Grading System:

Throughout the unit plan, I kept track of my student’s progress through handwritten roster score

sheets and on Power Teacher. Through the portal and the scoresheets, I could adjust the points

based on the given assignment. I would score the assignments from 1-100. By using

Powerteacher, I was able to select standards that reflected on my students' IEP goals. I would

select standards based on their academic grade level in mathematics and Habits of Work. Habits

of Work grades reflect upon students' work performance in class. All grades are posted onto

Power School where both students and parents or guardians can view.

Record Keeping
Record Keeping:

Meets 100-80 Partially-Meets 79-60 Does Not Meet 60-0

Overall Results

Key:

Meets: 100-80 Partially Meets: 79-60 Does not Meet: 60-0

Pre-Assessment Summative Retake Assessment

Assessment

Student 1 Exempt

Student 2

Student 3

Student 4 Exempt

Student 5 Exempt

Student 6 Exempt

Student 7

Student 8

From the pre-assessment I gave students, it informed me of a lot of the instructional decision

making I needed to complete to ensure student success. Based on my files reviews on students

and on observations, students showed needs in the areas of multi stepped problems. For example,

most students forget to multiply both fractions when trying to find a common denominator for

addition and subtraction of fractions with uncommon denominators. Students also have trouble

recognizing which words in word problems indicate which order of operations to utilize to be

successful. These were some important predeterminations made to drive instruction. For the
summative and retake assessments I gave written feedback. However, throughout the unit, I

would give verbal and written feedback.

Lesson One: Adding and Subtracting Fractions with Uncommon Denominators

MTH.05.NO.Q3.LT.01 MTH.05.NO.Q3.LT.03 MTH.05.NO.Q4.LT.09

- I can add fractions with - I can subtract fractions - I can use fraction
unlike denominators with unlike models to show my
denominators work.

Pre-assessment Summative Pre-assessment Summative Pre-assessment Summative

assessment assessment assessment

Student 1

Student 2

Student 3

Student 4

Student 5

Student 6

Student 7

Student 8

From this lesson, I was aware students showed needs in the areas of recalling information and

multisteps. In order to add or subtract fractions with uncommon denominators, there were

multiple steps needed to be taken in order to add or subtract the fractions. From this graphic, it

shows myself that in the beginning of the unit almost all of the students needed help with these

concepts. The one student who did not need help, should have been placed in the general

education mathematics classroom. This unit was holding this student behind, so to challenge

them, I would supplement the material, compared to their peers, for grade-level content. The

students who did not meet the standards covered in this lesson, have IEP goals relating to multi

step problems. These students are working towards progressing in their goals, so I am not taken
aback that these students partially-met these standards. I would give multiple reteaching sessions

after this lesson. I would also give verbal and written feedback. Students would also have access

to fraction resources to ensure their success.

Lesson Two: Comparing Fractions

MTH.04.F.Q3.LT.03 - I can MTH.04.F.Q3.LT.05 - I can

compare two fractions with compare fractions using the
different numerators and different symbols >, = and <, and justify the
denominators by creating common comparison by using models.
denominators or numerators or by
comparing them to a benchmark
fraction like one-half.

Pre-assessment Summative Pre-assessment Summative

assessment assessment

Student 1

Student 2

Student 3

Student 4

Student 5

Student 6

Student 7

Student 8

At the beginning of the lesson, I was aware that students often can be confused on which way the

symbols should be facing to compare the fractions. By using models for each of the questions,

students were able to answer the questions more accurately when they used uncommon
denominators. If there was a question that was comparing uncommon denominators, students

would notice the larger number for the denominator and assume it is automatically the larger

fraction. Students often had a hard time understanding a larger denominator usually meant the

fraction itself was smaller compared to the other in the question. Students would often become

confused on which direction the symbol should be facing. By using models and manipulatives,

students were able to visualize the relationship between the fractions. I would give feedback to

students either verbally or written feedback.

Lesson Three: Reducing Fractions

MTH.04.F.Q3.LT.02 - I can recognize and generate equivalent fractions based

on my knowledge of numerators and denominators.

