mini edTPA TempIate Name: Sarah Bores

Tasks 1-3 Name: KendaII CurIey

FaII 2013 Name: Ryan McCarthy
Task 1: PIanning for Instruction and Assessment
1. Lesson Background
Teacher's Name: Ms. Kathryn Powers
School: Winton Woods High School
Class: Geometry
Date: November 12-13th, 2013
2. Standards / Objectives
Topic or Essential Question
What angles are formed when a pair of parallel lines are cut by a transversal? What are the resulting
properties? How can these properties be used to find angle measures?
Standard(s) Addressed:
CCSS.Math.Content.HSG-CO.C.9: Prove theorems about lines and angles. Theorems include: vertical
angles are congruent; when a transversal crosses parallel lines, alternate interior angles are congruent and
corresponding angles are congruent; points on a perpendicular bisector of a line segment are exactly those
equidistant from the segment's endpoints.
CCSS.Math.Practice.MP7: Look for and make use of structure.
nstructional Content Objectives
Students will successfully identify same-side interior, alternate interior, alternate exterior, and corresponding
angles and understand the relationships between these angles.
Students will use knowledge of the angle pair properties to identify congruent and supplementary angles and
solve for missing angle measures.
Students will begin to build an understanding of how these angle pair theorems can serve as reasoning in
geometric proofs (i.e. when given that two angles are congruent, students are able to draw upon their
knowledge of the introduced theorems to explain why such congruence exists).
Assessment of content objectives
InformaI questions throughout the lecture portion of the lesson will be used to gauge students'
understanding of the parallel line properties.
n order to assess the students' ability to identify the various angle pairs, students will work on a cIass
activity. They are given a diagram of two parallel lines cut by a transversal and asked to mark same-side
interior, alternate interior, alternate exterior, corresponding angles, and congruent angles.
On the second day, the students will be working on a group activity, which involves them working in groups
of four to five students to create a poster board displaying the definition, characteristics, and visual
examples of a given angle pair.
For the second half of the second day, students will be given a worksheet assessing them on their ability
to identify angle pairs, find missing angle measures, solve algebraic equations, and analyze errors.
3. Language
Academic Language Functions and Forms (including key lesson vocabulary)
AIternate Interior AngIes: Angles that reside on the inside of two parallel lines, but on opposite sides of
the transversal line. These angles are non-adjacent. From the diagram below, angle 4 & 5 and 3 & 6 are
alternate interior angles. These angles are congruent.
AIternate Exterior AngIes: Angles that reside on the outside of two parallel lines, but on opposite sides of
the transversal line. These angles are non-adjacent. From the diagram below, angle 1 & 8 and 2 & 7 are
alternate exterior angles. These angles are congruent.
Same-side Interior AngIes: Angles that reside on the inside of two parallel lines, but on the same side of
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the transversal line. From the diagram below, angle 4 & 6 and 3 & 5 are same-side interior angles. These
angles are supplementary.
Corresponding AngIes: When two parallel lines are cut by a transversal line, corresponding angles are
located in the same position/location of each intersection. From the diagram below, angle 1 & 5 are
corresponding angles, as are angles 2 & 6, 4 & 8, and 3 & 7. These angles are congruent.
TransversaI Line: A line that cuts two or more parallel lines. From the diagram below, diagonal line that
intersects the two other lines is the transversal line.
ParaIIeI Lines: Two or more Coplanar lines that never intersect. From the diagram below, the two lines
that run left to right are parallel lines.
Language Objectives
Explain why two angles are alternate interior, alternate exterior, corresponding, same-side angles, or neither.
Describe the differences between the properties of alternate interior, alternate exterior, corresponding, and
same-side angles.
Use knowledge of language terminology to solve and justify the measures of various angles formed by
parallel lines cut by a transversal.
Assessment of language objectives
Students will be prompted to identify various angle pairs and explain why the two angles are alternate interior,
alternate exterior, corresponding or same-side interior throughout the class activity on day one of the lesson.
Students should be able to correctly identify the angle pair, justify their identification, and demonstrate their
knowledge of the properties of the various angle pairs.
On day two of the lesson, students will work in groups to make posters describing alternate interior, alternate
exterior, corresponding, and same-side interior angles. Students must effectively communicate the definition of each
type of angles and their respective properties to their peers. The worksheet following this activity will prompt students
to identify congruent angles and justify their answers with the necessary terminology and reasoning. Furthermore,
students will be required to explain, in writing, how and why an example problem is incorrect (error analysis).
4. Differentiation (including accommodations and modifications of content, materials, delivery, activity, assignment,
assessment, etc.)
Assignment/Assessment Differentiation
Many students work after school and have other outside commitments that take priority over homework. Homework
assignments are not beneficial to this group of students, as many do not even attempt to complete them. To ensure that the
students receive quality instruction and practice during class time, they will complete homework worksheets in class with aid
from teachers and peers. No homework outside of class will be assigned, unless students willingly take the assignment
home to further complete.
Activity Differentiation
This particular group of students prefers to be active in their learning experience and engage in hands-on activities. To keep
students involved in the lesson, creative, hands-on activities are incorporated into each day of the lesson. These activities
include: labeling angle pairs personal diagrams and creating posters in groups on different types of angle pairs and their
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properties.
Content Differentiation
Some of the students are taking algebra and geometry simultaneously, therefore, their algebra skills are not at the level of
other geometry students. To ensure that their limited algebra skills do not hinder their performance in geometry, the
properties and definitions within the lesson will be presented and elaborated on prior to application using algebra. For
example, students will use actual angle measures to demonstrate their knowledge of angle pair properties prior to using
angle measures represented with variable terms (ex. 3x+7).
MateriaIs Differentiation
All materials and worksheets will be provided to the students. Furthermore, extra copies will be made to accommodate any
loss of items. Students' learning should not and will not be hindered by any lack of materials.
DeIivery Differentiation
The students at Winton Woods are energetic and easily bored. Thus, we will spend a minimal amount of time on formal
notes, with the majority of our focus being on interactive activities which will deliver information and test student
understanding in a nontraditional way.
5. Lesson Sequence (ncluding opening hook and closure - include estimated time allotted next to each phase of the
lesson)
Day one
Opening (5 Min.): Students complete assigned warm-up to review skills learned throughout the semester in preparation for
the semester exam. Once students complete the warm-up, we will go over the answers as a class.
