Kelsey Prentice

FRIT 7236
Spring 2017

Grade:3rd Grade
Subject: Math
Topic: Fractions
Standard: CCSS.MATH.CONTENT.3.NF.A.2
Understand a fraction as a number on the number line; represent fractions on a number line diagram.
A. Represent a fraction 1/b on a number line diagram by defining the interval from 0 to 1 as the whole
and partitioning it into b equal parts. Recognize that each part has size 1/b and that the endpoint of
the part based at 0 locates the number 1/b on the number line.
B. Represent a fraction a/b on a number line diagram by marking off a lengths 1/b from 0. Recognize
that the resulting interval has size a/b and that its endpoint locates the number a/b on the number
line.
Objective: The student will be able to illustrate and explain fractions as a number on the number line.

Objective: The student will be able to generate fractions as a number on the number line. (Level 5.)
Question 1: Write the missing fraction or mixed number for each number line.

Objective: Justify that each part on a number line has size 1/b and that the endpoint of the part based at 0
locates the number 1/b on the number line. (Level 6.)
Question 2:
Erica said that 1 1/3 is between 2 and 3 on a number line. Do you agree? Why or why
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Objective: The student will be able to illustrate and explain fractions as a number on the number line. (Level
4 and level 2.)
Question 3: Here is a number line. Mark the positions of the two fractions ¼ and 5/6 on the number line.

Explain how you decided where to place ¼ and 5/6 on the number line.
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Assessment:
Improving item reliability:
According to Brookhart & Nitko (2015), reliability refers to the consistency of assessment results. To help
these questions have consistency I would grade the questions using a rubric. This would give accurate
grades amongst all test takers. Additionally, students would need to explore these types of questions
throughout the instructional unit and not just on the assessment. A student rubric would allow self-
assessment before submitting.
Improving item validity:
Validity is the soundness of your interpretations and uses of students’ assessment results (Brookhart &
Nitko, 2015). The assessment items measure what they are intended to measure and get an understanding
of the objective. The objectives are written from the 3rd grade Mathematics Common Core Standards using
similar vocabulary. Validity of this assessment will depend on that the teacher uses the appropriate
teaching strategies for students to learn the material. Student descriptions will be graded with a rubric to
help prevent bias and for valid interpretation.
Differentiation of Instruction:
Differentiation of instruction is using different instructional practices to meet the needs, abilities, interests,
motivations of students, regardless of differences in ability (Brookhart & Nitko, 2015). For differentiation, I
would make appropriate modifications for IEPs and ESOL students. Small group instruction is key doing
this unit to allow teacher monitoring of student performance. Practicing performance task similar to this
assessment will allow for guided instruction for students to master the objective.

Improving student learning:

According to Brookhart & Nitko (2015), critical thinking is a process, the goal of which is to make
reasonable decisions about what to believe and what to do. To improve student learning the teacher must
ensure that students have a strong content knowledge and ample practice demonstrating reasonable
decision making. Throughout the unit the teacher should give timely feedback to insure that the learner can
make corrections and improvements.
Improving future assessments:
Improving future assessments requires the teacher to examine what misconceptions have arisen, and what
could be done to help students understand the given task. Providing opportunities for students to address
higher level questions/ tasks is imperative. The teacher could refer to the Bloom’s Taxonomies to help
improve teaching and planning. Moreover, grouping students on their performance will allow the teacher to
meet with the students and personalize the next steps in learning.