Kaela Schommer

2D Figures

Math

Fifth Grade

Monday May 16, Tuesday May 17, Wednesday May 18 2016

 Table of Contents

Section One: Preparation (Diversity) 3

Section Two: Planning and Content 6

Section Three: Instruction 12

Section Four: Using Assessment 19

Section Five: Professional Responsibilities 24

Resources from Section One 27

Appendix A: Assessments and Assessment Criteria 28

Appendix B: Observed Lesson 41

Color Coding:
Blue text is changes added in revised sections one, two, four and five
Green text is what went well in section three
Red text is changes to make and things that did not go well in section three

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 Section One

Morning Star is one of eight elementary schools located in Bozeman, Montana, which

has a population of 40,000 (http://bozeman.net/City-Government/City-Management). Located in

the Bridger Mountain Range, the Bozeman School District works to establish and provide an

environment in which students succeed and make a difference in a rapidly changing world

community. (bsd7.org). Morning Star is an elementary school serving 493 students kindergarten

through fifth grade working to provide a safe and enriching environment for each and every

student (ms.bsd7.org) (gems.opi.my.gov). With only 5.1% of the school on free and reduced

lunches Morning Star is a school with a large population of families that have a high

socioeconomic status (http://opi.mt.gov/GetAnswers/ categories/Reports). At Morning Star they

want each student to become a Morning STAR which stands for we solve problems, take

responsibility, act safely and show respect. This level of consistency will help me manage

students behavior during the lesson as the expectations for behavior have been clearly outlined

for them all year. They create a community to help students thrive through the morning pledge,

consistency of expectations and rules, and biweekly grade level common planning time. Morning

Star utilizes the Multi-Tiered System of Support to help weave a safety net so tight that no child

falls through the cracks. (ms.bsd7.org).

The community surrounding Morning Star helps create a nurturing environment in which

students can succeed. According to the Morning Star website parents play meaningful roles in

the school (ms.bsd7.org). The newsletter is filled with events that the students can present their

knowledge to the community and their parents. The students frequently put on concerts and

performances for the community to attend. At the end of the year once theyve studied the

Shakespeare unit, all of the fifth grade classes put on A Midsummers Nights Dream for their

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peers and community members. Morning Star creates a school community, and interacts with the

surrounding community to provide the best possible learning environment for the students to

grow up and learn in.

In my fifth grade classroom all of the students have access to their own chromebook. This

allows students to have access to greater resources and content right from their desks, it also

provides more opportunity for differentiation and participation in the classroom. In the classroom

there is a document camera and projector that I will utilize in each of my lessons. Mrs. Babcock

has their desks arranged in small groups, which aligns with her use of the workshop model (T.

Babcock, personal communication, May 12, 2016). This allows students to work collaboratively

with the peers and participate in the sharing of knowledge. This allows me to easily put students

into groups and to have students work collaboratively which they will need to do in my lessons.

Another resource used daily in the classroom is the microphone and speakers. Mrs. Babcock

wears a microphone which works with the speakers that are spread throughout the classroom in

the ceiling which allows students to hear her speaking clearly and from anywhere in the room.

In Morning Star they have an instructional coach who is there daily to assist teachers with

any instruction help they might need. Mrs. Babcock informed me that if she struggled with a

lesson, or if students werent responding to the lesson in the way she hoped she could go to him

for help to revise her lesson (T. Babcock, personal communication, May 10, 2016). Morning Star

also has a library media specialist to help students and teachers alike navigate different resources

the library has to offer. Morning Star has a number of different specialists such as intervention

teachers, instructional coaches, an occupational therapist, speech-language pathologist, a school

psychologist, Alta care, and a number of paraprofessionals. These professionals provide extra

help for classroom teachers to provide the best possible learning environment for students.

