Candidate

Work Sample

Sydney Hamann

Butler University
ED 433
Fall 2022

Pike High School

Indianapolis,
Indiana
 Context of
the School
Pike High School
Number of Students: approximately 3,392

Graduation Rate: 91%

60.4% Economically Disadvantaged

12.2% English Language Learners

More than 850 international students

representing over 65 countries and speaking
more than 85 languages

Pike High School consists of families with

diverse social, cultural, and economic
backgrounds. Pictured below is a graph that
shows the diversity of students at the school.
Multiracial White
4.8% 8%

Hispanic
25.9%

Black/African American
59.3%

Pike Township is an
urban residential
community located in
the Northwest corner
of Indianapolis.
 Classroom Context

Algebra 2

Period 6
20 students
15 Sophomores, 3 Juniors, 2 Seniors

1 Student with an IEP 1 ELL Student

Accommodations: Accommodations:
Extra time on tests or Extra time on tests or
homework homework
Headphones to block May remove word
distractions problems from test

1 Student with a 504 Plan

Accommodations:
Extra time on tests or
homework

Overview of Class
44 min classes Monday-Friday
Year-long course
Textbook: Indiana Reveal Algebra 2

Topics
Algebra 2 further extends many of the
concepts learned in Algebra 1. The course
develops an understanding of

linear functions
systems of equations and inequalities
polynomials
exponents and radicals
quadratic functions

 Unit Plan
Algebra 2 Unit 4: Polynomials

Unit Objectives
The focus of the unit is polynomials. Throughout the unit,
students will work with operations with polynomials to extend
their knowledge to new concepts such as simplifying expressions,
synthetic division, and graphing various functions.

Students will be able to simplify and evaluate expressions

involving exponent laws and polynomials.
Students will be able to solve problems using synthetic
division and explain the process of doing so.
Students will be able to identify key features of a graph and
describe their meaning.
Students will be able to explain how to determine the end
behavior of a function given an equation.

Students will know... Students will be skilled at...

how to apply laws of
exponents
how to graph various
functions involving
polynomials
how to rewrite algebraic
expressions in
equivalent forms
how the degree and
leading coefficient relate
to end behavior
problem-solving even
when things become
difficult
working collaboratively
with different groups of
people
using logic to think
critically about different
math tasks as well as real
world math problems

Enduring Understandings
The laws of exponents are crucial for simplifying
expressions/equations
Area models can be used to multiply binomials and factor
quadratic functions
Polynomials can be relevant to the real world
Graphing polynomial functions requires an understanding of
key graph features such as intercepts, lines of symmetry

Essential Questions
How does factoring relate to multiplying binomials?
How can the laws of exponents and factoring be used to
generate equivalent expressions?
How is synthetic division similar or different to regular
long division? Why can synthetic division be a better
choice?
Why could it be useful to graph a polynomial function?
Why might it be important to determine the end behavior
of a function given the equation?
 Unit Plan
Algebra 2 Unit 4: Polynomials

Unit Calendar
Monday Tuesday Wednesday Thursday Friday

Exponent laws End Behavior of Polynomial degree Graphing Graphing

and operations polynomial and more end polynomial polynomial
with polynomials functions behavior functions and functions, domain
activity

analyzing key and range



features

Showcase Activity HW 22 HW 22 HW 22 HW 23

Estimating Operations with Multiplying Dividing by Synthetic division

solutions of a polynomials with polynomials, monomials, with polynomials
polynomial, multiple variables, distributive polynomial long

identifying identifying degree property division

extrema with two variables

HW 23 HW 24 HW 24 HW 25 HW 25

Review of
E-Learning Day: Review for test Review for test
synthetic and long
Review

division, time to



Unit 4 Test
work on study

guide

Finish HW HW: Test Review HW: Test Review

Finish HW

Standards
AII.ASE.2 Rewrite expressions involving radicals and rational
exponents using the properties of exponents.
AII.ASE.3 Rewrite algebraic rational expressions in equivalent
forms (e.g., using properties of exponents and factoring
techniques). Add, subtract, multiply, and divide algebraic rational
expressions.
AII.ASE.4 Rewrite rational expressions in different forms; write
a(x)/b(x) in the form q(x) + r(x)/b(x), where a(x), b(x), q(x), and r(x) are
polynomials with the degree of r(x) less than the degree of b(x).
AII.PR.1 Solve real-world and other mathematical problems
involving polynomial equations with and without technology.
Interpret the solutions and determine whether the solutions are
reasonable.

