Running head: TEACHER WORK SAMPLE 1

Teacher Work Sample Spring 2018

Angelina Martin

University of South Carolina Aiken

On my honor as a University of South Carolina Aiken student, I have complete my work

according to the Principle of Academic Integrity. I have neither given nor received any

unauthorized aid on this assignment.

Signature: Angelina Martin Date: ___April 16, 2018_________

TEACHER WORK SAMPLE 2

Abstract

This article analyses the effects of instructional strategies implemented into one

classroom in a high school in Aiken, South Carolina. This article will focus on the design of

instruction and assessments throughout a chapter on trigonometric identities in a Pre-Calculus

CP course. The results of the assessments, as well as, an explanation of the processes completed

throughout out this chapter are included. Mathematical problem solving skills and South

Carolina State Standards are the concentration of this two-week unit.

Keywords: Mathematics, Instructional Strategies, Assessment

TEACHER WORK SAMPLE 3

Teacher Work Sample Spring 2018

This two week unit focus on implementing and assessing the South Carolina College and

Career Ready Standards for Pre-Calculus: PC.FT.2, 7, and 8. Students should be able to define

sine and cosine as functions of the radian measure of an angle in terms of x- and y-coordinates of

the point on the unit circle corresponding to that angle and explain how these definitions are

extensions of the right triangle definitions, as well as, defining the tangent, cotangent, secant, and

cosecant functions as ratios involving sine and cosine. This, also, includes writing cotangent,

secant, and cosecant functions as the reciprocals of tangent, cosine, and sine, respectively.

Students should be able to use inverse functions to solve trigonometric equations that arise in

modeling contexts, evaluate the solutions using technology, and interpret them in terms of

context. Students should, also, be able to justify the Pythagorean, even/odd, and cofunction

identities for sine and cosine using their unit circle definitions and symmetries of the unit circle

and use the Pythagorean identity to find sin A, cos A, or tan A, given, sin A, cos A, or tan A, and

the quadrant of the angle. This Pre-Calculus chapter incorporates these standards into instruction

through the simplification of complex and complicated trigonometric functions, verifying

trigonometric functions, and solving equations with trigonometric functions.

Introduction

Contextual Factors

The purpose of this component is to discuss relevant factors and how they may affect the

teaching-learning process. Supports and challenges that affect instruction and student learning

should be included.
TEACHER WORK SAMPLE 4

Important School, District, and Community Factors

Factor
(e.g., geographic
location,
community/school
Source
population, stability of Description
school(if needed)
community,
school/district rating,
SES )

Geographic Location 227 MUSTANG DRIVE School’s Website:

GRANITEVILLE, SC 29829 https://www.acpsd.net/Do
main/21
District Population 8 High School https://www.usnews.com/e
7,062 Students ducation/best-high-
District information 18.3 College Readiness Index schools/south-
(economic information, 64% Proficient in English carolina/districts/aiken-
education rates, etc.) 81% Proficient in Mathematics 01/midland-valley-high-
School Population 1,262 Students 17537
71 Teachers
18-1 Student-Teacher Ratio
School Demographics 66% White
24% Black
7% Hispanic
2.9% Other

49% Free Lunch Program

6% Reduced-Price Lunch Program
School Ratings 85% Graduation Rate
9.4 College Readiness Index
65% Proficient in English
86% Proficient in Mathematics
School’s Educational The mission of Midland Valley School’s Website:
Purpose High School is to promote https://www.acpsd.net/Do
academic success, respect, lifelong main/21
learning, and citizenship.

Important Student Information

Factor
Source
(e.g., gender, SES, Description
(if needed)
reading levels)
Population 24 Students Observation
Gender 12 Female
12 Male
Type of Class Pre-Calculus CP
TEACHER WORK SAMPLE 5

Important Student Information

Factor
Source
(e.g., gender, SES, Description
(if needed)
reading levels)
Ethnicity 19 White Observation
4 Black
1 Hispanic
Accommodations 4 IEP/504 CT: Mrs. Burton
Classroom Technology Interwrite Board – broken Observation
Projector
Computer
Laptop
Most students have access to
a calculator

Midland Valley High School is one of the largest and more rural high schools in the

Aiken county Public School Districts. It has one of the higher percentages of economically

disadvantaged student population of the high schools in the county. Also, along with having one

of the highest populations, it has limited classroom spaces with about 8 floating teacher that

travel from class to class during other teachers’ planning periods and 9 teachers in mobile units.

While the student-teacher ratio is about 18-1, I think that the average class size is between 24-26

students. The class that I have chosen to include as part of this teacher work sample has 24

students, but I have another class that has 30 students. The school also lacks in technology with

many students without calculators and many teachers without functional Smartboards. However,

they have within the last month, throughout March, have replaced the board with new ones that

still are causing some teachers issues. I for much of my internship used the dry erase board for

much of my instruction. All of these factors influence the ability of students to effectively learn

in the classroom and affect the way we teach and modify and adapt lessons to best fit the ability

and lives of these students.

TEACHER WORK SAMPLE 6

Methodology

Learning Goals

The purpose of this component is to set significant, challenging, varied and appropriate

learning goals and to justify learning goals established for the unit.

Know
Definitions of Trigonometric
Functions (SOHCAHTOA,
coordinate on unit circle,
reciprocal functions)
Learning Goals
Understand
Tangent, cotangent, secant,
and cosecant can be
expressed as a ratio involving
sine and cosine.
Do
Define the tangent, cotangent,
secant, and cosecant
functions as ratios involving
sine and cosine.

Inverse Trigonometric The Pythagorean, Even/Odd, Write cotangent, secant, and

Functions and Cofunction Identities are cosecant functions as the
justifiable using the angle reciprocals of tangent, cosine,
Trigonometric Identies measures on the unit circle. and sine, respectively.
 Reciprocal
 Even and Odd Use inverse functions to solve
 Pythagorean trigonometric equations that
 Cofunction arise in modeling contexts;
evaluate the solutions using
technology, and interpret
them in terms of the context.

