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ELED 533

Formative Assessment Analysis, Instructional Plan, and Reflection

Assessment Analysis Overview: The analysis of results revealed that the

students completed the assessment in various ways.

Trouble Finding Perimeter and Area: One group had trouble finding

perimeter and area. These students either answered the questions

incorrectly by calculating the perimeter and area incorrectly, or they

did not fully answer the question. These students sometimes found the

correct area of the polygons in the assessment, which tells me they

know how to find the area of polygons by counting the square units.

However, this group did not find the perimeter, or they found the

perimeter incorrectly. These students seem to need help completely

answering each part of a question. They also need help with how

perimeter and area relate to each other, and how to use units when

providing the answer to the question. Students in this group were not

able to explain their thinking clearly, or some did not explain at all.

Students in this group had trouble relating perimeter and area to real

life tasks.

Adding for Area and trouble finding perimeter: Another group was

similar to the above group but seemed to understand more of the

material. These students added units to find the area of the polygons,

and they did so correctly throughout the entire assessment. However,

these students seemed to have trouble finding the perimeter of the

polygons. These students attempted to find the perimeter of each

problem, but they would count the objects in the square units, instead

of counting the edges/sides of the squares when finding the perimeter.

This caused them to find the incorrect perimeter each time they

answered a question. This group seems to understand the concept of

area, but needs more work with finding perimeter. This group had

trouble relating perimeter and area to each other. Most of the students

in this group seem to know how to relate perimeter and area to real life

tasks and they seem to understand how the measures can help us

work efficiently in real life. These students need to work on including

the units when they provide the answer to questions.

Semi-Abstract: This group seemed to understand how to find the

perimeter and area of rectangles by using formulas to determine the

measures. These students seem to not know how to use formulas to

find the perimeter of area of other polygons such as triangles and

trapezoids. Students in this group counted the individual units to find

the perimeter and area of the triangle and trapezoid on the second

page of the assessment. Students in this group showed me that they

understand how area and perimeter are related by illustrating

examples of how polygons with the same area can have different

perimeters. Students in this group know how to use the correct units

when provided answers for perimeter and area. They also showed their

understanding of how perimeter and area can be used to help us work

efficiently in our daily lives.

**Abstract: This group of students calculated the problems very
**

abstractly by using formulas when answering each question. This

group seems to understand the concepts of perimeter and area

completely. These students provided correct answers for all of the

questions on the assessment. These students used formulas to find the

perimeter and area of the rectangles, triangles, and trapezoid/knew

how to decompose a trapezoid to find the area and perimeter by using

formulas. This group seems to have the knowledge of using different

formulas to find out different perimeter and areas of polygons. This

group knew how to provide correct units when answering questions for

perimeter and area. They also clearly provided detailed explanations

that showed me they understand how perimeter and area can help us

work efficiently in our daily lives. Lastly, this group showed that they

understand how perimeter and area relate to one another by providing

clear examples of how polygons with the same area can sometimes

have different perimeters.

Group 1 Pattern Group:

Trouble Finding Perimeter and Area (Students 7, 12, & 16)

Distinguishing Characteristics: Students in this group seem to know

some concepts about perimeter and area including student 16 knowing

that you can use it to measure down and across units. Student 12

seems to know that perimeter and area can help us by measuring

things, but she does not seem to have an understanding of what

perimeter and area measures or how it can help us specifically. These

students are struggling with finding the perimeter and area of all

polygons. Students answered some questions correctly, but answered

the majority incorrectly, or chose not to answer some of the questions,

fully, or some not at all. Students in this group are struggling with

decomposing and composing shapes, since they did not attempt to

find the perimeter and area of the individual vegetable patches. All of

these students did not answer question #4 correctly, which was the

question that asked, “Do polygons with the same area sometimes have

different perimeters?” (They answered the question with, “no”). This

tells me that these students do not understand the relationship

between perimeter and area. Students in this group either did not put

a unit beside their answer, or they did so incorrectly. For example, 45

feet. Instead of 45 feet squared. I feel that these students need more

instruction with perimeter and area. Students in this group could

benefit from using physical models of standard units to find perimeter

and area of polygons. Students in this group should work with concrete

manpulatives and make comparisons between the area and perimeters

of polygons.

Sample Responses:

o Some students left questions unanswered.

o These students provided no explanations in the first question.

o One student answered the first question with “1 X 1 = 1,” which

did not relate to the question at all.

o All students answered question #4 with “no.”