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Table 1.1 Diverse Learners in Math
Students Student Factor Student Factor #2: Finds Finds math is Finds
#1:Star Math Student math interest math interesting math
testing scaled survey. Finds math boring fun
score March 2016 confusing
Student 1 695 U U A U
Student 2 901 U A D D
Student 3 780 U A D D
Student 4 774 D D U U
Student 5 790 D U A U
Student 6 699 U D Y U
Student 7 785 D D A A
Student 8 845 D D A A
Student 9 672 D A D D
Student 10 743 D D A A
Student 11 647 D D A D
Student 12 711 A D A U
Student 13 784 D D A U
Student 14 686 U U D U
Student 15 647 D D A A
Student 16 882 D D A A
Student 17 643 U D A A
Student 18 NT A A D D
Student 19 730 D D A A
Student 20 766 A A A A
Student 21 748 A A D D
Student 22 841 A U U D
Student 23 831 A D A A
Student 24 NT D D D D
Student 25 NT D D A U
Student 26 675 D U U D
Student 27 695 U A U U
Student 28 627 U D A A
Student 29 NT D D U A
Data taken from Star Math Testing from T. Babcock.
Key: NT- not tested U- Unsure
00- on watch D- Disagree
00- at benchmark A- Agree
1- above benchmark
Morning Star has a very consistent policy for the expectations of student behavior. This

will help my teaching because students know exactly what is expected of them, and I have that to

refer back to if there are any behavior problems. The students have expanded on the schools

5
expectations with Mrs. Babcock focusing on respect and honesty I will make sure to show my

students respect, and I will expect to receive respect in return. Having mutual respect will allow

me to teach without much worry of misbehavior or interruption this allows me to focus more on

content and less of behavior management.

During my lesson I will make sure to use the microphone and speakers to make sure all

students can hear my instruction, especially for the student with sensory issues (T.Babcock,

personal communication, May 9, 2016). Mrs. Babcock said that she loves the microphone

because it allows her to still speak softly and calmly while all of her students can still hear her

(personal communication, May 9, 2016). This will allow me to teach the students from anywhere

in the room, as Im helping students or checking student work and participation, and they can all

still hear my instruction.

Knowing that I have no students who need math intervention I am able to teach to fifth

grade level for all of the students. There are four students who according to the STAR math

testing are on watch, I will make sure to check in with these students frequently and check

their work as they go to make sure they are on track and understanding the content or to provide

any scaffolding, or differentiation they might need. There are five students who are above

benchmark, I will check in with these students to make sure they arent bored with the content

and to provide extra challenges if necessary. In the class there are four students who werent

tested, I will make sure to watch these students and make sure the work Im giving them is at

their ability level. This will allow me to make changes if needed.

Section Two

Table 2.1 Standard based instruction

TWS Sequence Standards
CCSS.MATH.CONTENT.5.G.B.3
TWS Pre- For the pre-assessment students will be Proficiency criteria

6
 Assessment asked to analyze three polygons in a
hierarchy diagram and explain why they
think they are arranged in that particular
order. Students will match four different
shapes to their corresponding category.
Lastly students will label six triangles.
Pre-assessment on page 29-30
TWS Summative Students math notebooks will be
Assessment collected at the end of the three lessons
for completion, participation and
correctness.
The pre-assessment will be
scored and converted into a
percentage to show students
knowledge going in to the
lesson.
The correctness, in their
triangle classification, and
chart must be 8/10 for
students to be considered
proficient.

Table 2.2 Outcomes, Activities, and Assessments

TWS Sequence Standards
CCSS.MATH.CONTENT.5.G.B.3
Lesson Titles Instructional Outcomes Instructional Activities Formative
and Standard Assessments
numbers
Lesson 1 Students will be Students will review the Observe students
CCSS.MATH. able to classify 2D rules of Polygon Capture and track
CONTENT.5. figures using as a class. Students will understanding
G.B.3 different properties. play a teacher vs. class during game play
Students will be round of Polygon Capture.
able to pick out After the game has been
different polygons played as a class they will
based on break up into pairs and
information about play.
sides and angles. Polygon Capture materials
Students will be on pages 31-34.
able to describe
angles and sides of
2D figures.
Students will be
able to play
Polygon Capture
based on the
knowledge theyve
received about 2D

