Name: ___Brandon Horton ____________________

MAED 3224
Task 4 Project
Part I: Overview
1. Context for Learning

About the school

1. In what type of school do you teach?
Elementary school:

Urban:

2. List any special features of your school or classroom setting that will affect your teaching in
this learning segment. High amount of English Language learners (Spanish speaking)

3. Describe any district, school, or cooperating teacher requirements or expectations that might
affect your planning or delivery of instruction, such as required curricula, pacing plan, use of
specific instructional strategies, or standardized tests. Usually CMS requires that my
school use the Math Investigations curriculum, as well as the district pacing guide of
units and lessons; however, for my lesson I was able to do a non-Investigations lesson,
and my lesson was at the end of their fractions unit, to review multiplying fractions with
whole numbers.

About the class featured

1. How much time is devoted each day to mathematics instruction in your classroom? 75
Minutes
2. Is there any ability grouping or tracking in mathematics? (Students with special needs,
modifications, accommodations) If so, please describe how it affects your class. The class is
grouped heterogeneously into quads. The class of 16 is split into 4 groups of 4. Each
group has their desks put together into quads, forming cooperative learning groups.
This helps students work together through math problems, and students can help each
other. Students are tested with MAP testing at the beginning, middle, and end of the
year to see where they stand in math. It gives an individual score, and it can also be
broken down into separate math areas, such as algebra, geometry, base ten concepts,
etc
3. Identify any textbook or instructional program you primarily use for mathematics instruction.
If a textbook, please provide the title, publisher, and date of publication. No textbook or
specific program is used in my lesson. However, students do use a grade 4 workbook
from the Math Investigations program in other lessons.
4. List other resources (e.g., electronic whiteboard, manipulatives, online resources) you use for
mathematics instruction in this class. This classroom has access to a Smart Board, to base
10 blocks, pattern blocks, snap cubes, counters, ten frames, and hundreds boards.

About the students

1. Grade level(s): 4th
2. Number of students in the class 16
Part II: Mathematics Assessment Commentary
1. Analyzing Student LearningWhole Class

Lesson Plan Guide

Overall Learning Sequence: Build fractions from unit fractions by
applying and extending previous understandings of operations on
whole numbers.

Date: 3/19/15

Objective/goal: 4.NF.4 Apply and extend previous understandings of multiplication to multiply

a fraction by a whole number. a. Understand a fraction a/b as a multiple of 1/b. For example,
use a visual fraction model to represent 5/4 as the product 5 (1/4), recording the conclusion
by the equation 5/4 = 5 (1/4). b. Understand a multiple of a/b as a multiple of 1/b, and use
this understanding to multiply a fraction by a whole number. For example, use a visual fraction
model to express 3 (2/5) as 6 (1/5), recognizing this product as 6/5. (In general, n (a/b) =
(n a)/b.)
Task(s): Write an equation and determine the total value of each: 1) 4 rhombuses 2) 3 hexagons
3) 9 triangles 4) 4 triangles 5) 11 trapezoids 6) Which is larger: 7 triangles or 4 rhombuses? 7)
Which is larger: 5 trapezoids or 14 triangles? 8) Which is larger: 9 rhombuses or 6 trapezoids?
All under the circumstances that a hexagon is the whole.
Associated concepts: Knowledge of what fractions are (equal parts of a whole), knowledge and
understanding of the operation of multiplication. Knowledge of hexagons, trapezoids, rhombi,
triangles, and experience multiplying whole numbers and fractions previously using the
algorithm
Materials/Technology: Copy of worksheet with tasks on it. 1 for each students. Pattern blocks:
Each student needs at least one yellow hexagon, 3 blue rhombi, 6 green triangles and 2 red
trapezoids.
Anticipation: I anticipate that some students may not know how to go about solving the tasks
and not have a strategy, I anticipate that some students may add fractions, rather than multiply
fractions by a whole number. Some students may have forgotten multiplication is the same as
repeated addition.
Lesson Phase
Description of Activities and Setting

Before- Activate prior knowledge

Call students to the carpet. First begin by holding up

to students 1 pattern block at a time and ask students
to name the shown shape. Review with students what
a hexagon looks like, what a trapezoid looks like,
what a rhombus looks like, and what a triangle looks
like. Tell students that today they will be doing an
activity where they will pretend that a hexagon will
represent 1 whole. Ask students what a whole is.
Review with students what fractions are, and remind
students that fractions are equal parts that make up
the whole.

