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ADASSA DELGADO
teaching
PORTFOLIO
480.616.3974
ADASSADELGADO@GMAIL.COM
MISSADASSA.WEEBLY.COM
table of
CONTENTS
IMPORTANT DOCUMENTS
TEACHING PEDAGOGY
DIFFERENTIATED INSTRUCTION
CLASSROOM MANAGEMENT
HOME COMMUNICATION
CLASSROOM MOTIVATION
SAMPLE LESSON PLANS
ABOUT ME
important
DOCUMENTS
The next few documents include files that are

essential to this position.
RESUME
COVER LETTER
RECCOMMENDATION LETTERS
COPY OF DIPLOMA
ASU OFFICIAL TRANSCRIPT
SCREEN SHOT OF CERTIFICATION
Adassa Delgado
250 E Ray Rd #2045
Chandler, AZ 85225
480.616.3974
AdassaDelgado@gmail.com
Pre-Service Elementary Education Professional
PROFESSIONAL STATEMENT
An educated elementary math teacher focused on building students’ independence through development
of a growth mindset while also teaching to set goals, monitor progress, and self-reflect.
EDUCATION & CERTIFICATION
Major in Elementary Education, BA July 2017 Arizona Teacher Certification June 2021
Arizona State University - Mary Lou – May 2021 Standard Professional Elementary K-8
Fulton Teachers College Structured English Immersion, PreK-
12 Endorsement
EXPERIENCE
Chandler Unified School District Chandler, AZ

Student Teacher – Basha Elementary School November 2020 – May 2021
* Instructed approximately 95 sixth graders.

* Lesson planned mathematics in a format to aide students of different learning types.
* Pioneered a new program to reduce instances of poor student behavior and improve overall conduct.
* Executed 150+ hours of on-site observation and involvement in student teaching placement.
ASU America Reads Scottsdale, AZ

Academic Tutor – Charros Boys & Girls Club January 2020 – August 2020
* Maximized K-8 student understanding in math, reading, and writing.
* Customized academic plans for over 60 students to demonstrate achievement of mastering a standard.
* Provided one-on-one academic guidance and support to a minimum two students per semester.
* Overall result upwards of 15 standards per student.
State Farm Tempe, AZ
Customer Care Representative – Marina Heights August 2018 – October 2019
* Supported policyholders with questions or tasks related to their insurance or account details.
* Achieved 95% positive client feedback over 6 months of recorded calls consistently.
TEACHING PEDAGOGY
I believe that every child brings a new and unique perspective to the classroom that should be cherished
and recognized. An educator’s role is to facilitate learning while expanding young student’s interest and
curiosity. There is an expectation in the classroom that student ownership can be learned and incorporated
into students’ lives to become an individual who respects all others.
Adassa Delgado
250 E Ray Rd #2045
Chandler, AZ 85225
480.616.3974
Elementary Education Professional AdassaDelgado@gmail.com
05-06-2021
To Whom it May Concern ,
I am writing to express my interest in the teaching position in your school. During my voluntary service at
Basha Elementary School, I became the best student teacher that I can yet be excited to expand my
knowledge on being a better educator. I am convinced that my extra set of hands can fill the gap of unfilled
teaching posts. In this cover letter, I will elaborate on my motivation and qualifications required for this
vacancy.
To shortly introduce myself, my name is Adassa Delgado, and I have multiple years of experience in
education, if it were a job or an internship that I experienced. The prominent job experience that secured my
dream career was being an academic tutor at the ASU America Reads. The duties that I completed on a
weekly basis were creating lesson plans to involve math, reading, and writing in an engaging way to provide
students in Title I schools the encouragement and success in their classroom.
I was pleased when reading the job advertisement, because I know that your school is recognized for
student diversity, achieving academic excellence and digital learning. I notice the complexity of the current
educational landscape, but the ambition to help students achieve their goals, never gets old. As a recent
student teacher, I found my passion, and commitment to teaching, have grown over the years.
During my fourth year at Arizona State University, I participated in my student teaching experience for 6th
grade. According to my mentors, see references, I was highly praised for detailed lesson plans and culturally
relevant activities. My study program received recognition as being the 10th best teacher’s college in the
nation. Since then, I used my expertise and enthusiasm for becoming a teacher in any teaching and tutoring
opportunity.
While my attached resume will give you an outline of my abilities, I would be interested to further elaborate
on how I can contribute to the educational program at your school in a personal meeting. Please feel free to
contact me at 480.616.3974 or via AdassaDelgado@gmail.com. Thank you for your interest and
consideration. I look forward to hearing from you soon.
Best regards,
Adassa Delgado
Page 1 of 2
Arizona State University
Unofficial Transcript
Name: Adassa Itzhai Delgado

Student ID: 1212927376
_____________________________________________________________
Academic Standing: Good Standing
Print Date: 05/21/2021
2018 Summer
Transfer Credits
A maximum of 64 transfer semester hours accepted as lower-division credit from two-year institutions. Course Description Attempted Earned Grade Points
Transfer Credit from Chandler-Gilbert Community College EDT 180 TechLtrcy Prblm Slvng 3.000 3.000 A 12.000
DigTech
Attempted Earned Points GLG 110 Dangerous World 3.000 3.000 B- 8.001
Course Trans 0.000 Transfer Totals: 0.000 7.000 0.000 GLG 111 Dangerous World 1.000 1.000 A 4.000
GPA: Laboratory
External Degrees SPA 201 Intermediate Spanish 4.000 4.000 B- 10.668
Hamilton HS
High School Diploma 05/31/2017 Attempted Earned Points
Term GPA: 3.15 Term Totals 11.000 11.000 34.669
Cum GPA: 2.88 Cum Totals 34.000 34.000 89.339
Degrees Awarded
Degree: Bachelor of Arts in Education 2018 Fall

Confer Date: 05/03/2021
Degree GPA: 3.11 Course Description Attempted Earned Grade Points
Plan: Elementary Education GCU 113 US and AZ Social 3.000 3.000 C 6.000
Mary Lou Fulton Teachers College
Studies
PHY 101 Introduction to Physics 4.000 4.000 C+ 9.332
Beginning of Undergraduate Record
SCN 300 Found. of Environ. Ed 3.000 0.000 E 0.000
SOS 111 Sustainable Cities 3.000 3.000 C 6.000
SPA 204 Intermed Spanish II 4.000 0.000 W 0.000
Bilinguals
2017 Fall
TEL 201 Pro Ed: My Community 1.000 1.000 A 4.000
Footprint
Course Description Attempted Earned Grade Points
CSE 110 Principles of 3.000 0.000 W 0.000 Attempted Earned Points
Programming
ENG 101 First-Year Composition 3.000 3.000 A- 11.001
MAT 191 First-Year Seminar 1.000 1.000 B 3.000 Cum GPA: 2.55 Cum Totals 48.000 45.000 114.671
MAT 194 Special Topics 3.000 3.000 Y 0.000
Course Topic: CLAS Early Start - Mathematics
MAT 270 Calculus w/Analytic 4.000 0.000 W 0.000 Academic Standing: Good Standing
Geometry I
SOC 101 Introductory Sociology 3.000 3.000 C 6.000
Fall 2017 Medical/Compassionate Course Withdrawal MAT 270 Effective 12/1/2017 2019 Spring
Attempted Earned Points Course Description Attempted Earned Grade Points

