Riley P. Martin Teaching Portfolio - Introduction



Riley MartinMath Intervention ReflectionsThis math intervention after school program was held twice a week for a few students selected by each 5th grade teacher. These students were selected for math intervention based on their needs in their math classes. One student was selected for the intervention class as part of his IEP. I was included in this IEP meeting and took into consideration his special needs when planning the intervention lessons. I also received assistance from my cooperating teacher on the types of activities that could be used to help the students. The students as a group lacked conceptual understanding of fractions, multiplication, and how to use number lines. There were a total of twelve students in the program, which I organized and ran in my cooperating teacher’s classroom. I borrowed and brought manipulatives to the intervention program and worked with the students to help them develop understanding of the basic mathematical principles needed to succeed in their math classes. Math Intervention Reflection: March 9, 2015Goal: Develop number sense for fractions between 0 and 1.We used Cuisenaire rods, fraction strips, and pie drawings for students to use to practice equivalent fractions. We explored first with the Cuisenaire rods. Then we practiced finding equivalent fractions using fraction strips. We compared fractions using fraction strips as a visual alongside written fractions. Then we made number lines for fractions between 0 and 1. We placed 1/10's on the number line. Then we placed 1/5's on the number line. We talked about equal intervals and explored misconceptions about sizes of fractions (ex: a student thought that 1/5 was one half of 1/10 on the number line). Math Intervention Reflection: March 12, 2015Several students were at the intervention today who weren't there the last class, so we practiced equivalent fractions a little with the fraction strips again and I sent students who had already made fraction lines to practice placing fractions on the number line by rolling dice to get a fraction while I helped other students make their number line. The students were very confused by the number lines and struggled to understand the "whole" and how to place simple fractions such as 3/4 on the number line accurately. Next time, I'm going to try using the number line alongside a more relatable visual and a drawing activity.Math Intervention Reflection: March 26, 2015We worked on comparing fractions. We talked about sizes of the fractions determined by how many pieces the whole is divided into. We started by working with fractions compared to 0, ?, and 1 as a way of building an understanding of the size of the fractions. We used a number line alongside pie fraction models for comparison.Math Intervention Reflection: April 2, 2015The period was spent looking at equivalent fractions. I used arrays and fraction strips to help explain. Many students still did not seem to have a good understanding of equivalent fractions, so it will need to be approached differently next time.Math Intervention Reflection: April 6, 2015We used rulers to create rectangles and to divide the rectangles into even portions to look at fractions. We worked with equivalent fractions and discussed using equivalent fractions with common denominators as a way of comparing fractions. The students were asked to give two examples of fractions equivalent to 2/8. Most students were able to do this.Math Intervention Reflection: April 9, 2015We spent some time on adding and subtracting fractions after spending a lot of time on equivalent fractions, and talking about denominators. Students took notes on adding and subtracting fractions, and then we practiced a few examples together using fractions strips. Students were very off-task, so I informed them that there would a review and a quiz next time. Math Intervention Reflection: April 13, 2015Several students were absent today, but as stated during the last class, there was a review of least common denominators, equivalent fractions, and then a short quiz so that I could collect a formative assessment on the students’ understanding of the content. Based on the quizzes, the students still do not have a good understanding of common denominators or equivalent fractions. Next class, though it is out of order, we are going to do some work with multiplying fractions. I would not generally move on to this given where the students are now, but they just about to be re-tested on multiplying fractions for the 5th grade teachers’ SLO’s. After this, I will probably move away from fractions. We have been doing it for a very long time. The students have shown some progress in their understanding of comparing fractions to 0, ?, and 1. A few students have shown progress in comparing fractions to each other when finding a common denominator is needed. Most students have not shown improvement in adding and subtracting fractions. Based on what the students are studying in their regular classes, I think time would be best used if we moved on to working deeper with data.Math Intervention Reflection: April 16, 2015I used a folded paper model to help students understand multiplying fractions. After doing an example together and discussing it as a class, many of them stated that they had a better understanding of what multiplying fractions means. We then reviewed the steps for multiplying fractions. Several students confused algorithms and tried to find least common denominators. After working on several examples together, we reviewed multiplying fractions bigger than 1 by first rewriting mixed numbers as improper fractions. There was not a lot of time to work on these things in time to fully support the students in time for their assessments, but the review seemed helpful for a few students who didn’t understand that a “fraction of a fraction” means the fractions are multiplied together.Math Intervention Reflection: April 23, 2015We started by reviewing multiplying fractions and used the majority of the class time working with ordered pairs. The regular math classes are all on the same lesson now and these students need extra practice with plotting ordered pairs. I explained the coordinate grid and how to plot points. Then, I had the students play battleship using coordinate grids as a way of practicing. As students were playing, I monitored them to make sure they understood that (x, y) means x across and y up and that the points belonged on the intersections of lines and were not represented by unit squares.Math Intervention Reflection: April 27, 2015I gave an assessment to check for student understanding of adding and multiplying fractions. The first question was ? + ?. Not a single student found the correct answer or demonstrated understanding, so we spent the class time reviewing adding fractions again. ................
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