Modified Task 4 Assignment 

Fall 2017 MAED 3224 

  
Section A: Context for Learning 
1. Grade level: 3rd grade 

2. How much time is devoted each day to mathematics instruction in your classroom? 

About 2 hours every day.  

3. Identify any textbook or instructional program the teacher uses for mathematics instruction. 
If a textbook, please provide the title, publisher, and date of publication. 

The teacher did not use a textbook for mathematics instruction. The team of third grade 
teachers planned together with their mathematics coordinator for the school.  

4. From your observations, list other resources (e.g., electronic whiteboard, manipulatives, 
online resources) the teacher uses for mathematics instruction in this class. Provide one 
example of how a resource was used to teach a concept. 

The teacher uses resources such as the smartboard, doc-cam, whiteboard, and manipulatives 
during her classroom instruction. The teacher had a class set of foam fraction bars that the 
students were able to use during the instruction on comparing fractions.  

5. From your observations, explain how your teacher makes sure the students learn the 
standard/objectives conceptually giving a specific example. (​ one paragraph) 

The teacher ensures the students are learning the objectives by utilizing exit tickets at the end 
of her lessons, and incorporating math into the morning work. During my observations, the 
students were working on fractions, so the standards were not taught in one day. All three 
standards on fractions were used collectively. The teacher taught different strategies the 
students can use that incorporated two or three strategies in the lesson.  

6. What did you learn most about teaching mathematics from observing this teacher? (​ one 
paragraph) 

This teacher taught me that when teaching mathematics, you need to make sure the students 
are constantly hearing the vocabulary and the process of the operation you are teaching. I also 
learned that students may not understand something, but it does not mean they won’t 
understand it eventually. Throughout the course of the two weeks, I saw the students attempt to 
learn fractions. They were taught various methods of comparing fractions. Some students 
understood using graph paper while others understood using foam fraction bars.   

Section B: Whole Class Lesson 

Meet with your IMB teacher and decide what you will teach. Make sure your teacher 
understands that your lesson must have a conceptual understanding instruction along with both 
procedural fluency and problem solving components. You teach just one lesson. 
 
1. Describe the Central Focus of your lesson (a description of the important understandings 
and core concepts that students will develop with this lesson). 

Students will continue to develop their understanding of comparing fractions. Students will learn 
to draw fraction bars on graph paper instead of using their foam fraction bars. Students will be 
able to use their drawing to compare two fractions. 

2. State the CCSSM Standard and the objective for your whole class lesson. 

3.NF.3 Explain equivalence of fractions in special cases, and compare fractions by reasoning 
about their size.  

3. Instructional Strategies and Learning Tasks: (summarize the lesson plan components by 
briefly describing the instruction and the learning tasks you used. Include the tasks students will 
solve during the lesson.) (​ one paragraph) 

Students are able to compare two fractions using their fraction bars and seeing which fraction 
is larger. During this lesson, students are able to learn how to draw the fraction bars on graph 
paper to be able to compare the two fractions. The graph paper has a ‘1 whole’ bar at the top to 
show students how long both fraction bars need to be. This decision came from a prior exit 
ticket when student would draw two whole fraction bars of two different lengths to try and 
compare the two fractions. The ‘1 whole’ was 12 squares long, allowing students to easily break 
it into even groups for halves, thirds, fourths, sixths, and twelfths. The teacher starts by 
explaining what the graph paper is for, and how it can help with comparing fractions. The 
teacher then demonstrates a problem, asking students along the way for answers to questions 
they already know from previous lessons. The teacher will demonstrate the process by 
comparing ½ ___ ¼ and 6/12 ___ ⅓. The teacher will then give each student a piece of the graph 
paper for them to complete three problems consisting of ⅔ _____ 2/6, 2/6_____ 4/6, and 3/4_____ 
⅔. Students will work at their desks and be able to work together to try and figure out the 
problems while the teacher walks around the room. The teacher will give the students one 
problem at a time. After giving students time to attempt the problem, the teacher will review and 
complete the problem for the whole class. The students will then be asked to complete a 
problem independently to be collect as the exit ticket. The problem is ⅓ ____ 4/6.  

4. Create a formative assessment that assesses conceptual knowledge, procedural fluency, 

and problem solving. I​ nsert a copy of the assessment with your solutions here. (​ exit ticket used 
for whole group lesson) 
Students were asked to independently complete a problem using the graph paper they had 
received. The problem was to compare ⅓ to 4/6 by drawing a picture on the graph paper and 
writing the number sentence using the <, >, or = symbols.  

