1

Erika Oertle
SPED 498-Internship
Signature Assessment #5
Evidence of Student Learning (ESL)

2
Part A: Learning Context, Topic, & Objective
Franklin Elementary School is a primary elementary school located in
Reisterstown, Maryland, encompassing grades K-5. The school has a total enrollment of
498 students. Enrollment by race/ethnicity includes 74 percent Caucasian, 19 percent
African American, 5 percent Asian, and 3 percent Hispanic. 13 percent of Franklin
Elementary students receive Special Education services. Less than 5 percent of all
students are LEP or have a 504 plan in place. The school has a high level of parent
involvement, making Franklin Elementary a positive environment for learning! The class
I will be teaching this unit plan for is made up of 11 students all receiving special
education services in an inclusion setting. All students have an IEP. Students push in from
all different grade levels for Math and Reading instruction, making this class a resource
room. Being that it this is an inclusion setting, one student pushes in from 2nd grade, four
from 4th grade, and six students from the 5th grade. There are three Caucasian males
whose first language is English. There are two Caucasian females whose first language is
English. There are also five African American students whose first language is also
English. A cultural difference that effects instruction in my room are our two ELL
students whose English proficiency does not meet their grade level. Lastly, the youngest
male who is in 2nd grade, receives services in Physical Therapy, Occupational Therapy,
Adaptive P.E, as well as Speech, which qualify him to use a device and scribe, based on
his IEP. There are many disabilities and diagnosis that exist in the classroom. Three of
our students have Autism, one more severe than the other. Two of our students have been
coded for ID and ADHD. Other students are coded for SLD. Based on these
circumstances; three ability levels were created in the classroom. Assignments and

3
assessments were modified according to each groups ability level. The students in the
class range from a primer-first grade level in the area of oral and written language
development to an instructional third grade level.

The lessons I will be teaching fall into the Number and Operations- Fractions
domain of the Common Core. The specific standard is 4.NF.A.1-2: Students use visual
manipulatives to find equivalent fractions for whole numbers. The essential skills and
knowledge students will need to master this objective are: the ability to understand the
different parts of a fraction, drawing a picture representation of a fraction, and being
familiar with viewing pictorials of items divided up into equal parts and explaining how
many parts are shaded in. After administering a formative pre-assessment including all

4
aspects of this standard, I discovered that I would need to break up the fractions unit into
sections in order to cover the most important aspects of this standard. By the completion
of this unit plan, the students will be able to master the objective. The objective is to use
area models to identify and create equivalent fractions.

Part B: Assessment Plan

For the pre-assessment, the students completed an informal inventory. I began by
administering a pre-assessment test that required them to answer a set of 8-9 questions
pertaining to fractions and equivalent fractions. This pre-assessment was administered in
order for me to gather information based on their prior knowledge and acquisition of
previous learned skills in other grade levels. I used the answers and performance of each
of my students from this informal inventory to determine baseline data for the unit plan
prior to instruction. Every student scored below 50% on this pre-assessment.
The summative assessment for this unit measured the students knowledge of the
targeted Learning Goal: The student will use visual manipulatives to find equivalent
fractions for whole numbers. The summative assessment was in the form of a test, which
students completed with their usual testing accommodations. The summative assessment
covered pertinent vocabulary relating to fractions for example numerator, denominator,
equal and unequal, fractions of a group or set, and equivalent fractions. To score this
assessment, I converted the raw scores to percentages.
I used formative assessments during and after each one of my lessons in order to
drive my instruction for the following day. Many of my formative assessments were more
formal than others. I incorporated an exit ticket or short activity such as a gallery walk at

5
the end of each lesson to act as a closing activity. This helped me to measure
understanding and observe overall student progress. Students were also given individual
white boards. This allowed for maximum engagement as well as to actively involve them
in the learning process. They were asked to record an answer and hold it up based on
what they thought. In addition to these closing activities, I also checked for understanding
using formative assessments during instruction using things such as a thumbs up or
thumbs down. Assessments were graded after the completion of each lesson and
calculated and raw scores were then converted to percentages. Students used both words
and pictures to make connections and increase memory. This dual coding helped me to
address classroom diversity and measure different ways of understanding. I also made
sure to check in with each student individually throughout the lessons rather than just
asking the whole group. I consistently facilitated during whole and small group
instruction in order to record anecdotal notes when observing my students progress. This
gave me a clearer picture of who was really acquiring the necessary skills and knowledge
throughout the lesson and who mightve needed more assistance.

