Elementary Mathematics for Washington

Planning Commentary
Planning Commentary Directions: Respond to the prompts below (no more than 11 single-spaced
pages, including prompts) by typing your responses within the brackets following each prompt. Do not
delete or alter the prompts; both the prompts and your responses are included in the total page count
allowed. Refer to the evidence chart in the handbook to ensure that this document complies with all
format specifications. Pages exceeding the maximum will not be scored.
1. Central Focus
a. Describe the central focus and purpose for the content you will teach in the learning
segment.
!he central focus for the content that " will teach in this learning segment is understanding a
fraction as the #uantity formed by $ part when a whole is partitioned into e#ual parts. %tudents
will read& write& and understand fractions in different contexts. !hroughout three lessons&
students will learn to identify fractions as e#ual parts to a whole& parts of a set& and parts of a
group. !he purpose of this learning segment is to introduce students to fractions and help them
develop an understanding of the meaning of a fraction. 'nderstanding how a fraction forms one
half& one fourth& one third& etc.& is critical to a students understanding of fraction concepts.
(or example& when understanding a fraction& it is important for students to recogni)e the
whole and the number of e#ual parts. "n naming the fractional parts& students need to recogni)e
the numerator as the number of parts involved and the denominator as the number of total
parts. *s students begin to develop an understanding of fractions& they will recogni)e which
fractions have larger and smaller #uantities.
!his learning segment focuses to help students further develop their mathematical
knowledge. !hroughout these three learning segments students will be challenged to think
critically while analy)ing and interpreting fractions. +verall& these lessons encourage students to
recogni)e fractions in the world around them so that they can become effective mathematical
thinkers.,
b. -iven the central focus& describe how the standards and learning targets within your
learning segment address
conceptual understanding
procedural fluency
mathematical reasoning OR problem.solving skills
!he standards and learning targets within my learning segment focus on helping
students develop a conceptual understanding of fractions. "n teaching fractions& " encourage
students to explore fractions so that they can develop their own understanding of concepts and
ideas. "n my learning segment& " expose students to fractions and provide them with hands on
experiences to help them develop an understanding of fractions. (ollowing /runer0s ($123)
ideas on discovery learning " integrated hands on activities that would help students gain a
deeper understanding of fractions. (or example& in my first !P* lesson " helped my students
meet the following learning target& " understand a fraction as the #uantity formed by one part
when a whole is divided into e#ual parts& by including a hands on activity of creating and
describing a fraction flag. !his activity re#uires students to not only explore fractions but also
identify their flag as a fraction. %tudents must learn the concepts of a whole& e#ual parts&
numerator& and denominator in order to develop a conceptual understanding of a fraction as
parts of a whole and parts of a set.
4y learning segment also reinforces procedural fluency of fractions. %tudents will
identify& describe& and represent fractions. "n my second and third lesson segments " show
pictures and ob5ects under the document camera to help students visuali)e fractions as part of a
set and group. %tudents then respond to #uestions asked about each shown ob5ect or picture
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Elementary Mathematics for Washington
Planning Commentary
by writing the fraction on an individual white.board. (or example& in my second learning
segment " show students 6 balloons and ask them& 7what fraction of the balloons are pink& blue&
and red89 %tudents then write their responses on a small white.board and hold up their
response. !his allows me to check their understanding and guide them in correcting their
response when necessary. +verall& my learning segment teaches students to identify fractions
and support their understanding through activities. !hese activities guide students to understand
concepts of fractions while providing them with knowledge of how to interpret fractions. "n my
learning segments& " related the learning activities to student0s experiences and interests to
connect their knowledge of fractions to their own lives. "n teaching students fraction concepts
they must know when as well as how to interpret and represent fractions. %tudents are
encouraged to think efficiently as well as flexibly throughout this lesson segment. %tudents will
be given opportunities to discover on their own and from each other. "n instructing students " will
model the different types of fractions and the different methods you can use to arrive at the
same answer. 4ost importantly& in order for students to develop procedural fluency they need to
know fraction facts and concepts. %tudents understanding of fractions will guide them in finding
the most effective approach in solving fraction problems.