Make sure problem is understood

Display up on the Smart Board the given tasks. Have

1 student read aloud to the class the task. Ask the
class what the questions are asking. Ask them to put
the task in their own words. Next, right before
sending students to work on the task, point out that
they must write an equation to represent each
situation, and they must determine the total value for
each situation. Ask students again what they are using
as the whole. Point out for the last two problems it
requires them to write an equation and determine the
total, but they must also find out which set of shapes
is greater.

Establish clear expectations

During- Let go!

Students will use the pattern blocks to work through

the tasks on their worksheet. Students will work with
each other on these problems in their cooperative
learning groups at their seated quads. If students need
help, they should try to work these problems with a
partner at their table, before asking the teacher for
help.

Send students back to their tables, and pass out to

each student the pattern blocks and worksheets.
Allow students to begin working without help or
assistance for a little while. Then begin walking
around to check in on students and notice their
thinking.

Walk around and observe students. See if they are

using the manipulatives and putting them together or
Notice students mathematical thinking stacking them on top of a hexagon to help determine
equations and total values. See what else students are
doing with the pattern blocks. See what operation
students are using, repeated addition or
multiplication. See if students are using the correct
fractions to represent a shape, like a triangle as 1/6th
or a trapezoid as for example.

Support

Extend

For students who are struggling, scaffold by offering

a little 1 on 1 help. Help students work through the
first problem of determining the value of 6 rhombuses
without giving away the answer or way to solve the
problem. Ask the struggling students questions to
help them in their understanding and to help lead
them to come up with a way for them to solve the
problem that makes sense to them. Students will be
grouped heterogeneously, so students should also be
able to help each other. Encourage students to help
each other at their tables.

Have students who finish early go back and rewrite

their totals as a mixed number if it isnt already.
Encourage students to use the manipulatives to figure
out what mixed number their total would be. If many
students finish before others, have students make up
new problems and give them to a partner to solve.
The new problems should be in the same format as
the ones they worked on already.

After- Facilitate discussion

(community of learners without
evaluation)

Summarize main ideas

Have students come back to the carpet with their

papers. Have students sit around the outside of the
carpet. The teacher should have 1 set of pattern
blocks at the carpet. Go through a few of the
problems as a class. Have a couple of students share
with the class what they did for each problem. Have
them use the smart board to write on and the pattern
blocks to show the class the strategy they used to
solve the given task. Allow students to ask questions
and make comments accordingly.

Summarize for students the main points brought up

during the community of learners discussion portion
of the lesson. Summarize the strategies that were
shared. Point out and explain that students through
this activity were doing repeated addition of fractions
and specifically multiplication of fraction and whole
numbers.

Central Focus:
The central focus of my lesson is for students to work on multiplying fractions with
whole numbers. Students are given a shape and told how many of that shape they have. Keeping
in mind that a hexagon is 1 whole, they have to come up with an equation to represent the value
of the shapes presented, as well as determine the value. Students must have a conceptual
understanding of fractions of a hexagon and understand that a hexagon is the whole, a trapezoid
is the half, a rhombus is a third, and that a triangle is a sixth. Conceptual understanding is also
present in this lesson because students must understand that they will have groups of a certain
fraction which translates into multiplication (ex: 2 triangles= 2 groups of 1/6, or 2 x 1/6 ) in order
to write their equations. Some students may have conceptual understanding in a different way,
and they may understand the operation as addition because they are putting shapes together, and
they add the fractions. (ex: 2 triangles = 1/6 +1/6) The procedural understanding is present when
they do the standard multiplication and addition using the algorithm on paper.

Evaluation Criteria

Lesson Whole Class Assessment Exit Ticket

1. Imagine that a hexagon is 1 whole. Write a multiplication equation that you could use
to find the total value of 6 trapezoids. Solve the equation and tell the value of the shapes.
Equation:

Value:

2. Which is larger in value 6 trapezoids or 8 triangles? Explain and show how you know.

Whole Class Assessment Rubric

Question 1:
The student wrote a multiplication equation

1 point

The student has the fractional part of the equation correct 2 points
The student has the whole number part of the equation correct 1 point
The student accurately calculates the value 1 point

Question2:
The student answers which set of shapes is greater correct 1 point

The students gives an accurate explanation in words or pictures to support their answer. 4
points