7
 shapes.
Students will be
able to compare
different polygons
to classify them.
Students will be
able to identify
different
characteristics of
polygons to classify
them into different
groups.
Lesson 2 Students will Task One: Students will Collect
CCSS.MATH. investigate and engage in a class students math
CONTENT.5. analyze angle and discussion about the notebooks for
G.B.3 side measures to different types of completion.
help them to create triangles. Students will cut I will observe
and classify out triangles and sort them students while
triangles. into different groups, so they are sorting
Students will be that each triangle fits into their triangles
able to sort only one group. The for
triangles according students will have a class participation.
to common discussion about why they Students will be
attributes. chose to sort it the way observed for
Students will they did, students will participation for
classify triangles repeat the process sorting class
using both the them a second time. discussions.
angles and side My Many Triangles Cut Students charts
lengths of a and Sort Triangles and will be collected
triangle. worksheet on page 36-37 for completion
Students will create Task Two: As a class, and correctness.
triangles using side students will fill out the
length and angle chart listed in lesson two.
measurements. Students will come up
when called on and draw a
triangle using the side
length and angles listed.
Students will find there
are two types of triangles
that cant be created.
Students will follow along

8
 recording the chart in their
math notebooks.
Lesson 3 Students will be Task One: There will be Students
CCSS.MATH. able to classify ten triangles placed participation
CONTENT.5. triangles by the around the room. Students during the group
G.B.3 triangles side will rotate through to each discussion will
measurements. of the 10 triangles in serve as a
Students will be groups classifying the formative
able to classify triangles by side and angle assessment.
triangles using the type. After theyve been
angles of the through each station there
triangle. will be a group discussion
Students will about what each triangle
classify triangles is classified as.
using both the 10 Triangles on page 39.
angles and side Task Two: Students will,
lengths of a in pairs, be given a sheet
triangle. with three different groups
Students will be of triangles all with
able to investigate something in common.
different ways to Students will be asked to
group triangles. find the commonalities for
each of the three groups.
This will be followed by a
group discussion.
Triangle Side Exploration
sheet on page 38.

By meeting CCSS.MATH.CONTENT.5.G.B.3 students will learn how to categorize 2D

shapes. Students will be able to understand, and identify different attributes of shapes.

This will help them as they go further in their learning, as well as it life. Students

studying math will need to be able to accomplish what this goal asks of them.
My pre and summative assessments measures students ability to meet standard

CCSS.MATH.CONTENT.5.G.B.3. They do so, first by seeing what students already

know about different 2D shapes and their attributes. This allows me to assess what I need

9
 to teach these students to get them to be able to meet the standard. My summative

assessment measures if students have reached proficiency in finding attributes of different

2D shapes.
My instructional outcomes for this unit meet the standard by having students learn

different types of 2D shapes, in this unit we focused mostly on triangles and describing

them based on side and angle. This supports the standard by helping students sort

triangles into different categories, and then further into subcategories. My outcomes

always align with that.

During this unit, in lesson 2 students are asked to sort a number of different triangles into

different groups. The students could sort them by side or by angle, or any other criteria

they chose. Students worked towards finding common characteristics to sort them, which

lead them to classifying by sides and angles.

My formative assessments continually checks students understandings of the content

from that lesson. After students sorted their triangles we had a class discussion to assess

students understanding of common characteristics. Then we discussed how they could

have sorted them differently such as by sides or angles.

My lessons are sequenced so that students are meeting the learning outcomes of the

lesson by the end of it, which will help them to meet the learning outcomes for the next

lesson. The sequence is set up so that the knowledge keeps building on itself to further

the students understanding and to allow them to be more comfortable with the content as

the lessons continue.

My outcomes fit for all students whether they are on watch or above benchmark on the

Stars Math Test. The outcomes set a base level of knowledge all students need to be

successful.
The activities are appropriate for all students based on their scaled score as well. The

activities are set up so that I am always available for additional help and scaffolding for

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 students who might be struggling. Having the students individually draw triangles based

on side type allowed me to check with each student while they were drawing and assess

any misunderstandings or struggles they might have had.

My assessments work for all students as well. For students who are on watch they were

given any and all help during the test if they didnt understand. Students were all given

the same assessment, but extra scaffolding was allowed for the students who did need it

while categorizing the 10 triangles, as well as extra time.

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 Section Three

Class: 5th Grade Date: 5/16/2016

Unit: 2D Figures Lesson Title: Polygon Capture
Content Standard Alignment:
CCSS.MATH.CONTENT.5.G.B.3 Understanding that attributes belonging to a
category of two-dimensional figure also belong to all subcategories.