Determine the sin A, cos A,

and tan A given the sin A, cos
A, and tan A and the quadrant
of the angle.

PC.FT.2 Define sine and cosine as functions of the radian measure of an angle in terms of the x-

and y- coordinates of the point on the unit circle corresponding to that angle and explain how

these definitions are extensions of the right triangle definitions.

a. Define the tangent, cotangent, secant, and cosecant functions as ratios involving sine and

cosine.

b. Write cotangent, secant, and cosecant functions as the reciprocals of tangent, cosine, and sine,

respectively.
TEACHER WORK SAMPLE 7

PC.FT.7 Use inverse functions to solve trigonometric equations that arise in modeling contexts;

evaluate the solutions using technology, and interpret them in terms

of the context.

PC.FT.8 Justify the Pythagorean, even/odd, quotient, and cofunction identities for sine and

cosine using their unit circle.

Source of Standards: Rubicon Atlas, South Carolina College- and Career-Ready Standards for

Mathematics

LEARNING GOALS:

1. Students will be able to simplify complex trigonometric expressions using the

Pythagorean, even and odd, cofunction, quotient, and reciprocal identities.

2. Students will be able to evaluate trigonometric expressions and simplify to a given value

using factoring, evaluating, and rewriting.

3. Students will be able to solve trigonometric equations using like terms, square roots,

factoring, and inverse of Trig Functions and in real-life contexts.

The learning goals for this unit are a part of the whole trigonometry section of Pre-

Calculus standards which takes a little more than a semester to completely cover. Much of the

trigonometric identities unit requires the students to think using problem solving skills and prior

knowledge of trigonometric functions and how they operate and compare with one another. They

require students to have a firm knowledge and understanding of the unit circle as well. These

learning goals require students to think logically to solve the problems. Each of this learning

goals were taught as individual lessons, but each lesson and learning goal builds on the previous
TEACHER WORK SAMPLE 8

one. Students must have a firm understanding of the one prior to the next to be able to more

forward successfully.

Assessment Plan

The purpose of this component is to design an assessment plan to monitor student

progress toward learning goals. Multiple assessment modes and approaches that are aligned

with learning goals will be used to assess student learning before, during and after instruction.

Learning Goal Assessment Format Adaptations

1. Students will *Pre-test Pre-test: All Learning *Provide Additional
be able to *Post-test Goals Combined, 20 Examples as needed
simplify *Practice free-response questions
complex Problem *Allow more time for
trigonometric *Quiz Post-test: All Learning independent practice
expressions *Homework Goals Combined, 20
using the *Teacher multiple choice questions *Allow time for
Pythagorean, Questions students to respond
even and odd, *Teacher Practice Problem: 1 thoroughly to
cofunction, Observation problem that students questions
and reciprocal were required to turn in
identities. (exit ticket)

Quiz: Combined with

Learning Goal 2; 7
matching, 2 multi-answer
questions, 4 free-
response questions

Homework: Some
answers included on quiz

Teacher Questions:
Guided Practice, some
higher order thinking
questions

Teacher Observation:
Independent Practice
Time
2. Students will *Pre-test Pre-test: All Learning *Provide Additional
be able to *Post-test Goals Combined, 20 Examples as needed
evaluate *Quiz free-response questions
TEACHER WORK SAMPLE 9

trigonometric *Homework *Allow more time for

expressions *Teacher Post-test: All Learning independent practice
and simplify Questions Goals Combined, 20
to a given *Teacher multiple choice questions *Allow time for
value using Observation students to respond
factoring, Quiz: Combined with thoroughly to
evaluating, Learning Goal 2; 7 questions
and rewriting. matching, 2 multi-answer
questions, 4 free-
response questions

Homework: Some
answers included on quiz

Teacher Questions:
Guided Practice, some
higher order thinking
questions

Teacher Observation:
Independent Practice
Time, Student Led
Discussions
3. Students will *Pre-test Pre-test: All Learning *Provide Additional
be able to *Post-test Goals Combined, 20 Examples as needed
solve *Quiz free-response questions
trigonometric *Homework *Allow more time for
equations *Teacher Post-test: All Learning independent practice
using like Questions Goals Combined, 20
terms, square *Teacher multiple choice questions *Allow time for
roots, Observation students to respond
factoring, and Quiz: 11 free-response thoroughly to
inverse of questions questions
Trig
Functions and Homework: Some *Small Group
in real-life answers included on quiz Activity
contexts.
Teacher Questions:
Guided Practice, some
higher order thinking
questions

Teacher Observation:
Independent Practice
Time
TEACHER WORK SAMPLE 10

The students were given a pre- and post-test that covered the given state standards, which

are addressed in all three of the learning goals, prior to the beginning of the chapter and at the

end of the chapter. I chose to remove the multiple choice answers from the pre-test because I

wanted to see what the students really knew instead of them guessing on all the questions.

Students were also given two quizzes as formal formative assessments throughout the unit. They

had one quiz over lesson 5.1 and 5.2 which are simplifying and verifying trigonometric

expression, and cover the first two learning goals. The second quiz covers the last learning goal.

As informal assessment, I gave the students one practice problem to turn in at the end of

the second day of lesson 5.1 to make sure students were confident and knowledgeable in the first

learning goal before moving on to the next. I also took into consideration the questions that

students asked during and after class, as well as their responses to any questions that I asked to

informally assess their understanding of the learning goals.

*Note: All keys to assessment are attached in a separate document.

Design for Instruction

The purpose of this component is to design instruction for specific learning goals, student

characteristics and needs, and learning contexts. You will describe how your unit instruction

relates to unit goals, students’ characteristics and needs and specify learning context.

