UNIVERSITY OF ALASKA SOUTHEAST

INTEGRATED UNIT:

FRACTIONS & MIXED NUMBERS

SUBMITTED TO: PROFESSOR ALBERTA JONES

IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR

ED 688 STUDENT TEACHING: MAT ELEMENTARY

SPRING 2017

BY:

LOGAN LOTT

DATE:

MAY 2, 2017
 Backward Design Unit: MAT/Certification Elementary

Candidate Name: Logan Lott Host Teacher Name: Katy Ritter

School: Gastineau Elementary Grade Level: 4 # of Students: 27
Date Range Unit: 2/20 3/17 Length of Unit: 3 weeks
Theme of Unit : Fractions & Mixed Numbers Content Area: Math

Materials: Include all materials including technology: Math-in-Focus workbooks, pencils, mini-whiteboards, dry
erase markers, whiteboard erasers, construction paper, foam fractional shapes, colored pencils, Equivalent
Fractions game, dry erase markers, fractional foam pieces, document camera, Fractions Jeopardy, KIM chart,
Chromebooks, PowerPoint game, laptop, HDMI cable.

Alaska Content and Subject Area Standards:

Math
4.OA.4.Findallfactorpairsforawholenumberintherange1100.Explainthecorrelation/differences
betweenmultiplesandfactors.Determinewhetheragivenwholenumberintherange1100isamultipleofa
givenonedigitnumber.Determinewhetheragivenwholenumberintherange1100isprimeorcomposite.

4.NF.1.Explainwhyafractiona/bisequivalenttoafraction(na)/(nb)byusingvisualfractionmodels,
withattentiontohowthenumberandsizeofthepartsdiffereventhoughthetwofractionsthemselvesarethe
samesize.Usethisprincipletorecognizeandgenerateequivalentfractions.

4.NF.2.Comparetwofractionswithdifferentnumeratorsanddifferentdenominators.Recognizethat
comparisonsarevalidonlywhenthetwofractionsrefertothesamewhole.Recordtheresultsofcomparisons
withsymbols>,=,or<,andjustifytheconclusions(e.g.,byusingavisualfractionmodel).

4.NF.3.Understandafractiona/bwitha>1asasumoffractions1/b.
a.Understandadditionandsubtractionoffractionsasjoiningandseparatingpartsreferringtothesamewhole.
b.Decomposeafractionintoasumoffractionswiththesamedenominatorinmorethanoneway,recording
eachdecompositionbyanequation.Justifydecompositions.
c.Addandsubtractmixednumberswithlikedenominators.
d.Solvewordproblemsinvolvingadditionandsubtractionoffractionsreferringtothesamewholeandhaving
likedenominators.

4.MD.2.Usethefouroperationstosolvewordproblemsinvolvingdistances,intervalsoftime,liquidvolumes,
massesofobjects,andmoney,includingproblemsinvolvingsimplefractionsordecimals,andproblemsthat
requireexpressingmeasurementsgiveninalargerunitintermsofasmallerunit.Representmeasurement
quantitiesusingdiagramssuchasnumberlinediagramsthatfeatureameasurementscale.

Art
A4.demonstratethecreativityandimaginationnecessaryforinnovativethinkingandproblemsolving.

Reading Standards for Informational Text:

3.Explainrelationships(e.g.,causeeffect)amongevents,procedures,ideas,orconceptsinahistorical,
scientific,ortechnicaltext,includingwhathappenedandwhy,basedonspecificinformationinthetext.
Speaking & Listening
1.Engageeffectivelyinarangeofcollaborativediscussions(oneonone,ingroups,andteacherled)with
diversepartnersongrade4topicsandtexts,buildingonothersideasandexpressingtheirownclearly.
a.Cometodiscussionsprepared,havingreadorstudiedrequiredmaterial;explicitlydrawonthatpreparation
andotherinformationknownaboutthetopictoexploreideasunderdiscussion.
b.Followagreeduponrulesfordiscussionsandcarryoutassignedroles.
c.Poseandrespondtospecificquestionstoclarifyorfollowuponinformation,andmakecommentsthat
contributetothediscussionandlinktotheremarksofothers.
d.Reviewthekeyideasexpressedandexplaintheirownideasandunderstandinginlightofthediscussion.

TRANSFER GOALS (Unpacked Standard(s)

Math
4.OA.4.Studentswillfindleastcommonmultiplesoftwodenominatorsinordertocreatelikefractions.