PowerPoint Presentation on Promethean board (15 Min.): Students will complete the guided notes provided on the
properties of parallel lines. The guided notes ask students to write out the properties of each type of angle pair and mark an
example on their provided diagram of two parallel lines cut by a transversal. Students will concentrate on the properties on
this day as they have already taken notes on the definitions of the various angle pair types (alternate interior, alternate
exterior, corresponding, same side interior, and same side exterior). Both the PowerPoint presentation and Guided Notes
worksheet are attached as additional PDFs.
Class Activity (25 min): Each student is given an enlarged diagram of a set of parallel lines cut by a transversal and chips to
mark specific angles (see attached photo titled, "Diagram Activity Example). As a class, we will discuss the various angle
pairs (alternate interior, alternate exterior, corresponding, same-side exterior, and same- side interior) and their properties
while students practice marking the angle pairs on their personal diagram.Students will be prompted with questions like:
dentify a pair of alternate interior angles. f one of the angles in your pair is 65 degrees, what is the angle measure of
the other angle? How do you know that?
dentify a pair of same-side interior angles. f know that one of the angles in the angle pair is 30 degrees and the
other angle is 2x-35 degrees, how will go about finding the value of x? (f students do not know how to properly set
up the equation as 2x-35+30=180 because same-side interior angles are supplementary, they will be prompted to
think about the property of same-side interior angles and how the two angles are related)
Do you think we could find the angle measure of each angle knowing only one angle measure?
Day Two
Opening (5 Min.): As a class, we will review the various angle pairs and their respective properties. Students will be reminded
that the angle pair properties only hold when the lines are parallel.
Group Activity (20 Min): Students will be divided into groups of 3-4 to create a poster for an assigned angle pair (see attached
photo titled, "Student Created Poster Example). n their poster, students must communicate what it means to be alternate
interior, alternate exterior, corresponding, or same-side interior angles, as well as their properties.Their poster must also
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include a diagram of two parallel lines cut by a transversal labeled with an example of their angle pair. They will assign one of
the angles in their pair an angle measure and the other an algebraic expression. Each group must be able to explain to the
class how to go about solving for x based on the property of their angle pair (congruent or supplementary). Students may
choose to divide up the roles within their group or collaborate on each part of the poster. Once each group has completed
their poster (10 min), each group will share their poster with the class.
n-Class Worksheet ( 20 min): Students will work individually on the in-class worksheet, which is provided in the Supporting
Materials section and as an attached PDF.
6. Supporting MateriaIs (include no more than 2 pages of additional materials needed to understand what you and the
students will be doing)
Geometry Worksheet
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Appendix A: Context for Learning Information (No more than 3 pages for the 3 sections)
Directions: Use the Context for Learning nformation to supply information about your school/classroom context.
I. About the SchooI Where You Are Teaching
1. n what type of school do you teach?
a. Middle school:
b. High schooI:
c. Other (please describe):
2. n what type of community is the school located?
a. Urban
b. Suburban (with an urban feel)
c. Rural
d. Other (please describe):
3. List any special features of your school or classroom setting (e.g., charter, co- teaching, themed magnet, remedial
course, honors course) that will affect your teaching in this learning segment.
a. Co-teaching/intervention specialist present in the room due to large number of students with EP's. Not only
does this specialist act as another authority figure, but is better able to assist students struggling with
certain exceptionalities. This specialist spends the class visiting with the students with EP's to assist
them with any issues that they are having as well as making sure they stay focused and on track.
b. Many of the students in this Geometry class are also simultaneously in Algebra 1. Unfortunately this means
that their Algebra skills are not up to par which impacts their understanding of geometry.
4. Describe any district, school, or cooperating teacher requirements or expectations that might affect your planning or
delivery of instruction, such as required curricula, pacing plan, use of specific instructional strategies, or
standardized tests.
a. School/teachers are required to follow the Ohio Common Core standards/curriculum and many teachers
have a book (whether tangible or online) to guide their lessons, instruction, and assessment. Thus, our
lesson will have to match up with the appropriate Common Core standards.
b. School uses Response to ntervention (RT) as both a placing plan and academic/behavioral disciplinary
method.
II. About the CIass Featured in This Assessment
1. What is the name of this course?
a. College Prep (CP) Geometry
2. What is the length of the course?
a. One semester:
b. One year:
c. Other (please describe):
3. What is the class schedule (e.g., 50 minutes every day, 90 minutes every other day)?
a. 49 minutes every Monday, Tuesday, Thursday, and Friday and 40 minutes on Wednesday (due to an early
dismissal schedule)
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4. s there any ability grouping or tracking in mathematics? f so, please describe how it affects your class.
a. With RT, teachers are highly encouraged to give pretests for each section to determine a student's prior
knowledge and level of understanding in that given topic. Based on the pretest scores, students are divided
into at most 3 groups. The instruction and content is uniform throughout each group, but assignments can
be modified to appropriately meet the needs of a particular student.
b. However, a pretest will not be given on this section so no differentiated instruction or assignment based on
academic level will be implemented.
5. dentify any textbook or instructional program you primarily use for mathematics instruction. f a textbook, please
provide the title, publisher, and date of publication.
a. Geometry by McDougall Littell (students use for homework problems, additional aid)
b. Geometry Common Core by Pearson electronic version, (pearsonsuccessnet.com): used to guide
instruction, create lesson plans, includes additional resources such as worksheets and example problems
6. List other resources (e.g., electronic white board, graphing calculators, online resources) you use for mathematics
instruction in this class.
a. Promethean Board (electronic white board)
b. Calculators
c. Online Common Core Geometry textbook
III. About the Students in the CIass Featured in This Assessment
1. Grade level composition (e.g., all seventh grade; 2 sophomores and 30 juniors):
2. Number of students in the class: 26 Males: 16 Females: 10
3. Complete the chart below to summarize required or needed supports, accommodations or modifications for your students
that will affect your instruction in this learning segment. As needed, consult with your cooperating teacher to complete the
chart. The first two rows have been completed in italics as examples. Use as many rows as you need.
Consider the variety of learners in your class who may require different strategies/supports or
accommodations/modifications to instruction or assessment.
English language learners
Gifted students needing greater support or challenge
Students with ndividualized Education Programs (EPs) or 504 plans Struggling readers
Underperforming students or those with gaps in academic knowledge
Learning Needs Category Number of Students Supports, Accommodations,
Modifications, and/or Pertinent IEP
GoaIs
English Language Learner (ELL) 2 Visual examples, simplified use of
non-mathematical vocabulary,
encouragement of speaking in native
language
EP - Specific Learning Disability 2 Extra time for worksheet assignment if
needed, individualized assistance
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504 Plan (Struggling Reader) 1 Delivery accommodations - visual
examples, verbal notes, simplified use
non-mathematical vocabulary
EP - Not dentified 3 Extra time for worksheet assignment if
needed, individualized assistance,
presence of ntervention Specialist
Gifted - Visual Performing Arts 1 Flexibility in requirements for
completion learning activities allowing
for creativity, multiple opportunities to
interact with tangible materials and
draw
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Appendix B: PIanning Commentary
Directions: Respond to the prompts below (no more than 9 single-spaced pages, including prompts).
