PSU TEACHER WORK SAMPLE TEMPLATE

Your First and Last Name: Date Su mitted: Distri!t "#ere $ou !om%&eted t#e TWS: Name o' S!#oo& (ui&din) "#ere $ou !om%&eted t#e TWS: Content Area o' $our TWS: TWS Unit To%i!: *rade Le+e& o' t#e C&assroom , Students in W#i!# t#e TWS Unit Was Com%&eted:

Julie Thomas

USD 249

rank !ay"en #lementary School

$athematics

%oor"inates an" &rea

'th (ra"e

Pittsburg State University

Teacher Work Sample

-. Conte/tua& -n'ormation and Learnin) En+ironment Fa!tors

A. Narrati+e *enera& Conte/tua& -n'ormation 'or Communit$0 Distri!t0 and S!#oo& )limite" to 1 page*

The community + am stu"ent teaching in has a great small to,n atmosphere- To "rive through the to,n you ,oul" not assume they lag behin" the .ational an" State per capita incomes- The rural community also gives incre"ible support to their school system- They have several large /un"raisers each year ,here the ,hole to,n ,orks together to raise money to support the nee"s o/ the school- The community is really involve" an" cares about the chil"ren an" a""ressing the e"ucational necessities the school "istricts re0uires to ensure the stu"ents get the opportunity to reach high e1pectationsThe "istrict2s enrollment is 913 stu"ents an" the elementary school has 443 stu"ents- The ethnicities o/ the stu"ents in the elementary buil"ing is 914 %aucasian5 3-'4 6ther5 24 7ispanic5 an" -224 &/rican &merican- The school is not very "iverse like many o/ the other schools in the area5 but this school has an even less "iversi/ie" population- +t is locate" in a small to,n in Southeast 8ansas- Southeast 8ansas has long been among the poorest regions in the state- The to,n2s population is 9549: an" the ethnicity is 9'4 %aucasian- & little less than hal/ o/ the stu"ents receive either /ree or re"uce" lunches at this school- +t is also typical in this area to have lo, income5 not very "iversi/ie" population5 an" a high occurrence o/ /ree an" re"uce" lunches- The stu"ents are respect/ul5 ,ell groome"5 an" usually intrinistically motivate" to learnThe teachers an" a"ministration in this "istrict are ,on"er/ul- They are innovative in seeking out programs that ,ill help their stu"ents buil" character an" become great citi;ens- They ,ork together in the best interest o/ the stu"ents an" have high stan"ar"s /or their stu"ents-

Pittsburg State University

Teacher Work Sample

Ta &e 1.1 C&ass Conte/tua& -n'ormation )limite" to 1 page* (ra"e level <<<'th<<<< %ontent area )e-g-5 mathematics* <mathematics<< Topic )e-g-5 geometry* coor"inates an" area<<<<<<<<<<<<< &ge range o/ stu"ents <<1=>11 years ol"<<<<<<<< .umber o/ male stu"ents <<<1=<<<<<<<< Total number o/ stu"ents <<<<2=<<<<<<<< .umber o/ /emale stu"ents <<<1=<<<<<<< Percentage o/ stu"ents receiving re"uce" lunch <<<4:4<<<<< Percentage o/ stu"ents not receiving re"uce" lunch<<'94<<<<<<<<<<<< ?i' 'ree,redu!ed &un!# in'ormation not a+ai&a &e 'or !&ass0 %ro+ide s!#oo& %er!enta)es2 &rea in ,hich stu"ents live )check all that apply* Urban <<<<< Suburban <19<<<<< @ural <<<<<< #thnicity o/ stu"ents )give numbers* <<<<<< &/rican &merican or Alack <<<<<< .ative &mericanB&laskan .ative <<<1<<<&sian or Paci/ic +slan"er <<<2=< luent #nglish Pro/icient <<<<<<< Speci/ic !earning Disability <<<<<<< 7ar" o/ 7earing <<<<<<< Dea/ <<<<<<< Dea/>Alin" <<<<<<< 6ther 7ealth +mpaire" <<<<<<< $ultiple Disabilities <<<<<<< Arain +nDury <<<<<<< #stablishe" $e"ical Disability )=>' yrs* <<<<<<< &t risk /or "evelopmental "isabilities <<<<<< 7ispanic or !atino <<<19<<White <<<<<< 6ther )speci/y* <<<<<<<<<< <<<<<< #nglish !anguage !earners <<<<<<< SpeechB!anguage +mpaire" <<<<<<< Cisually +mpaire" <<<<<<< 6rthope"ically +mpaire" <<<<<<< #motionally Disturbe" <<<<<<< &utism <<<<<<< $ental @etar"ation <<<<<<<(i/te" <<<<<<< Developmentally Delaye" <<<<<<< 6ther )Speci/y*<<<<<<<<<<<<<<<

!anguage pro/iciency o/ stu"ents )give numbers* +"enti/ie" special nee"s categories represente" )give numbers*

Pro+ide a%%ro%riate !#arts,)ra%#s to dis%&a$ demo)ra%#i! data 'or distri!t0 s!#oo&0 and !&assroom in A%%endi/ A.

Pittsburg State University

Teacher Work Sample

Ta &e 1.3 Student C#ara!teristi!s 'or W#o&e C&ass )limite" to 1 page* Student C#ara!teristi!s -nte&&e!tua& C#ara!teristi!s 4 +nclu"ing rea"iness5 cognitive abilities5 learning nee"s5 "evelopmental levels5 etcS%e!i'i! Des!ri%tions The maDority o/ the stu"ents in the school an" class are %aucasian- $ost o/ the stu"ents ,ere on gra"e level- There ,ere no +#P2s in the class5 but one stu"ent ,as being teste" /or an +#P- There ,ere several accommo"ations ma"e /or stu"ents struggling to meet the stan"ar"s- 6ne o/ the accommo"ations ,as to meet ,ith the math orBan" rea"ing /acilitators every "ay- &nother accommo"ation ,as to mo"i/y several o/ the stu"ents lessons5 have test rea" to them5 an" be given a""itional time to complete test- &n a/ter school tutoring program ,as available an" suggeste" to stu"ents ,ho per/orme" belo, state stan"ar"s- There are a /e, stu"ents that struggle ,ith turning their ,ork in on time- The teacher has them miss recess an" any celebration parties until their ,ork is caught up- The class ,orks ,ell ,ith partners an" cooperative groups- The stu"ents are seate" an" paire" ,ith a stu"ent o/ their o,n choosing5 one higher "evelope" ,ith a me"ium to lo,er "evelope" stu"ent to ,ork together on partner ,ork an" to remin" each other o/ home,ork an" ,hen to han" in papers- The partnering ,orks ,ell5 because it gives the stu"ents the opportunity to choose a partner they like an" ,ill ,ork ,ell ,ith- +t also allo,s them to gro, by e1plaining an" helping each other5 thereby learning the concepts an" lesson better themselves- There are several gi/te" stu"ents in the class an" they usually /inish their ,ork 0uickly an" then either "o other home,ork or rea"- 6ne o/ them is easily "istracte" "uring lessons an" has a har" time staying on task i/ not involve" in a han"s>on activity- The gi/te" stu"ents meet ,ith the gi/te" teacher once a ,eek /or one hour an" /orty>/ive minutes Previously "emonstrate" aca"emic per/ormance /or this class last year ,as 4=-'=4 #1emplary5 92-94 #1cee"s stan"ar"s5 1:-: $eets stan"ar"s5 '-1=4 &pproaches stan"ar"s5 an" 2-'=4 &ca"emic Warning-

Previously "emonstrate" aca"emic per/ormanceB abilityE 4 &bove stan"ar" :9-4<<<<< 4 $eets stan"ar" 1:-:<<< 4 Aelo, stan"ar" <:-3<<< So!ia& C#ara!teristi!s > +nclu"ing emotional5 attitu"inal5 motivational5 etc-

$ost o/ the time this class is intrinsically motivate"5 /ocuse"5 an" tries to "o their best- The teacher has very goo" classroom management an" the stu"ents try har" to please their teacher- The stu"ents kno, the conse0uences o/ their actions an" kno, that she ,ill be consistent- The stu"ents have speci/ic e1pectations an" ,ork to,ar"s celebrations an" tickets /or auctions- The maDority o/ the time there are not maDor emotional issues5 but there can be a /e, issues bet,een /rien"s that have to be resolve"5 along ,ith learning li/e lessons- There are several stu"ents ,ho have the ability to "o the ,ork5 but struggle ,ith the motivation to get it turne" in on time an" several stu"ents ,ho the ,ork is har" /or an" struggle ,ith the motivation to turn the ,ork in on time- & /e, o/ the stu"ents struggle ,ith a lot o/ responsibility they have to take on at home- This a//ects the stu"ent in being over,helme" at times5 tire"5 an" o/ten results in late ,ork- or the most part5 the class has a great attitu"e to,ar"s learning- The school /ollo,s a program that teaches lea"ership skills /rom 8>'5 this allo,s the stu"ents to have a great resource o/ kno,le"ge about the appropriate attitu"e to take ,ith responsibilities an" their obligation to each other an" the communityTeacher Work Sample 4

Pittsburg State University

Persona& C#ara!teristi!s 4 +nclu"ing physical5 social5 in"ivi"ual e1periences5 talents5 language5 culture5 /amily an" community values5 etc-

or the most part5 the stu"ents are outgoing5 physically active5 an" inclu"e all o/ their classmates in social interactions- There are "e/initely many "i//erent5 strong5 an" interesting personalities in the classroom5 /or e1ample5 the class entertainer5 the 0uiet stu"ents5 the ones ,ho are al,ays eager to help5 an" the stu"ents you can count on to ans,er any 0uestion that is pose" to the class- +t is a Doy to ,atch them gro, an" evolve as a class- The class has a ,i"e range o/ abilities in an" out o/ the classroom that range /rom stu"ents playing together on travel teams throughout the year5 in"ivi"ual team sports that "o not inclu"e other classmates like s,im team5 some enDoy out"oor sporting activities5 plays an" music5 an" others spen" any e1tra minutes rea"ing- & /e, o/ the stu"ents have ha" more in"ivi"ual e1periences ,ith travel than most o/ the others5 so the teacher shares her travels ,ith the class- She enDoys traveling to historical sites throughout the Unite" States an" abroa"- &ll the stu"ents are pro/icient in the #nglish language an" have a pretty similar cultural upbringing- There are many "i//erent /amily structures5 but the stu"ents are respect/ul an" supportive o/ each person2s in"ivi"ual "i//erences- They are also respect/ul5 supportive5 an" curious about each other2s religions- The class has strong an" similar community values an" this is "isplaye" in the classroom an" throughout the school-