AII.PR.2 Graph mathematical functions including:

a. polynomial functions;
b. rational functions;
c. square root functions;
d. absolute value functions; and,
e. piecewise-defined functions
with technology. Identify and describe features, such as intercepts,
domain and range, end behavior, and lines of symmetry.
 Assessment Plan
Unit 4: Polynomials

Homework
Throughout the Unit, there are 4 homework assignments that
students will be asked to complete. Homework assignments
are completed on paper with problems coming from the
textbook.

Homework is graded by the teacher and has an initial due

date, but the homework is accepted for full credit up until
the unit test. Students must show work to recieve credit.

Activities
The unit also consists of a few in-class activities and has
many opportunities for informal formative assessments.
Throughout class, the teacher is able to check for student
understanding by observing group work, class or small
group discussions, independent learning, and by
collecting the work of students following an activity.

Unit Test
The final assessment for this unit is a summative test over
the entire unit that will take place on November 11th.
Leading up to the exam, students will be provided with
many opportunities for review during class as well as a
review packet to complete. The test will look similar to this
review packet and will consist of multiple choice
questions and short answer questions. Results of the unit
test will be analyzed to inform what students need to
continue reviewing before the end of the semester.

Targeted Support
Additional support outside of class is available for
students on Tuesday's after school as well as during their
study hall or 5th period (prep).
Videos: Lessons are recorded each day and posted on
Canvas. Students are able to review the video if they
missed class or simply wish to revisit material.
Guided Notes: Most days, students fill in guided notes in
their workbooks. The notes contain example problems, fill
in the blank exercises, graphs and other diagrams, and
questions for students to consider.
Group Work: Students frequently have the chance to work
with others during class as they engage in collaborative
learning experiences.
 Showcase Activity

Overview
This activity took place on the very first day of the unit. It
covered a few different skills in order to set the stage for many
other topics to be covered in future lessons throughout the
unit. After reviewing a few examples as a class, students
completed a problem trail activity.

Content Standards
AII.ASE.2 Rewrite expressions involving radicals and rational
exponents using the properties of exponents.

AII.ASE.3 Rewrite algebraic rational expressions in equivalent

forms (e.g., using properties of exponents and factoring
techniques). Add, subtract, multiply, and divide algebraic
rational expressions.

Process Standards
PS.1: Make sense of problems and persevere in solving them.
PS.6: Attend to precision.
PS.8: Look for and express regularity in repeated reasoning.

Essential Student
Questions Objectives
How can the laws of exponents Students will be able to simplify
be used to generate equivalent and evaluate expressions
expressions? involving exponent laws and
Why do various exponent rules polynomials.
hold? For example, why is

Students will be able to apply

What does it mean when an their knowledge of exponents
exponent is negative? to more complex scenarios
How does factoring relate to including those with multiple
multiplying binomials? variables and polynomials.

Prior Knowledge and Skills

Students should have learned a few of the concepts covered
in this lesson in Algebra 1. However, since many of the
students took Algebra 1 online during the pandemic, many
of them have gaps in their knowledge. Since the topics
covered in this activity play a huge role in the entire
Polynomials unit, it was imperative for us to take the time to
teach/review these concepts.

Examples: Basic rules of exponents were familiar to some

students from previous math classes. While multiplying
binomials with the box was new to students, they had
previously used a box to multiply in previous units such as
with complex numbers.
 Showcase Activity
(Continued)

Learning Environment & Engagement

The lesson began with connections to students' prior
knowledge of exponent laws. Three different problem types
were reviewed before students extended this knowledge to
more complicated problems involving polynomials.

