Clinical Assignment

1. Identify the standard that your teacher will be addressing and paste it below.

NC.3.NF.1 Interpret unit fractions with denominators of 2, 3, 4, 6, and 8 as quantities formed when a whole is partitioned into equal parts.

2. Pick a task and include it here.

Part 1:
• Distribute Ben’s Backyard handouts to students.
• Draw students’ attention to the representation of Ben’s backyard.

Ben’s Backyard
• Read task: Ben is drawing plans for his new backyard. He wants to partition his yard into thirds. One third will be a garden.
One third of the yard will be grass, and one third will be a pool. Show one-way Ben could partition his backyard. How can
you prove that your drawing is equally partitioned into thirds?

Part 2:
Ask: How many other ways could Ben partition his yard?

3. Anticipate the variety of ways students might go about solving the task. Use the Unpacked Standards to help you, if necessary.

I think students will partition the rectangle with two lines horizontally or 2 lines vertically. In their description, they might say
something like they can prove their drawing because they divided the rectangle into 3 equal parts.
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4. What are the concepts that are being addressed by this task? Some possible examples:
• The equal groups meaning of multiplication
• The “times as many” meaning of multiplication
• The relationship between multiplication and addition
• The relationship between multiplication and division
• The partitive meaning of division; the measurement meaning of division
• Place value (particularly with multi-digit calculations or decimal calculations)
• The distributive property (decomposing factors in order to multiply)
• The associative property (adding numbers in whatever order is easiest)

5. There are many other possibilities. What concepts are being addressed in your task?

• The part of a whole concept

• Comparing equal parts concept

6. What are the procedures students might use to solve your task? Some possible examples:
• Multiplying by direct modeling, skip counting, repeated addition, derived facts, recall
• Dividing by direct modeling repeated subtraction, using multiplication, recall
• Multiplying multidigit numbers using array models, partial products, standard algorithm
• Finding area or volume by counting, using repeated addition, using multiplication

There are many other possibilities. What procedures are being addressed in your task?

• Create logical representation to explain their solution to word problem.

• Understand fractions are composed of multiple copies of the same unit fraction.
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7. Develop a rubric to analyze the work sample (either use the Explore task work or a similar exit ticket). Your rubric must have
conceptual understanding, procedural fluency and either problem solving or reasoning.

Proficient Developing Beginning

_3_ pts _2_ pts _1_ pts
Conceptual Representation drawn Drew 5 partitions, but Representation drawn,
understanding (showing and labeled 6 parts no included Taylor’s but less than 5 parts
that they understand correctly partition of the candy divided or labeled.
what the operation bar
means, the place values
involved, being able to
draw the picture to
represent what is
happening) 3 pts
Procedural Fluency Wrote the correct equal NA Wrote the wrong equal
(doing the calculations parts and unit fraction parts and/or unit
correctly) 3pts fraction
Reasoning (making a Representation Representation didn’t No representation
claim and providing presented evidence of support the answer of
evidence to support the how the student solved equal parts or unit
claim). 3pts the problem fraction
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Lesson plan 1 Student Teaching edTPA Indirect Instruction Lesson Plan Template

Subject: Math Central Focus: Understand fractions as numbers.

Common Core/Essential Standard Objective:

NC.3.NF.1 Interpret unit fractions with
denominators of 2, 3, 4, 6, and 8 as quantities Date submitted: 3-12-2019 Date taught: 3-15-2019
formed when a whole is partitioned into equal parts.

Daily Lesson Objective: The students will show understanding by drawing and expressing fractions as parts of whole, by
scoring 4 out of 5 problems correct.

21st Century Skills: Academic Language Demand (Language Function and

Vocabulary):

Prior Knowledge: multiplication, geometry, working on fractions for a week

Activity Description of Activities and Setting Time

Part 1: 3 minutes
• Distribute Ben’s Backyard handouts to students.
• Draw students’ attention to the representation of Ben’s
backyard.

1. Engage

Ben’s Backyard
• Read task: Ben is drawing plans for his new backyard. He
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wants to partition his yard into thirds. One third will be a

garden. One third of the yard will be grass, and one third will
be a pool. Show one-way Ben could partition his backyard.
How can you prove that your drawing is equally partitioned into
thirds?

