Teaching Work Sample: Jaime Sichmeller Math: Geometry Fred Assam Elementary 4 Grade March 7 - 23

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Teaching Work Sample
Jaime Sichmeller
Math: Geometry
Fred Assam Elementary
4th Grade
March 7th - 23th
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TABLE OF CONTENTS
CONTEXTUAL FACTORS
Community
District/School
Classroom
Implications for Instructions
GOALS AND OBJECTIVES
Unit Goals
Unit Objectives
Unit Standards
I Can Statements
TIME LINE AND LESSON PLANS
Time Line
Lesson Plans
Reflection Log
ASSESSMENT
Pre-Assessment
Ongoing Assessment
Post Assessment
 Student Work Document
DATA ANALYSIS AND RECOMMENDATIONS
Individual Students
Whole Class
SUMMARY OF STUDENT PROGRESS
Example: Letter to Parents
Example: Website Posting Regarding Unit
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CONTEXTUAL FACTORS
Community – Brandon, SD
The Brandon community is located in Minnehaha County near the eastern edge of South
Dakota. The city lies just outside of Sioux Falls by located near the Minnesota and Iowa
boarders. The population is roughly close to 10,000 and is rapidly increasing. According to City-
Data.com Brandon’s population is made up of 97.1% whites, 0.7% Asian, 0.7% Hispanics, 0.3%
African Americans, 0.06% American Indian, and 0.7% are two or more races. Brandon’s
unemployment rate is at 2.6% and the crime index is at 17. The average, estimated household
income from 2016 was $81,897.
Brandon Valley School District, Fred Assam Elementary

The Brandon Valley school district is made up of 5 cities: Brandon, Valley Springs,
Corson, Rowena, and parts of Sioux Falls. The district employs 470 staff members which
includes 245 teachers, 212 classified staff and 13 administrators. More than 1,800 students get
bused into the district daily. The district is made up of Brandon Valley High School, Brandon
Valley Middle School, Brandon Valley Intermediate School, Brandon Elementary, Fred Assam
Elementary, Robert Bennis Elementary, and Valley Springs Elementary.
Fred Assam Elementary is made up of 600 students and is located in the southwestern
region of the Brandon Valley school district. The average class size is 21 students and the
average attendance rate is at 86%. The students at Fred Assam Elementary is made up of 79.7%
white students, 4.7% Hispanic, 4% Asian, 7.6% African American, 0.9% American Indian, and
3.1% of the students are two or more races. Fred Assam Elementary is made up of more males
than females with male percentage being 53% and female percentage being 47%. Students who
are eligible for free lunch are 17.6% and 4.9% of the students are eligible for reduced lunches.
Fred Assam has a reading system in place that is called Walk-To-Read. Students are separated
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into groups depending on their level of mastery. Each group has a focus on what they need to
work on to better their reading skills. The school also takes part in the Backpack Program, where
students who need it receive food that they are able to take home with them for the weekend.
Mrs. Sunne’s 4th Grade Classroom

I am currently teaching in a 4th grade classroom at Fred Assam Elementary. My
classroom is made up of 24 students, 14 boys and 10 girls. There are four students in the
classroom who receive special services. These students spend the majority of their time in the
regular classroom, going to the special education room mainly to work on mathematics. There
are three students who receive speech therapy during the week. There are also two students who
do not have an Individualized Education Plan, but receive modifications for their work. Such as
limiting the number of problems they have on their assignment. In this class there are some
behavior issues, especially with disrespect and outbursts. There are two students who need time
to cool down before communicating with others in the classroom.
The students range from 9-10 years old. There are three African American students in the
classroom, one Hispanic student, and the rest are white students. The skill levels in the classroom
range from high students to low. For reading the students switch between four different classes
ranging from high achieving students to students who need extra support in the classroom. Our
reading class focuses on the students that need extra support in while reading. One student
receives services from the “Backpack Program” and four students attend YES after school.
The students know what is expected of them throughout the school day. Throughout this
grade, many of the students struggle with behavior issues. This results in structured recesses and
a system where students must call their parents if they are showing signs of disrespect. There is a
posted schedule each day so that students know what their day looks like.
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Implications for Instruction

In this classroom, you will see a large range of educational ability. Because of this, small
groups are used frequently to ensue all of the students’ needs are being met. I plan on splitting
the students into groups based on their pre-assessment results. This will help me to see what each
group needs to focus on while learning. I will be able to challenge the students who are at the
independent level, but be able to support the students who need extra support.
Fred Assam Elementary uses the Common Core State Standards. The book I will be
using will be the McGraw Hill series. This curriculum offers worksheets, quizzes, and tests.
Even though I have these resources, I plan to also use Super Teachers, Teachers Pay Teachers,
and Pinterest to supplement my lessons. I also feel confident that I will be able to create my own
forms of assessment if needed.
Once the math lesson is completed, there are four students who go to the Special
Education room to work on their assignments. I will have to make sure that they are at Station
one first. This is because this is the station where the students dive into the lesson that was just
taught. If these students miss this station, they will miss important instruction. If the students are
struggling with the lesson they will ask to go to the Special Education room. They are able to
work at more of a one on one base. The teachers in that classroom are very good at
communicating with our classroom teachers.

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GOALS AND OBJECTIVES

Unit Goals
1. Students will be learn the differences between angles (acute, right, obtuse, straight),
triangles (right, acute, obtuse) and quadrilaterals (parallelogram, rectangle, rhombus,
square, trapezoid).
2. Students will become familiar with protractors and using them to determine
measurements of an angle.
3. Students will be able to determine how to solve a problem with by finding an unknown
angle.
4. Students will become familiar with points, lines, line segments, rays, parallel lines,
intersecting lines, and perpendicular lines.
Unit Objectives
1. After the unit, students will be able to correctly identify the type’s different types of
angels, triangles, and quadrilaterals, points, lines, rays, and line segments.
2. After the unit, students will be able to use protractors to find and draw a measurement to
the nearest degree.
3. After the unit, students will be able to find unknown angles on a diagram in real-world
and mathematical situations.
4. After the unit, students will be able to find and draw lines of symmetry.
Unit Standards 4.G Draw and Identify lines and angles, and classify shapes by properties of
their lines and angles.
4. G.1 Draw points, lines, line segments, rays, angles (right, acute, obtuse), and
perpendicular and parallel lines. Identify these in two-dimensional figures.
4. G.2 Classify two-dimensional figures based on the presence or absence of parallel or
perpendicular lines, or the presence or absence of angles of a specified size. Recognize right
triangles as a category and identify right triangles.
4. G.3 Recognize a line of symmetry for a two-dimensional figure as a line across the
figure such that the figure can be folded along the line into matching parts. Identify line-
symmetric figures and draw lines of symmetry.
I CAN STATEMENTS
I can identify the differences between angles, lines, triangles, and quadrilaterals.
I can measure and draw angles using a protractor.
I can draw points, lines, line segments, rays, parallel/intersecting/perpendicular lines.
I can find and draw lines of symmetry on a two dimensional figure.
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TIME LINE AND LESSON PLAN

Timeline
Lesson # Lesson 1: Lesson 2: Lesson 3: Model Lesson 4:
Points, lines, Parallel, and Classify Measuring
line segments, perpendicular, angles. Angles
and Rays. and intersecting
lines.
Date 03/07/18 03/08/18 03/09/18 03/12/18
Wednesday Thursday Friday Monday
Time 9:00-9:40 2:00-2:50 9:00-9:30 and 10:00-11:00
10:30-11:30
Standard After going After going After going After going over
Aligned through through through the a brief lesson,
Objectives examples on the examples on the lesson, students students will be
board, students board, students will be able to able to correctly
will be able to will be able to explore the identify the parts
determine what correctly identify differences of a protractor.
the differences parallel, between acute,
are between line perpendicular, obtuse, right, After being
segments, lines, and intersecting and straight showed
rays, and points. lines. angles. examples,
students will be
After going After going After the lesson, able to use a
through through an students will be protractor to
examples anchor chart, able to correctly correctly
together, students will be fill in the anchor measure the
students will be able to correctly chart with the angle.
able to draw draw parallel, correct drawing
points, lines, line perpendicular, of the angle we After figuring
segments, and and intersecting are talking out the angle,
rays with 100% lines on their about. students will
accuracy. desk. correctly
identify what
type of angle
their
measurement is
(right, acute,
obtuse, or
straight).
Student I can determine I can identify the I can determine I can correctly
Learning the differences differences the differences identify what
Objectives (I between lines, between parallel between acute, angle I have
Can’s) line segments, lines, obtuse, right, based on the
points, and rays. perpendicular and straight degree I
lines, and angles. measured.
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I can draw line intersecting I can draw acute, I can correctly

