Assignment 1: Tiered Lesson

Name & Student Number: Aaron Farquharson, 2152211

Curriculum (Learning) Area of Lesson: Mathematics (Number and Algebra)
Specific Topic of Lesson: Finding fractions on a number line
Year Level: 7

Lesson Context
Students have begun a unit on fractions. They have revisited some content from
previous years briefly including defining what fractions are, fractions as a way of
showing division, and mixed and improper fractions. Thus, this lesson fits into the
second week of a four-week unit on fractions. This is however the first lesson where
students are learning brand new content in the unit, so it is a good time to formatively
assess students in a more formal way. An assumption is being made that that support of
an SSO will be had for this particular lesson, as well as support from my mentor.

Learning Objectives
Compare fractions using equivalence. Locate and represent positive and negative
fractions and mixed numbers on a number line (ACMNA152) (ACARA, 2014).

As a result of engaging with the lesson, students will:

understand that:
all real numbered fractions can be placed on a number line from negative infinity to
infinity, regardless of their denominators.
fractions with different denominators can still be put on the same number line.
know: be able to (do):
how to place fractions with different mentally transform improper fractions to mixed
denominators on a small scale number numbers and place these values as well as
line. (-2 to 6 or smaller) proper fractions on a number line.
Essential Questions:
How can equivalent values look different?
How can numbers be visually represented without writing the value down?
How many values can be shown on a number line?

