EVALUATION
The lesson was introduced with me asking students which tray of treats they would prefer (two
covered trays of chocolate bars, twinkies and ding dongs were placed in each group). This
introduction sparked students’ interest and they were eager to know what the lesson was about!
Several students gave intriguing reasons as to why they wanted a particular tray of treats. This
laid the foundation for the lesson. Students remembered from previous lessons specific
definitions and terms used in fractions namely, denominator, numerator, and the definition of
fractions.
As we delved into the lesson, and students understood the definition of equivalent fractions, they
were able to define and identify equivalent fractions using diagrams, fraction tiles and number
line with 93% accuracy. Two students who are working below grade level struggled with the
concept of fractions. More remediation and individual assistance will have to be done with those
students by giving them more activities with identifying the parts of a fraction.
The bell rang before the final objective was achieved. However, it was incorporated in the
following lesson the next day. With assistance, 96% of students (26 out of the 27) were able to
complete the assessment with A and B passes.
Overall, the lesson was a success, and the objectives were achieved and students understood the
concept of identifying equivalent fractions using models!