Zoe Martin

November 9, 2016
iBook #7
Student Solutions: I was very surprised that my student was able to solve the problem
presented to him. My host teacher was doubtful that he would be able to solve the
problem because she has never taught the class about fractions before. She did mention
though that out of all of her students he would be the most likely to have outside
knowledge of fractions. Before he attempted to solve the problem I gave him a little
information about fractions. This information consisted of the definition of what a
fraction is, what they look like, and I did a very simple problem to show him what 12
looks like and how 2 halves make a whole. The question I asked him was there are 3
children sharing 1 cookie. How can the cookie be split so that each cold gets the same
amount? My student tried the problem two times. The first time he drew out three
people and spit his cookie into three pieces using horizontal lines. I asked him how much
each piece was worth and he said one and three. I asked him if he could write the
amount inside each parts of the cookie and he wrote 1/2/3 inside of of the pieces. He
started to get frustrated so we took a small break. When he tried again he drew three
people again. He split the cookie into a peace sign. I asked him again what he thought
the amount of each piece was and he hesitated, but then I reminded him of what 12
looked like and he was able to recognize that each piece was 1/3. He wrote on the bottom
each child gits 1/3.
Differences between your script and actual experience: The main difference between
my script and what my actual script looked like is the time we spent before answering the
question focusing on background information on fractions. I was originally just going to
ask him if he had any background knowledge about fractions. I was not going to explain
it all to him, but I realized that in order for him to even attempt the problem it was only
fair for me to give him a little push. That took about five minutes. Another difference
between the scripts was that my student jumped straight to reading the problem out loud
to me instead of me reading it to him and him reading it back to me.

Learning goals (student): My learning objectives were 1)be able to understand how to
partition objects into equal pieces, 2) be able to answer the question: there are 3 children
sharing one cookie, how can they do this so that they each get the same amount? 4) be
able to think creatively about how to answer the question provided. My student met my
learning goals and went over and beyond what I expected. I made these learning goals
with (what I realize now) really high expectations. Not only was he able to solve the
question correctly, but he did it in almost two different ways. He partitioned the cookie in
two different ways that were correct. This also demonstrates creative thinking. I was so
proud at the fact that he kept persevering even though he got a little frustrated.
Learning goals (teacher):One learning goal I had for myself was to be able to be
flexible when it came to this assessment. I wanted to be prepared to be able to adapt if
things didnt go as smoothly as I would have liked. I think I did this by being able to
recognize that my student needed a little break before continuing to try and find a
solution to the problem I presented. I think it is really important for teachers to be able to
recognize how students are feeling and act on it.
What surprised me: I was completely shocked that my student was able to solve the
problem. I thought for sure he would be able to attempt it and come close to an answer,
but I was so excited when he actually got the right answer. For a first grader who has not
been taught the content of fractions yet, I think it is so amazing he was able to solve the
problem. I gave him two Kit-Kats at the end of the lesson for helping me, persevering,
and for trying his best.
Big take away: A major take away for me is that teachers should not underestimate how
smart kids are. Kids are such creative thinkers and it seems as though when given a little
information they can do a lot with it. Another major take away for me was the importance
of being able to read into how students are feeling and the effect one simple break can
have. My student really needed a brain break so that he could re-gain focus and solve the
problem. The frustration he was feeling made it hard to think and solve the problem.