I. CentraI Focus
1. Describe the central focus and purpose for the content you will teach in this learning segment.
The central focus of this lesson will be to build both a procedural and conceptual understanding of the angle
properties of parallel lines. Since a foundational knowledge of the angle properties and methods of identification is
needed, our first day of instructional will be focused on building procedural knowledge - vocabulary, definitions,
properties, diagrams, etc. Thus, our first day activity will be purposeful and meaningful for creating this necessary
basic knowledge.
The second day will be focused on developing deeper understanding and the realization that the definitions and
properties are to be used for more specific problems. The posters and worksheet will be implemented to fulfill the
purpose of strengthening problem solving skills and conceptual understanding. The content that will be covered
combines the new material as well as algebra skills, such as setting up and solving equations. The purpose of this
multi-faceted content is to reinforce new and old ideas and demonstrate the vital and prominent relationship between
various mathematical concepts.
2. Given the central focus, describe how the standards and learning objectives within your learning segment address
a. conceptual understanding
i. The main standard to be addressed in this unit is "to prove theorems about lines and angles".
Geometric proofs are arguably the greatest example of conceptual knowledge. Students not only
have to understand the basic language terminology and solve problems, but work backwards in
justifying each step of a proof.
ii. While our two day lesson will not directly address proofs, the learning objectives begin to build the
necessary conceptual understanding. The students will be expected to justify why various angles
are congruent as well as describe angle relationships.
b. procedural fluency
i. Procedural fluency is addressed in the lesson as we will expect the students to effectively describe,
label, and identify the various angle pairs formed by parallel lines cut by a transversal.
ii. Furthermore, they will be expected to use their past algebra knowledge to solve algebraic equations
to later find missing angle measures.
c. mathematical reasoning and/or problem solving skills
i. The biggest example of mathematical reasoning and problem solving skills will accompany the
problems asking students to solve for missing angle measures. One of our learning objectives is
that students will be able to complete these problems using their knowledge of angle pair properties
and setting up and solving equations.
ii. Students will first have to read and understand what the problem is asking and then shuffle through
the various methods of solving it. dentifying the angle pair relationships and setting up an algebraic
equations from those properties is a major learning objective and the strongest case for the
demonstration of students' problem solving skills.
3. Explain how your plan builds on lessons that came before to help students make connections between facts,
concepts, and procedures, and to develop their reasoning and/or problem solving skills to deepen their learning of
mathematics.
a. The lesson that will precede ours introduced the students to the various angle pairs that are formed by two
lines cut by a transversal. Our lesson will dig deeper and build on that knowledge by discussing the various
properties (such as congruence and supplements) that occur when the two lines cut by a transversal are
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parallel. The previous lesson will also go over the formal definitions of parallel lines and a transversal, terms
that will be frequently used in our lesson.
b. Earlier in the semester, the students were taught about other kinds of angle pairs (such as vertical and
supplementary angles). Our lesson builds on that knowledge as the term "supplementary" will be frequently
used and the presence of vertical angles can be used to justify angle congruence. By instructing students to
utilize past knowledge, we will be improving their problem solving skills and ability to reason mathematically.
c. Finally, students will be expected to utilize their algebraic skills to set up and solve equations for missing
angle measures. These types of problems will require students to draw upon previous knowledge as well as
the new material from our lesson to solve problems and visualize and identify relationships. t is our goal that
this lesson will deepen the students' understanding of the strong connections between various math
disciplines and thus, stress the importance of continually practicing "old" material.
II. KnowIedge of Students to Inform Teaching
For each of the prompts below (.13), describe what you know about your students with respect to the central focus of the
learning segment.
1. Prior academic learning and prerequisite skills related to the central focusWhat do students know, what can they
do, and what are they learning to do?
Prior to teaching this lesson, students can identify, communicate, and apply angles in a mathematical context.
Students have also been introduced to various pairs of angles involving intersecting lines and the properties that are
associated with them. These pairs of angles include complementary, vertical, linear pairs, supplementary, and
adjacent. Majority of students have successfully completed Algebra and have been taught how to create and solve
multi-variable equations.
However, just because the students have been presented with such content does not indicate mastery. They are still
grappling with connecting particular past topics such as algebra with current topics. Thus, they are learning to use
their prior knowledge to aid in any and all problem solving. For example, in a question asking a student to solve for
missing angle measures that are labeled with algebra expressions, he or she will be expected to practice drawing on
knowledge of setting up equations, identifying angle pairs, and utilizing known properties.
2. Personal/cultural/community assets related to the central focusWhat do you know about your students' everyday
experiences, cultural backgrounds and practices, and interests?
a. The central focus of the lesson will be directed at the procedural and conceptual understanding of the
properties of parallel lines. Because of our observations on the students, we will narrow our focus and
personalize our lesson to involve the culture of the school.
b. Students at Winton Woods are active, spirited, and opinionated. They are not comfortable with or interested
in daily lectures and note-taking and using these types of instruction often results in a poor managed
classroom. Therefore our focus and learning objectives will be achieved largely through in-class, hands-on
activities. Our students also enjoy using technology in their everyday lives, so we will be leveraging the
Promethean board during instruction. The students will be actively involved in their learning and will engage
in opportunities to create their own artifacts and sharing their newfound knowledge with peers.
c. Furthermore, we have observed that the students' retention and motivation to complete homework is poor.
Unfortunately, this is not ideal to building student understanding of the concepts. Therefore, our lesson's
focus and activities will need to reflect this. t is our plan to integrate student culture and preferences in
allotting class time to complete practice problems - an assignment that would traditionally be viewed as
homework material.
