Adding and Subtracting Fractions:

Action Research Project

By:
Debra Laxton
Spring 2016
Dr. Sheila Martin

Abstract:

This action research project was to determine how I impact student learning with learning
how to add and subtract fractions. This study was done on a fourth grade math class containing
fifteen students, with two weeks of learning. Students behavior was observed, artifacts of their
work was gathered, and students were assessed. Lesson plans were prepared using different
learning strategies, and different types of assessment. I have conducted this research to determine
my impact on student learning.

Introduction
Welch Elementary School is a public school located in McDowell County, West Virginia.
McDowell County is one of the poorest counties in the nation. Today, with a current population
of only 2,600, 27.7 percent of households live on less than $10,000 per year. Forty percent of
families with children in the city live below the poverty line; 75 percent of families with children
under the age of five live in poverty (WSWS, 2010). How does poverty affect student learning?
Poverty and different types of stress highly affect a students ability to learn. Below are some of
the ways that a childs learning can be affected by stress, abuse, poverty, etc.

Linked to 50% of absences

Impairs attention and concentration
Reduces cognition, memory, and creativity
Decreases social skills and judgement
Decreases motivation, effort, and determination
Increases depression likelihood
Reduces neurogenesis (new brain cells).

Welch Elementary contains 314 students in grades pre-k through fifth grade. 72% of the students
are white, 21% black, and 5% are two or more races.

Race

White

Black

Two or more races

Forty five percent of the students are female, and fifty four percent are male. Eighty seven
percent of the students attending this school district participate in a free or reduced lunch
program.
Enrollment:
Grade

Enrollment

PreK

11.1%

Kindergarten

17.5%

Grade 1

15.3%

Grade 2

14.3%

Grade 3

15.6%

Grade 4

14.0%

Grade 5

12.1%

In academics, According to state standards, 30% of students at this school district are considered
proficient in math and/or reading. 27.0% are proficient in math, and 32.0% are proficient in
reading. Welch Elementary School is in the bottom 10% of elementary schools in the state, based
on how the student body performed on the reading and math exams. Welch Elementary is ranked

398 out of 425 schools in West Virginia that have reported assessment performances to the U.S.
Department of Education. (Startclass.com, 2016).

Learning Goals and Objectives

Standard: Number and Operations-Fractions.
Cluster: Extend Understanding of Fraction Equivalence and Ordering.
Objectives: Students will
M.4.NF.2

Cluster:
M.4.NF.3

compare two fractions with different numerators and different denominators, e.g., by
creating common denominators or numerators, or by comparing to a benchmark fraction
such as , recognize that comparisons are valid only when the two fractions refer to the
same whole and record the results of comparisons with symbols >, = or <, and justify the
conclusions, e.g., by using a visual fraction model.
Build Fractions from Unit Fractions by Applying and Extending Previous Understandings
on Whole Numbers.
understand a fraction a/b with a > 1 as a sum of fractions 1/b
a. understand addition and subtraction of fractions as joining and separating
parts referring to the same whole,
b. decompose a fraction into a sum of fractions with the same denominator in
more than one way, recording each decomposition by an equation and justify
decompositions, e.g., by using a visual fraction model. Examples: 3/8 = 1/8 +
1/8 + 1/8; 3/8 = 1/8 + 2/8 ; 2 1/8 = 1 + 1 + 1/8 = 8/8 + 8/8 + 1/8,
c. add and subtract mixed numbers with like denominators, e.g., by replacing
each mixed number with an equivalent fraction and/or by using properties of
operations and the relationship between addition and subtraction,

My learning objectives and goals are set to meet these standards and objectives. My goals are for
students to learn how to add and subtract simple fractions and mixed fractions. The students that
are affected by these learning goals is a whole class of fourth grade students. There are several
students that contain IEPs and 504s. The students already have some previous knowledge about
fractions. They know that a fraction is part of a whole, and they know how to order fractions. My
goal is to teach students how to add and subtract fractions using different strategies to ensure that
all students have an opportunity to learn. I have differentiated instruction for special needs

students, gave extra assistance to those students, and used different methods of teaching. I have
used small group instruction as well as whole group instruction. I have also tried different
methods than just text instruction, for example: playing games, using technology, and peer
tutoring.

