The document describes plans to revise instruction on adding fractions with unlike denominators based on formative assessment results. Key revisions include: 1) Providing more opportunities for students to model and manipulate fractions into simplest form using concrete models and drawings before using the abstract process. 2) Giving targeted small group instruction to help students visualize how finding the greatest common factor simplifies a fraction. 3) Analyzing pre- and post-test results and practice problems to identify weaknesses and tailor remedial instruction accordingly.

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Report 2 Revisions
4.2 Describe how you would determine the characteristics of the target population.
We used the data summarized in the Learner Analysis chart below to define our 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.
Learner Analysis
Information Categories Data Sources Learner Characteristics
Abilities Entry Skills Norm referenced data from 4th
grade GMAS and the Fall 2018
Diagnostic iReady Math data.
Students know how to:
● add like fractions
● Use multiplication facts
to determine factors
and multiples
● Understand that a
fraction is closer to 0,
½ or 1.
Prior Knowledge of Topic Needs assessment data from
the fractions pretest.
Students have completed
instruction in 3rd and 4th
grades that have prepared them

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Norm referenced data from 4th
grade GMAS and the Fall 2018
Diagnostic iReady Math data.
to add like fractions, determine
multiples and factors, and to
understand if a fraction is
closer to 0, ½ or 1.
Educational and Ability Levels Permanent records, Snapshot
Tracker Documents, IEP and
RTI document review
Students in this group are
average to above average
learners. Students in this group
are in the RTI process, regular
learners and/or gifted learners.
General Learning Preferences Student interview and learning
preference questionnaire
Students enjoy working in
small groups, working with
manipulatives, and using the
computer a resource.
Attitudes Attitudes toward content Teacher created survey Students report that they are
very anxious to learn about
fractions. They report that they
are not good at fractions, and
they are not looking forward to
learning the content.
Attitudes toward potential
delivery system
Teacher created survey Teachers believe that hands on
and small group learning will
best meet the needs of the
students and reduce anxiety.
Students report that they are
looking forward to playing
math games and learning with
manipulatives.
Motivation for Instruction
(ARCS)
Teacher created survey and
student interview
Teachers report that they are
aware that students are not

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motivated to learn how to add
fractions with unlike
denominators.
Attitudes toward school Teacher created survey and
student interview
Teachers are aware that the
majority of the students have a
good attitude toward school.
They know they can approach
the teachers if they have
trouble understanding the
content.
General Group Characteristics Overall Impressions This group of students is a
heterogeneous group of 5th
grade students. The group is
capable of learning even
though some mention math
anxiety with fractions.

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REPORT 3
10. Developing Instructional Materials
10.1 For the TO, specify and defend your choice of an appropriate pre-instructional materials.
Given that students have received instructions in 4th grade regarding finding the Least Common Multiple (LCM), the Greatest
Common Factor (GCF) and adding fractions with like denominators, we wanted to see if any students retained that information or
could apply that information to adding fractions with unlike denominators using a pretest of the upcoming skills and concepts.
Additionally, the Fraction Pre-test will allow us to form groups for differentiated instruction. For example, if only a few students need
remediation in LCM, we will provide instruction on that skill with those students only. For group practice, we can use pre-test data to
put high, medium and low performing students in appropriate groups.
Fractions Pretest
Name ________________________
Fractions Pre-test
Are you ready for some fractions? Show me what you know!
1. Find the Least Common Multiple (LCM) of 4 and 6.
2. Find the Least Common Multiple (LCM) of 2 and 5.

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3. Find the Least Common Denominator (LCD) for ⅓ and ⅗.
4. Find the Least Common Denominator (LCD) for ½ and ⅚.
5. Complete the following equivalent fractions:
a.
3
4
=
?
12
b.
1
2
=
5
?
6. Find the sum of the following.
A. 2/3 + 1/2 = B. 2/5 + 1/4 =
C. 1/3 + 2/5= D. 5/12 + 2/3 =
7. Find the Greatest Common Factor (GCF) of 15 and 10.
8. Find the Greatest Common Factor (GCF) of 30 and 12.
9. Simplify
10
15
using the GCF.
10. Simplify
12
30
using the GCF.