5. Define your evaluation criteria for mastery of the assessment in a rubric. Make sure you 
define separately conceptual understanding, procedural fluency, and problem solving parts of 
this rubric, including the corresponding points. ​Insert this rubric here. ​(how did you grade exit 
ticket) 

  
  Meets benchmark  Does not meet benchmark 

Conceptual Understanding  Student correctly drew both  Student does not correctly 
fraction bars (1 pt)  draw both fraction bars (0 pt) 

Procedural Fluency   Student correctly shaded in  Student does not correctly 
both fraction bars (1 pt)  shade in both fraction bars (0 
pt) 

Problem Solving   Student displays correct  Student does not display 

 number sentence (1 pt)  correct number sentence (0 
pt) 
 
 
Section C: Results of Whole Class Assessment 
1. Create a graphic showing class performance of conceptual understanding, procedural 
fluency, and problem solving of the objective. This can be pie charts, tables, bar graph etc. but 
must show performance in each of the above areas separately, according to each student’s 
performance in the formative assessment. (​ provide a table and color code green/yellow/red 
based on mastery) 
 
 
Student  Conceptual  Procedural  Problem Solving  Total  
Understanding  Fluency 

1.  0  0  0  0 

2.  1  1  0  2 

3.  0  1  0  1 

4.  1  1  1  3 

5.  0  1  1  2 

6.  0  1  1  2 

7.  0  1  1  2 

8.  0  1  1  2 

9.  0  1  1  2 

10.  0  1  1  2 

11.  1  1  1  3 

12.  0  0  1  1 

13.  0  1  0  1 
 
 
2. Describe common error patterns in each of the areas of patterns of learning - conceptual 
understanding, and procedural fluency. Refer to the graphic to support your discussion. ​(3 
separate paragraphs, one per each pattern of learning) 
 A common error pattern for conceptual understanding is not drawing the picture 
completely. The majority of the class did not complete this task. Every student was able to draw 
the two fraction bars and most of the students spilt up the two wholes into thirds and sixths. 
Only 3 of the students labeled their fraction bars. This absence of labels does not show if they 
understand the difference between the two fractions.  
The majority of the students received full credit for procedural fluency. 2 out of the 13 
students did not receive credit. These two students failed to correctly shade in the fractions. 
Student 1 shaded in ¼ and 3/3. This student seemed very confused. The student had a lot of 
unnecessary lines on the fraction bars. Student 12 shaded in ⅓ which was correct, but then they 
shaded in 4/4. This student confused the numerator and denominator and used the numerator 
for both the whole and the part of the whole for the fraction.  
For problem solving, 4 out of 13 students did not receive credit. Students 1, 2, and 3 did 
not write any number sentence. Student 13 attempted to write a number sentence but did not 
use the correct fractions when writing the number sentence. They used ⅔ and 2/4 instead of ⅓ 
and 4/6. I assume they were trying to simplify the second fraction, but they got confused and 
missed the problem solving.  
 
 
3. Scan and insert here the copies of​ 2 students​ first work samples as follows. Choose the 
most representative examples from the whole class assessment (​no student names​). Then, 
analyze each student’s misconceptions. 
 
Student 1 Mathematics Work Sample (​ student struggles with conceptual understanding) 
(one paragraph) 

 
 
This student lacks conceptual understanding. The student successfully shaded in the correct 
fractions and wrote the correct number sentence, earning this student a 2 out of 3 for this 
problem. This student however, along with the majority of the class, did not label their fraction 
bars. The student could have guessed while shading in the fraction bars since they gave no 
indication of their systematic approach to the problem.  
 
Student 2 Mathematics Work Sample (​ student struggles with procedural fluency or problem 
solving) 
(one paragraph)  
  

 
 
This student lacks procedural fluency. They received a 1 out of 3 on this problem. They received 
the one point for having the correct answer. The student could have already known the answer 
or they had help. This student shows no understanding of how to create a fraction bar for 4/6. 
Instead, they create a fraction bar showing 4/4. This students misconception may lie in them 
using the numerator of 4 for the part of the whole (numerator) as well as the whole 
(denominator).  
 