Pre-assessment of Individual Student Readiness

At the end of the previous lesson, students were given 5 minutes to complete a pre-
assessment task. Observations were made over the first week of the topic regarding
where each student was at with their learning on fractions. This was an informal form of
formative assessment and was not at all recorded. The pre-assessment being done
allows the teacher to consolidate their knowledge of where each student is at, and
would be used alongside this informal formative assessment when tiering students. The
pre-assessment is shown in appendix 1, and is in the form of a simple number line from
zero to two, with 6 fractions. These fractions include a mixture of equivalent fractions in
different forms (1/2 and 3/6), improper fractions, and mixed numbers. The pre-
assessment was handed up at the end of the previous lesson and looked through by the
teacher, with each pre-assessment taking around 30 seconds to study at most.
Students who placed each fraction correctly on the number line would be placed in the
top tier. Students who could only place the proper fractions on the number line would
be in the bottom tier. Students who made one or two mistakes would be placed in the
middle tier, unless the teachers discretion based on their observations tempted them to
place some of these students in either the top or bottom tier. In this lesson, the highest
tier will be working with a number line from -2 to 6, the middle tier will be working with a
number line from 0 to 6, and the bottom tier will be working with a number line from 0 to
2.
Lesson Plan
Lesson Sequence (45 mins) Explanatory notes
2 mins: Briefly discuss any key Important to discuss any misconceptions as a
misconceptions that were noticed in the class, as pinpointing each individual that made
pre-assessment. Explain that more specific mistakes would make the analysis
work will be done on number lines stage of the pre-assessment take far to long.
today in groups.
3 mins: Clear the tables to create This can potentially be prepared prior to the
space for 3 number lines of at least lesson.
four meters in length, and create these
using masking tape.
5 mins: Separate students into their It is important to not to forget the importance
tiered groups and hand out the of more basic fractions for the higher tier.
fractions in Appendix 2, 3, and 4. (For These are the fractions seen most often in
the lower tier, only appendix 2 should day-to-day life, so they must still practice
be used. For the middle tier, appendix using these in activities. Hence why the
2 and 3 should be used. For the upper higher tiers may still use a selection of the
tier, appendix 4 should be used as well fractions that are being used by lower tiers.
as some examples from appendix 2
and 3). Whilst doing this, tell each This is the second aspect that makes the
group the two endpoints on their lesson tiered. Endpoints for each tier are
number lines. noted at the end of the pre-assessment
Explain to the students that they will be section.
asked to find the place of the particular
fractions on the number line, one at a
time. Each staff member (pre-service This is in an ideal classroom and may need
teacher, mentor teacher, and SSO) adjusting based on the situation.
would be assigned to a group prior to
the lesson. These staff members will It is important not to rush through the exercise
hold the fractions shown in the as questioning is the most important aspect
appendix 1, 2, and 3, and hand them that elicits deeper thinking.
out patiently, making sure to question
students after each fraction is placed
on the number line before handing out
another fraction.
25 mins: Students will begin the
activity, with the guidance of a staff
member. After a student places a This is vital to ensure all students stay
fraction on the number line, it is engaged. It also allows students to hear other
important for the staff member to ask perspectives.
the group members if they agree with
the positioning. If not, advice could be
given to the student on where they
should reposition their fraction.
Questioning is a vital part of this
activity, and staff members should
make sure all students are thinking
through the use of these questions.
Plenty of time is given for this activity,
as students will be transforming
improper fractions to mixed numbers,
repositioning their fractions, and This is not so much an activity as it is a
considering the essential questions discussion, as the learning occurs when
during this activity. The activity should students discuss with each other the
take the form of guided discovery questions that are posed, such as what
through teacher questioning. patterns can you see?
Key point: Once students have placed
every fraction on the number line, first
get them to consider if any fractions
need to be moved. Secondly, ask
them for any patterns that they may This allows students to see the number line as
see. Finally, each endpoint for the an infinite scale.
number line should be doubled.
Students will then have to adjust the
positioning of their fractions. This
should also be done one at a time. Get
students to consider why the distance It is important not to push the lowest tier, and
between the fractions half as the the aforementioned activity is more useful to
number line extends in such a way. elicit deeper thinking from the upper tier.
The lowest tier may not get to this point
and that is okay.
5 mins: Have students pack up the
fractions and move desks back to the
normal positions.
Lesson Closure/ Check for Understanding
5 mins: Ask each group to think of two things they learnt and one thing they are not
sure about still. Allow groups to discuss this for one minute and then have each group
report back to the class. Minor details can be addressed, but more major questions can
be addressed in the next lesson. To ensure the intended learning has been met it will
be important to prompt the students to consider points specific to the area that they
were learning about during the lesson, as opposed to trivial fraction facts that may have
been brought up throughout the activity. Again questioning is key to the process of
finding out if students have met the intended learning outcomes.
Explanation:
This lesson has been differentiated in the form of tiering. Three tiers have been
created in this class, and students have been grouped appropriately through a
simple, yet effective pre-assessment. It is important that the pre-assessment is
used as a guide, and therefore it does not take a long time to look at in order for
the teacher to decide which tiers students should be in (William, 2011). This pre-
assessment has allowed the teacher to tier students in a way to which every
student will still meet the same learning goals and this is vitally important
(Tomlinson, 2014). Each student is learning to position fractions on number lines,
however it is the complexity of the fractions and the length of the number lines
that are being changed to create a differentiated lesson where all students are
likely to learn.

This lesson is also very flexible. For gifted students, a teacher could think of a
fraction that is outside of the number line interval and ask them to find the
position in the classroom (or even outside) where the fraction might need to be
placed (Wiggins & McTighe, 2011).

The opportunity for teachers to question students and adapt the interval on the
number line to search for deeper understanding is a key part of this lesson, and it
is the teachers questioning that should create the learning (Tomlinson, 2014).
Asking for students to look for patterns is just one example of how teachers can
create deeper thinking for the students. Having this as a group activity also
allows for students to listen to the ideas of their peers whom are at a similar level
of readiness to them. Listening to several different ways of thinking about a
problem also allows students to gain a deeper understanding of the content
(Tomlinson & McTighe, 2006).