Part C: Instruction
Each objective for each student was embedded in the formal lesson plan.
Objectives were posted on the white board daily and also represented in our flipcharts
during whole group instruction. Based on the pre-assessment data, students had a fairly
good understanding of equivalent fractions overall, but they still continue to struggle here
and there with identifying harder equivalent fractions when representing them without the
use of an area or pie model. Based on this pre-assessment data, I made the instructional

6
decision to compile a general review of fractions. This would include introducing the
term equivalent early in the unit to primarily focus on pertinent vocabulary that we would
be using throughout the entire unit. After reviewing the pre-assessment data, it helped me
to ensure that objectives were met for each day in order to gauge instruction. In order to
keep my students motivated and engaged throughout this unit, I incorporated multiple
forms of technology, hands-on activities, and student-centered learning. I posed questions
throughout instruction to activate prior knowledge and encourage critical thinking. New
knowledge regarding vocabulary on equivalent fractions was introduced in whole and
small group activities. I was able to model with manipulatives and guide my students
during continuous guided practice in small group rotations. Once they mastered this, I
provided them with independent practice opportunities where they worked individually to
practice representing equivalent fractions with area models. In regards to formative
assessments, I made sure I checked in individually with each student and provided them
with feedback based on their responses. Feedback was given to each student following
the lesson and provided them with the opportunity to hear their successes or areas of
improvement for the next day. I would definitely say these formative assessments were
the most important part of my lessons. I took the formative assessments as important
checks for understanding in order to decide if it was appropriate to move on.
Each of my lessons was extremely differentiated based on my specific group of
students. Because of the three distinct levels of ability in the class, I tailored my lessons
to three different levels. This included the types of questions I asked each student during
the lessons in addition to altering their formative/closing assessments at the end of the
lessons. My low students received IEP accommodations when completing tasks such as a

7
scribe or device in order to be actively engaged. Students also received extended time to
complete activities and assessments. Knowing my students and knowing their abilities
played a significant role in assigning them appropriate and differentiated material.

Lesson 1: Equivalent Fractions: Area Models

Lesson 2: Equivalent Fractions: Pie Models
Lesson 3: Equivalent Fractions: Area & Pie Model Review

Pre-Assessment Sample:

Lesson 1:

Equivalent Fractions: Area Models

DESCRIPTION
In this lesson students will:
1. Identify equivalent fractions through the use of area models.
2. Create an area model of an equivalent fraction when given a fraction.
3. Identify an equivalent fraction when given a fraction and an area model.

PREREQUISITES
Students should be able to:
1. Understand the parts of fractions and be able to create them.
2. Be able to draw a picture representation of a fraction.
3. Students should be familiar with viewing pictorials of items divided up into equal parts
and explaining how many parts are shaded in, and be able to identify equal parts of a
whole.

ESTIMATED TIME
1 hour

PURPOSE
Classroom Instruction

GRADES
2nd, 4th and 5th grade

CONTENT AREA
Mathematics

COMMON CORE
Mathematics
Number and OperationsFractions
0
0

Extend understanding of fraction equivalence and ordering.

CCSS.Math.Content.4.NF.A.1 (grade 4): Explain why a fraction a/b is
equivalent to a fraction (n a)/(n b) by using visual fraction models,
with attention to how the number and size of the parts differ even though
the two fractions themselves are the same size. Use this principle to
recognize and generate equivalent fractions.

INSTRUCTIONAL GOALS
In this lesson, students are introduced to equivalent fractions using an area model. When
students use area models, they can color, fold, or divide a grid into equal parts. Area
models generally show fractions as part of a whole, and help to create an understanding
that equivalent fraction models can be used to find different names for a fraction.

OBJECTIVE
I can use area models to identify and create equivalent fractions.

VARIABILITY
I am aware that all of my students will learn better when information is presented in
multiple ways. This lesson will support the varying needs of all students within the
classroom. All materials, methods and assessments will give students the ability to
interact and demonstrate their learning in order to meet their instructional goals. Students
in this class are in grades 2nd, 4th, and 5th. Materials will be modified to meet their grade
level standards as well as the needs of each individual student. Materials will be adapted
for our 2nd grade student in order for him to demonstrate his learning. Students in the 4th
and 5th grade will have more background knowledge and will be able to understand the
fractions unit better than our 2nd grade student. The 2nd grade student will need explicit
descriptions, models, use of visuals, and multiple choice answers in order to complete his
small group classwork and exit ticket assessment. He will also need a reader and scribe.