 Results of Pre-assessment

Type of Question Number of Number of

Question Number Correct Answers Attempts
Simplify 1 1 13
Solve 2 1 7
Simplify 3 0 14
Simplify 4 1 15
Solve 5 0 5
Quadrant 6 5 14
Solve 7 1 10
Quadrant 8 4 17
TEACHER WORK SAMPLE 11

-------------- 9 ---------------------- ----------------------

Solve 10 0 5
Solve 11 1 10
Solve 12 0 6
Solve 13 0 8
Solve 14 0 5
Solve 15 2 5
Solve 16 0 3
Simplify 17 1 7
Simplify 18 0 13
Simplify 19 0 9
Simplify 20 1 4
*Note: Question 9 was omitted for this assessment due to an error on the Pre-test.

Prior to giving students the pre-test, I knew that the content and learning goals that were

included in this unit were going to be very new to the students. The unit is the first time that

students with have heard and discussed the concept of trigonometric identities. There were not

expected to know a lot of the information on the pre-test since this was the first time that they

had ever seen these types of questions. Questions 6 and 8 were the only questions that I really

expected many students to know because they included content that students had been exposed to

in other, previous units during their time in this class. Some students put a lot of effort into trying

their best on this assessment, while others did not try hardly any of the problems.

 Unit Overview

Date Lesson/Activity Learning Goal Addressed

Friday #1 Lesson 5-1: Simplifying complex 1. Students will be able to simplify
2/16 trigonometric expressions and complex trigonometric expressions
introducing the Pythagorean, using the Pythagorean, even and odd,
reciprocal, and quotient identities. cofunction, and reciprocal identities.
Monday President’s Day No School
2/19
Tuesday #2 Lesson 5-1 Continued: 1. Students will be able to simplify
2/20 Simplifying complex trigonometric complex trigonometric expressions
expressions and introducing the using the Pythagorean, even and odd,
cofunction and even and odd cofunction, and reciprocal identities.
identities.
TEACHER WORK SAMPLE
Wednesday #3 Lesson 5-2: Verifying
2/21 trigonometric identities and
simplifying to a given value.
Thursday #4 Lesson 5-2 Continued: Using
2/22 factoring, evaluating, and rewriting to
verify trigonometric expressions.
Friday #5 Student Led Discussion: Students
2/23 would write a problem that they could
not figure out on the board along with
the work that they had done and
another student would explain how to 2. Students will be able to evaluate
simplify further or where the student
went wrong previously.
Monday #6 More Practice Day: Students have 1. Students will be able to simplify
2/26 time to independently practice or
practice with a partner and ask any
questions to prepare for their quiz.
Tuesday ACT Testing
2/27
Wednesday Early Release Day
2/28
Thursday #7 Quiz: Mid-assessment to check
3/1 student progress.
Friday #8 Lesson 5-3: Solving trigonometric
3/2 equations.
Monday #9 More Practice Day: Students have
3/5 time to independently practice or
practice with a partner and ask any
questions to prepare for their quiz.
12
2. Students will be able to evaluate
trigonometric expressions and
simplify to a given value using
factoring, evaluating, and rewriting.
2. Students will be able to evaluate
trigonometric expressions and
simplify to a given value using
factoring, evaluating, and rewriting.
1. Students will be able to simplify
complex trigonometric expressions
using the Pythagorean, even and odd,
cofunction, and reciprocal identities
trigonometric expressions and
simplify to a given value using
factoring, evaluating, and rewriting.
complex trigonometric expressions
using the Pythagorean, even and odd,
cofunction, and reciprocal identities
2. Students will be able to evaluate
trigonometric expressions and
simplify to a given value using
factoring, evaluating, and rewriting.
________________________________
AP Fair in Library – All Math Classes
1. Students will be able to simplify
complex trigonometric expressions
using the Pythagorean, even and odd,
cofunction, and reciprocal identities
2. Students will be able to evaluate
trigonometric expressions and
simplify to a given value using
factoring, evaluating, and rewriting.
3. Students will be able to solve
trigonometric equations using like
terms, square roots, factoring, and
inverse of Trig Functions and in real-
life contexts.
3. Students will be able to solve
trigonometric equations using like
terms, square roots, factoring, and
inverse of Trig Functions and in real-
life contexts.
 TEACHER WORK SAMPLE 13

Tuesday #10 Quiz: Mid-assessment to check 3. Students will be able to solve

3/6 student progress.
Wednesday SAT Testing
3/7
Thursday #11 Kahoot: In small groups, students
3/8 played against other groups to review
the content covered in the unit.
Friday #12 More Practice Day: Students
3/9 have time to independently practice or
practice with a partner and ask any
questions to prepare for their quiz.
They can look back at the problems
from Kahoot, past homework, past
quizzes, or notes to review.
Monday #13 Trigonometric Identities Post-test
3/12
trigonometric equations using like
terms, square roots, factoring, and
inverse of Trig Functions and in real-
life contexts.
________________________________
1. Students will be able to simplify
complex trigonometric expressions
using the Pythagorean, even and odd,
cofunction, and reciprocal identities
2. Students will be able to evaluate
trigonometric expressions and
simplify to a given value using
factoring, evaluating, and rewriting.
3. Students will be able to solve
trigonometric equations using like
terms, square roots, factoring, and
inverse of Trig Functions and in real-
life contexts.
2. Students will be able to simplify
complex trigonometric expressions
using the Pythagorean, even and odd,
cofunction, and reciprocal identities
2. Students will be able to evaluate
trigonometric expressions and
simplify to a given value using
factoring, evaluating, and rewriting.
3. Students will be able to solve
trigonometric equations using like
terms, square roots, factoring, and
inverse of Trig Functions and in real-
life contexts.

