Note: Scores not included

1a Teacher Fosters Personal Sharing

• Teacher bases her lesson on previously contextualized information that students shared and draws connections between the current lesson objective and students’ personal lives/experiences

  • T: “Do you think numbers have relationships like our family?”

  • T: “What happens to families?” / S1: “ They grow bigger and bigger.” / S2: “They get bigger and the fractions get bigger and bigger and bigger.” / T: “Do the fractions get bigger?” / S3: “Smaller.”

• Teacher extends what students previously shared about their families

  • Teacher incorporates family portraits from a previous lesson and connects those to the current lesson

  • Teacher uses follow-up questions

• Teacher provides students with opportunity to choose a peer’s family portrait and create a number story, building knowledge about relationships related to both families and numbers

1b Teacher Integrates Everyday Experiences

• Personal shared experiences are embedded into the discussion theme

• Teacher uses students’ family drawings to show the relationship of family members and how that is related to relationships of numbers. The teacher also asks students about the parts of families and how families change over time 

  • T: “Now what happened when our family changed? Is it still one whole?”

1c Teacher Examines Inequities

• Not applicable

1d Students Share Personal Connections

• Students refer to previously drawn pictures of their families and consistently make connections between family members and fractions

• Students choose a peer’s family portrait and write a number story based on that family

  • Students separate that student’s family into adults and children

  • The students write the question: “What fraction of her family are children?”

• Focused on parts of a whole, students also discuss specific members of a family, how the parts of families differ, and whether certain family members are considered children or adults