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Yes, the intended learning outcomes was achieved based on their exit tickets and WA2 results.

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Yes, it did as the students were able to explain the different methods used to arrange the fractions in their exit tickets

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The intended learning outcomes were achieved to a certain extent for my class. I have a good handful of students who were able to internalize and explain the steps to comparing fractions, as evident from the results from WA2 as well as the answers elicited from them during lesson time.

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Students were made to think through the methods used to compare fractions instead of teachers providing the steps. The LP students needed a lot of scaffolding but a few managed to draw diagram or changed to the same denominator.

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Yes as students are now getting better at comparing and arranging unlike fractions using various methods

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The guided worksheet for the non-banded class helps to scaffold their learning as many of them do not know how to compare fractions initially. After a few practices and explanation, they were able to explain how they use the different method to compare and order the fractions. The story (video) was a good tuning in to let them understand unit fractions and the meaning of the denominators and numerators.

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Yes, they were led to think which method is more effective to use to compare fractions as sometimes compare with half is easier but they have great difficulties to understand how to compare with half especially for fractions with odd numbers as denominator or numerator.

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There were 4 strategies in the intended outcomes that I hoped the students could achieve but only 2 to 3 of these were achieved. Very close guidance and scaffolding were provided as students did their groupwork to explore the tasks. As the topic is relatively new, the students needed a much longer processing time in order to express their ideas. As a result, they were unable to complete the activities. Nevertheless, most were able to explore at least 2 strategies to compare fractions, ie. drawing models, making denominator the same. There was no time for the exit ticket, so a summary was given verbally.

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Questioning and use of manipulatives were used in giving feedback to students and in closing their learning gaps.

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Will need to let them understand deeper the method on changing to the same denominator and how to go about comparing.

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I will show them the different types of fractions and they are to use the 4 methods they have learnt to compare and order the fractions. Comparing by half is the first step that they can use, followed by all the other methods.

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Yes to a certain extent. I have more students who are confident enough to try the questions on comparing fractions (in their words, "Now I know what is the first step so I can start doing", as compared to when we first started the topic, when many were scared to try. The moment they saw the fractions, they just wrote blindly without even wanting to try to compare.

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Procedural and factual fluency will be emphasized during every lesson and more practices will be given to students to achieve mastery.

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More practices will be given to allow them to master the procedural part. The main issue with my students is there is a lack of consistent practice. As such, many of them forgot how to handle the questions after a while.

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Maybe to list the different methods they can use to compare unlike fractions on the board as reminders

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Yes, the intended learning outcomes were achieved. Most students were able to compare fractions using the methods taught.

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Yes. They are able to identify the appropriate methods to be used more efficiently when changing numerators, denominators or comparing with half when they need to compare and arrange.

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To get them to strengthen on the procedural fluency by providing more practices.