**One student answered question #5 with “figure out how much of
**

something you need.” This answer did not specifically or clearly

tell me anything about perimeter and area; therefore, it shows

me that they do not fully understand how perimeter and area

specifically can help us work efficiently in our everyday lives.

Number of students: 3

New Questions: If the assessment were more concrete, would the

students have done better? Would these students have done better if

manipulatives were provided? Why did these students not answer

some questions? If the questions were broken up into simpler steps,

would the students have attempted to answer each question?

o

**Group 2 Pattern Group:
**

Adding for Area & Trouble Finding Perimeter (Students 5, 8, 9, 10, & 15)

Distinguishing Characteristics: Students in this group can correctly find

the area of polygons by counting and adding up the square units.

Students in this group explained how they counted the individual

square units when finding the area and they did not use formulas when

finding the perimeter and area of any of the polygons. Students in this

group had difficulty finding the perimeter of the polygons. When

finding the perimeter of the vegetable gardens, students in this group

counted the vegetables around the outside of the patch, instead of

counting the edges around the outside of the patch. Students in this

group also had trouble relating perimeter and area, since they

answered question #4 incorrectly by saying “no.” Most students in this

group related perimeter and area to real world tasks. Students in this

group wrote “feet” for the unit when answering the questions, but they

did not write, “feet squared” next to the area answer.

Sample Responses:

o One student answered the first question with, “To find the

perimeter of each garden, I would add up all of the squares

going around each vegetable section. I would find the perimeter

of the whole garden by adding all of the squares going around

the garden.” this student counted the objects/squares to find

the perimeter instead of adding up the edges to fin the correct

perimeter.

o Question 1: Perimeter: Tomatoes: 10 ft. Onions: 8 ft. Carrots: 12

ft. Peppers: 8 ft. incorrect perimeters because they counted

objects around garden, and not the edges around the outside to

find perimeter.

o Question 2: Area = 12 1/2 feet didn’t write feet squared

o Question 4: “no”

o Question 5: “Measuring, cooking/baking, gardening”

o Question 5: “I can use perimeter and area to make a quilt.”

Number of students: 5

New Questions: If the first question did not have objects/vegetables in

each of the squares, then would the students still have counted each

square/object to find the perimeter? Why did the students not count

the edge around the rectangular patches? Why did some of the

**students choose to not draw a picture to help them with question #4?
**

Would drawing a picture help these students find the answer to

question #4? Did these students forget to write feet or feet squares, or

did they not know that area answers are squared?

Group 3 Pattern Group

Semi-Abstract (Students 2, 3, 4, 6, & 11)

Distinguishing Characteristics: Students in this group can correctly find

the area and perimeter of rectangles by using the appropriate formulas

(l X w for area and (2l + 2w) for perimeter). Students in this group use

formulas to find the perimeter and area of rectangles, but not other

polygons. In question 1, students used the formulas correctly to find

the perimeter and area of the vegetable patches, but for questions 2

and 3, students counted the square units when finding the perimeter

and area. This tells me that the students know the formulas for

rectangles, but not for other figures such as a triangle and a trapezoid.

Students in this group answered question #4 correctly. They answered

by saying “yes” and they each provided an illustration that showed

how polygons with the same area can have different perimeters. This

shows me that these students understand the relationship between

perimeter and area. These students also provided clear examples of

how perimeter and area can be used in our daily lives to help us. When

students wrote the answer to each of the problems, they provided the

correct unit. For example, for each area problem they wrote feet

squared.

Sample Responses:

o Question 1: “I would add the widths and the lengths of each

vegetable garden for perimeter, and I would multiply the length

and width to get the area of the garden.” (l X w)

o Question 1: “I checked my answers by doing l X W for area and l

+ l + w +w for perimeter.”

o Question 2 & 3: Students’ work showed that they counted the

units to find the perimeter and area of the polygons.

o Question 4: “Yes, because both of the shaped I drew below have

the same area of 8, but have different perimeters of 12 and 18.”

o Question 5: “It can help us know how much paint we need to use

to cover out walls at home for area or how much fencing we

need for our dogs at home.”

o Students wrote, “feet squared” when providing answers for area.

o Students wrote “feet” when providing answers for perimeter.

Number of students: 5

New Questions: Do these students only know the perimeter and area

formulas for rectangles? Since these students know the perimeter and

area formulas for rectangles, could they come up with or find out the

formulas for other shapes? Did these students already know that

polygons with the same area can sometimes have different perimeters,

or did they have to draw it out to see?

