Erika Chado 1

Student Work Analysis Protocol

Subject Area: College Trigonometry Grade Level: 10th - 12th Grade

Teacher Evaluator: Mike Callahan

A. Reaching Consensus about Proficiency

Read the assessment task, performance, and/or rubric, and:
1. What were the students expected to do?
The students were expected to follow along in the exploratory worksheet using Geogebra
and complete problems on their own. After completing the discovery worksheet, the
students were expected to work on a Coors Field problem that had 13 problems all related
to the discovery worksheet. As this was the first lesson in a new unit, the students had no
prior knowledge of vectors so a pre-assessment was not necessary. The week before
teaching the topic, I had asked the class to record on a piece of paper (that I collected) if
they had ever heard of a vector or taken a physics class as physics courses dive into
vectors. Some of the students had heard of a vector but had no knowledge of the
components or arithmetic behind a vector. None of the students that were present for my
lesson had previously taken a physics course so they were all starting with a clean slate.

The exploratory worksheet and Coors Field problem set are at the bottom of this report.

2. Which standards (CCSS or content standards) or curriculum expectations are being

assessed?
9-12.2.1.c.i. Graph functions expressed symbolically and show key features of the graph,
by hand in simple cases and using technology for more complicated cases.
HSN-VM.A.1; Represent and model with vector quantities; Recognize vector quantities
as having both magnitude and direction. Represent vector quantities by directed line
segments, and use appropriate symbols for vectors and their magnitudes.
HSN-VM.B.4: Add and subtract vectors.
HSN-VM.B.5: Multiply a vector by a scalar.

3. Describe what you would consider to be a proficient response on this assessment?

Exactly what would students need to say, write, or perform for you to consider their
work proficient?
I would consider a proficient performance to be completing the exploratory worksheet
and problem set. With the exploratory worksheet, a proficient performance would be to
completely fill out the packet and spend some time exploring Geogebra on their own. To
be proficient with the problem set, the students need to show every step they take to reach
their final answers for each problem.

B. Diagnosing Student Strengths and Needs

Next, read student work and without scoring, do a quick sort of students work by the general
degree of the objectives met, partially met, not met. You may need a not sure pile. After
sorting, any papers in the not sure pile should be matched with the typical papers in one of the
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other existing piles. Student names should be recorded in the columns in order to monitor
progress over time

HIGH EXPECTED LOW

(Objectives met) (Objectives partially met) (Objectives not met)
Calvin: Completed both Toby: Completed the Connor: Attempted to
the worksheet and exploratory worksheet participate in the exploratory
problem set in a timely but with no details of activity but quickly gave up.
manner. After completing how he reached his Copied his neighbors work for
the worksheet, he spent a solutions. Made a good the worksheet and problem set.
chunk of time exploring attempt at the problem set Morgan: Did not participate
on his own and creating but did not finish it or in the exploratory worksheet
complex vectors. Full give a full list of steps for or lecture. She was playing
explanations of each step each problem. games on her computer the
taken. Madison: Attempted the entire class period. No
MaKenzie: While exploratory worksheet assignments submitted.
working through the but did not explore Brice: Followed along with
exploratory worksheet, further on Geogebra the exploratory worksheet but
she was asking very when given the time. did not even attempt the
thorough questions that Completed both the problem set. He didnt try to
provoked further worksheet and problem fill out the worksheet on his
thinking. Completed the set with steps shown. own, he relied on his friends.
worksheet and problem Jacey: Completed the
set in a timely manner exploratory worksheet
and then attempted a and spent extra time
challenge problem I gave making her own vectors.
her. Each problem was She did not reach High
done very neat and level because she did not
detailed allowing me to complete the problem set,
see her exact thinking she only started it.
during the problem. Kevin: Completed both
Alyssa: Left very the exploratory ___18_____% OF CLASS
detailed notes throughout worksheet and problem
the exploratory set with full detail. He
worksheet along with all did not turn in his
of her steps. When given problem set which is why
the time to explore he did not reach a High
Geogebra, she created level. His exploratory
multiple vectors and even packet was very detailed
started adding and and explained all his
subtracting vectors. Her steps.
problem set was very Anthony: Completed
detailed and had steps both the worksheet and
neatly written out for problem set but lacked
each problem. most of his steps.
Sheridan: Extremely
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detailed and thorough