Term GPA: 2.86 Term Totals 10.000 10.000 20.001 MAT 117 College Algebra 3.000 3.000 A 12.000
MAT 142 College Mathematics 3.000 3.000 B 9.000
RDG 291 Children's Literature 3.000 3.000 A+ 12.999
SCN 300 Found. of Environ. Ed 3.000 0.000 W 0.000
USL 216 Service Learning:For 3.000 3.000 B 9.000
Academic Standing: Good Standing Educators
Attempted Earned Points

2018 Spring
Course Description Attempted Earned Grade Points Cum GPA: 2.77 Cum Totals 60.000 57.000 157.670
BLE 220 Foundations of SEI 3.000 3.000 B 9.000
ENG 102 First-Year Composition 3.000 0.000 W 0.000
MAT 207 Algebra and Geometry 3.000 3.000 A- 11.001 Academic Standing: Good Standing
in the HS Term Honor: Dean's List
MAT 265 Calculus for Engineers I 3.000 0.000 E 0.000
MTE 210 Mentored Tutoring 1.000 1.000 A- 3.667
Internship 2019 Summer
SPE 222 Orient to Ed Exceptional 3.000 3.000 A- 11.001
Child Course Description Attempted Earned Grade Points
MAT 170 Precalculus 3.000 3.000 B- 8.001
Attempted Earned Points TEL 315 Child & Adolescent 3.000 3.000 C 6.000
Term GPA: 2.67 Term Totals 13.000 10.000 34.669 Development
Page 2 of 2
Arizona State University
Unofficial Transcript
Name: Adassa Itzhai Delgado

Student ID: 1212927376

END OF TRANSCRIPT
2019 Fall

BLE 408 SEI for Linguistically 3.000 3.000 B 9.000
Diverse
EDP 311 Ed Psych for Future 3.000 3.000 B 9.000
Teachers
EED 396 Clinical Experience I 2.000 2.000 B 6.000
EED 411 Science in Elementary 3.000 3.000 B 9.000
Schools
EED 433 Lng Method 3.000 3.000 B 9.000
Mgt/Assesment
MTE 301 Invst Chng Ptrn, Func & 3.000 3.000 B 9.000
Model

2020 Spring

EED 324 Social Studies in Elem 3.000 3.000 A 12.000
Schools
EED 397 Clinical Experience II 2.000 2.000 A 8.000
EED 412 Mathematics in Elem 3.000 3.000 A 12.000
Schools
RDG 322 Lang Literacy 1 in Elem 3.000 3.000 A 12.000
Schls
SCN 400 Sustainabl for Sci 3.000 3.000 A 12.000
Teacher
SPE 323 Behavioral Strategies 3.000 3.000 C 6.000


Term Honor: Dean's List
2020 Fall

BLE 404 Inst Design for CLD 3.000 3.000 B 9.000
Students
EED 478 Student Teaching: EED 5.000 5.000 A 20.000
1-8
RDG 413 Lang Literacy 2 in Elem 3.000 3.000 A 12.000
Schls
SPE 416 Quality 3.000 3.000 B 9.000
Prac/Collaborative Cls


2021 Spring

EED 478 Student Teaching: EED 12.000 12.000 A 48.000
1-8


6/6/2021 MyCertificates
 Home  My Certificates  Open Applications  Completed Applications
ADASSA I DELGADO
Educator ID: 6418919

DPS Fingerprint Card Status: Valid (Card #2018B01590, Expires: 4/26/2027)
Valid / Actionable Certificates −
Standard Professional Elementary, K-8

New
Status : Valid
Dates : 6/4/2021 - 5/9/2034
Next Service : Renew by 05/09/2034
 Details
Lapsed / Not Valid Certificates −
 No lapsed certificates available
https://certification.azed.gov/CertPortal 1/1
teaching
PEDAGOGY
I believe that every child brings a new and unique

perspective to the classroom that should be
cherished and recognized. An educator’s role is to
facilitate learning while expanding young student’s
interest and curiosity. There is an expectation in the
classroom that student ownership can be learned
and incorporated into students’ lives to become an
individual who respects all others.
differentiated
INSTRUCTION
Every child that enters my classroom is a unique

learner with different strengths, interests, and
abilities. I differentiate instruction by incorporating
student choice, honoring different learning styles,
and setting individualized goals. I provide targeted
instruction in small group settings along with one-
on-one support, and use ongoing formative
assessments to gather data on my students progress
and needs.
The role of the

educator is to
arrange victories
for the students.
- Quintilian
classroom
MANAGEMENT
Building trust and relationships with the students

must be established in the beginning of the school
year. They must know and feel that you care for
them and you want them to feel safe and successful
in the classroom. I also plan to effectively
communicate my classroom expectations: Be safe,
Be kind, and Be prepared. These expectations will
be consistently followed and implemented to help
lessen behavioral issues with my students.
home
COMMUNICATION
It is extremely important to me to create home

connections once the school year begins. I want to
make it clear to the guardian of the student for us
to work together to make sure that their child is
successful.
When reaching out to home for behavioral/academic
concerns, I will focus on their successes and the
unique abilities. It will be emphasized that my goal
is to work with the parents to solve the situation
together.
I will organize these communications with an online
platform for care takers to have record of the
positive and negative behaviors since some
guardians may be limited in the amount of time they
can provide during after school hours.
classroom
MOTIVATION
POSITIVE REINFORCEMENT! I always loved the

effect rewards had on students. I plan on motivating
students with awards and bonuses when they
perform especially well academically and
behaviorally. This can be a compliment, star,
sticker, or time with their classmates. It's those
little moments of recognition that will keep them
happy and excited to learn.
sample
LESSON PLANS
Lesson Plans:
CH11 L6 Appropriate Measures
- includes lesson plan, worksheet, and notes
CH9 L3 Area of Trapezoids
CH9 L1 Area of Parallelograms
Worksheets:
Representations of Functions and Equations
GET RECT
Quizzes:
Volume of Rectangular and Triangular Prisms
Volume of Rectangular and Triangular Prisms, and
Surface Area of Rectangular Prism
Pre-Work for Performance Assessment
Instructional Plan (Direct Instruction)
Teacher: Adassa Delgado Subject: Math: Date: 3-29-21
Appropriate
Measures
Common Core State Standards:
6.SP. B Summarize and describe distributions.
6.SP.B.5 Summarize numerical data sets in relation to their context by:

a) Reporting the number of observations.
b) Describing the nature of the attribute under investigation including how it was measured and its units of
c) measurement.
d) Giving quantitative measures of center (median and/or mean) and variability (interquartile range and/or mean
e) absolute deviation), as well as describing any overall pattern and any striking deviations from the overall
pattern.
f) with reference to the context in which the data were gathered.
g) Relating the choice of measures of center and variability to the shape of the data distribution and the context
h) in which the data were gathered.
6.MP.3 Construct viable arguments and critique the reasoning of others.