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10.2 Select one SO; specify and defend your choice of an appropriate presentation of materials.
SO: Create equivalent fractions for 2 unlike fractions using the common denominator.
To provide relevance of the topic of adding fractions for students, the presentation of this objective will begin with students using
manipulatives to find the common denominator of two unlike denominators. The use of manipulatives will allow students to see the
process at a concrete level first before moving to more abstract representations of fractions without manipulatives. Students will be
given a problem such as “Find the common denominator for this problem: ⅔ + 4/9.” The students will then build a model of the
addition problem using fraction tower manipulatives. Students will have to find the same color fraction tower that works for both
fractions. For example, they will have to discover that the ninth fraction tower piece will need to be used. Students will build a model
of the problem, then draw the model on a sheet of paper. Transferring the actual model to a drawn model teaches students to use
drawings when manipulatives are not available. This will provide students with confidence in approaching fractions in future practice
activities. We will discuss how we can use the least common multiple, and later equivalent fractions, to add unlike fractions. Students
will then watch a Brain Pop video clip of adding fractions
(https://www.brainpop.com/math/numbersandoperations/addingandsubtractingfractions/). Students will work in small groups to find
the common denominator of unlike fractions from page 131 in the textbook. Students will be asked to use the manipulatives for even
numbered problems and drawings for odd numbered problems in the textbook to allow students practice using both. The
manipulatives will give the students a chance to check their work for accurateness and reasonableness.

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10.3 For the same SO, specify and defend your choice of an appropriate practice materials.
Students need to be presented information in multiple ways to reach all types of learners. It is important for teachers to model
concepts first using concrete examples before moving to a more abstract way to solve the problem. For instance, students should
understand why denominators needs to be the same before adding, instead of just learning the algorithm to add two unlike fractions. In
our instruction, we have used concrete manipulatives, modeling, drawing models, and a video before students master the algorithm of
adding fractions with unlike denominators.
Unit: Adding Fractions with Unlike Denominators
Lesson2: Find the common denominator of two unlike fractions
Standards:
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.
MGSE5.NF.2 Solve word problems involving addition and subtraction of fractions, including cases of
unlike denominators (e.g., by using visual fraction models or equations to represent the problem). Use
benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness
of answers. For example, recognize an incorrect result 2/5 + ½ = 3/7, by observing that 3/7 < ½.
Learning Target Students will be able to find the common denominator of two unlike fractions.
Activator Students will be able to use manipulatives in order to find the common denominator of two unlike
denominators.
Mini-Lesson The teacher will provide students with opportunities to use manipulative to find the common
denominator of two unlike fractions. Students will work in small groups for this skill.

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Practice Students will work in small groups to find the common denominator of unlike fractions from page 131
in the textbook. Students will be asked to use the manipulatives for even numbered problems and
drawings for odd numbered problems in the textbook to allow students practice using both. The
manipulatives will give the students a chance to check their work for accurateness and reasonableness.
Formative Assessment Students will be formally assessed on this learning target with a daily grade. Students will be
responsible for finding the common denominator of two unlike fractions. The assessment will include
problems such as, but not limited to, the following:
1. Find the common denominator for ¾ and 7/12.
2. Find the common denominator for ⅔ and ½.
3. Find the common denominator for 3/4 and 3/8.
4. Find the common denominator for 2/5 and ½.
Extension Students who master this learning target quickly will be able to attempt to add the two unlike fractions
together with the use of manipulatives. Note: the algorithm will not be taught at this time. Students
will use the manipulatives to find the sum of the two unlike fractions.
10.4 For the TO, specify and defend your choice of an appropriate follow-through materials.
Students will be able to use their new skills of finding the common denominator of two unlike fractions to complete their semester
project in the STEM lab. Students will have to find the combined lengths of materials needed in order to build a new cage for the
quail that they are raising. The materials will be in fraction dimensions consisting of denominators containing ½, ¼, ⅛, and 1/12 of an
inch. Students will have to find the common denominator of the fractions before they can find a combined length of the needed
materials. Students who needed multiplication support will have access to multiplication charts in the STEM lab. The flow map for
steps of the process of adding fractions with unlike denominators will be posted for reference in the STEM lab.