Assessment Plan
Student Objective
Students will: add and subtract

Math Specific Assessment

Pre-Assessment

Rationale of Assessment
I chose this assessment to

mixed numbers with like

denominators, e.g., by replacing
each mixed number with an
equivalent fraction and/or by
using properties of operations
and the relationship between
addition and subtraction
understand addition and
subtraction of fractions as
joining and separating parts
referring to the same whole,

Formative assessment:
Worksheet containing visual
aids for adding and
subtracting fractions.

understand addition and

subtraction of fractions as
joining and separating parts
referring to the same whole,

Formative assessment:
Students worked problems on
white boards as a form of
assessment.

understand addition and

subtraction of fractions as
joining and separating parts
referring to the same whole,
Compare two fractions with
different numerators and
different denominators.
Compare two fractions with
different numerators and
different denominators.

Compare two fractions with

different numerators and
different denominators.

understand addition and

subtraction of fractions as

determine what students

know, and where I need to
begin.

Formative assessment:
Practice sheet for adding and
subtracting fractions.

Formative assessment:
Students are to complete a
practice sheet finding the
LCM and the Factor Tree.
Formative assessment:
Students complete a practice
sheet adding and subtracting
fractions with unlike
denominators.
Formative assessment:
Students are to use the
fraction app on the IPad to
practice adding and
subtracting fractions.
Formative assessment:
Students will learn to add and

I chose this assessment to

ensure that students could
determine that a fraction was
part of a whole. I also used
this assessment to help
students understand how to
add and subtract fractions
with like denominators.
I chose this type of
assessment to allow for a
different type of assessment. I
was able to see each students
answers, and I could see who
understood the concept and
who didnt.
Based on previous
assessment, I had students to
complete a fraction
assessment individually to
help determine teaching
strategies.
I chose this type of
assessment to ensure that the
individual students could find
the LCM.
I chose this assessment
because students are not
comprehending how to find
the LCM to determine the
denominator.
I chose this assessment to
allow students to practice
fractions with a game to see if
it would help them with the
concept.
I chose this type of
assessment to allow students

joining and separating parts

referring to the same whole,

subtract fractions with unlike

denominators using the box
method.

understand addition and

subtraction of fractions as
joining and separating parts
referring to the same whole,

Formative assessment:
Students are to complete the
practice sheet using the
butterfly method.

understand addition and

subtraction of fractions as
joining and separating parts
referring to the same whole,

Post Assessment:
Students are to complete the
adding and subtracting
fractions sheet using any
method that has been taught.

practice using the box method

and for me to ensure they can
complete the objective
individually.
I chose this type of
assessment to ensure that
students can add and subtract
fractions using the butterfly
method.
I chose this type of
assessment to ensure that my
instruction has impacted
student learning.

Assessments are following:

Students are to complete each assessment following the directions for each section. Each
assessment will be graded using the basic grading scale for elementary school. Each students
percentage is based on the number of problems they get correct divided by the total number of
problems.
92-100 = A
82-91 = B
72-81 = C
69-71 = D
0-68 = F
Pre Assessment:

Formative Assessment: Visual Fraction Practice She

Formative Assessment: Problems for students to work on whiteboards

Formative Assessment: Students are to complete the practice sheet: Adding and Subtracting
Simple fractions.

Formative assessment: Finding the LCM, and Factor Trees

Formative Assessment: Adding Fractions with unlike denominators, finding the LCM

Formative Assessment: Students are to add or subtract each fraction using the box method.

Formative assessment: Students are to add or subtract each fraction using the butterfly method.

Post Assessment: Students can add and subtract fraction with unlike numerators and
denominators.

Design for Instruction/Teaching Unit Plans

Bluefield State College

Daily Lesson Plan
Name: Debra Laxton

Mentor Initials _______

Date:

Subject: Math
Basic Fractions

Topic:

Grade: 4
Length of Lesson: 30 minutes
Introduction (Essential Question):
Which number in a fraction is the numerator? Which is the denominator?
Standard:
Number and Operations- Fractions
Cluster:
Extend Understanding of Fraction Equivalence and Ordering.
Objective:
M.4.NF.3
Understand a fraction a/b with a > 1 as a sum of fractions 1/b
c.
add mixed numbers with like denominators, e.g., by replacing each mixed number with
an equivalent fraction and/or by using properties of operations and the relationship between
addition and subtraction.
Specific Objective:
Students will review basic facts of fractions, adding mixed numbers with like denominators with
90% accuracy.
Method(s):
Small group instruction
Materials:
Fraction worksheet
Dry erase boards/markers
Direct Instruction:
The number on the top is the numerator, and the number on the bottom is the denominator. If the
fraction does not contain a whole number it is part of a whole. When we are adding fractions that