Objective (Explicit):
• Given real world examples, students will be able to choose an appropriate measure of central tendency with 90
percent accuracy.
• Given the sentence starters called Math Talk, students will be able to construct viable arguments and critique
the reasoning of other respectively by encouragement of the respective sentences with 75% students
participating.
Evidence of Mastery (Measurable):

 Include a copy of the lesson assessment.
 Provide exemplar student responses with the level of detail you expect to see.
 Assign value to each portion of the response
Carson is determining which measure of center best describes the data set {12, 18, 16, 44, 15, 15}. He says that
𝟏𝟐+𝟏𝟖+𝟏𝟔+𝟏𝟓+𝟏𝟓
the mean best represents the data since = 𝟏𝟓. 𝟐. Find his mistake and correct it.
𝟓
Falls Far Below A student who falls far below would not be able to find the mistake in Carson’s work nor be able to
recognize the median is the appropriate measure of center.
Approaching A student who approaches recognizes the miscalculation and would find the mean but would not
accurately say that the median best represents the data.
Meets A student who meets would recognize that Carson forgot to include the outlier in calculating the mean. A
student who meets would understand that the median would best represent the data since the outlier skews the mean.
Exceeds A student who exceeds would recognize the mistake that Carson did not include the outlier. Afterwards, the
student would answer that the mean correctly is 20, yet the median that is 15.5 and best describes the data because
the outlier affects the mean more than it affects the outlier.
Sub-objectives, SWBAT (Sequenced from basic to complex):
 How will you review past learning and make connections to previous lessons?
 What skills and content are needed to ultimately master this lesson objective?
 How is this objective relevant to students, their lives, and/or the real world?
• Prior Knowledge
The lesson “Appropriate Measures” is lesson five (out of five) in chapter 11, Statistical Measures. Meaning,
the students will be given the chapter test the day after receiving the lesson. The prior knowledge the
students will need is to be able to recall the rest of the vocabulary in the chapter and how to apply it. This
whole unit, we tied vocabulary words to superheroes and their definitions would be their “power”. To be
successful in the lesson, students will be required to recall the procedure taught on how to apply the
vocabulary words (i.e. mean, median, mode) so that they can accurately find which measure of center is
most appropriate.
• Meaningful/Relevant for Students
In the lesson, the students will be given a time in their life when mean is used. The grades of the students are
the average amount of points scored on their assignment/quiz/test. Therefore, the students and teacher will
discuss the meaningfulness of this if instead of their grade being the mean, how would you feel if it were the
mode or median. Next, give explicit examples of when some data prefers the median, and when it prefers the
mode.
“One of the factory owners lives in the town and his salary is in the millions of dollars. If you use a measure
like the average to try to compare salaries in the town, the owner's income would severely throw off the
numbers. This is where the measure of mode can be useful in the real world. It tells you what most of the
pieces of data are doing within a set of information.
For example, if you wish to find the average grade on a test for your class but one student fell asleep and
scored a 0, the mean will show a much lower average because of one low grade, while the median would show
how the middle group of students scored.”
https://sciencing.com/uses-mean-median-mode-6323388.html
• Skills/Content/Knowledge to Master the objective

Other than being able to recall the prior knowledge from the chapter to ultimately master this lesson,
students need to stay engaged and take complete notes of the lesson. Students must ask questions when
they are confused in order to master the objective.
• New Learning
The new learning the students will receive is how to determine which Measures of Center is most
appropriate for representing the data. They will also learn how the outlier in a set of data can really affect
the measures of center in different ways, and how to identify the difference the outlier makes when its in
data and when we remove it.
Key vocabulary: Materials:
Measures of center - Numbers that are used to describe the Appropriate Measures Google Slides
center of a set of data. These measures include the mean,
median, and mode. Student notebooks
Mean - The sum of the numbers in a set of data divided by the
number of pieces of data. Anchor Charts
Average - The sum of two or more quantities divided by the
number of quantities, the mean. Glue Sticks
Measures of center - Numbers that are used to describe the
center of a set of data. These measures include the mean, Fake money
median, and mode.
Median - A measure at the center in a set of numerical data. The Prizes
median of a list of values is the value appearing at the center of a
sorted version of the list - or the mean of the two central values, if
the list contains an even number of values.
Mode - The numbers or lists that appear most often in a set of
data.
Outliers - A value that is much greater than or much less than the
other values in a set of data.
Opening (state objectives, connect to previous learning, and make relevant to real life)
 How will you activate student interest?
 How will you connect to past learning?
 How will you present the objective in an engaging and student-friendly way?
 How will you communicate its importance and make the content relevant to your students?
• Written as a script – how will you hook your students? Communicate the learning
objective.
To activate student interest, show the students the presentation that begins with seeing
a villain and the terrible actions that they have done to a city in Japan. “But don’t worry!
The Measures of Center were there to save the day!” and a slide showing Mean, Median,
and Mode would be shown at this point. After the team of heroes contained the villain
and brought them into the custody of the police, now it is time to help the pedestrians
that may have been impacted by the battle that occurred.
As you explain these next tasks that the heroes do, tell the students to show you a
thumbs up if they understand why the hero is doing what they are doing, based off the
definition and procedure that they have learned. Make sure to explain why its
understandable for those students struggling to make the connections.
Median mainly worked in the center where some individuals were at the health station
(students learned that median is middle of the set of data so it should be understandable
why they would work at the health station which is in the middle of the battle scene).
Mean was the person that was bringing everyone to the station, even if they were nearby,
or if they were super far (Mean/Average is where we add up all the numbers together, so
for the hero to bring the pedestrians to the same place is clear).
Lastly, Mode was helping the pedestrians that needed the most help (Most is finding the
value that is most frequent in the data set).
Present to the students this question as a HYPOTHETICAL question: If you were making
a news report on this situation, which hero would you put on the front cover based on
the work that they have done?
Next, present the objective that the students will be able to proficiently understand by the
end of the lesson: choose an appropriate measure of central tendency.
Either a student will read this, or do popcorn read (read majority but pause randomly,
students will read the next word where you paused, and repeat).
“Or in other words, you will be able to figure out which hero will be out on the front
cover.”
• Prior Knowledge
The prior knowledge needed to be for the opening is to have a complete understanding
of the Measures of Center (mean, median, and mode). Secondly, students will be required
to make connection to the imaginary hero world made up to the math definitions.
However, explain to the students what the connection should be made since its not a
requirement to do so.
• Relevance
The relevance that we will talk about will be mainly discussed in the end. Try to spend
about 10 minutes talking mainly on the real life uses of mean, median, and mode at the
end of the lesson. These next sentences are in greater detail at the end of the lesson
plan, since again, we will mainly talk about the relevance at the end.
An example where mean is used is within your grades. An example of median is looking
at the middle of data on a set of grades. If there was a student that fell asleep in the exam
and received a zero, the median makes a good representation of the data. Lastly, Mode
would be beneficial in a situation at looking at the yearly incomes and if a lot of the
population had the same exact income.
Teacher Will: Student Will:
 How will you model/explain/demonstrate all knowledge/skills  What will students be doing to actively capture and
required of the objective? process the new material?
 What types of visuals will you use?  How will students be engaged?
 How will you address misunderstandings or common student
errors?
 How will you check for understanding?
 How will you explain and model behavioral expectations?
 Is there enough detail in this section so that another person could
teach it?
Modeling of learning During the independent practice,

expectations – what do you students have been told that they will
be taking notes in their Math notebook
want your students to be able to do? and that questions are welcomed.
I DO – no student Students are also aware of the process
that we are going to be taking where
input/Teacher Models they will see a “pro news reporter” go
through the process of solving which
with think aloud. measure of center would appropriately
represent the data.
Show the slide that is titled “News Report, front
page training 101”. Remind the students that Students will maintain to stay engaged
they are going to look deep into my mind and by taking the notes and gluing the
Instructional Input
how an expert news reporter would complete anchor charts made into their
this. At this time, only I will be talking and notebook. Secondly, the heroes shown
sometimes as you to answer but with raised are also culturally relevant since
hands. students would recognize them.
Sometimes, one measure is more appropriate

than others to use to summarize a data set.
Have students copy the anchor chart

information in their notes and read it out loud
as they write it down.
Most appropriate when…

Mean The data have no extreme
values.
Median The data have extreme
values.
There are no big gaps in the
middle of the data.
Mode Data have many repeated
numbers
Example to the students when these would

happen in data and how to use the anchor chart
to solve which measure of center best
represents the data.
Are there extreme values (outliers)?

