Teacher Work Sample

Multiplying Fractions by Whole Numbers

Unit

In Partial Fulfillment of the Requirements of ED 688

Dr. Katy Spangler (Advisor)

Submitted by Cheryl Fuchs

May 5, 2019

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 TABLE OF CONTENTS

1. Cover Page Page 1

2. Table of Contents Page 2

3. TWS 1 Contextual Factors Page 3

4. TWS 2 Learning Goals Page 7

5. TWS 3 Assessment Plan Page 9

6. TWS 4 Design for Instruction Page 11

7. TWS 4 Unit Lesson Plan Page 14

8. TWS 5 Instructional Decision-Making Page 25

9. TWS 6 Analysis of Student Learning/Goals Page 29

10. TWS 7 Reflection and Self-Evaluation Page 35

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 TWS Part 1: Contextual Factors

Community, School, and Classroom Factors:

Trailside Elementary is a traditional neighborhood public school with approximately 424

students. It is nestled next to the Far North Bicentennial Park system which provides the community

with multi-use trails and views of the Chugach Mountains. The school has an active community with a

variety of academic, sport, and social opportunities offered before, during and after school. In the

Spring, Trailside hosts the Trailside Triathlon and in the fall, the Hit the Trails community run. The

school has a modern looking façade both inside and out and has a large playground area. High

expectations are set in place that include rigorous academics which incorporates technology, the arts,

outdoor education, healthy lifestyles, and character development education. Trailside student daily

attendance averaged about 76% per month in 2018. Their academic rating is significantly above the

average for Alaska elementary schools based on its high-test performance. It is ranked 7th in the State

Standardized Test Performance for Alaska, averaging 69% of student proficient in math and reading

compared to the state elementary school median of 44% placing it in the top 4.7% of Alaska elementary

schools. The Trailside student body is predominately White with a smaller Multiracial population and

has high racial diversity. See the chart below for details.

White 54.5%
Black 3.8%
Hispanic 6.8%
Asian Pacific 6.6%
Native American Indian 10.4%
Hawaiian Pacific Islander 1.4%
Two or more races 16.5%
The family income of Trailside falls in the upper 30.4% percentile and therefore, is largely

upper-middle income families. However, 25.9% of students are eligible for the free lunch program.

Likewise, overall chronic absenteeism rate is 14%, police arrest rate is 0%, and expulsion rate is 0%. In-

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school suspension rate for all students is 0.9% while out-of-school suspension rate is 1.3%. In order to

support all students, the PTA offers many After School Programs as well as Tutoring services. This is a

well-supported school environment.

Classroom Factors:

Mrs. Blake’s room is warm and inviting. She has 3 pods of desks with lots of walking space in

between them so it feels more spacious than it really is. She has created a gathering spot in the back of

the room for read-aloud and class meetings. Her method of bringing her students is to sing a short song

three times to get their attention and to give everyone enough time to get seated on the carpet. It goes

something like this, “Everybody come and have a seat on the floor, not on the ceiling, not on the door,

everybody come and have a seat on the floor” (3 times). Any student not seated by the end of the song

must step down on the STEP chart. Mrs. Blake has high expectations for her students but is very fair in

dealing with their missteps. She looks for students doing the right thing and on task, then rewards them

with a “ticket” which later, when combined with other tickets, can be exchanged for prizes, gum, or

toys. She teaches through scaffolding by modeling what they are expected to do on the promethean

board so all can see. She continually encourages students to be kind to one another and to help one

another. She points out her own mistakes, so they are less embarrassed when they make one. If a

student says the wrong answer, she says it is okay to be wrong since they are trying and that trying is

what really matters. Her students feel safe to make mistakes in her class and know that their brain is in a

growth mindset. Each morning she has her students give their brains a kiss on the forehead to encourage

the growth mindset philosophy and has a growth mindset bulletin board up in her room that she refers to

when kids get frustrated. Her students have access to four computers in the room as well as chrome

books for writing assignments and spelling practice. Her students also get to paint using water colors for

special projects about once a month. They are especially blessed to have a high school student TA

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everyday named Maddy, whom they adore. She is like a buddy to them. She is extremely helpful and

caring to the students. Parental involvement has not been seen as of yet in the classroom. The physical

and emotional aspects of this classroom are safe, warm, loving and encouraging for the students.

Student Characteristics:

Mrs. Blake’s class has 19 students, 12 of which are girls and 7 are boys. There are three students

currently on Individual Education Plans (IEPs). One girl, who is a good independent worker, has a

Specific Learning Disability (SLD) in reading, writing, and math. One boy, also an independent worker,

also has a SLD in all three areas. He has focusing issues and dyslexia and was retained one year after

being home schooled in 3rd grade. He participates in the Read, Write Alaska program after school. A

second boy has a SLD for reading fluency only and gets direct instruction group work every day. He

benefits from reteaching and reassurance as well as a peer who can provide instructions. Additional

time to complete assignments, tasks, or when responding to verbal instructions/information is also

helpful to him. Additionally, there is a girl who is being tested for SPED in math and reading at the

present time. Her IEP meeting is in two weeks. There is also one boy who was referred for a behavior

IEP. This is currently on hold, as Mrs. Blake has been able to work with him effectively on her own in

the classroom. The class as a whole is mainly Caucasian. There are two students who are Alaska

Native & White and one Asian & White student. There also happens to be two students who have a

mom as a teacher in the same school. The students in general are very social and have many outside

interests. Several of the students are friends outside of the classroom and for the most part, bond well as

a class.

Instructional Implications:

This school is ranked 7th in Alaska and therefore, parents expect that their child will be getting

the very best education possible. Many of the parents have voiced their desire for the staff at Trailside

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to increase student recess time to one hour a day. Parents at Trailside are engaged and have an impact

on instructional focus. Therefore, in my planning, outdoor brain breaks must be incorporated into

classroom instruction time. Brain research tends to validate this concept. Likewise, due to some of my

students’ challenges to stay focused, I will need to communicate instructions verbally more than once

and provide them in writing as well. This allows students to read and hear the instructions. One of my

boys mentioned above will benefit from a peer helper to clarify instructions when he needs a bit of help.

