Teacher Work Sample

Teacher Work Sample
Danyelle Strehlow
Unit 4: Circles, Parabolas, and 3D shapes
Secondary Math II
February 3rd - March 2nd
!1
Table of Contents
Table of Contents
Contextual Factors
Unit Plan
Lesson Plans
10
Lesson 5.1
10
Lesson 5.2
12
Lesson 5.3
14
Lesson 5.4
16
Lesson 5.5
19
Lesson 5.6
22
Lesson 5.7
25
Analysis of Student Learning
28
Reflection
32
!2
Contextual Factors
1. Demographics: Identify the gender, ethnicity, language proficiency,
exceptionalities, and number of students.
a. Students: Total #: 32
Males: 20
Females: 12
b. Ethnicity: White: 26
Hispanic/Latino: 2
Asian: 1
Native American: 0
Other: 3
African American: 0
2. Language Proficiency: Identify the number of ELL students and the number of
languages spoken in the classroom.
No English Language Learners and no languages other than English spoken fluently
3. Exceptionalities: Identify the number and type of exceptionalities in the class.
One student with exceptionalities in the class is a boy who is extremely disruptive. He
constantly talks to his neighbors and generally distracts the other students. I have one
student with an ileostomy and asthma, who prefers to be away from the other
students.
4. Social Economic Status (SES)
This class has a variety of Social Economic Statuses. In my observations, Ive found
that most of the students fall into middle class, with a handful that are upper-middle
class and a couple that are likely lower-class.
5. Academic Knowledge (If available): Describe the academic data results of the
students thus far (grades, attendance, discipline factors, core tests. etc.).
In Quarter 2, the lowest grade received was a C, by the disruptive student mentioned
in my exceptionalities. There were four B-s, one B, four B+s, three A-s and 18 As.
All students scored at or above average on the last math test in the system, which for
most of the students is their 8th grade test. All the students have consistent
attendance.
6. English Language Learners: Describe ways you can incorporate tools of language
development and reading content into planning and instruction for these students.
Example: ELED- SIOP/ WIDA; SCED-reading content.
I have no English Language Learners in my classroom, so I did not make
accommodations for these students.
7. Multicultural Perspectives: Identify ways you can use culturally responsive curricula
and teaching that meets the needs of all students.
Math is a fairly universal subject, so I try to integrate culturally responsive curricula
by incorporating different cultures into my examples and questions. Even giving a
!3
character in a problem a name that crosses culture boundaries can help students of
various cultures feel more included in a classroom.
8. Prior Knowledge: Elementary-Describe the criteria used to determine the reading
and mathematics prior knowledge and give a percentage of the number of students in
these different levels for reading and mathematics such as Below, Basic, or Advanced.
Secondary- Review the prior knowledge needed of students to be successful in
learning the content knowledge for the TWS unit and how you will implement content
reading into your unit (Ex. Common Core Strategies, etc.).
In this unit, students need to have a basic knowledge of functions, proofs, shapes, and
areas, as well as fundamental math basics. The ability to complete the square and
graph basic parabolas would also be helpful. I plan on implementing content reading
into my unit by going over important vocabulary for each lesson and using it
throughout so my students gain a strong understanding of the possibly unfamiliar
words.
9. Exceptionalities: Describe student exceptionalities that are identified in the class
contextual factors. These exceptionalities can include; (a) development of physical,
social, and emotional needs; (b) special education; (c) ethnicity; (d) gifted/talented;
(e) ability differences, etc. Briefly describe ways to make modification/
differentiation for planning, instruction, and assessments.
One student with exceptionalities I have is a disruptive student who is constantly off
task in class and distracts other students. He had the lowest grade in the class 2nd
quarter, and a large piece of that is his unwillingness to do his assignments. I have one
student with an ileostomy and asthma. She doesnt misbehave, but prefers to work on
her own away from other students. To accommodate these students, I created a
seating chart where I put the misbehaving student up front near me and the girl with
an empty seat separating her from the next student. I also allow her to go to the
bathroom whenever she needs to with no questions asked. These were simple
accommodations that made a big difference in the productivity of my class.
10. Identify sub-groups of students: Based on your contextual class factors- identify
the sub-groups you will need to address in differentiation/modifications for your
instruction, assessments, and analysis of student learning (e.g., gender, ELL, special
education, ethnicity, gifted/talented, ability differences, or other contextual factors
listed above, etc.) Subgroup data will be compared to each subgroup and the whole
class.
Subgroups of students include Male, Female, White, Asian, Pacific Islander, Hispanic/
Latino, and disruptive student.
!4
Unit Plan
Teacher Candidate: Danyelle Strehlow
Grade Level: 10th
Content Area: Secondary Math 2
Step 1 DESIRED RESULTS