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3. Mathematical dispositionsWhat do you know about the extent to which your students
a. perceive mathematics as "sensible, useful, and worthwhile
i. Very few, even those students who easily grasp new mathematical knowledge and theories have a
positive disposition toward mathematics. Several students in the class do not write notes even
when they are prompted to write the information down because that particular information will be on
the test. These same students do not copy down examples that were discussed in class even on
homework that was to be turned in for a grade.
b. persist in applying mathematics to solve problems
i. Again, very few. f a student does not know how to start a problem or even what the problem is
asking, he or she does not even try or consult his or her notes. Many students in the class do not
try problems unless a teacher stands over them to make sure they were doing their work, especially
with the warm up problems that are given each day. Several students in the class get frustrated
with a problem and ask for help, and then get even more frustrated when they are not given the
answer, and tend to give up without being pushed.
c. believe in their ability to learn mathematics
i. As mentioned earlier, students tend to give up easily and have the belief that the math is too difficult
for them to understand or to learn. When students are "tutored and they figure out the solution,
they believe that they can do it, but many students do not feel that they are able to figure out
mathematics on their own - scaffolding is necessary to foster motivation.
III. Supporting Students' Mathematics Learning
Directions: Respond to prompts below (. 13). As needed, refer to the instructional materials and the lesson plan you have
included to support your explanations. Use principles from research and/or theory to support your explanations, where
appropriate.
1. Explain how your understanding of your students' prior academic learning, personal/cultural/community assets, and
mathematical dispositions (from prompts . 13 above) guided your choice or adaptation of learning tasks and
materials.
Our understanding of the students' prior academic learning, cultural and community assets, and mathematical
dispositions will be used to guide every aspect of our lesson.
We will use students' prior academic learning as a basis and foundation to expand student growth. We will
capitalize on the students' prior knowledge of learning several types of angle pairs and how to solve an equation to
build connections to more angle pairs and properties of parallel lines. By using these connections, we will be able to
build more concrete conceptual understanding.
We will use our knowledge of the students' cultural and community assets to gear on how to effectively use activities
and instruction to expand student growth. The students at Winton Woods High School prefer instruction to be
interactive, varied, and meaningful. We will utilize this understanding of the school's culture to gear our lesson to be
interactive with various styles of instruction. We will incorporate former instruction, hands-on models, artifact
creation, and worksheet practice to gain deeper understand of the content material and learning tasks.
We will use our understanding of the students' mathematical dispositions to incorporate powerful, meaningful, and
effective real-world examples in the instruction. The students at Winton Woods High School select to understand
and master only skills necessary for post-graduate life. Students constantly ask, "When will use this in real life?
With this knowledge, we will be able to incorporate meaningful examples of how this information is important and
applicable to the students' personal lives. Without these meaningful examples, students will become disengaged
and the lesson will not be effective.
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2. Describe and justify why your instructional strategies and planned supports are appropriate for the whole class and
students with similar or specific learning needs.
One instructional strategy we will utilize to insure knowledge retention with all of our
students is Bruner's Stages of Representations. Concepts will be represented in all
three stages of Bruner's model. For the first level, hands-on/enactive stage, each
student will be provided a diagram of parallel lines cut by a transversal and two
tokens. Directly following formal instruction, students will be given several tasks to
identify a particular pair of angles. The picture to the right is an example of the
activity.
For the second stage of Bruner's model, iconic/drawings, we will have students form
groups to create a poster of a particular property. The students are to draw a parallel
lines cut by a transversal, label the angles of the property they will be given, provide a
generic algebraic equation to find the angle measurement, and write the characteristics of those angles (i.e.
congruent, supplementary). The groups will then share their posters to the
class. The picture to the left is an example of what is expected from the
students during this exercise.
For the third stage, symbolic writing and mathematical symbolism, we will have
students complete a working testing their ability to solve math problems using
the knowledge from this lesson and previous lessons. Such symbolic and
mathematics writing will take place as students will be required to set up and
solve algebraic equations as well as identify and justify angle congruence. (To
see copy of worksheet, return to learning materials section after the lesson
sequence and/or Task 3- examples of student work.)
We will also be utilizing Vygotsky's Zone of Proximal Development (ZPD).
Zygotsky's ZPD model is the theory that student learning can be expanded by
using the student's prior knowledge and setting the goals within reach of the
students development. This strategy allows students to use their prior
knowledge and build connections to more advanced mathematical content. The lesson prior consisted of learning
complementary, supplementary, vertical, linear pair, and adjacent angles and reviewing how to solve equations.
With this prior knowledge, students will be able to expand their learning growth to incorporate more pairs of angles
and properties of parallel lines.
3. Describe common mathematical preconceptions, errors, or misunderstandings within your content focus and how
you will address them.
The biggest area for misconception and error is with the terminology of the properties. Students will commonly use
terminology interchangeably. For example, when trying to identify corresponding angles, students might state them
as same-side interior or another property. Knowing that this is a common error among our students, we will provide
simplified definitions for students during formal instruction. By eliminating confusing and advanced mathematical
language, we will allow students to understand the properties of parallel lines in their own language. Another way we
will address this common error is to post the student-created posters (as described in .2) on the wall for the
students to reference when needed.
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IV. Supporting Mathematics DeveIopment Through Language
1. Language Demand: Language Function. dentify one language function essential for students to learn the
mathematics within your central focus (e.g., compare/contrast, conjecture, describe, expIain, prove). You may
choose one of these or another more appropriate for your learning segment.
The ability to explain how to find various angle measures is key within this lesson as a
deep understanding of the definition of various angle pairs, as well as their properties, is
necessary to find other angle measures. Students will need to explain their thinking
orally during the class activity on day one, in creating their posters with group members
on day two, and in writing on the in-class worksheet on day two.
2. dentify a key learning task from your plan that provides students with opportunities to
practice using the language function.
The class activity on day one of the lesson asks students to find an angle measure
given the angle measure of the other angle in the angle pair. For example, if students
are given the angle measure of the one of the chips pictured below is 115 degrees and
asked to find the angle measure of the second chip, they should respond with 115 degrees. Students will be
prompted to expIain how they know that the second angle is 115 degrees using correct terminology and properties.
They will need to explain that the angles are alternate exterior angles and alternate exterior angles are
congruent.They will also need to explain that they can use the fact that alternate exterior angles are congruent
because the two lines on their diagram are parallel.