FORMATIVE ASSESSMENTS
The students will complete an exit ticket immediately following small group instruction
that will reinforce the concept of identifying and creating equivalent fractions through the
use of area models. I will be monitoring the students as they work independently. I will
be engaging students who seem to be struggling with guiding questions and prompting.
All assessments will be modified for all students based on their ability level.

10

OPENING
Anticipatory Set
Students will first begin on the carpet with a discussion about what they learned
yesterday. We will review the term "equivalent" and access their prior knowledge of what
an equivalent fraction is. I will guide the students to the understanding that in
mathematics, equivalent means the same or equal. It will be important to also stress that
equivalent fractions can be two different looking fractions, however, having the same
value. Students will refer to a teacher created flipchart that reviews this math vocabulary
and introduces them to the understanding that equivalent fractions can also be represented
using area models. An area model definition and representation will be displayed on the
Promethean board. Students will have a concrete understanding of what area models look
like as well as their purpose at the end of the whole group activity.
To grab students attention, students will be positioned around the perimeter of the carpet.
We will begin by having a discussion about our Hershey Bars. I will model for them how
to break up the Hershey Bar into equal parts. Each student will be given a Hershey Bar to
follow along with and represent our equivalent fractions. (They will be instructed to only
eat the chocolate at the completion of the lesson.)
To grab students' attention, two unwrapped Hershey's chocolate bars will be displayed on
the carpet. I will begin by asking students:
Would you rather...
Have 1/2 of the Hershey's bar, or 6/12 of the Hershey's bar?
Have 1/4 of the Hershey's bar, or 3/12 of the Hershey's bar?
Why? We will discuss our understanding as a group. It will be important for students to
see that these two fractions are equivalent regardless of the amount of pieces of
chocolate. I will have them explain their reasoning using the math language.
As we continue, I will follow up by asking what group of chocolate the students would
prefer. This will help them realize that both groups are equal, regardless of the number of
pieces in the group. This is what we call equivalent. This is when two fractions are equal
in value but have different numerators and denominators.
This hook will engage students interest because it involves real life applications and
because of the accompanying visual. This also introduces the students to the concept of
area models and reinforces their knowledge of equivalent fractions.
I will tell the students "There are lots of ways to express the same number, especially
when it comes to fractions. Today we will use this understanding to practice identifying
and creating equivalent fractions using area models.
Immediately following the Hershey Chocolate demonstration, we will go into further
practice with representing equivalent fractions using a piece of paper.

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I will begin by modeling with printer paper, folding the paper into halves. This will
review the understanding that a fraction is a part of a whole.
I will say, "I have divided a whole piece of paper into two equal parts.
I will then color one of the two equal parts. I will ask the group "How do we know that
the two parts are equal?" Expected response: "They are the same size and shape" I will
continue to model the activity for the students, only demonstrating , 2/4, and 4/8. Once
again, I will then ask the students "What fraction of the paper is colored?" Expected
response: "One half." I will now refold the same paper and then fold it in half again.
Creating 4 equal parts. I will ask "How many equal parts now?" Expected response:
"Four or 4" Then I will ask "How can you describe the parts of the whole after you fold
the paper into two halves?" Possible response: "I have divided the paper into fourths. I
will ask "What fraction is shaded?" Answer: 2/4 or Ask "Can anyone explain what
these two fractions have in common using our math vocabulary and the terms we have
discussed?" Possible response: "Since the amount of shading has not changed, this means
that =2/4 or 1/2 and 2/4 represent two names of fractions with the same value" If the
students are unable to come to these responses themselves, I will guide them to the
correct responses. Once the students have answered this question, I will ask, "Does
anyone know the name of these fractions?" Expected response: "Equivalent fractions.
Now I will refold the paper and then fold it in half a third time and then unfold the paper
again. I will ask, "What new fractions have we found that are equivalent to 1/2 and 2/4?"
Expected response: "4/8" I will ask "Can anyone explain what the fractions 1/2, 2/4, and

4/8 have in common?" Expected response: "These three fractions name the same amount,
which means they are equivalent fractions."
Immediately following the completion of this whole group activity, we will separate into
small groups based on ability. Here, students will demonstrate their understanding of
equivalent fractions by modeling and experimenting with multiple ways to represent
equivalent fractions.
Table 1: (Red)
Matthew, Nika, Timothy
Table 2: (Green)
Michelle, Amanda, Ezavier, Max
Table 3: (Blue)
Lisa Bell, Kirby, Anna, Zion

Small Group/ Embedded Assessment

Students will report back to their assigned tables in order to practice using area models to
represent and create equivalent fractions. Each student will be assigned a set of fractions.
They will be given pieces of colored construction paper. Their job is to represent two other
fractions that are equivalent to their fraction using these pieces of colored paper. This will
require them to fold and experiment with the pieces of paper in order to represent these
equivalent fractions. Students will be given a worksheet in order for them to record their
answers. This can also be used as scrap paper. I will be guiding students and probing
questions while students are completing this activity. It is important to that all students

12
follow along and read the directions carefully in order to complete this small group
activity.
After all students have successfully completed this activity, we will complete an exit
ticket to measure their understanding.
If time permits, we will practice further with equivalent fractions using fraction bars as a
review from yesterdays lesson.

