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Teaching Work Sample

Kennedy Wagner

Covering and Surrounding

Dell Rapids Public Middle School

6th Grade

Spring Semester, 2019 (1/7 – 1/25)

TABLE OF CONTENTS

CONTEXTUAL FACTORS

Community

District/School

Classroom

Implications for Instruction

GOALS AND OBJECTIVES

TIME LINE

Unit Lesson Plan Time Line

LESSON PLANS

Lesson Plans

Reflection Log

ASSESSMENT

Pre-Assessment

Ongoing Assessment

Post Assessment

DATA ANALYSIS

Individual students

Whole Class

RECOMMENDATIONS

SUMMARY OF STUDENT PROGRESS

Example: Letter to Parents

Example: Website posting regarding unit

CONTEXUAL FACTORSDell Rapids Public Middle School District

Community

Dell Rapids Public Middle School is a rural community in South Dakota. Dell Rapids has

many people living in the area, the population is 3,652 (U.S. Census Bureau 2018). Dell Rapids

has a predominantly Caucasian population, however in the recent years, they are seeing more

diversity in their school and community. Even though Dell Rapids is a bigger community, it is

brought together through athletics and academics. 19.2% of the middle school-age-students

receive free and reduced lunches through the school food service program (SD DOE, 2018). Dell

Rapids has an unemployment rate of 2.3% with a median household income of $63, 818 (U.S.

Census Bureau 2018).

District/School

The Public Dell Rapids School District has a student enrollment of 948 students for the

2018-2019 school year. The Middle School has 301 students enrolled for the 2018-2019 school

year. The attendance rate of the district is roughly 83.82% based on last year’s records. The

school also has a high completion rate of 91. 33%. Dell Rapids Public Middle School also has a

Special Education Program that serves students who qualify under certain guidelines and can

receive the supports they need to be successful. The Special Education department has two

teachers for the middle school site. The department also has six educational assistants to assist

the teachers in providing the services for the students who qualify. Students who are on

Individualized Education Programs (IEP’s) are pulled out of the classroom at times for extra

services. These students may also have a special education teacher or educational assistant with

them in the regular classroom when needed. Each class level is separated by a hallway. All class

leveled classrooms are next to one another by lockers, so teachers can supervise students. The

school district uses different programs on the computer to help with practice for different subject

areas, mainly reading and math. One of the programs used by the school district is smarter

balanced testing. Students take a reading and math star test on the computer at the beginning of

the quarter and at the end of the second quarter. They will continue to take it at the beginning of

the third quarter and take their final one at the end of the fourth quarter. The computer generates

problems for the students and will give teachers feedback at the end of the test. This shows

students’ test scores for reading and math from the beginning of the year to the end. This

provides the students’ grade reading level, and tests their comprehension, fluency, and accuracy.

The smarter balanced test shows students’ grade math level as well. This also helps teachers see

the improvement or difficulty students might be having throughout the year.

Classroom

The Dell Rapids Public sixth-grade class is made up of 85 students. The sixth-grade class

is split into four homeroom sections with 20-21 students in each section. The class has diversity

within itself with Native American and Caucasian ethnicities represented. The class I am

choosing to do my individual assessment over is made up of twenty-one students containing

twelve boys and nine girls. The class generally sits in “pods” containing four-five students in

each pod. The students have a daily routine of grabbing materials for their pod located in the

back of the classroom in separated drawers labeled by color. In the material drawers include:

whiteboards, markers (of the pods color), calculators, and erasers. These materials are for in class

discussion problems. The students in the classroom know the specific rules as well as general

rules of the classroom and the school. The main rule is not to be drawing on the white boards

when the teacher is teaching, students can easily get distracted by this and not pay any attention

to the lesson. Another rule is to participate and discuss problems with your pod members. This

improves students’ social activity and shows the teacher who understands the lesson and those

that are struggling. The students are responsible for bringing their homework back completed

each day and turning it in at the beginning of class.