segments, lines, lines. obtuse, right, measure an
rays, and points and straight angle using a
with 100% I can draw angles with protractor.
accuracy. parallel lines, 100% accuracy.
intersecting I can identify
lines, and where the vertex
perpendicular is on my angle.
lines with 100%
accuracy.
Assessments Formative: Formative: Formative: Formative: mini
used Students will be Students will be Students will fill vocabulary quiz.
throughout asked on a 1-4 asked on a 1-4 in anchor charts.
lesson scale, how good Formative:
are they feeling Formative: Formative: Students will be
about the Independent Students will asked on a 1-4
material. 1=not practice 881 draw the correct scale, how good
good, 4=very (together) angle on their are they feeling
good. desk when about the
Formative: called out. material. 1=not
Summative: Students will good, 4=very
Workbook page play a math Summative: good.
875-876. version of “Ms. Workbook page
Sichmeller 897-898. Formative:
says”. (Like Enrichment
Simon says, worksheet 113.
except they will
be asked Summative:
different things Workbook page
such as form a 903-904.
ray, line
segments,
parallel lines,
etc.
Lesson # Lesson 5: Lesson 6: Lesson 7: Lesson 8:

Drawing Angles. Solving Triangles. Quadrilaterals.
Problems with
angles.
Date 03/13/18 03/19/18 03/20/18 03/21/18
Tuesday Monday Tuesday Wednesday
Time 9:00-9:40 9:00-9:20 10:00-11:00 9:00-10:00
Standard After going After reading my After looking at After looking at
Aligned through problem and an anchor chart, an anchor chart,
Objectives examples putting it into an students will be students will be
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together, equation, I can able to identify able to identify

students will be solve my triangles based quadrilaterals
able to draw missing angle. on the presence based on the
angles using a or absence of presence or
protractor with After listening to parallel or absence of
100% accuracy. the lesson, I can perpendicular parallel or
solve problems lines. perpendicular
After being with angles. lines.
given an angle After looking at
measurement, After measuring an anchor chart, After looking at
students can the missing students will be an anchor chart,
decide what kind angle with my able to identify students will be
of angle they protractor I can triangles based able to identify
will be drawing solve the on the number quadrilaterals
(acute, obtuse, problem using of angles of a based on the
right, and equations. specific size. number of angles
straight). in a specified
After looking at area.
an anchor chart,
students will be After the lesson,
able to recognize students will be
and identify the able to identify
right, acute, and the differences
obtuse triangles. between
parallelograms,
rectangles,
rhombus,
trapezoids, and
squares.
Student I can use an I can put the I can determine I can correctly
Learning angle information I the differences determine the
Objectives (I measurement to know into an between acute, differences
Can’s) decide what kind equation and use obtuse, and right between
of angle I will be it to solve my triangles. parallelograms,
drawing. missing angle. rectangles,
I can determine rhombus,
I can draw an I can use my triangles based trapezoids, and
angle using a protractor to on the size of squares.
protractor with measure my their angles.
100% accuracy. missing angle. I can classify
I can classify parallelograms
triangles based based on the
on the number angles in a
of parallel or specified area.
perpendicular
lines it has.
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I can classify
parallelograms
based on the
parallel and
perpendicular
lines present.
Assessments Formative: Formative: Formative: Formative:

used Students will be Students will be anchor chart anchor chart
throughout asked on a 1-4 asked on a 1-4
lesson scale, how good scale, how good Formative: Formative:
are they feeling are they feeling Workbook page Nearpod
about the about the 923 questions.
material. 1=not material. 1=not
good, 4=very good, 4=very Formative: small Formative:
good. good. group turn and Workbook page
talk 929
Summative: Formative:
Drawing Angles Workbook page Formative:
worksheet. 915-916 quadrilaterals
“cheat sheet”
Summative:
Measurement
and drawing
angles
worksheet.
Lesson # Lesson 9: Draw Lesson 10: Lesson 11: Test

lines of Review
symmetry.
Date 03/22/18 03/23/18 03/26/18
Thursday Friday Monday
Time 9:00-9:40 and 9:00-10:20 10:00-11:00
10:20-11:05
Standard After the lesson, After reading the After the unit,
Aligned students will be question, students will be
Objectives able to students will be able to correctly
determine the able to correctly identify the type’s
line of symmetry identify the different types of
for a two- angle they are angels, triangles,
dimensional instructed to
and quadrilaterals.
figure. draw (acute
angles, right After the unit,
After the lesson, angles, obtuse students will be
students will angles, or able to use
understand that straight angles).
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‘line of protractors to find

symmetry’ is After reading the the measurement to
referencing to a question, the nearest degree.
line across the students will be
figure that could able to correctly After the unit,
be folded identify the two students will be
making dimensional able to find
matching parts. figure they are unknown angles on
instructed to a diagram in real-
After the lesson, draw. world and
Students will be mathematical
able to draw a After reading the situations.
line of symmetry problem,
on a two students will be After the unit,
dimensional able to students will be
figure. determine what able to draw points,
type of line they lines, line
are instructed to segments, rays,
draw (parallel, parallel lines,
perpendicular, or
intersecting lines,
intersecting.)
and perpendicular
After reading the lines.
problem,
students will be
able to
determine if they
should be
drawing rays,
lines, points, or
line segments.
Student I can correctly I can correctly I can identify the
Learning explain that identify the differences
Objectives (I “line of differences between angles,
Can’s) symmetry” is a between parallel, lines, triangles, and
line that if perpendicular quadrilaterals.
folded would and intersecting
split the two lines. I can measure and
dimensional draw angles using a
figure into two I can correctly protractor.
like parts. identify the
difference I can draw points,
I can correctly between lines, line
draw a line of quadrilaterals. segments, rays,
symmetry on a parallel/intersecting
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two dimensional I can correctly /perpendicular

figure. identify the lines.
differences
I can recognize a between I can find and draw
line of symmetry triangles. lines of symmetry
with 100% on a two
accuracy. I can correctly dimensional figure.
determine the
differences
between angles.
I can correctly
identify the
differences
between lines,
line segments,
points, and rays.
Assessments Formative: Summative: Summative:
used Great schools Chapter Review. Chapter 14 test
throughout symmetry
lesson worksheet. Formative: Summative:
Chapter Study Chapter 14
Formative: Guide. Pre/Posttest.
Monster Draw.
Formative:
folding paper
shapes.
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Lesson Plans
Dakota State University
College of Education
LESSON PLAN FORMAT
Name: Jaime Sichmeller
Grade Level: 4th Grade
School: Fred Assam Elementary
Date: 3/7/18
Time: 9:00-9:40
Lesson 1 out of 9
Points, Lines, Line Segments, and Rays.
Reflection from prior lesson: Students struggled with the pretest, I assured them that it was just
to see what everyone already knew and what we needed to go over. The students need to start at
the simplest form of instruction and then work their way up to hands on materials and examples
that test their knowledge. The students are very active and sometimes become unresponsive and
shut down if they do not understand the materials. Working in stations provides them with an
opportunity to show me where they are as an individual and what they need help with.
Lesson Goal(s) / Standards: 4.G.1 DRAW POINTS, LINES, LINE SEGMENTS, RAYS, ANGLES (RIGHT,
ACUTE, OBTUSE) AND PERPENDICULAR AND PARALLEL LINES. IDENTIFY THESE IN TWO-
DIMENSIONAL FIGURES.
Lesson Objectives:
 After going through examples on the board, students will be able to determine what the
differences are between line segments, lines, rays, and points.
 After going through examples together, students will be able to draw points, lines, line
segments, and rays with 100% accuracy.
Materials Needed: Math workbook pg. 875-876, white board, markers.

