Reflections on Test Run Lessons Student Learning Polygon Graffiti Wall Students show much about their understanding

of shapes, lines, and angles by the criterion they choose to sort their shapes. Number of sides, for example, is certainly a more simplistic way to sort the shapes than types of lines, or angles the shapes contain. Another indicator of student learning is the constructive comments that classmates make about one anothers work. Students have time to observe their surroundings before adding to the graffiti wall. There is very little performance pressure with the graffiti wall, and is seen as a more relaxed, fun activity, while still giving the teacher insight into the knowledge of the students. When shapes other than polygons appear on the wall, the teacher might want to address this with the class, asking for input and constructive comments.

Teacher Reflection Polygon Graffiti Wall As I suspected, most children were aware of the various shapes, even if they werent sure of their names. We discussed the addition of a side or angle to a shape, and how this changes it. For the most part, I was pleased with the methods the students used to sort their quadrilaterals. The children worked in groups, and presented their work under the document camera for all to view and comment on. It was easy to check groups that used the same sorting criterion because they should have all been the same. I was a bit disappointed with one pair of bright boys who worked together. Even after their peers questioned them, they chose to sort their quadrilaterals into two groups, tall or wide quadrilaterals. There was good discussion surrounding this choice.

Some students pointed out that it depended on the perspective, and that if the shape were turned, it could quite possibly fit into the opposite category. I was surprised that they didnt choose more challenging criterion with which to sort their quadrilaterals. In the end I pushed their thinking beyond this simple sorting. The graffiti wall stayed up for quite some time. Students from both of my math sections drew everyday objects on the paper. When a couple of oddball shapes appeared, I waited patiently for the students to address this, and they did not disappoint me. They politely brought up the point that a circle is not a polygon, and a quick review of the qualities of a polygon, and a reminder to use the illustrated math word wall followed. Reflections on Test Run Lessons Student Learning Alphabet Symmetry Sort Student learning is apparent in the accuracy of the students sorts. Learning can also be witnessed in the discussions the students have during the gallery walk. Accurate, constructive criticism provides more evidence of student learning. Teacher Reflection Alphabet Symmetry Sort I was very impressed by the mathematical conversations that took place during the gallery walk. Students were engaged and using math language to discuss and comment on their peers work. They also remembered our rules about respect when critiquing others. Reflections on Test Run Lessons Student Learning Culminating Geometry Activity

Besides the demonstration of previously acquired geometry knowledge, students learned how to use a ruler and practiced accuracy while creating their drawings. Teacher Reflection Culminating Geometry Activity My students had a wonderful time completing this activity. As I distributed the necessary supplies, I made note of student choices. I was pleased to see that most students focused on both activity level and personal preferences when choosing their activity. Some chose a more difficult task, accepted this challenge, because they were more interested in that particular activity. Note Katies use of two colors (see work samples) when plotting her points. I introduced this strategy to the class to keep them organized and to avoid confusion while plotting the points. Katie chose to use the strategy, as did several other students. The pictures were a creative, engaging way to end the unit.