CLOSING
We will hold a discussion regarding what the students have learned today. Students will
use this review to help them complete their assessment. Students will complete an exit
ticket that reinforces key concepts addressed throughout the lesson. All students will
reflect on their learning by completing an end of lesson assessment. This assessment will
be used to evaluate our next teaching steps. It will also help to gauge the students overall
mastery of the objective.

Materials & Supplies

Dry Erase Markers
White Boards
Hersheys Chocolate Bar
Colored Construction Paper
Manipulatives
Fraction Bars

Resources Included
Warm Up
Assessment
Classwork
Resources Below

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Analysis & Reflection Lesson 1

Based on the following lesson, I feel as though my students performed as a result
of positive and effective instruction. As a result of my instruction, students were able to
better understand the concept of equivalent fractions and relate it to our understanding,
that equivalent fractions can be represented using different manipulatives. Today we
worked on representing equivalent fractions using area models and I felt that it was an
effective way for students to be exposed to different manipulatives as well as different
ways to represent the concrete understanding. My lesson began with a warm up and
moved into whole group instruction. I felt that the whole group instruction went
smoothly. All students were engaged. I was able to model the objective so that it made
sense to all students. Students were able to watch as I divided a Hersheys chocolate bar
into pieces, still making sure I had equivalent fractions. I used my mentor to help model
this to students. I felt that this hands on activity was a great way for my students to see
the correct way to represent equivalent fractions. Students were also on good behavior.

14
The students active participation leads me to believe that they were engaged and ready to
learn. It also helped to give candy as an incentive for completing work. Based on the end
of lesson exit ticket, I was able to observe the overall understanding of my students. On
average, students were able to answer 2 out of 2 possible questions correct, with little
prompting. The lesson activated students prior knowledge of equivalent fractions by
reviewing aspects of what they have learned in previous grades. Students were actively
engaged throughout the lesson through a variety of interactions and engaging tools. I also
recognized a variety of differentiation strategies built into the lesson, which encouraged
higher order thinking. There were multiple opportunities to respond to questions through
the use of Universal Design for Learning techniques. I
Most importantly, there were alternate forms of assessments aligned to the
objective that were provided to all students. These assessments helped to measure
understanding of appropriate concepts and applications. All students achieved growth
based on the exit ticket results. According to the pre-assessment data, it was evident hat
students had little or no prior knowledge of equivalent fractions. This helped me to
recognize my next teaching steps when planning for this lesson. There was a distinct
difference and improvement in the results from the pre-assessment given prior to this
lesson as compared to the exit ticket from todays lesson. Based on these assessments, I
was able to conclude that students understood the unit and were able to apply their
knowledge and skills to the content. I will use these assessments to compare them to
benchmark standards and to also measure and document learning targets and IEP goals
that must be achieved. After reflecting on my performance overall, it would be fair to say
that I possessed a clear focus when planning and preparing for this lesson. I knew

15
precisely where to draw my attention from and applied that to my students overall
success. Students mastery of the objective was drawn from my findings. Overall, I felt
confident in the instruction of this lesson, as well as with the outcomes of my formative
assessments up to this point in the unit plan. I am excited to see how tomorrows lesson
plays out. Based on these results, it will help me to tailor my instruction to the needs and
goals of my students.

16

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Lesson 2:

Equivalent Fractions: Pie Models

DESCRIPTION
In this lesson students will:
1. Identify equivalent fractions through the use of area models. Specifically pie models.
2. Create an area model of an equivalent fraction when given a fraction.
3. Identify an equivalent fraction when given a fraction and an area model.

PREREQUISITES
Students should be able to:
1. Understand the parts of fractions and be able to create them.
2. Be able to draw a picture representation of a fraction.
3. Students should be familiar with viewing pictorials of items divided up into equal parts
and explaining how many parts are shaded in, and be able to identify equal parts of a
whole.