It would also be important to ensure students are not in groups that are to large,
as it is vital for all students to be actively engaged in the lesson (Tomlinson &
McTighe, 2006). An activity like this could leave some students disengaged if it
was set as a full class activity, however in my placement class I suspect tiers
would have no more than 8-10 students each (it is a small class). Having all
students doing the same activity also allows for flexible grouping (Doubet &
Hockett, 2017). If students are finding the task overly difficult or easy they may
change to a more appropriately tiered group without having to be informed of
what the activity is. The activity is the same, thus no extra time would need to be
wasted explaining the activity to a student who has changed tiers.

Assessment for this activity would only be formative in the form of observations.
Note taking would also occur if key concerns or successes arise.

With all students being able to meet the same learning outcomes through almost
identical activities, I believe this is a simple yet effective example of a tiered
lesson, however to be effective 3 staff members would need to be involved. This
would only be possible if additional planning was done by the teacher in order to
organise SSO or parent help.

References:

Australian Curriculum, Assessment and Reporting Authority (ACARA). (n. d.) The
Australian Curriculum. Mathematics. v 8. Retrieved from
https://www.australiancurriculum.edu.au/f-10-
curriculum/mathematics/?year=11758&strand=Number+and+Algebra&strand=Measure
ment+and+Geometry&strand=Statistics+and+Probability&capability=ignore&capability=L
iteracy&capability=Numeracy&capability=Information+and+Communication+Technology
+%28ICT%29+Capability&capability=Critical+and+Creative+Thinking&capability=Person
al+and+Social+Capability&capability=Ethical+Understanding&capability=Intercultural+U
nderstanding&priority=ignore&priority=Aboriginal+and+Torres+Strait+Islander+Histories
+and+Cultures&priority=Asia+and+Australia%E2%80%99s+Engagement+with+Asia&pri
ority=Sustainability&elaborations=true&elaborations=false&scotterms=false&isFirstPage
Load=false

Doubet, K. J., Hockett, J. A. (2017). Differentiating according to student readiness.

Chapter 6 in Differentiation in the elementary grades: Strategies to engage and equip all
learners (pp. 199-250). Alexandria, Virginia: ASCD.

Tomlinson, C. A. & McTighe, J. (2006). Considering evidence of learning in diverse

classrooms. In C. A. Tomlinson, & J. McTighe, Integrating differentiated instruction &
understanding by design (pp. 59-82). Heatherton, Vic.; Hawker Brownlow Education.

Tomlinson, C. A. (2014). Good curriculum as a basis for differentiation. Chapter 5 in The

differentiated classroom: Responding to the needs of all learners (2nd ed., pp. 60-79).
Alexandria, Virginia; ASCD.

Wiggins, G., & McTighe, J. (2011). Essential questions and understandings. In G.

Wiggins, & J. McTighe, The Understanding by Design guide to creating high-quality
units (pp. 70-88). Alexandria, Virginia; ASCD.

William, D. (2011). Eliciting evidence of student achievement, in D, William, Embedded

formative assessment (71-105). Bloomington, IN: Solution Tree Press.
Appendix 1: Pre-assessment

Place these values on a number line from zero to two.

1/2
1/3
1 and 2/3
5/4
8/8
3/6

0 1 2

Once completed, hand this up to the teacher and you may leave for recess.
Appendix 2: Lower, middle, and upper tier fractions (All pages will be cut down the middle to present
two separate fractions)

1 1
2 3
1 2
4 3
3 2
4 4
1 5
5 6
4 3
5 6
2 6
6 6
Appendix 3: Middle and upper tier fractions (All pages will be cut down the middle to present two
separate fractions)

0 7
4 4
4 6
3 5
3 8
2 5
8 11
4 10
Appendix 4: Upper tier fractions only (All pages will be cut down the middle to present two separate
fractions)

14 1
−
5 2
16 12
4 4
20 24
4 4
18 18
4 5
20 32
8 6
17 9
3 2
44 160
8 30
10 39
3 12
18 14
10 8
 3 1
− −
4 5
 5 6
− −
4 3
 8 10
− −
6 7