A. Contextual Factors
Students: Total #: 32
Males: 20 Females: 12
Ethnicity: White: 26
Hispanic/Latino: 2 African American: 0
Native American: 0 Other: 3
Asian: 1
One student with exceptionalities in the class is a boy who is extremely disruptive. He
constantly talks to his neighbors and generally distracts the other students. I have one
student with an ileostomy and asthma, who prefers to be away from the other students.
For further information on contextual factors, see the Contextual Factors page in this
Teacher Work Sample
B. Utah State Core or Common Core Curriculum Standard
!5
Unit 6: Circles With and Without Coordinates

Standard 1: Understand and apply theorems about circles.
G.C.1 - Prove that all circles are similar.
G.C.2 - Identify and describe relationships among inscribed angles, radii, and chords.
Include the relationship between central, inscribed, and circumscribed angles;
inscribed angles on a diameter are right angles; the radius of a circle is perpendicular
to the tangent where the radius intersects the circle.
G.C.3 - Construct the inscribed and circumscribed circles of a triangle, and prove
properties of angles for a quadrilateral inscribed in a circle.
G.C.4 - Construct a tangent line from a point outside a given circle to the circle.
Standard 2: Find arc lengths and areas of sectors of circles- Emphasize the similarity
of all circles. Note that by similarity of sectors with the same central angle, arc
lengths are proportional to the radius. Use this as a basis for introducing radian as a
unit of measure. It is not intended that it be applied to the development of circular
trigonometry in this course.
G.C.5 - Derive using similarity the fact that the length of the arc intercepted by an
angle is proportional to the radius, and define the radian measure of the angle as the
constant of proportionality; derive the formula for the area of a sector.
Standard 3: Translate between the geometric description and the equation for a conic
section - Connect the equations of circles and parabolas to prior work with quadratic
equations. The directrix should be parallel to a coordinate axis.
G.GPE.1 - Derive the equation of a circle of given center and radius using the
Pythagorean Theorem; complete the square to find the center and radius of a circle
given by an equation.
G.GPE.2 - Derive the equation of a parabola given a focus and directrix.
Standard 4: Use coordinates to prove simple geometric theorems algebraically.
Include simple proofs involving circles.
G.GPE.4 - Use coordinates to prove simple geometric theorems algebraically. For
example, prove or disprove that a figure defined by four given points in the coordinate
plane is a rectangle; prove or disprove that the point (1, 3) lies on the circle centered
at the origin and containing the point (0, 2).
Standard 5: Explain volume formulas and use them to solve problems - Informal
arguments for area and volume formulas can make use of the way in which area and
volume scale under similarity transformations: when one figure in the plane results
from another by applying a similarity transformation with scale factor k, its area is k2
times the area of the first. Similarly, volumes of solid figures scale by k3 under a
similarity transformation with scale factor k.
G.GMD.1 - Give an informal argument for the formulas for the circumference of a
circle, area of a circle, volume of a cylinder, pyramid, and cone. Use dissection
arguments, Cavalieris principle, and informal limit arguments.
G.GMD.3 - Use volume formulas for cylinders, pyramids, cones, and spheres to solve
problems.
!6
C. Enduring Understanding/Big Idea
In this unit, students will learn basic theorems about circles that they will then
use to solve problems. In the Cartesian coordinate system, students will be able
to write the equation of a circle when given the center and radius, and find the
graph the circle when given the equation. Students will be able to graph the
equation of a parabola with vertical axis when given an equation of its directrix
and the coordinates of its focus.
D. Essential Questions/Guiding Questions
What is a circle? Are all circles similar?

How do inscribed and central angles relate to one another? What relationships
might chords and radii have? Chords and arcs?
How could we describe a circle in math language or as an operation using
variables?
How does the volume for a prism and cylinder differ from that of a pyramid and
cone? Why might this be the case?
E. Concepts
Relationships among inscribed angles, radii, and chords.
Relationships between equations for different shapes areas and volumes.
F. Skills
Prove that all circles are similar

