# MSTAR Intervention: Equivalent Fractions

## Description

The lessons in the downloads section target struggling Tier 2 students. The intervention lessons provide a concrete structure to help students learn the foundational skills necessary for success in increasingly complex mathematics curricula.

The intervention lessons do not have a recommended time limit, as students may move at varying paces, depending on prior experience with the content. We estimate that each intervention lesson will take at least 30 minutes and that some lessons will need to be divided up over several days.

Each intervention lesson contains several aspects of research-based intervention strategies and lesson design. Additional activities are included for students who need further practice.

## Resource

This resource details how teachers and instructional content fit into the algebra readiness progression.

## Vocabulary Activities

These activities are designed to help students learn new vocabulary words by providing multiple exposures to the words in different contexts. Include additional words as applicable. Choose words that are appropriate, given the stated goals of each activity.

## Assessment

There are 2 forms of the Equivalent Fractions assessment, intended to serve as a pretest and posttest. The assessments are based on the lesson content and monitor students’ overall progress. The assessments include demonstration and practice sections before the test questions. The assessment procedures provide additional information as well as instructions for administering the assessments. A scoring form includes an answer key and directs teachers to lessons that may best benefit their students, based on incorrect answers.

## Progress Monitoring

The How Am I Doing? graph is included in this section for students to chart their progress on the Equivalent Fractions Independent Practice items for each lesson. Although the content for each of the lessons changes, students and teachers can quickly review the graph to determine results on Independent Practice items for each lesson. For lessons in which students solve fewer than the majority of problems correctly, teachers should analyze errors and plan further instruction to correct misunderstandings. Teachers can also discuss students’ responses to the questions on the graph to determine their perspectives about the lessons and their learning.

Teachers can also use Excel to graph progress. Instructions for doing so are available online.