Part 2:
Ask: How many other ways could Ben partition his yard?

I will walk around and see which way the students are partitioning the 5 minutes
backyard. There are only 2 different ways, so it shouldn’t take them too long.
I will look for a least one sentence describing how they know that the parts are
equal.

If they get stuck, I will ask: How are we dividing or partitioning the backyard?
2. Explore
Ok, how many parts does that mean? Ok, so can you draw 3 equal parts inside
the box?
If students finish early, I will tell them that Ben decided to partition his
backyard into sixths and if they can update their drawing showing that
information.

Once I see that everyone is done, I will ask a student to come up to the board 10
and draw their backyard. I will ask if anyone drew anything different and minutes
allow that student to draw another version on the board. I will explain that
both drawings were correct because the backyard boxes both had 3 equal
3. Explain
parts. I will erase one of the lines on a backyard and draw an unequal part. I
will ask if this drawing works on showing equal thirds. The students should
say no and explain that all the parts aren’t equal.

I will pass out the fraction worksheets and as they work on it, I will walk 20
around and guide the students through. If they get stuck on number 4, I can minutes
4. Elaborate
ask them to write a fraction for how many thumbs they have from their
fingers. I can also refer to anything else in the room that shares equal parts.
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Informal assessments: The drawings and explanation on Ben’s Backyard sheet

will help me see what the students are struggling with and what I need to go
over more.

Formal assessments: I will collect the What is a Unit Fraction worksheet. I

will use the rubric below to assess the students’ comprehension.

0-1 correct 2. 2-3 correct 4-5 correct

5. Evaluate Needs more work 3. Progressing Meets Expectation
Assessment Methods of • Student is Student does some: • Student
all objectives/skills unable to • Student partitions
partition a understands accurately and
whole into partitioning but uses proper
sixths and may understand language and
needs how to write the mathematical
remediation on fraction form of reasoning.
fractions. the drawing.

6. Assessment Results of
all objectives/skills
Targeted Students Modifications/Accommodations Student/Small Group Modifications/Accommodations

Materials/Technology: handouts

Reflection on lesson:
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Ben’s Backyard (Launch/Task)

Ben is drawing plans for his new backyard. He wants to partition his yard into thirds. One third
will be a garden. One third of the yard will be grass, and one third will be a pool. Show one-
way Ben could partition his backyard.

Ben’s Backyard

How can you prove that your drawing is equally partitioned into thirds?
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How many other ways could Ben partition his yard?

Show your solutions on the back of your paper.

8. Next, you will score all the work samples with the rubric. Create a table that helps you find patterns. SAVE ALL
YOUR WORK SAMPLES. Eventually you will turn in the work samples from the 3 focal students. Write a grade for
conceptual understanding (CU), procedural fluency (PF), and either reasoning (R) or problem solving (PS)

Student Conceptual Procedural Fluency Problem Solving or

understanding score Score Reasoning Score
Student 1 3 3 3
Student 2 3 3 3
Student 3 3 3 3
Student 4 3 3 3
Student 5 3 3 3
Student 6 3 3 3
Student 7 3 3 3
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Student 8 3 3 3
Student 9 3 3 3
Student 10 2 1 3
Student 11 2 1 3
Student 12 2 1 3
Student 13 3 1 3
Student 14 2 1 2
Student 15 2 1 2
Student 16 2 1 2
Student 17 2 1 2

Summary Table
Rubric Score 1
Conceptual 44/51
understanding
Procedural Fluency 35/51
Reasoning 47/51

9. From your analysis of whole class student learning, identify one area where students tended to struggle mathematically. Select 3
student work samples that represent the struggles in this area. These students will be your focus students for this task. At least one
of the students must have specific learning needs, for example, a student with an IEP (Individualized Education Program) or 504
plans, an English language learner, a struggling reader, an underperforming student or a student with gaps in academic knowledge,
and/or a gifted student needing greater support or challenge.

I choose 3 students that struggled the most and one of the students happen to be an ELL student.