Identify and describe relationships among inscribed angles, radii, and chords.
Construct the inscribed and circumscribed circles of a triangle.
Prove properties of angles for a quadrilateral inscribed in a circle.
Construct a tangent line from a point outside a given circle to the circle.
Derive the formula for the area of a sector.
Derive the equation of a circle of given center and radius using the Pythagorean
Theorem.
Change the equation of a circle in standard form to center-radius form by
completing the square
Derive the equation of a parabola given its focus and directrix and vice-versa
Derive the equation of a circle given its center and radius and vice-versa
Complete the square to find the center and radius of a circle given by an
equation.
Use coordinates to prove simple geometric theorems algebraically.
Find volumes of cylinders, cones, pyramids, and spheres and use them to solve
problems
Step 2 ASSESSMENT EVIDENCE
1. Pre-Assessments
Pre-Test with 10 questions was given. Created using questions from the district issued
practice test. The district tests are designed to align with the Common Core. The pretest and its key can be found in the assessments section of this Teacher Work Sample
and Appendix B.
!7
2. Formative Assessments/Evidence
I designed a worksheet for every lesson in the unit. These questions were written or
chosen because I felt they gave students good training in putting the concepts they
were learning into practice. Some questions were drawn from worksheets, some from a
problem generator called infinite geometry, and some were written by myself. These
worksheets can be found in the lessons section of my Teacher Work Sample, and in
Appendix B. Each worksheet was graded on completion.
3. Summative Assessments/Evidence
My summative assessment was a post-test given at the end of the unit. It is a district
issued test with minor adjustments, and is aligned with the Common Core. This test
included 17 multiple choice questions, 2 reasoning questions, and one construction
question. The test and key can be found in the assessments section of the Teacher
Work Sample and Appendix B.
Step 3 Lesson Objectives with Instructional Strategies
!8
Lesson 5.1 Objectives:

G.C.1 , G.C.2
Students will understand common vocabulary used with circles
Students will know and understand theorems involving inscribed and central angles
Students will apply theorems to problems

Lesson 5.1 Instructional Strategies:
I will introduce relevant vocabulary for the lesson
I will model a problem that will use the concepts theyre learning
I will have the students work in pairs, tables, or on their own to do the problem and I will provide
assistance and clarification when needed. If I see the same issue multiple times, I will clarify for the
entire class.
G.C.2
Students will know and understand theorems involving chords and tangents

entire class.
G.C.5
Students will be able to convert between radians and degrees
Students will be able to calculate the area and circumference of a circle
Students will be able to calculate the area of a sector and the length of an arc
entire class.
G.GPE.1, G.GPE.2, G.GPE.4
Students will be able to create the equation of a circle using pythagorean theorem
Students will be able to find the equation of a circle given the center and radius
Students will be able to find the equation of a circle by completing the square
SWBAT find the equation of a parabola given the focus and directrix
entire class.
G.GPE.2, G.GMD.1, G.GMD.3
Students will be able to find the volume of pyramids, cylinders, cones, and spheres
entire class.
G.GPE.6
Students will be able to find slope and length of a line
SWBAT find the parallel or perpendicular line that passes through a point to any given line
SWBAT partition a line into ratios

entire class.
G.C.3, G.C.4
Students will be able to construct the centroid, incenter, and circumcenter to any triangle
SWBAT construct the circumscribed and inscribed circle of any triangle
SWBAT construct a tangent line to a circle from any point outside the circle
I will demonstrate constructions to the students
I will have the students do the constructions on their own sheet of paper for practice
!9
Lesson Plans
Lesson 5.1
Teacher Candidate _Danyelle Strehlow_____________________________________
Grade:10 Subject/Content: Secondary Math II - Circles Title:5.1Circle Definitions and
Theorems
CONTEXTUAL FACTORS (e.g. ethnicity, gender, exceptionalities, ELL, GATE, etc.) which
need differentiation in instruction and assessment.
0 students have IEPs

26 White, 2 Hispanic/Latinos, 1 Asian, 3 Pacific Islanders
20 Males and 12 Females
WALK-AWAY (what do I want students to know, understand, and be able to do?)

Content Walk-Away:
Students will understand common vocabulary used with circles

Students will understand theorems involving inscribed and central angles
Reading/Language Walk-Away:
Students will know the meaning of the words from Lesson 5.1
ASSESSMENT EVIDENCE (formative/summative checks

for learning) (Match the Content Walk-Away)
In class participation
Informal assessment: making sure the students take
complete notes
Worksheet: 5.1
ACTIVE LEARNING PLAN
Modifications/
Accommodations (ELL, IEP,
GATE, etc.)
Extended time for

those who need it
In class assistance on
homework questions
Modifications/
Accommodations
(ELL, IEP, GATE, etc.)
!10
Activate Prior Knowledge/Experiences
Bellwork: What do you know about circles brainstorm
Focus Lesson (I do it)
Cover circle definitions: circle, radius, diameter, secant,

tangent, central angle, inscribed angle, circumscribed
angle, arc, and intercepted arc.
Star Trek theorem
Inscribed Right theorem
Inscribed Quadrilateral theorem
Give theorems more

memorable names to
help them remember
which is which
Guided Instruction (We do it)
Students answer question on Star Trek as class