with both the worksheet _ 29____% OF CLASS
and problem set. Included
every single step she took
to reach her answers. Her
problem set included
detailed pictures as well,
she went above and
beyond what I was
expecting.
Sidney: Sidney and
Alyssa worked together,
which was encouraged,
and produced very
similar work. Sidney had
very detailed work and
wrote out each step taken
to reach the answer. She
also made extremely
complex vectors when
given the time to explore
Geogebra.
James: Came up to the
board voluntarily to work
through the exploratory
worksheet and build his
own vectors. He talked
me through every step he
completed on the board.
Thoroughly explained
every step of each
problem on the problem
set.
Emily: Completed both
the exploratory
worksheet and problem
set in a timely manner.
Both the worksheet and
problem set had detailed
answers, neatly written
out. She asked very
thought provoking
questions that I could not
answer.
Mallory: The problem
set was extremely
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detailed and neat. The

exploratory worksheet
met my expectations but
barely so.
Rebecca: Completed
both the exploratory
worksheet and the
problem set with details.
She wrote down notes in
her worksheet as I was
lecturing, meaning she
was paying very close
attention during my
lesson. Her problem set
was extremely detailed
and neat. Every single
step she took was written
out and thoroughly
explained.

__53_____% OF CLASS

C. Identifying Instructional Next Steps

Discuss the learning needs for the students in each level considering the following questions:
1. What patterns or trends are noted?
HIGH EXPECTED LOW
(Objectives met) (Objectives partially met) (Objectives not met)
This group of students This group of students These students were very
were engaged in my were somewhat engaged disengaged throughout the
lesson and fully in my lesson. They were lesson. When they were given
participating in the fully engaged and asking time to explore with Geogebra
discovery worksheet. questions when I was they were either playing games
These students spent direct teaching but when it or doing homework for another
more time exploring with came to the exploratory class. These students were
vectors on Geogebra than portion, they were easily doing the bare minimum to get
the other two groups. distracted. Instead of by with the lesson. Some of
These are the students exploring with vectors, these students didnt turn either
that have the tough they were figuring out the exploratory worksheet or
questions that I, and how to draw other shapes problem set in even though
sometimes Mr. Callahan, in Geogebra. They needed they were present in class and
were not able to answer. a little reminder to stay on had the whole period to work
 Erika Chado 5

We usually end up task every once in a while.
looking up an answer to These students completed
their questions. These the discovery worksheet
students completed the and the Coors Field
Coors Field problem set problem set but it took
in a quick time frame and them a little longer. These
showed every step they students were able to
took to reach their final retain the important
answer. Some of these information and
students even went an understood the
extra step and solved foundational information
some of the problems two for the most part. Some of
different ways. These them were struggling with
students are very the problem set and
ambitious and always needed a little more
want more challenging encouragement and
problems. These students guidance to get started.
are usually the first ones These students need to
to complete in class spend more time with the
assignments as well as discovery worksheet and
participate and engage in connecting the definitions
class discussions. to the activities in
Geogebra.
on it. For the next lesson, I will
have to try and make the lesson
more real world applicable to
them. I did not take into
account that some students do
not like, or understand,
baseball so they were very
disengaged with the problem
set. Next time, I will have two
different problems sets they
can complete depending on
what topic they like more. I
brought students up to the
board to walk through the
exploratory worksheet but I
could have brought these
particular students up so they
could get out of their seats and
move around. These students
may need more one-on-one
attention with assignments like
these, especially while
exploring Geogebra. They may
have missed something in the
tutorial I gave so they gave up
before the lesson started.

2. Based on the diagnosis of student responses at the high, expected, and low levels, what
instructional strategies will students at each level benefit from? List those instructional
strategies in the table below:
HIGH EXPECTED LOW
(Objectives met) (Objectives partially met) (Objectives not met)
1. Micro-lab. This 1. Circle of Viewpoints. 1. 3-2-1 Bridge. This strategy
strategy encourages This strategy will will help me understand
collaboration which help facilitate what these students fully
these students need. collaboration among grasp and what they need
They can benefit from these students. They more clarification on. It
hearing what each all have their own was also help me to see
other has to say about ideas about vectors so what level their prior
their thought process having them discuss knowledge is at.
behind the problem set their ideas with each 2. Chalk Talk. This strategy
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and worksheet. other can open up will help me gauge what

2. The explanation new ways of these students need the
game. This strategy approaching these most help with. This
will help these problems. Most of strategy is a silent and
students further what these students had anonymous activity so
they already know issues with showing these students wont be
about vectors. This all of their steps so embarrassed to admit they
strategy will also help this will help them to dont understand what is
them to extend on their talk through their going on. This way, they
knowledge as they can problem sets with can do it and not be called
dig deeper into the each other. out in front of the entire
topic and explain it to 2. Cold-calling. This class. This strategy will
others. By explaining strategy will help me also show the students that
their deeper to get these students they are not the only ones
knowledge, it helps more engaged. It struggling with a topic.
them to remember it allows me to get more 3. See, Think, Wonder. For
and further understand feedback on whether this strategy, I could show a
it. they understand my picture of a basic vector to
lesson or if I need to see what these students see,
go back over a certain think, and wonder about it.
topic. This will help me gauge
what points I need to cover
in detail for them to
understand fully what a
vector is and why we need
them.