Group 4 Pattern Group

Abstract (Students 1, 13, & 14)

Distinguishing Characteristics: Students in this group correctly used

formulas to answer all of the polygons in the assessment. These

students have a strong understanding of perimeter and area and how

you can use formulas to find the exact perimeter and area of each

polygon. Students used l X w to find the area of the rectangles and 2l X

2w to find the perimeter of the rectangles. On the second page of the

assessment, students used the Pythagorean theorem to find the

perimeter of the triangle, and they used ½b X h to find the area of the

triangle. To find the perimeter and area of the trapezoid, the students

in this group decomposed the trapezoid to make a triangle and a

rectangle. The students used the Pythagorean theorem to find the

exact length of the 3rd side of the triangle, which is the slanted side of

the trapezoid. The students then added that calculated side to the

other sides of the trapezoid. To find the area of the trapezoid, the

students also decomposed the shape. The students found the area of

the rectangle by calculating l X w and then they added that to the area

of the triangle, which was found by calculating ½b X h. Students in this

group calculated exact answers of the perimeter and area by using

complex formulas and decomposing shapes. Students in this group

also answered question #4 correctly by saying, “yes” to the question

and illustrating a clear example to show their understanding that

polygons with the same area can sometimes have different perimeters.

Lastly, the students in this group correctly wrote the units by the

answers throughout the assessment. Example: for the area they put,

45 feet squared. Students in this group are abstract thinkers and use

formulas to find the exact perimeter and area of shapes.

Sample Responses:

o Question 1: A= 3 X 4 = 12, A = 2 X 5 = 10, etc.

o Question 1: P = 2(3 + 4) 2(7) = 14, etc.

o For Questions 2 and 3 students used Pythagorean theorem, l x

w, and area of a triangle ½ b x h:

Question 2: a2 + b2 = c2 7.07= c P= 17.07

Question 3: A= (3x4) + ½ (3x3) A= 16.5

Question 3: P= 3+4+7+4.24 = 18.24

o Question 4: “Yes, 2 shapes where A= 9, and P= 12, and 20.”

Students drew out examples that illustrated their understanding

clearly.

o Question 5: “Everything from putting in flooring to calculating

how much fertilizer you need for your yard uses perimeter and

area. Knowing how to efficiently calculate this saves time and

money over guessing.”

Number of students: 3

New Questions: How do these students know the formulas of other

polygons besides rectangles? Do these students know the formulas of

any other polygons, besides rectangles and triangles? Do these

students know how to find volume?

Instructional Plan

Before Phase

As a class we will go over the concepts of perimeter and area. I will

have posters on the wall: a poster with perimeter written on it, a poster

with area written on it, a poster with real life applications for perimeter

and area on it, and a poster with perimeter and area relationships

written on it. Students will be instructed to split up and start at a

certain poster. Each student will have a different colored marker. Tell

students we are going to do a graffiti walk. Tell students to write

whatever comes to their mind as they go to each poster. For example:

for the perimeter poster, tell students to write what it is, how they

would find it, or what units they would use. For the real life application

poster, tell students to write ways they can use perimeter and area

during real life tasks, etc. Students will begin at a certain poster, and

you will ring a bell when it is time for students to rotate to a new

poster. When students have rotated to each poster, have the students

stop, and share the words/ sentences, on the poster where they are

located. Students will share the class responses. Once students have

shared the response on the poster, go over any holes, or any concepts

that need to be reviewed more in detail. Ask students if they have any

particular questions about the concepts listed on each of the poster

after talking about each. Answer student questions and clarify any

confusion. Tell students to go back to their seats. Have students work

in pairs to find the perimeter and area of two polygons on the doc cam:

a rectangle on the doc cam and a triangle. After students complete the

review problem in pairs, go over them as a class. Clarify any questions

or confusing concepts. The graffiti activity and the reviewing of finding

the perimeter and area of the shapes is a whole class

discussion/activity to get students thinking about the concepts and the

tasks they will be asked to do next.

Tell students they are going to complete an activity that involves

finding the perimeter and area of certain polygons in certain groups.

During Phase –Let go!

~Note: While students are working in their different groups at the

different tables, I will walk around and observe students. I will assist

students, and be open to any student questions. I will have a

student-monitoring chart with me while I observe students to make

note of any specific tasks I want students to share.