In addition to the supports received from the special education teacher, my IEP students will need

regular communication and collaboration between me and them as well as a little help from their peers.

Each of these students is seated in a group of peers that can assist them when needed. Likewise, some of

my students will need extra time to finish assignments or take tests. They may ask questions to clarify

test directions or may need test questions read aloud and may need additional time to process verbal

directions. Some of my students will need a modified spelling list and access to audio books as needed.

Instruction needs to be clear, with 1-2 step directions when given verbally. I also have some very

sensitive students who will require a lot of verbal encouragement and positive reinforcement as they

navigate through the daily struggles of being in 4th-grade. Since all my students are varied in the

preferred learning styles, I will include various methods of learning in each lesson which will include

some hands-on learning, listening, reading, and imagining. Manipulatives are available for students use

during math work. Hamburger visuals are available to see while writing paragraphs with the outside

buns representing the topic sentence and the concluding sentence with the layers of supporting sentences

in between. These teaching methods will greatly help my IEP students but will also enhance the

learning of all my students. I have one student in the gifted program who goes to Ignite once a week.

He likes to help others when he is done with his work or read a book. I only have one student with

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behavior issues. He sits in his own pod, right next to the Teacher’s desk for immediate attention and

swift correction in a private, hushed manner. He is making great strides with this type of support.

TWS 2 Learning Goals for Fourth Grade Math

Unit in Multiplying Fractions by Whole Numbers

Learning goals for Fourth Grade Bloom’s Taxonomy Various learner levels
students Standards Level
Goal 1: CC.4.NF.4: A student Bloom’s levels: Students will be learning these
Students will should apply and math concepts in a variety of
develop an extend previous  1 remember ways. First, they will be
understanding of understandings of  2 understand introduced to the daily learning
fraction multiplication to  3 apply objective by hearing and seeing
equivalence, multiply a fraction by a  4 analyze the objective along with an
addition and whole number.  5 evaluate example that will be up on the
subtraction of a. Understand a  6 create board each day. I will show
fractions with like fraction a/b as a them what we will be doing,
denominators, and multiple of 1/b. and then together we will work
multiplication of b. Understand a through the math lesson
multiple of a/b
fractions by whole showing my work on the
as a multiple
numbers. overhead and as they work in
of1/b, and use
this their math books. I will be
understanding asking randomly drawn
to multiply a students to help me with
fraction by a solving the problems and
clarifying math terminology.
whole number.
Throughout the lesson, I tend
c. Solve word
problems
to quiz the kids on math
involving terminology to help make clear
multiplication of distinctions between math
a fraction by a terms used. Then, students will
whole number. work individually to complete
the math pages assigned. Each
student will be remembering,
understanding, applying,
analyzing, and evaluating at
their own level and pace.
Students who need a little extra
help can raise their hand or get

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 help from a table partner. The
faster kids must complete all
the word problems on the back
page, which incorporates higher
learning and at times requires
them to create their own
problems. Students who need
extra time or who are struggling
are not required to complete all
the harder word problems. All
students, however, are
assigned the same math
homework as a reinforcement
to what they learned during the
lesson. This homework is
turned in each Friday for
grading.

The learning goal I have set in place for this math unit is broad and vigorous, but certainly

obtainable by my students with the scaffolding that is set in place. The goal is that students will develop

an understanding of fraction equivalence, addition and subtraction of fractions with like denominators,

and multiplication of fractions by whole numbers. This will be covered in four to five lessons. The

curriculum is appropriate developmentally and builds upon the knowledge and skills learned in previous

units. Although, working with fractions and memorizing multiplication facts can be a daunting task, my

students are ready for the challenge. Last week, we spent a day practicing with the fraction bars,

learning some “math sense” about fraction equivalence, nonequivalence, greater than, less than,

comparing fractions to one whole, and about unit fractions and how they make a partial or a whole. We

also practiced making fractions equal to one so that we could rename the fraction into a mixed number.

I feel that they are adequately prepared to do well in this next unit. The terminology may get confusing

so, I have already planned to quiz my students on the meaning of math terms such as: factor, fraction,

Identity Property of Multiplication, multiple, product, unit fraction, improper fraction, rename, and

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quotient as we are working the lessons together. A couple of my students have a bit of difficulty in

understanding what they are supposed to do because they don’t remember what the term means.

Therefore, I will be asking individuals what these terms mean so that they will begin to remember them

and be able to apply the correct function or application that is being asked for in the homework. My

hope is that they will grasp the meaning of these terms so that their understanding will increase. I will

not need to prepare individualized work for my three math IEP students mentioned earlier in my

contextual factors, as they will have their math lesson with the SPED teacher. My students have varying

learning strengths, but all will benefit from the visual, audible, and written activities that will be used

during the unit. Through scaffolding, discussing, drilling, questioning, practicing, and using math

computational words, along with real world word problems, I believe my students will succeed in

learning the math standards set for them by the state.

TWS 3: Assessment Plan

Assessment Plan Table: Fourth Grade Math Chapter8 (Multiplying Fractions by Whole
Numbers)

Learning Goals Assessments Format of Assessment Adaptations

Pre- Students will quickly take a pre-assessment Repeat and modify

Learning Goal 1 Assessment test using part of the Chapter 8 Review/Test. instructions, as needed.
They should not do well on this test but will
Students will show me and them how much they learned Demonstrate and assist
develop an after the next week or so of instruction. One students with individual
understanding of point will be given for each right answer and questions.
fraction 1 point will be given for showing their work.
equivalence, Provide step-by-step
addition and Formitive Formitive assessments will include me instructions modeling different
subtraction of Assessment asking them questions during the lesson, ways to solve each problem.
fractions with like asking for a thumbs up, sideways, or down
denominators, after each lesson as to how they are doing, Eliminating some of the word
and multiplication and by how much help I will be giving each problems for the students that
of fractions by student while they are working are still struggling with the
whole numbers. independently. I will be mentally scoring basic concepts. (reducing their

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 them by observation and their verbal workload so they don’t feel
responses. I will also check their daily work frantic or anxious about
to make sure they are understanding. finishing on time).