Mastery- 8-10 points

Partial Mastery- 6-7 points

Little Mastery- 0-5 points

Analysis of the Assessment

This assessment was given as an exit ticket following the lesson to assess
students learning. The assessment consisted of 2 short questions very similar to
what students did during their tasks. Question 1 asks students to write an equation
to represent the value of 6 trapezoids if a hexagon is 1 whole. Students conceptual
knowledge is assessed on the assessment because they must realize 1 trapezoid is
of a hexagon, and on the assessment this counts as 2 points. They must also
realize there are 6 of these, so they must realize they have 6 groups of which is
6 x . This counts as 1 point on the assessment for writing 6 as the whole number,
and another point is counted towards the writing of the correct equation. This
measures their conceptual knowledge and students are awarded points for their
conceptual understanding. Students procedural understanding is measured by
seeing if they accurately used the algorithm correctly to find the total value. In
question 2, students are posed with the value of 9 triangles. They must compare the
6 trapezoids to the 9 triangles to see which one is greater. First students conceptual
understanding is assessed by seeing if they are able to apply the same strategies and
thinking to find the value of the 9 triangles as they used to find the value of the 6
trapezoids. Students procedural understanding is again assessed to see if they use
the algorithm correctly to find the value of 9 triangles. Students conceptual
understanding is assessed finally by seeing if they can reason between the two
values to determine which one is greater.

Overview of Assessment Results - 14 students Assessed

11
Number of students who wrote a
multiplication equation in number 1

7
Number of students who have the
fractional part right in number 1
8
Number of students who have the whole
number correct in number 1

12
Number of students who accurately
calculated the value in number 1

9
Number of students who correctly identify
which set of shapes is greater in number 2.

10
Number of students who give an accurate
explanation in words or pictures as to how
they identified which set of shapes had
greater value in number 2

Results ExplainedThe average score on the assessment as a class was 6.7, which fell under partial
mastery. There were a few students who during this assessment didnt really try at all. A
few were much unmotivated to even try or write anything on their paper, even though they
completed the tasks substantially with my help or with a classmates help. This did throw
off the class average overall just a little. It also threw off individual scores as well.
Most of the students were successful in writing an equation to solve question 1. A
majority understood that if a hexagon was 1 whole that a trapezoid would be , and a
majority of students had this conceptual understanding. Many of the students were also
successful and had a procedural understanding in multiplying to calculate the total value
of the shapes. Then again in question 2, a majority of students had the conceptual
understanding in identifying that a triangle is 1/6 of a hexagon, and they would have to
write an equation of 8 x 1/6. A majority of students also had a procedural understanding of
using the algorithm to solve this equation. Finally, a majority of students were successful
in having a conceptual understanding to know that 3 wholes is greater than 1 2/6.
There were a few students who tried really hard on the assessment, but they made
a few errors. Some students missed the directions and did not write an equation at all. I
even had 1 student for question 2 misread the information and calculate the value for 8
trapezoids instead of 8 triangles.
One error that stood out was that I had one student draw pictures, and he
successfully drew the 6 trapezoids to make 1 whole, but for the 8 triangles he drew 8
triangles put together, so they looked like a hexagon. He didnt have the conceptual
understanding that only 6 triangles make a whole, and the 2 left over would be 2/6 of a

whole hexagon. This error didnt allow him to accurately answer the rest of the questions.
Another error included a student writing 2 x 3= 6 wholes for question 1. He drew 6
trapezoids with groups of 2 put together to form a hexagon, which came out to be 3 wholes.
This showed with his equation he didnt have the conceptual understanding that the
trapezoid was equal to . He had the understanding that 2 trapezoids made a whole, but no
understanding of assigning the trapezoid a value of in his equation.
Overall students really as a majority understood the concepts in this lesson and
covered on the assessment. Some students had I learned later a limited writing ability,
which may have played a part in their performance on this assessment. Attached are copies
of student assessment, which reflect many students did show a strong conceptual and
procedural understanding on this assessment.

2.