Students will be split up into 4 groups where they all work on the same

task of finding perimeter and area of polygons; however, each group

will be working with different types of polygons and finding the

perimeter and area in different ways, according to their ability/

readiness level. Students will also have the option of using certain

materials when finding the perimeter and area of the polygons if they

need the support, depending on their readiness.

The 4 groups will be “The Trouble Finding Perimeter and Area,” (tigers)

“Adding for finding Area/Trouble Finding Perimeter, (lions)” “SemiAbstract, (panthers)” and “Abstract (leopards)” group.

**Each group will work on the activity at a certain table in the room, so
**

that they are grouped together and provided with the same shapes,

and materials.

The Trouble Finding Perimeter and Area – Tigers

o This group will be working on simple area and perimeter

problems where the questions are broken down into simple

steps, so the students can understand what the question is

asking/ what they need to do, so they can answer the question

completely, to their fullest potential. This group will be provided

with 3 different sized rectangles. Students will be instructed to

find the perimeter and area of each rectangle by using the

square inch tile manipulatives provided at the table. Students

will then be asked to use the square tiles and see how many

shapes they can make with 4 square tiles. Students will be asked

to describe the area and the perimeter of these shapes. What’s

the relationship? Students will be given a scenario where a

person describes how they used perimeter and area to help

them make a patchwork quilt. A picture will be provided for a

visual support. Students will have to write down how perimeter

and area helped that person make their quilt. Students will be

asked if there are any other similar tasks where perimeter and

area can help us word efficiently in our daily lives. This group will

be provided with a checklist to aid them as they complete their

activity. The checklist will have items such as “make sure to

include the units when writing your answers for perimeter and

area (inch for perimeter and square inches for area). The

checklist will also say, “I showed my work” “I answered each

individual question.” The checklist will allow students to make

sure they completed the task fully.

Adding for Finding Area/Trouble Finding Perimeter – Lions

o This group will be working on finding the perimeter and area of

different polygons on graph paper. This group will be asked more

questions on perimeter, since they need more practice with

perimeter. Instead of putting objects in the unit squares, they

will be blank, so it will not confuse the students. Students will be

given 2 polygons: a rectangle, and a triangle Students will be

given a checklist to help them remember that perimeter

measures the distance around the shape. Students will be

reminded on the checklist about the hint that perimeter gives

them “perimeter” rim is in the word perimeter! This will

remind students to not count the squares, but to pay attention

to the rim of the shape, which will point them in the right

direction of counting the edges of the square units. Since the

graph paper will be centimeter graph paper, I will provide this

group of students with a centimeter ruler to check their work.

The centimeter ruler can measure the perimeter of the

polygons, and will also guide students to finding perimeter

correctly, and not counting the square units around the outside

of the shape. The checklist will remind students to provide the

appropriate units when they write their answers. Students will

**also be asked on a piece of graph paper to see how many
**

shapes they can draw with 4 square units. The students will be

asked to describe the relationship of these shapes. What’s the

relationship? Students will see how these shapes have the same

area but different perimeters. Lastly, students will be asked what

occupations use perimeter and area?

Semi-Abstract – Panthers

o This group will be working on finding the perimeter and area of

polygons on a sheet of paper where they will have to measure

the sides using a centimeter ruler. Students will be asked to find

the area and perimeter of a rectangle, a triangle, and a

trapezoid. Since these students know how to use l X w to find

the area of the rectangle, prompt students’ thinking of how/if

they can come up with a formula to find the area of a triangle

that is half the size of the rectangle they just worked with. Then

prompt them to try to think about how they can use their

knowledge of a rectangle and a triangle to find the area of a

trapezoid. These questions will be typed out on the piece of

paper to get students thinking more abstractly about other

shapes, other than rectangles. Students will then be asked to try

to come up with 2 polygons that have the same area, but

different perimeters, other than rectangles. (Since students just

provided rectangle examples I want them to explore other types

of polygons they can compare). Students can draw these 2

shapes on the provided graph paper. Then, students will be

asked to describe a time they used perimeter and area in a real

life situation.

Abstract – Leopards

o This group will be working on finding the perimeter and area of a

variety of different polygons on a sheet of graph paper. These

students will be instructed to find the perimeter and area of a

parallelogram, a pentagon, and a hexagon. Students will be

prompted to think about formulas of these shapes to challenge

them. Students will then be asked to try to come up with 2

polygons that have the same area, but different perimeters,

other than rectangles. (Since students just provided rectangle

examples I want them to explore other types of polygons they

can compare). Students can draw these 2 shapes on the

provided graph paper. Then, students will be asked to describe a

time they used perimeter and area in a real life situation.