Lesson Objectives/Instructional Outcomes:

Students will be able to classify 2D figures using different properties.
Students will be able to pick out different polygons based on information about sides
and angles.
Students will be able to describe angles and sides of 2D figures.
Students will be able to play Polygon Capture based on the knowledge theyve
received about 2D shapes.
Students will be able to compare different polygons to classify them.
Students will be able to identify different characteristics of polygons to classify them
into different groups.
Relationship to Unit Structure:
This lesson serves, as an introduction to some of the basic concepts students will learn
throughout the unit. This lesson will activate prior knowledge students might have about
geometric shapes.
The next lesson students will be sorting triangles, so they will need background knowledge on
different angles; this lesson reintroduces the different types of angles to students. In this lesson
students will also examine the relationship between different geometric shapes through their
properties, which is a skill students will need to reach learning objectives further on in the
unit.
Instructional Materials/Resources:
Polygon Capture Game Rules on page 34
Polygon Capture Game Cards on page 31-32
Polygon Capture Game Polygons on page 33
Document camera
Anchor chart for vocabulary on page 28
Pre-Assessment on page 29-30

Methods and Instructional Strategies

Anticipated Student Misconceptions:
Students thinking geometric shapes only fit into one category.
Students might not know what different angles are, such as acute, obtuse, and right.
Students might struggle with the vocabulary.

12
Concept Prerequisites:
Students will need to know the following vocabulary:
Parallel
Perpendicular
Quadrilateral
Acute
Obtuse
Right
Introduction- To start the lesson I will first hand out a pre-assessment. Once all of
Anticipatory Set: the students have completed the pre-assessment, there will be a
short class discussion about different terms they will be using
during the game. The terms and vocabulary will be put on an
anchor chart. Students will be asked to record these terms in their
math notebooks. Took too long to wait for students to take notes.
The anchor chart should have included angles on it as well. The
following terms will be discussed as a group before beginning the
game:
Parallel
Perpendicular
Quadrilateral
Acute angle
Obtuse angle
Right angle
Polygon

Come up with ways for students to remember what acute and

obtuse mean.
Instructional Once the class has had a sufficient discussion the rules of the game
Activities: will be described using the document camera. I will put the rule
sheet under the document camera for the duration of the lesson. Go
over wild cards and steals more thoroughly. Once I have gone over
the rules I will play a game teacher vs. student. Once the game is
over students will go on their own in pairs to play the game. I will
have students already paired up in boy/girl pairs. As the partners
come up they will get a bag with the game cards in it.
Two students very resistant to playing the game. Anticipated the
students might be resistant so paired them with students who would
engage with them.
Wrap Up- As a closure I will pull the class back together and have another
Synthesis/Closure: class discussion. Students will discuss the following questions:
How did you decide which card to play?

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 How did you decide which property to select?
How did you sort your cards?
How can you capture the most cards?
What are the different characteristics of polygons that I can
use to classify them into different groups?

Differentiation According to Student Needs:

Students could use more, or less polygons during the game.
Instead of drawing two cards (an angle and side length) students could draw just one
card to match a polygon to.
Providing note sheets for certain students. Student who wasnt taking notes was noticed
and then given a sheet.
Anchor chart with vocabulary.
Assessment (Formative and Summative):
Pre-assessment (see attached)
Formative assessment: observe students and track understanding during game play

Class: 5th Grade Date: 5/17/16

Unit: 2D Figures Lesson Title: My Many Triangles
Content Standard Alignment:
CCSS.MATH.CONTENT.5.G.B.3 Understanding that attributes belonging to a
category of two-dimensional figure also belong to all subcategories.

Lesson Objectives/Instructional Outcomes:

Students will analyze angle and side measures to help them to create and classify
triangles
Students will be able to sort triangles according to common attributes.
Students will classify triangles using both the angles and side lengths of a triangle.
Students will create triangles using side length and angle measurements.

