My kids can : making math accessible to all learners, K–5

a whole. We first used pattern blocks so that students could easily see that it took
2 equal halves to make a whole or 3 equal thirds. With these models, they could
also see that of the area was the same as three s of the area.
As I did informal assessments during this part of the unit, I noted that many
students were able to compare fractions with numerators of 1 (unit fractions) such
as , , and using numeric reasoning. They recognized that the greater the num-
ber of pieces, the smaller each piece is, and they were developing mental images
of equal pieces as a strategy for comparing unit fractions. However, there was a
group of about five students who needed extra practice with unit fractions at the
same time that they were participating in the whole-class work we were doing:
comparing nonunit fractions such as and and comparing fractions with different
numerators and denominators, such as and.
To support the range of learners in my classroom, I often use flexible groups
that are formed as a result of the evidence I gather from observations and assess-
ments. These groups provide for temporary homogeneous groupings based on like
need. Students can work with other classmates who need practice on the same skills.
Observing these five students in a small group would also be an assessment
opportunity. I could note where their understanding broke down or if they applied
strategies consistently. I cannot usually get this explicit type of information in a
large group. In addition, these students had some language processing challenges;
the small-group structure would allow me to make appropriate accommodations
so that the mathematics and not the processing of directions became the central
focus of their work.
To support my struggling learners, I planned small-group interventions that
built foundational skills and allowed me to monitor students’ progress. These in-
terventions focused on three areas:

• repeating prior activities to assess understanding


• assessing through talk (rehearsing for class discussions with explicit
  instruction and practice)


• assessing new learning

Repeating Prior Activities to Assess Understanding

As the class continued their work with comparing fractions, I took these five
students aside to evaluate if and how they had incorporated the strategies we
had discussed in the whole group for comparing fractions with like numerators
and different denominators. I asked them to write a response to the following
question: How would you explain to a second grader which fraction is bigger,
or?^14

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The Pieces Get Skinnier and Skinnier