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Not only will students need this information for their STEM project, but this information will also be presented on the GMAS at the
end of the year. We will continuously review this skill throughout the year by incorporating adding fractions into other standards such
as finding the perimeter of quadrilaterals, analyzing line plots, and solving problems with the order of operations. Incorporating
adding fractions in new skills with act as a memory aid to help students retain the information.
11. Formative Evaluation
11.1 Describe an approach that you might use to carry out formative evaluation for your instructional initiative. Include any
instruments for assessment, quiz/rubrics, or other related products used for your evaluation.
The final formative assessment will include Post-test that mirrors the Pre-Test to determine if students have mastered all objectives.
This will allow us to adequately analyze data based on the same objectives. If students have not mastered the objectives we will adjust
the instruction for remediation. Students who master the curriculum will be allowed to continue with the next objectives in the
curriculum while other students will be pulled in small groups for remediation.
12. Revision
12.1 Describe your plans for revising your instruction.
We utilized the Item by Objective Analysis to first examine how students performed on the actual test. The results allowed us to
evaluate the problems on the test and how students performed on them as well as look at individual student performance.

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We will revise instruction by giving students more opportunities to model and manipulate fractions into simplest form. We will give
students more opportunities to model fractions in simplest form, draw diagrams of simplest form, then use the greatest common factor
to find simplest form. Scaffolding this concept from concrete (models) to abstract (the use of GCF) will help students visualize how a
fraction in simplest form is equivalent to the beginning fraction. We will model and review this concept in small groups.
Item by Objective Analysis
Objective
1:
Find the
LCM of 2
unlike
fractions
Objective 2:
Create equivalent
fractions for 2 unlike
fractions using the
common
denominator.
Objective 3:
Add the equivalent
fractions.
Objective
4:
Simplify
the sum of
the
fractions.
Objective
5:
Check to
see if the
answer is
reasonable
.
No.
of
item
s
% of
items
corre
ct
No. of
obj.
master
ed
% of
obj.
master
ed
Learner #1 #2 #3 #4 #5a #5b #6a #6b #6c #6d #7 #8 #9 #10
1 1 1 1 1 1 1 1 1 1 1 10 71 4 80
2 1 1 1 1 1 1 1 1 1 1 1 1 1 13 93 5 100
3 1 1 1 1 1 1 1 1 1 1 1 1 12 86 5 100
4 1 1 1 1 1 1 1 1 1 1 1 1 12 86 5 100
5 1 1 1 1 1 1 1 1 1 1 10 71 3 60
6 1 1 1 1 1 1 1 1 1 1 1 1 1 13 93 5 100
7 1 1 1 1 1 1 1 1 1 1 1 1 12 86 5 100

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8 1 1 1 1 1 1 1 1 1 1 10 71 3 60
9 1 1 1 1 1 1 1 1 1 1 10 71 3 60
10 1 1 1 1 1 1 1 1 1 1 1 1 12 86 5 100
11 1 1 1 1 1 1 1 1 1 1 1 11 80 5 100
12 1 1 1 1 1 1 1 1 1 1 1 1 12 86 5 100
13 1 1 1 1 1 1 1 1 1 1 1 11 80 5 100
14 1 1 1 1 1 1 1 1 1 9 60 3 60
15 1 1 1 1 1 1 1 1 1 1 10 71 4 80
16 1 1 1 1 1 1 1 1 1 1 1 1 12 86 5 100
17 1 1 1 1 1 1 1 1 1 1 10 71 4 80
18 1 1 1 1 1 1 1 1 1 1 1 11 80 5 100
19 1 1 1 1 1 1 1 7 50 3 60
20 1 1 1 1 1 1 1 1 1 9 60 3 60
No. of
Ss
correct
17 16 16 17 16 16 16 16 16 16 12 14 14 12
% of Ss
correct
85 80 80 85 80 80 80 80 80 80 60 70 70 60
%
master
obj.
82.5% 81.25 80 65 65

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Key: 1 = correct response; blank = incorrect response;
Instructional Revision Analysis Form