During the activity, students had the choice to work

independently or in a small group.

The problem trail was chosen to be a student-centered

activity. Rather than simply going over various problems
with the teacher, students moved around and worked
together to explore new concepts and practice their skills.

Description of Lesson
The lesson began with an approximately 10 minute review of
concepts and a few example problems in whole-group. In order
for students to be successful in the rest of the unit, they need to
have a solid foundation. Students were reminded of various
Algebra 1 skills such as laws of exponents. Students also
practiced a few skills such as multiplying binomials.

Following the example problems, students completed a problem

trail activity. In this activity, 10 questions were posted around
the classroom. Students began at any problem. Once students
solved the question, the multiple choice answers directed them
to the next problem. The problem trail had a specific order to it
and was essentially self-checking as students would know that
they made a mistake and chose an incorrect answer if they
ended up at a question that they had already solved.

Deepening Student Learning

As students responded to questions that I posed while
teaching, I was able to build on their thinking and
understanding.

Example prompting questions:

What is our first step when looking at this problem?
What changes if the problem becomes...?
Can anyone explain why this exponent rule holds?
How is this [multiplying binomials] similar to using the
box to factor?

Academic Language Use

Throughout the lesson I made sure to incorporate various key
vocabulary terms such as binomial, polynomial, coefficient, and
quadratics. When students responded, I was able to clarify and
encourage their own use of academic language. During the
activity, I further assisted students with correct terminology as
they discussed with peers.
 Showcase Activity
(Continued)

Procedural Knowledge
Throughout the lesson, various procedural skills were
reinforced such as exponent laws. Procedures of when to
add, subtract, or multiply exponents were highlighted.

In addition, the problem trail included a few procedural skills

such as adding like terms.

Conceptual Understanding
Students improved their conceptual understanding of
exponent laws. When demonstrating that
I wrote out the problem in an equivalent form
where students could clearly see why the answer was

When multiplying binomials, students did not use the FOIL

procedure. Instead, we multiplied using the box which
represents a conceptual area model of the problem.

Mathematical Reasoning/
Problem Solving
Students worked on their problem solving skills during the
problem trail activity. Before starting on the activity, I didn't
go over a concrete example of every single problem type
that they would see. As a result, students had to collaborate
and use their math skills to problem solve as they worked to
figure out an approach to the problem.

Problem Trail Examples

Analysis of Teaching

Video
Scan the QR code to
the left to view a short
clip of me teaching in
my Algebra 2
classroom.

Key Points in the Video

Conceptual and procedural understanding: as described on
the previous page, I explained the exponent rule (2:07) and
also showed why this rule holds (1:46).

I built on student responses by asking questions such as if

anyone knew the rule already (0:05) in order to take a quick
evaluation of student background knowledge.

I also asked students what would change about a problem

when I added another component (1:04). Doing so allowed
me to extend student learning and help them to make
explicit connections between concepts.

I used representations to support student understanding

when I used the area model to multiply binomials (3:22-
5:03). This type of conceptual model helps students to
truly understand what they are doing rather than simply
memorizing the procedure.

Lastly, I encouraged student engagement by having them

solve parts of the problem without me just providing the
answers (3:53).

Reflection
A few things I noticed and what I would change if
I were to teach this lesson again:
While the second part of class was very student-centered
with the problem trail activity, I could have looked for
more ways to engage students when I first wanted to go
over a few example problems.
I could have added more challenging problems to the
beginning lesson. In the lesson I was specifically thinking
about my students who have gaps in their knowledge.
However, in doing so, I didn’t necessarily consider my
students who need a greater challenge.
Another change I would make would be to provide
vocabulary support to my ELL student and potentially
every student since many would benefit from this.
Analysis of Learning

Assessment Description
The assessment for the problem trail activity was collecting
the work that students did while solving the problems. Each
of the 10 problems required students to show work to
demonstrate which of the multiple choice answers they
selected. Students were given 1 point for each of the
questions that they were able to accurately solve.