(. Narrati+e: -m%&i!ations 'or W#o&e C&ass -nstru!tion (ased on -n'ormation 'rom Ta &e 1.3 5&imited to 1 %a)e6 The implications /or the class are "one to increase the pro"uctivity o/ each stu"ent in the classroom so they can reach their o,n highest aca"emic attainment- Several implications are ma"e to provi"e /or stu"ents ,ho take longer to complete assignments than the maDority o/ the classThese implications inclu"e making sure they have a 0uiet "istraction /ree ,ork area5 some assignments are mo"i/ie"5 receive encouragement /or trying their best5 an" are recogni;e" /or their e//orts- The classroom management plan ,orks ,ell /or most stu"ents5 but there are a /e, that struggle ,ith staying on task an" in their seats- %lassroom implications /or this are varie"- There is a clip up an" clip "o,n chart that can be move" ,hen a stu"ent is notice" /or "oing ,ell or not meeting the re0uire" behavior- +/ the behavior continues or is happening over an" over they stu"ent ,ill get a ,ritten behavior /orm to /ill out5 sign5 an" put in their /ol"er- +/ they receive several behavior /orms they ,ill not be able to Doin in the class celebrations an" ,ill have to go to the ,ork room- +mplications on the class /or stu"ents ,ho have late ,ork an" are not motivate" The teacher

has high e1pectations /or the stu"ents an" because they are in the /i/th gra"e tries to teach personal responsibility an" not /oster learne" helplessness.e1t year these stu"ents ,ill be in Dunior high an" ,ill be "epen"ent on their o,n organi;ational time management skills to be success/ul- To keep Pittsburg State University Teacher Work Sample '

stu"ents engage" ,ith the lessons the teacher gives e1plicit "irections an" uses "iversi/ie" learning styles like visual5 kinesthetic5 partner5 an" in"epen"ent learning to reach a ,i"e range o/ stu"ents- These ,hole class characteristics have helpe" me incorporate the proper implications /or my lessons an" kno, ,hat + nee" to "o to have my stu"ents /lourish aca"emically an" socially in a sa/e classroom environment-

Pittsburg State University

Teacher Work Sample

C. Su 4 *rou%s,Students -n'ormation Des!ri e t#is su )rou%,student usin) in'ormation 'rom Ta &e 1.1

W#$ "as t#is su )rou%,student se&e!ted7

W#at "as &earned a out t#is su )rou%,student7

This stu"ent ,as chosen because he struggle" ,ith a This /ocus stu"ent is a number o/ things %aucasian male that struggles insi"e an" outsi"e o/ ,ith $ath an" @ea"ing5 the classroom- + being motivate"5 ,ante" to put some organi;ational skills- 7e "oes implications in place not have any behavior to help him succee" SU(*ROUP problems an" has a great in his learning or "isposition- 7e is pro/icient environment an" FOCUS in the #nglish languageteach him the skills STUDENT he ,ill nee" to be success/ul in li/e-

-nte&&e!tua& This stu"ent struggles in @ea"ing an" $ath an" ,hen it gets to har" ,ill ;one out o/ the lesson- With consistent gui"ance5 ackno,le"gement5 an" partner ,ork he ,ill stay engage" in the lesson- These subDects are har"er /or him an" take more one>on>one gui"ance /or him to un"erstan" ne, concepts- 7e ,ill not ask 0uestions in class to ackno,le"ge that he is not un"erstan"ing the material- 7e ,ill ,rite anything "o,n to have an assignment "one5 rather than make sure he is getting the right ans,ersSo!ia& This stu"ent gets along /ine ,ith all the stu"ents in the class an" /lourishes intrinsically ,hen recogni;e" by the teacher /or striving to reach goals- 7e is very help/ul ,ith his /amily an" looks out /or a younger sibling a lot- 7e is eager to help a /rien" or teacher in any ,ay he can- 7is social skills an" goo" nature are an asset that ,ill serve him ,ell in school an" li/e in accomplishing har"er tasksPersona& This stu"ent is not a behavior problem5 but he ,oul" pre/er to have his ,ork "one an" ,rite anything "o,n then attempt to /in" the correct ans,er- $any times he ,ill get his paper returne" because the ans,ers "on2t even make sense /or the 0uestions aske"5 or can even be ma"e up ,or"s- The teacher is attempting to make accommo"ations /or the stu"ent- 7e is in the process o/ being evaluate" /or an +#P- 7is parent is involve" an" ,ants to "o everything

Pittsburg State University

Teacher Work Sample

-nte&&e!tua& The /ocus subgroup are all %aucasian girls ,ho have been i"enti/ie" as gi/te"They are all #nglish pro/icient speakersThis subgroup ,as chosen because a /e, members o/ the members o/ the subgroup struggle ,ith "istractions "uring lessons5 an" they get ,ork "one 0uickly an" easily- + ,ante" to try some mo"i/ications to stretch their aca"emics in mathematics an" challenge them to not be "istracte"5 but engage" "uring the math lessonThis subgroup is very intelligent an" have been i"enti/ie" as gi/te" so they have score" in the range to achieve gi/te" services at the school- They are lea"ers in the classroom an" usually enDoy helping their /ello, stu"ents- & /e, o/ them are easily "istracte" an" not /ocuse" "uring math lessons an" + believe this is because they think they alrea"y un"erstan" the conceptSo!ia& This subgroup "oes not have any social problems- They have /rien"s an" are able to interact socially ,ith all their classmates in a normal age appropriate manner- They can have normal /rien" issues that can be resolve" ,ith un"erstan"ing an" li/e learning skills- They are respect/ul o/ teachers an" enDoy their time ,ith the gi/te" teacher "oing e1tra enrichment activities an" proDectsPersona& This subgroup "oes not get in trouble5 but some have "i//iculty staying engage" an" /ocuse" "uring the math lesson- +t is not enough o/ a behavioral issue to get a ,ritten ,arning5 but + ,oul" Dust like to see them involve" an" challenge" "uring $ath so they can reach their /ull aca"emic potential-

SU(*ROUP or FOCUS STUDENT

D. Narrati+e -m%&i!ations 'or Su 4*rou%8s,Fo!us Student8s -nstru!tion )limite" to 1 page* Stu"ent 1 ,oul" bene/it /rom ,orking on rea"ing an" ,riting skills- +n rea"ing he nee"s to increase his skills in comprehension- This coul" be improve" by revie,ing5 gui"ing5 an" sca//ol"ing him through comprehension strategies- Some strategies might inclu"e teaching him to monitor his comprehension by asking himsel/ ,hat he Dust rea" a/ter each paragraph or ,riting "o,n a /e, key i"eas /or each page on a book he is Pittsburg State University Teacher Work Sample F

intereste" in an" rea"ing- +n ,riting he nee"s to ,ork on the si1 traits o/ ,riting ,hich ,e are ,orking on in #nglish through "aily ,riting in a gratitu"e Dournal5 then + ,ill con/erence ,ith each stu"ent to "iscuss their successes in ,riting an" skills they nee" to become more pro/icient in- 7e nee"s to increase his intrinsic love o/ learning an" small successes5 praise /or e//ort5 an" ackno,le"gements ,ill increase his con/i"ence- #ven a note home to his parent about ho, har" he is ,orking ,oul" be great motivation /or him- During $ath to keep him motivate" an" engage" he nee"s to ,ork ,ith manipulatives to give him another ,ay to see an" un"erstan" the problem an" ,ork ,ith a cooperative learning group to hear an" un"erstan" /rom other stu"ents ho, an" ,hy they ans,ere" the problems- The stu"ent2s ,orkloa" nee"s to be mo"i/ie"5 assignments broken into se0uential steps5 an" supervision o/ "aily planner or given a ,eekly syllabus- 7e ,oul" thrive in a classroom environment ,ith a lot o/ teacher recognition an" reassurance o/ his progressThe /ocus subgroup nee"s more involvement an" engagement in the math lessons- They usually ,ill get the concept eventually5 i/ not "uring the instruction later on their o,n5 but + ,oul" like to see them more involve" in the sche"ule" math time- + ,oul" like to implement the strategy G$ost Di//icult irstH once or t,ice a ,eek- When the math assignment is given + ,ill have the ,hole class the opportunity to ,ork on the enrichment problems i/ they get a smaller amount o/ the problems5 but the har"est problems on the assignment- +/ they get all o/ those correct they can move on to the enrichment problems /or that unit- They are a motivate" group so + think they ,ill be e1cite" by this opportunity- + am giving the ,hole class the opportunity to keep class achievement levels private- 7ope/ully this ,ill motivate the subgroup to stay engage" an" push them into a "eeper un"erstan"ing o/ the given mathematical content o/ the lesson- These implications ,ill improve the stu"ent2s instructional time an" they ,ill /lourish aca"emically ,ith the ne, higher challenge- &"" in private an" more interactive activities "uring math stu"ents not kno, about levels-

Pittsburg State University

Teacher Work Sample

--. -nstru!tiona& Desi)n

A. Narrati+e Des!ri%tion o' Ran)e o' O 9e!ti+es and Rationa&e 'or Se&e!tion 5&imited to 1 %a)e6 + chose this unit on coor"inate planes because it is in the %ommon %ore Stan"ar"s /or (ra"e '- Un"erstan"ing coor"inates is an important skill the stu"ents ,ill use throughout their lives /or mapping5 un"erstan"ing latitu"e an" longitu"e5 an" trans/orming /igures by enlarging5 re"ucing5 translating5 an" re/lecting- With an un"erstan"ing o/ coor"inate planes the stu"ents ,ill be able to mo"el numerical relationships an" have a /oun"ation /or negative numbers an" proportional relationships- The unit ,ill be in the se0uential or"er o/ un"erstan"ing a coor"inate gri" structure an" vocabulary5 plotting coor"inates5 an" the relationship bet,een or"ere" pairs an" trans/ormations o/ /igures in a plane