Contextual Factors/ Learner Characteristics: Students are a very active class, lots of
movement required to keep them engaged. Four students go get help with their assignments from
Ms. Maynard. There are many different levels of learners in the classroom and each group of
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students work at different paces as well as know different amounts of information. Redirection is
key as well as giving them specific direction *making sure that they are all paying attention to
direction before it is given.
A. The Lesson
1. Introduction (3-5 minutes)
● Getting attention: Draw examples on the board, “what do these look like?” “How are
they different?”
● Relating to past experience and/or knowledge: “What do we remember about these
from previous grades?”
● Creating a need to know: Talk about what a line, ray, line segment, and point are and
what they represent.
● Sharing objective, in general terms: Today we are going to discuss the similarities and
differences between lines, rays, line segments, and points.
2. Content Delivery (include time allotment & instructional methodologies)
a. As a class we will begin taking a look at the “I can statements” for the chapter.
i. I will then draw examples of lines, line segments, rays, and a point on the
board for the students to look at. We will discuss the different vocabulary for
this chapter.
ii. I will point out the differences in appearance between rays, line segments,
lines (some have an arrow and some have a point.)
1. Example: Line XY
2. Example: Ray AB
3. Example: Line segment XY
a. We will then go over a few more examples that are not
perfectly straight.
b. We will pull parts off of a line to see the differences.
iii. We will then talk about real life examples such as edge of a book, or a stop
sign.
1. Hexagon example: how many line segments does this have?
3. Break into Stations:
a. Station 1 (Teacher Feature): Students will be getting a mini lesson on multistep
problems.
b. Station 2 (Workbook Nook) the students will be working on page 875-876 from their
math workbook.
c. Station 3: Students will work to complete their AM. If they are done they can finish
their worksheets or read AR.
d. Students will be working on Ten Marks assignments assigned to them previously. If
they finish they may Jam.
B. Assessments Used-
Informal- 1-4 scale
Formal- workbook page 875-876
C. Differentiated Instruction
Group levels- Students will be split up based upon similar skill levels. The higher groups will be
challenged and the lower groups will receive more support.
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D. Resources
McGraw Hill Connect Ed book and workbook

LESSON PLAN FORMAT
Date: 3/8/18
Time: 2:00-2:45
Lesson 2 out of 9
Parallel, Perpendicular, and Intersecting lines.
Reflection from prior lesson: Overall the students struggled to see the differences between
lines, line segments, and rays. Once we broke down the characteristics of each, more students
were able to understand what each one was. Example: a ray has one endpoint and one arrow. I
was under the impression that the students knew more about this topic then they did based on
conversations with some students. However as we got more into the lesson, I began to notice that
this was untrue. I began to break it down into the basics for them. After deciding that it was a
more complex than I originally planned, I feel that it will be good to have an anchor chart in the
classroom. This will be a good visual reminder on what characteristics each has along with what
it will look like.
Lesson Goal(s) / Standards: 4.G.1 DRAW POINTS, LINES, LINE SEGMENTS, RAYS, ANGLES (RIGHT,
OBTUSE, ACUTE), AND PERPENDICULAR AND PARALLEL LINES. IDENTIFY THESE IN TWO-
DIMENSIONAL FIGURES.
Lesson Objectives:
 After going through examples on the board, students will be able to correctly identify
parallel, perpendicular, and intersecting lines.
 After going through an anchor chart, students will be able to correctly draw parallel,
perpendicular, and intersecting lines on their desk.
Materials Needed: Anchor Chart, Independent Practice 881, white board.
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A. The Lesson
● Getting attention: What do we know about lines?
● Relating to past experience and/or knowledge: We talked about parts of a line
yesterday, today we are going to talk about lines.
● Creating a need to know: Three types: parallel, perpendicular, intersecting.
● Sharing objective, in general terms: Today we are going to learn the characteristics of
parallel, intersecting, and perpendicular lines.
a. As a class we will do a quick review over lines, points, line segments, and rays.
We will go through an anchor chart.
i. Students will come up and draw once we talked about the characteristics.
b. I will then introduce the anchor chart that shows we will be talking about parallel,
intersecting, and perpendicular lines.
i. This part of the chart will be filled in, but I will ask students to come up
and draw the lines for me.
1. They will practice on the board first and if the class 100% agrees
they will be able to write it on the anchor chart.
c. We will go over ways to remember the different characteristics.
i. Parallel: The “l” in parallel will never touch or meet.
ii. Perpendicular: The PERP has the RIGHT to remain silent.
iii. Intersecting: they cross each other
d. I will then bring on the board, independent practice page 881.
i. We will complete this together as a class.
e. If students were well behaved and participated throughout the lesson they will
earn a game of “Ms. Sichmeller Says”
i. A version of Simon says, except you ask them to show lines.
1. Line both arms out with hands open (arrow).
2. Ray: both arms out, one hand closed in fist and one open
3. Line Segment: both arms out, both fists closed.
4. Perpendicular lines: arms making a 90 degree angle.
5. Parallel lines: arms never touch.
6. Intersecting lines: arms cross.
7. Point: closed fist.
B. Assessments Used
Informal- Ms. Sichmeller says, 1-4 scale.
Formal- Independent practice
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Back pocket idea: students will create the lines on their desks and will have to switch with a
partner and say what they created.
D. Resources
LESSON PLAN FORMAT

Date: 3/9/18
Time: 9:00-9:30
Lesson 3 out of 9
Model and Classify Angles
Reflection from prior lesson: Overall my previous lesson went good. We reviewed over lines,
rays, line segments and points. I then added new material into the lesson focusing on parallel,
perpendicular, and intersecting lines. As a class we filled in an anchor chart where I had given
them the name and definition of the new material and they explained what it would look like.
Some of the students got confused on why a perpendicular line was not an intersecting line as
well. We talked about the “little square” associated with perpendicular lines, introducing the
name of a “right angle”. Some of the students that really struggled with area and perimeter were
better to understand this lesson.
Lesson Goal(s) / Standards: 4.MD.5B AN ANGLE THAT TURNS THROUGH ONE-DEGREE ANGLES IS
SAID TO HAVE AN ANGLE MEASURE OF N DEGREES.
Lesson Objectives: Students will explore the differences between acute, obtuse, right, and
straight angles.
Materials Needed: Angles Anchor Chart, whiteboard, expo markers.
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A. The Lesson
● Getting attention: Simon Says with lines, rays, points, line segments, parallel lines,
intersecting lines, and perpendicular lines.
● Relating to past experience and/or knowledge: Yesterday Maya talked about the
“little square” that was in our perpendicular lines.
● Creating a need to know: we are going to discuss what that little square is along with
3 other types of angles.
● Sharing objective, in general terms: Today we are going to learn the differences
between obtuse, acute, straight, and right angles.

a. As a class we will begin taking a look at the anchor chart.
i. We will first talk about the definition of angles and degrees.
ii. We will then begin to talk about each angle.
1. Acute: Less than 90 degrees.
a. “It’s so little and cute”
2. Right: 90 degree angle.
a. Perp(indicular) has the RIGHT to remain silent
3. Obtuse: angle between 90 degrees and 180 degrees
a. “Hang loose”
4. Straight: 180 degree angle
a. Flat, or laying down straight.
iii. Once we go through what each are and ways to remember them, I will
have students come up to the board and draw them on our Chart.
1. They will practice on the board first.
b. I will ask the class to all take out a marker.
i. I will give them different angles and they will draw them on their desk.
1. I will walk through the room and see if they are correct.
ii. To test them I might ask them to draw a ray, line segment, and line, and
point, parallel, intersecting, or perpendicular lines.
3. Break into Stations: These will be done later in the afternoon.
a. Station 1 (Teacher Feature): Students will be getting a mini reteach lesson on
Area and Perimeter so that they better understand it.
b. Station 2 (Workbook Nook) the students will be working on workbook page 897-
898. If students have time they will get a quick mini lesson on angles and degrees.
c. Station 3: Students will work to complete their AM. If they are done they can
finish their worksheets or read AR.
d. Students will be working on Ten Marks assignments assigned to them previously.
If they finish they may JAM.
Informal- Drawings on their desk
Formal- Workbook page 897-898
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Back pocket Idea: students will draw different angles and have partners say what kind they are.
D. Resources
Pinterest
LESSON PLAN FORMAT
Date: 3/12/18
Time: 10:00-11:00
Lesson 4 out of 9
Measuring Angles
Reflection from prior lesson: The anchor chart really helped the students to be able to put their
ideas with a visual. Spending time on going through exactly what each line looked like and its
characteristics helped the students to visualize what they were learning about. Also this is
something they remembered quite well from third grade so most students picked up on it very
quickly. I decided to include parallel, perpendicular, and intersecting lines on the anchor chart as
well. This allows the students to have that visual that they can refer back to. I think breaking
them into small groups will allow me time to see how each individual student is doing. However,
as a class they seem to be doing well.
Lesson Goal(s) / Standards: 4.MD.6 MEASURE ANGLES IN WHOLE-NUMBER DEGREES USING A
PROTRACTOR.
Lesson Objectives:
 After going over a brief lesson, students will be able to correctly identify the parts of a
protractor.
 After being showed examples, students will be able to use a protractor to correctly
measure the angle.
 After figuring out the angle, students will correctly identify what type of angle their
measurement is (right, acute, obtuse, or straight).
Materials Needed: Angles Anchor Chart, whiteboard, expo markers, and worksheet 113, and
Math workbook 903-904, protractors.
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A. The Lesson
● Getting attention: Angles review.
● Relating to past experience and/or knowledge: We talked about how angles are
measured in degrees.
● Creating a need to know: Talking about how to measure angles.
● Sharing objective, in general terms: Students will use a protractor to measure
different angles.
a. As a class we will begin taking a look at the anchor chart to review:
i. Acute: Less than 90 degrees.
1. “It’s so little and cute”
ii. Right: 90 degree angle.
1. Perp(indicular) has the RIGHT to remain silent
iii. Obtuse: angle between 90 degrees and 180 degrees
1. “Hang loose”
iv. Straight: 180 degree angle
1. Flat, or laying down straight.
b. Talk about vocab:
i. Vertex: the endpoint where two rays meet.
ii. Angle: Distance between two rays.
iii. Degree: Way we measure angles.
iv. Protractor: tool to measure angles.
c. How to use a Protractor
i. Place center of protractor at vertex, line is straight with ray.
ii. Line up one ray of the angle with the zero of the protractor.
iii. Measure the angle by finding the mark that aligns with the second ray.
iv. Keep zero on the left side of your protractor.
d. Most of our practice will be at stations.
a. Station 1 (Teacher Feature): Protractor worksheet.
b. Station 2 (Workbook Nook) Workbook page: 903-904
Formal- worksheet 113, Workbook page 903-904
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Informal- vocal vocab quiz, 1-4 scale