have like denominators we add the top numbers. The denominator stays the same. The
numerators that we added goes on top of the denominator. For example: 1/3 + 4/3= 5/3. Always
look to see if the fraction can be simplified. To simplify a fraction you must check to see if a
number can go into both, the numerator and denominator. For example: I have the fraction 2/6.
This fraction can be simplified. It will reduce to 1/3. Two will go into two, one time, and two will
go into six three times. How do we write fractions to show a shaded area of something? The
numerator is the shaded area, and the denominator is how many areas are total. For example:
If three parts of this circle is shaded the fraction would be .
The number of shaded areas is 3, and there are 4 total areas.
If I have the fraction 4/5, I am going to shade 4 areas of the circle. The circle will contain 5 areas
but I am only going to shade 4 of them.
Guided Practice:
Students are to have their dry erase boards. I am to write some fractions on the board and the
students are to shade the figure. For example: 1/3, , 4/5, 7/8, etc. Then students are to write the
fraction from the given shaded area of a figure. For example, draw a circle and shade this
fraction 2/3. Then students are to add simple fractions that have like denominators. For example,
1/5+3/5=. Students are to write their answers on their marker boards.
Differentiation:
Tier 1- Allow students extra time working the practice problems on the marker boards.
Tier 2- Allow students extra time with marker boards, show students examples with picture
cards.
Tier 3- Give students more complicated fractions to work with, allow the students to work with
struggling students.
Lesson Closure:
When adding fractions with like denominators, do we add the denominators or just the
numerators? Which number in a fraction is the numerator?
Independent Practice:
Students are to complete the fractions worksheet independently.
Assessment:
Students will add mixed numbers with like denominators by using properties of operations with
85% efficiency.
How I would teach this lesson differently next time. (Reflection)
1.
2.
3.

Bluefield State College

Daily Lesson Plan
Name: Debra Laxton
February 3, 2016
Subject: Math
Simple Fractions/ Subtraction
Grade: 4
of Lesson: 40 minutes

Mentor Initials _______

Date:
Topic:
Length

Introduction (Essential Question):

When working with fractions, what is the name of the top number? What is the bottom numbers
name?
Standard:
Number and Operations- Fractions
Cluster:
Extend Understanding of Fraction Equivalence and Ordering.
Objective:
M.4.NF.3
Understand a fraction a/b with a > 1 as a sum of fractions 1/b
c.
add and subtract mixed numbers with like denominators, e.g., by replacing each mixed
number with an equivalent fraction and/or by using properties of operations and the
relationship between addition and subtraction.
Specific Objective:
Students will add and subtract fractions with like denominators, and reduc fractions with 85%
efficiency.
Method(s):
Whole group instruction
Modeling
Materials:
Simple Fraction Practice Sheet
Whiteboard/Markers
Direct Instruction:
The number on the top is the numerator, and the number on the bottom is the denominator. If the
fraction does not contain a whole number it is part of a whole. When we are adding fractions that
have like denominators we add the top numbers. The denominator stays the same. The
numerators that we added goes on top of the denominator. For example: 6/4 = . Look to see
if the fraction can be simplified. To simplify a fraction you must check to see if a number can go
into both, the numerator and denominator. For example: I have the fraction 2/6. This fraction can
be simplified. It will reduce to 1/3. Two will go into two, one time, and two will go into six three

times. How do we write fractions to show a shaded area of something? The numerator is the
shaded area, and the denominator is how many areas are total. For example:
If three parts of this circle is shaded the fraction would be .
The number of shaded areas is 3, and there are 4 total areas.
If I have the fraction 4/5, I am going to shade 4 areas of the circle. The circle will contain 5 areas
but I am only going to shade 4 of them.

