Math

The goal of this assessment was to evaluate students’ ability to add and subtract fractions with like denominators, including mixed numbers and improper fractions, as required by MA.4.FR.2.2. A pre-assessment was given to determine students’ prior knowledge, followed by targeted instruction. A post-assessment then measured their progress after instruction. 

The class average for the pre-assessment was 54%, indicating that students had a partial understanding of the concept but lacked procedural reliability. Key observations from the pre-assessment included that many students could successfully add and subtract proper fractions but struggled with mixed numbers and improper fractions. Common errors included not regrouping correctly when subtracting mixed numbers and not converting improper fractions properly. Also, some students did not simplify their final answers, affecting accuracy.

Based on the pre-assessment data, I adjusted my instruction by, reviewing foundational concepts, such as the relationship between mixed numbers and improper fractions. I used visual models (fraction bars and number lines) to strengthen conceptual understanding. I also provided step-by-step strategies for adding and subtracting mixed numbers, with an emphasis on regrouping. In my center, small-group instruction, I implemented hands-on activities, such as fraction manipulatives, to reinforce the process. I had students practice word problems to apply fraction operations in real-world contexts.

After targeted instruction, the class average for the post-assessment improved to 73%, reflecting notable growth. Key improvements included, Increased accuracy in adding and subtracting fractions, especially with mixed numbers. More students successfully converted between improper fractions and mixed numbers when necessary. Fewer errors in regrouping when subtracting mixed numbers, showing improved procedural reliability. Some students still struggled with consistently simplifying answers, indicating a need for further practice.

The data shows that instruction was effective in improving students' ability to add and subtract fractions with like denominators but also highlights areas for continued growth. Moving forward, I will provide additional practice on simplifying fractions to ensure students consistently express answers in their simplest form. I will also incorporate more real-world applications (e.g., cooking, measurement tasks) to reinforce fraction operations in meaningful ways. Use ongoing formative assessments to monitor students’ procedural reliability and provide additional support as needed. By analyzing assessment data and tailoring instruction accordingly, I was able to address learning gaps and significantly enhance students’ understanding of fraction operations.