Relationship to Unit Structure:

This lesson builds on the content students were taught in the previous lesson. Students will be
using the vocabulary and knowledge of shapes, specifically triangles to further their skills in
classifying shapes. This lesson will serve as an introduction to triangles, the appropriate
vocabulary regarding triangles and different ways you can classify them. Further in the unit
students will be drawing and creating triangles with manipulatives using the vocab learned in
this lesson.
Instructional Materials/Resources:
Document camera
My Many Triangles recording sheet on page 36
My Many Triangles, Triangles to Cut and Sort student sheet on page 37

14
 White construction paper for each student
Colored construction paper cut into wide strips (about 10 strips per student)
Anchor chart with different types of triangles on page 38

This takes too much time to cut out. Have students draw or cut out of paper instead of
using strips. We didnt end up using a recording sheet, because students recorded in their
math notebooks to keep the information all in one spot.

Methods and Instructional Strategies

Anticipated Student Misconceptions:
Students might mix up different types of triangles.
Students thinking geometric shapes only fit into one category.
Students struggling with the vocabulary from this lesson.
Mixing up side length identifiers (isosceles, equilateral, and scalene) and angle
identifiers (right, obtuse, and acute).

Concept Prerequisites:
Students will need to know that the sum of the angles of a triangle is 180 degrees.
Students will need to know that these two triangles are not possible. An equilateral
right triangle. It is not possible because an equilateral triangle also has equal angles.
90 x 3=270. A triangle can only have 180 degrees. An equilateral obtuse triangle. It is
not possible because an equilateral triangle has equal angle measurements.
Students will need to know the definitions of the following vocabulary:
Right angle
Obtuse angle
Acute angle
Isosceles triangle
Equilateral triangle
Scalene triangle
Students should to be able to use angle and side length measurements to identify
triangles.
Introduction- As an introduction to the lesson I will ask students to fold paper
Anticipatory Set: into four different types of triangles, equilateral, right, acute, and
obtuse. As a group, students will discuss what categories their
triangle belongs to and how they might know that. I will be looking
for students understanding of different types of triangles.
Students couldnt fold, so they cut the paper into different triangles.
Then note enough students had scissors so this took way longer
than anticipated.

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Instructional Task One:
Activities: If during the introduction any students are struggling with
understanding different types of triangles we will discuss each type
of triangle using the anchor chart. Students will be asked to record
the information in their math notebooks. After they are done
recording the notes they will be given the My Many Triangles,
Triangles to Cut and Sort sheet. While I explain the directions
students will be asked to cut out the triangles. The students will sort
the triangles into different groups so that each triangle fits into a
group and there are no triangles that belong in more than one
group. Then students will find a second way to sort the triangles so
that each triangle fits into only one group. Students will be asked to
record how they sorted the triangles in their math notebooks. A few
students will be asked to explain how they sorted the triangles and
why they did.
Task Two:
Students will be making 9 different triangles, two of which arent
possible to create. Students will copy the following chart into their
math notebooks Students will use the strips of colourful paper to
create the triangles in the chart. For the two triangles that arent
possible to create, they will place an X in that box, and below in
their math journal they will explain why it cannot be created.
Students will glue each triangle into the correct spot on the chart.
Taking notes took too long in Lesson One so be careful that this
doesnt take too long.
Equilateral Isosceles Scalene
Acute
Right
Obtuse
Wrap Up- For closure we will have a class discussion addressing the
Synthesis/Closure: following questions:
What types of triangles couldnt we create? Why couldnt
we?
Is there a scalene equilateral triangle? How do you know?
How can we tell this is a ______triangle?

Differentiation According to Student Needs:

Students who struggle with note taking will be given a sheet with the notes recorded on
it for them.
An anchor chart will be hung up during the lesson.
If students are unable to cut out the triangles they will be given pre-cut triangles.
If students are unable to fold the triangles they can draw or cut them out.
Students may need help creating the different triangles in Task Two.

Assessment (Formative and Summative):

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 Collect students math notebooks for completion.
I will observe students while they are sorting their triangles for participation.
Students will be observed for participation for class discussions.

Class: 5th Grade Date: 5/18/16

Unit: 2D Figures Lesson Title:
Content Standard Alignment:
CCSS.MATH.CONTENT.5.G.B.3 Understanding that attributes belonging to a
category of two-dimensional figure also belong to all subcategories.

Lesson Objectives/Instructional Outcomes:

Students will be able to classify triangles by the triangles side measurements.
Students will be able to classify triangles using the angles of the triangle.
Students will classify triangles using both the angles and side lengths of a triangle.
Students will be able to investigate different ways to group triangles.