Mid-Chapter The mid-chapter checkpoint is a quiz they
Assessment will take halfway through the chapter which
will reveal to me how much they are
retaining, understanding, and mastering what
I have taught so far. This will help guide my
teaching as to whether I need to reteach
concepts to certain students or whether they
are ready to move on. Scoring will be the
same as the pre-test.
Providing more time for
students who need such.
Before each assessment, I will
read the directions for each
section of the test so that
students will understand what
they are supposed to do.

Post- The post-assessment test will be the

Assessment summative test that will inform me of what
they have learned in Chapter 8. They will be
scored the same as the pre-test and mid-
chapter test. They will get one point for a
right answer and 1 point for showing their
work when required.

My assessment plan set in place is multi-faceted. It is designed to monitor student progress step-

by-step through the learning process of this math chapter. Before they even have a lesson, they will take

a pre-test that will reveal their knowledge level of multiplying fractions by whole numbers so I will

know where to start. Then, as I am teaching each lesson, I will be constantly monitoring or assessing

their understanding by drawing name sticks and asking questions or soliciting their help, as I am

modeling how to solve various problems in our math workbook. I will be having personal

communication with my students in a formative manner that will help me measure their understanding

or misconceptions in order that I can address areas as I go. The pre-test, mid-chapter test and post-test

are designed to assess varying elements in the learning process. Each test begins with vocabulary that

will be used in the problems that follow. Next, each test assesses basic concepts and skills such as

creating multiples of fractions and knowing how to write a unit fraction. Then they assess the student’s

ability to write the answer in varying ways, such as the product of a whole number and a unit fraction.

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Finally, each assessment then tests the student’s ability to put these skills together in order to solve word

problems. The students must understand math terms, use reading comprehension, draw or show their

work, solve the problem, then write their answer or product in the correct format for which is being

asked. The test becomes increasingly difficult as the student progresses. Every assessment leads back

to the learning goal.

I will evaluate each assessment using the same guidelines so students know what is expected and

can practice in that manner. The questions that I put stars by, students must show their work and will

either get a point for doing so, or a point taken away for not doing so, even if the answer is correct. I am

trying to instill the importance of showing their work, so they can double check their answers and to

think through the math process in order to build their “math sense.” For any student that is struggling, I

will reteach to that student by demonstrating, drawing, or having them perform a different method than

they are using to see if a different way of looking at the problem will help them in their understanding. I

may also reiterate what I taught while we are working a problem together. I may ask them certain

questions to get them thinking about why they are stuck in a certain place. Each student is different and

will require aid in differing ways and at differing points. Giving more time is also a help to some

students. Finally, I will read the directions of each subset on the assessments so that all students will

understand what they are supposed to do. Using all these methods, my assessment plan should help me

teach each student at the level they require for solid learning.

TWS 4: Design for Instruction

Results of pre-assessment:

I had only twelve students take the pretest due to many kids being out sick. Below are the results

of the pre-test given.

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 Test scores per A B C D or Lower
Skill
Vocabulary 5 students 5 students @ 50%,
2 students @ 0%
Multiples of 1 student 7students @ 66%,
fractions 4 students @ 0%

Writing a product 12 students @ 0%

as a whole number
and a unit fraction
Multiplying a whole 2 students 2 students @50%,
number and a 8 students @0%
fraction.
Writing product as 2 students 10 students @ 0%
a mixed number
Solve word 1 student 3 students @ 25%,
problems by 8 students @ 0%
multiply a fraction
by a whole number.
Overall test scores 1 student 11 students @ 62%
for pre-test. or lower

This pretest was an enlightening experience. My student “E” made an 81% on the pre-test. She

loves math, as is evident in her score. My next highest score was a 62% by “A” which also was not a

surprise. All other scores were @ 33% or lower. The surprise was that many of my students were able

to guess correctly or use addition, rather than multiplication to solve the problems, which skewed the

scores a bit. However, this shows me that my students are thinking and using math sense to figure out

problems applying methods that they have already learned. Another surprise and delight was to see that

five students scored high in math vocabulary, as I have been stressing this, doing mini-reviews each day.

One pattern that I noticed is that none of the students understood how to write a product using a whole

number and a unit fraction and many were multiplying the whole number by both the fraction’s

numerator and denominator rather than putting the one under the whole number before multiplying

across. This will help me to focus more time to the items the students are not understanding and provide

more help in specific areas that are harder to master.

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Unit Overview:

My overarching unit goal is for students to learn how to multiply fractions by whole numbers.

My one student “E” already has a good understanding on this, but as I looked over her work, I noticed

that she knew how to do it, but not necessarily why it works (the math sense) part of it. My goal is that

my students will be able to solve the equations and understand why it works. My full lesson plans for

this unit will be submitted in the UbD Unit format along with this paper.

Activities:

First, I will be covering multiples of unit fractions through the activity of breaking down a

fraction into its basic or unit fraction part. For example, 5/6 = 1/6 + 1/6 + 1/6 + 1/6 + 1/6. Then I will

demonstrate on the overhead how to rename or rewrite this into 5 x 1/6 = 5/6 and explain the math sense

behind it. My next activity or lesson will be to demonstrate how to write multiples of unit fractions. For

example, 1/6, 2/6, 3/6. 4/6. Then we will advance to other fractions such as 3/6, 6/6, 9/6, 12/6. We will

again spend time on the “math sense” or reason it works. The third activity will be spent on learning

how to multiply a fraction by a whole number using models. This will focus on the “why it works” for

students who need to understand why it works before they start remembering “how it works.” By using

shading, this lesson will cover visually, how multiplication of fractions and whole numbers work. My

fourth activity will combine the multiplying of a fraction and whole number, then renaming it as a mixed

number or product. This is where I anticipate some confusion from my students as the math wording

gets to be a bit complex. Finally, my fifth activity will be to focus on real world word problems for

students to apply what they have learned to real world issues. I will not have any of my IEP students

during this math unit, but I will be showing, modeling, reteaching some of my students who need a bit of

extra help. Likewise, I will have my faster students pair up with my slower ones to help teach. Students

enjoy working in pairs and will not feel singled-out for being slower. To make sure students feel

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confident before doing the even problems in their math homework book, I will put up the correct

answers on the overhead to the problems they worked, either independently or in pairs. That way, they

do not practice math doing it the wrong way. Also, I frequently visit the students who are having

trouble and mark right the answers that are correct for good examples for them to study or learn by.