ESTIMATED TIME
1 hour

PURPOSE
Classroom Instruction

GRADES
2nd, 4th and 5th grade

CONTENT AREA
Mathematics

1
0

COMMON CORE
Mathematics
Number and OperationsFractions
Extend understanding of fraction equivalence and ordering.
CCSS.Math.Content.4.NF.A.1 (grade 4): Explain why a fraction a/b is
equivalent to a fraction (n a)/(n b) by using visual fraction models,
with attention to how the number and size of the parts differ even though
the two fractions themselves are the same size. Use this principle to
recognize and generate equivalent fractions.

INSTRUCTIONAL GOALS
I can use area models to identify and create equivalent fractions. In this lesson, students
are introduced to equivalent fractions using an area model. When students use area
models, they can color, fold, or divide a circle into equal parts. Area models generally

18
show fractions as part of a whole, and help to create an understanding that equivalent
fraction models can be used to find different names for a fraction.

OBJECTIVE
I can use area models to identify and create equivalent fractions.

VARIABILITY
I am aware that all of my students will learn better when information is presented in
multiple ways. This lesson will support the varying needs of all students within the
classroom. All materials, methods and assessments will give students the ability to
interact and demonstrate their learning in order to meet their instructional goals. Students
in this class are in grades 2nd, 4th, and 5th. Materials will be modified to meet their grade
level standards as well as the needs of each individual student. Materials will be adapted
for our 2nd grade student in order for him to demonstrate his learning. Students in the 4th
and 5th grade will have more background knowledge and will be able to understand the
fractions unit better than our 2nd grade student. The 2nd grade student will need explicit
descriptions, models, use of visuals, and multiple choice answers in order to complete his
small group classwork and exit ticket assessment. He will also need a reader and scribe.

FORMATIVE ASSESSMENTS
The students will complete an exit ticket immediately following small group instruction
that will reinforce the concept of identifying and creating equivalent fractions through the
use of area models. I will be monitoring the students as they work independently. I will
be engaging students who seem to be struggling with guiding questions and prompting.
All assessments will be modified for all students based on their ability level.

Summative Assessment
There is no summative assessment accompanying this lesson.

Instructional Methods
OPENING
Students will begin by completing a 10-minute warm-up that will review pertinent
vocabulary from yesterdays lesson on area models. Students will be asked to represent 2
equivalent fractions using Area Models.

Anticipatory Set
Students will first begin on the carpet in whole group with a review and discussion of
yesterdays lesson regarding Equivalent Fractions using Area Models. Students will be
asked to recall our discussions from the previous lesson. We will review the term
equivalent and access their prior knowledge from the previous day. Students will be
engaged through the use of smart pals and an interactive flip chart. The teacher will
introduce new material, using pie models to represent equivalent fractions. Students will
be asked to follow along as the teacher models how to divide a circle into equal parts,
creating and representing equivalent fractions between 2 circles of pies.

19

During
Students will return back to small group tables based on ability level. (3 groups)
The teacher will distribute scrap paper, white boards, dry erase markers, and fraction
manipulatives for students to model and practice using. I will model for them how to use
pie models in order to represent equivalent fractions. Students will work individually to
use their white board to draw and represent pie models that are equivalent to one another.
For my 2nd grade student, circles will already be created for him and his aid will assist in
this activity. During small group instruction, students will work on correctly representing
and identifying equivalent fractions using pie models and also using correct math
vocabulary to strategize their reasoning. Students will have the opportunity to work with
their fractions bars to also represent their equivalent fractions. I will ask students to
explain their answers using the relevant math vocabulary we have been reviewing
throughout our lessons.

Closing
Students will complete a short exit ticket relating to Equivalent Fractions and the content
covered in todays lesson. Students will be asked to represent an equivalent, already given
an area model shaded and representing a specific fraction.

Materials & Supplies

Dry Erase Markers
White Boards
Smart Pals
Manipulatives
Scrap Paper
Fraction Bars

Resources Included
Warm Up
Exit Ticket
Resources Below

20
Analysis & Reflection Lesson 2
Based on the following lesson, I feel as though my students performed as a result
of positive and effective instruction. As a result of my instruction, students were able to
better understand the concept of equivalent fractions and relate it to our understanding
from previous lessons, that equivalent fractions can be represented in multiple means.
Today we worked on representing equivalent fractions using pie models and I felt that it
was an effective way for students to be exposed to different manipulatives as well as
different ways to represent the concrete understanding. My goal was to expose them to
these different tools in order for them to understand that these differences exist. Based on
the end of lesson exit ticket, I was able to observe the overall understanding of my
students. On average, students were able to answer 2 out of 2 possible questions correct,
with little prompting. The lesson activated students prior knowledge of equivalent
fractions by reviewing aspects of the previous days lesson and content. Students were
actively engaged throughout the lesson through a variety of interactions and engaging
tools. I also recognized a variety of differentiation strategies built into the lesson, which
encouraged higher order thinking. There were multiple opportunities to respond to
questions through the use of Universal Design for Learning techniques.
Most importantly, there were alternate forms of assessments aligned to the
objective that were provided to all students. These assessments helped to measure
understanding of appropriate concepts and implications. All students achieved growth
based on the exit ticket results. Based on these assessments, I was able to conclude that
students understood the unit and were able to apply their knowledge and skills to the
content. I will use these assessments to compare them to benchmark standards and to also

