STEP Standard 2 - Writing Standards-Based Objectives and the

Learning Goal

Unit Topic: Math

Unit Title: 2D Shapes: Analyzing Shapes

National or State Academic Content Standards

CCSS.MATH.CONTENT.1.G.A.1
Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-
defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess
defining attributes.
CCSS.MATH.CONTENT.1.G.A.2
Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and
quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones,
and right circular cylinders) to create a composite shape, and compose new shapes from the
composite shape.
CCSS.MATH.CONTENT.1.G.A.3
Partition circles and rectangles into two and four equal shares, describe the shares using the
words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of.
Describe the whole as two of, or four of the shares. Understand for these examples that
decomposing into more equal shares creates smaller shares.

Learning Goal

To have the students understand, analyze, and identify the different shapes in the 2D form.

Measurable Objectives

Students are able to analyze and use the correct shapes.

Students are able to sort by overall structures.
Students are able to classify shapes based on their features.
Student can make shapes and name them correctly.

STEP Standard 3 - Assessment and Data Literacy

Pre-Assessment – The scoring for this is 2 point for both questions 1a and 1b. Students need to show
not only the answer, but how they got to the answer. The rest of the questions are worth one point.
Students need to show they are able to solve each subtraction problem and identify the shapes. Twenty
point total.

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 Pre-Assessment Data: Whole Class - Once you have assessed your students’ knowledge on the topic,
collect and analyze the pre-assessment data to determine if you will need to modify the standards,
learning goal, or measurable objectives that will be addressed during instruction.

Number of Students

Highly Proficient (90%-100%)

0

Proficient

(80%-89%) 1

Partially Proficient

(70%-79%) 2

Minimally Proficient

(69% and below) 15

Pre-Assessment Analysis: Whole Class

The only changes that I will be making, will not be to the learning goal or objectives. Based on the
information, the students are going to need introductions to the shapes and basic principles, and a
breakdown of story problems.

For the planning, there is going to be a lot of step by step introduction to the unit. This means making
sure there is interactive whiteboard projects, journals, and while class discussions. For some of the
students’, repetition is going to be the best way to help the understand. Others it is going to be easier,
so the journal will be the practice needed.

As for delivery, starting with a book to jump start curiosity, then transition into the interactive
whiteboard, which works side by side with the book. All students will get the change to come up and
work a problem with the class, asking questions along the way. Journals will be brought up at the end,
this way they can show their work and the teacher is able to use the data for future lessons.

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 Assessment of the unit will the used with a few tools. One is the journal, that covers all that is taught
the initial day. The following morning the students have morning math that is practice from the day
before. IF there is showing of not understanding, it will be used for math that day. Taking an extra day
for practice.

Post-Assessment – For the check up the students are to show that they are able to identify the
problem and show how they got the answer. This goes for all sections. Ten points in total, story
problems are worth two the rest is one point.

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STEP Standard 4 - Unit and Lesson Planning

Day 1 Day 2 Day 3 Day 4 Day 5

Title of Lesson or Addition/ 2D Shapes: Analyzing 2D Shapes: Sorting 2D Shapes: 2D Shapes: Creating
Activity Subtraction: Solving Shapes Shapes Identifying Shapes Shapes
Word Problems

Standards and Students make sense Students analyzing Students pay close Students construct Students look for and
Objectives of words problems shapes attention to viable arguments classify shapes and
attributes of each apply general rules of
Students use Able to use correct Students look for
object for sorting mathematics to the
appropriate tools to vocabulary too structure and
situation
solve problems describe shapes Students are able to patterns to
sort by overall categorize
structure of different
shapes

Academic Language Cubes Grouping Rectangle Color Non square

and Vocabulary Rectangle
Counter Shapes Diamond Shapes
Corners
PEAK Matching True Size
Strategies Shapes
Pointy Corners False Pattern
Size
Triangle Matching Curve
Hexagon
Square Straight
Circle

Summary of To start students will First the students will To start, the teacher Teacher will first Teacher will review
Instruction and talk about the work with an online will set out hula introduce geoboards what has been
difference between tool that introduces hoops and to the class and talk discussed over the