10. What do these 3 students’ errors tell you about their mathematical understanding? If they are having trouble showing conceptual
understanding, what concept are they not understanding? If it is subtraction, for instance, are they not demonstrating that they
understand what subtraction means, or are they having difficulty showing what occurs during regrouping?
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These 3 students really struggled with comprehending the word problem. The problem asked them to include Taylor’s part of sharing
the candy bar. The students either didn’t pay attention or didn’t know that they should have included Taylor’s part in their
representation. Conceptually, they understood that they were partitioning the whole candy with at least 5 friends but were forgetting
to add Taylor as the 6th piece threw their answers off. I couldn’t reteach my small group lesson until a week later, so the students
continued to work on fractions during math time. I realized that my word problem was worded a little tricky, so it threw them off.
Since they were able to tell me the correct parts and write the correct unit fractions based upon what they drew as the
representation(even if it was wrong), I just needed to take a step back and let them look at more representations and work with adding
parts in word problems.

11. Based on your analysis of the focus students’ work samples, write a targeted learning objective/goal for the students related to the
area of struggle. This should be different than your original objective from your lesson because it should target the issue the three
students were demonstrating.

The students will demonstrate understanding of fraction word problems by drawing representation and writing unit fractions with at
least 80% accuracy.

12. Then you will plan a re-engagement lesson. You do not need a formal lesson plan for this lesson. Just describe the following:
• Targeted learning objective/goal
• NC Standard
• strategies and learning tasks to re-engage students (including what you and the students will be doing)
• representations and other instructional resources/materials used to re-engage students in learning
• assessments for monitoring student learning during the lesson (e.g., pair share, use of individual whiteboards, quick quiz)

GOAL: Students should be able to read a word problem and draw an accurate representation, know how many parts are in the whole,
write a unit fraction and fraction of the remaining partitions.

STANDARD: NC.3.NF.1 Interpret unit fractions with denominators of 2, 3, 4, 6, and 8 as quantities formed when a whole is partitioned into
equal parts.
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STRATEGIES: We played Fraction Bingo, where I showed game cards with bar representations and the students found and covered
up the correct written fraction corresponding to the picture. Some of them still had to count the total parts on the game cards larger
than 1/2, so they still need more work with representations. They really liked the game, so we played the game about 5 times. The
students said it was easy. I asked several questions about how many total parts do I have if I share brownies with 3 people, 5 people
and 9 people. They were quick to answer correctly. I gave them a quick assessment, so I could see how much they learned. It was very
similar to the first handout they completed during my first lesson. (My teacher said that they have been struggling with labeling
fractions on a number line, so I threw the last question in. I was scoring at only the first 4 questions though). It was exciting to see that
they were able to draw the representations correctly and identify the unit fractions and remaining partitions fractions correctly. I think
it was the combination of the students being exposed to similar material, so they knew what to look for and they had more practice
seeing and partitioning fractions representations.

13. Use a similar rubric to the first one in order to describe whether the focus students showed growth after your re-engagement
lesson, in terms of your targeted objective.

Proficient Developing Beginning

_3_ pts _2_ pts _1_ pts
Conceptual Representation drawn Representation has only Representation drawn,
understanding (showing with 8 equal parts 7 partitions but not divided
that they understand
what the operation
means, the place values
involved, being able to
draw the picture to
represent what is
happening) 3 pts
Procedural Fluency Wrote the correct equal NA Wrote the wrong equal
(doing the calculations parts and unit fraction parts and/or unit
correctly) 3pts fraction
Reasoning (making a Representation shows Representation doesn’t No representation
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claim and providing evidence of how the support the answer of

evidence to support the student solved the equal parts or unit
claim). 3pts problem fraction

Student Conceptual Procedural Fluency Problem Solving or Rubric Score 1

understanding score Score Reasoning Score
Student 1 3 3 3 Conceptual 9/9
understanding
Student 2 3 3 3 Procedural Fluency 9/9
Student 3 3 3 3 Reasoning 9/9
SAVE WORK SAMPLES FROM YOUR RE-ENGAGEMENT LESSON. You will need to turn in samples from each of your focal
students.
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Once you have completed your work at your school site, I will give you a chance to practice writing your commentary for your
portfolio in the official templates. It will be a lot of cut and paste from this document, with some additional details.