Teacher Work Sample Overview

The teacher work sample was based on fractions. The standards and learning goals

aligned with the students IEP goals and current academic standards. The students I am teaching

are in seventh grade. However, for the mathematics classes I am teaching, I pull out specific

students. There are eleven students on our caseload, but only eight students are pulled out of the

general education mathematics class to receive specially designed instruction. The students

receiving specially designed instruction are currently working on the end of fourth grade to

beginning of fifth grade standards. Some students in my classroom are closer towards sixth grade

standards, and I would adapt my instruction and independent practice to meet their needs. This

unit began on January 11th and ended on March 15th. The unit covered multiple topics within

fractions. Some of the concepts that were taught were: addition and subtraction with uncommon

denominators, multiplication and division of fractions, reducing, comparing using symbols and

models, converting between mixed numbers and improper fractions, and word problems with

fractions. Every week I would introduce two to three new concepts in class, then use Friday’s

class period as a reteaching session. I would have centers and create groups based on individual

students. Prior to teaching this unit, I completed a file review of all of my students. By

completing the file reviews, I was aware of all of the students strengths and needs. All of the

students had IEP goals relating to multi-step word problems, addition and subtraction of

uncommon denominators, and math fact fluency.

Based on my research of the school district and my classroom observation, some of my

students showed significant needs in absenteeism and financial need. Due to the rate of

absenteeism and small class sizes, this impacted how instruction was delivered. Also due to the

amount of snow days this winter, this impacted the length of the unit. When I only had one to
two students, it made it difficult to teach new concepts. Often, the only class that had an issue

with absenteeism was core three. Core two would often be ahead by one to two days because all

of the students in this class usually had perfect attendance. Students also showed needs in the

areas of recall and executive functioning. All of the students in my classroom have executive

functioning goals. Most students need help with initiating tasks or remembering previously

taught information. It is vital to give students visual support to help with their short or long term

memory. By providing these visual supports, it ensures students can be successful and gain

independence skills.

My teacher work sample includes the following lessons from the fractions unit: addition

and subtraction of fractions with uncommon denominators, comparing fractions using symbols

and models, reducing fractions, check for understanding quiz, and a digital escape room. In the

chart below, it contains the following information: lessons, Common Core Standard Alignment,

learning goals, activities, and the assessment type.

Lessons Common Core Learning Goals Activities Assessments

Standard Type
Alignment

Lesson One: MTH.05.NO.Q Students will Entry Ticket Formative

Addition and 3.LT.01 - I can identify fractions Assessment
Subtraction with add fractions with uncommon
Uncommon with unlike denominators in
Denominators denominators addition or Addition and Formative
subtraction and Subtraction Assessment
MTH.05.NO.Q use Worksheet
3.LT.03 - I can multiplication to
subtract represent the Exit Ticket Formative
fractions with equivalent Assessment
unlike fraction to solve
denominators the problem.

MTH.05.NO.Q Students will

4.LT.09 - I can find common
use fraction factors or use
 models to show multiplication to
my work. determine the
common
denominator of
two fractions
with uncommon
denominators in
order to find the
sum of the
fractions.

Lesson Two: MTH.04.F.Q3.L Students will Multiplication Formative

Comparing T.03 - I can compare and division Assessment
Fractions compare two fractions using warm up
fractions with symbols (<,>, =)
different and models
numerators and represent the Comparing Formative
different fractions, and using bar models Assessment
denominators by then determine
creating how to compare
common the fractions. Comparing Formative
denominators or uncommon Assessment
numerators or by denominators
comparing them using symbols
to a benchmark
fraction like
one-half.

MTH.04.F.Q3.L
T.05 - I can
compare
fractions using
the symbols >, =
and <, and
justify the
comparison by
using models.

Lesson Three: MTH.04.F.Q3.L Students will Word problem Formative

Reducing T.02 - I can reduce fractions task cards warm Assessment
Fractions recognize and by using up
generate division to find
equivalent the smallest
fractions based possible Word Problem Formative
on my equivalent Worksheet Assessment
knowledge of fraction.
 numerators and
denominators. Students will Reducing Formative
complete multi homework Assessment
step word
problems on
fractions with
uncommon
denominators
using addition or
subtraction.

Lesson Four: MTH.04.F.Q3.L Students will Fractions Pop Formative

Fraction Pop T.02 - I can add or subtract Quiz Assessment
Quiz recognize and fractions with
generate common
equivalent denominators.
fractions based Students will
on my add or subtract
knowledge of fractions with
numerators and uncommon
denominators. denominators.
Students will
MTH.04.F.Q3.L multiply or
T.03 - I can divide a fraction
compare two by another
fractions with fraction.
different Students will
numerators and compare
different fractions with
denominators by uncommon
creating denominators
common using
denominators or symbols(<,>,=)
numerators or by and models.
comparing them Students will
to a benchmark reduce fractions
fraction like to the smallest
one-half. possible
equivalent
MTH.04.F.Q3.L fraction using
T.05 - I can division.
compare
fractions using
the symbols >, =
and <, and
justify the
 comparison by
using models.

MTH.05.NO.Q
3.LT.01 - I can
add fractions
with unlike
denominators

MTH.05.NO.Q
3.LT.03 - I can
subtract
fractions with
unlike
denominators

MTH.05.NO.Q
3.LT.07 - I can
multiply two
fractions.

MTH.05.NO.Q
4.LT.09 - I can
use fraction
models to show
my work.

Lesson Five: 4. 4.NF.B.4 Students will Digital Escape Formative

Digital Escape Apply and identify the key Room Assessment
Room extend previous words in a word
understandings problem to
of multiplication determine the
to multiply a order of
fraction by a operation to
whole number. successfully
answer the
c. Solve word question.
problems
involving Students will
multiplication of identify the
a fraction by a important
whole number, fractions of the
e.g., by using word problem in
visual fraction order to solve
models and the problem.
equations to
represent the Students will
problem. For multiply a mixed
example, if each number by a
person at a party fraction.
will eat 3/8 of a
pound of roast Students will
beef, and there add or subtract
will be 5 people mixed numbers
at the party, how in word
many pounds of problems.
roast beef will
be needed? Students will
Between what subtract mixed
two whole numbers with
numbers does uncommon
your answer lie? denominators.

MTH.05.NO.Q
3.LT.07 - I can
multiply two
fractions.

MTH.05.NO.Q
3.LT.03 - I can
subtract
fractions with
unlike
denominators

MTH.05.NO.Q
3.LT.08 - I can
solve subtraction
word problems
with fractions
and mixed
numbers.