If yes, it is the mean.
If no, does the data have any big gaps in the
middle of the data?
If yes, it is the median.
Does the data have a lot of repeated numbers?
If yes, it is the mode.
Year 1992 1996 2000 2004 2008

Number
of 112 101 97 103 110
Medals
Since the set of data has no extreme values or

numbers that are repeated, the mean would
best represent the data.
Water Temperature (◦F)

82 85 82 81 82 82 78
In the set of data, there are no extreme values.

There is a temperature repeated four times, so
the mode of 82 is the measure of center that
best represents the data.
Since we will dive deeper into the extreme

values in a set, tell the students we will think-
pair-share something that we learned in the
lesson so far, or a misconception they may
have for 45 seconds.
Next, you will begin going into a deeper

concept looking at the outliers and still
choosing the appropriate measure.
Ask a student to try and repeat the definition of

outlier from the previous lesson.
Outliers - A value that is much greater than or
much less than the other values in a set of
data.
Tell them that there will be some problems

where we look at how the outlier affects the
mean, median, and mode of the data.
They will use a chart to help them organize

their work for comparing the data with the
outlier and without the outlier. Have them copy
this chart into their notes:
With the Outlier Without the Outlier

Mean Mean
Median Median
Mode Mode
Do this problem in front of the students for

them to take notes on.
Animal Life Spawn (years)
African Elephant 35
Bottlenose Dolphin 30
Chimpanzee 50
Galapagos Tortoise 200
Gorilla 30
Gray Whale 70
Horse 20
Step 1: Identify any outlier in the data set.

Compared to the other values, 200 years is
extremely high. So, it is an outlier.
Step 2: Find the mean median and mode with

and without the outlier.
With the Outlier Without the Outlier

Mean Mean
(35+30+50+200+30+7 (35+30+50+30+70+20)
0+20)/7=62 /6=39
Median Median
35 32.5
Mode Mode
30 30
Step 3: Which measure of center best

describes the data with and without the outlier?
The mean was affected the most with the
outlier. The median life span changed very little
with and without the outlier, so it best
describes the data in both cases. The mode
does not describe the data very well since
there were only two repeated numbers.
Students will again think-pair-share on

something they learned or a question they have
for about 45 seconds.
Co-Teaching Strategy
 Which co-teaching approach will you use to maximize student achievement? FOR PAs – it is always one
teach/one observe
Differentiation Strategy
 What accommodations/modifications will you include for specific students?
 Do you anticipate any students who will need an additional challenge?
For the students who have IEP’s and 504s, they will be given a copy of the instructional input in the
beginning of class so that they can include any notes on that paper if it needs be. They will be given
multiple anchor charts with engaging fonts and pictures that are easy to understand to glue into their
notebook.
In the independent practice, students who need an additional challenge will be always prompted to think
about the problem on their own first if they choose and see how my instruction is different than their ideas.

 How will you ensure that all students have multiple opportunities to  How will students practice all knowledge/skills
practice new content and skills? required of the objective, with your support, such
 What types of questions can you ask students as you are that they continue to internalize the sub-objectives?
observing them practice?  How will students be engaged?
 How/when will you check for understanding?  How will you elicit student-to-student interaction?
 How will you provide guidance to all students as they practice?  How are students practicing in ways that align to
 How will you explain and model behavioral expectations? independent practice?
 Is there enough detail in this section so that another person could
facilitate this practice?
Students will practice all

WE DO – student input knowledge/skill required by engaging
in the conversation and learning from
Examples with student input their peers, as well as being okay with
Have students turn to the guided practice on being wrong. By making mistakes is
page 832. Let the students know that we will be how we learn.
completing number one and two together as a
class, as well as an extra problem to be done Students will stay engaged by having
as a class that is not in their book. the option to complete this work on
Guided Practice
their white boards. Research shows

Set behavioral expectations that at this point; that students are more willing to try
students will be allowed to have a discussion out problems that they feel may be
with me where I facilitate the instruction and difficult when it is on a white board,
jump in if the whole class has a misconception. and especially since mistakes can
Hands are required to be raised so that the easily be wiped away.
conversation flows without interruption.
Students will be encouraged to use the math To elicit student to student interaction,
talk sentence starters. when we talk as a class, students will
be asked to use the math talk starter
If at any point the discussion does get out of sentences when responding to one
hand, use an attention getter to maintain and another. The teacher’s role in the
return engagement. Holy Moly! Guacamole! guided practice is to facilitate their
ideas and see what the rest of the
Example #1 class has to say.
Which measure of center best represents the
ages shown?
Ages of Students
12 13 12 12 12 12 14 12
12 12 13 12 12 13 12 12
Are there extreme values (outliers)?

If yes, it is the mean.
If no, does the data have any big gaps in the
middle of the data?
If yes, it is the median.
Does the data have a lot of repeated numbers?
If yes, it is the mode.
So, which measure best represents the data?
Example #2
Cooking Temperatures (◦F)
175 325 325 350 350 350 400 450
Step 1: Identify any outlier in the data set. 175
Step 2: Find the mean median and mode with

With the Outlier Without the Outlier Students would be practicing ways
Mean Mean that align to independent practice
since they will respond to one another
with their own thoughts and ideas.
Median Median
Mode Mode
Step 3: Which measure of center best

describes the data with and without the outlier?
The median temperature and mode best
describe the data with and without the outlier.
The mean temperature is misleading because
of the outlier.
Example #3
How does an outlier affect the mean, median,
and mode of a data set?
An outlier affects the mean the greatest. It can
affect the median some. The outlier does not
affect the mode if it was not the mode.
To check for understanding, we will use hand

signals. Tell the students to hold up a finger
from number 1-4 on their confidence on finding
which superhero should be on the cover of the
news report.
teach/one observe
 How can you utilize grouping strategies?
For the students who need accommodations, their guided practice will include an organized detailing of
solving the problem with blanks for them to fill in as we move along. This allows for the student to
continuously pay attention to the instruction than to be focused on getting the notes down at a slower rate
than the rest of the class.
Students that may have an additional challenge, I would as them to begin thinking about how much the
outlier changes the measure of centers.
Some grouping that will be done during the think-pair-share is they will talk to someone around them the
first time, then talk to someone new the second time. This way they can hear multiple explanations in
different ways and to even challenge thinking.