21
measure and document learning targets and IEP goals that must be achieved. After
reflecting on my performance overall, it would be fair to say that I possessed a clear
focus when planning and preparing for this lesson. I knew precisely where to draw my
attention from and applied that to my students overall success. Students mastery of the
objective was drawn from my findings. Overall, I felt confident in the instruction of this
lesson, as well as with the outcomes of my formative assessments up to this point in the
unit plan. I am excited to see how tomorrows lesson goes. Based on these results, it will
help me to tailor my instruction to the needs and understandings of my students.

22

23

Lesson 3:

Equivalent Fractions:
Area & Pie Model Review
DESCRIPTION
In this lesson students will:
1. Identify equivalent fractions through the use of area models.
2. Create an area model of an equivalent fraction when given a fraction.
3. Identify an equivalent fraction when given a fraction and an area model.

PREREQUISITES
Students should be able to:
1. Understand the parts of fractions and be able to create them.
2. Be able to draw a picture representation of a fraction.
3. Students should be familiar with viewing pictorials of items divided up into equal parts
and explaining how many parts are shaded in, and be able to identify equal parts of a
whole.

24

ESTIMATED TIME
1 hour

PURPOSE
Classroom Instruction

GRADES
2nd, 4th and 5th grade

CONTENT AREA
Mathematics

2
0

COMMON CORE
Mathematics
Number and OperationsFractions
Extend understanding of fraction equivalence and ordering.
CCSS.Math.Content.4.NF.A.1 (grade 4): Explain why a fraction a/b is
equivalent to a fraction (n a)/(n b) by using visual fraction models,
with attention to how the number and size of the parts differ even though
the two fractions themselves are the same size. Use this principle to
recognize and generate equivalent fractions.

INSTRUCTIONAL GOALS
I can use area models to identify and create equivalent fractions. In this lesson, students
are asked to review equivalent fractions using a pie model or an area model. When
students use area models, they can color, fold, or divide a grid or circle into equal parts.
Area and Pie models generally show fractions as part of a whole, and help to create an
understanding that equivalent fraction models can be used to find different names for a
fraction.

OBJECTIVE
I can use area models to identify and create equivalent fractions.

VARIABILITY
I am aware that all of my students will learn better when information is presented in
multiple ways. This lesson will support the varying needs of all students within the
classroom. All materials, methods and assessments will give students the ability to
interact and demonstrate their learning in order to meet their instructional goals. Students
in this class are in grades 2nd, 4th, and 5th. Materials will be modified to meet their grade
level standards as well as the needs of each individual student. Materials will be adapted
for our 2nd grade student in order for him to demonstrate his learning. Students in the 4th
and 5th grade will have more background knowledge and will be able to understand the

25
fractions unit better than our 2nd grade student. The 2nd grade student will need explicit
descriptions, models, use of visuals, and multiple choice answers in order to complete his
small group classwork and exit ticket assessment. He will also need a reader and scribe.

Formative Assessments
The students will complete an exit ticket immediately following small group instruction
that will reinforce the concept of identifying and creating equivalent fractions through the
use of area models. I will be monitoring the students as they work independently. I will
be engaging students who seem to be struggling with guiding questions and prompting.
All assessments will be modified for all students based on their ability level.

Summative Assessment
Students will complete the end of unit summative assessment created.

Instructional Methods
OPENING
Students will begin by completing a 5-minute warm-up that will review pertinent
vocabulary and strategies from the previous days 2 lessons on area and pie models.
Students will be asked to represent 2 equivalent fractions using Area Models and Pie
Models. This will measure their understanding and help me to recognize if students are
mastering the objective.