3. AdditionaI Language Demands. Given the language function and task identified above, describe the following
associated language demands (written or oral) students need to understand and/or use.
a. Vocabulary and/or symbols
When explaining how they know the measure of an unknown angle, students will need to have a good grasp
on the angle pair terminology such as: alternate interior, alternate exterior, same-side interior, same-side
exterior, and corresponding. They should understand that aIternate or same-side refers to the angles'
location with respect to the transversal (same side or different sides) and interior or exterior refers to the
angles' location with respect to the parallel lines (inside or outside of). They will use this terminology to
identify how the two angles, both known and unknown, are related so they can identify the correct property
based on the angle pair. Once they identify the angle pair and its respective property, they will also need to
understand the meaning of "congruent" and "suppIementary." They should be able to explain that
congruent means to have the same angle measure and supplementary means that the two angle measures
sum to 180 degrees. Students must also recognize that in order to argue that the various angle pair
properties are true, the lines must be parallel. Students
b. Mathematical precision (e.g., using clear definitions, labeling axes, specifying units of measure, stating
meaning of symbols), appropriate to your students' mathematical and language development
t is extremely important that students can easily distinguish between the various angle pairs and their
properties. n order to identify the angle pair, students must be able to recognize lines as parallel cut by a
transversal. Parallel lines will be indicated by the small parallel marks on each of the lines or the fact that
the lines are parallel will be clearly stated. Students must then be able to accurately identify alternate
interior, same-side interior, alternate exterior, same-side exterior, and corresponding angles. After correctly
identifying the angle pair, students should be able to clearly articulate the angle pair's respective property as
either supplementary or congruent.
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c. Plus syntax or discourse.
To spark a conversation about the relationships between the various angle pairs, we will prompt the class
with the following questions:
Can we determine the measure of all angles in the diagram given only one angle measure?
Once a student provides an answer and an explanation, Does anyone agree or disagree with their
response? Why?
Are their multiple ways to justify why an angle measure is that particular degree measure? .e. Are
their multiple ways to justify congruence?
We want students to be able to articulate their justifications for why angles are supplementary or congruent.
Engaging in class discussion will allow students to explain their thinking and collaborate with peers.
4. Language Supports. Refer to your lesson plan and instructional materials as needed in your response to the
prompt. Describe the instructional supports (during and/or prior to the learning task) that help students understand
and successfully use the language function and additional language identified in prompts V 13.
Prior to this lesson, students will learn the definitions of the various angle pairs (alternate interior, same-side interior,
alternate exterior, same-side exterior, and corresponding). The guided notes taken during the PowerPoint
presentation will reinforce identifying angle pairs by their location with respect to the parallel lines and the
transversal. Starting with the diagram activity and class discussion on day one of the lesson, students will be asked
to identify specific angle pairs and use their properties to explain relationships to other angles in the diagram.
Throughout the task and discussion, students will need to correctly utilize the key vocabulary, alternate interior,
same-side interior, alternate exterior, same-side exterior, corresponding, parallel, transversal, supplementary and
congruent, in an effort to explain their responses. On day two, students, in groups, will manipulate the necessary
language to communicate the definition and property of their assigned angle pair. The poster activity also asks
students to explain to the class how they would set up and solve an algebraic expression using their angle pair's
given property. Following the poster activity, students will complete an in-class worksheet that assess their
understanding of the angle pairs and their properties. Questions 1-7 on the worksheet ask students to identify all
angles congruent to a given angle or find a measure of a specific angle. For each question, students must use the
key vocabulary to explain why an angle is congruent to the given angle or why an angle measure is a certain
measure. Question 11, an error analysis question, allows students to once again use the terminology stressed
throughout the lesson to explain why a provided solution is correct or incorrect.
V. Monitoring Student Learning. Refer to the assessments you will submit as part of the materials for Task 1.
1. Describe how your planned formal and informal assessments will provide direct evidence of students' conceptual
understanding, procedural fluency, and mathematical reasoning and/or problem solving skills throughout the learning
segment.
FormaI Assessment: The worksheet activity will be our main form of formal assessment. The questions that will be
asked on the worksheet will assess the students' conceptual understanding, procedural fluency, and problem
solving. Questions 1-7 will assess the students' procedural fluency. These questions are geared for students to
show their fluency and knowledge of the step-by-step procedures to solve the problems. Questions 8-10 will assess
the students' problem solving skills. These questions are geared to assess the students' skills to interpret, set-up,
and solve a problem. The final question, number 11, will assess the students' conceptual understanding. The error
analysis problem is designed for students to show their ability to identify the incorrect "solution and justify why it is
incorrect by using their understanding of the concepts discussed during the prior two days of lesson. The questions
can be found by referencing Part 6: Supporting Material Geometry Worksheet (pg. 4-5).
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InformaI Assessment: There are multiple assessments we will utilize during instruction to assess the students'
conceptual understanding, procedural fluency, and problem solving. We will assess conceptual understanding by
prompting students to use justification and reasoning to explain their chosen answers. We will also assess
conceptual understanding by prompting students to agree or disagree with another student's answer and provide
justification. We will assess procedural fluency through the in-class diagram activity. We will propose several
problems involving angle pairs during this activity and students will use their diagram to show direct evidence of how
fluent they are at understanding the procedures of identification. We will assess problem-solving skills through the
activity of setting up equations to find angle measurements using algebraic equations. Students will need to identify
whether or not the angles are supplementary or congruent, set-up the algebraic equation and then solve for the given
variable.
2. Explain how the design or adaptation of your planned assessments allows students with specific needs to
demonstrate their learning.
n our classroom, we will have the presence of English Language Learners (ELL), students with learning disabilities,
gifted students, and various other students on ndividualized Education Programs (EP).
Our lesson plan will address each of these specific needs in particular, yet subtle ways. Those students whose first
language is not English are placed on a pass/fail scale for all content courses. Thus, mastery of the material will not
be the main focus, but instead it will be giving opportunities for the ELL students to practice the English language
and use math terminology. Our diagram and poster activities will allow such students to explain their thinking
processes aloud to their peers. Furthermore, we recognized the importance of maintaining one's native culture, thus
we will provide and allow opportunities for these students to interact in their first language. Group work and
interaction with peers will also be a major component in the lesson aiding the English language learners'' classroom
experience.
n terms of accommodations, our lesson plan, instruction, and planned assessments will be composed of simplified
non-math language so as to direct the focus to the pertinent content vocabulary. Visual examples will also be
important in communicating the new content to ELL students as well as to any struggling readers.
Furthermore, with struggling readers and those individuals on EPs, additional assistance (in the form of either a
cooperating teacher, classmate, or intervention specialist) will be readily available as needed. Deadlines for the
assigned worksheet can and will be extended if necessary to accommodate those students with exceptionalities.
Lastly, our lesson plan consists of three major learning activities that will act as planned assessments - diagram
angle identification, creation of posters, and the worksheet. Each activity will stress the content in a different and
important way, allowing students with any disabilities or learning style preferences to have ample opportunities to
grasp the new material. This variety of assessment will also provide the visual-artistically gifted student chances to
express and understand the content through drawings and tactile activities.