Students answer question inscribed right as class
Collaborative/Cooperative (You do it together)
Students work in partners to answer Star Trek question

Students work in partners to answer inscribed quadrilateral
question
Independent (You do it alone)
Completion of worksheet as homework
Walk around
class helping
with problems
students have
doing the
worksheet
Summarization/Closure
Point out two angles and as a class students will identify

what type of angle the examples are. (ie congruent vs. noncongruent)
NOTES TO TEACHER
What do I need to remember to do?
Create PowerPoint/Smart Board presentation for students to interact with

Materials to have ready?
Copy of worksheets for students

Approximate time needed for lesson?
Lesson will take about 80 minutes
REFLECTION AFTER LESSON

Overall, I thought this lesson was highly successful. To make it more interactive, I could have a picture
with all the parts of a circle on the board and have students come label what they know before we start
covering them, to get a better idea of their current knowledge.
!11
Lesson 5.2
Grade Level: 10 Subject/Content: Secondary Math II - Circles_ Title: 5.2 Tangents and Chords


Content Walk-Away:
Students will understand theorems involving chords and tangents

Students will know the meaning of the words from Lesson 5.1

complete notes
Worksheet: 5.2
Modifications/
GATE, etc.)
Extended time for

those who need it
homework questions
Modifications/
Accommodations
!12
Check homework, answer any questions, What do we

remember from last class?
Bellwork
Rad-tan theorem
Ice cream cone theorem
Congruent chord, congruent arc theorem
2 out of 3 theorem
Give theorems more

memorable names to
help them remember
which is which
Students answer question on rad-tan as class

Students answer question on congruent chord,
congruent arc as class
Students answer question on 2 out of 3 as class
Help students
walk through
their confusion
when they take
their turn at the
board
Walk around
class helping
with problems
students have
doing the
worksheet
Students work in partners to answer rad-tan question

Students work in partners to answer ice cream cone
question
Students work in partners to answer 2 out of 3 question
Point out two angles and as a class students will identify

what type of angle the examples are. (ie congruent vs. noncongruent)

Students seemed to enjoy this lesson a lot! The fun theorem names worked, and increased their interest.
They seemed to have the most trouble with the 2 out of 3 theorem, though this might be because the
questions using it were more complex and required more steps. Next time do a harder example!
!13
Lesson 5.3
Grade:10 Subject/Content: Secondary Math II - Circles Title:5.3Arcs, Sectors, and Radians


Content Walk-Away:
Students will be able to convert between radians and degrees

Students will be able to calculate the area and circumference of a circle
Students will be able to calculate the area of a sector and the length of an arc
Students will learn vocabulary relevant to lesson

complete notes
Worksheet: 5.3
Modifications/
GATE, etc.)
Extended time for

those who need it
homework questions
Modifications/
Accommodations
!14
Bellwork: Solve a problem using the Rad-Tan Theorem

Review Worksheet 5-2 Homework
Define radians and show unit circle

Explain conversion from radians to degrees and vice-versa
Give equations for area and circumference of a circle
Explain equation for arc length
Explain equation for area of sector
Walk around the class

while students are
working in pairs to
provide intervention
where needed.
Convert degrees to radians

Find area and circumference of a circle
Find the measure of an arc length and the area of its
sector
Students work in partners to convert radians to degrees

Students work in partners to solve word problems requiring
them to solve for the area and circumference of circles
Students work as tables to find an arc length and the area of
its sector.
Walk around
class helping
with problems
students have
doing the
worksheet
Each student converts from degrees to radians in class

Quickly review main points we learned
NOTES TO TEACHER



This lesson was less successful than the first two. Students grasped arc length and area of sectors easily,
but struggled with radians. I had a hard time communicating it to them since theyve never seen them
before at all. Looking at the standards, I think I approached it wrong, and should have kept it conceptual
at this point. Next time I wont include them in the math-y part of things.
!15
Lesson 5.4
Grade: 10 Subject/Content: Secondary Math II - Circles Title: 5.4Equations of Circles and
Parabolas


Content Walk-Away:
Students will be able to create the equation of a circle using pythagorean theorem
Students will be able to find the equation of a circle given the center and radius
Students will be able to find the equation of a circle by completing the square

complete notes
Worksheet: 5.4
Modifications/
GATE, etc.)
Extended time for

those who need it
homework questions
Modifications/
Accommodations
!16
Bellwork: Find arc length and area of a sector