 How will you plan to coach and correct during this practice?  How will students independently practice the knowledge
 How will you provide opportunities for remediation and extension? and skills required by the objective?
 How will you clearly state and model academic and behavioral  How will students be engaged?
expectations?  How are students are practicing in ways that align to
 Did you provide enough detail so that another person could facilitate the assessment?
practice?  How are students using self-assessment to guide their
own learning?
 How are you supporting students giving feedback to one
another?
YOU DO - students are

Students will be given their first set of
prepared to work problems that include practice and the
independently (some may assessment question. Students will
use their notes and anchor charts to
require 1:1 or small group complete the work.
Independent Practice
assistance) Students will remain engaged with the

incentive of a fake $100 to purchase
Remind the students that they are still in the prizes at the end of the independent
“News Report, front page training 101” and practice.
now is their chance to get compensation, or in
other words, paid. The assessment is a higher order
thinking question where it lets the
Create expectations that now we will work students know that someone was
independently so the room will be silent. Come incorrect, and you need to give me the
to the front, where you are standing to ask any correct answer. The independent
questions. If at any point the classroom does practice allows the student to interpret
get out of hand, use an attention getter to more meaningfully how to apply this
maintain and return engagement. Holy Moly! knowledge to the informal
Guacamole! assessment.
These are their instructions: Students are using self-assessment by
To show that you are fully prepared to create a referring to their notes and following
news report, you must complete these 2 the anchor charts given to them to
problems accurately and you will receive $100 help complete the little practice.
(this is obviously using fake money, because I
am too broke). I will be supporting students when
they come up to me for a question or
The students will come to the front of the room to submit their work. At a certain point
to claim their reward after the teacher checks
for accuracy. Students can earn more money in the independent practice, I will allow
by completing more practice problems those who need a second person to
available. Again, to earn the money for each complete the first prompt. This will
additional problem, it must be correct. allow for them to learn from a peer and
to speak freely their own thinking.
At the end of the independent practice,
students will use their money to buy a reward
(ex. Jolly rancher $100, and a bag of chips is
$200).
teach/one observe
During the independent practice, the students that require accommodations, I want to struggle for a few
minutes as they try to understand what they just learned to the practice. After a while, I would allow them
to work with a peer near them and to provide a learning guide explaining the process to answer each
problem with the answers. And as always, students would be encouraged to come to the fronts to ask
questions.
For students who finish early, they will get the chance to earn more money by accurately solving more
problems. I will have extra problems at the front to hand out once they are done with the first little practice
worksheet.
Closing/Student Reflection/Real-life connections:

 How will students summarize and state the significance of what they learned?
 Why will students be engaged?
• Revisit the Objective
• Summarize the learning
• Restate the Relevance
Prior to visiting the objective again, teacher and students will talk about relevance of
mean, median, and mode. Ask the students to raise their hand if they would like to
respond to a question. “Your grade, is it the mean, median, or mode of all your
assignments/tests?” This initiates the conversation that the mean is thing that
represents your grade. Ask them why the median would not be a good center of
measure. Students should talk about how the median would give the grade that is in the
middle and will not include the good test grades you got. Lastly, we will talk about the
mode and how if you did poorly on an assignment multiple times, that would be your
grade.
However, median and mode are important in other situations. “An example of median is
looking at the middle of data on a set of grades. If there was a student that fell asleep in
the exam and received a zero, the median makes a good representation of the data.
Lastly, Mode would be beneficial in a situation at looking at the yearly incomes and if a
lot of the population had the same exact income.” https://sciencing.com/uses-mean-
median-mode-6323388.html
Revisit the battle with the villain from the beginning of the lesson and the
HYPOTHETICAL questions given to them in the beginning.
If you were making a news report on this situation, which hero would you put on the front
cover based on the work that they have done?
The objective that the students should be able to proficiently understand and complete
by now is choose an appropriate measure of central tendency.
We learned about mean, median, and mode and when to identify which one appropriately
represents the data. Ask students “what is something that you learned about in
appropriately representing data that is important?”
Give the students feedback on how they did as a class behaviorally and academically.
To be completed during the Pre-Work
STUDENT ACHIEVEMENT DATA FORM

Attach or describe evaluative criteria for the lesson (submit examples with lesson plan, if available). If examples of Analysis of Student Work/ Achievement Data
student work are not available, provide a description of the work/outcomes expected in each category
Complete this section after the lesson is complete.
Exceeds Description of student work that “exceeds the standard” Number of Students who Exceed:
(attach student work sample from this category and A student who exceeds would recognize the mistake Percent of Total Class:
label it “Exceeds”) that Carson did not include the outlier. Afterwards,
the student would answer that the mean correctly is Students:
20, yet the median that is 15.5 and best describes the
data because the outlier affects the mean more than
it affects the outlier.
Meets Description of student work that “meets the standard” Number of Students who Meet:
(attach one student work sample from this category A student who meets would recognize that Carson Percent of Total Class:
and label it “Meets”) forgot to include the outlier in calculating the mean.
A student who meets would understand that the Students:
median would best represent the data since the
outlier skews the mean.
Approaches Description of student work that “approaches the Number of Students Who Approach:
standard”
(attach one student work sample from this category Percent of Total Class:
and label it “Approaches”) A student who approaches recognizes the
miscalculation and would find the mean but would Students:
not accurately say that the median best represents
the data.
Falls Far Below Description of student work that “falls far below the Number of Students who Fall Far Below:
standard”
(attach one student work sample from this category Percent of Total Class:
and label it “FFB”) A student who falls far below would not be able to
find the mistake in Carson’s work nor be able to Students:
recognize the median is the appropriate measure of
center.
Post Work Reflection: Describe how you will use data collected and analyzed for this lesson to inform future instructional decisions for each group of students (i.e., those who
exceed, meet, approach AND fall far below the standard for meeting the objective of the lesson.
Post –Work Reflection
• Using the TAP rubric and the video of your lesson, reflect on your instruction and student learning on each TAP indicator and provide detailed evidence on GoReact as you
watch the video. (descriptions of actions completed during the lesson with the TAP marker at the time stamp). You will have several time stamped details/actions. There is
no such thing as too much evidence.
• After reflecting on your teaching performance and student learning, please indicate one area in wihich you believe you need reinforcement and one area in which you
believe you need to refine your instructional practice and why. This can be done at the bottom of the video segment; click End Note to add both Reinforcement and
Refinement for TAP and Professionalism*. (Professionalism rubric is below)
Indicate an area of reinforcement in TAP
I put standards and objectives as my reinforcement. I noticed that in my lesson, I repeated the objective many times and
explained what the lesson is so that students were staying on track. Secondly, the expectations were consistent and clear
majority of the lesson to ensure that the class period went along smoothly.
Indicate an area of refinement (improvement) in TAP

Managing student behavior was my reinforcement. I taught this lesson in the four periods and this class was the only class
that was not meeting the expectations behaviorally at the end of the lesson. Students were out of their seats and it did to a
point where my closing did not get their attention since they were already trying to head out.
To be completed in the Pre-Work