Assessment Graphic
6
Number of Students

0
0 1 2 3 4 5 6 7 8 9 10

Number of Points Earned

Analysis of Assessment Results

From this data, I can see that most students grasped the
concepts of the activity. Around 80% of students scored a 7
or higher. These students showed that they clearly
understood the topics through the detailed work they
showed. I also listened to many great conversations between
students about the content as they worked together and
helped each other to fully understand the material.

Out of the students who struggled, the main area of concern

was remembering when it was necessary to add, subtract, or
multiply the exponents. A handful of students that I worked
with individually throughout the activity demonstrated that
they are missing some fundamental skills. I certainly believe
that the pandemic played a role in the students not having a
complete understanding of topics that they should feel solid
about by this point as Algebra 2 students. For example, I saw
some students confuse addition and multiplication. This issue
was further exacerbated in problems such as (4x²)(2x³) where
the coefficients must be multiplied while the exponents must
be added.
Feedback to Guide Learning

Feedback:
Great work on this assignment! Your
work shows me that you have a solid
understanding of the topics. In
particular, your multiplication boxes
are very clear, and I like how you
underlined your like terms. One thing to
watch is your use of exponent laws. On
#3, I see how you showed that the
exponents needed to be added.
However, in #6 you also wrote a plus
sign when the exponents needed to be
multiplied. If you are having trouble
remembering when to add/multiply, I
would recommend expanding the
problem and writing out the x's similar
to what we did in class.

Feedback:
I really appreciate the hard work you
put into the assignment. You did a
great job with your laws of exponents
with only 1 error on those problems.
In problem #3, be careful of the
difference between multiplication
and addition. Even though we have to
add our exponents, we still need to
multiply the coefficients. Besides
this, my recommendation to you
would be to draw out the box to
multiply the binomials. In both of
those problems, you missed one of
the middle terms. Using the box
should be helpful in avoiding this
mistake again.

Feedback:
Nice work on these problems! Your
mathematics is clear, precise, and
easy to follow. One thing a lot of other
people missed is distributing the
negative in #2, so I liked seeing your
work there. On #6, it was a great idea
to expand the x's in order to determine
the answer. However, what you wrote
out would actually represent (x²)⁴. In
the case of (x⁴)⁵, it would be written
(x⋅x⋅x⋅x)(x⋅x⋅x⋅x)(x⋅x⋅x⋅x)(x⋅x⋅x⋅x)(x⋅x⋅x⋅x)
then you could see that we have x²⁰.
Having this conceptual understanding
will be very useful as we continue to
work with polynomials throughout the
unit.
 Assessment to
Inform Instruction

What I Noticed
Students were engaged in the student-centered activity and
enjoyed being able to get out of their desks and work with
others.

Most students had a solid understanding of their exponent

rules, though some could use additional practice.

Students were generally good at making sense of the

different problem types seen in the activity and finding an
appropriate strategy for solving.

Students who were successful typically utilized the

representations that we went over as a class beforehand such
as using the box to multiply.

Next Steps
First, I would make sure to clarify a few commonly seen
points of confusion as a class. For example, something I
assisted multiple students with is the idea that "x" has an
exponent of 1.

I would also make sure to follow up with a few students

individually based on what I saw in their work. For example,
most students do not need additional instruction related to
exponent rules, but a few specific students might benefit
from this.

Throughout the unit, I would make sure to create bellwork

problems based on issues that students are having as seen
in this activity and others.

Finally, I would want to continue giving students the

opportunity to work through problems together.

Targeted Support
Bellwork: Every class begins with a warm-up problem for
students to complete. Bellwork can specifically be used to
review previously learned concepts that students are
struggling with or to remind students of skills that will be
necessary for the lesson that day.

Group work: Students often learn quite well through

collaboration with one another. As a result, additional
opportunities to problem-solve and work together can be
given.

Vocabulary: Relevant vocabulary is often displayed on the

board in the classroom for students to refer to as they
work. This could be made more of a focus to ensure that
all students understand the terms being used in a lesson.