Anticipatory Set
Students will first begin on the carpet in whole group with a review and discussion of
yesterdays lesson regarding Equivalent Fractions using Pie Models. Students will be
asked to recall our discussions from the previous lessons. We will review the term
equivalent and access their prior knowledge from the previous day. Students will be
engaged through the use of an interactive flip chart. No new material will be introduced,
however, the goal of this lesson is to master the objective and continue to review
representing equivalent fractions using the 2 methods we have learned about up until this
point in the unit. Students will be asked to follow along as the teacher models how to
divide a circle into equal parts, creating and representing equivalent fractions between 2
circles of pies. Students will then be asked to follow along as the teacher then models
how to divide a rectangle into equal parts in order to represent 2 equivalent fractions.
This will serve as a review for students in order to help them in their small groups and
with completing their summative assessment.

During
Students will return back to small group tables based on ability level. (3 groups)
Explicit directions will be given to each student. Students will be participating in an
interactive gallery walk where they will work at three different stations to complete
packets. Inside each packet, they will be asked to represent a set of equivalent fractions
using the models we have been practicing with throughout each day. Students will have
the opportunity to work with three different sets of manipulatives in order to measure
their understanding of the mastered skills.

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Closing
Students will complete the end of unit summative assessment relating to Equivalent
Fractions.

Materials & Supplies

Dry Erase Markers
White Boards
Manipulatives
Fraction Bars

Resources Included
Warm Up
Summative Assessment
Gallery Walk Packet
Resources Below

Analysis & Reflection Lesson 3

Based on the following lesson, I feel as though my students performed as
expected. As a result of my instruction, students were able to better understand the
concept of equivalent fractions and relate it to our understanding that equivalent fractions
can be represented in multiple means. Based on the end of lesson summative assessment,
I was able to observe the overall understanding of my students. On average, students
were able to answer 16 out or 18 possible questions correct, with little prompting. The
lesson activated students prior knowledge of equivalent fractions by reviewing aspects of
the previous days lesson and content. Students were actively engaged throughout the

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lesson through a variety of interactions. I also recognized a variety of differentiation
strategies built into the lesson, which encouraged higher order thinking. There were
multiple opportunities to respond to questions through the use of Universal Design for
Learning techniques. Most importantly, there were alternate forms of assessments aligned
to the objective that were provided to the students. These assessments helped to measure
understanding of appropriate concepts and implications. All students achieved growth
based on the summative assessment data. Based on these assessments, I was able to
conclude that students understood the unit and were able to apply their knowledge and
skills to the content. I will use these assessments to compare them to benchmark
standards and to also measure and document learning targets and IEP goals that must be
achieved. After reflecting on my performance overall, it would be fair to say that I
possessed a clear focus when planning and preparing for this lesson. I knew precisely
where to draw my attention from and applied that to my students overall success.
Students mastery of the objective was drawn from my findings. Overall, I felt confident
in the instruction of this lesson, as well as with the outcomes of my summative and
formative assessments.

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29
Part D: Analysis and Instructional Decision-Making:
All of my students demonstrated mastery of the Common Core Standard: Students
will demonstrate an understanding and use manipulatives to find equivalent fractions for
whole numbers. Emphasis was placed on determining whether students were gaining
knowledge and skills and retaining this information. Growth was measured by analyzing
grades and assessment data for each student. The percentage of change for student 1 was
a 59% increase from 41% to 100%. This student showed mastery of targeted IEP goals.
The percentage of change for student 2 was a 46% increase from 43% to 89%. This
student showed mastery of targeted IEP goals. The percentage of change for student 3
was an 86% increase from 14% to 100%. This student showed mastery of targeted IEP
goals. The percentage of change for student 4 was a 71% increase from 29% to 100%.
This student showed mastery of targeted IEP goals. The percentage of change for student
5 was a 47% increase from 36% to 83%. This student showed mastery of targeted IEP
goals. The percentage of change for student 6 was a 54% increase from 21% to 75%. This
student showed mastery of targeted IEP goals. The percentage change for student 7 was a
58% increase from 29% to 87%. This student showed mastery of targeted IEP goals. The
percentage of change for student 8 was a 72% increase from 14% to 86%. This student
showed mastery of targeted IEP goals. The percentage change for student 9 was a 60%
increase from 29% to 89%. This student showed mastery of targeted IEP goals. The
percentage change for student 10 was a 60% increase from 29% to 89%. This student
showed mastery of targeted IEP goals. The percentage change for student 11 was a 73%
increase from 14-87%. This student showed mastery of targeted IEP goals. Test scores are
not the only way to measure student success, with this being said, grades were an

30
accurate and measureable tool when determining achievement and bridging that gap. The
assessment of growth helped me to determine if my lessons were successful and allowed
me to make decisions to shape future instruction. Below are graphs and a chart that
represent growth from the pre-assessment data to the post-assessment data from all of the
students. Included below are pre-assessments, formative assessments and the final
summative assessment for the unit.
Student
1
2
3
4
5
6
7
8
9
10
11