4athematical reasoning will be included in my learning segment by the opportunities "
give students to explain and model their interpretation of a fraction problem. "n my third learning
segment students are provided with a fraction statement and asked to draw a representation of
that fraction on their 7(raction *venue9 worksheet. (or example& one of the #uestions asks
students to draw a tree in front of : of the houses. "n this specific problem students have to
reason how many of the houses represent : of the total houses. Providing students with
fraction drawings and; or manipulatives will help them not only reason about a problem but
model their understanding. !he use of images help students 5ustify their understanding of
fractions and their reasoning for their solution. /y providing students with hands on learning
activities that relate to the learning targets it will encourage them to use pictures or illustrations
to explain how they see the given fraction. !o help students 5ustify their reasoning& " will ask
them #uestions based on their drawings and knowledge of fraction concepts.,
c. <xplain how your plans build on each other to help students make connections between
facts& concepts& computations;procedures& *=D mathematical reasoning or problem
solving strategies to deepen their learning of mathematics.
!he structure of my learning segment is built to first teach students basic concepts and
skills and then provide them opportunities to explore these concepts through lesson activities.
%tudents will relate new knowledge to previously learned concepts to help them develop a
deeper understanding of fraction relationships. %tudents will be given opportunities for guided
practice and independent exploration& allowing them to think and reason about their ideas. "n
instructing my lesson " will explain fraction facts and concepts to help set the stage for learning.
" will encourage and guide students to understand given facts and concepts about fractions to
ensure their success in the learning activities of these lesson segments. "n my first !P* lesson&
students will learn the definition of a fraction and begin to understand a fraction as the
comparison of e#ual parts to a whole. !hey will learn how to describe& explain& represent& and
write fractions. %tudents will recogni)e the numerator and denominator in a fraction problem and
be able to model fractions. !his lesson will give students the opportunity to apply their
knowledge of fractions by creating fraction flags in groups. !his activity will allow students to
make connections to the facts and concepts they>ve learned by creating a flag that represents a
fraction.
"n promoting the use of computations and mathematical procedures " will provide students
with discussion #uestions and scenarios that re#uire them to use logic or mathematical
processes to arrive at an answer. 4y third !P* lesson teaches students the concept of fractions
as parts of a group. %tudents will be provided prompt #uestions that engage them in ac#uiring
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Elementary Mathematics for Washington
Planning Commentary
their prior knowledge. !hey will be provided guided practice by answering #uestions and using
manipulatives. !his activity will help them connect what they know about fractions to the
concept of e#ually grouping ob5ects to form a fraction. (or example& in my third lesson& " ask
students to use counters to solve fraction problems. "n this process students have to recogni)e
either the fraction or the #uantity given by a fraction. "n one of the #uestions asked students
have to identify how many cars remain if /ob sold $;? of the cars. "n this scenario students will
use mathematical procedures by sorting out eight counters and recogni)ing that if he only sold
one of the eight cars that means seven cars remain. !hroughout this task students will be
encouraged to use the counters to help them find an answer.
!he activities provided in my lesson segments encourage mathematical reasoning and the
use of problem solving strategies. "n my second !P* lesson& students will have the opportunity
to explore fractions of a set. "n this lesson students will analy)e 4@40s as a set. !his hands.on
activity will provide students with a visuali)ation of the learning target. "n this task students will
work individually and compare their findings with a partner. !hroughout this activity students will
use mathematical reasoning to identify and interpret fractions as parts of a set. !he 4@4>s in
this activity provide students with a problem solving strategy of using manipulatives to identify
fractions as parts of a set.,
d. Aow and when will you give students opportunities to express their understanding of the
learning targets and why they are important to learn8
During my first !P* lesson& " will check for student understanding of the learning target by
asking direct #uestions. " will ask students what the learning target is and why they think it is
important to understand fractions. !hese #uestions will help students think about how fractions
apply and relate to their everyday experiences. %tudents will then be given the opportunity to
demonstrate their understanding of the learning target by creating fraction flags in small groups.
" will monitor student>s progress of meeting the learning target by asking them individual
#uestions and through observation. (or students who catch on to the learning target #uickly& "
will ask them challenging #uestions to help them deepen their understanding of fractions.