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 Activities for the addition and some of the different magazines, and have about what the week about the 2D
Lesson subtraction, followed 2D shapes. Students teams of students students know. Next shapes, then
by the association will then work in work with finding the will be talking about introduces the last of
How will the
within word groups will cards that different shapes the safety of using the 2D shapes and
instruction and
problems. Teacher show different 2D within the papers. them. Then, as a how they are
activities flow?
will then introduce shapes and the best Once done, they whole group the different and similar
Consider how the
cubes and counters ways to group them share with the class teacher shows to the others.
students will
that coincide with together. Students as to why they chose different shapes on Geoboards are then
efficiently transition
the word problems will pair with others each shape for the the boards and talks used to work with
from one to the next.
shown on the board. and explain why they groups in the hula about size, shape, the new shapes and
Students will then feel there is matches hoops. Students then curves, and if there discuss similar
discuss as a whole between them. Once take supporting cards are any patterns. shapes in and outside
group the key words each pair shares with and use them to After which, students the classroom. Taking
and sign that clue the class, they will work in the journals. pair up and challenge a ruler and white
into how word then take the cards one another with paper, students are
problems can be back to the table and making shapes. Lastly asked to make
solved. After which, use them further in students go back to shapes that have 3 or
students will start their journals. their seats to work in 4 sides and talk
working on their their journals. about the sides, sizes
journals. and corners of each.
After which students
will start working in
their journals.

Differentiation Students that are Students that are Students that are Students that are Students that are
having difficulty will having difficulty will having difficulty will having difficulty will having difficulty will
be able to have extra be able to have extra be able to have extra be able to have extra be able to have extra
time using small time using small time using small time using small time using small
groups to further groups to further groups to further groups to further groups to further
their needs their needs their needs their needs their needs

Required Materials, White board, cubes, Interactive board, 3 Paper, scissors, glue, Interactive board, Yellow hexagon,
Handouts, Text, counters, number sets of cards with hula hoops, geo boards, rubber geostrips, geo

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 Slides, and tracks, ten-frames different shapes, magazines, and bands, ruler, and boards, ruler, and
Technology and Journal paper, pencils, and Journal Journal Journal
Journal

Instructional and Students will be able Cards will be passed Students will use Students will get to Pattern blocks will be
Engagement to work from the out and used to support cards and use boards to passed out for
Strategies board, interacting as discuss the different work in groups replicated shapes students to create
a whole group. shapes. Online tool discussing new shown by the groups and share will
Students will do will allow students to shapes introduced. teacher. Then teams set at each
think-pair-share and identify shapes and Then grouping them challenge one table. Then a practice
encouraged to work list. in their journals in another before doing game with geoboards
in groups through pairs. journals. before using them
the word problems. with journal.

Formative The worksheets in The worksheets in The worksheets in The worksheets in The worksheets in
Assessments their journals will be their journals will be their journals will be their journals will be their journals will be
used to determine used to determine used to determine used to determine used to determine
their comprehension. their comprehension. their comprehension. their comprehension. their comprehension.

Summative, Post- There are two checkup tests that will be done during the entire unit. At the end of the unit there will be an overall
Assessment test. If the test does not show improvement for the students, then extra time will be spent on those units either in
small groups or during free time. Morning math will extend into the problem areas and needs the students are still
struggling in. If there is vast improvement then there will be no need, only minor reminders and practice will be done
throughout the other lessons.

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STEP Standard 5 - Implementation of Instructional Unit

Video Recording Link: Sent through OneDrive

Summary of Unit Implementation:

With the lesson and the activities to follow there was a lot in just a little amount of time.
However, even though the pretest said that the students did not know a lot of the shapes, once we
started the unit, it was clear that the students either were not sure of the questions, or just needed a
little review. Many commented that they remembered some of it from kindergarten. It was important
that the students were able to identify the shapes and comprehend that shapes can be created from
other shapes and details of how to tell the difference between them. Interaction was either on the
white board by drawing and comparing the shapes, or within groups where think pair share was
implemented. Before and after each Journal there was a preview and a review to make sure there was
comprehension, including the following morning.

Summary of Student Learning:

Initially, during the pretest it seemed clear that the students were not understanding the
concepts of the shapes, or that the story problem that were introduced were to be broken down if they
were to understand how to find the answer. When we first started it was to start with the basics and
breaking down the numbers. Then after which the students were to take the numbers and the concepts
and implement them into the word problems. I would ask questions that would make the students have
to think about whether or not it was addition or subtraction to start and then look for the key words and
numbers. This was the hard part for the students and even now because it was only talked about for one
lesson, the students do not fully grasp the concept. However, overall, they did a great job and put forth
the effort to ask questions and talk with one another, which is what I hope for.

Reflection of Video Recording:

From the video I noticed I was able to, for the most part, stay on task. I am not as nervous as I
once was, but still, having the camera in front of me, or the students know that the mentor is recording,
tends to throw the students off. I did like that I am more aware of the students that need more help and
not to just call on the students with their hands raised, keeping all students interacting and on their
toes. Before I would try to only call on those paying attention and move through the lesson quickly. My
time spent on each question and subject is just about right, which I am proud of, I want to make sure I
am getting my point across without boring the students or staying on topic too long. Overall, I think it
showed I am doing better, and that’s all I can ask for.