 Unit Lesson Plans

Candidate Name: Angelina Martin

On my honor as a University of South Carolina Aiken student, I have completed my work
according to the principle of Academic Integrity. I have neither given nor received any
unauthorized aid on this assignment.
Lesson Title: 5.1 Using Fundamental Trigonometric Identities
Subject Area(s): Pre-Calculus CP
 TEACHER WORK SAMPLE 14

Grade Level(s) 10th-12th Grade

Number of Students: 4th Period – 26 Students, 6th Period – 7 Students
Date: February 16th, 2018
Duration: 1 Day (50 minute class period)
Standards: PC.FT.8 Justify the Pythagorean, even/odd, and cofunction identities for sine and cosine
using their unit circle definitions and symmetries of the unit circle and use the Pythagorean
identity to find, or given, and the quadrant of the angle.
Theoretical Perspective: Constructivism: Students will build upon their knowledge of the six trigonometric functions
and their relationships to solve, evaluate, and simplify expressions.
Learning Objective: Student will be able to use the Pythagorean, even/odd, and cofunction trigonometric
identities to solve, evaluate, and simplify more complicated trigonometric expressions.
Essential Question(s): Is there a “best" method to verify a trig identity? What are the value of dead ends when
verifying a trig identity?
Evaluation / Pre-Assessments: Formative Assessments: Summative Assessments:
Suggested Assessments: Students will be assess based Students will be assessed Students will be assessed at
on their tests covering throughout the lesson the end of their lesson by
*Attach a copy of all graphing all of the trig through the questions that their ability to tell simplify
assessment sheet(s) to functions. Students should they ask and their ability to expressions with trig
your lesson plan. Include have an understanding of the respond to the questions that functions. Students will be
any rubrics, checklists, basic principles of all of the I ask. asked to complete two
rating sheets, scoring trig functions. For example, problems at the end of the
guides, etc. that will be students should know that lesson independently.
used. sine and cosecant are
reciprocals.
Accommodations - Some student have preferential seating to help stay focused in the lesson.
and/or
Student Learning

- For the quiz at the end of the lesson, some students will be given an extended
Modifications for amount of time to complete the quiz.
Special Needs
Diversity for

- Visual: The problems will be presented and worked out on the dry erase board so
Differentiation that everyone can see the work.
- Audio: I will repeat directions and steps for graphing inverse functions and student
question/answers so that everyone can hear and so that they may notice some
information that they missed the first time that it was said.

Grouping Whole-Class Group and Individual Groups

Materials/Resources: -Dry Erase Board and Markers

*Attach a copy of all Students Will Need:

handouts for your lesson.
Educational Technology:
-Pencil
-Paper
-Scientific/Graphing Calculator (if possible)
Students may use a calculator to help them will simple mathematical calculations, but it is
not needed for understanding the content of this lesson.
 TEACHER WORK SAMPLE
Pedagogical Strategies:
Procedures:
Structure the lesson
according to your
instructor’s prescribed
instructional model (e.g.
Learning Cycle, The E’s,
Gradual Release, etc.).
Include time estimates for
each phase of your lesson.
Provide a detailed
description of the lesson’s
step-by-step procedures in
chronological order.
Include:
1) Launching the lesson
with a strong opening
2) One or more
opportunities for student
exploration
3) Direct teaching
4) A meaningful closure
Formative assessment/
Comprehension checks
should be embedded
throughout the lesson.
Safety Considerations:
15
What are you going to do to achieve your learning objective? Check all that apply.
☐ Hands-on Activity ☐ Manipulatives ☒ Modeling
☐ Graphic Organizer ☒ Lecture ☒ Guided Practice
☐ Thinking Map ☐ Drawing/Artwork ☐ Brainstorming
☐ Small Groups ☐ Mnemonic Device ☐ Movement
☐ Think-Pair-Share ☐ Game ☐ Music
☐ Interactive Read Aloud ☐ Web Quest ☐ Video
☐ Reading Workshop ☐ Inquiry Stations ☐ Roleplay
☐ Writers Workshop ☐ Project-Based Learning ☐ Journal Writing
☐ Other: Graphing
Engage: I will ask students what the reciprocal of the sin, cos, and tan functions are to get
students thinking about some of the basic principle that they already know about the six trig
functions. Students should be able to tell me that the reciprocal of sine is cosecant, cos is
secant, and tangent is cotangent.
Explore/Explain: We will begin by evaluating all six trig identities when given two. For
1 √3
example, if we are given sin x = 2 and cos x= 2 , then we need to find the values for the other
trig functions. Using what students know about sin and cos, they should be able to tell me
𝑦 𝑥
that sin= and cos= . So we can use that information to solve the other trig functions.
𝑟 𝑟
𝑦 𝑥 𝑟 𝑟
(Tan= 𝑥 , cot=𝑦, sec=𝑦, and csc=𝑥). We will work two more examples like this together as a
class. After the first example, I will call on students to answer more questions. (See
Attachment #7, 15, 17)
Extend: Then we will begin using the Pythagorean identities and the cofunction identities to
simplify expression of trig functions. (See Attachment #21, 23, 29, 31, 33, 37, 39, 41, 43) I
will work the first example with the whole class thoroughly explain the example, then with
the next problems, I will call on students to explain some of the steps. Then, I will give
students a problem to work independently.
Elaborate: Next, we will factor the expressions and then use the fundamental identities to
simplify expressions. (See Attachment #45, 49, 51, 53) I will work the first example with the
whole class thoroughly explain the example, then with the next problems, I will call on
students to explain some of the steps. Then, I will give students a problem to work
independently.
Evaluate: Students will be evaluated on the problems that they work individually, the
questions that ask, and their Reponses to my questions. Students should be able to simplify
expressions.
End: I will ask students what some of the new identities that we learned were and how we
used them to simplify the expression of the trig functions.
No safety considerations for this lesson.
 TEACHER WORK SAMPLE 16

Follow Up: If students are struggling to understand the concept, then they will receive a more
practice day to work with other students to complete homework, ask questions, and
review and revisit the content prior to moving to the next lesson.
If students are comfortable with the content then we will take a quiz and chapter test.
Then, we will look at verifying trigonometric identities.