During my second !P* lesson& students will have the opportunity to review what they
learned from the previous lesson. =ext& " will introduce them to the learning target of
understanding and interpreting fractions of a set. %tudents will work together as a class
completing the 7(un (ractions with 4@4s9 worksheet. *s we work together as a class students
will be asked to explain their reasoning and share their results. !his activity will provide
students& specifically struggling learners& with a visuali)ation of fractions of a set. *fter
completing the worksheet " will ask students to answer the following #uestions& 7Bhat did you
learn today8 "s there anything you0re confused about& and why do you think this concept is
important to learn89
During my third !P* lesson& students will demonstrate their understanding of the learning
target when they complete the 7(raction *venue9 worksheet. *t the end of class students will
have the opportunity to share what fractions they added to their neighborhood. !his will give
students an opportunity to demonstrate and express their understanding of the learning target.
*t the end of class " will also ask them what they learned from the lesson and why they think it is
important.
"n all three lessons& students will be given an exit ticket to assess their understanding of
each lessons learning target. !his will provide students with the opportunity to express their
understanding of the learning target and self.assess how they felt they understood each of the
learning segments.,
2. Knowledge of Students to Inform eaching
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Elementary Mathematics for Washington
Planning Commentary
(or each of the prompts below (CaDc)& describe what you know about "our students with
respect to the central focus of the learning segment.
Eonsider the variety of learners in your class who may re#uire different strategies;support
(e.g.& students with "<Ps& <nglish language learners& struggling readers& underperforming
students or those with gaps in academic knowledge& and;or gifted students).
a. Prior academic learning and prere#uisite skills related to the central focusF#hat do
students $now, what can the" do, and what are the" learning to do%
*t this point in their education& my G
rd
grade students have been briefly introduced to the
concept of fractions. !his year& they0ve been introduced to the terms fraction& numerator& and
denominator. %tudents have had some prior academic learning experiences identifying fractions
as one half& one third& one fourth& and one fifth. "n addition& student>s participation with the "HI
math program has given them extra practice working with and identifying basic fractions as
parts of a whole. Aowever& students have not had practice identifying larger fractions to help
deepen their understanding of fractions. %tudents have been introduced to some fractions and
would be able to identify fractions with guidance& but at this point they have not practiced or
been instructed to how fractions are formed. "n saying this& they will begin this lesson segment
by furthering their understanding of basic fraction terms and concepts. !his will ensure that my
central focus of my learning segment will build off on student>s current knowledge of fractions.
!he prere#uisite skills related to the central focus consist of understanding the terms
fraction& numerator& and denominator. /efore students begin each of the learning segments it is
important that they understand these terms and how they relate to each lesson segment. (or
example& in my first !P* lesson& students will identify fractions as parts of a whole& in the
second lesson they will recogni)e fractions as parts of a set& and the third lesson they will
identify fractions as parts of a group. +verall& students need to learn how to determine the
numerator and denominator for fractions as parts of a whole& parts of a set& and parts of a
group.,
b. Personal;cultural;community assets related to the central focusF#hat do "ou $now
a&out "our students' e(er"da" e)periences, cultural &ac$grounds and practices,
and interests%
4y school largely consists of Aispanic and Eaucasian students from low.income homes.
!he ma5ority of students receive free school supplies and many of my students come from split
or single.parent homes. 4any of my students aren0t provided with educational assistance or
encouragement from their home environments. " find that this creates a challenge for many of
my students. (or example& it>s difficult for students to bring their homework or other assignments
back to school after taking them home& when they aren0t receiving additional support. "0ve
noticed these students particularly to have a lack of motivation& low self.esteem& and;or simply
feel like they0ll never be able to complete their extra assigned work.
*s " mentioned before a few of my students are from split homes. "n some cases their
parents live in different states and they spend their weekends traveling back and forth. "0ve
noticed this to be very challenging for some of my students. (or example& one student 5ust
recently had to transfer schools because her mother was moving. During the middle of the
school year this can be very difficult for a student to have to re.ad5ust to a new community and
classroom environment.
!he ma5ority of my students are low.level learners. Aowever& because the school provides a
specific classroom for <%I students the ma5ority of my class is Eaucasian. "n saying this " have
no <%I learners in my class but " do have three students with an "<P plan. Aowever in
comparing my G
rd
graders test scores to the G
rd
grade <%I class& the scores weren0t much
different. "n fact some of my students scored lower than the <%I students.