Implications for Instruction

The sixth-grade class consist of twenty-one students with nine girls and twelve boys. The

class has no students who require assistance being on an IEP. There is a wide range within the

classroom with some students slightly below grade level and some students who are higher than

grade level. The class focused mainly on collaborative discussion time, and independent work

time. During work time, students get to work together as a group to come up and solve questions

for discussion. Students are intermingled in pods to mix students with below grade level and

higher-grade level learners. In sixth-grade, each pod is responsible of grabbing their daily

materials. My cooperating teacher lets them choose to see how students cooperate with one

another. There is not a full-time paraprofessional in the classroom, nor is there a special

education teacher in the classroom. There are two educational assistants that come in and assist

students with in class discussion and making sure students are on track. They also help with

making copies or assisting to the needs of teachers.

Goals and ObjectivesMath: Finding Perimeter and Area of Figures

Goals: 6.EE.A.2: Write, read, and evaluate expressions in which letters stand for numbers.

Students will become familiar with standard equations and substitute letters with numbers.

6.EE.A.2c: Evaluate expressions at specific values of their variables. Include expressions that arise from formulas used in real-world problems.

Students will become familiar with real world problems on how to solve for area and perimeter.

6.EE.C.9: Use variables to represent two quantities in a real-world problem that change in relationship to one another; write an equation to express one quantity, thought of as the independent variable. Analyze the relationship between the dependent and independent variables using graphs and tables and relate these to the equation.

Students will become familiar with graphing points on a graph and finding the area and perimeter of the figure drawn.

6.G.A.1: Find the area of right triangles, other triangles, special quadrilaterals, and polygons by composing into rectangles or decomposing into triangles and other shapes; apply these techniques in the context of solving real-world and mathematical problems.

Students will become familiar with using equations to solve for area and perimeter of different figures.

Daily Goals/I can statement:

I can analyze how the area of a triangle and the area of a parallelogram are related to each other and to the area of a rectangle.

I can recognize that a triangle can be thought of as half of a rectangle whose sides are equal to the base and the height of the triangle.

I can recognize that a parallelogram can be decomposed into two triangles. Thus, the area of a parallelogram is twice the area of a triangle with the same base and height as the parallelogram.

I can know that the choice of base of a triangle (or parallelogram) is arbitrary but that the choice of the base determines the height.

I can recognize that there are many triangles (or parallelograms) that can be drawn with the same base and height.

I can develop formulas and strategies, stated in words or symbols, for finding the area and perimeter of triangles and parallelograms.

I can find the side lengths and area of polygons on a coordinate grid. I can solve problems involving area and perimeter of parallelograms and triangles. I can solve problems involving area and perimeter of polygons by composing into

rectangles or decomposing intro triangles.

Unit Objectives: By the end of the unit, students will find area and perimeter of a square or rectangle with

80% accuracy. By the end of the unit, students will find area and perimeter of a parallelogram with 80%

accuracy. By the end of the unit, students will find area and perimeter of a triangle with 80%

accuracy. By the end of the unit, students will replace letters with numbers and solve formulas that

are given with 80% accuracy. By the end of the unit, students will recognize that any side can be the base and height of

a triangle with 80% accuracy. By the end of the unit, when a figure is given, students will know what formula to use to

find area and perimeter of the figure with 80% accuracy.

Lesson Objectives:

Lesson 1:

At the end of the lesson, students will identify the terms length, width, area, and perimeter and understand their meanings with 100% accuracy.

Given tiles, students will create figures and solve the area with formulas with 100% accuracy.

During the lesson, students will create a “bumper car floor map” using tiles with a length of nine and a width of four with 100% accuracy.

Lesson 2:

Given a shelter floor plan, students will find all the possibilities for area of a figure with 100% accuracy.

Given a graph, students will accurately graph the length and perimeter of a square or rectangle and determine the maximum and minimum amount of wall panels needed with 100% accuracy.

Lesson 3:

Given a scenario using dog pens, students will find all the possibilities for perimeter of a figure with 100% accuracy.

Given a graph, students will accurately graph the length and area of a square or rectangle and determine the maximum and minimum amount of yard space needed with 100% accuracy.

Lesson 4:

Given a right triangle, students will use the formula to solve for the area with 100% accuracy.

Lesson 5:

Given an addition problem with two mixed numbers, students will solve without assistance with 100% accuracy.

