The educator implements a lesson plan that they created to deliver a lesson on fractions using number lines, including anticipated ideas, student strategies, and misconceptions.
This self-assessment document poses a student prompt and some possible student strategies that are commonly seen.ë_ It also provides a breakdown of each student strategy and digs into the student thinking that often drives each strategy.
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
Author: Yukari Okamoto, University of California, Santa Barbara
Source: Doing What Works Library at WestEd
One of the authors of the Practice Guide on Developing Effective Fractions Instruction describes the misconceptions that students may have about fractions and how to help them understand fractions’ place in the number system. She demonstrates instructional approaches with number lines and number strips to expand beyond the part-whole approach to teaching fractions, emphasizing the importance of students understanding that a fraction is a number, not two separate integers. She also shows how the number line can be used to help students understand equivalent fractions and operations with fractions. There is a summary and a transcript with time markers available.
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 fraction. You must also reflect upon the effectiveness of the strategy and how to adjust moving forward.
(200-word limit for each response)
Please provide evidence of a lesson plan that you created or adapted using number lines as the primary representational tool 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.)
Please provide student work samples and/or a record 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.).
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 number lines as the primary representational tool. Please submit one or more artifacts (such as links to writing, scanned documents, images, video, audio, etc.) for your reflection.
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Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0)