Description of Unit of Instruction

I will be teaching geometry to 4th graders. The students will learn the different types of lines, angles, and
how to classify certain shapes based on those.

Draw and identify lines and angles, and classify shapes by properties

of their lines and angles.

1. Draw points, lines, line segments, rays, angles (right, acute, obtuse),

and perpendicular and parallel lines. Identify these in two-dimensional

figures.

2. Classify two-dimensional figures based on the presence or absence of

parallel or perpendicular lines, or the presence or absence of angles of

a specified size. Recognize right triangles as a category, and identify

right triangles.

3. Recognize a line of symmetry for a two-dimensional figure as a line

across the figure such that the figure can be folded along the line

into matching parts. Identify line-symmetric figures and draw lines of

symmetry.

Students started out with a lesson on lines. Lines make up everything so it made sense to start at the
bottom and move our way up, and add on to the knowledge they already possess. It was important that
students understand they can classify shapes based on their angles and lines.

Pre-Assessment

Goal:

The goal of the pre-assessment was to determine what students already knew, and what we would need
to cover. After the students had taken the test we went over the questions to hear what they had to say
about each question. Using that data, and the data received from the pre-assessment paper we were
able to determine a good starting place for the students. We tested the students over, parallel lines, all
the angles, lines of symmetry, types of triangles, naming shapes, and line segments.

The assessment was very reliable and unbias because it was short, didn’t frustrate the children, and they
had two different teachers giving it to them. The test could have been more valid, for example we tested
them in a loud library at a cramped table. They were not in the best situation, and after they took it we
left it on their table, which means they could have changed their answers.
Administration Conditions:

March 15, 2017.

9:15am

Whole group. 25 minutes to complete the questions. The students completed it in 10 minutes and we
had more time than we thought we would have to fill. This was more than enough time for the students
to complete the task, but we didn’t know how hard they would try so we wanted to give them all plenty
of time to finish.

Reflection:

I think the pre-assessment test that we had planned was a good assessment of their knowledge. I do
wish that we had been somewhere less cramped. In hind sight, we could have asked everyone to spread
out in the books, it wasn’t a big space, and come back to the table when they were done. That also
would have eliminated cheating, which I suspect was happening. Asking about the questions afterwards
was a good idea, and it filled the extra time we had. This was a really good way to hear what the
students knew. Seeing their answers on paper will only get me so far. But then again, it was hard to hear
them because there were 30 other people in the library talking. I really wish I could have sat down with
each one and talked it over, but that obviously was not possible. I think with the conditions we had,
Chelsea and I did pretty well. Looking back, there were things we could have changed now that I know
some classrooms were empty. But I still think we got valuable data that really helped guide us for our
lesson plans.
Pre-Assessment Results

Scores:

Range: 11

Mean: 9.6

Median: 7

Mode: 7

Number of questions: 20

Analysis:

The data above tells me that most of the students only knew half the content on the assessment, and I
can bet that they guessed right on some of the questions. All the scores above are less than 50%, so I
know that the students know less than half the items on the test.

Looking at the tests and graphs, I am able to see specific questions and area that are proving difficult for
the students to grasp, or they just haven’t learned it yet. Question number 16, no one got correct. This
items was on isosceles triangles, so I know that I will have to go over types of triangles based on their
sides. Only one student got 4, 5, 6, and 7 right. These questions were over obtuse and acute angles, so I
know that We will have to spend time talking about angles. Every single student in my group got
questions 12 and 20 right. Questions 12 was naming a rectangle, and question 20 was drawing lines of
symmetry in a square. I know that my students know their basic shapes (square, rectangle, triangle), but
struggle with symmetry. Even though everyone got question 20 right over symmetry, there were 2 other
questions on symmetry and only half the students go it correct. But I think they understand it a little, so I
probably can talk about it for a second.

Reflection:

I originally thought I wouldn’t need to touch on symmetry or shapes. Before I had even looked at the
standards or anything, I had a hard time remembering what 4th graders were taught. I didn’t go into
thinking that the students would have anything mastered, I figured they would be guessing a lot. Which I
still think happened. The pre-assessment information gave me enough info that I was able to
understand the things that needed to be taught, and clearly. The pre-assessment made me think that I
wouldn’t have to talk about lines very much because most of the students go the questions right, and
were able to explain why when we talked about it. I definitely know I will have to spend some time on
angles, and defining triangles. Those were the lowest scores and only one person was able to define
them when talked about as a group.
Lesson Plans:

First lesson:

Chelsea and I tried teaching this lesson together, but ended up teaching groups individually. It worked
out, just not as planned. I did not like that style. I felt like I didn’t know whether the other group was
learning was I thought they were supposed to, no matter how much trust I had in Chelsea. It was also
difficult to keep them on task. We did not establish rules before we began and they kind of walked all
over us. You could see how intelligent they were, but they also just wanted to talk, sing, and poke each
other with pencils. It was hard keeping them on task and trying to make sure they weren’t disturbing the
other class sharing the room with us. I think one of the problems was that they were at desks, facing
each other, and were not forced to look at me teaching. They also got distracted by the things in other
people’s desks. Overall, we were able to teach them the things that they needed, but we spent more
time on lines than I had thought we would. I was thinking talk about it for like 10 minutes and then
move on. I don’t know if they just were getting or if it was the environment, but we spend the whole
time talking about lines. But at least I know they know it really well.

Second Lesson:

I taught this lesson by myself and I thought it went really well. They participate a lot better when there is
a competition between them. I changed their warm up to more of a game, and after each thing I taught I
had them play a game. It was just drawing or labeling something I called out, but it allowed me to talk
about new material and review. I also switched up the seating. I had everyone sit at one big table, and I
told everyone at the beginning that we have to keep out voices down because of the other class in here.
It worked for the most part. When the other group left the class and we moved to the kiva, the students
quieted down a lot more. This goes back to my earlier theory that they were nosy because they were
cramped and not facing me. Once I had their eyes on me, and they had space to be themselves, they
were much more obedient. I was able to cover angles, and triangle names based off angles, but was
unable to get to triangles based off side lengths because we problems solved a lot of questions the
students had. Overall, it was a successful day.

Third Lesson:

I did not teach this time, I just observed Chelsea. She was having problems keeping them quiet and
focused. It also looked like most of what she was doing was a review game, and I was hoping she would
get to teaching them about triangles, and pick up where I left off. Eventually she invited to facilitate a
group after she put shapes on their table and asked them to sort them into groups. I really liked that
plan, but the students didn’t know everything they needed to at that point to classify them. But I was
impressed to hear them classify the triangles by the angles after we had discussed it. I tried making
teaching them the other triangles, but I lost the battle of keeping their attention. There never was a big
group lesson, and after the shapes Chelsea went on to an assessment activity.
Post-Assessment:

I believe that our post assessment was reliable, valid, and unbiased. Our assessment was formatted in a
way that items could be compared to each other and the wasn’t a vast difference between the difficulty
of the items. Chelsea and I both administered the test, and walked around to monitor the child as they
took their test. We made sure that the items on the test reflected the things that we were able to teach
them, and some items that we had lightly discussed. I believe that our post-assessment was a good way
to measure what we wanted it to measure.

The students have been taught the different types of lines, angles, and how to classify certain shapes
based on those. The post assessment will cover:

Draw and identify lines and angles, and classify shapes by properties

of their lines and angles.

1. Draw points, lines, line segments, rays, angles (right, acute, obtuse),

and perpendicular and parallel lines. Identify these in two-dimensional

figures.

2. Classify two-dimensional figures based on the presence or absence of

parallel or perpendicular lines, or the presence or absence of angles of

a specified size. Recognize right triangles as a category, and identify

right triangles.

3. Recognize a line of symmetry for a two-dimensional figure as a line

across the figure such that the figure can be folded along the line

into matching parts. Identify line-symmetric figures and draw lines of

symmetry.

While we were giving the post-assessment I was making sure to observe the students. We had a
problem with a couple students, not knowing the answers and cheating. I spread the students out so
they weren’t tempted to cheat, and then always kept a close eye to make sure the results were valid. I
did not see any cheating, plus they were spread out far enough that they wouldn’t be able to see the
tests.

Data Information

The data shows an immense improvement from the pre-assessment. We hit lines and angles the hardest
and the students were able to get most, if not all of those questions correct. Triangles were a little more
difficult. We spent less time than I had wanted to on them, so not all of the students were able to
answer those questions correctly. A lot of my group of students didn’t answer the questions completely,
because some of them asked for multiple answers. This is a discrepancy in the data because those
questions were counted wrong, even though they answered them half correctly. The students may have
scored lower because of this.