Find equation for circle centered at origin using

Pythagorean theorem
Give equation of circle and explain the variables
Remind (explain to) students how to complete the square
Give equation of parabola and explain how to graph it, and
its focus and directrix

while students are
working in pairs to
where needed.
Find equation for circle centered at arbitrary (h,k)

Graph a circle by its equation
Write the equation for a circle and graph it given its center
and radius
Complete the square to find the equation of a circle and
graph it
Graph a parabola given its equation
Graph a parabola, its focus, and its directrix given the
equation
Given a focus and directrix, derive the equation for a
parabola and graph it
Students work in pairs to graph a circle given its equation

Students work in partners to write the equation for a circle
and graph it given its center and radius
Students work as tables to find an arc length and the area of
its sector.
Work together to complete the square to find the equation
of a circle and graph it.
Students work in tables to graph a parabola, its focus, and
its directrix given the equation.
Students will work in partners to, given a focus and
directrix, derive the equation for a parabola and graph it
Walk around
class helping
with problems
students have
doing the
worksheet
NOTES TO TEACHER


!17

This lesson had WAY too much information. We werent able to get to parabolas at all. I had assumed the
students would be familiar with completing the square as its something they learned earlier in the
semester, but they had completely forgotten. This made my approach to teaching it, which was more of a
quick reminder, confusing and complicated for the students. Next time I teach this lesson, I will make
teaching completing the square the bulk of the lesson, since the students didnt have any issues with the
circle formula, and know that the parabolas are going to be on a different day!
!18
Lesson 5.5
Grade: 10 Subject/Content: Secondary Math II - Circles Title: 5.5Equations of Parabolas and
Volumes of Solids

26 White, 2 Hispanic/Latino, 1 Asian, 3 Pacific Islander
1 disruptive student

Content Walk-Away:
Students will be able to find the volume of pyramids, cylinders, cones, and spheres

complete notes
Worksheet: 5.5
Modifications/
GATE, etc.)
Extended time for

those who need it
homework questions
Modifications/
Accommodations
!19
Bellwork: Find the equation of the given circle

Explain and define Parabola, Directrix, and Focus

Give equation of parabola and explain the variables and
how to graph it.
Explain how to find and graph focus and directrix
Give equations for volume of rectangular prism, pyramid,
cylinder, cone, and sphere.
Sketch a parabola by its equation

Find and graph the focus and directrix of a given parabola
Given a focus and directrix, derive the equation for a
parabola and graph it
Solve word problem requiring volume of a pyramid
Solve word problem requiring volume of cylinder

while students are
working in pairs or
tables to provide
intervention where
needed.
Give students
entertaining story
problems to engage
their interest.
Focus on disruptive
student with
proximity and
pressuring him to
work with his peers
Students work in pairs to graph a parabola, its focus, and its

and stay on topic.
directrix, given its equation
Students will work in partners to, given a focus and

directrix, derive the equation for a parabola and graph it
Students work in pairs to find volume of box
Students work in tables to solve word problem using

volume of a cone
Students work in partners to find volume of basketball

Walk around
class helping
with problems
students have
doing the
worksheet
NOTES TO TEACHER


!20
I found that I really struggled with this lesson. I had assumed students would be familiar with parabola
equations, since theyve been dealing with quadratic equations all year, but they seemed completely
unfamiliar with it. I expected to quickly remind them what they already knew, then introduce the focus
and directrix to them. When I realized they were unfamiliar with parabolas, I explained them in more
detail, which made the end of my lesson rushed. I think I should have spent less time on the basic
parabola equation and more on finding the focus and directrix, since they got the vertex aspect of the
equation immediately. Next time I do this unit, I will probably give this concept an entire lesson. I had no
issues with the volumes, and the students seemed to enjoy the silly questions I came up with to make it
more interesting.
!21
Lesson 5.6
Grade: 10 Subject/Content: Secondary Math II - Circles Title: 5.6Parallel, Perpendicular, and
Partitioning Lines


Content Walk-Away:
Students will be able to find slope and length of a line

SWBAT find the parallel or perpendicular line that passes through a given point to
any given line
SWBAT partition a line into ratios

complete notes
Worksheet: 5.6
Modifications/
GATE, etc.)
Extended time for

those who need it
homework questions
Modifications/
Accommodations
!22
Bellwork: Find the volume of the ice cream cone

Give slope-intercept and point-slope equations of lines.