Back pocket Idea- Students will begin trying to draw angles.
D. Resources
Pinterest
Accelerated Math
TenMarks
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LESSON PLAN FORMAT
Date: 3/13/18
Time: 9:00-9:40
Lesson 5 out of 9
Drawing Angles
Reflection from prior lesson: While working on learning how to measure angles, students were
split up into groups. These groups allowed me to see how each individual student was doing with
measuring their angles. Overall the students were unable to do this quickly but understood the
concepts. We really worked with protractors and learned how to use them. Students were given a
worksheet where there was already a protractor around the angles so that they were able to see
what they needed to look at in order to find the angle. I decided to meet with them in stations so
that I was able to see how they are understanding the material. Students were given protractors
with the instruction, “This is not a toy.” The students were only allowed to use the protractors in
two groups of the four. They were also not allowed to bring the protractors home.
Lesson Goal(s) / Standards: 4.MD.6 MEASURE ANGLES IN WHOLE-NUMBER DEGREES USING A
PROTRACTOR. SKETCH ANGLES OF SPECIFIC MEASUREMENT.
Lesson Objectives:
 After going through examples together, students will be able to draw angles using a
protractor with 100% accuracy.
 After being given an angle measurement, students can decide what kind of angle they
will be drawing (acute, obtuse, right, and straight).
Materials Needed: Angles worksheet, protractors, measurement worksheet.
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A. The Lesson
● Getting attention: Vocab Review, angles, degree, vertex, protractor.
● Relating to past experience and/or knowledge: Yesterday we measured angles that
were already drawn.
● Creating a need to know: We are going to learn to draw them today.
● Sharing objective, in general terms: Today you will be learning to draw an angle
using a protractor.
a. Talk about vocab:
i. Vertex: the endpoint where two rays meet.
ii. Angle: Distance between two rays.
iii. Degree: Way we measure angles.
iv. Protractor: tool to measure angles.
b. How to use a Protractor
i. Place center of protractor at vertex, line is straight with ray.
ii. Line up one ray of the angle with the zero of the protractor.
iii. Measure the angle by finding the mark that aligns with the second ray.
iv. Keep zero on the left side of your protractor.
c. How to draw an angle
i. Line up protractor with straight edge, creating your first ray.
ii. Next place your center on the vertex and a dot at the measurement of your
degree.
iii. Place the straightedge of your protractor from your vertex to your degree
you are measuring to.
iv. Use the edge to draw a line from your vertex to your degree.
v. Mark the angle that you are drawing.
a. Station 1 (Teacher Feature): Drawing angles worksheet and measurement
worksheet.
b. Station 2 (Workbook Nook) Finish angles worksheets and then work on math
review with Mrs. Sunne.
Formal- Drawing angles worksheet, measuring angles worksheet
Informal- 1-4 scale.
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Back pocket Idea- One student draws the angle and their partner measures the angle.
D. Resources
Super Teacher
Pinterest
Accelerated Math
TenMarks
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LESSON PLAN FORMAT
Date: 3/19/18
Time: 9:00-9:20
Lesson 6 out of 9
Solving Problems with Angles
Reflection from prior lesson: The students seemed to grasp this very quickly. Some things that
they struggled with was creating their first ray. The students were unable to understand where to
begin their first ray. The students also struggled with not wanting to use the protractor to make
their lines straight. Once we went over a few examples, most students were able to understand
the material well enough to complete their worksheet on their own. When completing the
worksheet, students were asked to draw out the measurement of the degree they were given. I
asked them to also include the angle they were trying to find. I had them find this BEFORE they
began drawing the angle. I did this so that they students would be able see how their angle
should look BEFORE they drew it out.
Lesson Goal(s) / Standards: 4.MD.7 RECOGNIZE ANGLE MEASURE AS ADDITIVE. SOLVE
ADDITION AND SUBTRACTION PROBLEMS TO FIND UNKNOWN ANGLES ON A DIAGRAM IN REAL
WORLD AND MATHEMATICAL PROBLEMS.
Lesson Objectives:
 After reading my problem and putting it into an equation, I can solve my missing angle.
 After listening to the lesson, I can solve problems with angles.
 After measuring the missing angle with my protractor I can solve the problem using
equations.
Materials Needed: Angles Anchor Chart, whiteboard, expo markers.

Mrs. (Ms.?) Maynard. There are many different levels of learners in the classroom and each
group of students work at different paces as well as know different amounts of information.
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Redirection is key as well as giving them specific direction *making sure that they are all paying
attention to direction before it is given.
A. The Lesson
● Getting attention: Solving problems with unknown angles.
● Relating to past experience and/or knowledge: We are using subtraction and addition
today.
● Creating a need to know: we need to find the unknown angle.
● Sharing objective, in general terms: Today we are going to solve problems by finding
the unknown angle.

a. Today we are going to go over how to find unknown angles.
i. 15 + ?=35
1. How would we solve this?
ii. 125 – 75 =?
1. How would we solve this?
iii. We will go over the independent practice page together to see who
understands this and who does not.
b. Point out that if it does not give you’re the whole angle, to look and see if your
angle is 90 degrees, then use that as your combined angle
i. 90 = 15 - ?
c. Students will then be told to break up into partners and work on worksheet 915-
916.
3. This is a very short lesson so we may do some review the next lesson.
Informal- 1-4 scale,
Formal- workbook page 915-916.
Back pocket Idea- Students make their own problems on white boards and switch with partner.
Also they can work on Accelerated Math.
D. Resources
Accelerated Math
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LESSON PLAN FORMAT
Date: 3/20/18
Time: 10:00-11:00
Lesson 7 out of 9
Triangles
Reflection from prior lesson: This was something that the students picked up on very quickly.
Most of them were easily able to make the connection between a regular missing number
problem and finding a missing angle. One thing that students struggled with was being able to
realize when they were giving you a 90° angle. When completing the homework assignment
students were having difficulty with the story problem. I decided to show groups of students at a
time so that all the students could see how to do it. This was a very short math lesson, however I
felt that this math lesson did not need to be extremely long because they were able to understand
the information very quickly. As it was sort of like a review.
Lesson Goal(s) / Standards: 4.G.2 CLASSIFY TWO-DIMENSIONAL FIGURES BASED ON THE
PRESENCE OR ABSENCE OF PARALLEL OR PERPENDICULAR LINES, OR THE PRESENCE OR ABSENCE OF
ANGLES OF A SPECIFIED SIZE. RECOGNIZE RIGHT TRIANGLES AS A CATEGORY, AND IDENTIFY RIGHT
TRIANGLES.
Lesson Objectives:
 After looking at an anchor chart, students will be able to identify triangles based on the
presence or absence of parallel or perpendicular lines.
 After looking at an anchor chart, students will be able to identify triangles based on the
number of angles of a specific size.
 After looking at an anchor chart, students will be able to recognize and identify the right,
acute, and obtuse triangles.
Materials Needed: Triangles Anchor Chart, workbook page 923.