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Elementary Mathematics for Washington
Planning Commentary
4y student>s interests vary but most of my students spend their free time playing video
games or watching !J. +ne of my students informed me that after school when they get home
they watch !J until they go to bed. * small ma5ority of my students are involved in extra.
curricular activities like music and sports. *bout half of the class reads for extra reading points
outside of class. +verall& even though student>s struggle academically they are excited to learn.
*s a group this class particularly likes hands.on activities related to the learning tasks at hand.
!hey en5oy being creative and sharing their experiences with one another in class discussions.
Bith this knowledge of my students& my central focus of this learning segment is centered
on helping students find connections between knowledge of fractions and real.world
experiences. "n addition& " focused my lessons to help struggling learners since the ma5ority of
my class scored low on state testing. " focused on providing activities and visual aids that help
engage students that need hands on experiences and visuali)ations to help them learn.,
c. 4athematical dispositions related to the central focusF#hat do "ou $now a&out the
e)tent to which "our students
percei(e mathematics as +sensi&le, useful, and worthwhile,
1

persist in appl"ing mathematics to sol(e pro&lems
&elie(e in their a&ilit" to learn mathematics
"n looking at how my students perceive mathematics& " find that the ma5ority of them actually
en5oy it. %tudents seem engaged in mathematics instruction and find some mathematics content
useful in their everyday lives. (or example& students recogni)e the importance of understanding
addition and subtraction because they need to be able to calculate costs& tips& change& etc. "n
discussing fractions with students they pointed out that understanding fractions is important so
that you can share e#ually. Bhen students are engaging in mathematical tasks they appear to
believe that it>s worthwhile to learn. +ver half of the class perceives math as sensible in the
way that it pertains to their lives outside of the classroom environment.
* small ma5ority of my students find math to be difficult& resulting in them wanting to avoid
applying mathematics to solve problems. +n the other hand& " have students excited to
recogni)e the different approaches to math and see the different methods in which they can use
to solve the same problem. "n observing students prior math instruction " found that many
students wanted to explain to me how they applied their own mathematics knowledge to solve a
problem. %pecifically in this class the male students en5oy sharing the different methods they
used to solve the same problems.
+verall& the ma5ority of my students believe they can learn mathematics. !he students "0ve
noticed that doubt their ability to learn mathematics are the students with "<P plans and the girls
in the class. "n knowing how my students feel towards mathematics " planned my central focus
and learning activities to fit their interests. " planned my lessons in a way that actively involved
their participation and made connections to real life situations to help them see the connection
math has to the world around them.,
!. Supporting Students' -athematics .earning
Respond to prompts below (GaDd). !o support your explanations& refer to the instructional
materials and lesson plans you have included as part of !ask $. "n addition& use principles
from research and/or theor" to support "our e)planations.
a. <xplain how your understanding of your students> prior academic learning and
personal;cultural;community assets (from prompts CaDb above) guided your choice or
adaptation of learning tasks and materials.
$
(rom the Eommon Eore %tate %tandards for 4athematics
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Elementary Mathematics for Washington
Planning Commentary
Knowing that my students don0t have the extra resources or support to continue learning
fraction concepts " planned my lessons in a way that engaged students interests in class. 4y
central focus for this learning segment is covered throughout the three lessons during the
designated class time. " used /runer0s ($123) concept of discovery learning to provide students
with opportunities to discover facts and relationships about fractions themselves. During class
discussions& " ask students #uestions that re#uire them to think about the concepts first before
explaining the concepts to them. " will provide students with task cards or sample #uestions that
re#uire them to use critical thinking before identifying the answers to problems.
"n planning to relate my students learning to their prior knowledge " followed /urns (C33L)
lesson format. /y developing my lesson into three parts& introduce& explore& and summari)e& "
was able to assess my student>s prior knowledge before having them explore new concepts. "
also took into consideration that my students couldn0t stay engaged in discussion for the entire
hour class period; this is why " included exploration activities in all of my !P* lessons. "n my first
lesson " ask students to work in groups to design a country flag. "n the second lesson& " use
4@40s that allow students to sort them to identify the fraction of each color. "n the third lesson "
ask students to create their own fractions to include in their fraction avenue worksheet. *ll of
these activities provide students with hands.on activities that allow them to explore the concept
of fractions as parts of a whole& parts of a set& and parts of a group.
