This is my VMI curriculum project presentation about the use of OGAP Fractions pre/post assessment materials. The project tracks a group of students that received a 4 month intervention around fraction understandings.

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Curriculum Project
VMI Cohort 2014
Heidi Whipple, M.Ed.
April 29, 2016
Fractions
Grade 5

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Introduction
 Fractional Reasoning
 Job Changed from Grade 2 to Math Coach/Interventionist
 Stats I research Journal
 Intervention
 Coaching
 Fractional Reasoning
 MSL- my fraction background was all procedural
 Wanted visual and spatial ways of teaching fractions

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Boulder Valley School District
5th Grade Assessment
Place these numbers on the number line.
p

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Assessment and Intervention
 At the beginning of this year:
 0% of 5th grade students could place fractions and mixed numbers
on a number line
 20% of 5th grade students knew their multiplication facts
 Spent September-December learning:
 facts
 2 digit x 2 digit multiplication using partial product and area model
pictures
 extending to larger numbers
 introducing the traditional algorithm
 Applying learning to real problems

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Who are these kids?
 Chose to focus on Grade 5 class
 11 Students
 5 girls
 6 boys
 2 in Evaluation Process
 1 Severe Emotional Trauma
 All in General Ed. Class

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OGAP Fractions Assessment
 Training in late November
 Fractions Standards Progression Sheet
 OGAP Fraction Framework
 Non-fractional
 Early Fractional Strategies
 Transitional Fractional Strategies
 Fractional Strategies
 Pre/ Post Assessments
 Item Bank

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Pre Assessment
 Reviewed grades 3-5 assessments
 Grade 5 could not answer the 5th grade questions
 I chose to pre assess the 5th grade class with the 4th grade
OGAP assessment.
 Based on the results, I highlighted the standards that needed to
be taught.
 Teacher agreed to let me teach one 45 minute fraction lesson
per week starting in January

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Grade 5- Pre Assessed with the 4th
grade OGAP assessment

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Lessons
 Is a fraction a number?
 Unit fractions- All fractions made up of iterations of unit
fractions
 Fraction magnitude
 Number line model practice
 Visual Representations
 +/- Fractions with unlike denominators
 Finding fraction of a whole set (1/4 of 24)

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Formative Assessment
 Dylan Wiliam’s Embedded Formative Assessment
 End of Lesson Reviews
 Exit Tickets
 Activate learners as owners of their own learning
 Feedback

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Exit Ticket from
Lesson 1

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Visual Representations
 DRAW A PICTURE!!! (DAP)
 Having a variety of visual representations for fractions helps
students to make sense of different contextual problems
 As a class, we made a poster of unit fractions as bar models,
circles, and number lines. Different pictures will help in
different situations. Students used their poster as a tool while
solving problems.

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Visual
Representations

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Screening Data

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Dibels Fact Sheet

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“Activate learners as owners of their
own learning”
 Dibels screener had an unintended outcome
 Progress Monitoring with graph
 Students began to ask to be taught about certain problem types
 Students began to see learning something you gain through
effort

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Student Work Samples
Placing Fractions on a Number Line
Pre 0% Post 45%

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Shade 3/8 of a Rectangle
Pre 0% Post 82%

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Post test #3

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Post test #3

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Pre Assessment Student Data
Analysis

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Post Assessment Student Data
Analysis

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Pre/Post SBAC Block Assessment

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Post Assessment Data
 Comparison graphs for OGAP Fractions Pre and Post
Assessment- Grade 4 Test
 SBAC Block assessment data- Pre and Post assessment-
Grade 5 Test
 Correlation between performance on Post Test OGAP Fractions
Grade 4 test and Post Test SBAC Fractions Grade 5 Block
Assessment

31. N=11
Total Percent correct out of 8 questions

32. N=7N=7
R value = .795

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References
 Wiliam, D. (2011). Embedded formative assessment.
Bloomington, IN : Solution Tree Press.
 Boulder Valley School District,
https://sites.google.com/site/mathscreeners/home/number-
sense-screeners-2013-2014