Numeracy: Developing a sense of number

TCHE 2881

Stephanie Reid
S3328004

Assessment Task 1: Targeted Teaching Report

STUDENT PROFILES
STUDENT 1: Jensen
Jensen is a 10 year old, grade 4 student with an English speaking background. Jensen is a fun student to have in the classroom. He is a keen
and focused learner when he is engaged in the task at hand, however if he doesnt understand the task he can become quite distracting to
others in the classroom. He prefers to work in groups as he seems to benefit from scaffolding given from other students thinking. There are
many notable improvements and gaps in his mathematical understandings, I saw this specifically in his fraction work. This is one of the
reasons why I chose Jensen as I wanted to identify where his gaps in his fraction knowledge lay. I wanted to find out what the next steps in his
overall fraction knowledge are.

STUDENT 2: Sarah
Sarah is a female 10 year old student who is from an English speaking background. Sarah is lovely student to have in the classroom. She has
a small group of friends who are all girls; however I believe other students look to her for support and leadership in the classroom. She excels
in all areas of numeracy and is attends maths extension every week. I chose Sarah because I wanted to see if she needs to be extended in
her fraction work and if there are were any gaps in her knowledge of equal parts and partitioning.

STUDENT 3: Poppy

Poppy is a 10 year old, female student who is from an English speaking background. Maddie is a loud and outgoing student in the classroom,
she is also incredibly creative. From working with Poppy I believe she is quite reluctant when she participates in maths classes. When
observing her in class she wouldnt volunteer to answer questions from the teacher in whole class activities. Talking to her before using Tool
4.1 she told me she hates maths and finds it boring. She seems to lack confidence when doing maths and often needs constant
encouragement for her to complete her work. I want to find out if it is her confidence in fraction and mathematics work or if she lacks
understandings and that is the reason for her being reluctant in maths class.

STUDENT 4: George
George is a 10 year old male student from an English speaking background. George is another one of the outgoing boys in the classroom. He
seems to be more engaged in hands on activities where he can move around. I believe he could excel at maths if he would engage in the
lessons, he can be become disruptive to other students. Through observation of George in class, I have seen him become disruptive
throughout the whole class and then be able to finish his maths work in the last 15 minutes or so, which leads me to believe the work he is
given in class doesnt challenge him so he is disengaged.

TOOL 4.1 EQUAL PARTS

i)

As seen below, the Equal Parts cards were placed in front of the students. I then asked students told students that all the squares
and circles have been divided into 4 parts. Which ones are fractions? I noted down their responses to my questions about why
they chose some as fraction and some as non-fractions.

1.

5.

2.

6.

3.

7.

4.

8.

ii)

I then asked students to shade two fifths of the rectangle below and for them to explain their reasoning behind how and why they
did it.

iii)

Then they were presented with the rectangle below and asked again to shade two fifths and explain their reasoning of how and
why they did it.

STUDENT RESPONSES
STUDENT 1: JENSEN
I asked Jensen to identify which cards were fractions, he looked at the for a while and said I dont get it. I followed the tool instructions and
asked him to place the cards in to two piles, fractions and non-fractions. He decided on 3, 4, 5 and 7. I asked him to tell me why he put card 3
into fraction pile; he said that its like a pizza, its cut up. I asked why 4 and he said the same as the first one. I also asked him about why
card 7 was in the fraction pile and he said you can cut a pizza like that as well. I asked about why he decided that 8 was placed in the nonfraction pile, he replied because it hasnt been divided from the corners or like chocolate, if its a fraction it has to be cut like that, that one is
cut weird. Jensen identified 1 correct fraction and showed that he has an understanding of partitioning, however he could not explain that
fraction must have equal parts and doesnt understand fair shares and the relation to pizzas. He understood that fractions need to be
partitioned, however couldnt identify that fractions should be partitioned into equal parts which is what makes it in to a fraction. You can see
he doesnt understand fair shares as he has been shown that fractions are cut like pizzas or chocolate bars, but he hasnt developed the
understanding of why they are cut like that.
When I presented him with the second task and asked him to shade in two fifths of the rectangle in front of him. He automatically shaded in
two parts of the rectangle. He explained that he shaded in two parts because it was 2 fifths. I presented him with the next rectangle (iii) he
once again he shaded in two sections of the rectangle and said he did the same thing as last time, he shaded 2 fifths. According to Siemon
(2002) many children will simply count and colour without recognising the fractional relationship between the parts and the whole (p.2). This
shows that Jensen has this common misunderstanding.
According to the advice rubric for the Equal Parts tool devised by DEECD (2006, the Department of Education and Early Childhood
Development) Jenses reasoning and ideas Suggests equal parts recognised to some extent but can be over-ridden by strong, misleading
perceptual information. He may benefit from the following:

Investigate fair shares using a variety of physical models (eg, plasticine, paper, streamers, Smarties), discuss relevant attribute (eg,
area or length) and explore ways in which equality of parts can be tested (eg, cut up and laid on top of one another)

Consider introducing halving and thirding partitioning strategies via paper-folding with a view to scaffolding students capacity to
generate their own fraction models and diagrams. (DEECD (Department of Education and Early Childhood Development), 2013, p.1)

STUDENT 2: Sarah
When I presented Sarah with the cards and asked her to identify the fractions, she picked up each of the cards and carefully examined them.
In some cases she even looked as if she was trying to measure them to if they were evenly divided. She identified that 1, 4, 5 and 6 were
fractions, which is all four correct fractions. I asked her to explain her reasoning behind card 5, she explained they are all equally divided up.
I asked the same question for card 6, she responded its even like this one (card 4), even though its cut differently. I then asked her why she
believed card number 2 wasnt a fraction and she responded the triangle in the middle is bigger than the parts on the side, so its not even, so
its not a fraction. Sarahs response shows that she understands the concept that fractions must have equal parts, furthermore that she can
identify the equal parts.
In part ii), when I asked Sarah to shade two fifths, she told me that I must have the wrong sheet. She said this is sixths not fifths. I told her to
try and make it into two fifths. She then shaded 2 fifths and then a little bit more, trying to estimate where two fifths would be. I asked her why
she has decided to complete it this way and she responded that she thought it would be around where two fifths would be because fifths are
bigger than sixths. I then gave her part iii) and she with more confidence asked if she could put her own lines on the paper, I asked her why
she wanted to do that, she responded she thought it would be easier to make two fifths if she could break it up evenly. (see appendix A.)
Reflecting using the advice rubric devised by DEECD(2013) Sarahs responses show she is most likely in the category Suggest access to
meaningful partitioning strategies and an understanding of how fractions are named and represented. This is due to Sarah being able to
identify all the fractions correctly in part i) and is able to shade two fifths fairly accurately. (DEECD, 2013, p.1) Sarah may benefit from

If not already recognised, make partitioning strategies explicit and use to make and name a wider range of fractions using region
diagrams and open number lines (eg, tenths, twelfths, fifteenths etc)

Use partitioning strategies to re-name common fractions, developing the generalisation: If the total number of parts is increased by a
certain factor, then the parts shaded or required are increased by the same factor.

Consider introducing/consolidating decimal fractions to thousandths by successively tenthing, use to compare, order, sequence and
rename decimal fractions (DEECD, 2013, p.1)

STUDENT 3: Poppy
When I instructed Poppy to do task i) she didnt understand what I meant. I then followed the tool instructions and asked her to put them into
piles of fractions and non-fractions. She immediately put card 1, 3, 4, 5, 6 and 7 in the fractions piles, she then looked at the rest and included
6 and 7. I asked her why she put 4 in the fractions pile and she replied it has four triangles. I asked her about card 7. She responded its
broken up into 4 peices. I asked her about why she included the rest of the cards and she said because they are all broken up into either
straight parts or triangle parts. I asked about the non-fraction piles and she said they are different shapes and not the same. Poppys
responses and reasoning shows that Poppy has some understanding of equal parts however she cant explain or identify this concept.
In task ii), when I asked Poppy to make two fifths, she looked at me confused and said but that is sixths. Although she knew it was into 6
parts she still shaded in two parts and she looked like she was going to keep shading however she asked if she was right and it seemed she
didnt have the confidence to shade further to make two fifths. I then presented her with task iii) and she shaded two parts. I asked her why
she did that and she said they are uneven so they arent really fifths but I shaded two parts. This shows that she has an idea of portioning
and fractions having to be partitioned into equal parts. It may be a confidence issue or she might not be able to partition fraction
independently.