!o encourage an at home community connection " provided students with a 7(raction Aunt9
worksheet. !his worksheet asks students to locate a set of ob5ects in their home& draw a picture
of it& and write two different fractions describing their set of ob5ects. !o direct student learning "
provided them with an example using marbles. /efore giving students this task " will give them
an example of how " completed this same task. " will tell them how " found a set of six marbles
in my house and that " could describe them using the following fractions& $;2 of them red and G;2
of them blue. !he purpose of this activity is to promote students learning both inside and outside
the classroom. "n addition& this activity provides students with the opportunity to share what
they>ve learned with their families and encourage their involvement in their mathematical
learning and growth as a student.,
b. Describe and 5ustify why your instructional strategies and planned supports are
appropriate for the whole class, indi(iduals, and/or groups of students with specific
learning needs.
Eonsider students with "<Ps& <nglish language learners& struggling readers&
underperforming students or those with gaps in academic knowledge& and;or gifted
students.
Bhen introducing fraction concepts to the whole class& " will use language that is relatable
to all my students. /efore beginning each lesson " will check for individual student
understanding and make sure they especially understand the terms fraction& numerator& and
denominator& before learning new concepts. During my first !P* lesson " will hang a chart that
explains the common core state standard& G.=(.$ in student language. !his will provide
students with "<P0s& struggling readers& and students with other learning needs a basic
understanding to the learning target for this lesson segment. !his chart will also help all
students understand the lesson theme for all three of my !P* lessons.
" have taken consideration in grouping my students during the learning tasks. "n my second
lesson& students are working in groups with a mix of high.and.low students. !his will provide
low.performing students with a peer that can help explain fraction concepts. "n my other two
lessons students are given opportunities to complete assignments individually and then share
their assignments with a peer. "n sharing& " encourage students to ask #uestions and have each
other explain the reasoning.
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Elementary Mathematics for Washington
Planning Commentary
"n providing my "<P students with extra support " paired them with a high.level learner that
would be willing to work cooperatively with them and assist them in understanding each learning
task. "n a situation where an "<P student is still struggling to understand the learning target " will
use response to intervention strategies. "n using these strategies " will develop
accommodations that will assist in developing an effective lesson that fits the learning needs of
the student. "n planning my lessons " focused on stating a clear learning target for each learning
segment. *t the beginning of each lesson " plan to state the learning ob5ective clearly and write
it on the board. (or example& for the first lesson " will write& 7'nderstand a fraction as the
#uantity formed by one part when a whole is divided into e#ual parts.9 !o help my "<P students
interpret the meaning of this learning target " will use the example of a pi))a. " will explain to
students that the whole is represented as the entire pi))a and that the e#ual parts of the whole
are represented as each slice of pi))a. !o help further student understanding " will provide
them with a visuali)ation by drawing a whole pi))a on the board and then dividing it into four
parts. !o build on student>s knowledge of the learning target " will ask students& 7"f " eat one
slice of pi))a what fraction of the pi))a did " eat89 +verall in helping my "<P students succeed
at meeting the learning target " planned to use direct instruction& incorporate hands.on activities
and representations of concepts& grouping students to receive help from peers& and positive
reinforcement and guidance throughout the learning segment. *fter teaching the first lesson if "
notice "<P students are still struggling to complete the learning tasks " will provide them with a
graphic organi)er that depicts a fraction and its #uantity. +n one side of the graphic organi)er
the fraction will be written and on the other side it will show a fraction pie representation. !his
will be used as a visual communication tool for "<P students to see the different patterns and
relationships of fractions. (=oteM there are no <II student>s in this learning segment).,
c. Aow will students identify resources to support their progress toward the learning
targets8
"n helping my students identify the learning targets " will post them at the front of the room. "
will explain to students that this is where "0ll post the learning targets daily& and that they explain
what " expect them to learn from each lesson. !hey also know that by raising their hands& " will
assist them in answering their #uestions. " will encourage students to ask #uestions and seek
help when they are unsure about a concept. %tudents will also be aware that " will be providing
them with constructive feedback and making myself available to guide their learning during the
learning segment. %tudents will also be introduced to 7exit tickets9; this form of assessment will
help students assess their own understanding of the learning target at the end of the lesson.