Pre-assessment Summative assessment

Student 1

Student 2

Student 3

Student 4

Student 5

Student 6

Student 7

Student 8

Students in this group did not show an understanding of reducing fractions. Based on student file

reviews and teacher observations, students have shown needs in the area of multistep problems

and division. On the pre assessment and based on previous information, I was aware of these

needs, and was not surprised students did not know how to reduce fractions. After instruction

and multiple reteaching sessions, almost all of the students were able to reduce fractions.

However, it is easier for them to see an example first before answering the question. By showing

an example, students were to recall previous knowledge. The students who did not meet or

partially met the standards for the summative assessment, are able to recall information better

when there is an example shown. Throughout this lesson I would give verbal and written

feedback. I gave extra positive praise to students during this lesson because in order to reduce it

takes multiple steps.

Lesson Four:

MTH.04.F. MTH.04.F. MTH.04.F. MTH.05.N MTH.05.N MTH.05.N

Q3.LT.02 - I Q3.LT.03 - I Q3.LT.05 - I O.Q3.LT.01 O.Q3.LT.03 O.Q3.LT.07 MTH.05.N
can can compare can compare - I can add - I can - I can O.Q4.LT.09
recognize two fractions fractions fractions subtract multiply two - I can use
and generate with using the with unlike fractions fractions. fraction
equivalent different symbols >, = denominator with unlike models to
fractions numerators and <, and s. denominator show my
based on my and different justify the s work.
knowledge denominator comparison
of s by creating by using
numerators common models.
and denominator
denominator s or
s. numerators
or by
comparing
them to a
benchmark
fraction like
one-half.

Pre- Post Pre- Post Pre- Post Pre- Post Pre- Post Pre- Post Pre- Post
Asse -Ass Asse -Ass Asse -Ass Asse -Ass Asse -Ass Asse -Ass Asse -Ass
ssme essm ssme essm ssme essm ssme essm ssme essm ssme essm ssme essm
nt ent nt ent nt ent nt ent nt ent nt ent nt ent

Student
1

Student
2

Student
3

Student
4

Student
5

Student
6

Student
7

Student
8
Based on the pre assessment, quiz, and summative assessment, this shows the students progress

through the unit. Majority of the students did not meet the standards addressed in the above chart

in the pre assessment. However, on the quiz, it informed future instructional decisions. It gave

me information on the concepts that needed to retaught to students. Based on the information

above, most of the students met the standards addressed in the summative assessment. The

students who were partially meeting or are not meeting, have significant needs in the area of

recall and multistep problems. To support students, I would give verbal and written feedback.
Lesson Five:

4. 4.NF.B.4 Apply and extend

previous understandings of MTH.05.NO.Q3. MTH.05.NO.Q3. MTH.05.NO.Q3.
multiplication to multiply a
fraction by a whole number.
LT.07 - I can LT.03 - I can LT.08 - I can solve
multiply two subtract fractions subtraction word
c. Solve word problems
involving multiplication of a fractions. with unlike problems with
fraction by a whole number, e.g.,
by using visual fraction models
denominators fractions and
and equations to represent the mixed numbers.
problem. For example, if each
person at a party will eat 3/8 of a
pound of roast beef, and there
will be 5 people at the party,
how many pounds of roast beef
will be needed? Between what
two whole numbers does your
answer lie?

Pre-ass Summa Pre-ass Summa Pre-ass Summa Pre-ass Summa

essment tive essment tive essment tive essment tive
assessm assessm assessm assessm
ent ent ent ent

Student
1

Student
2

Student
3

Student
4

Student
5

Student
6

Student
7

Student
8
Based on the pre-assessment data and the summative assessment, most of the standards and

learning goals addressed require recall and multiple steps to solve. Most students show needs in

these areas and the data reflects this. Mixed numbers were only asked on the summative

assessment as an extra credit question, so I was not going to be surprised if students could not

solve problems based on mixed numbers. I also was not going to count the incorrect question

against their total score. From the pre-assessment to the summative assessment, students made

significant growth towards learning goals and standards. All students were successful completing

this assignment because I paired students with other students based on their strengths. I was

aware of what students had strengths in addition and subtraction with uncommon denominators,

as well as their knowledge of mixed numbers. All students needed to answer questions with

100% accuracy in order to unlock the escape room. I gave verbal feedback to all students.