Technology:

For this math unit, I will be using technology in a most efficient way. I will be modeling and

doing the same problems my students are doing on the exact paper they have, allowing them to see my

every move or step I take to solve the problems since it will be projected up on the board for all to

clearly see.

TWS 4 Unit Lesson Plan

Student Teaching UbD Unit Design Template

Student Name: Cheryl Fuchs Intended Grade Level of Unit: Fourth Grade
Theme of Unit Content Area:
Math
Multiplying Fractions by Whole Numbers
Classroom Demographics:
For math class, I have only 16 students since 3 of my students leave for Individual Education. I have
10 girls and 6 boys.
The class is mainly Caucasian. Two students, however, are both White and Alaska Native and I have
one Asian & White student. I have five students that need a bit more scaffolding than the rest.

Alaska Content Standards:

CCSS.Math.Content.4.NF.B.4: Apply and extend previous understandings of multiplication to multiply a
fraction by a whole number.

Transfer Goal(s) - Unpacked Standards

Students will learn how to multiply various forms of fractions by applying the rules of multiplication of whole
numbers to that of fractions.

BIG IDEA of the Unit:

Learning how to multiply fractions and whole numbers.

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STAGE 1 – Essential Questions and Enduring Understandings (Bank of EUs and EQs for Unit)
Enduring Understanding(s)
Students will understand….
Multiples of unit fractions.
Multiples of fractions.
How to multiply a fraction by a whole number using
models.
How to multiply a fraction or mixed number by a
whole number.
Problem solving comparison problems with fractions.
STAGE ONE: (Bank of Objectives for Unit)
Objectives/Learning Targets:
Knowledge and Skills: K & S
___________________________
(Objective bank here)
Write a fraction as a product of a whole
number and a unit fraction.
Write a product of a whole number and a
fraction as a product of a whole number and a
unit fraction.
Use a model to multiply a fraction by a whole
number.
Multiply a fraction by a whole number to solve
a problem.
Use the strategy of drawing a diagram to solve
comparison problems with fractions.
STAGE TWO: Culminating Performance Task
Essential Questions to be Considered:
How can you write a fraction as a product of a whole
number and a unit fraction?
How can you write a product of a whole number and
a fraction as a product of a whole number and a unit
fraction?
How can you use a model to multiply a fraction by a
whole number?
How can you multiply a fraction by a whole number
to solve a problem?
How can you use the strategy of drawing a diagram
to solve comparison problems with fraction?
STAGE TWO: (Bank of Assessments for Unit)
Assessments Sources of Evidence of Learning
____________________________
(Assessment bank here)
Students will take a pre-assessment test before I start
teaching this unit (to see what my students already
know).
During every lesson, I will constantly be assessing my
students understanding by asking them questions and
listening to their comments. (Formative assessment)
Students will take a Mid-Chapter Checkpoint quiz.
(Formative assessment)
Finally, students will take a Chapter 8 Test at the end of
the unit. (Summative assessment)
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 Culminating Performance Task –

Students will solve real-world math problems involving fractions.

STAGE THREE: Learning for Understanding/ Instructional Activities

(Make only as many lessons as are appropriate for your Unit)
Pre-Requisites for the entire unit: What are the prior knowledge and skills students have to have in place before starting
this Unit of Study?
Students must understand the concepts of addition, subtraction, multiplication and division.

Unit Overview/Introduction/Main Hook (Make a connection with students’ backgrounds using an authentic situation
Each morning before math instruction, I go over the daily math objective that I have written on the board and an
example of what we will be learning that day.

Action/ Mini-hook for each lesson: Process: Specific strategies

Lesson connection to prior Teacher does/ Student Does to accommodate specific
learning/knowledge Product: student variability/
Assessment/ Evidence of Learning accommodate all learners
Lesson closure
Materials for lesson #1:
Let’s Go Math Book Chapter 8, page 313-318, overhead projector, pencil, and corresponding homework assignment in
student math homework book.
Objectives and Essential Questions for lesson #1:
Write a fraction as a product of a whole number and a unit fraction.
How can you write a fraction as a product of a whole number and a unit fraction?
Standards/Content areas covered in lesson #1:
CC.4.NF.B.4a: Understand a fraction a/b as a multiple of 1/b.

Lesson 1 Title Each morning before math
instruction, I go over the
Multiples of daily math objective that I
Unit have written on the board
Fractions and an example of what we
will be learning that day.
Then I do a quick two-
minute review of what we
did the day before.
I post the math page number on the
board and ask students to have their
math books open to that page and
their pencil ready.
We read the essential question
together and talk about what we think
it means.
I will review critical vocabulary that
they will need to know for this lesson.
Then, students will read with me
“Unlock the Problem”. One student
will be called on to tell me what the
problem is. Next, we will read the
problem a second time underlying the
important data that we might need
The first thing I do is review
critical vocabulary that they will
need to know for this lesson.
Words such as multiple, Identity
Property of Multiplication,
product, unit fraction, and
fraction. (drill and review,
memorize)
Scaffolding:
I lead with showing them how,
then we work together, finally
they work alone or with a
partner if they need to.
I let students check their work,
so they are more confident when
doing their math homework at

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and circle the question they are asking home. I assign either the even
us to solve. numbers or the odd numbers of
their worksheets to not overload
I will then demonstrate how to solve them with too much work.
the problem by using a model, a whole
pizza divided into 1/6 slices, followed
by a demonstration on how we can
use the unit fraction of 1/6 as an
addend to add up to 5/6. Next, I will
demonstrate how we can multiply 5
times the unit fraction of 1/6 to also
get a product of 5/6

Next, I will explain and show on the

overhead, how the model, the addend
method, and the multiplication all
relate to each other before moving on
to the explanation of multiples.