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Task 2: Instructing and Engaging Students in Learning
I. Video
Directions: nclude link to 1 or 2 YouTube videos HERE. Total time of all video should not exceed 2 minutes. Provide the
link(s) to the video directly within this Google Document. The sharing settings of the video should be set to "unlisted to
protect student privacy. Use the "blur all faces feature (under enhancements) to further protect identities of participants.
Video Link:
Students dentifying Alternate Exterior Angles on Board http://www.youtube.com/watch?v=0GG_pDTpRNk
Student Completes Error Analysis http://www.youtube.com/watch?v=9mH3y1iCqK4
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II. Instruction Commentary
Directions: Write the nstruction Commentary (no more than 3 single-spaced pages, including prompts) by providing your
response to each of the prompts below.
1. Promoting a Positive Learning Environment
Refer to scenes in the video clip where you provided a positive learning environment (include reference to exact times
within the video).
a. How did you demonstrate mutual respect for, rapport with, and responsiveness to students with varied needs
and backgrounds, and challenge students to engage in learning?
We demonstrated mutual respect and rapport with our students in several moments during the video clips.
n the video title, "Students dentifying Alternate Exterior Angles on Board, between the 14-19 and 35-41
second mark, Ms. Curley builds our rapport and demonstrates respect for the students by politely calling
students who volunteered to answer the in-class activity answers.
We were also responsive to students with various needs and backgrounds. n the video titled, Student
Completes Error Analysis, at the 13, 35, and 47 second mark, Ms. Bores is responding to a student's
analysis of a worksheet problem. The student in the video is identified as a gifted student. Gifted students
require additional tasks that stretch their level of understanding. Ms. Bores is providing open questions
during this interaction to push the student to think deeper about the problem in front of her.
We challenged students to engage in learning by provided students with in-class tasks. At the ## second
mark of the Alternate Exterior Angle video, Ms. Curley challenges students to use their diagram and chips
to identify a pair of alternate exterior angles. Also during the Error Analysis video, at the 35 and 47 second
mark, Ms. Bores challenges the student with follow-up questions to engage the student to think deeper
conceptually.
2. Engaging Students in Learning
Refer to examples from the clip in your explanations (include reference to exact times within the video).
a. Explain how your instruction engaged students in developing
i. conceptual understanding
The video clip titled "Student Completes Error Analysis consists of a student interacting and explaining her
thought process for Question #11 on the worksheet assignment. Throughout the clip, the student made
comments about why one answer was correct and the other was not. At the 6 second timestamp, the
student states that the first choice is correct, because she recognizes that the angles identified with
algebraic expressions are congruent. At the 19 second mark, the student identifies the second expression
to be incorrect. She states that second answer sets up answer in the context that the two angles are
supplementary. She states later, between the 11-19 second mark, the angles are congruent, because they
are alternate interior angles. At the end of the video, 49 second mark, she states that she can say alternate
interior angles are congruent, because the lines are parallel. She knows the lines are parallel, because the
diagram shows the parallel markers on the two lines.
This shows conceptual understanding, because she is given an abstract question involving several
mathematical concepts from this lesson and prior lessons. She used her formal mathematical
understandings from the lesson about the properties of parallel lines and prior lessons about solving
equations algebraic to analyze the options, describe what is happening with both of the selections, and
explain what occurred. The explanation shows direct evidence that the student understands the
mathematical concept, because she uses the lesson's mathematical terminology and properties and
characteristics of parallel lines and their angles.
ii. procedural fluency
Our instruction engaged students in procedural fluency through repetition of identifying angle pairs of parallel
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lines when cut by a transversal. n the video titled, "Students dentifying Alternate Exterior Angles on
Board, at the 5 second mark, the student is using the diagram to identify a pair of alternate exterior angles.
During this exercise, Ms. Curley tasked the students to identify each angle pair at least once. After
identifying the angle pair, Ms. Curley then tasked students to identify the angle pair on the Promethean
board. At the 44 and 57 second mark, two students approach the board to identify a pair of alternate
exterior angles. Once again, through repetition and practice, the students became fluent in identifying
various angle pairs.
iii. mathematical reasoning and/or problem solving skills
Our instruction engaged students in mathematical reasoning and problem solving through various problems
on the activity worksheet. Specifically, between the 3 and 12 second mark in the Error Analysis video, the
student is using her problem solving skills and mathematical reasoning when describing that the two angles
in questioned are congruent and not supplementary. At the 19 second mark, she says, "This one is wrong,
because it says 4x-2 +3x-6 = 180 and these two angles don't equal 180; they are congruent. She is using
the reasoning and skills she acquired through our instruction and prior instructions to dissect the error
analysis the problem.
b. Describe how your instruction linked students' prior academic learning and personal, cultural, and
community assets with new learning.
The video clip titled, "Students dentifying Alternate Exterior Angles on Board consists of students using
hands-on diagrams and the Promethean board to identify alternate exterior angles. As stated earlier, in
Section .2, the culture of our classroom at Winton Woods High School appreciates various teaching
methods with minimum formal note taking. The video opens with Ms. Curley giving the students with the
task of identifying a pair of alternate exterior angles. Students are prompted to describe the location of
alternate exterior angles in relation to the transversal and the parallel lines. Such knowledge was learned in
the lesson prior, but was touched upon again because retention is a growing problem for this group of
students. At 5 second mark, the student is shown to use the tokens to mark a pair of alternate exterior
angles. At the 44 and 57 second mark, Ms. Curley incorporates student participation by having students
identify multiple pairs of alternate exterior angles.
3. Deepening Student Learning during Instruction
Refer to examples from the clip in your explanations (provide references to specific times within the video in your
responses).
a. Explain how you elicited and responded to student responses to promote thinking and develop conceptual
understanding, procedural fluency, and mathematical reasoning and/or problem solving skills.
We elicited student responses to promote conceptual understanding and mathematical reasoning through
asking open-ended questions. As stated in Task 2 Section Question 1, Ms. Bores elicited a student to
explain her mathematical reasoning and conceptual understanding. n the video titled, Student Completes
Error Analysis, at the 13, 35, and 47 second mark, Ms. Bores is providing open questions during this
interaction to push the student to think deeper about the problem in front of her.
We responded to student responses to promote procedural fluency through formal instruction and clarifying
student responses. n the Alternate Exterior Angles video, between the 19-35 second mark, Ms. Curley
clarifies the student responses about alternate exterior angles through formal instruction and asked follow-up
questions to cement the students' ability to fluently identify alternate exterior angles.
b. Explain how you used representations to support students' understanding and use of mathematical
concepts and procedures.