Section D: Plan for Re-Engagement 
Assessment results are irrelevant if you do not act on them. Thus, you are to create a plan to 
use the results you described in Part C. You do not have to actually re-engage the students but 
you must show that you understand what to do with these results. Thus, based on the 
assessment results you described above, group each of your students into one of these groups:  
Group 1 - re-engage for conceptual 
Group 2 - re-engage for procedural  
Group 3 - re-engage for problem solving 
Group 4 - mastery/ready to move on 
1. Describe the number of students you will have in each of these groups. (Note: if a child 
performed poorly in multiple parts of the assessment, that child will start in the conceptual 
group) 
 
Group 1 - 1, 3, 5, 6, 7, 8, 9, 10, 12, 13 
Group 2 - 
Group 3 - 2 
Group 4 - 4, 11 
 
Two students reached mastery and are ready to move on. One student is in need to re-engage 
for problem solving. The remaining 10 students need a re-engagement for conceptual 
understanding. 
 
2. Plan to re-engage for conceptual understanding. 
a. Describe your re-engagement lesson for this group (objective from CCSSM, learning 
tasks, strategies, materials, assessment). (​ one paragraph) 
 
To re-engage for conceptual understanding, I will teach the necessity of correctly 
drawing and labeling the fraction bars. I will be using the standard 3.NF.3 Explain 
equivalence of fractions in special cases, and compare fractions by reasoning about 
their size. I will model by showing the students two problems that are not labeled that 
are not on graph paper. The students will have to decide what the number sentence is 
with no labels. The teacher will then give them the correct answer. The students will be 
expected to complete various fraction bar problems, focusing on labeling their fraction 
bars.  
 
b. Explain why you believe this re-engagement lesson will be effective based on the 
error patterns you found in the data. Score here will be based on how well you describe 
the connection to the re-engagement lesson and the error patterns found, effective use 
of materials, and sound methodology. (​ 1-2 sentences) 
 
This re-engagement will be effective because most of the students that did not label 
their fraction bars do know how to label them, they just do not like taking the time to do 
so. Showing students why it is important to label their graph will help reinforce the action 
of labeling their own pictures.  
 
c. Explain how you will reassess for mastery of the concept. ​(exit ticket) 
 
Students will have to complete a problem comparing two fractions. They will be required 
to label the picture. The problem will ask them to compare ⅔ to ⅝. 
 
  
Choose to do either 3a OR 3b: 
 
3a. Plan to Re-engage for procedural understanding. 
a. Describe your re-engagement lesson for this group (objective from CCSSM, learning 
tasks, strategies, materials, assessment). (​ one paragraph) 
b. Explain why you believe this re-engagement lesson will be effective based on the 
error patterns you found in the data. Score here will be based on how well you describe 
the connection to the re-engagement lesson and the error patterns found, effective use 
of materials, and sound methodology. (​ 1-2 sentences) 
c. Explain how you will reassess for mastery of the concept. ​(exit ticket) 
  
3b. Plan to Re-engage for problem solving. 
a. Describe your re-engagement lesson for this group (objective from CCSSM, learning 
tasks, strategies, materials, assessment). (​ one paragraph) 
 
This re-engagement will be a one-on-one lesson with student 2. We will be working with 
the same standard 3.NF.3 Explain equivalence of fractions in special cases, and 
compare fractions by reasoning about their size. For this student, we will work on the 
number sentence that explains which fraction is larger. For this lesson, the student and 
teacher would look at drawn fraction bars and they will have to write the number 
sentence based on the drawing. This would give the student practice with writing out the 
number sentences. To start, the student would be given the sentence with the <, >, or = 
sign missing. The student would have to only fill in the blank. The student can work their 
way up to writing the whole sentence by themselves.  
 
b. Explain why you believe this re-engagement lesson will be effective based on the 
error patterns you found in the data. Score here will be based on how well you describe 
the connection to the re-engagement lesson and the error patterns found, effective use 
of materials, and sound methodology. (​ 1-2 sentences) 
 
This re-engagement will be effective because this student is capable of showing mastery 
in conceptual understanding and procedural fluency. This students needs help to master 
the creation of the number sentence.  
 
c. Explain how you will reassess for mastery of the concept. ​(exit ticket) 
 
Student will be given two problems. Each problem will consist of a picture and the 
student will have to provide the correct number sentence. The problems will compare ⅖ 
to 3/6, and 6/8 to 4/7. 
 
  
 
 
 
 
 
 
 
 
 
Scoring Rubric 
   Possible 
Points 

Section A: Context for Learning    

A1*  1 
A2*  1 
A3*  1 
A4*  5 
A5*  5 
A6*  5 

Section B: Whole Class Lesson    

B1*  1 
B2*  1 
B3*  10 
B4 - insert exit ticket answer  8 
B5  10 

Section C: Results of whole class assessment    

C1  10 
C2  14 
C3  6 

Section D: Plan for re-engagement    

D1  2 
D2  10 
D3a or D3b  10 

Total of all scores:   100