Relationship to Unit Structure:

This lesson will build on what students learned about sorting polygons in lesson one, and more
specifically sorting triangles in lesson two. Students will be using the content learned about
different types of triangles in Lesson Two to help them continue building the knowledge
theyve acquired so far in the unit.

Instructional Materials/Resources:
Print outs of the seven different triangles on page 39 Added three triangles so there
were ten different triangles so that students couldnt use process of elimination.
Triangle Side Exploration sheet on page 38
Notebook paper

Methods and Instructional Strategies

Anticipated Student Misconceptions:
Students might not understand that a triangle is classified by side length and angle.
Students might have misconceptions of that orientation of the angle.

Concept Prerequisites:
Students will need to know the different angle types of triangles.
Students will need to know the different types of triangles, by side length.
Introduction- To start the lesson students will be asked to draw three types of
Anticipatory Set: triangles, scalene, isosceles, and equilateral. They will use the lines
of a different piece of lined paper as measurement. Students will be
focusing solely on side lengths. Using notebook paper worked well
because they all had it, and it was easy for them to measure with.

17
 Instructional Task One:
Activities: Once students have completed their three triangle drawings, we
will verbally review what each type of triangle is. I will have each
of the seven types of triangles spread throughout the room labeled
1-7. Students, in their table groups, will go around the room
classifying each of the seven triangles. Students will record, in their
math journal, what the classification of the triangle is, and why they
think that. Once students have classified the triangles we will as a
class discuss what they think, and why. We will use this time to
correct any misconceptions students might have.
Task Two:
Students will be put in pairs by drawing sticks. They will be given a
sheet with three groups of triangles. Students will be asked to find
the commonalities of the triangles in each group. Group 1, all of the
triangles have two congruent sides. Group 2, all of the triangles
have three congruent sides. Group 3, has no congruent sides.
Wrap Up- Once all of the pairs have had time to discuss, we will come
Synthesis/Closure: together as a class to discuss our findings. Students will be asked to
explain what commonalities they found.
Differentiation According to Student Needs:
If a pair finishes finding the commonalities of the triangles in groups they can classify
the triangles on the sheet.
If students are struggling with the vocabulary there will be an anchor chart at the front
of the class.
Students who have difficultly taking notes will be given a pre-written note sheet.

Assessment (Formative and Summative):

Students notebooks will be collected for a summative assessment of what theyre done
and participated in during the lesson.
Students participation during the group discussion will serve as a formative
assessment.

Lessons adopted from Georgia Department of Education GSE 2D Figures-Unit 5

https://www.georgiastandards.org/Georgia-Standards/Frameworks/5th-Math-Unit-5.pdf

18
 Section Four

1. Using Formative Assessments to Monitor Progress of Diverse Learners

Formative Assessment: Students will, after exploring different types of angles, and

different types of sides, create a chart depicting the different types of triangles. Students

charts will be collected for completion and correctness.

o Learning Outcome: Students will create triangles using side length and angle

measurements.
Through analyzing the charts I found that most all of my students understood the seven

different types of triangles, and they understood that there was two different triangles that

couldnt be created because of the side and angle combination. Out of the 28 students

who were present that day, 25 students completed the chart and it was 100% correct. One

student completed the chart, but inaccurately, and two students didnt complete the chart.

89% of students completed the chart meeting the learning outcome set for them at the

beginning of class.
The students who didnt complete the chart were asked in the next lesson to draw those

triangles at the beginning of the lesson to check for understanding and to see if they met

the learning outcome. Using Pre and Summative Assessment to Document Whole-group

student achievement. The students who didnt finish the chart were also checked on

during the next lesson for participation and understanding of the concept.

Table 4.1 Student Pre and Summative Assessment Data

Pre-Assessment:
Students will be asked to analyze three
polygons in a hierarchy diagram and explain
why they think they are arranged in that
particular order. Students will match four
different shapes to their corresponding
category. Lastly students will label six
triangles.
Proficiency criteria
The correctness, in their triangle classification must be 6/8 for students to be considered
Summative Assessment:
Students math notebooks will be collected at
the end of the three lessons for completion,
participation and correctness. Students will
classify 8 different triangles by side type and
angle; this will be assessed for correctness of
angle and side type. Students will also be
asked to draw an equilateral, isosceles, and
scalene triangle.

