Rationale
I am a fourth grade teacher at John M. Clayton Elementary School. My school is located in the small town of Dagsboro, Delaware. It is one of eight elementary schools in the Indian River School District. The diversity of almost 600 students in this school is what makes it different from many other elementary schools in the district. John M Clayton Elementary is a Title One School, with 81% of its students receiving free and reduced lunch. The students’ diversity can be seen with the following numbers: 1% American Indian, 1% Asian, 23% African American, 44% Hispanic or Latino, and 31% White. There is also a 23% English Language Learner (ELL) population which requires extra services to bridge the language barriers. We are also working with a 21% population of students with an Individualized Education Plan (IEP). With teaching such a diverse group of students I must provide instruction for all of the varying abilities. There are several challenges I face daily in a classroom with these students. As I plan my instruction I have to consider many factors such as, what information they already have about this content, do they have background information on this material, how can I make this relevant to their life so they can be engaged in the learning. With this diversity, my students bring in a range of preparation and aptitude. This requires me as the teacher to be aware of their individual needs.
For the first time this year, our district administered the Smarter Balanced Assessment (SBA) to our students. This new assessment goes well beyond the typical multiple choice assessments that had been given in the past. There are two new components to this assessment. First, students are now being asked to answer extended response questions. Therefore, they can no longer just guess and click on an answer. They need to explain their thinking in a clear and concise manner. The performance task makes up the second component. These tasks challenge students to apply their knowledge to solve complex real-world problems. With the addition of these components the assessment can better measure the student’s depth of understanding and ability to apply their knowledge in various situations. This change in assessment has caused teachers in our school to reflect on their practices and realize that our students need to become better critical thinkers and problem solvers. Moving forward I know that I need to focus on conceptual development with my students in all areas of study. I will be able to assess their level of understanding by the way they can apply their knowledge to various situations and problems presented in class.
To better address the CCSS and become better prepared for the SBA my district will be adopting a new math curriculum. Over time this new curriculum will create a bridge across grades K-5. This will help teachers understand what strategies and vocabulary have been taught in the prior year. With my focus on fractions, I looked closely at the new curriculum to determine exactly what my students need to know in order to succeed with it. The district’s fraction unit is divided into four different modules. The first module begins with equivalent fractions, which requires the ability to understand how to rename a fraction. Many of my students will struggle through this first module because they don’t have the conceptual understanding necessary to understand that two-fourths is equal to four-eighths. I am sure I can teach them a quick algorithm but my students will not understand that process nor will they be able to apply it to other situations. Therefore, my unit will act as a springboard into this first module. In my unit, students will be given the time to really focus on what a fraction means and how to represent one using various models. Having students take this time to develop understanding will allow them to see more success when they start the regular curriculum.
The CCSS places a huge emphasis on the student’s ability to understand and apply their knowledge about fractions. Students struggle with fractions every year because they have not been given enough time to develop that understanding. Students need more exposure to various models when learning about fractions. This understanding is built around the development of a unit fraction. It is important that the student understands that the denominator tells how many copies of the unit fraction it takes to make the whole. For example, the unit fraction 1/3 represents a quantity of which it takes 3 to make the whole. They need time to analyze how fractional amounts can be represented in varying ways through the use of various models. For this unit students will only be working with fractions that have a fixed denominator. The purpose of my unit is to provide students with the opportunities to develop their knowledge of fractions through the use of manipulatives and models. They will have exposure to fractions with different denominators as they continue their work in the district curriculum.
I also want this unit to help my students become problem solvers. They will be expected to write their own problems and discuss the process they use to solve each one. I want them to be able to apply this knowledge to various contexts and demonstrate an understanding through the use of pictures and words. From my time in seminar, I have learned the importance of problem solving in math. If a student can read, write, and speak about a concept then you can assess what they understand. In my unit I want the students to use their understanding of fractions to solve word problems, and also be able to write their own.
This unit is not intended to replace the curriculum provided by my district. I want to teach this unit to my students before they begin their studies of fractions in the district curriculum. Taking this extra time will help my students build that deeper understanding of fractions so they can better access the regular curriculum.
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