We used visual representations through the usage of hands-on diagrams, interacting with the digital
representation on the Promethean board, creating "properties of parallel lines posters, and diagrams via
worksheet problems to support students' understanding of mathematical concept and procedures. During
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the Alternate Exterior Angle video, at the 5 second mark, the student is interacting with the hands-on
diagrams. At the 44 and 57 second mark of the same video, two students are interacting with the
representation of the Promethean board. Throughout the whole Error Analysis video, the student is working
on the worksheet assignment with numerous visual representations. Although the posters aren't in the video
clips, you can see the final product of the poster on page 13.
4. AnaIyzing Teaching
a. How did your instruction support learning for the whole class and students who need greater support or
challenge?
Our instruction supported learning for the whole class by utilizing the three stages of Bruner's model and
Vygotsky's Zone of Proximal Development (ZPD), as discussed in Section .2 in Task 1. By using prior
knowledge and three various methods of instruction, we were able to support the numerous cognitive skill
levels and preferred learning styles that composed our classroom.
For students that needed greater support, our instruction provided individualized assistance during the
worksheet portion. We assisted students who were having troubles comprehending what the question was
asking. For students who were struggling readers or ELL, numerous methods (student-created posters,
worksheet problems, diagram activity) were geared towards visual learners.
For students that needed greater challenge, our instruction provided numerous problems that involved higher
levels of cognitive skills. We also took time to meet with the gifted students individually to ask challenging
questions follow-up questions that pushed their conceptual, procedural, and problem solving skills.
Consider the variety of learners in your class who may require different strategies/support (e.g., students with EPs,
English language learners, struggling readers, underperforming students or those with gaps in academic knowledge,
and/or gifted students).
b. What changes would you make to your instruction to better support student learning of the central focus
(e.g., missed opportunities)?
One aspect of our instruction that we would change would be to provide more modeled and guided practice
for problems consistent with the design of #7 on the worksheet. Students struggled with the ability to
conceptualize and problem solve that the trapezoid shape can be viewed as parallel lines cut by two
separate transversal lines instead of only one. Also the trapezoid consisted of segments and rays instead
of the traditional representation of the lines.
Another aspect of our instruction that we would like to incorporate to better support student learning is to
have more specific feedback delivered on a more individualized level during formal instruction and activities.
Feedback is a powerful tool to help guide students towards correct conceptual understanding, procedural
fluency, and mathematical reasoning.
c. Why do you think these changes would improve student learning? Support your explanation with evidence of
student learning and principles from theory and/or research as appropriate.
These changes would improve student learning, because it would increase their conceptual understanding,
procedural fluency, and mathematical reasoning. We want out students to become more abstract thinkers
and to be able to break down a problem in more manageable parts. These changes will be incorporated
using the scaffolding model. We will use modeling, guided practice, feedback, and individual practice to lead
to student subject mastery. Furthermore, we do not want to to challenge the students too early. After
reflecting on the lesson, we realized that some of the problems on the worksheet were out of the students'
zone of proximal development. Thus these changes would address suit student needs and academic levels
to best foster student learning.
Task 3: Assessing Student Learning
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I. Student Work SampIes with Feedback You Provided (3 samples inserted as images directly within this Google Doc)
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II. Assessment Commentary (no more than 3 single-spaced pages)
Directions: Write the Assessment Commentary by providing your response to each of the prompts below.
1. AnaIyzing Student Learning
a. dentify the specific standards/objectives from the lesson plan measured by the assessment chosen for
analysis.
Standard(s) Addressed:
CCSS.Math.Content.HSG-CO.C.9: Prove theorems about lines and angles. Theorems include: vertical
angles are congruent; when a transversal crosses parallel lines, alternate interior angles are congruent and
corresponding angles are congruent; points on a perpendicular bisector of a line segment are exactly those
equidistant from the segment's endpoints.
CCSS.Math.Practice.MP7: Look for and make use of structure.
nstructional Content Objectives:
Students will successfully identify same-side interior, alternate interior, alternate exterior, and corresponding
angles and understand the relationships between these angles.
Students will use knowledge of the angle pair properties to identify congruent and supplementary angles and
solve for missing angle measures.
Students will begin to build an understanding of how these angle pair theorems can serve as reasoning in
geometric proofs (i.e. when given that two angles are congruent, students are able to draw upon their
knowledge of the introduced theorems to explain why such congruence exists).
The questions from the worksheet were provided by the Pearson textbook. The textbook was written using the
Common Core State Standards for each lesson. This allows for a direct connection between the state standards
and the students' understanding.
b. Provide the evaluation criteria you are using to analyze the student learning (insert scoring guidelines here).
The actual assessment (worksheet) was graded based on completion because of the student's tendency to ignore
any assigned work. However, when looking over the student work and providing feedback, we used three evaluative
criteria to reflect on the effectiveness of our instruction and the depth of student learning.
u MathematicaI Precision
1. One third of the criteria used to analyze student learning was based on a correct and complete answer. For
example, the first part of the worksheet was often not performed to completion, i.e., only three congruent
angles were identified when there were six.
u Evidence of Justification
1. Just as important is the evidence of student reasoning and conceptual understanding through written
justification. .e., why are said angles congruent?
2. Students must provide correct justification when prompted.
u Use of MathematicaI Language
1. Do students use the mathematical language of the lesson in their explanations? .e., instead of saying two
angles are the "same" , are they using the term "congruent" and justify the congruence using knowledge of
angle pairs.
c. Provide a graphic (table or chart) or narrative summary of student learning for your whole class. Be sure to
summarize student learning for all evaluation criteria described above.
MathematicaI
Precision
-The majority of students were not complete in their answers when prompted to list congruent angles.
-Furthermore, the precision of students' algebra skills is severely lacking and their inability to set up and
solve basic algebraic equations is stunning.
-On the other hand, students did demonstrate mathematical precision when asked to find missing angle
measures (where algebraic expressions were not involved). They could, for the most part, successfully
match up congruent angles measures and assign them identical values.
Evidence of
Justification
-The majority of students provided a sufficient justification for their answers when prompted.
-Occasionally we would have to remind them to write this justification (which has to do more with
completion of the problem), but having to explain that two angles are congruent because they are
alternate interior was not a prominent struggle among the class.
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Use of
MathematicaI
Language
-The use of mathematical language somewhat goes hand in hand with justification and mathematical
precision. n order to give the most precise and complete answer, a student should be able to correctly
answer the problem and provide an appropriate justification using mathematical language from the
lesson.
-Unfortunately, the students' use of such language did not meet our expectations. nstead of using the
term "congruent, many students would just say "the same either in writing or answering questions in
class. Similarly, students would have a difficult time recalling the necessary terms from the section to
build their justification.