Given Vectors Compute Magnitude, Direction, and Resultant

Vectors:
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A vector can be thought of as a directed line segment. The vector u = <2,1> is shown below. We often
think of the starting point, A, as the origin, but as a directed line segment u = <2,1> can start at any point
as shown in the second graph.

If u = <a, b> is an algebraic vector whose initial point is at the origin, then v is called a position vector.
Any vector whose initial point is not at the origin is equal to a unique position vector.

Use the grid below to draw a position vector and a unique position vector with the correct labels.

Finding a Position Vector

Let v be a vector with initial point P1 = (X1 , Y1 ), not necessarily at the origin, and terminal point P2 = ( X2
, Y2 ). Then
V = < X2 - X1, Y2 - Y1 >
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1. Find the position vector of the vector v = P1P2 if P1 = ( -2, 1) and P2 = (3, 4)

2. Plot the position vector

The Magnitude |u|, or length of u, can be calculated using Pythagoreans theorem.

Recall; u = <a , b>

||u|| = a2 +b2
Calculate ||u|| = <3, 6>
Vector Addition

1. Graph u = <1,2> and v = <4, 2>, draw your vectors on the grid above.
2. Next, add the vectors in the input box by typing u + v and draw those new lines in.
 Erika Chado 9

3. What value is the arrow of the new vector at?

4. Calculate u + v by hand by adding components

Now, create a vector connecting the arrow of u to the arrow of the added vector. Draw this shape below.
Do the same thing with the vector v and the new vector, w.

5. What is the magnitude of this new vector, ||w||?

Unit vectors
For any nonzero vector v, the vector

|v|
v
u=

is a unit vector that has the same direction as v. A vector is a unit vector if the magnitude is 1.

1. Find a unit vector in the same direction as v = 3i 4j = <3, -4>

||v|| =
v=
|v|
v =

2. Check that your new vector is a unit vector.

Vectors of Coors Field Problems

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Work with a partner or individually to solve the following problems below.

If we know the first and third base line make a 90 0 angle, we know that from first
base to the x axis and third base to the x axis are each 45 0. Therefore I was
accurately able to plot the coordinates of A2 and A3 (the corner wall in left and right
field) simply with right triangle trig. Confirm algebraically that A2 is at (247.48,
247.48) and A3 is at (-245.36, 245.36)
 Erika Chado 11

1) The bases are all located exactly 90 feet from each other. Algebraically,
find the (x, y) coordinates of 1st, 2nd, and 3rd base. Use the scaled picture
above to see if your answers make sense.

2) Find the position vector from second base to A1, second base to A2, and
second base to A3.

Remember v = <x2 x1, y2-y1>

3) Find the magnitude of each of the vectors in #2

4) The right fielder is located at point R(150, 250) and therefore has a vector
with home plate of R<150, 250>

A ball is hit to right and the fielder must run the two vector C<9, -6> to
catch the fly ball. Find R + 2C algebraically and draw a picture of the
resulting vector addition using the picture below.

5) Two batters later, another fly ball is hit, but the center fielder is distracted
looking at girls in the stands, so the right fielder must run the vector -
negative 2C to catch the fly ball. Find R 2C and draw a picture of the
resulting vector to the right above.

6) Find the magnitude of the fly balls hit in #4 and #5.

7) The left fielder is standing at point L(-100, 250). Find the vector between
LF and the second baseman. (Because I gave you LF first, you can safely assume
that is Point 1 and second base is point 2)

8) Find a unit vector in the same direction as the vector you just found in #7.

9) A fly ball is hit directly to the right fielder. Once he catches the ball, the
man on second tags up and tries to make it to third. Find the vector of the
ball thrown from right field to third base.

10) Find the distance the ball must be thrown.

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11) Wasnt that really just magnitude?

12) Find a unit vector in the same direction as the

vector you found in #9.

13) Complete the following vector addition prompts

below. (four are false and four are true)