The teacher will write some problems on the board and students will work the problems out on
their whiteboards. The problems must be completely simplified. Once they are finished with the
problem they are to turn their boards over until everyone is finished. Once everyone is finished
they are to hold their board up to see if it is correct.
Differentiation:
Tier 1: Allow students extra time to complete the problems on their white boards.
Tier 2: Allow students extra time, reteach/explain how to reduce. Refresh multiplication facts.
Tier 3: Assign students fractions with mixed numbers and improper fractions.
Lesson Closure:
What do we do when a fraction needs to be reduced? What is the name of the top and bottom
number of a fraction?
Independent Practice:
Students are to complete Simple Fraction Practice Sheet.
Assessment:
Students are to score at least a 72% on the Simple Fraction Practice Sheet.
How I would teach this lesson differently next time. (Reflection)
1.
2.
3.

Bluefield State College

Daily Lesson Plan
Mentor Initials _______
Date:

Name: Debra Laxton

Subject: Math
Multiples/Factoring

Topic:

Grade: 4
Lesson: 40 minutes
Introduction (Essential Question):
+5/2
6/8-2/8
+1/4

Length of

3/7-1/7

1/10+5/10

Standard: Mathematics
Cluster: Use equivalent fractions as a strategy to add and subtract fractions.
Objective:
M.5.NF.1
add and subtract fractions with unlike denominators (including mixed numbers)
by replacing given fractions with equivalent fractions in such a way as to produce an equivalent
sum or difference of fractions with like denominators.
Specific Objective:
Students will learn to find multiples and learn to factor to prepare to solve fractions with unlike
denominators, with 80% efficiency.
Method(s):
Whole group instruction
Material:
White boards/markers
Multiples worksheet/ factoring
Direct Instruction:
A multiple is a product of a number and an integer, or more simply, when you multiply two
whole numbers together. Every number has an infinite number of multiples. For example, the
multiples of 2 are 2, 4, 6, 8, 10, 12, 14 and so on, to infinity. You may be asked to make a list of
multiples until you hit a certain number (for example, list the multiples of 2 from 2 to 50) or you
might be asked to list a certain number of multiples (for example, list the first 5 multiples of 4).
The important part here is that you carefully read the directions and make sure that you

understand what the question is asking of you before you answer. One method for producing the
prime factorization of a natural number is to use what is called a factor tree.
The first step in making a factor tree is to find a pair of factors whose product is the number that
we are factoring. These two factors are the first branching in the factor tree. There are often
several different pairs of factors that we could choose to begin the process. The choice does not
matter; we may begin with any two factors. We repeat the process with each factor until each
branch of the tree ends in a prime. Then the prime factorization is complete.
Example: We show two of the ways of constructing a factor tree for 24.

Continue factoring each tree until complete.

Note that each tree ends with the unique prime factorization of 24 = 2 2 2 3 = 23 3.
As soon as we obtain a prime number in one of the branches, we circle it and then do not work
on that branch any more. If a number at the end of a branch is still not prime (a composite), we
find two factors for that value. Continue this process until the value at the end of each branch is a
circled prime number. The prime factorization is the product of the circled primes.

Guided Practice:
Students are to practice finding multiples, and factor the following numbers. After students finish
we will go over the problems together.
Find the multiples of:
4, 5
3, 6
3, 7
4, 12 2, 7
Factor the following numbers:
12, 24
8, 36
24, 48

72, 36

Differentiation:
Tier 1: Review multiplication tables
Tier 2: Allow students to use their multiplication fact table. Assist students one-on-one.
Tier 3: Provide students with more difficult numbers to find multiples of/factor.

Lesson Closure:
Find the LCM of the following numbers:
8, 10
6, 30
5, 40
Independent Practice:
Students are to complete the multiples and factoring worksheet
Assessment:
Students will successfully complete the multiples and factoring worksheet with at least an 80%.
How I would teach this lesson differently next time. (Reflection)
1.
2.
3.

Bluefield State College

Daily Lesson Plan
Name: Debra Laxton

Mentor Initials _______

Date:

Subject: Math
adding and subtracting fractions with unlike

Topic:

denominators.
Grade: 5
Lesson: 40 minutes

Length of

Introduction (Essential Question):