Post-Work – Complete columns 1 and 3, and the reflection area.
This will be the only uploaded document to Canvas – all reflections and R&R will be posted in GoReact.
STUDENT ACHIEVEMENT DATA FORM
Attach or describe evaluative criteria for the lesson (submit examples with lesson plan, if available). Analysis of Student Work/ Achievement Data
If examples of student work are not available, provide a description of the work/outcomes expected Complete this section after the lesson is
in each category complete.
Exceeds Description of student work that “exceeds the Number of Students who Exceed:
(attach student work sample from this category and standard” Percent of Total Class: 20%
label it “Exceeds”) Students: 3/15
A student who exceeds would recognize the mistake
that Carson did not include the outlier. Afterwards,
the student would answer that the mean correctly
is 20, yet the median that is 15.5 and best describes
the data because the outlier affects the mean more
than it affects the outlier.
Meets Description of student work that “meets the Number of Students who Meet:
(attach one student work sample from this category standard” Percent of Total Class: 33%
and label it “Meets”) Students: 5/15
A student who meets would recognize that Carson
forgot to include the outlier in calculating the
mean. A student who meets would understand that
the median would best represent the data since the
outlier skewed the mean.
Approaches Description of student work that “approaches the Number of Students Who Approach:
and label it “Approaches”) Students: 3/15
A student who approaches recognizes the
miscalculation and would find the mean but would
not accurately say that the median best represents
the data.
Falls Far Below Description of student work that “falls far below the Number of Students who Fall Far Below:
and label it “FFB”) Students: 4/15
A student who falls far below would not be able to
find the mistake in Carson’s work nor be able to
recognize the median is the appropriate measure of
center.
Post Work Reflection: Describe how you will use data collected and analyzed for this lesson to inform future instructional decisions for each group
of students (i.e., those who exceed, meet, approach AND fall far below the standard for meeting the objective of the lesson.
I had the opportunity to teach this lesson in the four classes I saw. Thankfully, we were able to review the HOT question in those classroom, but I did loose
track of time in the class that I filmed the lesson in. For students who exceeded the hot order question, I will meet with the students and ask if there is anything
that I can help in making their understanding greater than what it is. I will ask if they feel comfortable teaching the class why the answer was what it was. For
students who met the expectations of the problem, I will ask them to work with the students who approaches to help those students possibly receive a greater
understanding. For students who falls far below, I will ask Mrs. Rhodes to meet with them individually and fix any misconceptions.
Signature Assignment-Professionalism Rubric
Senior Year Residents must achieve a performance rating of Applying or higher on rows A-C and Emerging or higher on Row D of the Mary Lou Fulton Teachers College
Professionalism Rubric at the first Performance Assessment (PA) and at each PA thereafter to progress to Term 8, EED 478. Site Leads use information from progress
reports from mentor teachers, walkthrough data, and in-class participation and attendance to determine professionalism scores. Mary Lou Fulton Teachers College
measures Senior Year Residents’ professional dispositions via the Professionalism Rubric. The rubric is based on the work of Charlotte Danielson.
Post-Work Reflection: Choose a specific element/component as your Reinforcement and Refinement – provide evidence, and complete the reflection below
the Professionalism Rubric
Element/ Component Exemplary Highly Proficient Applying Emerging Unsatisfactory
5 points 3 points 1 point
A: Showing Professionalism Initiates and facilitates Takes initiative in assuming Relationships with colleagues Maintains cordial relationship Relationships with colleagues
Relationships with Others in collaboration to further responsibilities that are characterized by with colleagues using are negative, divisive or self-
Schools and the Profession school goals and improve contribute to team goals. collaboration and cooperation. appropriate means and serving. Addresses concerns
(University instructors, school
leaders, colleagues, etc.)
school climate. Presumes positive intent when respectful language when inappropriately (person,
addressing issues of concern addressing issues of concern. issues, format), or uses
and demonstrates willingness disrespectful language,
to learn from others. inappropriate emotions.
A: Showing Professionalism …and is proactively Understands the rationales Actively acquires knowledge of Requires some guidance Violates the rules, policies, or
Fulfilling Professional engaged in creating behind the rules, policies, and adheres to the rules, procedures established by
Responsibilities regarding the rules, policies,
positive change in rules, and procedures. policies, and procedures and procedures established by the school, the district, the
(Dress code, consistent
attendance, punctuality, ethical
policy, and procedures established by the school, the the school, the district, the university and/or the law.
standards, social media) through appropriate district, the university and/or the university and/or the law.
established channels. law.
B: Growing and Developing . . . and provides Seeks out opportunities for Applies new skills in the Does not apply new skills in
Application of new skills
Professionally leadership in the professional development, classroom consistently. classroom.
Content Knowledge and attempted.
professional development applies new skills in the
Pedagogical Skill
(Skills taught in courses and/or
of colleagues to support classroom, and refines skills
modeled by Intern Mentor school goals and improve using cycles of inquiry.
Teacher) school climate.
B: Growing and Developing Consistently engages in Demonstrates engagement Seeks feedback and actively Fails to recognize or respond
Responds to feedback
Professionally improvement of practice and in continuous cycles of works to improve practice by to feedback indicating the
Continued Professional Growth in the professional indicating the need for
inquiry and incorporates participating in professional continued professional growth. need for continued
development of colleagues to
support school goals and
practices based on research development. professional growth.
improve school climate. and theory.
C: Maintaining Accurate …and assists colleagues Keeps comprehensive, Keeps records/ lesson plans in Keeps records/lesson plans Has no system for
Records to improve record keeping accurate records in an an organized manner and with adequate organization but maintaining records/lesson
General Record Keeping systems to further school organized system that meets deadlines appropriately. requires frequent monitoring to plans, keeps records/lesson
(Maintains lesson plans and
materials for Instructional
goals and improve school supports timely reporting. avoid errors and sometimes plans in disarray and/or does
Activities, communicates deadlines climate. misses deadlines. not meet deadlines, resulting
and course requirements with in errors and confusion.
Intern Mentor Teacher)
C: Maintaining Accurate Supports colleagues in System for maintaining System for maintaining System for maintaining Has no system for
Records developing efficient, information about student information about student information on student progress maintaining information on
Student Progress in Learning effective systems for progress on the AZ progress on the AZ Standards on the AZ Standards is student progress on the AZ
reporting student progress Standards is efficient and is efficient and effective. rudimentary and partially Standards, or the system is in
to further school goals effectively organized for effective. disarray, or is inaccurate.
and improve school recording and reporting
climate.
timely information on
student progress.
D: Home-School Communication Supports colleagues in Provides accurate, Provides accurate and Under direction of mentor or Fails to communicate,
Communicates Instructional facilitating comprehensive and frequent complete instructional program ASU Lead Teacher provides provides inaccurate
Program Information to Parents comprehensive, frequent, instructional program information as required. accurate but limited instructional program
(i.e. academic standards, grade
level expectations, curriculum)
two-way communication information to parents. instructional program information to parent, or
with parents about the information to parents. communicates without
instructional program to knowledge and approval of
further school goals and mentor or ASU Lead
improve school climate. Teacher.
D: Home-School Communication Supports colleagues in Provides accurate, Provides accurate and Under direction of mentor or Fails to communicate, provides
Communicates Individual Student facilitating comprehensive, comprehensive and frequent complete instructional program ASU Lead Teacher provides inaccurate instructional program
Performance to Parents frequent, two-way instructional program information as required. accurate but limited information to parent, or
communication with parents communicates without knowledge
about the instructional
information to parents. instructional program and approval of mentor or ASU
program to further school information to parents. Lead Teacher.
goals and improve school
climate.
D: Home-School Communication Is unaware of or Displays some awareness Is fully aware of resources . . . and is aware of additional . . . and initiates and
Advocacy/ Resources for Students demonstrates disregard or use of resources available through the school or resources available through the facilitates development of
for resources available to available to assist students. district and works to gain community and assists resources to further school
assist students. access for students. students in gaining access. goals and improve school
climate.
Indicate an area of Element/component: Showing Professionalism.
Evidence: I am proud of my growth in punctuality in my arrival time. I am also proud of my consistent communication with Mrs. Rhodes in turning in weekly lesson
reinforcement (strength) plans so that she knows I am fully prepared for the day when it comes. Students really enjoyed the unit that I taught on statistical measures and especially by
introducing each of the vocabulary words as superheroes. Once I changed my perspective of my internship from an internship to a job/learning opportunity, it
benefited my relationship with my mentor, my readiness for each lesson, and the confidence students had on the subject.
Indicate an area of Element/component: Home-School Communication.