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Instructional Strategy
Component
Problem Identified Proposed Changes to
Instruction
Evidence and Source
Entry skills test Students who use
multiplication charts had
difficulty using them during
practice activities.
A mini lesson on how to use
the multiplication chart
during classroom practice.
Teacher Observation and
formative assessment during
practice activities.
Motivational introductory
material
Students were not motivated
to learn as fractions since it is
a difficult concept to learn.
Start the lesson with Math
vocabulary games
Student rating scale
Teacher observation
Pretest Not Applicable Not Applicable pretest
Information presentation Students did not have a
concrete understanding of
simplest form.
When teaching simplest form
we will use the phrase
equivalent fraction instead of
simplest form to decrease
vocabulary confusion
initially, then use the phrase
simplest form or simplify.
Post-test Item by Objective
Analysis
Learner participation Math anxiety when
manipulatives were not
provided for practice
activities. A few students
stopped participation.
Rating scale to indicate
student anxiety level at each
step of the instructional
process.
Student rating scale
Teacher observation
Posttest We found that students had
poor performance, 65%
We may increase the number
of problems to 4 for each
Post-test Item by Objective
Analysis

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mastery rate, on objectives 4
and 5. There were 2
problems for each of those
objectives. 60% missed one
and 70% missed the other
problem giving the 65%
mastery level. However,
objectives 2 and 3 had more
problems per objective.
objective to see if that affects
the performance rate.
Attitude Questionnaire Math anxiety when
manipulatives were not
provided for practice
activities. A few students
stopped participation.
Rating scale to indicate
student anxiety level at each
step of the instructional
process.
Student rating scale
Teacher observation
13. Summative Evaluation

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13.1 Describe an approach that you might use to carry out formative evaluation for your instructional initiative. Include any
instruments for assessment, quiz/rubrics, or other related products used for your evaluation.
Students will be able to use their new skills of finding the common denominator of two unlike fractions, finding equivalent fractions,
and adding unlike fractions to complete their semester project in the STEM lab. Students will have to find the combined lengths of
materials needed in order to purchase materials in order to build a new cage for the quail that they are raising. The materials will be in
fraction dimensions consisting of denominators containing ½, ¼, ⅛, and 1/12 of an inch.
Students will have to measure the perimeter of the base of the rectangular quail pen to determine how much of the needed
materials (wire and wood) to order. This step will require students to accurately add unlike fractions before they can find a combined
length of the needed materials. Students will complete computations individually and turn them in to the teacher for evaluative
purposes first. Students will then compare their results to each other and decide who has the best measurements and complete
computations for purchasing materials. Students will need to apply knowledge that was taught during the fractions unit in order to be
successful with this project. The following scores indicate mastery levels:
At Mastery: 10-12 points
Approaching Mastery: 7-9 points
Needs Remediation: 4-6 points
Rubric for STEM Activity

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Unacceptable (1 point) Acceptable (2 points) Target (3 points) Points Scored
Students accurately
find the perimeter of
the base of the
rectangular quail pen.
*related to our fractions
unit
Students did not
accurately measure the
length or width of the
base of the quail pen to
find the perimeter to the
nearest ¼ inch.
Students accurately
measured the length OR
width of the base of the
quail pen to find the
perimeter to the nearest
¼ inch.
Students accurately
measured the length and
width of the base of the
quail pen to find the
perimeter to the nearest
¼ inch.
Students accurately
find the height of the
sides of the
rectangular quail pen.
Students accurately
measured the height of
the side of the quail pen
to find the height to the
nearest 1 inch.
Students accurately
measured the height of
the side of the quail pen
to find the height to the
nearest 1/2 inch.
Students accurately
measured the height of
the side of the quail pen
to find the height to the
nearest ¼ inch.
Students will
determine the amount
of money needed to
purchase wire for the
quail pen.
Students accurately
determine the correct
amount of money
needed to purchased
materials to the nearest
five dollars.
Students accurately
determine the correct
amount of money
needed to purchased
materials to the nearest
dollar.
Students accurately
determine the correct
amount of money
needed to purchased
materials to the nearest
cent.
Students will be able to
use a measuring tape
to measure dimensions
for the new quail pen.
Students will be able to
measure accurately to
the nearest ½ inch.
Students will be able to
measure accurately to
the nearest ¼ inch.
Students will be able to
measure accurately to
the nearest ⅛ inch.