Standard: Mathematics
Cluster: Use equivalent fractions as a strategy to add and subtract fractions.
Objective:
. M.5.NF.1
add and subtract fractions with unlike denominators (including mixed numbers)
by replacing given fractions with equivalent fractions in such a way as to produce an equivalent
sum or difference of fractions with like denominators
Specific Objective: Students will add and subtract fractions with unlike denominators using the
LCM, with at least 90% accuracy.
Method(s):
Whole group instruction
Materials:
White boards/dry erase markers
Unlike Denominators Fractions worksheet
Direct Instruction:
Review finding the Least Common Multiple (LCM). Before you can add or subtract fractions
with different denominators, you must first find equivalent fractions with the same denominator,
like this:
1. Find the smallest multiple (LCM) of both numbers.
2. Rewrite the fractions as equivalent fraction with the LCM as the denominator.
Once you find the LCM, you need to change your fraction to get like denominators. For
example: 2/3 + 4/12=?
The LCM of the two denominators is 12. After we find the LCM we must then transform our
previous fraction into a new fraction with like denominators. When transforming 2/3 we must
divide. 12/3 is 4. Then we must multiply the four by the numerator. 4 *2=8. So our new fraction
is 8/12. Now on to the second fraction. We must divide 12 by 4 to get 3. Multiply 4 by the
numerator to get 16. Now our new fraction is 16/12. Now we can add the fractions together

because we have like denominators. 8/12+16/12=24/12 = 2. The same rules apply with
subtracting. Always make sure to simplify to lowest forms.
Continue with a couple more examples:
1/3+2/9=?
1/3+2/4=?
4/5-1/4=?
Guided Practice:
We are to work the following problems together. Students are to first work them on their white
boards, then we will work them together on the board.
5/8+3/4=?
1/5+1/3=?
4/5+2/6=?
3/8-1/2=?
3/4 1/3 =?
Lesson Closure:
Students are to complete the follow problems and turn in as they are leaving.
2/3+4/6
1/5+1/2
4/5-1/3
2/8-1/3
Independent Practice:
Students are to complete the unlike denominators fraction worksheet.
Assessment:
Based on the unlike denominators worksheet, students will add and subtract fractions with unlike
denominators (including mixed numbers) by replacing given fractions with equivalent fractions
in such a way as to produce an equivalent sum or difference of fractions with like denominators.
Students are to score at least
How I would teach this lesson differently next time. (Reflection)
1.
2.
3.

Math 9:45am-10:30am
Math Interventions
Fractions-Box Method
Lesson:
Adding and Subtracting fractions using the box method.
Review on the board using the box method.
Students are to complete the Fraction worksheet.

Materials:
Examples
Fraction worksheet.
Standards:
M.4.NF.3a
Understand addition and subtraction of fractions as joining and separating parts referring to the same
whole.
M.4.NF.2
Compare two fractions with different numerators and different denominators, e.g., by creating common
denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that
comparisons are valid only when the two fractions refer to the same whole. Record the results of
comparisons with symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.

Math Interventions
Fractions
Lesson:
Add and subtract fractions using the butterfly method.

Materials:
White boards
Markers
Examples (Previous examples)

Standards:
M.4.NF.2
Compare two fractions with different numerators and different denominators, e.g., by creating common
denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that
comparisons are valid only when the two fractions refer to the same whole. Record the results of
comparisons with symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.
M.4.NF.3a
Understand addition and subtraction of fractions as joining and separating parts referring to the same
whole.

After administering the pre assessment I learned that all students needed to start from the
beginning. 98% of the class scored 60% or less on the pre assessment. Although students had
some previous knowledge, I had to review. As shown in the pre assessment most students did not
answer the basic fraction concepts correctly, and this helped to me shape my instruction. I
learned that I had a class that was needing interventions and differentiation. After administering
the first lesson on basic fractions, all the students did well. About 85% of the students scored a
100%, the others scored at least a 95%. However there was one student that scored lower.

Use of Technology
Even though this is a low performing school, the access for technology for the students is great.
The school consists of smart boards in each classroom. Each student is assigned their own IPad,
which stays in the classroom, they have access to computer labs, and a mobile computer lab, as
well as laptops. The school receives extra funding for the use of technology to help improve
student achievement. I have used the IPads to allow students to practice their skills. I have
allowed them to play games with adding and subtracting fractions.

