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# Evidence #3: Professional Growth in Teaching Geometry and Measurement This Evidence Represents: Professional Growth This Evidence Includes

the Following Artifacts: 1. Investigations Unit 4: Size, Shape, and Symmetry: Lesson 3.1 Measuring Angles from 2009-2010 school year 2. Investigations Unit 4: Size, Shape, and Symmetry: Lesson 3.1 Measuring Angles with Common Core modiﬁcations provided by the Investigations curriculum and ﬂexible grouping from 2011-2012 school year 3. Personalized Learning Geometry Unit: Using a Protractor to Measure Angles, with Common Core State Standards (CCSS) and Personalized Learning strategies from 2013-2014 school year Description of Evidence and Artifacts: 1. The Investigations lesson plans for lesson 3.1: Making Right Angles (Artifact 3.1A) identify key vocabulary words: angle, degree, right angle, and equilateral triangle. Learners are expected to use plastic two-dimensional ﬁgures called Power Polygons to create right angles. The benchmark to determine if something was a right angle was the corner of a sheet of paper. Learners were then taught to measure acute angles by relating them to the 90 degree angles they made. For example, if two of the same Power Polygon angles were used to create a right angle, then the measure of those two acute angles were 45 degrees. 2. As the CCSS were adopted, the Investigations curriculum created inserts for each unit with modiﬁcations for lessons to ﬁt with CCSS. For the Geometry and Measurement Unit: Lesson 3.1 Making Right Angles, the adaptation included writing equations to represent what students did with the power polygons. I also teamed with the other 4th grade teachers and we used the assessment Measures of Academic Progress (MAP) results to group learners across the entire fourth grade. These groups were ﬂexible and changed based on the unit of study. 3. During the 2013-2014 school year, the Verona Area School District released approved “I Can” statements for the Common Core, which are the standards rewritten in kid-friendly language. Additionally, the district is moving towards using a personalized learning approach to instruction. I reorganized my instruction of geometry and measurement so that it was guided by the Common Core state standards and our district!s “I Can” statements. I focused my instruction on deconstructing and practicing the academic language in the “I Can” statements with my learners, which required me to abandon using the Investigations curriculum for this unit. I separated my instruction of geometry topics by organizing the Common Core “I Can” statements into different sections: polygons, angles (Artifact 3.3A), measurement, area and perimeter, and symmetry. While working on one of these sections at a time, I held seminars to deliver new instruction. For example, I taught a seminar on measuring angles with a protractor (Artifact 3.3B). I also included a sample of student work as a result of that seminar (Artifact 3.3C).