4.NF.1.Studentswillcreateequivalentfractionsbymultiplyingnumeratoranddenominatorbythesame
number.

4.NF.2.Studentswillunderstandthataddingandsubtractingfractionsisonlypossiblewithlikefractions.
Studentswillcomparefractionswith<,>,or=.

4.NF.3.Studentswillbeabletobreakapartfractionsintosumsofsmallerfractions.Studenstwillbeabletoadd
andsubtractmixednumberswithfractions,wholes,orothermixednumbers.

4.MD.2.Studentswilldeterminethebestmethodofsolvingawordproblemaccordingtoitscontextclues.

Art
A4.Studentswillusecriticalthinkingandimaginationduringartisticactivities.

Reading Standards for Informational Text:

3.Studentswillbeabletoexplainarelationshipamongfactorsofawordproblemaccordingtotextfeatures.

Speaking & Listening

1.Studentswilldiscussfractionsandmixednumbersinavarietyofsettings,makingsuretoexplainthemselves
clearlyandtostayontopic.

STAGE 1 Essential Questions and Enduring Understandings

Enduring Understanding(s) What Essential Questions will be Considered? (Q)
Students will understand that. How do numbers relate and compare with each
Fractions relate to parts of a whole. other?
Fractions are equal size pieces. How do I use concrete materials and drawings to
Whole numbers can be divided into different and understand and show understanding of fractions?
equivalent fractional parts that will allow ease of How can fractions be used in real life?
addition and subtraction of fractions.
That numbers, including fractions, can be written in a How do I know where to begin when solving a
variety of ways. problem?
How does explaining my process help me to
understand a problems solution better?

STAGE 1 Objectives/ Key Learning

What students should know.
Key terms: fraction, numerator, denominator,,
simplify, like fractions, unlike fractions, equivalent
fraction, multiple, factor, improper fraction, mixed
-number
The benchmark fractions of 0, , , and and 1.
How to draw visual representation of fractions using
a variety of methods using their knowledge of
fractional parts.
Adding and subtracting fractions can only be
completed with like denominators.
Improper fractions and mixed numbers are related
and can be renamed as one another.
What students should be able to do.
Draw/construct models using fractions
Compare fractions including those with like and unlike
denominators
Produce equivalent fractions by multiplying or dividing
(simplification).
Add and subtract both like and unlike fractions.
Relate fractions as more than a whole in the form of
improper fractions and mixed numbers.
Decompose fractions into a sum of different parts.
Rename improper fractions as mixed numbers and mixed
numbers as improper fractions
Decode word problems using appropriate strategies and
knowledge of fractions.

STAGE TWO: Assessment (Identify Desired Results)

Other Evidence
Pre-assessment
Pre-Test Quiz
Accessing prior knowledge

Formative
Personal Fractions poster
Participation
Answer questions during lessons
Contributes to class discussion on fractions.
Contributes to partner and group work during activities and games.
Worksheets
Skill check: Exit tickets