Instructional Decision-Making
On day one I used the assessment to help me determine that student can
successfully determine what the fraction of a whole is using visual aids. 99% of the students
mastered the concept. This helped me to determine that they were ready to move on to adding
simple fractions.
On day two I used the assessment with working problems on the white board. I
observed that students are grasping the concept, but may need a little extra practice. By using this

assessment I have determined for the next lesson we need to review and do more practice
problems.
On day three we reviewed adding and subtracting with like denominators. We
practiced several problems on the whiteboards. I then assessed students by a practice sheet
adding and subtracting fractions. After this assessment approximately 97% of the students
mastered the concept. This helped me to determine that they students were ready to move on to
finding the LCM and working on factor trees.
On day four I gave direct instruction to the whole group for finding the LCM.
Students seemed to understand how to find the LCM of the two denominators, but they didnt
understand that they had to multiply the numerator by the same number they multiplied the
denominator. I showed several different examples on the white board. We worked problems
together, I worked one-on-one with several students, and practiced with more problems on the
white board. The students did not understand the concept. Most of the students did not know
their multiplication tables and this is why they did not do so well. They would not write out the
multiples to determine which was the least. 60% of the students did not grasp the concept. This
has helped me to determine that I need to review and possibly try to use a different strategy.
On day five we reviewed heavily. While we were working the problems
together the students seem to do well. When I have them to practice on their own, they cant find
the LCM. I think this is because they are not writing out the multiples to determine which the
LCM is. They are guessing what the LCM is. We practiced several different problems on the
white board. I then assessed them from having them complete a practice sheet. Based on this
assessment, 99% of the students did not grasp the concept. This has helped me to determine that I
need to use a different strategy or method.

On day six we review finding the LCM. I then introduced using the box method.
I gave direct instruction on how to complete this method. After working a few examples on the
white board, the students seemed to grasp the concept. I worked a few more examples with them
on the white boards. The students loved this method. I gave them the assessment, and they
seemed to finish quickly. After reviewing the assessments, some of the students seemed to grasp
the concept, but there were still about 60% of the students that did not. This has helped me to
determine that the students have not met the objective and the lesson needs taught using a
different method.
On day seven we reviewed the box method. We worked several examples
together on the board. I then gave direct instruction for the butterfly method. I showed several
examples, and we worked several examples together. After reviewing the assessment I
determined that about 70% of the students had mastered the concept. This helped me to
determine that some of the students has mastered the standard, and some has not.
On day eight I gave the post assessment. The students were allowed to use any
method that has been taught to complete the assessment. Approximately 72% mastered the
concept. After viewing the post assessment I determined that the unit was not successful. I have
tried several strategies, different methods, along with one-on-one help. I have learned that I need
to research some different strategies to help teach adding and subtracting fractions.

Impact on Student Learning (Results):

My impact on student learning has not been great, but I can see some improvement. I can see
improvement in both, the whole class and individual studies. When I started introducing fractions
with unlike denominators is when the students started struggling. After modeling, practicing, and
researching I have determined that some topics need to be taught with different strategies or
methods. When I changed the method and strategy the scores started picking back up. The scores
at the time of introducing fractions with different denominators started at 1%. With much
practice and work it came up to approximately 72%. I feel that I have impacted student learning
but not as much as I would like. The chart and graph below gives visual details about how much
improvement has occurred.

Individual Students
120
100
80

Percentage

60

Kaylynn

Column1

40
20
0

Day 1

Day 2

Day 3

Day 4

Day 5

Day of Instruction

Day 6

Day 7

Day 8

Reflection and Self Evaluation:

As a teacher candidate, I truly enjoyed teaching this unit. The results were not as
great as I expected them, but based on their prior knowledge, society, behavioral issues,
educational level, and comprehension capabilities, I feel that the unit went well. Not all students
understood the concept, but most did. In the future I would research other methods and strategies
to help teach the standards and objectives. I would also try to find some games to play to help
them practice. Based on the data, I determined that using different types of methods will help
students the most. Differentiation also helps when it is needed. I will definitely remember
conducting this research to help me in my future teaching career.

Bibliography:
K12.niche.com. 2016. NICHE. Welch Elementary School. Retrieved from:
https://k12.niche.com/welch-elementary-school-welch-wv/.
Wsws.org. 2016. World Socialist Web Site. Economic transformation of Welch, West Virginia:
from mines to prisons. Retrieved from: https://www.wsws.org/en/articles/2010/08/welc-a03.html.
Jensen, Eric. 2016. ASCD. Books. Teaching with Poverty in Mind. How Poverty Affects
Behavior and Academic Performance. Retrieved from:
http://www.ascd.org/publications/books/109074/chapters/How-Poverty-Affects-Behavior-andAcademic-Performance.aspx.
Startclass. 2016. Welch Elementary School in Welch, West Virginia. Retrieved from:
http://public-schools.startclass.com/l/98487/Welch-Elementary-School