(. State O 9e!ti+es Here: ocus shoul" be on stu"ent per/ormance I not activities- What ,ill stu"ents kno, or be able to "oJ 5&imited to 1 %a)e6 O 9. No. 1 3 : ; < = Unit O 9e!ti+es The stu"ent ,ill be able to give the "e/initions o/ the vocabulary ,or"s /or Unit 9The stu"ent ,ill be able to label the coor"inate gri" ,ith the appropriate vocabulary ,or"sThe stu"ent ,ill be able to "emonstrate ho, to plot or"ere" pairs on a coor"inate gri"The stu"ent ,ill be able to compare an" contrast translations an" re/lectionsThe stu"ent ,ill be able to create a /igure using their o,n or"ere" pair coor"inatesThe stu"ent ,ill be able to conclu"e ho, to change a /igure by manipulating the 1 an" y coor"inates to make translations an" re/lectionsLe+e&5s6 5e.). (&oom8s Ta/onom$6 8no,le"ge %omprehension &pplication &nalysis Synthesis #valuation

C. -denti'$ State Standards > (en!#mar?s Addressed $ Unit O 9e!ti+es I 7o, "o obDectives a""ress these stan"ar"sJ )&imited to 1 %a)e6 Pittsburg State University Teacher Work Sample 1=

Domain0 C&uster0 Standard *eometr$ (raph points on the coor"inate plane to solve real>,orl" an" mathematical problemsStandard: %%SS-$ath-%ontent-'-(-&-1 Use a pair o/ perpen"icular number lines5 calle" a1es5 to "e/ine a coor"inate system5 ,ith the intersection o/ the lines )the origin* arrange" to coinci"e ,ith the = on each line an" a given point in the plane locate" by using an or"ere" pair o/ numbers5 calle" its coor"inates- Un"erstan" that the /ist number in"icates ho, /ar to travel /rom the origin in the "irection o/ one a1is5 an" the secon" number in"icates ho, /ar to travel + the "irection o/ the secon" a1is5 ,ith the convention that the names o/ the t,o a1es an" the coor"inates correspon" )e-g-5 1>a1is an" 1>coor"inate5 y>a1is5 an" y>coor"inate* O 9e!ti+es The stu"ent ,ill be able to give the "e/initions /or the coor"inate gri" vocabulary ,or"sThe stu"ent ,ill be able to label the coor"inate gri" ,ith the appropriate vocabulary ,or"sThe stu"ent ,ill be able to "emonstrate ho, to plot or"ere" pairs on a coor"inate gri"The stu"ent ,ill be able to compare an" contrast translations an" re/lectionsThe stu"ent ,ill be able to create a /igure using their o,n or"ere" pair coor"inatesThe stu"ent ,ill be able to conclu"e ho, to change a /igure by manipulating the 1 an" y coor"inates to make translations an" re/lections-

Pittsburg State University

Teacher Work Sample

11

Pre4Assessment: Lesson Date T R -

The Unit 9 ,ritten test over i"enti/ying an" plotting or"ere" pairs on a coor"inate gri" an" un"erstan"ing an" "ra,ing /igure re/lections an" translationsFormati+e Lesson -nstru!tiona& A!ti+ities, Assessment Des!ri e S%e!i'i! Ada%tations, O 9e!ti+e5s6 Strate)ies 5'orma&,in'or Di''erentiation ma&6 The stu"ent ,ill be able to give the "e/inition o/ the coor"inate gri" vocabulary ,or"sThe stu"ent ,ill be able to label the coor"inate gri" ,ith the appropriate vocabulary ,or"sThe stu"ent ,ill "emonstrate ho, to plot or"ere" pairs on a coor"inate gri"Some o/ the stu"ents ,ere assigne" /e,er problems on the home,ork portion o/ lessonThis ,orke" great because they receive" the /ull lesson an" in>class ,ork an" got to ,ork ,ith a peer in class- Then5 they also ha" less ,ork to "o in"ivi"ually ,hen they "o not have personal assistance- The stu"ent ,ith /e,er assigne" problems e1perience" insight /rom a peer an" a "i//erent teaching approach- The peer ha" the a"vantage o/ e1plaining the problems they ha" ,orke" an" ha" an even "eeper un"erstan"ingThe class ,as set up ,ith partners ,ith one being higher an" one lo,er to assist the stu"ents in "aily class ,ork- This allo,s /or peer teaching- The stu"ents get to pick their partners so it is a person they /eel com/ortable ,orking ,ith- This ,orks great /or both stu"ents-

The stu"ents ,ill use think>pair>share ,ith their partners to "iscuss the "e/initions o/ the vocabulary ,or"s /or Unit 9During the class "iscussion the stu"ents ,ill label a coor"inate gri" ,ith the vocabulary ,or"s+n/ormal The teacher ,ill gui"e the stu"ents through several problems5 then they apply their kno,le"ge by ,orking ,ith their partners to ans,er a couple more5 an" /inally they ,ill "o the last t,o in"epen"ently- The teacher ,ill observe to check /or un"erstan"ing-

9B11

T@+

The stu"ent ,ill be able to compare an" contrast translations an" re/lections-

9B24

T@+

Pittsburg State University

The stu"ents ,ill plot the or"ere" numbere" pairs given on a graphThen5 they ,ill /ollo, each rule given /or the ne1t three /igures- They ,ill /ill in the appropriate or"ere" numbere" pairs on the graph an" plot the or"ere" numbere" pairs- The class "ivi"e" into cooperative learning groups to analy;e the "ata an" compare" an" contraste" the /igures they ma"e- Then5 a volunteer /rom each group share" their /in"ings an" possible names an" e1planations /or these /in"ings- Stu"ents use" the #lmo to sho, e1amples o/ ,hySample an" Teacher Work ho, they /ormulate" these i"eas-

+ gave several o/ the stu"ents more time /or the multi>tier problems- So + gave them a""itional time to get that part o/ the assignment "oneThis ,orke" ,ell because it took the stress o// the struggling stu"ents to rush the problems ,ithout un"erstan"ing them+n/ormal There ,ere also some stu"ents that ha" previous e1perience ,ith plotting or"ere" numbere" pairs- + place" the stu"ents that ,ere pro/icient on plotting12 or"ere" numbere" pairs on separate cooperative learning groups so there ,ere at least one stu"ent on each team

Ta &e 3.1 > -nstru!tiona& Desi)n > Unit P&an

T- Lesson integrates technology; R- Lesson uses reading strategies; I- Lesson demonstrates integration of content across and within content fields

Ta &e 3.3: Narrati+e Des!ri%tion o' Pre4assessment0 Formati+e Assessments0 and Summati+e Assessment )limite" to 2 pages* W#i!# o 9e!ti+es -denti'$ #o" t#e assessment "i&& e Des!ri e t#e assessment to e E/%&ain rationa&e 'or !#oosin) --. D0 H0 and K does t#is s!ored and,or t#e !riteria to e used t#is assessment assessment used 'or e+a&uation. address7 Pre>&ssessment )Diagnostic*
Unit 9 ,ritten test over i"enti/ying an" plotting or"ere" pairs on a coor"inate gri" an" un"erstan"ing an" "ra,ing /igure re/lections+ choose this assessment because it ,as the test /or the Unit- + ,ante" to assess the stu"ents2 backgroun" kno,le"ge on this in/ormation be/ore ,e starte" the Unit+ choose this assessment because + ,ante" to make sure the stu"ents ,ere /amiliar ,ith the vocabulary in this chapter- + also ,ante" to make sure they un"erstoo" ho, to plot or"ere" number pairs- This assessment sho,e" me ho, ,ell the stu"ents un"erstoo" the coor"inate gri" an" plotting or"ere" number pairs+ choose this assessment because it is han"s>on5 uses a lot o/ the in/ormation /rom the unit5 an" they have to synthesi;e the material to make the correct translations an" re/lections+ choose this assessment because it ,as the test /or Unit 9- The stu"ents are /amiliar ,ith taking this /orm o/ ,ritten assessment at the en" o/ each Unit- +t has a goo" variety o/ 0uestions over the in/ormation the stu"ents learne"1>3 There ,ere 11 problems that ,ere ,orth a total o/ 4: points-

ormative &ssessment - Informal

The stu"ents labele" a coor"inate gri" the vocabulary ,or"s /rom the unit an" plotte" several or"ere" number pairs-

1>9

!abeling the vocabulary ,or"s part 1 o/ the in/ormal assessment number one ,orth 2 points an" t,o an" three ,orth one each- our through si1 t,o points each- Seven through t,enty>one one point each /or a total o/ 2' points possibleThis assessment ,as ,orth 91 points#ach number in the coor"inate pair ,as ,orth 1 point an" each line that connecte" the plotte" points ,as ,orth 1 point each-

ormative &ssessment - Formal

The stu"ents plotte" or"ere" numbere" pairs an" use" the given rules to e1plore translations an" re/lections& ,ritten test over coor"inate gri" structures5 relationships bet,een or"ere" number pairs5 an" trans/ormations o/ /igures in planes-