Reference(s): Mrs. Burton – The problems that are used in this lesson are problems that Mrs. Burton has
used in the pasted years to teach the concept.

Candidate Name: Angelina Martin

On my honor as a University of South Carolina Aiken student, I have completed my work
according to the principle of Academic Integrity. I have neither given nor received any
unauthorized aid on this assignment.
Lesson Title: 5.1 Continued
Subject Area(s): Pre-Calculus CP
Grade Level(s) 10th-12th Grade
Number of Students: 4th Period – 26 Students, 6th Period – 7 Students
Date: February 20th, 2018
Duration: 1 Day (50 minute class period)
Standards: PC.FT.8 Justify the Pythagorean, even/odd, and cofunction identities for sine and
cosine using their unit circle definitions and symmetries of the unit circle and use the
Pythagorean identity to find, or given, and the quadrant of the angle.
Theoretical Perspective: Constructivism: Students will build upon their knowledge of the six trigonometric
functions and their relationships to solve, evaluate, and simplify expressions.
Learning Objective: Student will be able to use the Pythagorean, even/odd, and cofunction trigonometric
identities to solve, evaluate, and simplify more complicated trigonometric expressions.
Essential Question(s): Is there a “best" method to verify a trig identity? What are the value of dead ends when
verifying a trig identity?
Evaluation / Pre-Assessments: Formative Assessments: Summative Assessments:
Suggested Assessments: Students will be assess based Students will be assessed Students will be assessed at
on their tests covering throughout the lesson the end of their lesson by
*Attach a copy of all graphing all of the trig through the questions that their ability to tell simplify
assessment sheet(s) to functions. Students should they ask and their ability to expressions with trig
your lesson plan. Include have an understanding of the respond to the questions that functions. Students will be
any rubrics, checklists, basic principles of all of the I ask. asked to complete one
rating sheets, scoring trig functions. For example, problem at the end of the
guides, etc. that will be students should know that lesson independently.
used. sine and cosecant are
reciprocals. Students will
also be assessed at the
beginning of the lesson
through the warm-up. I will
 TEACHER WORK SAMPLE 17

know if I need to more

thoroughly go over one of
the problems that use the
reciprocal identities.
Accommodations - Some student have preferential seating to help stay focused in the lesson.
Student Learning

and/or - For the quiz at the end of the lesson, some students will be given an extended
Modifications for amount of time to complete the quiz.
Special Needs
Diversity for

- Visual: The problems will be presented and worked out on the dry erase board so
Differentiation that everyone can see the work. I will change the color of the marker when writing
down the identity that we are using to help simplify the problem.
- Audio: I will repeat direction and student question/answers so that everyone can
hear and so that they may notice some information that they missed the first time
that it was said.
Grouping Whole-Class Group, Individual Groups, and Partner Groups
Materials/Resources: -Dry Erase Board and Markers

*Attach a copy of all Students Will Need:

handouts for your lesson. -Pencil
-Paper
-Scientific/Graphing Calculator
Educational Technology: Students may use a calculator to help them will simple mathematical calculations, but it is
not needed for understanding the content of this lesson.
Pedagogical Strategies: What are you going to do to achieve your learning objective? Check all that apply.
☒ Hands-on Activity ☐ Manipulatives ☐ Modeling
☐ Graphic Organizer ☒ Lecture ☒ Guided Practice
☐ Thinking Map ☐ Drawing/Artwork ☐ Brainstorming
☐ Small Groups ☐ Mnemonic Device ☐ Movement
☒ Think-Pair-Share ☐ Game ☐ Music
☐ Interactive Read Aloud ☐ Web Quest ☐ Video
☐ Reading Workshop ☐ Inquiry Stations ☐ Roleplay
☐ Writers Workshop ☐ Project-Based Learning ☐ Journal Writing
☐ Other:

Procedures:
Structure the lesson
according to your
instructor’s prescribed
instructional model (e.g.
Learning Cycle, The E’s,
Gradual Release, etc.).
Include time estimates for
each phase of your lesson.
Provide a detailed
description of the lesson’s
Engage: (5-10minutes) I will get students started started on warm-up problems on using the
reciprocal identities to get them started thinking about using the trig identities and to refresh
on what we started last week. (See Attachment #33, 37, 39) I will tell students that they can
discuss the problems with a partner. After about 5 minutes, I will aks for volunteers to put
them on the board. I will walk around the classroom during this time and listen to student
conversations and look at their work to see how many of the students are able to remember
what we did at the beginning of the section and if most of the class is able to complete the
problems.
Explore/Explain: (10-15 minutes) I will remind students that we have discuss and used the
reciprocal identities, even and odd, and Pythagorean identities so far. I will ask students for
an example of one that we have already used to simplify or evaluate already. Then, we will
begin looking at examples where we will incorporate the use of other trig identities. The first
 TEACHER WORK SAMPLE 18

step-by-step procedures in
chronological order.
Include:
1) Launching the lesson
with a strong opening
2) One or more
opportunities for student
exploration
3) Direct teaching
4) A meaningful closure
Formative assessment/
Comprehension checks
should be embedded
throughout the lesson.
Safety Considerations:
example we will look at #41 (See Attachment) which requires the use of the cofunction
identity. I will ask students to look on their formula sheet to see if they can find the identities
to help simplify the problem. I will give students a few seconds to look and find the
cofunction identity that uses sin. Then, we can simplify the problem. We will work another
example of simplifying a problem with the use of the Pythagorean identities (See
Attachment #43).
Extend: (10-15 minutes) Then, we will look at problems that incorporate some factoring
before we can use a trigonometric identitity (See Attachment #45, 49, 53). I will work the
first problem in ore detail aand then, ask for more student input on the next two problems.
Elaborate: (5-10 minutes) If there is time, we will look at problems where we will have to
multiple before we can use the trig identities to help simplify the problems. (See Attachment
#55, 57). I will work the first problem in more detail before asking for mare input from the
students.
Evaluate/End: (5 minutes) With about 5-7 minutes left at the end of class, I will give
students a problem to complete individually and turn in so that I can more closely check the
progress of each student. (See Attachment #51)
No safety considerations for this lesson.