Summative
Post-Assessment: Fractions and Mixed Numbers

STAGE THREE: Opportunities to Learn

Standards Learning Activities Learning/Instructional Strategies
Addressed
Lesson 1: Introduction to Fractions
Lesson 1 Objectives: Students will be able to:
a. Discuss the essential questions
 b.
Math 1. Students will take a pre-test to assess Lecture and modeling
Art their prior knowledge of fractions and key Answeringfollowupquestions
vocabulary terms. Individualparticipationincompleting
2. What is a fraction?: Students will watch and FractionsPoster.
listen to teacher lecture on fractions
using foam shapes on document camera.
3. Folding Fractions & Fraction poster:
students will fold paper into shapes and
divide into fractional parts. Emphasis is
on creating equal parts. They will then
complete a poster demonstrating their
knowledge of what parts of a whole look
like.
Lesson 2: Numerator & Denominator
Lesson 2 objectives: Students will be able to:
a. understand the definition of the terms numerator and
denominator
Math 4. Warmup: Recall Lesson 1 material (CFU) Review prior learning
5. Introduce KIM chart: Lecture & Model
K Key word Discussion
I Info/Definition Guided Practice
M- Memory Clue (numeric/picture form) KIM chart
6. Introducing the numeric form of fractions: the
numerator and the denominator.
7. Introduce the benchmark fractions.
8. Guided Practice: Show me _____ (this fraction)
with a drawing and the numeric form.
9. Document numerator and denominator on KIM
chart.
Lessons 3:
Lesson 3 Objectives: Students will be able to:
a. differentiate like and unlike fractions
b. order like fractions onto a number line
Math 10. Warmup: Recall Lesson 2 material & review Exit Review Prior Learning
Ticket (CFU). Discussion
11. Like vs Unlike Fractions: Students will listen to a Guided Practice
brief lecture and participate in a discussion about Partner share and explain
like vs unlike fractions.
12. Document like and unlike fractions on KIM chart.
13. Introducing the number line.
14. Guided Practice: Divide a number line into equal
parts. Place like fractions in order onto a number
line.
15. Exit Ticket: Put the following fractions on a number
line: 3/8, 5/8, 8/8.
Lesson 4: Equivalent Fractions
Lesson 4 Objectives: Students will be able to:
a. Draw/construct models using fractions
b. Compare fractions including those with like and
 unlike denominators
Math 16. Briefly Review Lesson 3 material (CFU) Review Prior Learning
17. Hook: Equivalent fractions as pizzas. Is 1/2 of a Discussion
Art pizza and 2/4 of a pizza the same? Why or why Guided Practice
not? Application to real life
Speaking & 18. Introducing equivalent fractions: Can a fraction KIM sheet
Listening have more than one name? Partner practice
19. Record Equivalent Fractions on KIM sheet Partner share and explain
20. Explain that to get an equivalent fraction, the
numerator and denominator must be multiplied or
divided by the same number.
21. Guided Practice: Make me two pizzas. Students
will identify equivalent and inequivalent fractions
by answering the question: Are these pizzas the
same amount?.
22. Partner Pizza: With a partner, students make pizzas
according to the prompt given by teacher. Teacher
will give prompts such as Make me a pizza that is
1/2 pepperoni, 1/4 jalapeno, and 1/4 just cheese.
23. Independent work: Students make their own pizza
using like and unlike fractions and any topping they
choose.
24. Closing: Share with the class about your pizza and
what fractions you used.
Lesson 5: Equivalent Fractions & Simplest Form
Lesson 5 Objectives: Students will be able to:
a. Produce equivalent fractions by multiplying or
dividing (simplification).
b. Identify a fractions simplest form.
Math 25. Warmup: Recall Lesson 4 material. (CFU) Discussion
26. Discuss: Can a fraction have more than one Lecture & Model
name? Guided Practice
27. Explain and model that to get an equivalent fraction, Independent Practice
the numerator and denominator must be multiplied Game
or divided by the same number. Give examples on
whiteboard and have students model equivalent
fractions with their own whiteboards.
28. Intro Equivalent Fractions game:
Students are given Equivalent Fraction Squares
game sheet. Students take turns rolling two die.
29. Students break up into groups of two or three and
play Equivalent Fraction Squares game.
Lesson 6: Adding & Subtracting Fractions
Lesson 6 Objective: Students will be able to:
a. add and subtract both like and unlike fractions.
Math 30. Warmup: recall Lesson 5 material (CFU) Review Prior Learning
31. Adding & Subtracting Fraction lecture: Lecture & Model
adding and subtracting fractions can only be done Discussion
with like fractions. Emphasis on making the Guided Practice
denominators alike by way of Least Common Partner work
 Multiple.
32. Guided Practice on whiteboards.
33. Partner work on worksheets (6.1 & 6.2 in Math-in-
Focus workbooks)
34. Extra Practice worksheets or Equivalent Fractions
game to those that finish.
Lesson 7: Mixed Numbers
Lesson 7 Objective: Students will be able to:
a. relate fractions as more than wholes in the form of
mixed number.
Math 35. Warmup: Recall Lesson 6 material. (CFU) Review Prior Learning
36. Hook: How many pizzas is this? (attention is Lecture & Model
Speaking & called to drawing of one and a half pizza.) Discussion
Listening 37. Lecture: Intro mixed numbers. Guided Practice
38. Guided practice: How we do we make mixed Partner Practice
numbers? KIM sheet
39. Partner practice. Students work in pairs to answer Activity
mixed number problems in workbook (6.3 in Math-
in-Focus).
40. KIM sheet: mixed number
41. Guided practice: Mixed Numbers on a number line
42. Activity: students are given flashcards that have
mixed numbers written on them. Students must sort
themselves into a correct order resembling a number
line. Classmates observing may help.
Lesson 8: Improper Fractions
Lesson 8 Objective: Students will be able to:
relate fractions as more than wholes in the form of
improper fractions.
Math 43. Warmup: Recall Lesson 7 material. (CFU) Review Prior Learning
44. Lecture: Intro improper fractions. Lecture & Model
45. Guided practice: Improper fractions on a number Discussion
line Guided Practice
46. KIM sheet: improper fraction Partner Practice
47. Partner practice. Students work in pairs to answer KIM sheet
improper fraction problems in workbook (6.4 in Activity
Math-in-Focus).
48. Activity: students are given flashcards that have
improper fractions written on them. Students must
sort themselves into a correct order resembling a
number line. Classmates observing may help.
Lesson 9: Renaming Improper Fractions & Mixed
Numbers
Lesson 9 Objective: Students will be able to:
a. decompose fractions into a sum of different parts.
b. rename improper fractions as mixed numbers and
mixed numbers as improper fractions.