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A. The Lesson
● Getting attention: “Tri” in Latin means three.
● Relating to past experience and/or knowledge: Review different kinds of angles.
● Creating a need to know: triangles have three different angles.
● Sharing objective, in general terms: Today we are going to learn the different types of
triangles.
a. We are going to start by going over our angles anchor chart and review the
different angles.
b. We are going to talk about what we think acute, obtuse, and right triangles are.
c. We will then go over our triangles anchor chart.
i. I will show them examples on the board.
ii. I will have 3 students come up and draw on the board what they think that
triangle should look like.
1. If the class agrees with them and I give them the okay, they can
draw it on the poster.
iii. I will then put examples on the board and give them time to turn and talk
to see what their peers think the triangle is and what kind of angles it has.
1. I will count 3, 2, 1, 0 and the class will tell me the type of angle.
a. Station 1 (Teacher Feature): Workbook page 923-924.
b. Station 2 (Workbook Nook) Area and Perimeter Review.
Informal- Anchor chart
Formal- workbook page 923-924.
Back pocket Idea- I will give students an angle that they have to draw their triangle to have.
They can work on accelerated math when done.
D. Resources
TenMarks
Accelerated Math
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LESSON PLAN FORMAT
Date: 3/21/18
Time: 9:00-10:00
Lesson 8 out of 9
Quadrilaterals
Reflection from prior lesson: One thing students really struggled with was remembering to
look at the anchor chart provided for them, in order to see the characteristics of each triangle.
Some students were very quick to see the comparisons of the different types of angles and
triangles. The students surprised me by recognizing that “tri” means “three” and a triangle has
three angles. The worksheet was completed together. I felt this was necessary because we had
not talked about how perpendicular and parallel lines play a role in identifying triangles. Also
students struggled at remembering how to distinguish what side is what side of a triangle.
Lesson Goal(s) / Standards: 4.G.2 CLASSIFY TWO-DIMENSIONAL FIGURES BASED ON THE
PRESENCE OR ABSENCE OF PARALLEL OR PERPENDICULAR LINES, OR THE PRESENCE OR ABSENCE OF
ANGLES OF A SPECIFIC SIZE.
Lesson Objectives:
 After looking at an anchor chart, students will be able to identify quadrilaterals based on
the presence or absence of parallel or perpendicular lines.
 After looking at an anchor chart, students will be able to identify quadrilaterals based on
the number of angles in a specified area.
 After the lesson, students will be able to identify the differences between parallelograms,
rectangles, rhombus, trapezoids, and squares.
Materials Needed: Smart board, Nearpod, anchor chart, student laptops.
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A. The Lesson
● Getting attention: Anchor chart of quadrilaterals.
● Relating to past experience and/or knowledge: Parallel and Perpendicular lines.
● Creating a need to know: Quad means four as in four sides.
● Sharing objective, in general terms: Today we are going to explore what
quadrilaterals look like and what they are.
a. As a class we will begin taking a look at the anchor chart.
i. Going through parallelogram, rectangle, square, rhombus, and trapezoid.
b. Next we will begin our Nearpod lesson.
i. We will take a VR trip to Venice, Italy to explore different quadrilateral
shapes around us.
ii. What is a quadrilateral?
iii. What are the different types?
1. Are there any in the classroom? What are they and how do you know
(short answer via Nearpod).
iv. What shapes are not quadrilaterals?
1. Draw these via Nearpod
v. Draw three different quadrilaterals
1. Sketch on Nearpod
vi. Fill in a T chart on what makes a quadrilateral and what does not.
vii. How do you feel about quadrilaterals?
c. Complete quadrilateral cheat sheet.
i. What kind of quadrilateral is this?
ii. Why are they similar? Different?
d. Discussion on how well they feel about quadrilaterals.
B. Assessments Used
Informal- Anchor chart,
Formal- workbook page 929, Nearpod
Back pocket Ideas- More Nearpod questions or work on Accelerated Math.
D. Resources
Nearpod
Pinterest
Accelerated Math
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LESSON PLAN FORMAT
Date: 3/22/18
Time: 9:00-9:40 and 10:20-11:05
Lesson 9 out of 9
Drawing Lines of symmetry
Reflection from prior lesson: The students seemed to struggle with quadrilaterals. I think part
of it was me confusing them. Students struggled to understand how some quadrilaterals could be
other quadrilaterals and some could not. One of the more difficult shapes to understand was a
square and how it could fit into four different quadrilateral shapes. Also how a rhombus could
not fit into multiple shapes. The students really understood why a trapezoid was different though.
One student pointed out that a trapezoid actually makes a triangle when its non-parallel lines
meet. When completing the worksheet I decided to put the anchor chart right next to our work
area. This way I could ask students to refer back to the chart if they had questions on the
characteristics of a certain quadrilateral. Also this worksheet was done together so that I was able
to see what students did or did not know. We will need to review more on these.
Lesson Goal(s) / Standards: 4.G.3 RECOGNIZE A LINE OF SYMMETRY FOR A TWO-DIMENSIONAL
FIGURE AS A LINE ACROSS THE FIGURE SUCH THAT THE FIGURE CAN BE FOLDED ALONG THE LINE
INTO MATCHING PARTS. IDENTIFY LINE-SYMMETRIC FIGURES AND DRAW LINES OF SYMMETRY.
Lesson Objectives:
 After the lesson, students will be able to determine the line of symmetry for a two-
dimensional figure.
 After the lesson, students will understand that ‘line of symmetry’ is referencing to a line
across the figure that could be folded making matching parts.
 After the lesson, Students will be able to draw a line of symmetry on a two dimensional
figure.
Materials Needed: Paper, Super Teacher worksheets, quadrilateral anchor chart

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A. The Lesson
● Getting attention: Fold paper in half and show the line of symmetry it makes.
● Relating to past experience and/or knowledge: Shapes can be split into equal parts.
● Creating a need to know: lines of symmetry are lines that can be folded upon to split a
shape into equal parts. There can be more than one line of symmetry.
● Sharing objective, in general terms: Today we are going to learn how to find if a
shape has a line of symmetry.
a. We will begin by reviewing our quadrilateral anchor chart.
i. We will go over how different quadrilaterals can fit in the same category
of another.
1. Example: a square can be a parallelogram, rectangle, and a
rhombus.
b. I will begin by drawing a butterfly on the board.
i. What does a butterfly have to do with symmetry?
1. Anyone…Anyone…Anyone?
ii. A butterfly is the perfect object to represent symmetry because what is on
one side of a butterfly is always on the other side. If you were to fold a
butterfly in half if would fit perfectly with the other side.
c. Today we are going to work on shapes and seeing if they have their own lines of
symmetry.
i. Remember that a shape can have more than one line of symmetry.
d. We are going to split up into our groups and work more with symmetry.
a. Station 1 (Teacher Feature): Lines of symmetry worksheet and monster draw and
folding paper shapes.
b. Station 2 (Workbook Nook) Math review for state testing.
Informal- folding paper shapes.
Formal- Symmetry worksheet, monster draw.
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Back pocket Idea- Students will create butterfly artwork to show the correct symmetry on each
side.
D. Resources
Pinterest
Super Teacher
Accelerated Math
TenMarks
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LESSON PLAN FORMAT
Date: 3/23/18
Time: 9:00-10:20
Chapter Review
Reflection from prior lesson: Students did very well with understanding what symmetry was
and what they were looking for. However students had difficulty understanding that shapes could
have more than one line of symmetry. This was easy for some of my visual learners. The
students really liked the monster activity and were able to understand it. Students struggled with
the hexagon and realizing that instead of four lines of symmetry it had six. For an oval, triangle,
and rhombus, students were struggling to see the lines of symmetry or lack of. I decided to cut
out the shapes. If a student was struggling to see why their line of symmetry did or did not work
I had them practice on the pare shape. This gave them the opportunity to see if their line worked
without having me just give them the answer.
Lesson Goal(s) / Standards: 4.G Draw and Identify lines and angles, and classify shapes by
properties of their lines and angles.
4. G.1 Draw points, lines, line segments, rays, angles (right, acute, obtuse), and
perpendicular and parallel lines. Identify these in two-dimensional figures.
4. G.2 Classify two-dimensional figures based on the presence or absence of parallel or
perpendicular lines, or the presence or absence of angles of a specified size. Recognize right
triangles as a category and identify right triangles.
4. G.3 Recognize a line of symmetry for a two-dimensional figure as a line across the
figure such that the figure can be folded along the line into matching parts. Identify line-
symmetric figures and draw lines of symmetry.
Lesson Objectives:
 After reading the question, students will be able to correctly identify the angle they are
instructed to draw (acute angles, right angles, obtuse angles, or straight angles).
 After reading the question, students will be able to correctly identify the two dimensional
figure they are instructed to draw (parallelograms and triangles).
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 After reading the problem, students will be able to determine what type of line they are
instructed to draw (parallel, perpendicular, or intersecting.)
 After reading the problem, students will be able to determine if they should be drawing
rays, lines, points, or line segments.
Materials Needed: Chapter 14 study guide, Chapter 14 Review.