STEP Standard 6 - Analysis of Student Learning

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 Post-Test Data: Whole Class - Once you have assessed your students’ learning on the topic, collect and
analyze the post-test data to determine the effectiveness of your instruction and assessment.
Number of Students Number of Students
Pre-Test Post-Test
Highly Proficient
(90%-100%) 0 14

Proficient
(80%-89%) 1 4

Partially
Proficient
2 0
(70%-79%)

Minimally
Proficient
15 0
(69% and below)

Post-Test Analysis: Whole Class

Based on the data, it shows that the students were either unsure of what was being asked during
the pretest, or that they really did not know what the material was all about. The environment was
calm and non-stressful, however many students will still feel pressured and can cause issues as to
how they answer questions.

The instruction and assessments that were done made an impact on the students’ learning. From
the moment the lessons were started some of the students that struggled during the pretest were
grasping concepts and bridging ideas from the pretest, making comments such as, oh now I get it.
Throughout the lessons, all tools were used in various ways in hopes that comprehension of
shapes and sizes would become clear. Very rarely did students struggle but, would ask questions
about reading directions when needed.

Post-Assessment Analysis: Subgroup Selection

I based the subgroup off of Standard one and the various needs of the students. For example, one
student chosen has a hard time with reading the directions, another has an IEP and behavioral
issues, and the rest struggle more with confidence then understanding the material, which usually
causes the struggle. These students are ones that, when taken out of the overall group, tend to
have a better chance of not struggling through assessments of any kind.

Post-Assessment Data: Subgroup (Gender, ELL population, Gifted, students on IEPs or 504s, etc.)

Number of Students Number of Students

Pre-Test Post-Test
Highly Proficient
(90%-100%) 0 8

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 Proficient
(80%-89%) 0 1

Partially
Proficient
4 0
(70%-79%)

Minimally
Proficient
5 0
(69% and below)

Post-Assessment Analysis: Subgroup

I believe that based on the way the students were introduced to the information and the chance in
environments, the students still were struggling. This is a small concern but like normal the
information was not of something they had been introduced to prior and was expected to have a
lower grade. However, the student that score above the others was a surprise, because the student
normally does not do so well. It would seem the change and smaller group made a difference
because when asked, they did not see it as a test and was not as stressed as normal. I was very
happy about the outcome.
It would seem based on the data that everything that I have been doing is working. The pretest is
an issue throughout the time spent in the classroom, but the instructions and assessments done
before posttest have been helpful. I don’t see much of a change needed considering all the time
spent after the pretests have been for teaching and making sure all tools and instructions have
been used, shows each time the students are comprehensive to all the materials.
Post-Assessment Data: Remainder of Class

Number of Students Number of Students

Pre-Test Post-Test
Highly Proficient
(90%-100%) 0 9

Proficient
(80%-89%) 0 0

Partially
Proficient
3 0
(70%-79%)

Minimally
Proficient
6 0
(69% and below)

Post-Assessment Analysis: Subgroup and Remainder of Class

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 The effectiveness of the instruction used was clearly that which worked. The students were able
to grasp the concepts and showed throughout with the morning assessments and the journal work
given. Students also showed progress based on the test given afterwards. These students normally
do not have an issue with understanding the topics and will go to great lengths to help others
when they are done. This was the expected outcome when the posttest was done.

STEP Standard 7 – Reflecting on Instruction to Improve Student Progress

Improved Practice Based on the Unit of Study

Plan to Reach the Goal

Short-Term Goal

1. Working on differentiation with the
students that are having trouble with
comprehension.
This is going to be one of the main to work with.
Students are not going to work at the same pace
as others or understand the same. This means
taking extra time in small groups or placing online
activities for students to do during groups or free
time. After which a formative assessment will be
done to look over positives and negatives.

2. Working within the time given while still
teaching the lesson and reaching the
goals.
This is still a concept that needs improvement.
There is a certain amount of time that is perfect
for teaching students and still being able to keep
their attention. This factor will have to come with
time, however, reaching the goal has shown a
more positive effect in the comprehension of the
students.

3. Making sure to ask questions and provide
substantial answers to help students
make connections.
This truly comes with paying attention to how
interactive the students are in the lesson during
and after the initial introduction. Students are
likely to not be paying attention, random
questioning and group talks will help this and
asking questions of the students will show as to
whether or not the lesson is fully comprehending.

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