Explain equation for slope of line
Explain definition of parallel lines
Give definition and explain how to find perpendicular lines
Explain distance formula to students
Show students how to partition lines into equal parts
Show quadrilaterals and each of their characteristics

while students are
working in pairs or
tables to provide
intervention where
needed.
Find a perpendicular line to one shown that passes

through a given point using the point-slope form
Partition a line into a given ratio
Look at a quadrilateral on a coordinate plane and
determine its shape based on how the lines relate to one
another
Focus on disruptive
student with
proximity and
pressuring him to
work with his peers
and stay on topic.
Students work in pairs to find the slope of a given line

Students will work in partners to find a parallel line to one
shown that passes through a given point.
Students work in pairs to find a perpendicular line to one
shown that passes through a given point
Students work in tables find distance between two points
Students work in tables to partition a line into a certain
ratio
Students work in tables to identify the quadrilateral
graphed on the coordinate plane
Walk around
class helping
with problems
students have
doing the
worksheet
Quickly review main points we
NOTES TO TEACHER


!23
The students had no problems with parallel and perpendicular lines. They grasped the concepts and we
were able to move along quickly. Next time I might give fewer examples of these concepts. I had issues
teaching partitioning of lines. I tried to show the concept in math language and made a simple concept
look extremely difficult. It confused the heck out of my poor students. Next time, I am going to make it
much more simple and example based instead of trying to show them with symbols.
!24
Lesson 5.7
Grade: 10 Subject/Content: Secondary Math II - Circles Title: 5.7Contructions


Content Walk-Away:
Students will be able to construct the centroid, incenter, and circumcenter to any
triangle
SWBAT construct the circumscribed and inscribed circle of any triangle
SWBAT construct a tangent line to a circle from any point outside the circle

complete notes
Worksheet: 5.7
Modifications/
GATE, etc.)
Extended time for

those who need it
homework questions
Modifications/
Accommodations
!25
Bellwork: Find the point that partitions the line into a 3:1
ratio
Define perpendicular bisector and show students how to

construct one
Define circumcenter, show students how to construct one,
and show students how to use it to construct the
circumscribed circle
Define angle bisector and show students how to construct
one
Define incenter, show students how to construct one, and
show students how to use it to draw the inscribed circle
Define median and show students how to construct one
Define centroid and show students how to construct one
Show students how to use perpendicular bisectors to
construct a line tangent to a circle through a given point

while students are
working doing
constructions to
where needed.
Focus on disruptive
student with
proximity and
pressuring him to
work with his peers
and stay on topic.

Students will construct a perpendicular bisector

Students will construct the circumcenter of a triangle
Students will construct the circumscribed circle of a
triangle
Students will bisect an angle
Students will construct the incenter of a triangle
Students will construct the inscribed circle of a triangle
Students will construct the median of a triangle
Students will construct a line tangent to a circle through a
given point
Review main points we learned
NOTES TO TEACHER

Whiteboard straight edge and compass
Compasses and rulers for students

!26
This lesson went well. The students really enjoyed having something more hands-on, and were able to do
all of the constructions fairly easily. My only concern is that they wont remember what they learned. I
wasnt able to give them extra practice because they need compasses for the constructions, and I think
they might blend together. I havent yet thought of a solution for this potential issue - I think its just one
of those things I will have to deal with.
!27
Analysis of Student Learning

Pre-test vs Post-test Percentages
120
Overall Pre-Test%
Overall Post-Test%
90
60
30
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32
Post-Test Average Percentages of Subgroups

90
77.281
67.5
74.8
78.8
82.0
78.3
71.0
71.0
62.0
45
Average %
Female Average %
Male Average %
White Average %
Hispanic/Latino Average %
Asian Average %
Pacific Islander Average %
Disruptive Student %
22.5
Subgroups
!28
Pre-Test vs. Post-Test Percent

Student
Number
Pre-Test
Percent
Subgroup Percentages
Pre-Test
Post-Test
Percent
72
82
95
82
10
76
76
80
20
96
70
10
52
11
10
75
12
99
13
80
14
42
15
62
16
90
17
70
18
82
19
10
105
20
94
21
10
42
22
10
105
23
62
24
60
25
10
84
26
20
100
27
30
110
28
80
29
49
30
77
31
77
32
47
Post-Test
Average
Percentage
4.1
77.28
Female Average
Percent
6.7
74.83
Male Average
Percent
2.5
78.75
White Average
Percent
78.31
Hispanic/Latino
Average Percent
71
Asian Average
Percent
82
Pacific Islander
Average Percent
71
Disruptive Student
Percent
62
!29
Post-Test Multiple Choice Questions