I will reteach quickly how we find

multiples of whole numbers before
demonstrating how we find multiples
of unit fractions using both a model
and then a number line.

Together, we will solve the first six

“Share and Show” problems by me
calling on volunteers to help me solve
them for the rest of the class.

Students will now work on their own

or with a partner solving problems 7-
17 which get increasingly more
complex in order to challenge the
faster learning students and to
incorporate higher thinking and
learning for all students.

I will be walking around the room

helping any student who has
questions or needs a little extra help.

After most students are finished, I put

the answers up on the overhead for
them to check their work.

As, students finish early, they will be

asked to read the board for the next

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 item to work on. Slower students will
have time to finish up their work.

They will be assigned homework pages

each night that correlates with the
lesson being taught.

Materials for lesson #2:

Let’s Go Math Book Chapter 8, page 319-322, overhead projector, pencil, and corresponding homework assignment in
student math homework book.
Objectives and Essential Questions for lesson #2:
Write a product of a whole number and a fraction as a product of a whole number and a unit fraction.
How can you write a product of a whole number and a fraction as a product of a whole number and a unit fraction?
Content areas covered in lesson (from standards) #2:
CC.4.NF. B.4b: Understand a multiple of a/b as a multiple of 1/b and use this understanding to multiply a fraction by a
whole number.

Lesson 2 Title Each morning before math
instruction, I go over the
Multiples of daily math objective that I
Fractions have written on the board
and an example of what we
will be learning that day.
Then I do a quick two-
minute review of what we
did the day before.
I post the math page number on the
board and ask students to have their
math books open to that page and
their pencil ready.
We read the essential question
together and talk about what we think
it means.
I will review critical vocabulary that
they will need to know for this lesson.
Then, students will read with me
“Unlock the Problem”. One student
will be called on to tell me what the
problem is. Next, we will read the
problem a second time underlying the
important data that we might need
and circle the question they are asking
us to solve.
I will then demonstrate how to find
multiples of unit fractions and then
multiples of non-unit fractions.
The first thing I do is review
critical vocabulary that they will
need to know for this lesson.
Words such as multiple, Identity
Property of Multiplication,
product, unit fraction, and
fraction. (drill and review,
memorize)
Scaffolding:
I lead with showing them how,
then we work together, finally
they work alone or with a
partner if they need to.
I let students check their work,
so they are more confident when
doing their math homework at
home. I assign either the even
numbers or the odd numbers of
their worksheets to not overload
them with too much work.

Next, I will explain and show on the

overhead, how to multiply a whole
number by a unit fraction, followed by
modeling how to multiply a whole
number and a non-unit fraction.

18
 Together, we will solve the first five
“Share and Show” problems by me
calling on volunteers to help me solve
them for the rest of the class.

Students will now work on their own

or a partner solving problems 6-14,
which get increasingly more complex
in order to challenge the faster
learning students and to incorporate
higher thinking and learning for all
students.

I will be walking around the room

helping any student who has
questions or needs a little extra help.

After most students are finished, I put

the answers up on the overhead for
them to check their work.

As, students finish early, they will be

asked to read the board for the next
item to work on. Slower students will
have time to finish up their work.

They will be assigned homework pages

each night that correlates with the
lesson being taught.

Materials for lesson #3:

Let’s Go Math Book Chapter 8, page 325-328, overhead projector, pencil, and corresponding homework assignment in
student math homework book.
Objectives and Essential Questions for lesson #3:
Use a model to multiply a fraction by a whole number.
How can you use a model to multiply a fraction by a whole number?
Content areas covered in lesson (from standards) #3:
CC.4.NF. B.4b: Understand a multiple of a/b as a multiple of 1/b and use this understanding to multiply a fraction by a
whole number.

Lesson 3 Title Each morning before math I post the math page number on the The first thing I do is review
instruction, I go over the board and ask students to have their critical vocabulary that they will
Multiply a daily math objective that I math books open to that page and need to know for this lesson.
Fraction by a have written on the board their pencil ready. Words such as multiple, Identity
Whole and an example of what we Property of Multiplication,
Number will be learning that day. We read the essential question product, unit fraction, and
Using Then I do a quick two- together and talk about what we think fraction. (drill and review,
Models it means. memorize)

19
minute review of what we
did the day before. I will review critical vocabulary that
they will need to know for this lesson.
Then, students will read with me
“Unlock the Problem”. One student
will be called on to tell me what the
problem is. Next, we will read the
problem a second time underlying the
important data that we might need
and circle the question they are asking
us to solve.
I will then demonstrate how to solve a
word problem using pie charts to
model the equation of 3 x ¾.
Scaffolding:
I lead with showing them how,
then we work together, finally
they work alone or with a
partner if they need to.
I let students check their work,
so they are more confident when
doing their math homework at
home. I assign either the even
numbers or the odd numbers of
their worksheets to not overload
them with too much work.

Next, I will explain and show on the

overhead, how to create a fraction
multiplication model that illustrates
the concept of multiplication of
fractions by showing the addition of
additional fractions.

Together, we will solve the first five

“Share and Show” problems with me
calling on volunteers to help me solve
them for the class.

Students will now work on their own

or with a partner to solve problems 6-
17 which get increasingly more
complex in order to challenge the
faster learning students and to
incorporate higher thinking and
learning for all students.

I will be walking around the room

helping any student who has
questions or needs a little extra help.

After most students are finished, I put

the answers up on the overhead for
them to check their work.

As, students finish early, they will be

asked to read the board for the next

20
 item to work on. Slower students will
have time to finish up their work.
They will be assigned homework pages
each night that correlates with the
lesson being taught.