1>3

Summative &ssessment

1>3

There ,ere 11 problems that ,ere ,orth a total o/ 4: points-

Narrati+e 'or -nstru!tiona& Desi)n Pittsburg State University

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--. E. The lessons are se0uence" in this manner because /irst the stu"ents nee" to kno, the vocabulary so they un"erstan" the /un"amentals about coor"inate gri"s- This allo,s the stu"ents to revie, an" use any backgroun" kno,le"ge they have on coor"inate gri"s5 or"ere" pairs5 an" coor"inatesThe lessons buil" on in/ormation /rom each lesson an" allo, stu"ents to use this in/ormation to e1plore an" practice ne, skills like making an" plotting their o,n /igures5 translations5 an" re/lections The learning strategies use" in all o/ these lessons ,ere gui"e" practice5 peer partner ,ork5 cooperative learning groups5 an" in"epen"ent practice- The gui"e" practice occurre" a/ter the lesson ,hen the stu"ents ,orke" several problems ,ith their partner or ,ith their cooperative learning group- + continuously circulate" an" observe to assist i/ anyone nee"e" a""itional help an" checke" /or un"erstan"ing- Peer partner ,ork ,as use" to allo, stu"ents "iscuss the vocabulary terms5 practice the "e/initions5 an" be rea"y /or a classroom "iscussion- The cooperative learning groups ,ere use" as an a""itional strategy to strengthen stu"ents ,ho learn better in a group setting an" to /acilitate collaborative "iscussions- #ach member o/ the group is responsible an" accountable /or the in/ormation "iscusse" in the group an" making sure each member learns the material- + use" this strategy ,hen the stu"ents ha" to analy;e an" compare an" contrast the /igures they ha" plotte" to e1plore translations an" re/lections- The in"epen"ent practice occurre" ,hen the stu"ents ,orke" on their o,n to /ollo, the rule given to make the three /igures The instructional strategies an" activities a""ress the learning obDectives in this unit by having the stu"ents participate in partner an" group activities an" assignments an" using several "i//erent learning styles- They stu"ents got to collaborate ,ith a partner5 a group5 peer teach5 problem solve5 synthesis the material to make their o,n plotte" /igure an" then manipulate the 1 an" y coor"inates to make translations an" re/lections%ritical thinking an" problem solving occurre" ,hen the stu"ents took their o,n initial )/irst letter in their name* an" ha" to /igure out a ,ay to plot it on the coor"inate gri" making up their o,n or"ere" number pairs- Then5 they must make a re/lection an" translation o/ their initial manipulating the 1 an" y coor"inates- They ha" to problem solve ,hen their initial "i" not come out looking like the /irst letter in their name an" the ,ay they ha" anticipate"- They ha" to a"Dust their coor"inates to make the shape o/ the letter they ,ere trying to get- Then they ha" to un"erstan" an" manipulate the 1 an" y coor"inates to get the correct numbere" or"ere" pairs to make translations an" re/lectionsTeacher Work Sample 14

Why are the lessons se0uence" in this mannerJ

--. F.

What learning strategies ,ere incorporate" into this unitJ

7o, "o the instructional strategiesBactivities a""ress the learning obDectives /or this unitJ --. *.

7o, ,ill critical thinking an" problem solving strategies be implemente"J (ive speci/ic e1amples o/ use-

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--. -. Some o/ the rea"ing strategies use" in this unit inclu"e" labeling the vocabulary ,or"s5 comparing an" contrasting /igures the stu"ents ha" /orme" ,ith their numbere" or"ere" pairs5 an" pre"icting ho, changing the 1 an" y coor"inates in the or"ere" pair ,oul" a//ect the /igure- When the stu"ents ha" to compare an" contrast the /igures they ha" to brainstorm about reasons they ,ere "i//erent an" compare angles ,ith the original /igure- When they ,ere /inishe" they choose one stu"ent in the group to report on their /in"ings an" pre"ict ho, the angles an" area o/ each /igure ,oul" change /rom those o/ the original /igure- The stu"ents also use" their math spirals to Dournal about their /in"ing5 ,rite "o,n terms5 an" strategies to help them in the /utureTechnology ,as integrate" into every lesson- + use" the #!$6 to present in/ormation an" it allo,s us to ,ork problems together using the coor"inate gri"- +t ,as also use" /or the cooperative group presentations- 6n one o/ the lessons ,e revie,e" the material ,ith a vi"eo on the +P&D about coor"inate gri"sThis unit "emonstrates integration o/ content across several content /iel"s because un"erstan"ing coor"inate gri"s assist in rea"ing maps an" graphs ,hich incorporates social stu"ies- They also ha" to /in" cities an" states on maps using the coor"inate gri"- The stu"ents use" rea"ing skills to un"erstan" the 0uestions5 pre"ict5 compare an" contrast5 an" /ollo, "irections The speci/ic a"aptations use" to accommo"ate in"ivi"ual learning nee"s ,ere to have the classroom 0uiet /or a perio" o/ time /or in"ivi"ual ,ork an" then to use collaborative learning styles ,ith peer partners an" cooperative groups at other times to accommo"ate "i//erent learning styles- The "i//erentiate" activities range" /rom some stu"ents having /e,er problems to other stu"ents "oing /e,er but the har"est problems to allo, them to move on to an enrichment activityThis ,as a great opportunity /or strong stu"ents to get to use problem solving an" e1pan"ing on the ne, concepts- Some stu"ents presente" their /in"ings by giving short presentations /or stu"ents that are more com/ortable verbally then ,ritten ,ork- Stu"ents also ha" the opportunity to make "ra,ings /or visual learners- The in/ormation ,as presente" in several ,ays /or e1ample on the #!$65 +P&D5 ,riting in Dournals5 an" in the math Dournal pages ,here they coul" rea" along- + also use" the ,hiteboar" to illustrate problems an" "e/inition ,or" car"s so the vocabulary ,or"s ,ere presente" at all times The a"aptations + use" to accommo"ate in"ivi"ual learning nee"s /or the subgroups inclu"e" giving some stu"ents /e,er problems on the home,ork assignment- This allo,e" them to participate in the class lesson5 "iscussion5 an" ,ork ,ith a peer partner ,ithout /eeling over,helme" by the home,ork assignment- This enable" them to not get /rustrate" by the home,ork assignment ,here there ,as not any one>on>one assistance- With /e,er problems to solve they ha" a better un"erstan"ing o/ the ones they ha" success on /inishing- This ,orke" ,ell because it took the stress o// the struggling stu"ent an" they "i"n2t nee" to rush through the Teacher Work Sample 1'

#1plain the rea"ing strategies that ,ill be use" throughout the unit- (ive speci/ic e1amples- )@emember that using te1t is not a rea"ing strategy*

7o, ,ill technology be integrate" ,ithin the unitJ #1plain both teacher use an" stu"ent use7o, "oes the unit "emonstrate integration o/ content across an" ,ithin content /iel"sJ --. @.

What speci/ic a"aptations or "i//erentiate" activities ,ere use" to accommo"ate in"ivi"ual learning nee"s /or the ,hole classJ

What speci/ic a"aptations or "i//erentiate" activities ,ere use" to accommo"ate in"ivi"ual learning nee"s /or the i"enti/ie" sub>groups B stu"entsJ

Pittsburg State University

assignment to keep up ,ith the class- + also use" the Ghar"est /irstH strategy to allo, strong stu"ents to move on to a more rigorous enrichment activity a/ter making sure they un"erstoo" the learning obDective o/ the assignment

Pro+ide a !o%$ o' t"o !om%&ete detai&ed &esson %&ans in A%%endi/ (.

Pittsburg State University

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---. Tea!#in) and Learnin)

A. Narrati+e: Dai&$ Tea!#in) Re'&e!tions )limite" to 4 pages* Da$ 1: Mar!# 110 3A1:. The stu"ents ,ere very active to"ay ,ith Spring Areak right aroun" the corner- + aske" the stu"ents i/ they kne, ho, to plot points on a coor"inate gri"- + got a lot o/ eager han"s up to ans,er the 0uestion- & /e, commente" that they ha" "one this last year an" several ,ere con/use" about ,hat + meant by plotting points on a coor"inate gri"- + put the /ollo,ing numbers on the boar" )954* an" )459* an" aske" the stu"ents i/ these coor"inates name" the same position on a coor"inate gri"- $ost o/ them sai" no5 but + coul" see con/usion in some o/ their eyes- This lea" "irectly into a conversation about the 1 an" y a1is an" ho, you move /irst hori;ontally on the 1>a1is an" then vertical on the y>a1is- We "iscusse" all the "i//erent sayings /or remembering like you move the la""er then you climb the la""er or /irst you ,alk then you Dump- These analogies seeme" to make sense to the stu"entsThey ,ere all really engage" an" intereste" in the subDect- This ,as all part o/ revie,ing an" re/reshing their prior kno,le"ge- rom this point + aske" them ,hat each o/ the vocabulary ,or"s meant an" ,e "i" + say you say /or the ,or"s an" the "e/initions- + also "isplaye" the vocabulary ,or" car"s- Then ,e began to ,ork in the math Dournals plotting the outline o/ a turtle on the graph paperThe math Dournal gave them a starting point an" + tol" aske" /or volunteers to give us several plotte" points- This ,ay + coul" sca//ol" the activity by /irst "oing several together5 then partner ,ork5 an" /inally in"ivi"ual ,ork- Stu"ents raise" their han"s to give numbere" or"ere" pairs + ,as given a/ter some a"Dustments ,orke" to make the turtles hea"- The stu"ents ,ere engage" an" attempting to "ra, the turtle5 but + ,as surprise" at the "i//iculty they ha" making a symmetrical turtle on the graph paper- &s + ,alke" aroun" the room + observe" many o"" shape" turtles- So + ma"e another a"Dustment an" outline" the turtle ,ith them on the #!$6 ,ith or"ere" numbere" pairs /rom stu"ent volunteers- They seeme" to be catching on to plotting a point5 naming the or"ere" pairs5 an" then connecting the points- .e1t5 the stu"ents playe" G7i""en TreasureH ,hich is the same as battleship to become even more com/ortable ,ith naming plotte" points- The repetition o/ this activity gave them a lot o/ con/i"ence in /in"ing an" naming or"ere" pairs an" kno,ing ,hich number is on the 1>a1is an" y>a1is- + /inishe" by sho,ing the stu"ents a transparency o/ matching a number story problem to a graph ,ith the appropriate in/ormation- + aske" /or volunteers to match the 0uestions an" ans,ers an" they got them all correct- The /irst lesson ,ent smoothly an" the class ,as very engage" in the activities an" assignments- + assigne" a Stu"y !ink assignment to be turne" in the /ollo,ing "ay- + ,ill revie, the stu"ents ,ork an" check /or un"erstan"ing making notes o/ ,hat they ha" trouble on to a"" to my lesson /or tomorro,Da$ 3: Mar!# 3;0 3A1;. To start !esson 2 ,e ha" to go back an" revie, a lot o/ the material /rom lesson 15 because ,e ha" a ,eek o// /or Spring Areak- + aske" the stu"ents ho, + ,oul" plot an or"ere" number pair an" ,rote the number on the ,hite boar"- Using an overlay o/ a large gri" on it to illustrate the proce"ure stu"ent volunteers ,alke" me through the process- We use" the vocabulary ,or"s an" ,ent over the common analogies /or going across /irst then up or "o,n- &/ter ,e ,ere all caught up ,e procee"e" to go over the Stu"y !ink /rom the "ay be/ore- The part the stu"ents ha" trouble ,ith ,as naming the missing verte1 to represent a prism so ,e "i" it together on the #!$6 ,ith the stu"ents volunteering to /in" the missing verte1 an" all the other stu"ents /ollo,ing along- + starte" the secon" lesson by asking the 0uestion in an or"ere" number pair the /irst coor"inate locates the point on the <<<<<< a1is an" secon" coor"inate" locates the point along the <<<<<<<<<a1is- To rein/orce the in/ormation they ha" learne" a ,eek be/ore- + rea" Pittsburg State University Teacher Work Sample 1:

the instructions /or plotting a map on page 29F o/ the $ath Journal- The stu"ents ,ere to plot or"ere" number pairs on the gri" then connect all the points in the same or"er in ,hich they plotte" them- Then5 they ha" to use this in/ormation to ans,er several 0uestions /in"ing the coor"inates /or /our cities on the map- They also ha" to /in" cities on the map an" give the or"ere" number pair to locate the city- This ,as an in/ormal assessment so + later gra"e" the assignment- $ost o/ the stu"ents "i" really ,ell there ,ere several that ,ere still con/using the 1 an" the y a1is- The stu"ents then plotte" an" connecte" the numbere" pairs on the /ollo,ing page ,hile + observe" an" circulate" to check /or un"erstan"ing i/ they ma"e the correct /igure- &/ter they ha" plotte" an" connecte" the /our /igures an" /ollo,e" the given rules /or each /igure + put them in cooperative learning groups ,ith a higher level stu"ent in each group- +n the groups they "iscusse" their /in"ings an" analy;e" the "ata an" compare" an" contraste" the /igures they ma"e- They ,orke" ,ell in the cooperative learning groups an" ma"e sure each person in the group un"erstoo" the i"eas- Then5 a volunteer /rom each group share" their /in"ings an" possible e1planations /or the /in"ings- Stu"ents use" the #!$6 to sho, e1amples o/ ,hy an" ho, they /ormulate" these i"eas- The stu"ents really enDoye" ,orking in groups an" presenting their i"eas in their o,n ,ays- The stu"ents han"e" in $ath Journal page 29: to be gra"e"Da$ :: Mar!# 3<0 3A1;. or !esson 95 ,e began by revie,ing the in/ormation the stu"ents ha" learne" in the past several lessonsWe revie,e" the vocabulary ,or"s5 numbere" or"ere" pairs5 an" "iscusse" the pre"ictions an" conclusions they /oun" yester"ay about the /our /igures they ha" "ra,n the "ay be/ore- The stu"ents are al,ays eager to contribute to the "iscussion- + ,as e1cite" about the lesson to"ay because + ,as going to attempt a ne, strategy GThe $ost Di//icult irst-H + ,as implementing this strategy because my a"vance" stu"ents get bore" "uring math ,aiting /or other stu"ents to un"erstan" the concept- + starte" by asking a 0uestion about "istances using positive an" negative measurements an" ,e ,ere o// an" running ,ith great attention an" engagement+ stirre" up their prior kno,le"ge about the opposite o/ a positive number is a negative number a lesson they ha" a several months agoTo allo, the stu"ents to have a concrete un"erstan"ing o/ the structure o/ coor"inate gri"s + ha" them put meter sticks "o,n to make the /our 0ua"rants- Then ,e labele" the meter sticks ,ith positive an" negatives an" + gave them numbere" or"ere" pairs an" they ha" to stan" in the 0ua"rant that their numbers ,oul" be in- This ,as very engaging an" the stu"ents ,ere able to make the connection about using positive an" negatives /or 1 an" y coor"inates an" ,hich 0ua"rant they ,oul" be in- Then + assigne" the Stu"y !ink ,ith the "irections i/ stu"ents complete the /irst three problems correctly they coul" move on to an enrichment activity5 but their e1it ticket to ,ork on the e1tra activity ,as all correct ans,ers /or the /irst three problems- There ,as a ne, e1citement in the air ,ith the opportunity to e1ten" the stu"ents2 un"erstan"ing an" e1plore the line o/ re/lection- + e1plaine" the enrichment activity an" sho,e" an e1ample- $any o/ the stu"ents got to move on to the e1tension o/ the lesson5 + ,as surprise" that some o/ the better stu"ents ha" "i//iculty ,ith the problem- +t ,as still very goo" because they got to take in/ormation /rom this lesson an" push themselves to un"erstan" it much "eeper by creating their o,n "esign an" then trans/orming their or"ere" number pairs into trans/ormations an" re/lections- The G$ost Di//icult irstH is a strategy + ,ill continue to use probably once a ,eek- +t allo,s the stronger stu"ents to have a chance to push themselves into more problem solving opportunities- The stu"ents also enDoye" itDa$ ;:B.Continue to re'&e!t 'or ea!# da$ o' $our unit B

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(. C&assroom Mana)ement P&an 5rules5 proce"ures5 preventative strategies5 supportive strategies* )limite" to 1 page* Listen "#en ot#ers are ta&?in) and raise $our #and "#en $ou "ant to ta&?. Fo&&o" dire!tions Cui!?&$. Res%e!t $ourse&'0 res%e!t ot#ers0 and res%e!t our s!#oo&. (e sa'e0 e ?ind0 and e #onest. A&"a$s tr$ $our estD The classroom uses a clip up clip "o,n chart in the room- #veryone starts on green every morning- +/ the stu"ent is caught "oing goo" behavior they get to clip up the chart- When a stu"ent "isplays negative behavior they have to clip "o,n the chart ,ith several conse0uences like missing recess or getting a habit helper- This school /ollo,s the G!ea"er in $eH an" the seven habits an" this philosophy is integrate" in the classroom management program- +/ a stu"ent "isplays a behavior that they kno, is not appropriate they are aske" by the teacher to /ill out a habit helper- They then ,rite "o,n ,hat happene"5 ,hy they receive" a habit helper5 an" ,hat they coul" "o ne1t time to make a better "ecision- The habit helper is recor"e" by the teacher an" the stu"ent receives a copy to keep in their !ea"ership .otebook-

C. Student -ntera!tion and En)a)ement)Strategies /or promoting stu"ent to stu"ent interaction an" stu"ent motivation* )limite" to 1 page*
Some o/ the strategies + use /or promoting stu"ent to stu"ent interaction inclu"e peer partners- + team a higher stu"ent ,ith an" lo,er stu"ent5 but let them pick

their partner so it is someone they are com/ortable ,orking ,ith- They ,ork together to remin" each other ,hen things are "ue5 /ollo,ing morning routines5 an" "uring assignments ,hen it is partner ,ork time- They sit in these arrange" partnerships so it is easy to go right into peer partner ,orkThis also ,orks ,ell /or the higher stu"ent because they get to rein/orce their un"erstan"ing o/ concepts by e1plaining ho, they got their ans,er to another stu"ent- &nother strategy + use is cooperative learning- +n this unit + use" cooperative learning an" put a higher stu"ent in each group- + use" this strategy in the unit "uring a time in the lesson a/ter the stu"ents ha" plotte" their numbere" pair coor"inates an" they nee"e" to pre"ict an" compare an" contrast their /in"ings- + thought this ,as an appropriate time that stu"ents coul" bounce i"eas o// o/ each other an" ,oul" more /ully un"erstan" the concept by talking it over ,ith their peers- + also use a ran"om e1pert /rom each group that ,ay the group an" each stu"ent kno,s they are responsible an" accountable /or being able to e1plain to the ,hole class ,hat conclusions their groups came up ,ith- + also circulate "uring each math lessons a/ter the lesson has been taught- The stu"ents kno, + am looking at their ,ork to see i/ they un"erstan" the concept an" ,ill ask them 0uestions i/ necessary- This keeps them motivate" an" engage" because they kno, they are accountable /or getting the problems "one an" + am making sure they are on the right track ,ith their ans,ers- + also stay enthusiastic throughout my lessons because + think enthusiasm /or learning is contagious an" they kno, that + believe in them an" they can ask me /or gui"ance any time-

Pittsburg State University

Teacher Work Sample

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D. Student Communi!ation )"etaile" "escription o/ appropriate strategies to encourage stu"ent to stu"ent communication* )limite" to 1 page* The peer partners ,ork /or encourage great communication skills because they ,ork as a team to help each other- The class has elections /or stu"ent Dobs an" this /acilitates a lot o/ communication- They vote on this several times a year an" there are usually several stu"ents /or each position so they ,ork ,ith a partner to make sure the Dob gets "one- This allo,s stu"ents to ,ork ,ith "i//erent people throughout the year an" get to kno, a variety o/ stu"ents- This school /ollo,s the program GThe !ea"er in $e-H #very morning they recite a cree" that e1plains the "aily strategies /or being a lea"er- This encourages the stu"ents to think like a lea"er an" be a lea"er ,hich also entails stu"ent to stu"ent communication to make the school a better place /or all stu"ents- The : 7abits areE 7abit 1> Ae Proactive Kou2re in %harge o/ Kou5 7abit 2> Aegin ,ith the #n" in $in" 7ave a Plan5 7abit 9> Put irst Things irst Work irst5 Then Play5 7abit 4> Think Win Win #veryone %an Win5 7abit '> Seek irst to Un"erstan" an" Then to Ae Un"erstoo" !isten Ae/ore Kou Talk5 7abit 3> Synergi;e because Together +s Aetter5 7abit :> Sharpen the Sa, Take %are o/ Koursel/- The several ,eeks o/ school are "e"icate" to promoting communication skills an" stu"ent bon"ing- + rea" them the book Have you Filled a Bucket Today? to /oster un"erstan"ing ho, each person2s actions can "irectly a//ect others- They practice" by /illing out car"s to /ill each other2s buckets- &nother ,ay + implemente" stu"ent communication "uring this unit ,as ,ith "aily peer partner ,ork an" cooperative learning groups- #ach stu"ent is responsible /or helping everyone in their group to un"erstan" the concept- This ,ay they are all rea"y /or a ran"om e1pert /rom the group to be able to e1plain their conclusions- + also think having opportunities to "o presentations like ,e "o on ri"ays ,here the stu"ents rea" out o/ their gratitu"e Dournals is great practice /or public speaking- The stu"ents give several compliments to each rea"er that ,ay they encourage each other5 ,ork on the social skill o/ giving compliments5 an" +2m sure they are listening to each other because to give a compliment you have to have listene" to their Dournal entry-