A. The Lesson
● Getting attention: Review anchor charts
● Relating to past experience and/or knowledge: What have we been talking about?
● Creating a need to know: What do we need to work on and what do we feel
comfortable with?
● Sharing objective, in general terms: Today we are going to work on getting ready for
our test.
a. Students will be working on their chapter review from their workbook.
b. Mrs. Sunne and I will be at the two tables in the room for students to come and
get extra help.
c. The review works through:
i. Lines, line segments, rays, and points
ii. Triangles.
iii. Quadrilaterals.
iv. Angles.
v. Lines of symmetry.
vi. Drawing Angles.
vii. Measuring Angles.
3. Student will also complete ten mark assignments that they have.
Formal- Chapter Review, Chapter Study Guide.
Informal- Group discussion
Back pocket Idea- Accelerated math or students can work on the Chapter 14 study guide.
D. Resources
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Accelerated Math
Reflection Log
Lesson 1: Points, lines, line segments, and rays.
Summary of Student Progress: Were the lesson objectives met?
Overall the students struggled to see the The first objective was met. Students were able to
differences between lines, line segments, and rays. list the different characteristics of each different
Once we broke down the characteristics of each, line. However the second objective was not met
more students were able to understand what each because not all of them were able to meet it with
one was. Example: a ray has one endpoint and one 100% accuracy.
arrow.
Instructional decisions: Include in tomorrow’s lesson:

I was under the impression that the students knew - Anchor chart that goes over each topic learned.
more about this topic then they did based on
- “Ms. Sichmeller says” (a rendition of Simon
conversations with some students. However as we
says except using lines, rays, points, and line
got more into the lesson, I began to notice that this
segments.
was untrue. I began to break it down into the
basics for them.
After deciding that it was a more complex than I
originally planned, I feel that it will be good to
have an anchor chart in the classroom. This will
be a good visual reminder on what characteristics
each has along with what it will look like.
Lesson 2: Parallel, Perpendicular, and Intersecting Lines

The anchor chart really helped the students to be Yes, both objectives were met. I feel like the
able to put their ideas with a visual. Spending students were able to correctly identify examples I
time on going through exactly what each line put on the board. They were also able to correctly
looked like and its characteristics helped the identify which characteristics went with which
students to visualize what they were learning line.
about. Also this is something they remembered
quite well from third grade so most students
picked up on it very quickly.
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I decided to include parallel, perpendicular, and - Desk drawings so that I can see more
intersecting lines on the anchor chart as well. This students thinking.
allows the students to have that visual that they - Simon says
can refer back to. I think breaking them into small - Angle anchor chart
groups will allow me time to see how each
individual student is doing. However, as a class
they seem to be doing well.
Lesson 3: Model and Classify Angles

The anchor chart really helped the students to be Yes, both objectives were met. I feel like the
able to put their ideas with a visual. Spending students were able to correctly identify examples I
time on going through exactly what each line put on the board. They were also able to correctly
looked like and its characteristics helped the identify which characteristics went with which
students to visualize what they were learning line.
about. Also this is something they remembered
quite well from third grade so most students
picked up on it very quickly.

I decided to include parallel, perpendicular, and - Desk drawings so that I can see more
intersecting lines on the anchor chart as well. This students thinking.
allows the students to have that visual that they - Simon says
can refer back to. I think breaking them into small - Angle anchor chart
groups will allow me time to see how each
individual student is doing. However, as a class
they seem to be doing well.
Lesson 4: Measuring Angles

While working on learning how to measure The objectives were all met within my lesson.
angles, students were split up into groups. These Students were taught about all the different parts
groups allowed me to see how each individual of a protractor through a mini lesson. Also in this
student was doing with measuring their angles. minilesson, students were taught on how correctly
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Overall the students were unable to do this to find a measurement using a protractor. The
quickly but understood the concepts. We really students would also use the measurement they
worked with protractors and learned how to use found to decide what type of angle they had.
them. Students were given a worksheet where
there was already a protractor around the angles
so that they were able to see what they needed to
look at in order to find the angle.

I decided to meet with them in stations so that I - More measuring angles practice.
was able to see how they are understanding the - Workshop Groups.
material. Students were given protractors with the
instruction, “This is not a toy.” The students were
only allowed to use the protractors in two groups
of the four. They were also not allowed to bring
the protractors home.
Lesson 5: Drawing Angles

The students seemed to grasp this very quickly. Yes, the students were able to successfully use a
Some things that they struggled with was creating protractor to draw out the angles given to them.
their first ray. The students were unable to Also the students were successfully able to
understand where to begin their first ray. The understand all the different parts of the protractor
students also struggled with not wanting to use when we reviewed over them. The students were
the protractor to make their lines straight. Once able to decipher which numbers to use (bottom or
we went over a few examples, most students were top) based on the angle they were supposed to
able to understand the material well enough to find.
complete their worksheet on their own.

When completing the worksheet, students were - Review angles anchor chart.
asked to draw out the measurement of the degree - Review lines anchor chart.
they were given. I asked them to also include the - Review addition and subtraction.
angle they were trying to find. I had them find this
BEFORE they began drawing the angle. I did this
so that they students would be able see how their
angle should look BEFORE they drew it out.
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Lesson 6: Solving Problems with Angles

This was something that the students picked up on Yes, I feel like all the objectives were met for this
very quickly. Most of them were easily able to lesson, except for one. I felt that the students were
make the connection between a regular missing not able to measure the missing angle with their
number problem and finding a missing angle. One protractors only because we ran out of time. The
thing that students struggled with was being able students were successfully able to plug in the
to realize when they were giving you a 90° angle. known information to solve the missing angle.
They were able to recognize that they could set it
up just like a regular equation as well.

When completing the homework assignment - Create anchor chart
students were having difficulty with the story - Go over how we recognize the different
problem. I decided to show groups of students at a angles (acute, right, obtuse)
time so that all the students could see how to do it.
This was a very short math lesson, however I felt
that this math lesson did not need to be extremely
long because they were able to understand the
information very quickly. As it was sort of like a
review.
Lesson 7: Triangles
One thing students really struggled with was The students struggled to refer back to the anchor
remembering to look at the anchor chart provided chart when they questioned what kind of triangle
for them, in order to see the characteristics of each they were looking at. Some students were able to
triangle. Some students were very quick to see the recognize that acute angles were small therefore
comparisons of the different types of angles and acute triangles had small angles. However it
triangles. The students surprised me by seemed that students forgot somethings they
recognizing that “tri” means “three” and a triangle learned about angles. Even though they were
has three angles. given an anchor chart on that. I would say for
some students, the objectives were met but some
students struggled with this.

The worksheet was completed together. I felt this - Review triangles anchor chart.
was necessary because we had not talked about - Introduce “quad” and its meaning.
how perpendicular and parallel lines play a role in - Quadrilateral anchor chart.
Return to TOC
identifying triangles. Also students struggled at

remembering how to distinguish what side is what
side of a triangle.
Lesson 8: Quadrilaterals
The students seemed to struggle with Some of them were and others were not. Students
quadrilaterals. I think part of it was me confusing again, struggled to refer back to the anchor chart
them. Students struggled to understand how some when needing to know characteristics of the
quadrilaterals could be other quadrilaterals and different quadreralaterals. Guessing turned into a
some could not. One of the more difficult shapes very common thing when we were completing the
to understand was a square and how it could fit worksheet. Students were able to understand the
into four different quadrilateral shapes. Also how differences some quadrilaterals had when it came
a rhombus could not fit into multiple shapes. The to parallel and perpendicular lines.
students really understood why a trapezoid was
different though. One student pointed out that a
trapezoid actually makes a triangle when its non-
parallel lines meet.
When completing the worksheet I decided to put - quadrilateral Review
the anchor chart right next to our work area. This - Introduce lines of symmetry
way I could ask students to refer back to the chart - Examples of lines of symmetry
if they had questions on the characteristics of a
certain quadrilateral. Also this worksheet was
done together so that I was able to see what
students did or did not know. We will need to
review more on these.
Lesson 9: Drawing Lines of Symmetry

Students did very well with understanding what Yes, I think the objectives were met. I think that
symmetry was and what they were looking for. some students struggled to see more than one line
However students had difficulty understanding of symmetry. The shapes students struggled with
that shapes could have more than one line of were triangle, rhombus, hexagon, and oval.
symmetry. This was easy for some of my visual Therefore we went over these together.
learners. The students really liked the monster
activity and were able to understand it. Students
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struggled with the hexagon and realizing that

instead of four lines of symmetry it had six.