-Even though we attempted to continually use the important mathematical terminology throughout the
lesson and prompted students to do the same, a greater focus on such language could be implemented
in order to ensure better understanding of the material.
d. Use evidence found in the 3 student work samples and the whole class summary to analyze the patterns of
learning for the whole class and differences for groups or individual learners relative to conceptual
understanding, procedural fluency, and problem solving.
Conceptual Understanding: The students clearly demonstrated their conceptual understanding of properties of
parallel lines on the error analysis portion of the assessment worksheet. Each of the three focus students accurately
identified the incorrect solution. Students A and C both reasoned that solution b was incorrect because the given
angles are congruent and not supplementary. Student C gave further reasoning that the angles are congruent
because they are alternate interior angles. Each of the focus students, as well as, many other students in the class
recognized that the angles are congruent, therefore, the algebraic expressions should be set equal to each other to
find the value of x. A common problem was justifying why a pair of angles are congruent or supplementary. As a
class, the majority of students grasped the concepts presented fairly easily and were able to easily identify the
angles and use their properties to solve problems.
Procedural Fluency: n questions 1-4 of the worksheet, students were often unable to identify all of the angles
congruent to the given angle. n each of the student work samples, the student correctly identifies at least one
congruent angle, but fails to recognize that there are several angles that are congruent to the given angle for various
reasons. As a whole, the class lacked perseverance in mathematics and problem solving, which was demonstrated
when students gave up within a each problem after finding one congruent angle. Once a congruent angle was
identified, students were able to provide an accurate justification for the congruency based upon properties of the
various angle pairs described in the lesson. Students A and C provided explanations for the angles they identified as
congruent, but either did not connect the angle to its respective property or failed to provide a justification for each
angle identified. For example, Student A listed three congruent angles and two justifications, vertical and alternate
interior. The student is not specific when providing an angle pair with its proper justification. t is unclear as to which
angle is vertical or alternate interior to which angle and no justification is given for the third angle listed. As a class,
the students demonstrated a strong grasp on angle pair identification and their respective properties, but
experienced difficulty when providing clear, organized explanations.
Problem Solving: The students demonstrated their problem-solving techniques and strategies on questions 9, 10,
and 11 of the worksheet. Question 10 pushed students to recognize parallel lines cut by a transversal in other
geometric shapes. Students A and C, as well as many other students in the class, struggled when multiple variables
were introduced. They wanted to immediately relate two of the expressions and solve for each variable instead of
noticing the multiple relationships that exist between the expressions. Student A recognized the multiple
relationships and set up the proper equations, but only found the value of one variable. Question 11, the error
analysis problem, challenged students ability to identify the angle pair and recognize the correct procedure for
solving for the unknown variable. Students had to use their knowledge that alternate interior angles are congruent to
recognize that the solution where the expressions were summed and set equal to 180 is incorrect. The class had a
solid grasp on setting up equations to solve for unknown variables based upon the angle pairs being congruent or
supplementary. Most of the students in the class, like the focus students, were able to articulate using proper
mathematical language why one problem solving strategy was correct or incorrect.
2. Feedback to Guide Further Learning
Explain how feedback provided to the three focus students addresses their individual strengths and needs relative to
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the standards/objectives measured.
Each of the three focus students received comments throughout their worksheet acknowledging correct thoughts
and explanations, and prompting them to think about questions where they answered incorrectly or needed further
justification. All three of the focus students demonstrated a quality understanding of naming the various angle pairs
and using their respective properties to solve problems, but were sometimes lacking clarity within key aspects of
their justification. The feedback outlined where additional justification or explanation is required for a complete
response in an effort to prepare them for the next lesson involving geometric proofs. The goal of this lesson was to
expose students to using properties of various angle pairs to justify a claim. The feedback on the assessment
worksheet will help to strengthen their ability to reason with properties of parallel lines.
3. Evidence of Language Understanding and Use
Explain the extent to which your students were able to use language (targeted function, vocabulary, and additional
identified demands) to develop content understandings.
Throughout the lesson, the students were continually prompted to use the important language of the unit.
During in-class discussions, we required that students justify their proclamation of congruence of certain angles with
the terminology and properties.Thus when prompted, students would correctly verbally use the language to develop
an understanding of the content. deally, the students would justify their conclusions about angles without scaffolding
because that would show a deep understanding of the topic.
Nevertheless, there was evidence in both the video and worksheet that students had a basic understanding
of the applications of angles formed by parallel lines cut by a transversal. For example, the first problems on the
worksheet ask the student to identify angles congruent to the given angle and justify. This requires that students
employ the required language functions: Use knowledge of language terminology to solve and justify the measures of
various angles formed by parallel lines cut by a transversal.
4. Using Assessment to Inform Instruction
a. Based on your analysis of student learning presented in prompts 1cd, describe next steps for instruction
for the whole class and for the 3 focus students and other individuals/groups with specific needs.
Based on the analysis discussed in prompts 1c-d, the next steps for instruction in regards to the whole
class would to provide further modeling and guided practice in regards to the overall themes of the instruction that
students struggled with. These themes students struggled with were how to justify their answers through the use of
correct mathematical terminology and language and setting up and solving algebraic equations. ndividualized
practice (i.e. homework) regarding these themes will also be given to allow students to reach stated standards and
content objectives.
Since the feedback and overall themes from the 3 focus students aligned with those of the whole class, the
next steps for instruction for these 3 students would equivalent to the instruction that the whole class will receive.
Student groups with specific needs will be provided the similar instruction the whole class will receive as
well as additional individualized instructional assistance and time. Since there will be 5 teachers available during the
class period, achieving individualized assistance for all students will be less challenging.
Once students have mastered the content standards and objectives for this lesson, they will begin using
their knowledge of angle pair properties and reasoning to begin writing geometric proofs in the next planned lesson.
b. Explain how these next steps follow from your analysis of student learning. Support your explanation with
principles from research and/or theory.
Based upon the overall themes we gather from the students' work and using the theory of scaffolding, we believe that
the steps of modeling, guided practice, feedback, and individual practice will provide the additional instructional
experiences to build the necessary cognitive skills that lead to student mastery. The scaffolding theory will allow us,
as the teachers, to initially start with the ownership of performing the conceptual understanding, procedural fluency,
and mathematical reasoning of the themes discussed. Through modeling, guided practice, feedback, and
individualized practice, the ownership of performing conceptual understanding, procedural fluency, and mathematical
reasoning with shift to the students, which will lead to student mastery.
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