"n helping students identify outside resource to support their progress towards the learning
target& " will discuss resources that are available to them. *t the end of each learning segment "
will explain to students that they can receive support from home& from other teachers& the
library& their math textbooks& or the "nternet. "n helping students reach the learning target from
each of my lessons " will promote a healthy learning environment where students feel
encouraged to seek help when needed.,
d. Describe common developmental approximations or common misconceptions within
your mathematics central focus and how you will address them.
4any students confuse the numerator and denominator and write the reciprocal of the
fractional #uantity desired. "n teaching this lesson segment the biggest misconception will be
when students are learning fractions as parts of a set or parts of a group. "n recogni)ing
fractions as parts of a set students think about the individual piece in the set rather than
recogni)ing the entire set as the whole. (or example& if there were five ob5ects in a set the
student may develop a misconception that the denominator is one rather than five. "n parts of a
group& student>s misconception is that the number of total items represents the denominator
rather than the number of total groups representing the denominator. (or example if there are
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Elementary Mathematics for Washington
Planning Commentary
eight houses and " want the students to divide them into two e#ual groups they would have four
e#ual groups. "f " asked students what fraction of the houses have trees in the yard they should
respond by writing b;N; b& representing the number of groups that have trees in their yards and
four representing the total number of groups. Aowever& many students may misinterpret this
#uestion and write b;?& thinking that the total number of houses should be the denominator
rather than the total number of e#ual groups. "n helping students recogni)e and correct these
misconceptions " am going to provide them with physical ob5ects or counters to help them
recogni)e which #uantity represents the denominator. "f students are still struggling " will walk
them through a scenario having them act it out& this will help students visuali)e fractions.,
*. Supporting -athematics 3e(elopment hrough .anguage
a. .anguage Function. Ehoose one language function essential for student learning
within your central focus. Iisted below are some sample language functions. Oou may
choose one of these or another language function more appropriate for your learning
segmentM
Eategori)e Eompare;contrast Describe "nterpret 4odel
!he language function essential for student learning within my central focus is model.
%tudents will be given opportunities to model their understanding and to apply what they>ve
learned by using models and representations of fractions. "n each of my lesson segments "
planned activities that re#uire students to model fractions by creating a fraction flag& drawing
pictures& and using manipulatives.,
b. "dentify a key learning task from your plans that provides students with opportunities to
practice using the language function identified above. "dentify the lesson in which the
learning task occurs. (-ive lesson day;number.)
During my first !P* lesson on day one of my learning segment& students will have the
opportunity to model what they know about fractions. %tudents will be divided into groups of
three& with both high.and.low level learners. "n this activity students will be asked to model a
fraction by creating a flag. <ach group will be given a piece of white construction paper. =ext&
students will use markers to create their flag. "n this activity students will apply their learned
knowledge by modeling a fraction flag. *fter creating their flags students will present their
fraction flag model to the class and explain it using fractional terms.
During my third !P* lesson on day three of my learning segment& students will have the
opportunity to model fractions by drawing picture representations on a map. <ach student will
be provided with a 7(raction *venue9 worksheet and asked to interpret fractions and draw them
on their map. (or example& in one statement students are asked to draw dogs outside of C;? of
the houses. %tudent>s will first interpret this statement and then model the fraction by drawing
two dogs outside of two houses on their fraction map. !his activity will provide students with the
opportunity to model their understanding of fractions by interpreting the information given and
drawing it on their maps.,
c. 4dditional .anguage 3emands. -iven the language function and learning task
identified above& describe the following associated language demands (written or oral)
students need to understand and;or useM
Jocabulary and;or symbols
5lus at least one of the followingM
%yntax
Discourse
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Elementary Mathematics for Washington
Planning Commentary
Eonsider the range of students> understandings of the language function and other
language demandsFwhat do students already know& what are they struggling with&
and;or what is new to them8
%tudents will need to understand and know how to apply the following vocabulary termsM
fraction& set& numerator& denominator& and group. %tudents will have a basic understanding of
these terms from their prior knowledge and experiences. Aowever& this learning segment is the
first time students have been formally introduced to fractions. (or students to succeed at each
learning segment they will need to understand the vocabulary terms listed above. "n instructing
students " plan to introduce and discuss these vocabulary terms throughout each learning
segment. !o promote a deeper understanding of these terms " provide visual examples that
explain each vocabulary term. (or example for my first lesson& " will explain the term fraction by
drawing a picture of a pi))a on the white.board. !his will provide students with a visuali)ation of
what a fraction is and how it can be represented.