For an oval, triangle, and rhombus, students were - Review hexagon, rhombus, triangle, and
struggling to see the lines of symmetry or lack of. oval.
I decided to cut out the shapes. If a student was - Chapter 14 study guide.
struggling to see why their line of symmetry did - Chapter Review
or did not work I had them practice on the pare
shape. This gave them the opportunity to see if
their line worked without having me just give
them the answer.
Lesson 10: Chapter Review

Students overall did well on their chapter review. Most of them were met. The students are taking
The students are struggling with finding the their test on Monday. I am worried that they will
correct number of lines of symmetry. Also struggle with some parts of the test. So some
students are struggling to understand finding the objectives I do not think were met. Such as being
number of perpendicular lines in a triangle and able to label lines, rays, and line segments.
labeling the sides.

I decided to create a study guide for the students. I - Chapter test Monday
felt that the students had a lot of vocabulary this - Chapter Study Guide
chapter and a study guide would help them sort
everything out. I included questions that they
were able to practice with. I gave them the option
if they finished before the test, I would check their
work and give them their results back.
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ASSESSMENT
Pretest
Identify each figure. Use parallel, perpendicular, or intersecting.

Use the most specific term. 1.
1. A B 2. 2.
R
C D
T U
3. Find the measure of 3.

The unknown angle.
75°
4. Determine whether the figure has line

Symmetry. Write yes or no. If yes, draw 4.
the line(s) of symmetry on the figure.
Classify each angle. Use acute, right, or obtuse.

5.
5. 6. 7.
6.
7.
8.
Classify each triangle. Use acute, right, or obtuse.
8. 9. 10.
9.
10.
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On-Going Assessment
Day 1- Worksheet 875, Discussion, Small groups, 1-4 scale
The assessment during the whole group lesson was a rated 1-4 scale. I asked my students on a
scale of 1-4; 1 not knowing, 2 kind of understand, 3 I know it, 4 I could teach a friend; how well
do they know this lesson. We then did a couple more examples together and then went into our
small groups. When we were in our small groups we worked on worksheet 875. If a student was
stuck on an answer, we would then discuss it as a group.
About 80% of the students were able to correctly identify the differences between the pictures
shown of lines, rays, points, etc. However almost 95% of students were able to correctly fill out
the vocabulary portion of the worksheet. I decided to make an anchor chart to go over the next
day.
Day 2- Ms. Sichmeller Says (like Simon says) and anchor chart.
Because the students had trouble determining the difference between lines, rays, line segments,
and points, I decided to make an anchor chart for them. The students helped fill in the
characteristics of the different rays, lines, etc. I then drew a picture of what it looked like. I had
already filled in the parallel, perpendicular, and intersecting portion of the anchor chart and
taught this to them. Once we had everything talked about, we played a game of Ms. Sichmeller
says. This is like Simon says, only instead of silly instructions the students were supposed to
make lines, rays, line segments, endpoints, parallel lines, intersecting lines, and perpendicular
lines.
The students really enjoyed this activity and responded to it very well. There was no homework
due to having math at the end of the day and running short on time.
Day 3- Anchor chart, desk drawings, workbook page 879, Body Turns.
The students helped me feel out an angle anchor chart. We put straight, acute, obtuse and right
angles on the chart. I wrote the characteristics and then picked students to come up and draw the
right kind of angle on the chart. The students also used their desk and white board markers to
draw certain types of angles when asked. If I said draw me an acute angle, their angles had to be
less than 90° etc. The students finished the lesson by completing workbook page 879. To
understand the idea of different turns, I had the students go into the hallway. Once we were out
there I had students face me, I told them to turn 360° or 1 full turn. I then had them turn 180°
degrees, or 1 half turn, and lastly had them turn 90° or ¼ of a turn.
Day 4- Vocab quiz, 1-4 scale, Enrichment sheet, workbook page 903.
While beginning the lesson students were asked different vocabulary words and had to come up
with the meaning. These were different things we discussed like acute, parallel, ray, etc. After
teaching the mini-lesson I asked me students how they felt about what we learned on a 1-4 scale.
Most students were at a 2 or 3 but I told them we would be working on protractors more in our
small group sessions. In the small group sessions students were asked what they knew about
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protractors and what we just talked about. They then completed an enrichment sheet that worked
on measuring angles. Students then worked on completing their workbook page 903.
Day 5- 1-4 scale, Protractor work, Measure and drawing angles worksheet.
Students were asked to review the parts of a protractor and the steps we took when measuring
with them. We then discussed our knew topic, drawing angles with a protractor. When we broke
into our stations students were able to have a minilesson on using a protractor to draw angles.
Before they were able to begin drawing they were asked how they felt on the information on a 1-
4 scale. Then then completed a measure and drawing angles worksheet. If they did not finish the
worksheet at their first station, they were instructed to finish the worksheet at their next station
and hand it in.
Day 6- Workbook page 915, 1-4 scale, desk drawing.
Students were instructed to solve a problem on the board, such as 15 + x = 90, using their
markers and desk to draw on. Once they solved it I would check their answer. They were then
told that this is the same as solving for a missing angle. They were given the full measurement of
the angle and one piece of the angle. They were then asked to find the other piece of the angle.
The students were asked how comfortable they felt with this and how well they understood the
information on a 1-4 scale. Most students were at a 3 or 4. The students were then given a
workbook page (915) to work on. The students struggled with the story problem so this was done
as a small group effort.
Day 7- Anchor Chart, Workbook 923, Angles discussion, white board review.
As a group we discussed what we remember about the different angles and saw what we
remembered learning about them. We then went over the triangles anchor chart together.
Discussing what was similar and different about the triangles and regular angles. The students
then completed a triangle worksheet in small groups. The majority of the students struggled with
listing the sides of the triangles that were perpendicular and what the sides were called. We
reviewed writing the sides down by me showing them on a whiteboard and them telling me the
sides.
Day 8- Nearpod.
In my Nearpod lesson the students had sets of questions. There was a poll, a quiz, and drawings.
Below is a link to that information and report.
file:///C:/Users/jdms_/Downloads/Session_from_2018-03-21_1002_AM.pdf
Day 9- Monster Draw, Folding Paper, Symmetry worksheet/quiz.
The students had a minilesson on symmetry and were then put into small groups. Once the
students were in small groups they were asked to take a quiz on what they knew about symmetry.
They were asked questions like does this shape have a line of symmetry? How many lines of
symmetry does this shape have? And Draw the line(s) of symmetry. The students really
struggled with certain shapes and finding out if they had more than one line of symmetry. The
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shapes were triangles, rhombus, oval, and hexagon. I then cut out these shapes and had students
fold them in as many different symmetric ways as possible.
Day 10- Chapter Review and Chapter study guide.
Students were asked to complete their chapter review and were given a study guide to study over
the weekend.
Day 11- Post Assessment
Post assessment was the same as the Pre assessment. The students also took a chapter test from
the book.
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DATA ANALYSIS AND RECOMMENDATIONS

Individual Students
Individual student results

12
10
Number of answers correct
0
1 2 4 5 6 7 8 9 10 11 13 14 15 17 18 19 21 22 23
Students by number
Pretest Post test
Nineteen 4th grade students took part in the work sample unit. Five of the students did not
complete the pretest or the posttest and were eliminated from the data. This unit was on
geometry focusing on angles, triangles, quadrilaterals, lines, and symmetry. The test was made
up of 10 questions in the form of fill in the blank. Two of the questions focused on deciding if
lines were perpendicular, parallel, or intersecting. One question focused on finding an unknown
angle. One question asked whether a quadrilateral had a line of symmetry. Three questions asked
what kind of angle was shown, and three questions asked what kind of triangle was shown. From
the pre-assessment to the post-assessment almost every students score improved or stayed the
same. None of the students’ scores dropped lower than their original score.
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Whole Class
Whole Class Results

