Modified Task 4 Assignment 

Fall 2017 MAED 3224 

  
Section A: Context for Learning 
1. Grade level: 5 

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

About one hour.  

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. 

enVision. Pearson, 2015.  

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 used a Promethean Board to assist instruction as well as enVision 

workbooks. Students also did practice problems on an online program called Front Row. 
Students would use front row to practice concepts taught during a lesson, then would write in 
their math journal reflecting on their progress on Front Row and how they were meeting goals 
set for themselves.  

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

The teacher would make sure the students learned the standard or objectives 
conceptually by asking them to draw pictures when solving problems. To begin class each day, 
students would complete “board work”. This work consisted of ten problems, with five problems 
being more simple and five presenting more of a challenge. In completing this problems 
students would draw pictures to help them solve. The teacher would review problems with the 
students and draw pictures to show conceptual understanding. The teacher also completed 
informal assessments throughout the day. A major way the teacher did this was having the 
students put their heads down and asking them to raise a thumbs up, down, or middle to show 
their understanding. The teacher also used this heads down process and asked students to 
raise their hands if they had a certain misconception about a practice problem or if they had got 
the problem correct or incorrect.  

6. What did you learn most about teaching mathematics from observing this teacher?  

Observing this teacher taught me about using differentiation in mathematics instruction. 

The teacher would allow students to choose from a set of problems for math homework or 
would assign different groups of students certain problems for homework or practice. I also 
observed differentiation in the students completion of board work. Students that needed a 
challenge during board work would complete problems that were more challenging while 
students that needed more practice would work on problems that were less challenging. The 
teacher would also pull students who had difficulty completing homework into small groups to 
address the issues they were having with understanding.   

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). 

The Central Focus of this lesson was dividing fractions by whole numbers. Students should 
understand how to divide fractions by whole numbers and that dividing a fraction by a whole 
number results in a smaller fraction of the whole.  

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

CCSSM: 5.NF.7 Apply and extend previous understandings of division to divide unit fractions by 
whole numbers and whole numbers by unit fractions. 

Lesson Objective: Students will be able to independently divide fractions by whole numbers 
using strategies such as tape diagrams and number lines. 

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.)  

To begin the lesson, students will be given the following problem and will be asked to 
solve it in their table groups: “Last night, Sarah’s mom made lasagna for dinner, and half of the 
lasagna was leftover. Sarah and her two brothers decide to split the lasagna evenly for lunch the 
next day. What fraction of the whole lasagna did Sarah and her brothers have for lunch?” The 
students and teacher will have a class discussion on this was solved. The teacher will then 
practice more problems like this with students, showing both a number line and strip diagram 
strategy for solving. Students will then practice problems on their own, either using the strip 
diagram or number line strategy; all students will have the opportunity to solve problems using 
both strategies. After students have had practice, the teacher will describe the concept of 
dividing fractions by whole numbers, stating that dividing fractions by whole numbers results in 
a smaller fraction of the whole. At the end of the lesson, students will complete a formative 
assessment in the form of an exit ticket.  
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.  

There is ¼ a pan of brownies to be shared by 6 friends. What fraction of the original pan of 
brownies did each friend get? Draw a picture or use a number line to help you solve.  
 

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.  

Students can earn up to 10 points on the exit ticket: 

3 points for a picture (conceptual understanding) 
5 points for a correct answer (problem solving) 
2 points for showing procedural fluency (number sentence, etc.) 

 
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  Problem Solving  Procedural  Total (10 points) 
Understanding  (5 points)  Fluency (2 
(3 points)  points) 

Student 1  3  5  2  10 

Student 2  3  5  2  10 

Student 3  3  5  2  10 

Student 4  2  5  2  9 

Student 5  3  5  2  10 

Student 6  0  5  2  7 

Student 7  3  5  2  10 

Student 8  3  5  2  10 

Student 9  3  5  2  10 
 Student 10  2  5  2  9 

Student 11  2  5  2  9 

Student 12  3  5  2  10 

Student 13  3  5  2  10 

Student 14  2  5  2  9 

Student 15  2  0  2  4 

Student 16  2  5  2  9 

Student 17  3  5  2  10 

Student 18  2  5  2  9 

Student 19  0  5  2  7 

Student 20  3  5  2  10 

Student 21  3  5  2  10 

 
 
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) 
 
As seen in the table above, 18 out of 21 students achieved mastery on the assessment. 
However, 9 out of 21 students showed some challenge in conceptual understanding. 
Conceptual understanding was shown in a student’s ability to draw a strip diagram or number 
line that correlated with the the problem. The common error pattern in conceptual 
understanding was exhibited by students indicating ¼ rather than 1/24 on there strip diagram 
drawing for the problem. The students’ pictures showed a whole broken into 24 parts, with ¼ 
being broken into six pieces. However, rather than shading just 1/24 of the whole, the students 
shaded ¼ of the whole.  
Every student except for one received points for procedural fluency. Each of these 
students found the correct answer of 1/24, but many of them found this answer in a variety of 
ways. Most students used a strip diagram to answer the problem. The student that did not 
receive points for procedural fluency found an answer of 2/24. This is possibly due to the fact 
that in this students strip diagram, they shaded ¼ of the diagram rather than 1/24 which could 
have led to a misconception in what the correct answer was.  
All students received full points for procedural fluency. While all showed a number 
sentence, number sentences showed by students some variation. While most students wrote ¼ 
divided by 6 for their number sentence, a fraction of students wrote the number sentence as ¼ x 
⅙. Most of the students who did this chose to use “Keep Change Flip” to aid them in solving the 
problem .  
 