Referring to the advice rubric DEECD (2006) created for the Equal parts tool, Poppys ideas Suggests equal parts recognised to some
extent and some awareness of the importance of the number of parts. This is due to Poppy making some attempt to shade two fifths,
however recognises the issue that makes this difficult in part ii) and iii). Poppy would therefore benefit from:

Investigate fair shares....extend to non-conventional representations such as the one shown here and the means by which these can
be tested

Introduce/consolidate halving and thirding partitioning strategies

Consider introducing fifthing strategy ... using a variety of materials. (DEECD, 2013, p.1)

STUDENT 4: GEORGE
I presented George with the cards and asked him which were fractions, he picked them up individually and without my instruction started
sorting them into what he believed were fractions and non-fractions. This reflects his hands on learning style. He put in the fraction pile 1, 4, 5,
and 6. I asked him why he thought 6 was a fraction. He responded see how the parts look the same, they are all equal, so if I was sharing it
with 4 people they would get equal bits because with fractions its all about being fair and not jibbing someone out of a fair share. I was
incredibly impressed with this answer, it showed he has a great understanding of equal parts with fractions. I asked him why card 3 was not a
fraction, he said because all the squares its been cut into arent equal.
In part i), I gave George the rectangle and asked him to shade two fifths. He immediately realised it was in six parts, he responded do you
want me to make it into fifths or should I just ignore the lines and make my own two fifths, I told him to whatever he thought. He decided to
draw another rectangle under the one presented to him work out two fifths and then replicate it onto the original rectangle. (See appendix B). I
then presented him with task iii) and he partitioned over the original lines and made two fifths. (See appendix C).

According to the advice rubric created by DEECD (2006), Georges ideas suggests he Recognises the importance of equal parts and the
total number of parts irrespective of representation. This is because George identified the fraction cards, however had to partition the
rectangles himself to make two fifths. Therefore George would benefit from

Extend the use of the halving, thirding and fifthing partitioning strategies to expand students capacity to generate their own fraction
models and diagrams irrespective of representation. (DEECD, 2013,p.1)

Lesson Plan
Duration: 1 hour
Objectives:

Students will be able to estimate fractions on a number line

Students will be able to rename fractions

Students will practise partitioning strategies

Students will be able to share and make equal parts

Targeted Teaching Learning Area

Investigate fair shares using a variety of physical models (eg, plasticine, paper, streamers, Smarties), discuss relevant attribute (eg,
area or length) and explore ways in which equality of parts can be tested (eg, cut up and laid on top of one another) (DEECD, 2013, p.1)
Based upon Poppy and specifically Jensens issues with identifying the relationship between equal parts and fractions in Tool 4.1.

Australian national Curriculum (AusVels, 2013):

Model and represent unit fractions including 1/2, 1/4, 1/3, 1/5 and their multiples to a complete whole

partitioning areas, lengths and collections to create halves, thirds, quarters and fifths, such as folding the same sized sheets of paper
to illustrate different unit fractions and comparing the number of parts with their sizes

locating unit fractions on a number line

Key questions:

What is a fair share?

What are equal parts?

How do I share or make equal parts?

How can a fraction be renamed?

What is the whole?

What other fractions do I know that will help me find the fraction I need?

How many equal parts is this whole divided into?

How many of these parts do I need to choose?

Materials:

1 long rope

5 pegs

Poster paper.

Coloured paper squares.

Glue sticks.

Scissors.

Large container of counters

Plates to facilitate sharing

Reflection sticks

Type
Warm up

Whole Class

Description
1. Have 2 students hold a rope at either end, stretching it
out to a straight line.
2. Give 5 different students pegs.
3. Ask students to come up and put the peg where they
think a third is
4. Discuss with students why they thought this.
5. Ask students how we might check this? Fold the rope
into thirds to check who the closest is.
6. Ask students questions such as: Is it smaller than a
half? Is it smaller or larger the three quarters?
7. Repeat steps with one fifth

Time

Teacher

10mins

Teacher will prompt with

Three equal parts, One
third is less than a half.
Teacher will encourage
students to estimate.
This will teach student
thirding strategy. The
process of partitioning a
continuous quantity into
three equal parts using
halving as a guide.
(Siemon et al., 2011,
p.688.)
Teacher will use the
same strategies and
start to introduce fifthing
strategy.
Partioning...into five
equal parts using halving

as a guide...fifths are
smaller than quarter.
(Siemon et al., 2011,
p.682.)