Evidence: It has come to my attention that I do not have a connection with the parents of my students. At this point, I am not sure if how to go about it. I do attend
refinement (improvement) the meeting that Mrs. Rhodes has for our students on individualized education plans or 504s, but I do not show my face in the meeting; I typically sit in the room
where she plays the meeting under the projector. I was able to speak in a few parent-teacher conferences which did allow me to meet some parents and the
interaction was positive, however, I wish I would’ve been able to take more initiative in reaching out. At my previous placement, parents recognized my presence
and even emailed me directly. What I can do to improve this is to ask Mrs. Rhodes what she does to maintain connections with the parents and include it into my
own pedagogy.
MOST APPROPRIATE WHEN ... MOST APPROPRIATE WHEN ...
MEAN Step 0
MEAN Step 0
... the data have NO extreme values. ... the data have NO extreme values.
MEDIAN MEDIAN
... the data have extreme values. ... the data have extreme values.
There are no big gaps in the middle of the data. There are no big gaps in the middle of the data.
MODE MODE repeated numbers

... the data have many repeated numbers ... the data have many

MEAN Step 0
MEAN Step 0
MEDIAN MEDIAN


MEAN Step 0
MEAN Step 0
MEDIAN MEDIAN


MEAN Step 0
MEAN Step 0
MEDIAN MEDIAN

APPROPRIATE MEASURE
NAME: DATE: TEACHER:
1. The table shoes the average depth of several lakes.
a. Identify the outlier in the data set.

Lake Depth (ft)
b. Determine how the outlier affects the 3 M's
1,148 10 43 62 14 24 w/ outlier w/o outlier
MEAN MEAN
c. Tell which MOC best
describes the data with
MEDIAN MEDIAN
MODE MODE
APPROPRIATE MEASURE
NAME: DATE: TEACHER:
1. The table shoes the average depth of several lakes.
a. Identify the outlier in the data set.

Lake Depth (ft)
b. Determine how the outlier affects the 3 M's
1,148 10 43 62 14 24 w/ outlier w/o outlier
MEAN MEAN
c. Tell which MOC best
describes the data with
MEDIAN MEDIAN
MODE MODE
2. The number of minutes spent studying are: 60, 70, 45, 60, 80, 35, and 45.
Find the measure of center that best represents the data. Justify your
selection and find the measure of center.
3. Carson is determining which measure of center best describes the data
set. Find his mistake and correct it.
12+18+16+44+15+15
= 15.2
12, 18, 16, 44, 15, 15 5
2. The number of minutes spent studying are: 60, 70, 45, 60, 80, 35, and 45.
Find the measure of center that best represents the data. Justify your
selection and find the measure of center.
3. Carson is determining which measure of center best describes the data
set. Find his mistake and correct it.
12+18+16+44+15+15
= 15.2
12, 18, 16, 44, 15, 15 5
AREA OF PARALLELOGRAMS
Lesson Plan for Grade 6, Math
Chapter 9 Lesson 1
EDUCATION STANDARDS
6.G.A Solve mathematical problems and problems in real-world context involving

area, surface area, and volume.
6.G.A.1 Find the area of right triangles, other triangles, special quadrilaterals, and
polygons by composing into rectangles or decomposing into triangles and other
shapes; apply these techniques to solve mathematical problems and problems in
real-world context.
OBJECTIVES
Students will be able to find the area of parallelograms.
MATERIALS NEEDED
1. Math Notebook
2. Math Book
3. Pencil
4. Glue stick
5. Handout
VOCABULARY
Polygon: Closed figure formed by 3 or more straight lines.
Parallelogram: A quadrilateral with opposite sides parallel and opposite sides the same
length
Rhombus: A parallelogram with 4 equal sides.
1
Base: The base of a parallelogram can be anyone of its sides.
Height: The perpendicular distance from the base to the opposite side.
Formula: An equation that shows a relationship among certain quantities.
OPENING
Students will write Chapter 9 Lesson 1 on the top of their notes to get us started. The
teacher will start the class with an attention getter. This activity will have the students
pick the shape that is most appealing for them. The students will be directed to write this
in their journal so that they remember. The teacher will talk about the meanings of your
choice based on what you picked.
SQUARE
You’re an organized, logical and hardworking person who likes structure and rules. But sometimes you have trouble
making decisions because you always want more information.
How to spot a square: They appear to move stiffly, use precise gestures, love routine and are very concerned with detail.
They’re also very neat in their appearance and work space. They do a lot of planning and are always prompt.
RECTANGLE
You’re a courageous, exciting and inquisitive explorer who always searches for ways to grow and change. You enjoy trying
things you’ve never done before and love asking questions that have never been asked.
How to spot a rectangle: These people often have fleeting eyes and flushed faces. They also tend to giggle and they like
variety. For example, they’ll come into work early or late, but not on time. And those who have offices tend to be
disorganized with a mishmash of furniture.
TRIANGLE
You’re a born leader who’s competitive, confident and decisive. You also like recognition and are interested in politics.
American business has traditionally been run by triangles and they’re usually men.
How to spot a triangle: They’re very stylish and expensive dressers. They have powerful voices, love to tell jokes and play
as hard as they work.
CIRCLE
You’re a “people person” with lots of sympathy and consideration for others. You listen and communicate well and are
very perceptive about feelings. You like harmony and hate making unpopular decisions.
How to spot a circle: They’re friendly, nurturing, persuasive and generous. They tend to be relaxed and smile a lot. They’re
talkative, but have a mellow voice. They also have a full laugh and love to touch others on the shoulder and arm.
SQUIGGLE
2
You’re a creative person who’s always thinking of new ways to do something. But you don’t think in a deliberate pattern
from A to B to C. Instead, you tend to jump around in your mind, going from A to M to X.
How to spot a squiggle: They’re flamboyant, dramatic and extremely creative – and they don’t like highly structured
environments. Both men and women squiggles tend to be sexy, witty and very expressive. They also have great intuition.
Most performers and writers are squiggles.
DIRECT INSTRUCTION
The teacher will hand out a chart that explains the relationship between a rhombus,
parallelogram, and a polygon. The definition will have blanks so that the students will fill
out the chart as we go through the lecture.
Next, the teacher will announce that we will be finding the area of a parallelogram and
provide them with the formula of A=bh and then give the definition of the words
formula, base, and height.
GUIDED INSTRUCTION
Next, the teacher and the students will begin finding the area of some parallelograms,
students should feel pretty comfortable with this. Teacher will give an example with
misleading information, to make sure that students understand what it means by the
height.
What is the base of the parallelogram?
What is the height of the parallelogram?
What dimension is given that is not needed in finding the area? Explain why the height is
not ___.
How do you find the area of this parallelogram?
Next, we will begin the part of the lesson where students are given the area and one of
the values of the height or base and need to use the formula to replace the variables with
the known measurements then solve the equation for the remaining variable.
INDEPENDENT PRACTICE
Students will begin working on the guided practice on their own.
3
CLOSING
Revisit the objectives and will ask for students to say something that they learned in this
lesson that is important. I will pick 3 raffle tickets. After everyone has shared, I will flip
over the tickets and if their name is there, they get a reward.
Homework will be the independent practice for numbers 1-8.
4
AREA OF PARALLELOGRAMS
CHAPTER 9 LESSON 7
Closedfigureformedby3 or morestraightlines
Aquadrilateralwithoppositesides
parallelandoppositesidesthesamelength
A parallelogramwith
4equalsides
A
area base
bh height
base The base of a parallelogram can be anyone of its sides
height The perpendiculardistance from the base to the opposite side
Formula An equation that shows a relationship among certain quantities
c or
S O 3
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parallelandoppositesidesthesamelength 5
to
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I
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A parallelogramwith ToS
4equalsides or
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TE
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S O 3
ro u
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closedfigureformedby3 or morestraightlines I o O
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O I s s
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A parallelogramwith
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TE
AREA OF TRAPEZOIDS
Lesson Plan for Grade 6, Math
Chapter 9 Lesson 3
EDUCATION STANDARDS
6.G.A Solve mathematical problems and problems in real-world context involving

