FRIT 7231

1. Report II
4. Learner and Context Analysis
4.1 What is the target population?
The target population includes 5th grade math students (ages 10-11) at Nevils Elementary School in Bulloch County, Georgia.
This target population is determined by the 5th grade Georgia math standard (MGSE5.NF.1 Add and subtract fractions and mixed
numbers with unlike denominators by finding a common denominator and equivalent fractions to produce like denominators.) All
students in 5th grade (special education, regular education and gifted students) are expected to master adding fractions with unlike
denominators based on the Georgia Standards of Excellence.
4.2 Describe how you would determine the characteristics of the target population.
The target population is a group of students who have mastered all previous grades’ fraction standards. The target population
will be able to use multiplication facts to give factors and multiples of given numerals, add fractions with like denominators, and have
the ability to determine if a fraction is closer to 0, ½ or 1. The target population will also be able to represent fractions visually when
using manipulatives or when illustrating a fraction.
4.3 Describe how you would determine the physical and organizational environment.
Students practice and perform in the same environment. They are seated at tables that allow students to work in collaborative
pairs or triads. Additionally, students have access to typical classroom materials to include pencils, paper and one-to-one
chromebooks. Students utilize online and hands on manipulatives such as fraction circles and fraction towers. During instruction, the

2. teacher models each step of the process and provides an anchor chart as a visual of each step required to add fractions with unlike
denominators. This visual may be utilized during all practice opportunities as needed. All examples used during instruction, begin
with a real-world example dialogue in order to provide students with the relevance of the skill. Additionally, students are given the
opportunity to rate their satisfaction with their learning of the skill and possible steps for improving through the use of digital
formative assessment tools like a shared Google Doc or Flipgrid. During performance tasks, students may not collaborate or use
anchor charts. Some students with Individual Education Plans or 504 plans may utilize specialized accommodations during practice
and performance tasks. There are no known constraints to the learning or performance other than attendance of students.
5. Objectives
5.1 State the Terminal Objective (TO) for your instructional plan.
Given an addition problem with fractions with unlike denominators, students will be able to add fractions with unlike
denominators correctly in 9 out of 12 opportunities.
5.2 Prepare three (3) Subordinate Objectives (SO). For each SO, specify its domain and it’s level in the taxonomy of
that domain.
5.2.1 Subordinate Objective: Cognitive Domain (Bloom’s Taxonomy Level: Knowledge) - Given an addition
problem with fractions with unlike denominators, students will identify the least common multiple of both denominators to
determine a common denominator for each fraction in 4 out of 5 opportunities.

3. 5.2.2 Subordinate Objective: Affective Domain (Bloom’s Taxonomy Level: Analysis) - Given pair/share group
practice activities, students will verbally explain their thinking as they practice a specific fraction related skill to their partner at
least once per day.
5.2.3 Subordinate Objective: Psychomotor Domain (Bloom’s Taxonomy Level: Application) - Given an addition
problem with fractions that have unlike denominators and a predetermined common denominator for those fractions, the
students will create two new equivalent fractions addends using hands on fraction manipulatives 4 out of 5 times.
6. Assessments
6.1. Select one SO; describe the manner by which you would assess whether or not the learner has achieved that
objective.
Given an addition problem with fractions with unlike denominators, students will identify the least common multiple of both
denominators to determine a common denominator for each fraction in 4 out of 5 opportunities.
In order to assess this SO, the teacher will give the students a Ticket Out the Door that contains 5 sets of fractions with unlike
denominators. For each set of unlike fractions, the students will identify the common denominator by listing the multiples of the each
denominator until the least common multiple is identified. The students will have to accurately find the common denominator of a set
of unlike fractions to prove that they can get a common denominator. Students will need to get 4 out of 5 problems correct in order to

4. master this SO. *Note - Students with disabilities will be able to use accommodations as outlined in their IEP if needed to show
mastery in this area.
6.2. What types of assessment instruments will your instruction have? Why?
This unit of study will contain both formative and summative assessments. Formative assessment instruments will include
checklists, Tickets Out the Door, and verbal questioning and digital goal reflection tools such as a shared Google Doc or Flipgrid.
Formative assessments will be given on a daily basis in order to know if the student is ready for the next phase in the terminal
objective. Question formats will include short answer, multiple choice, demonstrations and verbal responses. If a student doesn’t
perform well on one of the formative assessments or indicates that they need additional instruction during reflection, the teacher will
know that remediation for that supportive objective is needed. If the student does well on a formative assessment, the teacher will
know that the student is ready for instruction for the next step (or supportive objective).
Summative assessment instruments will include a written test covering all parts of the terminal objective. The summative
assessment instrument will require students to add fractions with unlike denominators.
6.3. Write items that assess the SOs in 5.2 above. Include an answer key or rubric.
6.3.1. Write one item in the cognitive domain.
Given an addition problem with fractions with unlike denominators, students will identify the least common multiple of
both denominators to determine a common denominator for each fraction in 4 out of 5 opportunities.
Ticket Out the Door - Students will accurately find the common denominator of sets of unlike fractions 4 out of 5 times.