19
 proficient. The rest of the notebook will be checked for completion. For students to be
proficient they must get 3/3 for drawing equilateral, isosceles and scalene triangles.
Student Pre-Assessment Score Summative Assessment Proficiency
Score
Student 1 24% 88% Yes
Student 2 6% 94% Yes
Student 3 23% 94% Yes
Student 4 29% 82% Yes
Student 5 29% 88% Yes
Student 6 18% 94% Yes
Student 7 59% Absent N/A
Student 8 41% 100% Yes
Student 9 12% 88% Yes
Student 10 59% 100% Yes
Student 11 24% 100% Yes
Student 12 35% 100% Yes
Student 13 70% 94% Yes
Student 14 24% 100% Yes
Student 15 24% 100% Yes
Student 16 59% 94% Yes
Student 17 35% 100% Yes
Student 18 41% 88% Yes
Student 19 41% 94% Yes
Student 20 24% 88% Yes
Student 21 59% 88% Yes
Student 22 35% 100% Yes
Student 23 47% 85% Yes
Student 24 35% 94% Yes
Student 25 12% 100% Yes
Student 26 47% 94% Yes
Student 27 18% 100% Yes
Student 28 24% 94% Yes
Student 29 53% 94% Yes

Table 4.2 Using Assessment Data to Document Achievement of Diverse Learners

Diverse Pre-assessment Summative Proficiency: Factor relevant
Student Score Assessment To be to learning
s Score proficient
students
must
Answer 80%
of the
questions on
the

20
 summative
assessment
correctly.
Student 35% 100% Yes Star Math Math
17 Testing. Scaled interest
score 643 and survey,
is on watch. math is
student 17s
favorite
subject.
Student 6% 94% Yes Star Math Math
2 Testing, scaled interest
score 901, survey,
above Student 2
benchmark. finds math
boring, says
it isnt fun
or
interesting.

Table 4.1 shows that all but the one student, who was absent, are proficient based on the

summative assessment. The lowest score from the class was 82% correct. All of the students

show significant growth from the pre-assessment. One student scored 70% correctly on the pre-

assessment, which told me there was still teaching to be done to get all of my students to be

proficient. More than one of my students showed an 88% growth from the pre assessment to the

summative. The class average on the pre assessment was 55%, the class average on the

summative assessment was 94%.

Student 17 correctly answered every question on the summative assessment, and

throughout the three lessons this student actively participated in all activities and didnt miss

any points outside of the pre-assessment. This student scored 35% correctly on the pre-

assessment and one the summative they scored 100% correctly. This student scored not just

below benchmark on the Star Math test, but also on watch meaning that he is only a couple

points away from needing Math intervention. After talking with my CT I learned that this student

21
thrives when they is included and prompted to participate. Watching this student Ive noticed that

they try much harder in comparison to some of the other students. Every class discussion and

every in class activity this student was engaged and participating. To help this student continue to

thrive, making sure that they get the attention they and the positive reinforcement to help them

continue to make progress and achieving at this level.

Student 2 is a very high achieving student according to the Star Math test. This student is

frequently unengaged and doesnt seem to care about his grades or what is being taught. This

student, when prompted to participate seems defiant and angry for being forced to participate.

This is reflected in his grades. I personally feel that, after observing this student, they could have

scored much higher throughout the lessons and on the pre-assessment if they actually tried and

put forth the effort. This student scored 6% correctly on the pre-assessment and scored 94% on

the summative. They achieved above the class average but on the formatives this student was one

of very few who didnt complete the in class work. To help this student I think giving him two

choices for what assignments hed like to do might make him feel less forced into doing it. I

could pair him with another student so that student can help motivate Student 2.

22
 Section Five

While teaching my lesson, my goal was to get all students to participate. Through

teaching these three lessons I employed some tactics to prompt some more hesitant students to

participate. I found that I have a lot of growing still left to do in this area. After observations

from my CT and FS I learned there are some things I did well, and some things that need

improvement. I believe that there is always growing and improving to be done in all areas of the

Danielson Framework.