Given a triangle, students will solve for area using different side lengths as the base with 100% accuracy.

Lesson 6:

Given a ruler, students will draw four triangles with the same base, height, and area with 100% accuracy.

Given four triangles, students will label each triangle scalene, isosceles, or equilateral with 100% accuracy.

Lesson 7:

Given grid paper, students will draw two triangles and determine if they are congruent or not with 100% accuracy.

Given pictures of three different triangles, students will determine what a scalene, isosceles, and equilateral triangle are with 100% accuracy.

Lesson 8:

Given grid paper and a ruler, students can draw four different parallelograms with the base being six centimeters long and the height being four centimeters with 100% accuracy.

Given two parallelograms, students can determine the base of a parallelogram being any side will still give you the same area of the parallelogram with 100% accuracy.

Lesson 9:

Given constraints, students will draw two non-congruent parallelograms with 100% accuracy.

Given a parallelogram, students will identify the base and height of a triangle and make families of parallelograms with 80% accuracy.

Lesson 10:

Given coordinates, students will label the coordinates of vertices and find the area of a figure with 100% accuracy.

Given figures, students will break apart figures to find their area with 100% accuracy.

Given figures, students will find side lengths using coordinates with 100% accuracy.

Time Line and Lesson PlansTimeline:

1/7/18- 1/25/18

Date:

January 7th, 2019

Day 1 Lesson 1

Objective At the end of the lesson, students will identify the terms length, width, area, and perimeter and understand their meanings with 100%

accuracy.

Introduction Warm up- video to begin. Work independently on pre-assessment. What is

area and perimeter?

Content Delivery Flipchart Module 1.1- Have class discussion over perimeter and area. Do 9 problems

together as a class over finding how to solve. Tiles are representing “bumper cars”.

Closure Give students time to finish homework in class. (15 minutes)

Teaching Strategies Direct teaching, whole class discussion, and individual work time.

Form of Assessment Pretest and Problems 7-15 &18-19 on page 15 of Math textbook.

Approximate length of time 50 minutes

Date:

January 8th, 2019

Day 2 Lesson 2

Objective Given a shelter floor plan, students will find all possibilities for area of a figure with 100%

accuracy.Introduction Warm up problem- work independently,

compare with pod members, and then go over as a group.

Content Delivery Flipchart Module 1.2- complete first 5 problems as a class, let them try 2 on their own. Have students walk through problems

and explain them to the class.

Closure Remind students the formula on how to solve for perimeter and area.

Teaching Strategies Direct teaching, whole class discussion, individual work time, and group work time.

Form of Assessment Problems 25-29 on page 19, and Problems 55-57 on page 25.

Approximate length of time 50 Minutes

Date:

January 9th, 2019

Day 3 Lesson 3

Objective Given a scenario using dog pens and 24 m as the perimeter, students will find all

possibilities for perimeter of a figure with 100% accuracy.

Introduction Warm up problem (A review problem from the day before) - work independently,

compare with pod members, and then go over as a group.

Content Delivery Flipchart Module 1.3- Students will be graphing the points to see how they should be aligned. Students will also be working with

tiles to create figures for them to see a visual in order to help them come up with new

possibilities.

Closure Remind students that they will still need to know the formulas for the assignment.


Form of Assessment Checkup quiz 1- In the textbook this is considered a “check up quiz” this assessment

is a worksheet that will provide helpful information to see if the students are understanding area and perimeter.


Date:January 10th, 2019

Day 4 Lesson 4

Objective Given a triangle figure, students will use the formula to solve for the area with 100%

accuracy.

Introduction Warm up problem- work independently, compare with pod members, and then go over

as a group.

Content Delivery Flipchart Module 2.1- go over important terms as a class to remind students what we will be working with throughout the lesson.

Do questions A-C. Have students try problems on their own and check their work.

Closure Remind students on their assignment that they will be using the same formula as we used in

class today.Teaching Strategies Direct teaching, whole class discussion,

individual work time, and group work time.

Form of Assessment Problems 1-6 on page 42


Date:

January 15th, 2019

Day 5 Lesson 5

Objective Given an addition problem with two mixed numbers, students will solve without

assistance with 100% accuracy.