Follow Up: If students are struggling to understand the concept, then they will receive a more
practice day to work with other students to complete homework, ask questions, and
review and revisit the content prior to moving to the next lesson.
If students are comfortable with the content then we will look at verifying trig
identities.

Reference(s): Mrs. Burton – The problems that are used in this lesson are problems that Mrs. Burton has
used in the pasted years to teach the concept.

*NOTE: Most of this unit plan was taught after the completion of my two-weeks due to many planned and
unplanned interruptions throughout the school, so I do not have the full USCA lesson plans for all of this chapter.

 Materials and Resources (All Already Available)

1. Computer 5. Dry Erase Markers 9. Phones

2. Projector 6. Pencils
3. Smartboard 7. Paper
4. Dry Erase Board 8. Trig Identities Chart
(30 copies)

Activity #1: Student Led Discussion

For this activity, I gave students more freedom and control of the lesson. Many students

the day before this activity said that they did not feel completely prepared for the quiz and did
TEACHER WORK SAMPLE 19

not feel confident in the material and asked for an extra day to review the material. So, I decide

that they probably did need an extra day to feel better about the material and build some

confidence in themselves that they know and understand the material. However, I did not want

this to be a wasted day where they were not really learning or working on anything, and I did not

want it to be another lecture day where I stood in front of the class and talked the whole time. I

told the students that they could have another day to review if they agreed to more active in the

lesson. They had to be willing to ask other students for help by putting problems that they had a

question on, on the board along with the work that they had already done for the problem.

Students also had to be willing to show other students how they completed the problem if they

had completed more of the problem than was on the board. I only stepped in when the students

got too far off from the right answer or no one had completed the problem.

Activity #2: More Practice Days

“More Practice Days” are review days that my cooperating teacher has implemented into

her classroom before almost every quiz and test. She typically assigns students a lot of

homework, but she gives them this day to work in-class on their homework either independently

or with a partner. This allows students to ask the teacher any questions while she is there. It is in

students’ best interest to work as much as they can and get as many of their questions answered

as possible so that they can be fully prepared for their quiz and get as much of their homework

done so that they do not have to work on it outside of school.

Activity #3: Kahoot

Kahoot is an online website that allows people to create review games or use review

games already created (I edited a game already made to add in more of the questions that I

wanted.) Students can sign-in using their phone or a computer; I had students us their phones. I
TEACHER WORK SAMPLE 20

walked around the classroom while students, in groups of three, were working on answering the

questions to make sure no one left the website. Fortunately, the Kahoot student view is bright and

colorful so it would have been easy to spot if someone had left the website. The game gave

students about two minutes to answer each question, and there were 18 questions. To encourage

students to participate and try their best, I told them that they could get extra credit points for

placing in the top three. I decided to use the Kahoot activity as a fun way for students to review

the material effectively.

 Technology

Pre-Calculus often times requires the use of calculators. However, this section relied

heavily on the students’ ability to think and use their problem-solving skills, so there was not

much need for a calculator. Along with that and the fact that there was not much access to

technology in this particular classroom made it a little difficult to think of a way to incorporate

technology. The classroom did have a projector and a computer. When I was looking for review

activities for this unit, I came across Kahoot which I used for one of my activities. Using Kahoot

I was able to incorporate technology with allowing students to use their phones in small groups

to spark their interest in the review activity. Using the computer and projector, I was able to

display the questions on the board for all students to see and use their phones to respond.

Classroom Environment

The purpose of this component is to demonstrate an understanding of individual and

group motivation and behavior to create a learning environment that encourages and supports

student learning.

 Philosophical Statement
TEACHER WORK SAMPLE 21

My educational philosophy is a combination of behaviorism, cognitivism, and social

constructivism. I think that all of these different aspect of learning are important, and there is

more than one way that students can learn and their actions contribute to their knowledge. For

behaviorism, I think that students are not only impacted by their understanding and

comprehension of content from a mental perspective and their thought process, but the students’

ability to learn effectively is also influence by their surroundings and the environment that they

are placed in. If students are placed in a classroom with no behavior management they are not

going to be able to effectively learn anything because their environment is not conducive to

learning. If students are placed in an environment where they are aware of the expectations and

in an environment that is conducive to learning, then they are able to focus and concentrate on

the content to be a more successful learner. For cognitivism, I think that, especially in

mathematics, it is important for students to practice the skills multiple times so that they are able

to build their mathematical thinking skills. Cognitivism focuses on demonstration and repetition

in order for students to effectively learn. I think that some mathematical content requires students

to be shown how something works or why something happens before they can work on the

content individually; not always, but sometimes. Finally, for social constructivism, I think that

students can learn a lot from each other and it is a great tool for them to be able to work together.

Sometimes a student can explain something to another student, and it will make more sense than

it did when the teacher explained the information.

 Transitions

1. Time Limits on Warm-ups

2. Time Limits on Independent Practice

 Expectations and Monitoring of Student Behavior (Rules and Consequences)

RULES:
TEACHER WORK SAMPLE 22

1. Respect yourself and others.

2. Be on time. (Students must be inside the classroom when the tardy bell rings, not on your

way.)