area, surface area, and volume.
6.G.A.1 Find the area of right triangles, other triangles, special quadrilaterals, and
polygons by composing into rectangles or decomposing into triangles and other
shapes; apply these techniques to solve mathematical problems and problems in
real-world context.
OBJECTIVES
Students will be able to find the area of trapezoids.
MATERIALS NEEDED
1. Math Notebook
2. Math Book
3. Pencil
4. Glue stick
5. Handout
VOCABULARY
Trapezoid: A quadrilateral with only one set of parallel lines.
OPENING
Students will receive two identical trapezoids, with one only having the measurements
1
on it. Students will be asked to utilize the two trapezoids to figure out the area, and their
goal is to use the other trapezoid to create a rectangle, and use the formula for
parallelograms A=bh divided by 2 to get the area.
DIRECT INSTRUCTION & GUIDED INSTRUCTION
The teacher will start the notes by defining a trapezoid, and provide the formula that the
students just created. Now, students will begin practicing their knowledge on finding the
area of trapezoids. Teachers and students will do some problems together.
INDEPENDENT PRACTICE
Students will begin working on the guided practice on their own.
CLOSING
Revisit the objectives and will ask for students to say something that they learned in this
lesson that is important. I will pick 3 raffle tickets. After everyone has shared, I will flip
over the tickets and if their name is there, they get a reward.
Homework will be the independent practice for numbers 1-8.
2
AREA OF A TRAPEZOID
CHAPTER 9 LESSON 2
Objective Find A 0T
Trapezoid a quadrilateral with only one pair ofparallellines
hehightbbasettbb.se
orA tzhfb.tbz
A
area 2
AREA OF A TRAPEZOID
CHAPTER 9 LESSON 2
Objective Find A 0T
Trapezoid a quadrilateral with only one pair ofparallellines
hehightbbasettbb.se
orA tzhfb.tbz
A
area Z
Name: Date:
REPRESENTATIONS OF FUNCTIONS AND

EQUATIONS
For each of the scenarios, you will create an equation, complete a table, and graph the
coordinates you found to represent the problem. You are required to complete 3 of the
problems. There is a reward if you complete all five of them accurately.
1. A crewmate completes 12 tasks per round.

a. Write an equation to find how many tasks (t)
a crewmate completes for r amount of rounds.
Tasks Completed (t)

b. Complete a table to represent the
relationship.
Number of
Rounds (r)
Tasks Number of Rounds (r)
Completed (t)
2. Averagely, an anime episode is about 20 minutes

long.
Minutes of Anime (m)
a. Write an equation for the amount of time it

takes (m) to watch x amount of episodes.
b. Complete a graph to represent the relationship.
Number of
Episodes (x)
Number of Episodes (x)
Minutes of
Anime (m)
3. A typical student watches 5 Tik Toks per
minute.
Tik Toks Watched (t)

a. Write an equation to find the total Tik Toks
(t) a student can watch in h hours.

relationship.
Amount of
Hours (h)
Amount of Hours (h)
Total Tik Toks
Watched (t)
4. A brand new corvette gets 18 miles per gallon.

a. Write an equation to find the total amount of
Total Miles (m)

miles (m) per gallon (g).

relationship.
Each Gallon (g)
Gallons (g)
Total Miles (m)
5. Each PlayStation video game you buy is $65.

a. Write an equation to find c, the cost of x
Total Cost (c)
amount of games.

relationship.
Amount of
games (x)
Amount of games (x)
Total Cost (c)
Name Date Teacher
GET RECT
Complete all of the questions to the best of
your ability and make sure to use the
formula! V=bh
1. Name your rectangular prism.
2. Draw your prism.
3. What is the length, width, and

height of your rectangular prism?
4. Find it's volume.
Find the missing dimensions of each prism.
5. 6.
V=60in cubed V=109.2mm cubed
5.25mm
2.5in
4in
w
l 7mm
My name: Teacher:
QUIZ L1+L2
March 4, 2021
Volume of Rectangular and Triangular Prisms
Find the volume of each prism
1. 2.
5yd
13yd
6.7yd
3. A book has a volume of 1,425 cubic centimeters.

Find the height of the book if it’s width is 20
centimeter, and 14.25 centimeters tall.
4. The top of a home is the shape of a triangular

prism. The base has an area of 43 square yards. The
roof has a height of 7 yards. Find the volume of the
candle.
My name: Teacher:
QUIZ L1-L3
March 5, 2021
Volume of RP and TP, and Surface Area of RP
Find the volume of each prism
1.
8ft
7ft
10ft
2.
9in
5in
9in
3. The box is the shape of a rectangular prism. It's
volume is 140 cubic inches. Find the length if the
height is 7 inches and the width is 4 inches.
4. Find the surface area of this rectangular prism.
Extra Credit: The pizza box is the shape of a triangular

prism. It's volume is 160 cubic inches. Find the length
if the height is 10 inches and the width is 2 inches.
about
MISS ADASSA
Hi there! I am a recent ASU graduate who is eager

to be an educator to create unique lessons and
implement engaging classroom instruction to
promote the goals of critical-thinking, problem
solving, collaboration skills and applications to
everyday life for all students.
I love my culture and my family that I get to

celebrate it with. Most of my activities that I do are
typically with my family and my husband. We love
to play video games online with friends!
My plans in the future are to be a professor
teaching future educators how to teach math in
their future classroom.

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EDUCATION & CERTIFICATION

Chandler Unified School District Chandler, AZ

* Instructed approximately 95 sixth graders.

ASU America Reads Scottsdale, AZ

To Whom it May Concern ,

Name: Adassa Itzhai Delgado

Degree: Bachelor of Arts in Education 2018 Fall

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I believe that every child brings a new and unique

Every child that enters my classroom is a unique

The role of the

Building trust and relationships with the students

It is extremely important to me to create home

POSITIVE REINFORCEMENT! I always loved the

6.SP. B Summarize and describe distributions.

6.SP.B.5 Summarize numerical data sets in relation to their context by:

6.MP.3 Construct viable arguments and critique the reasoning of others.

Evidence of Mastery (Measurable):

• Skills/Content/Knowledge to Master the objective

Key vocabulary: Materials:

Modeling of learning During the independent practice,

Sometimes, one measure is more appropriate

Have students copy the anchor chart

Most appropriate when…

Example to the students when these would

Are there extreme values (outliers)?

Year 1992 1996 2000 2004 2008

Since the set of data has no extreme values or

Water Temperature (◦F)

In the set of data, there are no extreme values.

Since we will dive deeper into the extreme

Next, you will begin going into a deeper

Ask a student to try and repeat the definition of

Tell them that there will be some problems