Narrati+e: Ana&$sis o' Assessment E. Pre4Assessment The pre>assessment results conclu"e" that one stu"ent per/orme" in the F= range5 one in the := range5 three in the 3= range5 an" /i/teen in the /ailing range- Some o/ the stu"ents ha" prior kno,le"ge o/ coor"inate gri"s5 numbere" coor"inate pairs5 area5 an" perimeter5 but they ha" not ,orke" any problems like this in a long time- + use" the pre>assessment to help gui"e me on areas in my lesson plan stu"ents nee"e" a""itional practice on- The pre>assessment ,as a real asset to completing my obDectives- +t allo,e" the stu"ents an" me to see ,hat material ,ill be covere" in the chapter- +t gave me a real picture o/ the areas the stu"ents ha" strengths an" ,eaknesses in-

6verall analysis o/ results-

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Teacher Work Sample

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Discuss the results in re/erence to the learning obDectives-

Describe ho, pre>assessment "ata ,as use" to procee" ,ith instruction /or all stu"ents-

What is the plan to "i//erentiate /or all learnersJ F. Formati+e Assessment 6verall analysis o/ results-

!earning the vocabulary /or this chapter is part o/ the /irst several obDectives an" ,ill a//ect ho, the stu"ents per/orm on all the /ormative an" summative test- The learning obDectives /or my lessons are in line ,ith the pre>assessment- Ay having the stu"ents master the learning obDectives + have they shoul" be able to apply this kno,le"ge an" be prepare" /or the assessments- Ay contrasting an" comparing re/lections an" translations5 an" creating their o,n /igure making up their o,n or"er pair coor"inates an" then manipulating their o,n 1 an" y coor"inates to make re/lections an" translations the ,ill have a thorough un"erstan"ing o/ the learning obDectives&/ter revie,ing the pre>assessments + thought it ,as best to start ,ith the vocabulary ,or"s /or the chapter that ,ay the stu"ents coul" un"erstan" ,hat the 0uestions in this chapter are asking /or- Then ,hen + am teaching an" using these ,or"s they ,ill un"erstan" ,hat they mean- !earning the vocabulary /or this chapter is part o/ the /irst several obDectives an" ,ill a//ect ho, the stu"ents per/orm on all the /ormative an" summative test- Then + ,ill buil" upon their prior kno,le"ge starting ,ith plotting points- $any o/ the stu"ents ,ere able to plot the /irst /our points on the gri"5 but then /oun" it a challenge to make a re/lection o/ the /igure+ a"Duste" my lesson plans to allo, /or more time to ,ork on re/lections an" incorporate" partner an" cooperative learning groups to allo, /or "i//eriate" learning styles- $ost o/ the stu"ents also ha" a "i//icult time ,ith perimeter an" area an" ho, to properly ,rite the unit- + incorporate" more task car"s /or a""itional practice in this area an" a""e" time ,orking ,ith technology applications

The results o/ the complete" /ormal assessment ,ere that 9=4 o/ the stu"ents ma"e at least F=4 on the assessment- $ost o/ the stu"ents got all the ans,ers correct5 but the 0uestion re/erring to "ra,ing the re/lection o/ the /igure above still con/use" a /e, stu"ents- +t is a "i//icult principle to un"erstan" that you nee" to change the 1 or y coor"inate an" leave one the same to create a re/lectionThe stu"ents ac0uire" the skills to master the obDectives- They "emonstrate" ho, to plot or"ere" pairs on a coor"inate gri" by making a /igure- The stu"ents "i"n2t have any problems plotting the or"ere" number pairs- & /e, stu"ents struggle" ,ith making a re/lection o/ the /igure they ha" "ra,n- 6ne o/ the obDectives ,as to be able to conclu"e ho, to change a /igure by manipulating the 1 an" y coor"inates to make re/lections an" translations- The stu"ents "i" learn ,hat ,as inten"e" an" the stronger stu"ents ,ere able to challenge themselves to move on to the enrichment problem- They ha" to sho, that they ha" mastere" the re0uire" number o/ assigne" problems- This also allo,e" more time /or me to ,ork one>on> one ,ith struggling stu"ents-

Discuss the results in re/erence to the learning obDectives&re stu"ents learning ,hat ,as inten"e" they learnJ

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The a"aptions that ,ere ma"e base" on the results o/ the /ormative assessment inclu"e" spen"ing time in cooperative learning groups collaborating about possible ,ays to create re/lections- Then5 they ,orke" in Discuss any a"aptations base" on the pairs to complete task car"s creating a""itional re/lections o/ shapes- Then the pair presente" their ans,er results o/ /ormative assessmentsan" ho, they attainte" the ans,er to the class- This allo,e" "i//eriate" learners to e1perience several learning styles an" /or stu"ents to reteach ho, they got their ans,er allo,ing them to retain it better themselves+"enti/y "i//erentiation nee"e" to help all stu"ents meet the goals an" obDectives o/ this unit+ "i//erentiate" the activities by having stronger stu"ents ,ork ,ith lo,er stu"ents to sca//ol" the learning+ also incorporate" a""itional practice on similar problems by a""ing task car"s then having stu"ents present their ans,ers allo,ing other stu"ents to see various strategies to ans,er the problem- This ,orke" ,ell /or the higher stu"ents because i/ they mastere" the concept o/ the lesson they move" on the a the challenge 0uestions- The slo,er learners ha" the opportunity to get more practice on problems they ,ere having a "i//icult time ,ith ,hich allo,e" them to eventually master the obDectives too-

*. Summati+e Assessment
The "ata reveale" that all o/ the stu"ents ha" ma"e improvement /rom their pre>assessment compare" to the results o/ the summative assessment- +t ,as very e1citing to see the aca"emic gro,th they ha" all ma"e- The "ata reveale" that the maDority o/ the class ha" mastere" all the learning obDectives an" passe" the summative assessment- The stu"ents ,ere ama;e" ,hen ,e compare" their scores /rom their pre>assessment an" the summative assessment- The pre> assessment ,as a great re/erence because it ,as the same test so it ,as a true representation o/ ho, much they ha" improve"-

What "i" the "isaggregate" "ata o/ the assessment revealJ

Discuss the results in re/erence to the learning obDectives-

The results ,ere that the stu"ents obtaine" the learning obDectives- The scores on the summative assessment con/irme" that the stu"ents ha" huge aca"emic gains on the obDectives- They ,ere able to apply the in/ormation they learne" in the unit- The part o/ the assessment several o/ the stu"ents struggle" ,ith ,ere area an" /ollo,ing the instructions on the test- Ay using "i//erent learning styles5 having e1tra practice time on similar problems5 ,orking ,ith a partner5 an" groups ,e ,ere able to reach the maDority o/ the stu"ents&ll but t,o o/ the stu"ents passe" the summative assessment- The t,o that still struggle" "i" still make huge improvement- 6n the pre>assessment ,e ha" three stu"ents that got less than 24 correct- The stu"ents that score" belo, a passing gra"e both receive a""itional tutoring in mathematics "aily- + /eel very goo" that they "i" make more than a 1==4 improvement /rom ,here they starte"-

Di" all stu"ents learn ,hat ,as inten"e" they learnJ #1plain-

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Pro+ide a !o%$ o' %re4assessment do!ument and t#e !orres%ondin) s!orin) ?e$,ru ri! in A%%endi/ C. Pro+ide a !o%$ o' one 'orma& 'ormati+e assessment do!ument and t#e !orres%ondin) s!orin) ?e$,ru ri! in A%%endi/ C. Pro+ide a !o%$ o' one in'orma& 'ormati+e assessment do!ument and t#e !orres%ondin) s!orin) ?e$,ru ri! in A%%endi/ C. Pro+ide a !o%$ o' t#e summati+e assessment do!ument and t#e !orres%ondin) s!orin) ?e$,ru ri! in A%%endi/ C. H. Eisua& Re%resentation o' Disa))re)ated Data C#art,Ta &e,*ra%#s o' disa))re)ated data 'or t#e Pre4assessment s#ou&d e in!&uded in A%%endi/ C. Due to the varie" nature o/ "ata collecte" by the teacher can"i"ates5 each !andidate is as?ed to !reate a !#art,ta &e,)ra%# that inclu"es "ata /or the Whole %lass5 Subgroup5 an" ocus Stu"ents- Title the tableBchartBgraph an" use labels to accurately portray the "ata-

C#art,Ta &e,*ra%# o' disa))re)ated data 'or t#e Summati+e Assessment s#ou&d e in!&uded in A%%endi/ C. Due to the varie" nature o/ "ata collecte" by the teacher can"i"ates5 each !andidate is as?ed to !reate a !#art,ta &e,)ra%# that inclu"es "ata /or the Whole %lass5 Subgroup5 an" ocus Stu"ents- Title the tableBchartBgraph an" use labels to accurately portray the "ata-

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-E. Se&'4E+a&uation and Re'&e!tion

A. Narrati+e des!ri%tion o' Su!!ess'u& A!ti+ities and 'uture im%&i!ations (ased on t#e ana&$sis o' a&& t#e assessment resu&ts0 identi'$ TWO &earnin) o 9e!ti+es 'rom t#e unit students "ere most su!!ess'u&. 6bDective 1E The stu"ent ,ill be able to "emonstrate ho, to plot or"ere" pairs on a coor"inate gri"*i+e more t#an one reason 'or ea!# o' t#e su!!esses identi'ied.