Pre-Assessment Data
41%
43%
14%
29%
36%
21%
29%
14%
29%
29%
14%

Post-Assessment Data
100%
89%
100%
100%
83%
75%
87%
86%
89%
89%
87%

Growth (%)
59% increase
46% increase
86% increase
71% increase
47% increase
54% increase
58% increase
72% increase
60% increase
60% increase
73% increase

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Part E: Reflection and

SelfEvaluation:
Having analyzed student data, I believe that my students mastered this standard as
a result of my instruction. Out of all 11 students, every one of them showed applicable
data to calculate growth from pre-assessment to post-assessment data, all scoring above
80% on their summative assessment. This would indicate that instruction between the

33
pre-assessment and post-assessment was successful. I believe these high scores can be
attributed to my differentiated and effective instruction. I paid particular attention to the
specific needs and preferences of the students in my class in order to achieve maximum
success. I tailored my questioning techniques to the students in question form. For the
lower functioning students, this meant providing them with a modified test according to
their grade level standards and content. Choices were given to them in a way that meant
circling the correct answer. Short answer questions also began with sentence starters. For
the higher functioning students, this meant providing them with higher-level questions. I
allowed higher functioning students the opportunity to assist the other students by
participating in group activities and pair share opportunities during whole group
instruction. Based on my findings, it was evident that instruction influenced student
centered learning when referring to cultural and linguistic differences. Based on the
different needs of the students, all learning addressed theses needs in an appropriate and
effective manner.
Having thought about the implementation of this unit, there are a few things that I
would change if I had the opportunity. One implication that I have determined is that my
students need more practice working with manipulatives and modeling concrete
examples. While data suggests that all students showed improvement in this area, we
cannot simply ignore those who require further practice. I think this would be a benefit
for all students. Secondly, I would make my unit plan longer. If given the opportunity to
do this again, I would spend more time focusing on the importance of equivalent
fractions and how that lays the foundation for the entire fractions unit. I would ensure that
I gave myself more time to stretch out instruction rather than cramming. I would follow

34
through with this by administering more formative assessments. I would also allow my
students to have more practice working with manipulatives and models. More data allows
me to see the more specific needs and struggles of my students and will allow me to
shape instruction more efficiently to give them what they need. Another change I would
like to address in the future relates to the Learners and Learning standard, particularly
Learning Environments. I would like to find better ways to incorporate technology into
my lessons especially for my lower functioning students. I felt that I did a good job
incorporating technology into this unit; however, I want to make better use of interactive
forms of technology such as more engaging flipcharts or the use of digital responders to
demonstrate understanding of key concepts.
Collaborating with other school professionals such as the general educators in
each of my students classrooms would help me to better understand them as individuals
inside and outside the realm of special education. Collaborating with my mentor teacher
would also help me to ensure that all aspects of my lesson plan are thoroughly planned
and implemented. Based on the above implications, collaboration would assist in the
success of these plans. When recognizing the needs of my students, it would be beneficial
to understand the specific needs of my second grade student Matthew. Matthew receives
services for Speech, OT, Physical Therapy, and Adaptive Physical Education. Effective
collaboration with these different service providers could help me to gain insight on how
to better reach my students needs and help them to succeed.
I would like to add by saying that the planning and implementing process of this
lesson has led me to feel confident in my future endeavors as a special education teacher.
I have found this plan to be worthwhile and beneficial to my overall success as an intern.

35
Based on the results and experiences planning and implementing this unit plan, I have
created a set of professional learning goals that have emerged from my reflections. Based
on the Center for Exceptional Children (CEC) standards. Beginning with CEC Standard
C4 (Assessment), my goal is to gather more data from my students through the use of
further assessments. The more data that I gather, the more knowledge of I will have of my
students. This data can help me to gauge instruction and meet the needs of a diverse
group of learners. It will also help me to set measurable goals for my students that are
attainable with appropriate assessments.
Secondly, I would like to work more closely with CEC Standard C5 (Instructional
Planning and Strategies) in order to plan more effective and coherent lessons. This
encompasses time management skills as well as the ability to use effective collaboration
between students. I would like to work to improve in these areas. If students were given
more constructive feedback throughout the lessons, I believe that this would have
contributed to their overall successes and allowed room for further growth. These are just
a couple of my professional learning goals based on the CEC standards that have
emerged from my professional experiences and reflections throughout this unit plan.