Try it today - Implementing a Fraction Lesson Using the Fair-Sharing Context

Educator implements a fractions lesson plan that is based on student interviews within the context of fair sharing.
Made by Friday Institute @ NC State
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About this Micro-credential

Key Method

The educator implements a lesson plan that he or she created to deliver a lesson on fractions using fair-sharing strategies, including anticipated ideas, student strategies, and misconceptions.

Method Components

Characteristics of instruction demonstrating that a lesson in the context of fair sharing was successfully delivered to support students’ understanding of fractions:

  • Student work demonstrates that more than one student strategy is provided
  • Evidence of more than one attempt at a solution is provided
  • Student work demonstrates multiple representations were utilized for the same concept
  • Evidence of students sharing ideas with other students and/or the teacher
  • Evidence of articulation of student thinking, verbally or in writing.

Research & Resources

Supporting Research

  • Carpenter, Thomas., Fennell, Francis., Geary, David., Lewis, James., Okamoto, Yukari., Siegler, Robert., Thompson, Laurie., Wray, Jonathan. “Developing Effective Fractions Instruction for Kindergarten through 8th Grade. IES Practice Guide. NCEE 2010-4039”. What Works Clearinghouse, Institute of Education Sciences, September 2010,
    http://ies.ed.gov/ncee/wwc/PracticeGuide.aspx?sid=15

Resources

  • Examining Student Responses - Assess Your Understanding

    This self-assessment document poses a student prompt and some possible student strategies that are commonly seen. It also provides a breakdown of each student strategy and digs into the student thinking that often drives each strategy.
    http://bit.ly/1Y0hqwO

  • Mathematics Instruction for Students with Learning Disabilities or Difficulty Learning Mathematics

    Based on a meta-analysis on teaching mathematics to students with learning disabilities, this report offers seven research-based instructional practices that have been shown to be effective with this group of learners. Each of the seven recommendations is explained, shown in practice, and offers a summary of its supporting evidence.
    http://www.centeroninstruction.org/files/Mathematics Instruction LD Guide for Teachers.pdf

  • Listening to Student Thinking in the Context of Fair Sharing

    This video is of a small group of students working with a teacher. Melanie is a grade 5 student, Matt is a grade 6 student, and Kyle is a grade 7 student. The video demonstrates recommended teacher practices when listening to student thinking with a small group and working in the context of fair sharing with older students. 00:00-01:32, Introduction; 01:33-02:36, Problem Setup; 02:37-12:06, Individual Student Solutions and Explanations; 12:07-17:22, Group Discussion.
    https://www.youtube.com/watch?v=rsUmghe0-XA&feature=youtu.be

Submission Requirements

Submission Guidelines & Evaluation Criteria

Following are the items you must submit to earn this micro-credential and the criteria by which they will be evaluated. To earn the micro-credential, you must receive a “Yes” for parts 1, 2, 3, and 4. Through any of a variety of methods (written, scanned, audio, video, and/or multimedia), you must demonstrate an ability to describe and implement a fair-sharing lesson that supports student understanding of fractions. You must also reflect upon the effectiveness of the strategy and how to adjust moving forward.

Part 1. Overview questions

(200-word limit for each response)

  • Why did you select this particular lesson to highlight your understanding of accommodating specific strengths and challenges in using the fair-sharing context in fraction instruction?
  • Provide an overview of what to look for in your evidence and how you demonstrated skills in supporting students’ understanding when engaging in fair-sharing tasks.

Part 2. Evidence/Artifacts

Please provide evidence of a lesson plan that you created or adapted applying the fair-sharing context to support students’ understanding of fractions. Please submit one or more artifacts (such as links to writing, scanned documents, images, video, audio, etc.).

(Your artifact submission will be assessed based on the following rubric. You must earn a “Yes” score on this portion of the total submission in order to earn the micro-credential.)

Part 3. Work Example Artifacts

Please provide student work samples and/or a recording of your live teaching that resulted from the lesson plan and shows evidence of the student strategies and student thinking that were elicited during the lesson. Please submit one or more artifacts (such as links to writing, scanned documents, images, video, audio, etc.).

Part 4. Reflection Evidence/Artifacts

Please provide an insightful reflection that describes your current effectiveness and future growth opportunities within your own teaching practice when attempting to address fraction instruction using the context of fair sharing. Please submit one or more artifacts (such as links to writing, scanned documents, images, video, audio, etc.) for your reflection.

Except where otherwise noted, this work is licensed under:
Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0)
http://creativecommons.org/licenses/by-nc-nd/4.0/

Requirements

Download to access the requirements and scoring guide for this micro-credential.
How to prepare for and earn this micro-credential - in a downloadable PDF document

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