1
WGU D629 The Reflective Practitioner (OHM2)
Task 1 |Passed on First Attempt |Latest Update
with Complete Solution
Professional Growth
Angela Taylor
MSCIN Program, Western Governors University
D629: The Reflective Practitioner (OHM2)
April 15, 2025
Introduction
My name is Angela Taylor. I am in a third-grade math, science, and social
studies teacher in a Team Approach to Mastery (TAM) setting at Phillis Wheatley
Elementary School in the Woodbridge School District located in Bridgeville, DE. I am
currently completing my 21st year of teaching. I have taught both third and fourth
grades. I am a classroom teacher with another teacher in the room who is certified to
better assist our students and meet their needs. In past years I have served as a
member of the school improvement team, grade level chair person, and mentor for the
, 2
State of Delaware for new teachers. I am excited to further my education and
knowledge through my studies WGU.
Math Unit- Fractions
Recently, I began teaching a unit on fractions to my third-grade class. This
unit begins with simple fractions as part of a whole and moves to fractions on a
number like and comparing fractions with unlike denominators. A particular
lesson I taught on comparing fractions with different denominators brought some
difficulty to my students.
Objective: Students will be able to compare fractions with unlike denominators
using greater than, less than or equal vocabulary. Students will be able to use
their knowledge of fractions to solve equations comparing two or more fractions.
The Common Core State Standards in this unit are:
Develop understanding of fractions as numbers.
1. Understand a fraction 1/b as the quantity formed by 1 part when a
whole is partitioned into b equal parts; understand a fraction a/b as
the quantity formed by a parts of size 1/b.
2. Understand a fraction as a number on the number line; represent
fractions on a number line diagram.
a. Represent a fraction 1/b on a number line diagram by defining the
interval from 0 to 1 as the whole and partitioning it into b equal
parts. Recognize that each part has size 1/b and that the endpoint
of the part based at 0 locates the number 1/b on the number line.
b. Represent a fraction a/b on a number line diagram by marking off
a lengths 1/b from 0. Recognize that the resulting interval has size
a/b and that its endpoint locates the number a/b on the number
line.
3. Explain equivalence of fractions in special cases, and compare
fractions by reasoning about their size.
a. Understand two fractions as equivalent (equal) if they are the
WGU D629 The Reflective Practitioner (OHM2)
Task 1 |Passed on First Attempt |Latest Update
with Complete Solution
Professional Growth
Angela Taylor
MSCIN Program, Western Governors University
D629: The Reflective Practitioner (OHM2)
April 15, 2025
Introduction
My name is Angela Taylor. I am in a third-grade math, science, and social
studies teacher in a Team Approach to Mastery (TAM) setting at Phillis Wheatley
Elementary School in the Woodbridge School District located in Bridgeville, DE. I am
currently completing my 21st year of teaching. I have taught both third and fourth
grades. I am a classroom teacher with another teacher in the room who is certified to
better assist our students and meet their needs. In past years I have served as a
member of the school improvement team, grade level chair person, and mentor for the
, 2
State of Delaware for new teachers. I am excited to further my education and
knowledge through my studies WGU.
Math Unit- Fractions
Recently, I began teaching a unit on fractions to my third-grade class. This
unit begins with simple fractions as part of a whole and moves to fractions on a
number like and comparing fractions with unlike denominators. A particular
lesson I taught on comparing fractions with different denominators brought some
difficulty to my students.
Objective: Students will be able to compare fractions with unlike denominators
using greater than, less than or equal vocabulary. Students will be able to use
their knowledge of fractions to solve equations comparing two or more fractions.
The Common Core State Standards in this unit are:
Develop understanding of fractions as numbers.
1. Understand a fraction 1/b as the quantity formed by 1 part when a
whole is partitioned into b equal parts; understand a fraction a/b as
the quantity formed by a parts of size 1/b.
2. Understand a fraction as a number on the number line; represent
fractions on a number line diagram.
a. Represent a fraction 1/b on a number line diagram by defining the
interval from 0 to 1 as the whole and partitioning it into b equal
parts. Recognize that each part has size 1/b and that the endpoint
of the part based at 0 locates the number 1/b on the number line.
b. Represent a fraction a/b on a number line diagram by marking off
a lengths 1/b from 0. Recognize that the resulting interval has size
a/b and that its endpoint locates the number a/b on the number
line.
3. Explain equivalence of fractions in special cases, and compare
fractions by reasoning about their size.
a. Understand two fractions as equivalent (equal) if they are the