Analyzing Student Learning1 Focus Student

The following student is the student who I selected to target as one of my struggling
students. This student as seen here in his work struggled with the concept of thinking of each
shape as having a fractional value. He did not have the conceptual understanding that a
triangle has a fractional value of 1/6, if the whole is a hexagon, or that a trapezoid was of
a whole hexagon, and this student really didnt have the understanding of thinking of a
hexagon as a whole, which was shown because he never gave any of the shapes a fractional
value.
From his work here, on the assessment it had asked for this student to write an equation
to calculate the value of 6 trapezoids. This student drew a picture of 6 trapezoids, but he did
not write an equation or label any of the pictures showing that a trapezoid is1/2, which
resulted in him not being able to write the equation or calculate the total value. For the
second question, again this student was supposed to calculate the value of 8 triangles, but this
student again only drew 8 triangles separately, not realizing that they each had a value of 1/6
. The last part of the question asked for which was larger, 6 trapezoids or 8 triangles. He was
able to look at his pictures to see which was larger, and he was successful in identifying the 6
trapezoids as being larger; he circled the 6 trapezoids to show which was greater. I could tell
he had the conceptual understanding that 3 triangles make a trapezoid, as he numbered the
triangles in his trapezoids. This students overall struggle was assigning fractional value to
each geometric shape if a hexagon is the whole. He never once as shown in his work wrote
fractional values or labeled the shapes as having a fractional value.

3.

Developing Students Mathematical Understanding

Date: 3/20/15 Lesson Plan Guide

Objective/goal:
3.NF.1

Understand a fraction 1/b as the quantity formed by 1 part when a whole is

partitioned into b equal parts; understand a fraction a/b as the quantity formed by
a parts of size 1/b.

4.NF.4

Apply and extend previous understandings of multiplication to multiply a fraction by a

whole number.

Task(s): Given a hexagon as the whole, determine the fractional value of a triangle, a rhombus, and a
trapezoid. Explain verbally and reason as to how you know.
Associated concepts: Knowledge of geometric shapes, including hexagons, triangles, trapezoids, and rhombi.
Some knowledge of knowing what fractions are (equal parts that make up a whole). Knowledge and experience
with multiplying whole numbers by fractions.
Materials/Technology: pattern blocks, hexagons, trapezoids, rhombi, and triangles, math journal
Anticipation: I anticipate that my student may struggle a little to apply his knowledge of fractions to the visual
model of pattern blocks.

Lesson Phase

Before

Activate prior
knowledge

Make sure problem is

understood

Description of Activities and Setting

Begin the lesson by drawing a picture on paper of a square

divided into 4 equal parts, and shade in 2. Ask the student what
fraction of the square is shaded. Review with the student that
when we have fractions the whole is always cut into equal pieces.
Review and discuss with the student what denominator and
numerator means. The denominator tells how many equal parts
are in the whole, and the numerator tells how many equal pieces
of the whole we are concerned about. If the student needs further
review present a couple more shapes with equal parts and shaded
regions. Discuss what fraction of the region is shaded; discuss the
numerator and the denominator. Show the student the shapes, the
hexagons, the trapezoids, the triangles, and the rhombi. Ask the
student to name each shape. Ask the student to tell which shape is
the largest out of the 4 shapes and how they know. Once they
figure out that a hexagon is the largest of the shapes, ask the
student if it is possible to use any of the other shapes to make a
hexagon. Have the student construct a hexagons using the shapes.
Review with the student that Then present the focus task to the
student.

Ask the student to put the task in their own words. Clarify any
misconceptions the student may have.

Establish clear
expectations

During

Let go!

The student should use each of the shapes to figure out the
fractional value of each one compared to the whole hexagon. The
student should verbally speak and talk through his problem
solving strategy.
Allow the student to begin working with the shapes and figuring
out the value for each shape.

Notice students
mathematical thinking

Ask the student questions to help guide in their thinking. How

many triangles make a whole hexagon? Then what fraction is 1
triangle of a whole hexagon? How many trapezoids make a
hexagon? What fraction is a trapezoid if 1 whole is a hexagon?
How many rhombi make a whole hexagon? What fraction would
1 rhombus be if the whole is 1 hexagon?

Support

Scaffold and assist the student in their thinking where necessary.

Have the student verbally explain their thinking process and how
they figure out the value for each shape if 1 whole is a hexagon.
Have the student be hands on, and encourage them to use the
shapes to solve the task.