After Phase

Students will be instructed to finish up their work. Then, come together

as a class and direct students to discuss with their group what they

learned today. Have each group come up with a list of things they

learned. Encourage them to come up with any new definition

clarifications, helpful hints, new polygons, and new strategies they

learned/used, new polygon comparisons, or new real life applications

that their group came up with. Have each group come up to the doc

cam and share their complied list of everything new that they learned

**today as a group. Tell each group one particular piece of work that they
**

are going to share with their classmates based on what you think is

appropriate and educational for that group to share with the rest of the

class. When picking the order of groups to share, pick them by

following the mathematical learning progressions. Have the Tigers

share first, then the Lions, then the Panthers, and then the Leopards.

This will allow the students to share and see information that

corresponds appropriately with the learning progressions. (Concrete

Abstract) & (Physical unitsUse of formulas).

As groups share, ask and prompt them with questions that will allow

them to think mathematically as well as make connections in math.

Ask the class to ask the groups any questions they may have after

each group speaks. The teacher will ask different students how they

got their answers or why they chose that particular strategy if they

share a strategy they used (manipuatives or a formula). Students will

explain their thought process when they worked in their task. The

teacher will notice mathematical thinking and connect students’ work

between the groups by pointing out similarities and differences to what

was learned or to their work, specifically. This will allow students to see

different strategies and methods for finding perimeter and area of

different polygons. This sharing of new learned concepts and sharing of

mathematical thinking as students explain particular pieces of work

will leave students with an understanding of perimeter and area.

End the discussion by asking students if they have any questions.

Close the lesson by telling students to turn to a partner and tell them

one thing they did today that enhanced their learning so they can think

metacognitively and self-assess.

Reflection

1. Explain what this assignment revealed to you about assessment and

learning and how it will influence your future classroom practices.

This assignment has revealed to me how important it is to assess the

knowledge of the students in your classroom. By assessing students,

you will gain knowledge of each individual student in your classroom.

You will know what your students know and don’t know, what they are

confused about, and what misconceptions they may have. By

assessing students in your classroom, you can see the ability levels of

your students. You can then group students according to their

ability/readiness levels. By grouping students, you can then

differentiate future lessons and activities accordingly to support the

needs, or challenge your students. By knowing your students’ abilities

by assessing, you can provide your students with their needs and

support their learning so they can learn to their fullest potential. In my

future classrooms, I will be sure to assess my students periodically so I

can see students’ progress in their learning and support them in any

way they need. It is also important to know that pattern groups can

change, since some students may progress more quickly than others.

Even though this assignment required a lot of time and effort, I have

realized the benefits of identifying student’s abilities and grouping

**them into appropriate groups for future lesson differentiation. I will
**

definitely be using this in my future!

2. Explain how this assignment helped you work toward your S.M.A.R.T. goal.

a. This assignment helped me work toward my smart goal because

this assessment was the formative assessment in my math unit I

created. Since my goal is: By the end of the six weeks, I will

create a unit plan on a mathematics SOL using backward design

while also coming up with ways to connect mathematical

concepts of Number Operations, Algebraic Thinking, Geometry,

Measurement, Data Analysis, and Probability, this assignment

helped me work toward my smart goal because it was used in

my unit that I created using backward design. I created this

assessment before I created my scope and sequence, which

follows the progression of backward design. My assessment also

helped me work toward my smart goal because it allowed

students to connect math concepts. Perimeter and area is

measurement, but students also had to compute and work with

operations when finding the perimeter and area by adding or

multiplying. My assessment also connected measurement with

geometry, since students measured different shapes.

3. Look back at your Appetizer assignment – Reflecting On Our Practices.

How does your experience with this assignment and your plans for future

classroom practices reflect your beliefs expressed in your Appetizer

reflection?

In my appetizer reflection, I explained how the learning experiences

that students engage in should be meaningful to them in some way. I

made the assessment meaningful to students by providing a scenario

where they are finding perimeter and area of their school garden to

help out their principal. By making the context of the problem familiar

to them, they see the problem as meaningful, because they know

Principal Kelly, which would motivate them to find the perimeter and

area of the school garden. In my appetizer reflection, I also stated how

important it is to provide lessons that relate concepts to the real world.

This assessment connected perimeter and area to real life applications,

such as finding the perimeter and area of a garden. Students also had

to think of other ways that perimeter and area can help us work

efficiently in our daily lives.

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