Math 49. Warmup: Recall Lessons 7 & 8 material. (CFU) Discussion

50. Discussion: Show an improper fraction on the board Lecture & Model
 (9/8 for instance) and a mixed number (1 1/8) Are Guided Practice
these two the same? Partner practice
51. Lecture & Model: Changing an improper fraction Exit Ticket
into a mixed number by decomposing into a sum of
parts (whole + fraction).
52. Guided Practice: Students use their mini-
whiteboards to rename improper fractions as mixed
numbers.
53. Lecture & Model: Changing a mixed number into
an mixed number by decomposing into a sum of
parts (whole + fraction) and then finding the correct
numerator.
54. Guided Practice: Students use their mini-
whiteboards to rename improper fractions as mixed
numbers.
55. Partner practice: workbook (6.5 in Math-in-Focus:
Renaming Improper Fractions and Mixed
Numbers)
56. Exit Ticket
Lesson 10: Solving word problems
Lesson 10 Objective: Students will be able to:
Decode word problems using appropriate strategies and
knowledge of fractions.
Reading 57. Warmup: Recall Lesson 10 material and review exit Lecture & Model
Math ticket. (CFU) Discussion
58. Intro to Word Problems: What is our first step? Guided Practice
What words tell us what operation to use? Independent Practice
59. Intro to CUBES method: Exit Ticket
Circle the key numbers
Underline the question
Box and math action words
Evaluate: what steps will you take?
Solve and check. Does my answer make sense? What
does it mean?
60. Worksheet 6.8 (Math-in-Focus)
61. Put Operation Clue Words on the document
camera for students to have access to.
62. Give exit ticket
Lesson 11: Review
Lesson 11 Objective: Students will:
Review skills they have learned during the unit.
Math 63. Warmup: Recall Lesson 11 material. (CFU) Independent Practice
64. Give class notice about the assessment to take place Partner Practice
the next day. Participation
65. Cumulative Review Worksheet (Math-in-Focus): 15 Game
minutes are given to complete worksheet alone. If
worksheet is not completed, math partners may
finish the sheet together.
66. Fractions Jeopardy: students participate in a game
that is displayed on the document camera via
 PowerPoint. The game models the show Jeopardy.
The class is split up into teams by table number.
There are six tables in all. Teacher rolls a dice to
determine which table goes first. Each team member
has a mini-whiteboard. A scorekeeper is designated
for the class. Points go to the team that has the
correct answer on their whiteboard and raises their
whiteboards up in the air before any other team.
Lesson 12: Post-Assessment
Lesson 12 Objective: Students will:
a. Compare fractions including those with like and
unlike denominators
b. Produce equivalent fractions by multiplying or
dividing (simplification).
c. Add and subtract both like and unlike fractions.
d. Relate fractions as more than a whole in the form
of improper fractions and mixed numbers.
e. Rename improper fractions as mixed numbers
and mixed numbers as improper fractions.
f. Decode word problems using appropriate
strategies and knowledge of fractions.
Math 67. Give Post-Assessment Post-Assessment
68. Discussion: What was the most challenging part of Discussion
the test? What skills do you think you mastered? Self-Assessment
What skills do you still need help with?
69. Closing: Equivalent Fraction Squares game

Differentiation
LearnerVariabilitybasedoncontentpreassessmentandclassdemographics:
Eight students already seem to have an understanding and mastery of the
targeted content and skills
Nineteen students dont seem to have any background knowledge in studying
fractions.
Four displayed major misconceptions about key mathematical concepts
regarding fractions.
Four students have trouble with multiplication.
Roughly half of the class has trouble with division.
Six students can explain the unit understandings appropriately but had some
gaps in key information.
Nine students can explain unit understandings in a basic way and had
information about a few of the knowledge objectives.
Four students are in an Extended Learning class
Among the students, there are a variety of learning styles and interests based
on an interest/learning style inventory conducted early in the year.