Extend

After

Summarize main ideas

Now that the student has developed a conceptual understanding of

assigning fractional values to each pattern block. Have them figure
out how much 2 triangles would be, how much 3 tringles would be,
how much 2 trapezoids would be , and how much 3 rhombi would be.
Allow the student to work these problems using the manipulatives
and their math journal. If the student hasnt figured out how to do
this, suggest that they can use multiplication to help them solve this
task. Scaffold if necessary, and talk the student through their problem
solving if they need it.

Summarize by reviewing with the student the definition of

fractions, the meaning of numerator and denominator, and review
with the student how they went about figuring out the fractional
value of each shape. Then review with the student how they used
multiplication of a whole number and fraction to solve the
extension problems.

Overview of Reengagement Lesson

targeted learning objective/goal

The targeted goal for my student was for them to take their knowledge of fractions and apply
them to the pattern blocks. I wanted my student to be able to understand that if a hexagon is a
whole, the each of the other shapes can be thought of as a whole. I wanted my student to identify
the fractional value of each shape and demonstrate a reason as to how they determined that
value.
State-adopted academic content standards and/or Common Core State
Standards,
3.NF.1
Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b
equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b.
4.NF.4
Apply and extend previous understandings of multiplication to multiply a fraction by a whole
number.

Strategies and learning tasks to re-engage students (including what you and the
students will be doing)
This reengagement is very similar to the initial task that was done in the whole class, except for
this lesson is very 1 on 1. My student in the whole class lesson struggled to apply his knowledge
of fractions to the pattern blocks. He just wasnt able to fully comprehend that each type of
pattern block could be used to make a whole hexagon giving each block a fractional value, and
so the strategy that I use to reengage him is to just have him work slowly and steadily with the
pattern blocks and reason with them to find a fractional value for each one. This reengagement is
hands on; its 1 on 1 with me, and its all verbal, allowing the student to talk his way through this
process. I later extend the activity with him once he had this conceptual understanding of each
block having a fractional value. I bring in the same concept that was covered in the whole class
lesson, which was multiplying a whole number by a fraction. By this point my student already
determined and reasoned the values of each pattern block, so now all he has to do is take these
values and multiply them by a whole number. See lesson plan for more detail.
Representations and other instructional resources/materials used to re-engage
students in learning
The following material were used to reengage the student: pattern blocks including hexagons,
trapezoids, rhombi, and triangles, and students math journal

Assessments for monitoring student learning during the lesson

To assess my students learning, I gave my student some of the same exact problems he

had worked on yesterday during the whole class task. Originally when he worked on the given
task he had struggled to complete them without his conceptual understanding of assigning value
to the pattern shapes. In this assessment he completed on his own the following 5 multiplying
fractions with pattern block problems.

Write an equation and determine the total value of each:

1) 4 rhombuses 2) 3 hexagons 3) 9 triangles 4) 4 triangles 5) 11 trapezoids

Below find attached a copy of the students assessment.

4.

Analyzing Teaching
As shown in the students sample work, it is evident that my student had made great

improvement in constructing conceptual knowledge of the objectives covered in this lesson.

Prior to this reengagement, my student had a hard time understanding conceptually that each of
the pattern blocks individually had a fractional value if you compared them to a whole hexagon.
My student didnt make this connection before. He had known that he could build 6 triangles to
make a hexagon or could build 2 trapezoids into a hexagon, but he didnt realize there could be
fractions involved. In fact it definitely showed when I worked one on one with him during my
reengagement. The methods I used during my reengagement were surely effective in my student
developing an understanding of assigning fractional values to each geometric shape. My student
really needed the extra scaffolding and 1 on 1 help to talk him through the reengagement task.
Just by me talking to him and asking him questions like how many triangles does it take to form
a whole hexagon, and are all the triangles the same size, and what fraction do you think we could
use to represent a triangle if the hexagon is a whole, really helped him begin to see this concept
through a hands on approach.
My student made great improvement as shown on this last assessment. He had the
procedural understanding down on how to multiply whole numbers and fractions already from
previous lessons in class, but before the reengagement he was thrown off by the pattern blocks.
On this assessment he was able to correctly identify which fraction value would go with each
shape, and he definitely understood that the whole number would be how many of that shape he
had. He was successful in writing an equation and solving it correctly for all but one of the
questions. For 3 hexagons he wrote 1/3 instead of 3, which could have been a minor error on his
part. However, even so, it is clear that from my informal observation of him during the

reengagement lesson and his work on this assessment that he had full mastery of this objective,
and he showed great growth compared to the last assessment and lesson.