%tudents will participate in discourse by being asked #uestions that further their
understanding of fractions as parts of a whole& parts of a set& and parts of a group. "n addition
students will be asked to define the terms fraction& numerator& and denominator based on their
prior knowledge. !o promote a purpose for learning " will ask students& 7Bhy do you think it>s
important to understand fractions89 "n helping students understand the terms listed above " will
ask #uestions while using manipulatives to illustrate each concept. !hese types of explanations
will provide students with a clear model of how to identify and represent fractions with concrete
ob5ects. !hroughout each learning segment students will use discourse to explain the fractions
they0ve modeled.,
d. .anguage Supports. Refer to your lesson plans and instructional materials as needed
in your response to the prompt.
Describe the instructional supports (during and;or prior to the learning task) that help
students understand and successfully use the language function and additional
language demands identified in prompts NaDc.
" will use clear explanations of all of the terms students are re#uired to know to understand
the learning target for each lesson. " will clearly state directions so students know how to
accomplish each task. /efore defining academic language or other vocabulary terms " will ask
students to explain what they know about that specific term. %tudents will also be given
opportunities to use the language demands& fraction& set& numerator& denominator& and group
through writing or orally stating their understanding. During learning tasks students will be
provided with instructional supports when needed. !he structure of each lesson is designed to
build on student understanding while providing them with opportunities to explore and engage in
learning fractions. !he instructional materials in each learning segment are designed in a way
that engage students in exploration and interaction with their peers. +verall& these materials
support student>s progress towards learning the language demands and re#uire them to use the
language function& model by representing fractions through drawings and manipulatives.,
0. -onitoring Student .earning
"n response to the prompts below& refer to the assessments you will submit as part of the
materials for !ask $.
a. Describe how your planned formal and informal assessments will provide direct
evidence for you and your students to monitor their conceptual understanding&
computational;procedural fluency& and mathematical reasoning and;or problem solving
skills throughout the learning segment.
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Elementary Mathematics for Washington
Planning Commentary
4y informal assessments involve #uestioning during direct instruction and observation as
students work on assigned tasks. " will ask students #uestions re#uiring them to identify and
explain how they arrived at an answer or conclusion. !his will allow me to understand my
students thought processes. %tudents will monitor their own understanding of the learning target
by the oral feedback they receive in class and the written feedback they receive the following
day. "n my first !P* lesson " will informally assess students by observing their presentations on
their fraction flags. During the second !P* lesson& students will also be informally assessed
when " ask #uestions during the 4@4 worksheet. During the third !P* lesson& students will be
informally assessed when responding to task cards and working on their 7(raction *venue9
worksheet. 4y formal assessments& which include 4@4 (raction Borksheet& (raction *venue
Borksheet& <xit !ickets from Day $ @C& the student.self reflection over the unit& and the final
written assessment " give them on Day G& will provide me with evidence of what students
understood or need improvements on.
"n designing my assessments " provided opportunities for my students and " to monitor their
conceptual understanding& computational;procedural fluency& and their mathematical reasoning
skills with both informal and formal assessments. "n my first !P* lesson " informally assess
students when they>re presenting their fraction flags. *s students share their fraction flag with
the rest of the class it will give me the opportunity to assess their ability to apply learned
knowledge and explain their flag design in fractional terms to the class. "n this same lesson&
students will be provided with the opportunity to assess their understanding of fractions when
listening and responding to #uestions about other group>s fraction flags. "n my second !P*
lesson " informally assess students conceptual understanding and computational fluency as
they work through the 7(un (ractions with 4@4>s9 worksheet. /efore each step " will instruct
students and show an example of how to complete the task. !his will then provide students with
the opportunity to apply their understanding and assess their ability to complete the given task.