DifferentiatedAssessments:
Achainofongoingassessmentsandformativeassessmentopportunitieswillbeusedtoadaptinstruction
totheneedsofvariouslearnersastheunitprogresses,including:
Pre-assessment student pre-lesson knowledge of fractions and mixed
numbers
For gifted students, additional classwork can be made available.
Formative assessment: Teacher observation and data collection during small
group instruction and interaction to insure misconceptions are cleared up as
they arise.
Conduct teacher talk groups to gauge how students work is progressing,
where they are confused or stuck, how they are using their time, etc. to assist
them effectively.

DifferentiatedInstruction
RWLS.
When reading text, students who have difficulty reading will be provided with
supported reading strategies: e.g., C.U.B.E.S. method, math partners.
In addition to the main text, alternate levels of work of varying levels of
complexity, based on the fractions unit theme, will be offered to all students
to support their understanding of the content.
Key vocabulary will be introduced (front-loaded) using visuals; students will
use a K.I.M. sheet to keep track of key vocabulary. (template attached)
Oral language support: small group work and pair share cooperative
structures will be used to structure academic language and concept
development.
It will be expected that all students will write at their level of skill.

Groupingstrategies
Small group instruction will be used with those students needing extra
support.
Student may choose to work independently or with a partner, if they prefer,
on tasks that are usually set up for groups or teams.

Fairandequalparticipation
Equity is supported through the use of cooperative strategies such as Turn &
Talk and random, systematic calling-on of students during discussions, tasks,
and processing.

Varyingmasterylevelsofcontent
Alternate assignments and tasks are provided to allow students to
demonstrate mastery of the content based on ongoing formative assessment.
Small group mini-lessons are provided to support students understanding of
and work on the material being covered. This would be for any students who
may feel they need extra support or time to work on one of the projects.
Students are offered different challenge levels of work to choose from. All
extra practice work addresses the units goals and objectives.

Studentbehaviorneeds
Two active students have trouble sitting and listening. These two students
often disturb classmates. Both students ae proficient with math, and like to
 finish work speedily. Often, speed is valued over correctness. These students
will be seated away from others. To minimize distraction, they will be allowed
fidget cubes or doodle paper. Extra practice materials will be supplied to
these students if they finish early. An emphasis on taking ample time and
reviewing work will be a focus for these students.
All tasks will be modeled and coached.
Brief, one minute, brain breaks and/or shake it off sessions will be
embedded at about 20 minute intervals depending on lesson flow. Also,
movement of assigned seating to peer/group assignments will insert an
amount of physical activity into the lesson.

Disabilities
Students who have difficulty hearing or seeing will be seated near the front
during direct instruction and presentations. (Mobility issues do not need to be
addressed for this class.)

LearningStyles/MultipleIntelligences/UnderstandingbyDesign
Visual, auditory, and kinesthetic learning opportunities are provided
throughout the unit. The multiple intelligences of Linguistic,
Logical/Mathematical, Interpersonal, Spatial, Body/Kinesthetic, and
Intrapersonal are utilized throughout the lesson.
The three levels of Universal Design for Learning are also embedded in the
unit. Students are: 1) involved in identifying and categorizing information to
set up the foundation for their understanding of fractions and mixed
numbers, 2) involved in planning, performing, organizing, and expressing the
content and concepts surrounding fractions and mixed numbers via the
performance tasks as they move toward demonstrating their understanding
and, 3) engaged in motivating, engaging, challenging, interesting, and
relevant tasks throughout the unit.

Attachments:
Pre/Post-Assessment
KIM sheet
CUBES sheet (example)
Operation Clue Words
Equivalent Fraction Squares
Fraction Jeopardy (not all slides included)
Name:___________________________ Date:_____________________

FractionsPreTest

Whatisthetoppartofafractioncalled?(1point)

Whatisthebottompartofafractioncalled?(1point)

Write>,<,or=intheblank.(2points)
1 2 1 1 1 2
___ ___ ___
4 4 2 4 2 4

1 1 1 4 5 9
2 ___ 2 1 ____ 1 1 ____
2 10 2 8 8 8

Rewritetheseimproperfractionsasmixednumbers.Usesimplestform.
(2pointseach)

16 10
7 8

Rewritethesemixednumbersasimproperfractions.Usesimplestform.
(2pointseach)

1
3
2
4
2
8
Give3equivalentfractionsforthefollowingfraction:
(3points)