3. Come to class prepared.

4. Food and beverages are to be consumed during the students’ scheduled lunch.

5. Go to the restroom before class.

6. Make an attempt at all activities.

7. Be willing to contribute.

The rules listed above are the classroom expectations all Midland Valley High teachers

are expected to encourage students to follow and are posted in almost every classroom. These

rules were already in place and communicated by my cooperating teacher when I entered the

classroom. However, I had to establish my role and relationship with these rules to communicate

to students that the rules are still the same and that I expect nothing less from them.

CONSEQUENCES:

1. Verbal warnings.

2. Student-teacher conference.

3. Write-up.

4. Potential note home.

5. Assistant Principal disciplinary action.

The first time a student breaks one of the classroom rules they will receive a verbal

warning which is usually addressed to the class in general and not directed at a single student.

Then, if they continue to disregard the expectations set for the class, they will be ask to speak

with the teacher one-on-one to clear up any misconceptions about the expected behaviors and
TEACHER WORK SAMPLE 23

redirect the student. Next, a student will be written up in the district’s discipline system, ABE so

that administrators are aware of the situation. The student will be sent a note home or the parents

will be email at thee teachers discretion of the event. Finally, if the disruptions continue, the

student will be written-up a second time to receive disciplinary action taken by an assistant

principle which is probably ISS or OSS depending on the severity of the situation and other

offenses made by the student.

 Classroom Arrangement

Bulletin Board/Blackboard

Student
Student

Desks

Desks
Bookshelves/

Door

Teacher’s Desk/
Computer
Storage Area

I have set up and deigned this classroom for 24 – 30 student. Another row could be added

to the classroom if needed to accommodate more students. I have the desks arranged so that they

could be easily moved into groups depending on the activity or content that we are trying to
TEACHER WORK SAMPLE 24

accomplish for the day. I think that students enjoy the time were they can work together with

others, and I think that sometimes they can learn just as well from their peers as they can from

the teacher. I have the desks facing the whiteboard or Smartboard for the days were we do need

to have instruction time so that all students can see the board clearly. I also have placed the

teacher desk at the back of the room near the door so that I could see clearly who is at the door

even if I am not standing at the front of the classroom. I also placed the teacher desk behind the

students so that I could keep an eye on them during assessments and individual practice time.

Findings

Instructional Decision Making

The purpose of this component is to use on-going analysis of student learning to make

instructional decisions and to provide two examples of instructional decision-making based on

students’ learning or responses.

Teachers are constantly having to make quick judgements and gauge student progress

every day and make many decisions that affect students and their ability to effectively learn the

needed material. As a teacher, flexibility is a very important quality needed to rearrange lesson

plans, adapt to student needs, and work around other disruption that occur in schools. There are

many potential disruptions that can occur within any given day in a school. There are tornado

and fire drills, assemblies, testing days, and even hard lock downs caused by threats within

schools. All of these disruptions have affected the way these students learn during this unit. In

just a few weeks times, all of these disruptions have prevented students from learning

consistently, requiring me to change my plans to still communicate with students the required

content in an effective way.

TEACHER WORK SAMPLE 25

Students’ confidence and understanding of the material is also an indicator of whether or

not modifications need to be made to the lesson plans to fit the needs of the students. At the end

of the 5.2 lesson, when I was explaining to students when their quiz would be and what the plan

was for the days leading up to the quiz, one student raised his hand and asked if they could have

an extra day to practice the material in class prior to the quiz so that I would be there if they have

any questions. At first, I was hesitant to give them an extra day because I did not want them to

waste their time and I still wanted them to be focused and working on the material instead of just

talking to each other. So, I did end up giving them another day to prepare and work because I

wanted them to have confidence in the material and have a firm understanding of the content

prior to the quiz because it is a difficult unit. However, I told them that they had to be productive,

and it was their job to keep the class moving and asking questions. If they did not keep the class

moving and a lot of them were just sitting around talking, then their quiz would be the next day.

Conclusion

Analysis of Student Learning

The purpose of this component is for the candidate to use assessment data to profile

student learning and communicate information about student progress and achievement.

Analyze your assessment data, including pre/post assessments and formative assessments to

determine students’ progress related to the unit learning goals. Use visual representation and

narrative to communicate the performance of the whole class, subgroups, and two individual

students. Conclusion drawn from this analysis will be provided in the next assignment.

 Whole Class Assessment

PRE-TEST POST-TEST
Type of Question Number of Number of Number of Number of
Question Number Correct Answers Attempts Correct Answers Attempts
Simplify 1 1 13 15 25
TEACHER WORK SAMPLE 26

Solve 2 1 7 7 25
Simplify 3 0 14 8 25
Simplify 4 1 15 11 25
Solve 5 0 5 6 25
Quadrant 6 5 14 12 25
Solve 7 1 10 11 25
Quadrant 8 4 17 10 25
Simplify 9 ---------------------- ----------------- 17 25
Solve 10 0 5 13 25
Solve 11 1 10 17 25
Solve 12 0 6 13 25
Solve 13 0 8 12 25
Solve 14 0 5 10 25
Solve 15 2 5 18 25
Solve 16 0 3 17 25
Simplify 17 1 7 17 25
Simplify 18 0 13 12 25
Simplify 19 0 9 13 24
Simplify 20 1 4 11 25

WHOLE CLASS:
Pre-Test vs. Post-Test Correct Answers
20

15

10

0
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

Pre-Test # of Correct Answers Post-Test # of Correct Answers

Solving (Pre-Test) Solving (Post-Test)

Solve Pre-test Correct Solve Pre-test Incorrect Solve Post-test Correct Solve Post-test Incorrect
TEACHER WORK SAMPLE 27

Simplifying (Pre-Test) Simplifying (Post-Test)

Simplify Pre-test Correct Simplify Post-test Correct

Simplify Pre-test Incorrect Simplify Post-test Incorrect

Above are a table and a bar graph that show the number of correct answers that students

gave on the pre-assessment and on the post-assessment based on the question on the test. I chose

to look at the number of correct answers on each assessment because the information in this unit

was so new to the students, and they had almost no prior knowledge to the pre-test to answer

many of the questions. Each bar on the bar graph represents the number of student that got the

answer correct on the pre-test compared to the pos-test for each question. The number of

questions that students got correct increased drastically from the pre-test to the post-test.