Student # Score Q 1 Q 2 Q 3 Q 4 Q 5 Q 6 Q 7 Q 8 Q 9 Q 10 Q 11 Q 12 Q 13 Q 14 Q 15 Q 16 Q 17
Key
17 C
A
D
B
B
D
C
A
B
B
A
C
A
B
D
B
C
3
14 C
A
D
B
D
C
A
B
B
A
D
C
B
B
A
A
B
7
14 C
A
D
B
D
C
A
B
B
A
D
C
A
D
C
B
A
8
16 C
13 B
11
12 C
14
7A
17
12 C
22
16 C
25
13 C
27
17 C
28
14 C
29
7 C
31
13 C
32
8 C
Pre-Test Questions
Q Q Q Q Q Q Q Q Q Q Score
1 2 3 4 5 6 7 8 9 1
0
Student #
Student #
Q Q Q Q Q Q Q Q Q Q Score
1 2 3 4 5 6 7 8 9 1
0
1 0
17 0
2 0
18 0
3 0
19 0
4 0
20 0
5 0
21 0
6 0
22 0
7 0
23 0
8 0
24 0
9 0
25 0
10 0
26 0
11 0
27 1
12 0
28 0
13 0
29 0
14 0
30 0
15 0
31 0
16 0
32 0
!30
The pre-test consisted of 10 questions that spanned the material of the unit.
The students had clearly not been exposed to most of the content I would be
teaching. Most of the students missed all the questions. There was a major
improvement in the post-test. The average score was 77.28. That said, there were
five students who failed the test, scoring below 60 percent. Three of the failing
students were girls, two were boys, and all of them were white. These students did
most of their homework, but its possible they cheated off friends.
Males outscored females, with averages of 78.8 and 74.8 respectively. Asians
scored the highest of all the ethnicities, with an average of 82%, followed by whites
averaging 78.3. Hispanics/Latinos and Pacific Islanders tied, both having averages of
71 percent.
Q1
Q2
Q3
Q4
Q5
Q6
Q7
Q8
Q9
Q10
Q11
Q12
Q13
Q14
Q15
Q16
Q17
A (1, 7.14%)
B (1, 7.14%)
C (12, 85.71%) D (0, 0.00%)
E (0, 0.00%)
A (9, 64.29%) B (3, 21.43%) C (0, 0.00%)
D (0, 0.00%)
E (2, 14.29%)
A (1, 7.14%)
B (0, 0.00%)
C (1, 7.14%)
D (12, 85.71%) E (0, 0.00%)
A (2, 14.29%) B (6, 42.86%) C (3, 21.43%) D (3, 21.43%) E (0, 0.00%)
A (1, 7.14%)
B (11, 78.57%) C (1, 7.14%)
D (1, 7.14%)
E (0, 0.00%)
A (1, 7.14%)
B (0, 0.00%)
C (0, 0.00%)
D (12, 85.71%) E (0, 0.00%)
A (0, 0.00%)
B (0, 0.00%)
C (12, 85.71%) D (1, 7.14%)
E (0, 0.00%)
A (12, 85.71%) B (2, 14.29%) C (0, 0.00%)
D (0, 0.00%)
E (0, 0.00%)
A (0, 0.00%)
B (13, 92.86%) C (1, 7.14%)
D (0, 0.00%)
E (0, 0.00%)
A (2, 14.29%) B (12, 85.71%) C (0, 0.00%)
D (0, 0.00%)
E (0, 0.00%)
A (8, 57.14%) B (3, 21.43%) C (2, 14.29%) D (1, 7.14%)
E (0, 0.00%)
A (5, 35.71%) B (1, 7.14%)
C (4, 28.57%) D (4, 28.57%) E (0, 0.00%)
A (9, 64.29%) B (2, 14.29%) C (2, 14.29%) D (1, 7.14%)
E (0, 0.00%)
A (5, 35.71%) B (7, 50.00%) C (1, 7.14%)
D (1, 7.14%)
E (0, 0.00%)
A (0, 0.00%)
B (0, 0.00%)
C (0, 0.00%)
D (14, 100.00%)E (0, 0.00%)
A (4, 28.57%) B (9, 64.29%) C (1, 7.14%)
D (0, 0.00%)
E (0, 0.00%)
A (0, 0.00%)
B (0, 0.00%)
C (14, 100.00%)D (0, 0.00%)
E (0, 0.00%)
I had two questions on my test that had many students miss. As you can see in the
above chart, number 12 had the large majority of students miss it, and number 14
stumped half of my students. These were both subjects that I felt I did not teach
well, and it was due to time restraints that I was unable to revisit them.
!31
Reflection
I have grown immensely as a teacher through the SET program and building this
Teacher Work Sample. I have learned about diversity and the importance of being
culturally responsive in the classroom. Its difficult to find opportunities in math to
make adaptions for culture, but Ive found that Ive been able to make the questions I
write more culturally diverse, and that Im constantly thinking about how to bring
more cultural sensitivity into my classroom.
Though my student teaching Ive learned how to really integrate technology
into my classroom. I learned a lot about the smart board, and posted pdfs of the notes
and assignments onto the class website after every lesson. I also was able to use other
technological platforms. I used an app called Plickers to create quizzes for the kids,
scan the answers they held up in seconds, and respond to their responses
immediately. Ive also created lessons that use QR codes that students can scan to see
if they got the right answer.
I have always been very confident in my knowledge of math. Ive always
performed well in my math courses, both in high school and college. Ive found that
translating that into lessons isnt always easy, and my ability to do this was lacking
when I first started this unit. Creating lessons took me a long time, just because I was
trying to figure out what was the most important to teach. Collaboration with other
teachers has been essential to my ability to write lessons.
I worked hard to create a physically and emotionally safe environment for my
students. I maintained a professional, but friendly demeanor with the students and
tried to make it clear that if they had problems with math or in general, they were
welcome to come to me and I would do my best to help.
!32
Another important aspect to keeping my room a safe space for students was my
classroom management. I tried two different classroom management techniques in my
student teaching and found that a stricter, more controlled classroom led to higher
engagement and success in my students. Some of the techniques I found working well
for me were: seating charts, hall passes, expectations of hands being raised unless
stated otherwise, and clear classroom policies on what to do when you come in, turn
in homework, ect.
Teaching this unit has increased my confidence in my abilities to teach math,
but has also helped me realize many of my weaknesses. Looking at the data from my
tests, and through my reflections, Ive learned what changes I need to make. Using
this data to fix problems is the best way to improve my teaching.
I have grown immensely through this experience. My teaching ability has
improved tremendously over these few months, and Ive grown more comfortable
both in front of a classroom and in the behind-the-scenes activities that go into
teaching. Ive enjoyed forming relationships with these students and seeing them
learn and develop as they move through the year. As Ive built a rapport with the
students, Ive found that the classroom environment has become more conducive to
learning and that students are more willing to do the homework assigned. I believe
students learning is strongly linked to the teachers relationship with them.
!33