Materials for lesson #4:

Let’s Go Math Book Chapter 8, page 329-332, overhead projector, pencil, and corresponding homework assignment in
student math homework book.
Objectives and Essential Questions for lesson #4:
Multiply a fraction by a whole number to solve a problem.
How can you multiply a fraction by a whole number to solve a problem?
Content areas covered in lesson (from standards) #4:
CC.4.NF. B. 4c: Solve word problems involving multiplication of a fraction by a whole number by using visual fraction
models and equations to represent the problem.

Lesson 4 Title
Multiplying a
Fraction or
Mixed
Number by a
Whole
number.
Materials for lesson #5:
Let’s Go Math Book Chapter 8, page 333-336, overhead projector, pencil, and corresponding homework assignment in
student math homework book.
Objectives and Essential Questions for lesson #5:
Use the strategy “draw a diagram” to solve comparison problems with fractions.
How can you use the strategy “draw a diagram” to solve comparison problems with fractions?
Content areas covered in lesson (from standards) #5:
CC.4.NF.B. 4c: Solve word problems word problems involving multiplication of a fraction by a whole number, by using
visual fraction models and equations to represent the problem.

Lesson 5 Title
Problem
Solving,
Comparison
problems
with
Fractions
Unit Closure: Bring it all together with the focus of the lesson and the Objective. Tie the closure for each lesson in with
the Main Hook, the Objective, and the Essential Question.
The Unit closure will consist of a short verbal unit review lesson.

UNIT REFLECTION Cultural Capital: Discuss how this Unit increases your students’ access to “Cultural Capital.”
This is a math unit that includes cultural capital by solving real-life problems that all cultures encounter such as
recipe/cooking problems, physical activities problems, pet problems, and Earth landscape issues.

21
Attachments: Graphic Organizers, Quizzes, Worksheets, Assessment Rubrics etc. for each Lesson. (You can
embed them as screenshots)

Pre and Post Test:

22
23
Attachments: Examples of student work:
*Check marks notate wrong answers.

24
 TWS Part 5: Instructional Decision Making

My Teacher Work Sample unit is on multiplying fractions by whole numbers. My first lesson

covered the topic of how to write a fraction as a product of a whole number and a unit fraction

(multiples of unit fractions). (Example: 5/6 = 1/6 +1/6+1/6+1/6+1/6 = 5 x 1/6). By the end of the

lesson, the kids gave me a thumbs up for understanding which also was reflected in their math

workbook. Lesson two covered how to write a product of a whole number and a fraction as a product of

a whole number and a unit fraction (multiples of fractions). (Example: 4x2/3 = 8/3 = 8x1/3). Once

again, my students were feeling confident and their work confirmed it. In lesson three, we learned how

to use a model to multiply a fraction by a whole number. (Example: 5x3/10 = 15/10. They learned this

content as well but were asked by our book to leave the product in the improper fraction form. My

students mastered this also. The next day, I gave them the Mid-Chapter Checkpoint where I began to

see some confusion in writing the product using a whole number and a unit fraction. The following day,

before starting our new lesson, I took about 10 minutes to review what we had learned on the board

asking various students for input. I also quizzed the class verbally to tell me what a unit fraction was

and what number had to be in the numerator for it to be a unit fraction. I thought this would help clarify

in their minds when to use a unit fraction in their answers. They gave me a thumbs up for understanding

and so, we moved on to lesson four which covered multiplying a fraction or mixed number by a whole

number. (Example: 4x5/8 = 20/8 = 2 4/8). Most students were feeling good about this lesson and the

following lesson which covered word problems and comparison problems with fractions. The red flag

came the next day during a practice quiz for the entire unit on multiplying fractions by whole numbers.

Several of my students were getting confused with which form to write their answers and when to use

which technique. I could tell the “new” math terminology was getting them a bit confused so, I met

with the other two 4th grade teachers during lunch to see if their kids were having similar problems. It

25
was unanimous that they were. We decided as a 4th grade team to give them another practice quiz,

which they would be able to work on with a partner if they so desired. I altered my plans even further.

Instead of having my students take a timed multiplication fact test for morning work, I made up a couple

of worksheets with 4 problems each to help them distinguish between the different types of products

required. I also made up a math vocabulary “cheat sheet” for them to use during the 2nd practice test.

Each student received a copy and then we went over each example using the correct terminology and

procedure for solving. They then were given another class period to practice. They could use their

cheat sheets, ask for help from me, or get help from a partner. I even worked with a few kids one-on-

one at the back table. As a final modification to my plans, I read the directions on the Chapter 8 test for

each section, having students underline exactly what the problem was asking. For example, they

underlined the following words from the different sections: multiples of the unit fractions or multiples of

the fraction, write the fraction as a product of a whole number and a unit fraction or write the product as

the product of a whole number and a unit fraction, multiply or multiply and write the product as a mixed

number. My goal was for each of my students to be keenly aware of exactly how they were to solve

each section of the test and to read carefully what they were to do rather than quickly guessing how to

answer based on the format of how the problems were presented. I wanted them to slow down and think

about what each problem was asking them to do or solve, using key math vocabulary that we learned in

this chapter.

Conscientious planning and development of active and engaging lessons are my objective for

each lesson; however, it is from each individual student that I observed and gleaned from their faces,

questions, body language, and verbal behavior that dictated what to teach moment-by-moment. It is this

mindful observation of students’ reactions and an evaluation of their work that helped me to recognize

the diverse needs of each student. Collaborating with other teachers and professionals also provided

26
support in effectively responding to the specific needs of my students. As I learn more about my

students, I am able to use a variety of strategies, materials, and methodologies to effectively respond to

their ever-changing needs.

