Professional Documents
Culture Documents
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
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
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
!6
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
!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.
!8
Students will know and understand theorems involving inscribed and central angles
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.
Lesson 5.2 Objectives:
G.C.2
Students will know and understand theorems involving chords and tangents
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.
Lesson 5.3 Objectives:
G.C.5
Students will be able to calculate the area of a sector and the length of an arc
Lesson 5.3 Instructional Strategies:
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.
Lesson 5.4 Objectives:
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
Lesson 5.4 Instructional Strategies:
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.
Lesson 5.5 Objectives:
G.GPE.2, G.GMD.1, G.GMD.3
Students will be able to find the volume of pyramids, cylinders, cones, and spheres
SWBAT find the equation of a parabola given the focus and directrix
Lesson 5.5 Instructional Strategies:
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.
Lesson 5.6 Objectives:
G.GPE.6
SWBAT find the parallel or perpendicular line that passes through a point to any given line
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.
Lesson 5.7 Objectives:
G.C.3, G.C.4
Students will be able to construct the centroid, incenter, and circumcenter to any triangle
SWBAT construct a tangent line to a circle from any point outside the circle
Lesson 5.7 Instructional Strategies:
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.
Reading/Language Walk-Away:
Students will know the meaning of the words from Lesson 5.1
In class participation
Informal assessment: making sure the students take
complete notes
Worksheet: 5.1
Modifications/
Accommodations (ELL, IEP,
GATE, etc.)
Modifications/
Accommodations
(ELL, IEP, GATE, etc.)
!10
Walk around
class helping
with problems
students have
doing the
worksheet
Summarization/Closure
NOTES TO TEACHER
What do I need to remember to do?
!11
Lesson 5.2
Teacher Candidate _Danyelle Strehlow_____________________________________
Grade Level: 10 Subject/Content: Secondary Math II - Circles_ Title: 5.2 Tangents and Chords
CONTEXTUAL FACTORS (e.g. ethnicity, gender, exceptionalities, ELL, GATE, etc.) which
need differentiation in instruction and assessment.
Reading/Language Walk-Away:
Students will know the meaning of the words from Lesson 5.1
In class participation
Informal assessment: making sure the students take
complete notes
Worksheet: 5.2
Modifications/
Accommodations (ELL, IEP,
GATE, etc.)
Modifications/
Accommodations
(ELL, IEP, GATE, etc.)
!12
Rad-tan theorem
Ice cream cone theorem
Congruent chord, congruent arc theorem
2 out of 3 theorem
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
Summarization/Closure
!13
Lesson 5.3
Teacher Candidate _Danyelle Strehlow_____________________________________
Grade:10 Subject/Content: Secondary Math II - Circles Title:5.3Arcs, Sectors, and Radians
CONTEXTUAL FACTORS (e.g. ethnicity, gender, exceptionalities, ELL, GATE, etc.) which
need differentiation in instruction and assessment.
Reading/Language Walk-Away:
In class participation
Informal assessment: making sure the students take
complete notes
Worksheet: 5.3
Modifications/
Accommodations (ELL, IEP,
GATE, etc.)
Modifications/
Accommodations
(ELL, IEP, GATE, etc.)
!14
Walk around
class helping
with problems
students have
doing the
worksheet
Summarization/Closure
NOTES TO TEACHER
What do I need to remember to do?
!15
Lesson 5.4
Teacher Candidate _Danyelle Strehlow_____________________________________
Grade: 10 Subject/Content: Secondary Math II - Circles Title: 5.4Equations of Circles and
Parabolas
CONTEXTUAL FACTORS (e.g. ethnicity, gender, exceptionalities, ELL, GATE, etc.) which
need differentiation in instruction and assessment.
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
Reading/Language Walk-Away:
In class participation
Informal assessment: making sure the students take
complete notes
Worksheet: 5.4
Modifications/
Accommodations (ELL, IEP,
GATE, etc.)
Modifications/
Accommodations
(ELL, IEP, GATE, etc.)
!16
Walk around
class helping
with problems
students have
doing the
worksheet
Summarization/Closure
NOTES TO TEACHER
What do I need to remember to do?
!17
!18
Lesson 5.5
Grade: 10 Subject/Content: Secondary Math II - Circles Title: 5.5Equations of Parabolas and
Volumes of Solids
CONTEXTUAL FACTORS (e.g. ethnicity, gender, exceptionalities, ELL, GATE, etc.) which
need differentiation in instruction and assessment.
Students will be able to find the volume of pyramids, cylinders, cones, and spheres
SWBAT find the equation of a parabola given the focus and directrix
Reading/Language Walk-Away:
In class participation
Informal assessment: making sure the students take
complete notes
Worksheet: 5.5
Modifications/
Accommodations (ELL, IEP,
GATE, etc.)
Modifications/
Accommodations
(ELL, IEP, GATE, etc.)
!19
Focus on disruptive
student with
proximity and
Collaborative/Cooperative (You do it together)
pressuring him to
work with his peers
Summarization/Closure
Walk around
class helping
with problems
students have
doing the
worksheet
NOTES TO TEACHER
What do I need to remember to do?
!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
Teacher Candidate _Danyelle Strehlow_____________________________________
Grade: 10 Subject/Content: Secondary Math II - Circles Title: 5.6Parallel, Perpendicular, and
Partitioning Lines
CONTEXTUAL FACTORS (e.g. ethnicity, gender, exceptionalities, ELL, GATE, etc.) which
need differentiation in instruction and assessment.
Reading/Language Walk-Away:
In class participation
Informal assessment: making sure the students take
complete notes
Worksheet: 5.6
Modifications/
Accommodations (ELL, IEP,
GATE, etc.)
Modifications/
Accommodations
(ELL, IEP, GATE, etc.)
!22
Focus on disruptive
student with
proximity and
pressuring him to
work with his peers
and stay on topic.
Walk around
class helping
with problems
students have
doing the
worksheet
Summarization/Closure
NOTES TO TEACHER
What do I need to remember to do?
!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
Teacher Candidate _Danyelle Strehlow_____________________________________
Grade: 10 Subject/Content: Secondary Math II - Circles Title: 5.7Contructions
CONTEXTUAL FACTORS (e.g. ethnicity, gender, exceptionalities, ELL, GATE, etc.) which
need differentiation in instruction and assessment.
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
Reading/Language Walk-Away:
In class participation
Informal assessment: making sure the students take
complete notes
Worksheet: 5.7
Modifications/
Accommodations (ELL, IEP,
GATE, etc.)
Modifications/
Accommodations
(ELL, IEP, GATE, etc.)
!25
Bellwork: Find the point that partitions the line into a 3:1
ratio
Review Worksheet 5-6 Homework
Focus on disruptive
student with
proximity and
pressuring him to
work with his peers
and stay on topic.
Summarization/Closure
NOTES TO TEACHER
What do I need to remember to do?
!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
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
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
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
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