However, there was no question that every student got correct. The pie charts represent the

change in correct versus incorrect answers for the pre- and post-test between two different types

of problems. I broke down the types of questions on the assessments into two different types of

problems: solving and simplifying. Some of the questions required students to solve a

trigonomtric function, while other questions required students to simplify trigonometric

expressions. I decided to break the problems into two categories to which learning goals students

struggled with the most.

TEACHER WORK SAMPLE 28

 Sub-Group Assessment

I chose to look at the differences between the males and females in the class on the post-

assessment. This class is divided evenly with males and females and the two act and accomplish

tasks differently. The males tend not to focus and complete all of their work during the class

period and tend to joke around and talk more. The females tend to work together and will talk,

but most of them usually get all of their work done within the class period. Using the box and

whisker plots above. The females have a wider range of scores than males which affects their

overall average on the post-test and causes the average to decrease below that of the males. I find

this result to be a little surprising since the males tend not to focus as much in class as the

females do.

 Individual Assessment

I chose two male students to compare, individually. I will call them Student A and

Student B. Students A did not get any on the questions correct on the pre-test and attempted to

answer only 5 of the question, while Student B attempted to answer all of the question and got
TEACHER WORK SAMPLE 29

one correct on the pre-test. Student A also made a 50 on the post-test, and Student B made a 96

on the post-test. I was not completely surprised by these students’ results on the post-test.

Student A tries to understand most of the material. He takes notes diligently and will ask

questions in class. However, sometimes Student A will not complete or try all of his homework

which I think impacts his performance on assessments. Student A generally makes higher grades

than he did on this test, but I think that this content was a little more complicated for this student.

He did come and ask me questions individually, but despite our best efforts, I think he did not

fully understand how to simplify some of the complex trigonometric expressions and how to

manipulate and rearrange the trigonometric identities to help him simplify. Student B is a very

hard worker, who always puts his best effort into his work and completes his homework. He is

typically a very quiet student who will take notes in class but prefers to sit at the back of the class

and keep to himself. Prior to this unit, this student never asked me for help or asked any

questions because he did not need to. He usually understand the content very quickly. However,

there were a few times where he would ask me one or two questions after class throughout this

unit. It might have taken Student B a little longer to comprehend the material this time, but he

has a stronger foundation in the problem solving skills that were necessary to be successful in

this unit.

Discussion

Reflection

The purpose of this component is for the candidate to analyze the relationship between

his or her instruction and student learning in order to improve teaching practice. Reflect on

your performance as a teacher and link your performance to student learning results. Evaluate

your performance and identify future actions for improved practice and professional growth.
TEACHER WORK SAMPLE 30

 Strengths and Weaknesses

These students were most successful with the Learning Goal #3 which focused on the

students being able to solve trigonometric and relates to the standard PC.FT.2. One reason that I

think students were most successful with this learning goal is because prior to this unit students

worked a lot with the unit circle and evaluating the trigonometric functions. This was something

that they had previously had experience with and felt comfortable. Another reason that students

may have been more successful with this learning goal was that many of these problems were

easier to simplify before solving. These problems most of the time only had one or two steps to

simplify, were as the problems that really focused on simplifying had multiple steps to simplify

completely.

The learning goal that students were least successful with was Learning Goal #1 which

focused on students being able to simplify complex trigonometric expressions and relates to the

standards PC.FT.7 and 8. One reason that I think students struggled with this learning goal was

because it was something completely new to the students. Prior to this unit, students had no

knowledge or understanding of trigonometric identities and how to use them. This learning goal

and standard requires students to use problem solving skills, which I think many of these

students lack and have room to improve this set of skills. Another reason I think students

struggled with unit was that they could not remember the trigonometric identities and lacked

confidence in when to use which identity. This learning goal and these types of problems can

requires some trial and error occasionally. Students also struggled with manipulating and

rearranging the trigonometric identities to help them solve the problem.

In general, this entire unit was a little tricky and the hardest unit in Pre-Calculus. On top

of that, this unit was spread out over a longer period of time with many breaks due to other
TEACHER WORK SAMPLE 31

events happening around the school, and I think that this impaired their ability to effectively

learn all of the material. If I were to teach this unit again, I might would add another group

activity that allowed students to have a more hands-on interaction with the content to help them

commit the information to memory since this unit did rely heavily on students remembering the

identities and unit circle. I think that I would also focus on students being able to manipulate and

rewrite the trigonometric identities in many different ways.

 Professional Development

Throughout my internship, I have gained a lot of valuable experience in the classroom.

One thing that I have recognized as of extreme importance is classroom management. The entire

structure and expectations of the classroom set the tone and impact the students’ ability to learn

effectively. I learned how I best function as an educator and few things that work for me and do

not work for me when it comes to setting and keeping the expectations for the students. I have

learned how to build relationships with these students to create a respectful environment for me

to work with students and students to trust me. This is also an area for me to grow and think of

other ways to manage behavior when I am establishing these rules at the very beginning of the

school year with a new group of students when I am on my own. Organization is also a key

concept and important aspect that I have learned a lot about. At times, I have felt as though

everything is unorganized or will not stay organized which is to be expected as a teacher. It will

be my job to grow and develop new ways to keep my classroom organized.

TEACHER WORK SAMPLE 32