Extra work sheet:

Extra morning worksheet:

27
Extra morning worksheet:

Fraction cheat sheet:

28
 TWS Part 6: Analysis of Student Learning and Learning Gain Score
Submitted by Cheryl Fuchs

Graphs: Analysis of Student Learning of Whole Class

WHOLE CLASS
Pretest Post Test

100% 95% 96% 95%

87% 89%
90% 85% 86% 86% 86%
81% 81% 82%
77%
80%
69%
70% 62%
60%
50%
40% 33% 33% 33% 33%
29% 29%
30% 24% 24% 24%
20%
10% 10%
10%
0%
Student Student Student Student Student Student Student Student Student Student Student Student All
1 2 3 4 5 6 7 8 9 10 11 12

Data Analysis:

The above graph exemplifies and evaluates the learning progress of my students. It reflects

where each student started in their understanding of multiplying fractions by whole numbers and where

they ended-up in their understanding through the use of a summative evaluation at the end-of-chapter

test. In order to establish what they already knew about multiplying fractions by whole numbers, I gave

them a shortened version of the summative test so that my students would be tested on the same material

for more accurate evaluation results. The chart shows that most of my students knew 33% or less about

how to multiply a fraction by a whole number at the beginning of the unit. This data also shows

somewhat erroneously, that two students were 62% and 81% knowledgeable in this area prior to the

teaching of this unit. When I graded their pretests, I thought this to be quite a surprise. Eventhough,

29
both young ladies are extremely proficient in math, I decided to investigate further. As I was looking

over their handwritten math work, I realized that, due to their high capability to use what they already

knew from previous math units, they solved these problems, not by understanding for sure about the

rules for multiplying a fraction by a whole number; but rather, by educated guessing. I was most

impressed with these two students who were not afraid to use what they knew from previous lessons to

predict the new multiplication math rule. Several of my other students used this strategy to make correct

educated guesses. Likewise, both girls and several of my other students earned points on the pretest due

to their knowledge of math terminology that I have been consciously making an effort to highlight and

emphasize during each of our math lessons. I was happy to see success in this area. The scores of my

students showed me that they were “ready” for our new unit in that there was not one student who

scored a zero. To me, this indicated that they were familiar with the previous unit content (adding and

subtracting fractions) and ready to build on that knowledge. Overall, my whole class learned a great

deal as indicated by the chart above. Each student scored higher on the post-test than they had on the

pretest. Yeah!

Graphs: Analysis of Student Learning of Boys:

Boys Pretest and Post Test Scores

100%
80%
60%
40%
Post Test
20%
Pretest
0%
Student 1 Student 3 Student 4 Student 6

Pretest Post Test

30
Data Analysis:

Since, I had several students out due to illness, I had only four boys that took both the pretest and

the post test. I calculated the average pretest grades of the four boys which reflected a mean of 23% on

the pretest and a mean of 91% on the post test. The boys increased their scores by large margins as

detailed in the above graph. My boys overall scored below my girls in the class on the pretest, but

higher on the post test. Since there were only four boys, this data may have been different if all the boys

had been present.

Graphs: Analysis of Student Learning of Girls:

Girls Pretest and Post Test Scores

100%
80%
60%
40%
20%
Pretest
0%
Student Student Student Student Student Student Student Student Student
2 5 7 8 9 10 11 12 all

Pretest Post Test

Data Analysis:

My girls’ data chart also reveals that they were successful in gaining knowledge and skill in

knowing the math sense that encompasses multiplying fractions by a whole number. They tended to

score higher than the boys on the pretest with their mean score at 38% versus the boys’ at 23%. Yet,

31
interestingly enough, the girls scored a mean of 71% on the post-test versus the boys’ mean of 91%. I

had eight girls who took both the pretest and post- test. Again, according to the data, my girls met the

expectation of increasing their math sense and knowledge of multiplying fractions with a whole number.

Although my girls did not score as high as the boys in the post test, they did in fact learn and increase

their knowledge base in this unit.

Graphs: Analysis of Student Learning Gain Scores:

Learning Gain Scores

100%
80%
60%
40%
20%
0% Boy Learning Gain Scores

Boy Learning Gain Scores Girl Learning Gain Scores

Data Analysis:

In this chart we see that without a doubt, my whole class achieved their objective of making

progress towards their goal of learning how to multiply fractions by whole numbers using their new

math sense and math vocabulary of this unit. Overall, the Learning Gain Scores were good and ranged

from 60 to 90 percent. From the chart, we can see that the boys tended to have the higher learning gain

32
scores compared to the girls. The overall leaning gain score for the whole class was 78%. Please

review the Excel Spread Sheet below for further details for the individual data for each student.

Two Individuals:

The two students that I will compare are student #6 and student #11. Student #6 is a very

conscientious boy who excels in all areas of school. He loves learning and strives very hard to get good

grades. He is constantly asking questions, challenging answers when he thinks he is right, and generally

goes the extra mile to succeed. He has a “can-do” attitude. I chose him because he scored the highest

score, a 96% on the post-test, and a 33% on his pretest, resulting in a learning gain score of 94%.

I selected student #11 because she had the lowest score, a 69% on her post-test. Interestingly,

she is almost the opposite personality of student #6. She is a student that is quite relaxed in expectations

of herself. She is often not on task or listening during instruction. At times, she is reading a book

during direct instruction and during individual work-time. She is often sitting and starring into space.

When I ask her if she needs help during these times of oblivion, she turns down any help. Her math

suffers since she thinks that she is like her dad and not very good in math. She scored the lowest post-

test score of 69%, a pretest score of 24% (10% was the lowest), and her learning gain score was 60%.

In the case of these two individuals, I believe that student #11 is performing way below what she

can really do, whereas student #6 is performing close to the top of his capabilities. Both attained their

learning goal, since they improved their scores after being taught the unit. One did well, and the other

could have done better, however chose not to do so. We have met with her parents which see the same

lackadaisical attitude at home. Her pediatrician has been consulted for possible imbalances.