1
3

Answerthefollowingquestion.Thenexplainyourreasoning.(3points)
1
Mr.Lottdecidestoshareapizzawithyou.Mr.Lotttakes 2
ofthepizza.
2
Youareleftwith 4 ofthepizza.Isthisfair?WhyorWhynot?
__________________________________________________________
__________________________________________________________

__________________________________________________________

__________________________________________________________

__________________________________________________________
Name: __________________________________ Date:
____________________

K I M
(Key Word) (Information/Definition) (Memory Clue/Picture)

K I M
(Key Word) (Information/Definition) (Memory Clue/Picture)

K I M
(Key Word) (Information/Definition) (Memory Clue/Picture)

K I M
(Key Word) (Information/Definition) (Memory Clue/Picture)
Name _______________________ Date __________________

Circle the key numbers

Underline the question
Box and math action words (in all, each group, total, double, twice, half, etc)
Evaluate: what steps will you take?
Solve and check. Does my answer make sense? What does it mean?

1. Jeremy has 18 marbles. He loses six of them.

a. What fraction of the marbles does he lose?

b. What fraction of the marbles does he have left?

2. One morning, The Shirt Shop sold 15 T-shirts. of the t-shirts were gray. The
rest were white. How many white t-shirts were sold?
Fraction Jeopardy:
Unit Reflection

This unit was challenging. Fractions are such a complicated subject, and to only devote three

weeks to bringing the students from their pre-unit knowledge to knowing how to do the complex skills

we ended with. Renaming improper fractions and mixed numbers seemed to be the most difficult out of

the fraction topics. My original plan to use three weeks turned into a month as some of the lessons

required more time. I spent extra days going over several of the subjects, especially when it came to

mixed numbers and improper fractions. As a few of the students had trouble with multiplication and

division, making some of the tasks (simplifying, regrouping and making equivalent fractions) difficult

for them.

As often as I could, I tried to utilize a real-world connection to a topic that can seem quite

abstract on paper. To do this, I often used pizza as an example. It seems to be a food that brings out

students passions. Students became quite animated over making sure they got their fair share of

imaginary pizza. There were lot of arguments over who was getting more pizza if one student got 3/8

and another student got 2/4.

Another big success was the two games that I played: Equivalent Fraction Squares and Fraction

Jeopardy. Equivalent Fraction Squares closely resembles another game they often play: Multiplication

Squares. This made the game easy to model. At first, they did not enjoy it as much as Multiplication

Squares and I would often get complaints of Cant we just play the multiplication one? As students got

more comfortable with equivalent fractions, however, I heard less of these complaints and I believe their

fraction skills were raised partly due to this game. There was one student who was very weak in

multiplication and division, so I had her play the Multiplication Squares game with an adult in the room.

Fraction Jeopardy was the biggest success I experienced with the level of engagement. Students

were very competitive. They also did a good job of explaining the problems with their fellow students. I

had been worried about students with weaker fraction skills simply copying. I stopped every few

questions to allow winning groups to explain their reasoning. It became my goal that these stronger
students would become teachers to their peers. The only negative part of this game was that I had not

foreseen one groups struggles with the game. As I had grouped teams by table number, I had forgot that

I had sat mostly struggling students at one table towards the front of the room. As this team was made of

mostly students whose fraction skills were not excelling, this team became frustrated as they scored no

points throughout the game. I ended up playing this game one more time, and I made it a point to spread

the skill level more evenly throughout the room.

One thing I wish I would have done was incorporate cultural standards into this lesson. I had an

idea about using totem poles in a lesson where each animal would represent one part of a whole. My

concern was that I lacked knowledge of totem poles, so I did not want to offend anyone by depicting

totem poles in an incorrect way. If I had more time to consult tribal elders or other knowledgeable

persons, I would have added Alaska cultural standard B2: makeeffectiveuseoftheknowledge,skills,

andwaysofknowingfromtheirownculturaltraditionstolearnaboutthelargerworldinwhichthey

live.

The result of the post-assessment were nearly opposites of one another. In the pre-assessment,

many students had prior knowledge of which part of a fraction was a numerator and which one was a

denominator (though often spelled wrong). It was apparent the <, >, = section was guesswork. The

questions regarding mixed numbers, improper fractions, and longer answers were mostly left blank. In

the post-assessment, ten out of the twenty-seven students still struggled with the concepts of fractions.

However, all students achieved a better score than their pre-assessment. It is my belief that with more

time devoted to this subject, the skill level of all students would be raised.