while Areal, Ben, and
Kay'onna showed seventeen percent growth. While I wanted them to gain more
knowledge, I realize that for some students fractions will take more than one unit.
Overall, I was very pleased with the way the unit progressed.

Final Reflection
As I reflect about this experience, I am even more convinced that as a teacher it is
vital to use both summative and formative assessment to drive our instruction. As I
monitored their progress and modified my instruction to meet their needs I saw the
students open up, ask questions, and really strive to learn. Although, Go Math is a
written curriculum I was able to be creative and use hands on lessons, real world
problems and technology to pique the interest of a variety of learners. This is
essential in today's classrooms because not all students learn the same way. In
addition to a variety of progress monitoring, assessments and methods of
pedagogy, it is also imperative to reflect after each lesson so that I can become a
more effective teacher. Overall, I was pleased with the unit and the students'
progress.

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