120%
100%
97% 95% 96% 93%
Percentage correct
80%
82%
71.93%
60%
40% 47%
42%
32%
20%
5%
0%
Types of lines Missing angle Symmetry Angles Triangles
Objectives for the unit
Pretest Post Test
Based on the data from the graph above and other data from the test it is clear to see that
the class improved in every objective from the pre-assessment to the post-assessment. The test
focused on four different objectives. These were types of lines, missing angles, symmetry,
angles, and triangles. On the post test, the students improved their scores on being able to
identify types of lines by 65%. The class also improved their scores on finding a missing angle
by 42% and being able to determine lines of symmetry by 53%. The class has a good average
during the pretest on being able to classify angles, but brought that up by 14% during the post
test. The class was also better able to classify triangles, with an improvement of 21.07%.
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Recommendations
Overall I was at first really discouraged with the results of my geometry unit. However as
I began to look at the differences between the pretest and posttest I began to realized that for
every objective, the students improved. I feel like overall I could have been more creative with
the forms of assessment I used. Fred Assam uses the McGraw Hill Connect Ed series of math
curriculum and I leaned towards the workbook when I should have learned more towers hands
on materials.
Although I wish I would not have used as many worksheets and more projects, I was
happy with the outcome of the worksheets the students completed. I found many resources on
Super Teachers and Teachers Pay Teachers. These worksheets were very focused on the topic we
were learning. I also used Pinterest to help create many anchor charts for this unit. Triangles,
quadrilaterals, angles, lines/points/rays/line segments, parallel/intersecting/perpendicular lines
were the different lessons where I used anchor charts. I thought that these would be a good idea,
because it gives the students a visual to look at. One thing I wish I would have emphasized more,
was that the students should use the anchor charts more than they did.
Half of my lessons (5 out of 10) had math workshop stations in them. There are four of
these stations, Teacher Feature which focuses on a smaller group lesson of what we were
learning that day. Workbook Nook which focuses on a more independent approach to their
workbook assignment. Tech time, which has the students working on TenMarks assignments
(either review or what we are learning that day), and AM where the students are able to work on
Accelerated Math. I liked the stations because I was able see where each student was at and I
was able to give more support to the students that needed it. Also the students that need more of
a challenge are able to get that as well. One thing I dislike about the stations, is that 3 out of 4 of
them are independent based. This means that if one of my lower students are struggling they will
not get help. I think mixing up the groups to have some high level thinkers as well as students
that need extra support will be beneficial to each student. The students who are at the higher
level can explain things to the students who need that support.
I like having the students use TenMarks. This is a website that teachers are able to assign
problems based upon what they need to be instructed on, to their students. The website not only
grades it but also tells you how long a student took to do the assignment. I also used Nearpod for
the first time. The students were able to work on a quadrilateral lesson through this. I wish that I
would have been able to incorporate more Nearpod lessons into my unit. There was very positive
feedback from this.
During my unit, our schedule got rearranged a lot due to weather and other activates. This
caused some of the lessons to be cut short and I feel that the inconsistent schedule made the unit
feel rushed. If I were to do this unit again I would be more hands on and start from the very
basics first.
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SUMMARY OF STUDENTS PROGRESS
Example: Letter to parents
Dear Parent or Guardian of Student 5,

During the past few weeks, your student has been working on a geometry unit in math
class. We focused on many different parts of geometry such as classifying triangles, angles and
quadrilaterals, drawing and measuring angles, recognizing lines of symmetry, identifying lines,
line segments, rays, points, parallel, perpendicular and intersecting lines.
The unit began every day with a whole group minilesson that introduced the main idea
for the day. Then 5 out of 10 days the students broke up into math workshop stations. These
stations worked on a more focused version of the lesson, math review, math facts, and
accelerated math. We also made many anchor charts to help us remember what each
characteristic was and what they looked like. One thing I would like all the students to focus on
is knowing that they are able to refer back to the anchor charts as a reference. As many students
did not do that.
Before beginning the unit, each student took a pre-assessment that helped me determine
the level of understanding each student held for geometry. The pre-assessment focused on 5
main objectives. I used the results of this assessment to group the students based on how well
they understood the objectives. Your student scored a 2 out of 10 possible points falling into the
below average category. Throughout the unit, your student did well, improving on 4 out of 5
objectives. Your student struggled to understand how to find an unknown angle based on
information given. You student seemed eager to learn and asked for help when needed. By the
end of the unit, your student felt confident in their work.
After the unit was over, I gave the students the same assessment. Your student improved
incredibly on the post-assessment with 9 out of 10 points correct. He was moved to the advanced
category. Your student worked very hard in this unit and asked questions when he was not
understanding. You should be very proud of how far your student has come in just the last few
weeks. I look forward to watching him grow and the quarter continues.
Thank you kindly,

Jaime Sichmeller
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Example: Website Posting Regarding Unit

WHAT’S NEW IN MATH?!
Our class just completed our geometry unit! We learned about triangles, angles, quadrilaterals,
lines, rays =, line segments, points and symmetry!
We started by taking a pretest on different parts of geometry, with an average score of 47%, we
knew we could improve! Throughout the unit we worked in small groups working on
assignments such as worksheets, Nearpod activities, and anchor charts to help us learn more
about geometry. We worked in groups learning new things, reviewing old things, and working
towards meeting our Accelerated Math goals!
After our unit was complete we all took the same test as before for our posttest! This time we
improved our score to an average of 86%! They worked so hard and learned so many new skills
that will help them become better prepared for the 5th grade! They made Mrs. Sunne and Ms.
Sichmeller very proud of their hard work!
If you have any questions or concerns please contact me via email at
Jaime.Sichmeller@k12.sd.us.
Have a wonderful day and be very proud of your student!

Teaching Work Sample: Jaime Sichmeller Math: Geometry Fred Assam Elementary 4 Grade March 7 - 23

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Teaching Work Sample: Jaime Sichmeller Math: Geometry Fred Assam Elementary 4 Grade March 7 - 23

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Teaching Work Sample

income from 2016 was $81,897.

Brandon Valley School District, Fred Assam Elementary

Elementary, Robert Bennis Elementary, and Valley Springs Elementary.

Mrs. Sunne’s 4th Grade Classroom

to cool down before communicating with others in the classroom.

Implications for Instruction

forms of assessment if needed.

communicating with our classroom teachers.

GOALS AND OBJECTIVES

TIME LINE AND LESSON PLAN

I can draw line intersecting I can draw acute, I can correctly

Lesson # Lesson 5: Lesson 6: Lesson 7: Lesson 8:

together, equation, I can able to identify able to identify

Assessments Formative: Formative: Formative: Formative:

Lesson # Lesson 9: Draw Lesson 10: Lesson 11: Test

‘line of protractors to find

two dimensional I can correctly /perpendicular

Materials Needed: Math workbook pg. 875-876, white board, markers.

Dakota State University

Name: Jaime Sichmeller

2. Content Delivery (include time allotment & instructional methodologies)

Informal- vocal vocab quiz, 1-4 scale

Dakota State University

Dakota State University

 After listening to the lesson, I can solve problems with angles.

Materials Needed: Angles Anchor Chart, whiteboard, expo markers.

2. Content Delivery (include time allotment & instructional methodologies)

Dakota State University

Materials Needed: Triangles Anchor Chart, workbook page 923.

Dakota State University

Dakota State University

Materials Needed: Paper, Super Teacher worksheets, quadrilateral anchor chart

Dakota State University

Materials Needed: Chapter 14 study guide, Chapter 14 Review.

McGraw Hill Connect Ed book and workbook

Instructional decisions: Include in tomorrow’s lesson:

Lesson 2: Parallel, Perpendicular, and Intersecting Lines

Instructional decisions: Include in tomorrow’s lesson:

Lesson 3: Model and Classify Angles

Instructional decisions: Include in tomorrow’s lesson:

Lesson 4: Measuring Angles

Instructional decisions: Include in tomorrow’s lesson:

Lesson 5: Drawing Angles

Instructional decisions: Include in tomorrow’s lesson:

Lesson 6: Solving Problems with Angles

Instructional decisions: Include in tomorrow’s lesson:

Instructional decisions: Include in tomorrow’s lesson:

identifying triangles. Also students struggled at

Lesson 9: Drawing Lines of Symmetry

struggled with the hexagon and realizing that

Instructional decisions: Include in tomorrow’s lesson:

Lesson 10: Chapter Review

Instructional decisions: Include in tomorrow’s lesson:

Identify each figure. Use parallel, perpendicular, or intersecting.

3. Find the measure of 3.

4. Determine whether the figure has line

Classify each angle. Use acute, right, or obtuse.

DATA ANALYSIS AND RECOMMENDATIONS

Individual student results

Pretest Post test