"f students are struggling on a step in the worksheet they are encouraged to ask a peer or
myself for additional guidance to help improve their computational fluency. "n my third lesson
students are formally assessed on their knowledge& understanding& and mathematical reasoning
skills. %tudents will be given a formal assessment that evaluates their understanding of the
entire fraction unit. !he results of this assessment will help myself and the students monitor their
overall progress towards understanding the learning targets from this learning segment. "n
addition& students will be provided with a self.reflection at the end of the unit that shows their
perception of their progress towards their knowledge of each learning target.,
b. <xplain how the design or adaptation of your planned assessments allows students with
specific needs to demonstrate their learning.
Eonsider all students& including students with "<Ps& <nglish language learners&
struggling mathematics students& underperforming students or those with gaps in
academic knowledge& and;or gifted students.
4y written assessments are designed to help visual learners. !he ma5ority of my
assessments provide visual aids to help students visuali)e the #uestion being asked. !his will
allow "<P students and struggling readers to picture the #uestion. *t the end of each lesson "
also ask students to respond to the following #uestions& 7what did you learn today89 and& 7are
you confused about anything89 !hese #uestions provide students with the opportunity to
express what they felt they learned or what they think they need to work on. "n addition& " will
also provide support to struggling readers or other struggling learners by reading the
assessment #uestions aloud to them. "f students are unsure of the meaning of a word " will
clarify it and if they are confused about the task at hand " will re.explain the directions to fit their
needs. (or struggling mathematics students or students with "<P plans " created my
assessments with visuali)ations to help students interpret the #uestion more clearly. "n
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Elementary Mathematics for Washington
Planning Commentary
instructing students " encouraged them to ask #uestions and use the pictures on the
assessment to help them find the correct answer to the problem. !o help all students
demonstrate their learning to the best of their abilities " will provide examples of the types of
#uestions that are asked on the assessment. !his ensures that student>s understand the format
of the #uestions and are comfortable with filling out the assessment.,
c. Describe when and where you will elicit student voice (oral or written) during instruction
to raise awareness in both you and the students of where students are relative to the
learning targets.
During my first !P* lesson& " will elicit student voice after the introduction. !his will also
check for student understanding before continuing on to the next activity in the lesson. During
the introductory PowerPoint " will ask students to respond to #uestions and explain fraction
concepts in their own language. =ext& students will practice sample #uestions before continuing
to the next activity. *t the end of the lesson students will orally present their fraction flags and
explain the design their group came up with in fractional terms.
During my second !P* lesson& student voice will be elicited in writing and group
discussions. *t the beginning of the lesson student voice will be orally elicited during the
discussions and sample #uestions. !his will provide me with the opportunity to listen to student
voice and determine if they>re responses are reflecting the learning target. %tudents will respond
to #uestions as we work through the fractions with 4@4s worksheet and write their responses
on their worksheets.
During my third !P* lesson& student voice will be elicited orally as well as written.
%tudents will elicit written voice when they respond to #uestions on small white.boards at their
desks. %tudent voice will also be orally elicited when students share their fraction avenue with a
peer. "n addition students formal assessment and self.reflection will give them the opportunity to
respond to what they>ve learned from the three learning segments in writing.,
d. Bhat tools and strategies will students use to monitor their own learning process during
the learning segment8
%tudents will use participation as a tool to monitor their learning process. %tudents will
check for their understanding when responding to #uestions in class. %tudents will be
encouraged to ask for clarification if they are unsure about a concept. %tudents will also be able
to assess their learning progress by receiving feedback from the previous days exit ticket that is
given at the end of each learning segment. "n helping students monitor their learning "
encourage them to respond honestly when filling out the following prompt #uestions on the exit
tickets; 7!oday " learnedP9 and 7">m still confused aboutP9 !hroughout each lesson "0ve
planned times to check for student understanding by having students hold up their responses to
#uestions on a white.board. *t the end of the unit students will reflect on their learning by filling
out a student self.reflection. !his will provide students with the opportunity to look back and
monitor their learning progress of the entire unit.,
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per%itted only pursuant to the ter%s of a 'ritten li)ense agree%ent.