MAIN ACTIVITIES
Independent
Independent
group/individua
l activity for the
children not
involved in the
targeted
teaching or
focus group

Small
Independent
Group

Fraction Posters

40mins

(Based upon Dianna Siemons, 2004, Poster activity, p. 7)

1. Teacher will write two headings First Poster and

Teacher will model using

a pre prepared poster of
an easier fraction to
guide the students to

Second Poster. Under the first poster easier fractions

work independently. The

will be written (see below). Under the Second Poster

teacher will also discuss

harder fractions will be written. (see below)

2. Students will choose a fraction eg. Two thirds, one
fifth. For more Second Poster 1 and 1/5, seven thirds
etc
3. Students will make poster displaying

2
3

As a symbol

Worded Two thirds

Using coloured squares
Drawing it or partitioning it themselves
Anything else they know about it

what kinds of things the

students
about

may
their

write
fraction.

E.g. its bigger than 3

but smaller than 3 and a
half. It can be renamed
in terms of so many
halves and quarters, or
so many quarters or
eighths etc. (Siemon,

4. Students will start with less challenging and move

2004, page 7).

onto a second poster or more challenging fraction.

Targeted

Small Teaching

Teaching

Group

Fair Shares

Cookie Count
(Based off Maths100 Lesson, Education Services Australia ,
2010)

Teacher
students

will

prompt

and

discuss

with them why we need

fair

shares.

when

else

Discuss
students

Targeted

1. Tell students a story about the party you had on the

teaching

weekend. You baked all these cookies and you

might need to make fair

session

wanted everyone at your party to share the cookies,

shares.

Teacher

designed to

this meant everyone having an equal share or dividing

discuss

and

address the
learning needs
of a particular
group of likeability

them fairly.
2. Give students 80 counters and tell them there was
myself and a friend at the party and 80 cookies. How
can we share them fairly? Tell the students they have
to explain how they did it.
3. Share methods with each other in the small group so

will

prompt

students to share their

thinking strategies.

students

students can see other ways.

4. Tell the students that just before you were about to eat
your fair shares, another 2 people came. Tell students
to share the 80 cookies equally between 4 people.
5. Share methods with each other in the small group.
6. Tell students another 2 people came to the party and
now we have to share 80 cookies between 6 people.
7. Challenge: Give students a picture of a cookie and
ask them to share the one cookie between 4 people,
prompt them with they are allowed to cut up the
cookie.

Reflection

Whole class

Students will take a reflection stick and respond in their maths

book. Sentence starters on the reflection stick could include

Today I learnt....
I found it difficult....
I still want to understand more...
I was really proud of myself when
I learnt that fractions...

Students may take another stick once they have finished.

10mins

Teacher will review and

observe reflection to gain
understandings of any
further teaching.

References
AusVels. (2013). Mathematics. Retreived August 14, 2013, from http://ausvels.vcaa.vic.edu.au/Level?layout=1&d=M
DEECD (Department of Education and Early Childhood Development) (2013). Assessment for Common Misunderstandings.
Retrieved August 14, 2013 from:http://www.education.vic.gov.au/studentlearning/teachingresources/maths/common/default.htm
Education Services Australia (2010). Maths300-Cookie Counte. Retrieved August 19, 2013, from http://www.maths300.esa.edu.au/index.php?
option=com_content&view=article&id=303
Siemon, D., Beswick, K., Brady, K., Clark, J., Faragher, R., Warren, E., Breed, M., & Carroll, J. (2011). Teaching Mathematics.
Foundations to Middle Years. Australia: Oxford University Press
Siemon, D. (2002). Partitioning The missing link in building fraction knowledge and confidence. Victoria: RMIT University.

Appendix A her own lines over uneven rectangle

Appendix B- rectangle underneath sixth rectangle made into fifths
Appendix C- partitioned over the top of uneven fifths rectangle