Running head: TWS 1

Stefania Sarkic

Teacher Work Sample

Maryland School for the Deaf Spring 2021

Dr. Daniels
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Table of Contents

Goals and Objectives...........................................................................................................3

Justification of Objectives:..................................................................................................4

Algebra II Honors Assessment Plan:...................................................................................5

Justification of Assessment Plan:.........................................................................................6

Results of pre-assessment..................................................................................................13
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Goals and Objectives

Standard(s) Goal(s) Cognitive Affective Psychomotor

Objective(s) Objective(s) Objective(s)

A.APR.A (1.1): The In a class There are no

Perform arithmetic operations Students will student will lecture, Psychomotor
on polynomials. use synthetic complete the students will objectives for
division to preassessment work the six
solve to demonstrate cooperatively Learners
polynomial what they participate,
equations remember getting a 3 out
about dividing of 4 on the
a monomial checklist.
and if can
apply to a
binomial.

(1.2): The
student will
complete the
exit form,
getting at least
three out of
four correct.

(1.3): The
student will
show their
work by
participating
in the lecture,
getting at least
one question
answered right

(1.4): The
student will
complete their
homework
and get at
least 8 out of
12 right.
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Justification of Objectives:

The objectives addressed in this lesson plan are suitable for my learners based on their

mathematical skills. It includes some of the mathematical practices. Mathematical practices are

the skills needed to acquire for making sense of the problem and solving them. The mathematical

practices included are being able to reason abstractly such as explaining their work, attend to

precision such as must apply the method of synthetic division correctly to get the right answer,

and express regularity such as looking for the pattern when solving. All of my learners have no

math goals needed to achieve on their IEPs.

Solving polynomial functions is appropriate for my Learners because it display how the

mathematical skills such as the use of operations apply. It will also help them become more

confident with solving various equations as they have learned and built on their mathematical

skills. It is also a part of the common core standards they are studying.

Algebra II Honors Assessment Plan:

Cognitive Goal Cognitive Assessment Format of Criteria for

Objective Type Assessment Success

Students will use (1.1): The Pre-Assessment Warm-up
student will (1.1) activity
synthetic division
complete the
to solve preassessment to
demonstrate Formative Exit Ticket Must obtain at
polynomial
what they Assessment least a 3 out of
equations remember about (1.2/1.3) 4 correct
dividing a
monomial and if
can apply to a Post- Homework Must obtain at
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binomial by Assessment least 8 out of 12

getting at least 1 (1.4) right
out of 3
questions right.

(1.2): The
student will
complete the
synthetic
division
problems on the
exit form,
getting at least
three out of four
right.

(1.3): The
student will
participate in
lecture
answering the
step for
synthetic
division with at
least one
question right
out of two.

(1.4): The
student will
complete their
homework on
solving synthetic
division
problems and
get at least 8 out
of 12 right.
Affective Goal Affective Assessment Format of Criteria for
Objective Type Assessment Success
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In a class Formative Behavioral Must get at least

Cooperatively lecture, students Checklist a 3 out of 4 on
engage/participat will work the checklist
e in the lecture as cooperatively
a class participate,
getting a 3 out of
4 on the
checklist.

Justification of Assessment Plan:

Cognitive Objective 1.1: The student will complete the preassessment to demonstrate what they

remember about dividing a monomial and if can apply to a binomial by getting at least 1 out of 3

questions right.

The cognitive objective is for the preassessment and will be done by having it as a warm-

up activity before introducing the new concept, which can be found on page 9. The type of

assessment includes three questions and will be reviewed together after they finished

individually.

The pre-assessment is fair and appropriate because it will help pinpoint my learners’ area

of knowledge to gain the big picture of where my learners are at and how I should proceed with

the lesson.

Cognitive Objective 1.2: The student will complete the synthetic division problems on the exit

form, getting at least three out of four right.

The cognitive objective will be assessed by using the exit ticket given to the students at

the end of class. The type of assessment includes a checklist, which can be found on page 10.

The checklist includes four areas in which the student must fulfill at least getting three out of

four right. During the formative assessment, there will be little to no help provided if the students

are stuck or need clarifying.

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The assessment I chose is fair and suitable because it will help identify my learners’

strengths and weaknesses. It also includes a variety of questions such as justifying and not just

based on solving the problem with division to help see what part they understand.