Given a triangle, students can determine what part of the triangle is a base with 100%

accuracy.

Introduction Warm up video- Warm up problems- work independently, compare with pod members,

and then go over as a group.

Content Delivery Flipchart Module 2.2- Identifying base and height on triangles. Go through problems A-

C. Closure Remind students we are finding area of a

triangle, not rectangles. Teaching Strategies Direct teaching, whole class discussion,

individual work time, and group work time.



Date:

January 16th, 2019

Day 6 Lesson 6

Objective Given a ruler, students will draw four triangles with the same base, height, and area

with 100% accuracy.

Given four triangles, students will label each triangle scalene, isosceles, or equilateral with

100% accuracy.Introduction We will be discussing different terms for

different shapes of triangles such as: scalene, isosceles, or equilateral.

Content Delivery Flipchart Module 2.3- We will work through problems 1-9 together as a class. Students will

draw on grid paper triangles and solve the area and perimeter of them.

Closure Remind students of base and height of triangles.


Form of Assessment Triangle WorksheetApproximate length of time 50 Minutes

Date:

January 17th, 2019

Day 7 Lesson 7

Objective Given grid paper, students will draw two triangles and determine if they are congruent

or not with 100% accuracy.

Given pictures of three triangle, students will determine what a scalene, isosceles, and

equilateral triangle are with 100% accuracy.Introduction Warm up- video and identifying triangles.

Learning a new word, congruent.

Content Delivery Flipchart Module 2.4- Students will be working through problems A-D together and

individually as a class.

Closure Students will begin working on assignment. Remind students what the formula is for

solving the area of a triangle.




Date:January 23rd, 2019

Day 8 Lesson 8

Objective Given grid paper and a ruler, students can draw four different parallelograms with the

base being six centimeters long and the height being four centimeters with 100% accuracy.

Given two parallelograms, students can determine the base of a parallelogram being any side will still give you the same area of

the parallelogram with 100% accuracy.

Introduction Warm up problem- work independently, compare with pod members, and then go over

as a group. Three problems.

Content Delivery Flipchart Module 3.2- As a class we will go over questions A-C, students will then solve

on their own the next three problems.

Closure Remind students to complete all the problems.





Day 9 Lesson 9

Objective Given constraints, students will draw two non-congruent parallelograms with 100%

accuracy.Introduction Warm up- we will be reviewing the difference

between parallelograms and triangles. Also review the base and height of a triangle.

Content Delivery Flipchart Module 3.3- Working through problems 1-9 as a class. Drawing parallelograms on graphing paper.

Closure Remind students the difference between a triangle and a parallelogram.


Form of Assessment Problems 22-31 on page 67 Approximate length of time 50 Minutes


Day 10 Lesson 10

Objective Given coordinates, students will label the vertices and find the area of a figure with 80%

accuracy.

Given figures, students broke apart figures to find their area with 100% accuracy.

Introduction Warm up- students will solve a problem finding the area of a triangle.

Content Delivery Flipchart Module 3.4- Problems A-E, work through some problems together and on their

own.

Closure Remind students they will have to memorize formulas for certain problems. Remember

which formula will be used on certain shapes.


Form of Assessment Coordinate grid packet/ Post TestApproximate length of time 50 Minutes

Lesson PlansLesson 1:

Dakota State University

College of Education Lesson Plans

Name: Ms. Wagner

Grade Level: 6th grade

School: Dell Rapids Public Middle School

Date: January 7th, 2019

Time: 9:30 am- 10:20 am

Reflection from prior lesson:

This was the start of a new unit, I have been co-teaching with my cooperating teacher already. I have learned which students are disruptive and shy in the classroom about answering and asking questions, some students want to share more often than others. I also learned that the more I keep the students involved, the more engaged they are in wanting to learn. Many of the students ask for reassurance on questions to make sure they are doing the assignment right. I try to just tell them they are on the right track or they need to find another strategy.

Summary of Student Progress(Data Analysis, What Went Well)

After observing the lesson, I thought the instruction I gave to students with their materials was good, the students listened to specific instruction and did not fiddle with materials.

Were lesson objectives met?