This learning obDective ,as e//ective because the stu"ents "emonstrate" that they coul" success/ully plot or"ere" pairs on their assessment using in/ormation they ha" obtaine" in this lesson- + believe this obDective ,as success/ul because ,e took a lot o/ time ,ith this portion- +t is a /un"amental buil"ing block to most o/ the other obDectives so the stu"ents nee"e" a thorough un"erstan"ing o/ this skill- We "i" lots o/ repetition /or practice an" + "i" observations an" a /ormative assessment to make sure the stu"ents ,ere un"erstan"ing the concept- &/ter the /ormative assessment + ,orke" one>on>one ,ith several stu"ents to make sure they un"erstoo" ho, to plot points- They also "i" an enrichment activity that rein/orce" plotting points an" then e1pan"e" the concept into re/lections an" translationsThis ,as a success/ul learning obDective because the stu"ents "i" very ,ell on being able to e1trapolate ,hat numbere" or"ere" pair they nee"e" to name to complete a /igure- They practice" this throughout the unit- + "iversi/ie" the ,ay it ,as "isplaye" by using the #!$65 ,hiteboar"5 ,orking in the math Dournals5 an" then in"epen"ently on graph paper- + also accommo"ate" "i//erent learning styles by having it 0uiet in class an" then using partner an" group ,ork- The skill ,as on the /ormative assessment ,here they locate" cities an" states on the gri"- Then again ,hen they success/ully plotting numbere" or"ere" pairs to make their o,n initial shape- They ha" to use this in/ormation then on the assessment to /in" the missing verte1 to complete a shape name" on the test-

6bDective 2E The stu"ent ,ill be able to create a /igure using their o,n or"ere" pair coor"inates-

Dis!uss at &east TWO t#in)s to do di''erent&$ in t#e 'uture to e/tend t#ese su!!esses to !ontinue students8 a!ademi! )ro"t#. To continue the stu"ent successes + ,oul" have like" to be able to use +Pa" apps to allo, more in"ivi"ual challenges /or "i//erentiate" learnersSome o/ the stu"ents coul" have e1ten"e" the plotting o/ coor"inates into more comple1 /igures- + ,ishe" ,e ,oul" have ha" more time to e1ten" the enrichment activity so all o/ the stu"ents coul" have attempte" to make their initials using translations an" re/lections in each 0ua"rant o/ the gri" an" then "isplaye" them in the classroom- They coul" have also trie" to make several "i//erent "esigns an" e1plore" the challenge o/ making the Pittsburg State University Teacher Work Sample 24

more complicate" "esigns into translations an" re/lections-

(. Narrati+e des!ri%tion o' Least Su!!ess'u& A!ti+ities and 'uture im%&i!ations (ased on t#e ana&$sis o' a&& t#e assessment *i+e more t#an one reason 'or ea!# o' t#e &east su!!ess'u& o 9e!ti+es identi'ied. resu&ts0 identi'$ TWO &earnin) o 9e!ti+es 'rom t#e unit students "ere &east su!!ess'u&. 6bDective 1E This obDective ,as one the stu"ents struggle" ,ith- They ha" to label the coor"inate gri" as one o/ the /irst lessons o/ the unit an" they "i" /ine on that ,hen it ,as /resh on their min"s- !ater "uring - The stu"ent ,ill be able to give the the unit ,hen + ,as "iscussing the stu"y gui"e + notice" that ,hen + ,oul" re/erre" to one o/ the "e/initions o/ the coor"inate gri" vocabulary ,or"s as + ,as speaking they "i" not un"erstan" ,hat + meant- + revie,e" the ,or"s vocabulary ,or"s,ith them /or the /irst several lessons5 but + ,oul" continue to revie, them i/ + taught it again- + also believe having them actually ,rite the "e/inition instea" o/ them Dust telling their peer partner the "e/initions ,oul" have been a goo" ,ay to rein/orce that they learne" an" retaine" the "e/initions o/ the vocabulary ,or"s6bDective 2E The stu"ent ,ill be able to conclu"e ho, to change a /igure by manipulating the 1 an" y coor"inates to make translations an" re/lections + /eel like this ,as a more "i//icult concept to grasp so + assume" some o/ the struggling stu"ents ,oul" have a har" time getting it- The stu"ents ha" to un"erstan" that they nee"e" to change one o/ the 1 or y coor"inates to make the original coor"inates into translations an" re/lections- They "i" several problems that involve" this process an" ,orke" ,ith cooperative learning groups on it+ think some a""itional one>on>one tutoring /or several o/ the stu"ents ,oul" have been help/ul or i/ they ,oul" have ma"e some corrections to the /igures they "i" make-

Dis!uss at &east TWO t#in)s to do di''erent&$ in t#e 'uture to im%ro+e students8 %er'orman!e. Several things + ,oul" "o "i//erently to improve stu"ents2 per/ormance ,oul" be more one>on>one tutoring ,ith several o/ the stu"ents- Several stu"ents nee" someone to gui"e them through a couple problems be/ore they get the concept- Usually the peer partner "oes a goo" Dob o/ making sure they are on target5 but several o/ the peer partners are not as attentive as others- + ,oul" try to set up a time to revie, the content ,ith several stu"ents an" see their correcte" assignment to make sure they un"erstoo" the concept- &nother change + ,oul" make is to use manipulates so "iversi/ie" learners can use their han"s to manipulate the activity an" maybe see it in a "i//erent ,ay that clicks /or them- + ,oul" also try to /in" some task car"s so the stu"ents coul" "o a""itional interactive practice o/ the concept ,ith a partner an" then present their ans,er

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TA(LE ;.1 Communi!ation Lo) Fo&&o" U% 5i' ne!essar$6 6n several occasions ,e "iscusse" material to be inclu"e" in the lessons+ "i" talk to her several again to rein/orce ho, they implemente" this strategyThe /ollo, up inclu"e" "aily lessons an" "iscussions the Unit topic- The /ollo, ups an" observations helpe" me gui"e my lessons to see ,hat + nee"e" to cover again

Date

Person Conta!ted

Met#od o' Conta!t

Reason 'or Conta!t

Resu&t or -m%a!t on -nstru!tion

9B=FB2=14

$rs- Smith

ace to ace

She is my cooperating teacher-

We "iscusse" the appropriate test an" pretest /or the class-

9B=9B2=14

$rs- .i"er

6ver the Phone

She is a gi/te" teacher-

She e1plaine" the i"ea o/ the G7ar"er but e,erH strategy that they use at her school /or some gi/te" stu"entsThe stu"ents ,ere e1cite" to get starte" plotting /igures on the coor"inate gri"s- They like" ho, interactive this Unite ,as going to be-

9B11B2=14

Stu"ents

ace to ace

+ in/orme" the stu"ents that this Unit ,oul" be about or"ere" number pairs5 coor"inate gri"s5 trans/ormations an" re/lections5 an" area-

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Date

Person Conta!ted

Met#od o' Conta!t

Reason 'or Conta!t

Resu&t or -m%a!t on -nstru!tion

Fo&&o" U% 5i' ne!essar$6 "uring each lesson-

9B14B2=14

$r- PopeDoy

ace to ace

+ con/erre" ,ith $r- PopeDoy about manipulatives that + ,as planning on using /or !esson 9-1=-

+ /oun" the manipulatives in our classroom an" gave them to $r- PopeDoy to use in their classroom a/ter our class use" them to illustrate the concept-

.o /ollo, up ,as necessary they returne" them to our room-

Add rows as needed

C. Narrati+e Re'&e!tion on -m%a!t o' Communi!ations )limite" to 1 page*

The impact o/ communication allo,e" me to talk to specialist in the area o/ one o/ my subgroups- This impacte" me by learning about a strategy + ha" not hear" o/ be/ore calle" L$ost Di//icult irst-H This i"ea hit home ,ith me because the stu"ents in one o/ my subgroups gets "one ,ith their assignment so /ast in math an" to keep up ,ith them + lose my slo,er stu"ents- Ay having the ,hole class have the opportunity to ,ork on the enrichment problems + ,as not i"enti/ying ,ho this a"aptation ,as "irectly ma"e /or- +t also allo,e" the struggling stu"ents a longer time ,orking on the "aily class ,ork an" time /or more one>on>one assistance- &nother impact o/ the communications ,as to involve the stu"ents ,ith the outline o/ the concepts ,e ,oul" be ,orking on in this Unit- This allo,e" them to consi"er their prior kno,le"ge in this area an" "iscuss it ,ith their peers$y "iscussion ,ith $r- PopeDoy ultimately le" me to /in"ing the manipulatives in my o,n classroom5 but it also remin"e" me to let him use them in his class-

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D. Narrati+e Re'&e!tion on Future Pro'essiona& De+e&o%ment )limite" to 1page* -denti'$ at &east TWO as%e!ts o' instru!tion t#at !ou&d e im%ro+ed. E/%&ain reasonin). &spect 1E + "e/initely /eel like there nee"s to be more technology use" "aily in the classroom- The +Pa"s ,ill /ill a gap allo,ing stu"ents to e1ten" an" practice elements /rom the lesson in"ivi"ually an" in an engaging an" interesting /ormat&spect 2E + kno, they are o//ering classes at (reenbush in this area- + have also looke" online /or more appropriate +Pa" apps /or 'th gra"ers- The ones they currently have on the +Pa"s are geare" more to,ar" math /actsrom researching many teacher sites an" blogs + have /oun" that there ,oul" be better apps to meet the challenges o/ The %ommon %oreW#at s%e!i'i! %ro'essiona& de+e&o%ment o%%ortunities,a!ti+ities "i&& #e&% to a!Cuire t#at ?no"&ed)e or s?i&&7

+ ,oul" go online to /in" a store that has 'th gra"e manipulatives /or area an" volume- This ,oul" be a goo" use o/ classroom money so they + ,oul" have like" to use more manipulates /or this Unit- !ater in the Unit ,e ,orke" on area- + ,oul" have a set o/ han"s>on manipulatives at stu"ent can move an" manipulate the shapes to /in" the area an" volume+t is a "i//erent ,ay to get the concept an" ne, visual image to help my access to allo, "i//erentiate" learners to better un"erstan" the struggling learners- &lso a boar" game using area ,oul" be great conceptspractice /or the stu"ents to use the in/ormation in the Unit-

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REFERENCES

Mrs. Smit# > Coo%eratin) Tea!#er Mrs. Nider > *i'ted Tea!#er Mrs. Sno" > Mat# Fa!i&itator Mrs. Fa'uta > S!#oo& Se!retar$