Reflection:

I would add more direct instruction. I tried to have a variety when I taught, but when Chelsea taught it
was mostly activities and indirect teaching. But because of this the students didn’t get all the
information we needed them to know, like how to classify all triangles. I would go back and spend half
of the third day talking about triangles and learning how to classify them, and then the other half talking
about other shapes and symmetry. It’s really hard to teach all of this content every other day for only 3
days. It is even harder to teach when you and your co-teacher have different views of how things should
be done. I think it was a really good learning experience though.
Overall Reflection:

For this case I was assigned to teach 4th graders at Lincoln Elementary school. I was in charge of teaching
the students about geometry. I planned to teach the students about the different types of lines, angles,
and how to classify certain shapes based on those. They will learn to draw and identify lines and angles,
and draw and classify shapes by their properties.

When Chelsea and I started out our lessons seemed really good and we felt that things were spaced out
nicely. After teaching I don’t see yet how teachers can plan ahead and it work out. But I guess it would
help if I knew the children for more than 3 days. When we started out with the lessons only 2 girls knew
about 80% of what we were teaching, the other boys and girls didn’t know very much, aside from what a
right angle and square, rectangle were. I honestly think that the only reason these children learned, was
because we would play a game where they worked together to get the answers. They were learning as
much from their peers as they were learning from me, their teacher. Our pacing was a little off, we
spent more time on lines than we probably should have and less time on triangles than we should of.
Because of this I don’t think the children learned everything at a pace they needed. They were taught
everything they needed to, but we weren’t able to spend time on the things they really needed.

I think some of the biggest things I have learned is that you are teaching what the children need to know
and what they are struggling with. I am slightly concerned with myself because I am not sure if I know
how to differentiate instruction well. I know I need to work on it. I have also learned that placement of
students, in their environment, really does have an effect on how well the children learn. I think I like
have all the children facing the board, but with the ability to change into groups. I have also learned the
importance of variety in lessons. It is hard for anyone to sit through a lesson, so you have to make sure
to include movement and group work.

I was assigned to teach 4th graders about geometry. Some of the lessons worked better than others. the
pacing of teaching was not appropriate, but all the content was covered, which doesn’t make up for
anything. The results showed that the content we covered more was received better from the students.
In teaching it is important that we pay attention to the needs of the students while we are teaching.
Pres-Assessment

St Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q T
u u u u u u u u u u u ue u u ue u u u u u u o
d es es es es es es es es es es sti es es sti es es es es es es ta
e ti ti ti ti ti ti ti ti ti ti on ti ti on ti ti ti ti ti ti l
n o o o o o o o o o o 11 o o 14 o o o o o o
t n n n n n n n n n n n n n n n n n n
1 2 3 4 5 6 7 8 9 1 1 1 1 1 1 1 1 2
0 2 3 5 6 7 8 9 0
1 1 1 1 1 1 1 1 1 1 1 0 1 0 1 1 0 1 1 1 1 1
7
2 0 1 1 0 0 0 0 1 0 0 1 1 1 1 1 0 0 1 1 1 1
1
3 0 1 1 0 0 0 0 0 0 0 1 1 1 0 0 0 0 1 0 1 7
4 0 1 1 0 0 0 0 0 1 0 0 1 0 1 0 0 0 1 0 1 7
5 1 0 0 0 0 0 0 0 0 0 1 1 0 1 0 0 0 0 1 1 6

T 2 4 4 1 1 1 1 2 2 1 3 5 2 4 2 0 1 4 3 5
o
ta
l:
 Total
6

4
Correct

0
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21
Question

Total Scores
18

16

14
Total Amount Correct

12

10

0
1 2 3 4 5
Students
Post Assessment

St Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q T
u u u u u u u u u u u ue u u u u ue u u u u o
d es es es es es es es es es es sti es es es es sti es es es es t
e ti ti ti ti ti ti ti ti ti ti on ti ti ti ti on ti ti ti ti al
nt o o o o o o o o o o 11 o o o o 16 o o o o
s n n n n n n n n n n n n n n n n n n
1 2 3 4 5 6 7 8 9 1 1 1 1 1 1 1 1 2
0 2 3 4 5 7 8 9 0
1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1
9
2 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 2
0
3 1 1 1 1 1 0 1 1 1 1 1 1 1 1 0 0 0 1 1 1 1
6
4 0 1 1 1 1 1 1 1 1 1 1 1 1 1 0 0 0 1 0 1 1
5
5 0 1 1 0 1 0 1 1 0 1 1 1 1 1 0 0 0 1 1 0 1
2

T 3 5 5 4 5 3 5 5 3 5 5 5 5 5 2 2 2 5 4 4
ot
al
 Total
6

4
Correct

0
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
Question

Total Scores
25

20
Total Number Correct

15

10

0
1 2 3 4 5
Students