5. 1. ½ and ⅔ (answer 6)
2. ⅖and 2/10 (answer 10)
3. 4/9 and ⅔ (answer 9)
4. ¼ and ⅓ (answer 12)
5. ⅚and 1/9 (answer 18)
6.3.2. Write one item in the affective domain.
Given pair/share group practice activities, students will verbally explain their thinking as they practice a specific
fraction related skill to their partner at least once per day.
Tally or checklist - The teacher will roam the room as students practice and check off when she hears a student explain their
thinking. The teacher checks off how the student performed after observing the student. At the end of the day, the teacher can
check not observed by student names who have not been observed that day. The teacher can then highlight those student
names to be observed first on the following instructional day.
Student Names Correct
explanation
Incorrect
explanation
Did not attempt Not observed

6. 6.3.3. Write one item in the psychomotor domain.
Given an addition problem with fractions that have unlike denominators and a predetermined common denominator for
those fractions, the students will create two new equivalent fractions addends using hands on fraction manipulatives 4 out of 5
times.
Checklist: Using hands on materials, students will create equivalent fractions when a predetermined common denominator is
given. The teacher will use a checklist to determine if the student is successful or not.
Correct Response Given Incorrect Response Given Comments
½ = ?/6 x Correct answer = 3/6
⅔ = ?9 x Correct answer = 6/9
¼ = ?/12 x Correct answer = 3/12

7. ⅚= ?/18 x Correct answer = 15/18
1/9 = ?/18 x Correct answer = 2/18
7. Instructional Strategy
7.1. For the TO, specify and exemplify an appropriate pre instructional activity or activities.
We will give a pretest to assess all entry level skills to include basic multiplication facts, ability to give examples of factors and
multiples of given numerals, addition of fractions with like denominators and the ability to determine whether a given fraction is
closer to 0, ½, or 1. Additionally, students will complete a perception survey to indicate their level of confidence in working with
fractions and math in general. Students will also complete a teacher created learning styles inventory that describes how students
prefer to practice new skills and receive feedback on work.
7.2. For a SO associated with that TO, specify and exemplify an appropriate presentation strategy or strategies.
SO - Given an addition problem with fractions with unlike denominators, students will identify the least common multiple of both
denominators to determine a common denominator for each fraction in 4 out of 5 opportunities.
Most students need to see fractions in order to be successful with manipulating them, so I would introduce this topic using
hands on materials. Hands on instruction helps students take conceptual skills to abstract thinking. I would begin giving students
fraction manipulatives such as fraction towers or fraction tiles. I like to use fraction tiles and fraction towers because they are easy to
manipulate, and they are easy to keep all of the parts together. I will expose students to round fraction manipulatives, such as fraction

8. circles, but I have learned that students are able to manipulate, and keep up with, the fraction tiles and towers better than fraction
circles.
I will give students two fractions: ½ and ⅓. I will tell the students that they need to find the same fraction pieces that will fit
for ½ and ⅓. The students will lay ½ and ⅓ beside each other on the fraction tiles. They will be instructed to find the tiles that are
the same length as ½ and ⅓ by laying those tiles beneath the given tiles. They cannot use tiles that have the same denominator as the
given fractions. This activity would require that they use 5 of the ⅙tiles to complete this process correctly. Not only will this show
the common denominator as 6, but it will also show them that the sum of ½ and ⅓ is ⅚and not ⅖as is commonly the error.
Fractions Towers
Fraction Tiles

9. Fraction Circles
7.3. For the same SO, specify and exemplify an appropriate practice activity or activities.
SO - Given an addition problem with fractions with unlike denominators, students will identify the least common multiple of both
denominators to determine a common denominator for each fraction in 4 out of 5 opportunities.
Based on the Georgia Standard of Excellence, (MGSE5.NF.1 Add and subtract fractions and mixed numbers with unlike
denominators by finding a common denominator and equivalent fractions to produce like denominators.) students need to be able to
find a common denominator using the least common denominator (LCD). Students will be instructed on how to use the least common
multiple (LCM) in order to find the LCD. We will practice this first with hands on activities such as the activity mentioned above,
then we will scaffold our learning away from conceptual learning to abstract learning. We will move from hands on examples to the
algorithm.
First we will continue the introduction activity explained above in 7.2. Once students begin to understand how to use
manipulatives to find the common denominator, I will give them a worksheet concentrating on finding the common denominator. The
students will look at two fractions, draw the fractions (with help of the manipulatives), then list the multiples of the denominators.

10. This will help bridge the gap between concrete and abstract. After students are comfortable with using the manipulatives, we will
only use the LCM for find the common denominators. The worksheet will require students to do the following:
Given fractions Model Representation Multiples Least Common Denominator
⅔ and 1/4 Student drawings 3 -3, 6, 9, 12
4 - 4, 8, 12
12
½ and 1/5 This section would phase
out….
2 - 2, 4, 6, 8, 10
5 - 5, 10
10
7.4. For the TO, specify and exemplify an appropriate evaluation follow-through activity or activities.
Given an addition problem with fractions with unlike denominators, students will be able to add fractions with unlike denominators
correctly in 9 out of 12 opportunities.
Students will be tested to determine if they can add fractions with unlike denominators. To reduce anxiety in performing on
the test, the test will begin with the tasks that require fewer steps and build to the ultimate terminal objective. Ultimately, students will
be required to find the common denominator, find equivalent fractions, add the new like fractions, simplify their answer and check to
ensure that their answer is reasonable. The students will have to correctly answer 9 out of 12 problems in order to show mastery on
this concept.
Sample problems can include, but are not limited to:

11. Find the common denominator for the
following fractions: ⅔ and 1/4
Create equivalent fractions for the
following when the common denominator
is 15.
⅘= ?/15
Create equivalent fractions for the
following when the common denominator
is 18.
2/6 = ?/18
½ + ⅓ ⅚+ ¾ ⅔ + ¼
⅞ + ½ 7/10 + ½ Find the sum of ⅕and ⅔.
Julie says that ¾ and 6/12 are equivalent
fractions. Jennifer disagrees. She says
that ¾ and 9/12 are equivalent. Who is
right? How did you know?
Find the sum of ⅗and ½. Explain how
your answer is reasonable.
Explain why ½ + ⅔ is not equal to ⅗.