Objectives were met, students took the pre-test beforehand and did as expected on the assignment. Receiving a 54% as a whole class. Today, students took information they remembered and applied it into today’s lesson.

Instructional decisions (Were students engaged? How will you remediate

difficulties or problems from this lesson?)

Students were engaged with the hands-on learning blocks. Students seem to comprehend easier when given a visual example.

Include in tomorrow’s lesson:

I will need to be more specific about labels. Making sure that students understand the labels. Today, students knew that they needed a label, but they didn’t understand that area needed to be squared and why it needed to be squared.

Lesson Goal(s)/ Standards:

Goals:

I can understand the formulas for finding area and perimeter of a rectangle.

I can make figures using blocks to find area and perimeter.

Standards:

6.EE.A.2: Write, read, and evaluate expressions in which letters stand for numbers. 6.EE.A.2c: Evaluate expressions at specific values of their variables. Include expressions

that arise from formulas used in real-world problems.

Lesson Objectives:

At the end of the lesson, students will identify and determine the terms length, width, area, and perimeter and understand their meanings with 100% accuracy.

During the lesson, students will create a “bumper car floor map” using tiles with a length of nine and width of four with 100% accuracy.

Materials Needed:

Pre- Test (21 copies) Computer/Projector Tiles Markers White boards Erasers Pencil Paper Math textbook

Contextual Factors/ Learner Characteristics:

My sixth-grade class consists of 21 students. In the class, there are 9 girls and 12 boys. The range within the classroom is even. Most students are at grade level reading. The students are required to pay attention and listen carefully as we are now in sixth grade. As a class, students will continue to follow the routine of being independent and having their own responsibilities within the classroom. Students will be coming from Social Studies. If they seem chatty or need help getting focused, I will say “my voice is on, your voice is off” just as my cooperating teacher does to make sure students are listening and ready for the next instructional task. There are no students listed on an IEP for this class.

A. The Lesson

1. Introduction (10 minutes)

Getting attention-o “Good Morning students, to begin class today we will be watching a

short video talking about the new unit we will be going over.” (play video)

Sharing objective, in general terms:o “Since we are starting a new unit, can anyone tell me what they think

the lesson will be about? That’s right, we will be understanding how to find area and perimeter.”

Relating to past experience and/or knowledge:o “Who can tell me what they already know about finding the perimeter

and area of a figure?”

Creating a need to know:o “It is important to understand how to find perimeter and area of

figures. Can anyone give me examples of why we might need to use area and perimeter?”

2. Content Delivery (30 minutes)

Part One: Discussion (15minutes) During the lesson I will be using the flipchart on the smartboard in front of the

classroom. Students have been using this for the entire year so far, they will be answering and asking questions as we go through our lesson.

Connecting to students’ experiences with finding area and perimeter of surfaces, they will complete a pre-assessment at the beginning of class.

Part Two: In class Activity (15 minutes) In the beginning of the lesson we will be discussing what bumper cars are. The

students will be using “bumper car tiles” as figures to find area and perimeter. Next, I will be reviewing what perimeter and area are as well as length and width. Included in our lesson, we will be going over problems with bumper car tiles to visualize what a surface of a figure is.

As a class, we will be going through example problems. Discussing problems and how students solved them on their own and learning from their mistakes. This is so they will get familiar with the concept before sending them off to complete the assignment on their own.

To check for understanding, I will have students try a problem on their own and I will walk around and tell them if they solved correctly or not. Students can also communicate with their pod members to collaborate and discuss strategies to solve.

3. Closure (10 minutes) After completing the lesson, students will turn and talk to their pod members and

help each other on the assignment that will be due tomorrow. My cooperating teacher allows students to discuss and help one another during assessment time so students can collaborate and understand different methods of mathematics. Students cannot give the answers to one another, but they can help each other find a strategy to a problem. My cooperating teacher and I will be walking around assisting students with problems they struggle with. Students will hand in their assignment when completed, if they finish early, they will work on other homework or read.

B. Assessment Used

Pre-Test- Students will be given a pre-test to determine what they know about perimeter and area. We will not go over anything before the students are handed the pre-test. I will assure them that it is not graded, and it is just to see what they already know. I will look at the tests when they are completed and go from there on what to focus on when teaching.