33
Learning Gain Score Calculation Excel Spread Sheet:

1 2 3 4 5 6 7 8

Students, Pre- Post- Pre- Post- Actual Potential Learning

N= Assessment Assessment Assessment Assessment Gain Gain Gain

Raw Score, Raw Score, Percentage Percentage Score Score, Score

Top Top Top

Possible = Possible = Possible

12 21 39 100%

1 2 34 10% 87% 78% 90% 86%

2 6 30 29% 77% 48% 71% 68%

3 5 33 24% 85% 61% 76% 80%

4 5 37 24% 95% 71% 76% 93%

5 7 33.5 33% 86% 53% 67% 79%

6 7 37.5 33% 96% 63% 67% 94%

7 17 37 81% 95% 14% 19% 73%

8 2 31.5 10% 81% 71% 90% 79%

9 13 33.5 62% 86% 24% 38% 63%

10 6 32 29% 82% 53% 71% 75%

11 5 27 24% 69% 45% 76% 60%

12 7 34.5 33% 88% 55% 67% 83%

Overall Learning Gain Score 78%

34
 TWS Part 7: Reflection and Self-Evaluation
Submitted by Cheryl Fuchs

In reflecting upon my own performance as a teacher, I analyzed the student learning that

occurred during my unit on “Multiplying Fractions by Whole Numbers.” This data reflects that my

students achieved an average of 78% on the Learning Gain Score (LGS) for the twelve students that

took both the pre-and-post tests. The data indicates that overall, I was successful in teaching them the

new math standards that were in this unit. My students did their best in the area of concepts and skills.

This is where they were required to perform only one skill such as choosing a vocabulary word to match

a definition, listing multiples of fractions, multiplying a fraction and a whole number, and completing

word problems with multiple choice answers. The students did phenomenal on these test questions.

Even though this unit was one of the most challenging for my students compared to previous units, I

believe they did well due to their own efforts, as well as mine. In this unit, I created extra practice

sheets for them to complete the morning following each lesson, for review before going on to the next

lesson. These handouts were in response to the data I collected using informal assessments (student

questions and mid-chapter quiz performance). I believe that these daily reviews helped many of my

students retain the skill sets they had recently learned and would need for the next section. I also

attribute some of their success to my deliberate, repetitive habit of drawing attention and drilling on

specific math vocabulary as it was introduced and used in their math book. Also, I attribute this success

to each student’s desire to learn and do well in school. Without the right learning mindset that is

promoted in our school, my students and I would not have been as successful.

According to the summative test data or post-test, my students who got answers wrong, did so

mostly on the questions asking them to do more than one thing to get to the final answer. For example,

one section of the test asked students to “write the product as the product of a whole number and a unit

fraction.” Many of my students knew how to find the product and how to write a whole number and a

35
fraction, but when combined into the same problem, some missed the problem simply because they

misunderstood what was being asked of them, or they did not take the time to really think about what

was being asked of them. They read the first part of the directions and assumed they knew how to

answer. Another example under this same category was the questions on the final page consisting of a

“constructed response” in which they had to agree or disagree and explain why. Likewise, they had a

final “performance task” question with three parts in which they were asked to draw a diagram to make

comparisons of the size of two different types of turtles, find a product, and then change the improper

fraction into a mixed number. My higher-level students did well on this, but some of my students got

only parts of the last page correct. Looking back over the two tests with the lowest test scores, I noticed

that the student who made a 69% did not underline the key vocabulary in each section that I pointed out.

I was a bit miffed by this because right before the test, I read each section and had students underline

what they were being asked to do. However, she had not done so. In addition, I handed out a cheat

sheet which gave examples on how to do a problem using the wording directly from each test question.

This is the same student with whom we had a parent/teacher conference because she rarely pays

attention during direct instruction, or she is reading a book. My next lowest grade was a 77%. This was

a surprise because she is one of my higher-level students. Looking back at her test, I saw that she

skipped over two questions and made some silly errors that cost her four points on the front page of the

test. Her other errors were on the last page with the “constructed response” and the “performance task”

problems which are the higher learning components of the test. The remainder of my students’ grades

were A’s and B’s. Again, overall, my students did very well. One D+, one C+, seven B’s, and three

A’s. Looking back, I realize that I need to better monitor student(s) that have a hard time staying

focused and paying attention during instruction time. Since this test, I have moved the day-dreaming

girl away from her best friend and have started asking her more questions during instruction, so she is

36
forced to stay focused. We are still working with the parents and the child’s pediatrician to see if there

might be a medical reason that she is having a hard time staying focused. Her Art Teacher and Music

Teacher have also noticed and documented the same behavior. The girl with the 77%, I will chock up as

a onetime fluke. As for the higher-level thinking problems on the last page of the test, I will continue to

explain and help all students with any questions they may have and help them strive to understand and

master these harder thought-provoking questions. At the same time, I will acknowledge that each of my

students will not always make an A on every test and that we all are in a state of progress towards

excellence, not perfection.

One professional learning goal that emerged from my insights and experiences with the TWS

centers around the quiet, unfocused student who made the 69% test score above. She believes that she is

not good at math, but she really is, when she pays attention. Her lack of enthusiasm and belief in herself

perplexes me. She comes from a privileged family with many opportunities and resources yet seems to

have very little enthusiasm for much of anything except for skiing and reading silently, her parents say.

Step one, I spoke with my host teacher (Mrs. Blake), the SPED teacher, and her last-year’s third-grade

teacher, to see if I could learn more about how to motivate this student to desire more engagement in

instructional activities. Step two, I tried a few of the suggestions they made, but little changed in her

desire to pay attention in class. A book called Ending the Homework Hassle: Understanding,

Preventing, and Solving School Performance Problems by John Rosemond was suggested for me to

read. Step three, I ordered the book and am now reading it in order to help me in the future to reach

students that I can’t seem to understand their individual needs. Another professional learning goal that

emerged is learning how better to deal with and redirect students who frequently have outbursts and

meltdowns in the classroom. My first step was again to seek council from my host teacher. The second

step was to implement her recommendations and see how they worked for me. Being firm, but kind is

37
Mrs. Blake’s motto. I am hoping to master this easy to understand but harder to put into effect motto, as

I become a more seasoned teacher. I asked for advice from a few other teachers with excellent student

management skills in which one teacher recommended a favorite helpful book of his called Disrupting

the Disrupter by Dr. Gib Binnington. I ordered it online and so my next step will be to read it when it

arrives. Reflection and self-evaluation are key pieces for an educator to remain an effective teacher.

Therefore, my goal is to participate in as many professional development opportunities as I can, so that

my self-evaluations and reflections will be nurtured and beneficial in making me a better teacher.

38