Cognitive Objective 1.3: The student will participate in lecture answering the step for synthetic

division with at least one question right out of two.

The cognitive objective will be assessed throughout the class guided notes during the

lecture. This type of assessment is my observation during class lecture and mentally noted if my

learners have the chance to partake in the lecture by answering at least one question.

It is appropriate and fair because it will aid with recognizing who is on the right track to

mastering the concept and who needs more review/help.

Cognitive Objective 1.4: The student will complete their homework on solving synthetic

division problems and get at least 8 out of 12 right.

The cognitive objective will be assessed by using homework assigned to the students

after the lesson, which can be found on pages 12/13. During the post-assessment, there will be no

help provided for how to do the problem since the learners can refer to their notes for extra

assistance though will aid with clarifications if asked.

This assessment is appropriate because it will show how my students did after the

lesson and help me reflect on my teachings.

Affective Objective: In a class lecture, students will work cooperatively participate, getting a 3

out of 4 on the checklist.

The affective objective will be assessed using a behavioral checklist from the teacher’s

observations, which can be found on page 11. The checklist contains four areas in which the
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student must fulfill at least a 3 out of the 4. The teacher may call out some of the students with

question on what to do next as the way to involve then throughout the lecture.

The assessments I chose are fair and appropriate because collaborative guided notes is

what all of my learners are used to with their hybrid learning and give them the structure to

follow yet have the opportunity to engage for ensuring understanding.

Cognitive Goal: Students will use synthetic division to solve polynomial equations

Cognitive Objective 1.1: The student will complete the preassessment to demonstrate what they

remember about dividing a monomial and if can apply to a binomial.

Pre-Assessment: Warm-Up Activity on Whiteboard

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Post-Assessment:

Name: ______________________

Exit Ticket

Solve using synthetic division

1. ( x 3−2 x 2−5 x+6 ) (x−3)

2. (2 x3 −5 x2 −x+3)(x +3)
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3. ( 3 x 4 +12 x3 −5 x 2−18 x +8 ) ÷( x + 4)

4. What do you do if there is a missing power in the dividend?

a. For example, if given (k 3−17 k +32)÷ (k +5)

Formative Assessment Checklist: The student will complete the synthetic division

problems on the exit form, getting at least two out of three right.

Criteria: Learner Learner Learner Learner Learne Learner Pass?

1: 2: 3: 4: r 5: 6: Y/N

The
student
showed
his/her
work on
the exit
ticket
using the
synthetic
division
The
student
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finished
the
problems
on the
exit ticket
The
student
got at
least 2
answers
correct

Key:
/ = Completed
X = Needs Improvement

Affective Objective: In a class lecture, students will work cooperatively participate,

getting a 3 out of 4 on the checklist.

Criteria: Learne Learne Leaner Learne Learne Learne Pass?

r 1: r 2: 3: r 4: r 5: r 6: Y/N

The student
showed respect
for their peers’
thinking

The student
answered at least
one question
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The student
follow along the
notes

The student asks

for
help/clarificatio
n
Key:
/ = Completed
X = Needs Improvement

Post-Assessment: The student will complete their homework on solving synthetic division

problems and get at least 8 out of 12 right.

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Results of pre-assessment

After given my students the first three problems to try on their own as a warm-up

activity, I can see that my students will greatly benefit from interactive lecture as most of them

have forgotten what skills they have learned previously such as the exponent rule for when

dividing monomials. Learners 1, 3, 4, and 5 did not know where to begin. They were hesitant to

start and waited for some quite time. Learner 3 was very anxious and became defensive with the

preassessment; I reassured her to just give it a try, but we will go over these together. Each of

these learners did not get any of the problems right while Learner 2 got 2 out of 3 as she have

recalled the exponent rule and was able to apply and figure out the problems. Learner 5 got 1 out

of 3 as he recalled the rule as well but tried his best to apply it. Overall, this tells me that my

lesson plans will be interactive and guided as they will have notes to follow through to ensure the

full understanding of the skills they need to acquire and know.

Preassessment Learner Pass? Learner Pass? Learner Pass? Learner

1: Y/N 2: Y/N 3: Y/N 4:

(1.1): The student will 0 N 2 Y 0 N 0 N

complete the
preassessment to
demonstrate what they
remember about
dividing a monomial
and if can apply to a
binomial by getting at
least 1 out of 3
questions right
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