Assessment- The students will complete problems 7-15, 18-19 on page 15 and 16 of their math textbooks. They will be asked to complete problems finding the area and perimeter of different “bumper-car” floor plans. They use the “bumper cars” as an example for using grid paper. They are asked to turn in their assignment if they complete it in class. If they do not complete the assignment, it will be homework. Students are expected to turn in assignments the next day with an 80% in order to not have corrections on the problems. This is the first lesson of the unit.

Discussion: This takes place at the beginning when we are going over the flipchart modules. I will lead the discussion but also want the students to explain how to do each problem to the class.

Observation: I will use observation as the students are completing their daily math problem. I will also use observation during their work time for their assessment. Providing individual help when needed.

C. Differentiated Instruction No students for this class are on an IEP or a behavior plan. If a student struggles

with a problem or does not understand the assignment for the lesson, I will be of extra help and assistance for them during worktime.

D. Resources“Comparing bits and Pieces”- Connected Mathematics

By: Lappan, Phillips, Fey, Friel

Lesson 2:Dakota State University

College of Education Lesson Plan

Name: Ms. Wagner

Grade Level: 6th Grade



Time: 9:30 am – 10:20 am


Yesterday was my first lesson in my teaching work sample. Overall, I thought the lesson went well. However, there were a few things I changed when teaching. In the textbook, I made some changes to the assessment, it wasn’t anything major I just took out one or two problems due to the wrong wording in the textbook. I also wanted to make sure students could get their assignment done on time. I felt a little rushed, but overall, I thought it went smooth.

Summary of student progress (data analysis, what went well)

It really surprised me that the students did so well on the assessment. They learned about some of the content from earlier grades. The students knew all of the terms from yesterday’s lesson.


The class average was 82% on the assessment which shows they have retained most information from the past grades and yesterdays lesson. Students need more instruction to improve that score.

Instructional decisions (were students engaged? How will you remediate

difficulties or problems form the lesson?)

Since the graphing was something new for the students, they were really engaged in the lesson. Some students were confused at first. Throughout the lesson, they understood why we were graphing perimeter and not area. The graph helped the students see the maximum and minimum amount of wall panels that


In tomorrow’s lesson, we will be graphing the area and not perimeter. This will show students the difference between finding the area and perimeter and why it is important to know that the area is the inside and the perimeter is the outside. I will provide them with an in-class worksheet.

were needed to build a storm shelter’s perimeter.


Goals:

For a fixed area, what are the shape and perimeter of the rectangle with the greatest and least perimeters?

Standards:

6.EE.A.2: Write, read, and evaluate expressions in which letters stand for numbers.

6.EE.A.2a: Write expressions that record operations with numbers and with letters standing for numbers.


6.EE.A.4: Identify when two expressions are equivalent. 6.EE.B.6: Use variable to represent numbers and write expressions when solving

a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set.

Lesson Objectives:

Given a shelter floor plan, students will find the area of a shape and determine between the greatest and least areas with 100% accuracy.

Given a graph, students will accurately graph the length and perimeter of a square or rectangle and determine the maximum and minimum amount of wall panels needed with 100% accuracy.

Materials Needed:

Computer/projector Pencil Worksheet Math textbook


My sixth-grade class consists of 21 students. In the class, there are 9 girls and 12 boys. The range within the classroom is even. Most students are at grade level reading. The students are required to pay attention and listen carefully as we are now in sixth grade. As a class, students will

continue to follow the routine of being independent and having their own responsibilities within the classroom. Students will be coming from Social Studies. If they seem chatty or need help getting focused, I will say “my voice is on, your voice is off” just as my cooperating teacher does to make sure students are listening and ready for the next instructional task. There are no students listed on an IEP for this class.

A. The Lesson

1. Introduction (10 minutes) Getting Attention-

o “Good morning students, today we are going to continue with our unit over area and perimeter.”

Sharing objective, in general terms-o “In class today, we are going to find the maximum and minimum

amount of wall panels we will need to build the perimeter of a shelter floor plan”

Relating to past experience and/or knowledge-o “Who can remind me how to find the area and perimeter from

yesterday’s lesson?”