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APPEND-G A

S chool Lunches

53%

47%

Free/Reduced Lunches Do not receive Free/Reduced Lunches

S chool Ethnicity
0% 2%
C aucasian Other Hispanic

7%

91%

African American

Classroom Ethnicity
1%
C aucasian Asian/ Pacific Islander

99%

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APPEND-G (
!#SS6. D#S%@+PT+6. TitleE LThe %oor"inate PlaneH (ra"e !evelE i/th (ra"e &uthorE Julie Thomas D6$&+.5 %!UST#@5 ST&.D&@D DomainE (eometry %lusterE (raph points on the coor"inate plane to solve realI,orl" an" mathematical problemsStan"ar"E '-(-&-1 Use a pair o/ perpen"icular number lines5 calle" a1es5 to "e/ine a coor"inate system5 ,ith the intersection o/ the lines )the origin* arrange" to coinci"e ,ith the = on each line an" a given point in the plane locate" by using an or"ere" pair o/ numbers5 calle" its coor"inates- Un"erstan" that the /irst number in"icates ho, /ar to travel /rom the origin in the "irection o/ one a1is5 an" the secon" number in"icates ho, /ar to travel in the "irection o/ the secon" a1is5 ,ith the convention that the names o/ the t,o a1es an" the coor"inates correspon" )e-g-5 1>a1is an" 1>coor"inate5 y>a1is an" y>coor"inate*6AJ#%T+C#S &s a result o/ these activities5 stu"ents ,ill be able toE 1- (ive the "e/inition o/ the coor"inate gri" vocabulary ,or"s an" i"enti/y them on coor"inate gri"2- Demonstrate ho, to plot or"ere" pairs on a coor"inate gri"&SS#SS$#.TB#C&!U&T+6. 1- Stu"ents ,ill label the coor"inate gri" ,ith the vocabulary ,or"s5 plot points on a coor"inate gri" by or"ere" number pairs5 "ra, a line segment5 an" connect it to the last point2- Stu"ents ,ill name the 0ua"rant ,here the plotte" point is locate"$&T#@+&!S &.D T66!S 1- Whiteboar" 1- #very"ay $ath Journals 2- Pencils 9- #1po markers 4- #lmo '- Worksheet 3- (raph paper $6T+C&T+6. or &.T+%+P&T6@K S#T )%reate learning rea"iness* 1- Teacher ,ill ask the stu"ents i/ they kno, ho, to plot points on a coor"inate gri"2- The teacher ,ill ,rite the or"ere" pair numbers )954* an" )459* on the boar" an" ask the stu"ents i/ these coor"inates name the same pointJ T#&%7+.( P@6%#DU@# &.D !#&@.+.( &%T+C+T+#S 1- The teacher ,ill ho, stu"ents the "e/inition car"s /or coor"inate gri"5 a1es5 perpen"icular5 origin5 or"ere" pair5 vertical a1is5 hori;ontal a1is5 an" coor"inates-

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2- The teacher ,ill give e1amples o/ each "e/inition an" then ask the stu"ents to sho, her e1amples o/ each ,or"9- The teacher ,ill ask the stu"ents ,ays to remember ,hich a1is the coor"inates re/er to in an or"ere" number pair- or e1ampleE move the la""er then climb up4- Teacher ,ill e1plain to the stu"ents they ,ill graph a representation o/ a turtle in their math Dournal'- The teacher ,ill gui"e stu"ents through the /irst several plotting o/ points on the coor"inate gri" on the #l$6 an" then ask volunteers to help /in" ,hole>number coor"inates /or the ne1t position3- Stu"ents ,ill play Ghot an" col"H game like battleship to rein/orce their un"erstan"ing o/ plotting or"ere" pairs on the coor"inate gri"&D&PT&T+6.S &.D &%%6$6D&T+6.S 1- #!!E Pair stu"ents ,ith peers ,ho can interpret2- Special .ee"sE Pair stu"ents ,ith "i//ering abilities in math(U+D#D P@&%T+%# )+nclu"e" in the teaching proce"ures* %!6SU@# 1- The teacher ,ill sho, a transparency on the #!$6 an" ask the stu"ents to use in/ormation /rom the story problem an" match it to a coor"inate gri" ,ith the appropriate plotte" points+.D#P#.D#.T P@&%T+%# Stu"ents ,ill continue to plot the points to /inish the shape o/ a turtle using or"ere" pairs-

&SS#SS$#.TB#C&!U&T+6. 1. Stu"ents ,ill label the coor"inate gri" ,ith the vocabulary ,or"s5 plot points on a coor"inate gri" by or"ere" number pairs5 "ra, a line segment an" connect it to the last point. Stu"ents ,ill name the 0ua"rant in ,hich each point liesSee attache" /orm /or in/ormal assessment-

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!#SS6. D#S%@+PT+6. TitleE G%oor"inate (ri"s>StatesL (ra"e !evelE i/th (ra"e &uthorE Julie Thomas D6$&+.5 %!UST#@5 ST&.D&@D DomainE (eometry %lusterE (raph points on the coor"inate plane to solve realI,orl" an" mathematical problemsStan"ar"E '-(-&-1 Use a pair o/ perpen"icular number lines5 calle" a1es5 to "e/ine a coor"inate system5 ,ith the intersection o/ the lines )the origin* arrange" to coinci"e ,ith the = on each line an" a given point in the plane locate" by using an or"ere" pair o/ numbers5 calle" its coor"inates- Un"erstan" that the /irst number in"icates ho, /ar to travel /rom the origin in the "irection o/ one a1is5 an" the secon" number in"icates ho, /ar to travel in the "irection o/ the secon" a1is5 ,ith the convention that the names o/ the t,o a1es an" the coor"inates correspon" )e-g-5 1>a1is an" 1>coor"inate5 y>a1is an" y>coor"inate*6AJ#%T+C#S &s a result o/ these activities5 stu"ents ,ill be able toE 1- %ompare an" contrast translations an" re/lections2- %reate a /igure using the stu"ent2s o,n or"ere" number pair coor"inates&SS#SS$#.TB#C&!U&T+6. 1- Stu"ents ,ill use or"ere" pair numbers to plot points on a coor"inate gri" an" compare an" contrast translations an" re/lections$&T#@+&!S &.D T66!S 1- Whiteboar" 2- #very"ay $ath Journals 9- Pencils 4- #1po markers '- #lmo 3- Worksheets

$6T+C&T+6. or &.T+%+P&T6@K S#T )%reate learning rea"iness* 1- Does anyone remember ,hat in an or"ere" number pair ,hich number locates the hori;ontal a1es a1is an" ,hich locates the vertical a1isJ T#&%7+.( P@6%#DU@# &.D !#&@.+.( &%T+C+T+#S 1- The teacher ,ill have the stu"ents plot the given or"ere" number pairs on a gri"2- Stu"ents ,ill connect all the points in the same or"er that they plotte" them in9- Stu"ents ,ill i"enti/y several locations on a map /rom the given or"ere" number pairPittsburg State University Teacher Work Sample 93

4- Stu"ents ,ill locate a city on the given map an" translate the in/ormation an" give the or"ere" number pair /or the city2s location'- Stu"ents ,ill complete the gri" using or"ere" number pairs o/ an original /igure3- Stu"ents ,ill connect the or"ere" number pairs in the same or"er that you plot them:- Stu"ents ,ill /ollo, the rule "escribe" in the instructions to "ouble each number o/ the original pair an" plot an" connect the or"ere" pair numbersF- Stu"ents ,ill /ollo, the rule to "ouble the /irst number o/ the original pair5 plot an" then connect the or"ere" pair numbers in the same or"er that they plot them9- Stu"ents ,ill /ollo, the rule /or sailboat 9 to "ouble the secon" number o/ the original pair5 plot an" then connect the or"ere" pair numbers in the same or"ere" that they plot them1=- The teacher ,ill ask the stu"ents to compare the angles o/ the sailboats11- The teacher ,ill ask the stu"ents ho, they coul" use the rules to pre"ict ho, the angles an" area o/ each ne, sailboat ,oul" change /rom those o/ the original sailboat12- Stu"ents ,ill apply their ac0uire" kno,le"ge o/ re/lections to create their o,n shape an" make a re/lection&D&PT&T+6.S &.D &%%6$6D&T+6.S 1- #!!E Pair stu"ents ,ith peers ,ho can interpret2- Special .ee"sE Pair stu"ents ,ith "i//ering abilities in math(U+D#D P@&%T+%# )+nclu"e" in the teaching proce"ures* %!6SU@# 1The teacher ,ill ask the stu"ents i/ the coor"inates both change ,ill the angles remain the sameJ What about i/ one o/ the coor"inates changesJ Will the angles changeJ

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Pre4Assessment,Summati+e Assessment Ru ri!

1- &- Plot an" label the /ollo,ing points4 points 1 point each /or each or"ere" pair 4 points 1 point each /or properly labeling each or"ere" pair ,ith the correct letter A- Dra, line segments to connect the points- 4 points 1 /or each correct line %- 1 point /or correctly "escribing the /igure294'4 points /or plotting a re/lection 1 point /or each correct or"ere" pairF points 1 point each /or each number in the or"ere" pair1 point /or the "escribing the rule /or changing the points&- 1 point /or correct ans,er A- 1 point /or correct ans,er 35 :5 F an" 1=>' points each 1 /or the number ans,er5 1 correct unit5 1 correct subscript5 1 base label5 an" 1 height label9- 9 points 11- 1 point to e1plain the area o/ a /igureTotal amount o/ points possible 4: points-

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ormative &ssessment @ubric Muestion 1E 1 point each /or plotting all the pointsE F possible 1 point each /or each line connecting or"ere" pairsE F points possible 1 point each /or 2 more a""itional lines Muestion 2E 1 point /or ans,er Muestion 9E &- 1 point A- 1 point Muestion 4E 1 point Muestion 'E 1 point Muestion 3E 1 point Muestion :E 1 point Total points possibleE 2'

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@ubric /or +n/ormal &ssessment

Part 1E !abel each part o/ the coor"inate plane 1- 6ne point 2- 6ne point 9- our points Part 2E Write the or"ere" pair /or each point graphe" belo,4- T,o points '- T,o points 3- T,o points :- 6ne point F- 6ne point 9- 6ne point 1=-6ne point 11-6ne point 12->21- 6ne point eachTotal o/ 2: possible-

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Summative &ssessment

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Pre4Assessment,Summati+e Assessment Ru ri!

1&- Plot an" label the /ollo,ing points4 points 1 point each /or each or"ere" pair 4 points 1 point each /or properly labeling each or"ere" pair ,ith the correct letter A- Dra, line segments to connect the points- 4 points 1 /or each correct line %- 1 point /or correctly "escribing the /igure294'4 points /or plotting a re/lection 1 point /or each correct or"ere" pairF points 1 point each /or each number in the or"ere" pair1 point /or the "escribing the rule /or changing the points&- 1 point /or correct ans,er A- 1 point /or correct ans,er 35 :5 F an" 1=>' points each 1 /or the number ans,er5 1 correct unit5 1 correct subscript5 1 base label5 an" 1 height label9- 9 points 11- 1 point to e1plain the area o/ a /igureTotal amount o/ points possible 4: points-

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