 
 
 
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) 
 

 
 
This student struggled with conceptual understanding. The student was asked to draw a 
picture that showed their understanding of ¼ divided by ⅙. The picture should have shown a 
fourth of whole divided into six pieces, which, when completed, would have 1/24. However, this 
student divided six wholes into fourths which shows the number sentence 6 divided by ¼. 
Before this lesson, students had previously completed lessons concerning dividing whole 
numbers by fractions, which is likely why she chose to show her conceptual understanding this 
way. The student was still recorded the correct answer of 1/24 even though her picture shows 
the answer 24. The student understands that dividing fractions by whole numbers results in 
smaller fraction of the whole, but does not have the conceptual understanding of breaking a 
fraction of a whole into smaller pieces.  
 
Student 2 Mathematics Work Sample (​ student struggles with procedural fluency or problem 
solving) 
 
  
  
This student had difficulty with problem solving, as they got the answer 2/24 rather than 
1/24. The student’s issue with problem solving is likely connected to their conceptual 
understanding. When the student drew the whole, they divided it into sevenths, drawing six lines. 
The student divided the seventh that is shaded into four pieces. This is likely where the 
student’s issue with problem solving occurred, as the picture drawn did not relate to the number 
sentence. This disconnection is resulted in the student finding the answer 2/24 rather than 
1/24. 
 
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) 
Since the nearly every student achieved mastery on the assessment, students who 
received a perfect score of 10 will move on to a more challenging lesson. This will be a total of 
twelve students in this group. Nine students in the class showed difficulty with conceptual 
fluency. Six of theses nine scored nine points on the assessment, so they will grouped together 
to practice some extra problems that will allow them to improve their conceptual fluency. The 
remaining three students will be given practice that will reiterate the lesson and allow them to 
practice both conceptual understanding and problem solving.  
  
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).  
 
Students will be able to divide fractions by whole numbers by using number lines 
and tape diagrams. To practice this, students will be given word problems such as: 
“Sydney baked brownies for a party. After the party, ⅕ of the pan of brownies was left 
over. Sydney and her 3 friends decide to divide the brownies between them. What 
fraction of the original pan of brownies will each friend get?” To practice tape diagrams, 
students will use blank paper and colored pencils to create fractions of wholes and then 
show dividing these fractions. Students will create number lines to show a whole, draw 
lines to show the fraction, and then divide these fractions on the number line. Students 
will be asked to shade the specific fraction of the whole that is the result after dividing 
the fraction.  
 
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 it will help students recognize how to 
indicate the fraction of the whole that is the result of dividing a fraction by a whole 
number.  
 
c. Explain how you will reassess for mastery of the concept. ​(exit ticket) 
 
Carl baked a loaf of bread. He brought the bread with him to work and at the end of the 
day, there is ⅓ of the loaf left. He decides to split this remaining part of bread into 4 equal 
parts and take home one of them. What fraction of the original loaf of bread will Carl 
take home? 
  
Choose to do either 3a OR 3b: 
 
3a. Plan to re-engage for procedural fluency. 
a. Describe your re-engagement lesson for this group (objective from CCSSM, learning 
tasks, strategies, materials, assessment).  
 
To re-engage procedural fluency, students will be presented with word problems that will 
ask them to determine if the number sentence asks for students to divide fractions by 
whole numbers. An example of a word problem is: “Nathan and his brothers are planting 
a garden. Each of them will pant ⅓ of the garden. Nathan decides to divide his ⅓ of the 
garden into six even sections for different vegetables. If one section will have 
cucumbers, what fraction of the whole garden is cucumbers?” Students will be asked to 
 write number sentences for the problem, identifying whether or not it is showing dividing 
fractions by whole numbers.  
 
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 lesson will be effective because it will allow students to recognize 
the proper procedure for solving word problems. 
 
c. Explain how you will reassess for mastery of the concept. ​(exit ticket) 
 
Write a number sentence for the following word problem and solve. Is this dividing a 
fraction by a whole number? 
 
Lilly is cutting a rectangular piece of fabric to make 5 dolls. She cuts ¼ of the fabric, and 
then divides this ¼ into five pieces for each doll. What fraction of the original piece of 
fabric will be used for each doll? 
  
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) 
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) 
 
  
 
 
 
 
 
 
 
 
 
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  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