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Curriculum ProjectVMI Cohort 2014Heidi Whipple, M.Ed.April 29, 2016

FractionsGrade 5

+Introduction

Fractional Reasoning Job Changed from Grade 2 to Math

Coach/Interventionist Stats I research Journal

Intervention Coaching Fractional Reasoning

MSL- my fraction background was all procedural Wanted visual and spatial ways of teaching fractions

+Boulder Valley School District5th Grade AssessmentPlace these numbers on the number line.p

+Assessment and Intervention

At the beginning of this year: 0% of 5th grade students could place fractions and mixed

numbers on a number line 20% of 5th grade students knew their multiplication facts

Spent September-December learning: facts 2 digit x 2 digit multiplication using partial product and area

model pictures extending to larger numbers introducing the traditional algorithm Applying learning to real problems

+Who are these kids?

Chose to focus on Grade 5 class 11 Students 5 girls 6 boys 2 in Evaluation Process 1 Severe Emotional Trauma All in General Ed. Class

+OGAP Fractions Assessment

Training in late November Fractions Standards Progression Sheet OGAP Fraction Framework

Non-fractional Early Fractional Strategies Transitional Fractional Strategies Fractional Strategies

Pre/ Post Assessments Item Bank

+Pre Assessment

Reviewed grades 3-5 assessments Grade 5 could not answer the 5th grade questions I chose to pre assess the 5th grade class with the 4th

grade OGAP assessment. Based on the results, I highlighted the standards that

needed to be taught. Teacher agreed to let me teach one 45 minute fraction

lesson per week starting in January

+Grade 5- Pre Assessed with the 4th grade OGAP assessment

+Lessons

Is a fraction a number? Unit fractions- All fractions made up of iterations of unit

fractions Fraction magnitude Number line model practice Visual Representations +/- Fractions with unlike denominators Finding fraction of a whole set (1/4 of 24)

+Formative Assessment

Dylan Wiliam’s Embedded Formative Assessment

End of Lesson Reviews Exit Tickets Activate learners as owners of their own learning Feedback

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Exit Ticket from Lesson 1

+Visual Representations

DRAW A PICTURE!!! (DAP)

Having a variety of visual representations for fractions helps students to make sense of different contextual problems

As a class, we made a poster of unit fractions as bar models, circles, and number lines. Different pictures will help in different situations. Students used their poster as a tool while solving problems.

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Visual Representations

+Screening Data

+Dibels Fact Sheet

+“Activate learners as owners of their own learning” Dibels screener had an unintended outcome Progress Monitoring with graph Students began to ask to be taught about certain

problem types Students began to see learning something you gain

through effort

+Student Work SamplesPlacing Fractions on a Number LinePre 0% Post 45%

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+Shade 3/8 of a RectanglePre 0% Post 82%

+Post test #3

+Post test #3

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+ Pre Assessment Student Data Analysis

+ Post Assessment Student Data Analysis

+Pre/Post SBAC Block Assessment

+Post Assessment Data

Comparison graphs for OGAP Fractions Pre and Post Assessment- Grade 4 Test

SBAC Block assessment data- Pre and Post assessment- Grade 5 Test

Correlation between performance on Post Test OGAP Fractions Grade 4 test and Post Test SBAC Fractions Grade 5 Block Assessment

N=11

Total Percent correct out of 8 questions

N=7N=7

R value = .795

+References

Wiliam, D. (2011). Embedded formative assessment. Bloomington, IN : Solution Tree Press.

Boulder Valley School District, https://sites.google.com/site/mathscreeners/home/number-sense-screeners-2013-2014