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Analysis of Student Learning

Content Area: Secondary Math 2

Step 1 DESIRED RESULTS

Unit 6: Circles With and Without Coordinates

C. Enduring Understanding/Big Idea

What is a circle? Are all circles similar?

Prove that all circles are similar

Step 3 Lesson Objectives with Instructional Strategies

Lesson 5.1 Objectives:

Students will understand common vocabulary used with circles

Students will apply theorems to problems

I will introduce relevant vocabulary for the lesson

Students will apply theorems to problems

I will introduce relevant vocabulary for the lesson

Students will be able to convert between radians and degrees

Students will be able to calculate the area and circumference of a circle

I will introduce relevant vocabulary for the lesson

I will introduce relevant vocabulary for the lesson

I will introduce relevant vocabulary for the lesson

Students will be able to find slope and length of a line

SWBAT partition a line into ratios

I will introduce relevant vocabulary for the lesson

SWBAT construct the circumscribed and inscribed circle of any triangle

I will demonstrate constructions to the students

0 students have IEPs

WALK-AWAY (what do I want students to know, understand, and be able to do?)

Students will understand common vocabulary used with circles

ASSESSMENT EVIDENCE (formative/summative checks

ACTIVE LEARNING PLAN

Extended time for

Activate Prior Knowledge/Experiences

Bellwork: What do you know about circles brainstorm

Focus Lesson (I do it)

Cover circle definitions: circle, radius, diameter, secant,

Give theorems more

Guided Instruction (We do it)

Students answer question on Star Trek as class

Collaborative/Cooperative (You do it together)

Students work in partners to answer Star Trek question

Independent (You do it alone)

Completion of worksheet as homework

Point out two angles and as a class students will identify

Create PowerPoint/Smart Board presentation for students to interact with

Copy of worksheets for students

Lesson will take about 80 minutes

REFLECTION AFTER LESSON

0 students have IEPs

WALK-AWAY (what do I want students to know, understand, and be able to do?)

Students will understand theorems involving chords and tangents

ASSESSMENT EVIDENCE (formative/summative checks

ACTIVE LEARNING PLAN

Extended time for

Activate Prior Knowledge/Experiences

Check homework, answer any questions, What do we

Focus Lesson (I do it)

Give theorems more

Guided Instruction (We do it)

Students answer question on rad-tan as class

Collaborative/Cooperative (You do it together)

Students work in partners to answer rad-tan question

Independent (You do it alone)