Goal One:

In the Danielson Framework Domain 3, I chose element 3b: student participation. My

goal for the future remains the same as what it was during this practicum; I want to be

able to get all students to participate during my lessons. My goal is to get every single

student to participate during at least one part of my lesson. I personally feel like those

students arent learning as much as they could if they were engaged and participating.
My timeline for this goal is to check student participation at least once a week if not

every day in all content areas. I want to be able to see if students are more engaged in

different content areas so that I can eventually engage them in all. I would like to

track this goal once and week, and do self-evaluations at least once a week. The

document I created for these past lessons can be utilized in the future. I will chart

each students participation during each part of a lesson.

To help my growth in this goal I will use the article Student participation in

elementary mathematics classroom: the missing link between teacher practices and

student achievement. Reading this article I found different techniques, and things to

avoid, to help get students more actively engaged and participating in classes,

specifically in Math. There is also an article in International Journal of Educational

23
 Research that utilizes student-partnered discussion to enhance student participation

and engagement.

Goal Two:

My second goal for the future is in Domain 4 of the Danielson Framework. I want to

focus on element 4a, reflecting on teaching. I would like to reflect for accuracy and also

to help me continuously grow as a teacher. Setting goals is a great step to constantly

improving my teaching, but if Im not reflecting on my teaching and seeing if Im

meeting my goals then those goals are useless. I want to make sure that I am providing

the best education for my students by assuring my teaching is factual.

To reach my goal I want to do weekly reflections on each of the goals I set for myself. I

also want to, when planning my lessons, do weekly reflections of the content Im

teaching to assure that it is factual and in the best interests of my class. I will have a

journal to reflect after any major events or significant changes I need to make. In that

journal I will also do a weekly reflection. I would also like to, as suggested by my CT,

make notes and reflections after each unit I teach for the next unit and the next time I

teach the unit.

To help me reach my goal I will continue to observe and question my CT about her

reflective practices. I found an article from Educational Leadership titled Fostering

Reflection (http://www.ascd.org/publications/educational-

leadership/feb09/vol66/num05/Fostering-Reflection.aspx). This article will be helpful in

developing my reflection techniques and using different ways of reflection to assess

myself in a number of different ways. Continuing my research will help me ask critical

questions of myself and refine my reflection skills.

24
25
 Resources for Section One:

City Management. (n.d.). Retrieved May 30, 2016, from httpl//Bozeman.net/City-

Government/City-Management

Get Answers! (n.d.). Retrieved May 14, 2016, from

http://opi.mt.gov/GetAnswers/categories/Reports

Home - Bozeman Public Schools. (n.d.). Retrieved May 14, 2016, from http://www.bsd7.org/

Latest News. (n.d.). Retrieved May 14, 2016, from http://ms.bsd7.org/

Morning Star Elementary School Parent Advisory Council (PAC) Enhancing the educational

opportunities for all students. (n.d.). Retrieved May 14, 2016, from http://msspac.com/

T.Babcock, personal communication, May 9, 2016

T.Babcock, personal communication, May 12, 2016

26
 Appendix A
Lesson One-Polygon Anchor Chart

27
Lesson One- Pre Assessment

1. Why do you think these

shapes are
arranged in this way?

2. Match the shapes below with the category it fits into.

Polygon

Quadrilateral
Hexagon

28
Parallelogram

3. Write the type of triangle underneath the corresponding triangle.

A. _______________________________________________ B.
_______________________________________________

C. _______________________________________________ D.
_______________________________________________

E. _______________________________________________ F.
_______________________________________________

29
Lesson One- Math Interest Survey

How do YOU feel about math?

Name: Agree Disagree Im not

sure
Math is confusing.
Math is boring.
I dont think its fun but I want good grades.
I like other subjects more than math.
Math is my favorite subject.
I get tired of working with numbers.
Math is very interesting.
Math is fun.
I like doing math with shapes.

30
Lesson One-Polygon Capture Angle Cards

31
Lesson One- Polygon Capture Side Cards

32
Lesson One- Polygon Capture Polygons

33
Lesson One- Polygon Capture Rules

34
Lesson Two- Triangles Anchor Chart

35
Lesson Two-My Many Triangles Cut and Sort Triangles

36
Lesson Two-My Many Triangles Cut and Sort Worksheet

37
38
Lesson Three-Triangle Side Exploration sheet

39
Lesson Three- 10 Triangles

40
Appendix B

41
42
43