Creating a need to know- o “It is important to understand how to find the area and perimeter of a

figure because we need to relate them to real-world situations. Who can tell me what we will be looking for to build a storm shelter with wall panels, perimeter or area?”

2. Content Delivery (30 minutes)

Part One: Discussion (15 minutes) During the lesson I will be using the flipchart on the smartboard in front of the

classroom. Students have been using for the entire year so far, they will be answering and asking questions as we go through our lesson.

Connecting with students, we will be reviewing area and perimeter from yesterday’s lesson.

Part Two: In class activity (15 minutes) In the beginning of the lesson we will be going over what a shelter floor plan

is. The students will be using shelter floor plans to find out the multiple possibilities of how a floor plan can turn out. Next, I will be reviewing what

the length and width are from yesterday’s lesson. Included in our lesson, we will be going over the possibilities for the area given 24 meters of square space.

I will be giving students a worksheet that we will go over together. As a class, we will be going through step by step on how to find the possibilities. This will show that the perimeter will be different for each floor plan. Students will finish the last three on their own.

To check for understanding, I will give students 36 square meters of floor space and they will need to work with their pods to find all of the possibilities with the given area. I will walk around and tell them if they solved correctly or not before they can move on to their assignment.

3. Closure (10 minutes) After completing the lesson, I let students pick partners to work in to complete

their assignment or choose to work independently. If there was a group that wanted to be with three people, they needed to ask me first, so I could ask the students if everyone had a partner that wanted one. My cooperating teacher and I will be walking around assisting students with problems they struggle with. Students will hand in their assignment when completed, if they finish early, they will work on other homework or read.

B. Assessment Used Homework: Students will complete problems from their book on page 19

problems 25-29 and on page 25 problems 55-57. The problems ask for students to draw a figure with the dimensions given, then they need to solve and find the area and perimeter of the figure. Some problems give them the area and it asks the students to find the perimeter and vice versa. If they do not complete the assignment, it will be homework. Students are expected to turn in assignments the next day with an 80% in order to not have corrections on the problems.


Observation: The students will be doing an in-class activity on a worksheet provided. Students will be graded on participation and completion of the worksheet. Students are expected to turn in the assignment at the end of the class period.







Name: Ms. Wagner


School: Dell Rapids Public School


Time: 9:30 am – 10:20 am


Yesterday students enjoyed the lesson, they seemed to struggle at first, but once they understood the rest of the lesson it went smooth. Students were finding the perimeter of a shelter floor plan with the area that was given. Some students seemed to lose focus when they didn’t understand how to come up with different possibilities for floor plans to find the perimeter. They were initially finding factors of the given area, and once they knew that the rest of the lesson came easier to them. Throughout the assessment time, I let the class work in partners and told them how well they worked with partners determined if they would get them again. Today, they will do the assignment individually.

Summary of student Progress(data analysis, what went well)

The students found success in relating to prior knowledge from yesterday’s lesson. Since today was similar to yesterday’s lesson, students had no problem understanding how to solve and we had a lot of participation in class discussion.

Were lesson objectives met?Lesson objectives were met, the students retained information from the lesson and completed their assignment with passing grades. No corrections.


difficulties or problems from this lesson?)Students seemed to assume the lesson was exactly like yesterdays. To remediate

Include in tomorrow’s lesson:In tomorrow’s lesson I am going to switch to finding area and perimeter of triangles, rather than using rectangles or squares to solve. This will show students to work with a new

difficulties, I reminded the students to read carefully on what the question is asking. We had a lot of in class discussion over area and perimeter of rectangles and squares.

formula.




6.EE.B.6: Use variable to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set.

Lesson Objectives:

Given a scenario using dog pens, students will be able to find all the possibilities for perimeter of a figure with 100% accuracy.

Given a graph, students will be able to accurately graph the length and area of a square or rectangle and determine the maximum and minimum amount of yard space needed with 100% accuracy.

Materials Needed:

Worksheet Textbook Computer/Projector Pencil Homework worksheet



A. The Lesson1. Introduction (10 mins)

Getting Attention: o “Do any of you have a pet? How about a dog? Well, today we are

going to be talking about dog pens! Who can tell me what a dog pen is?”

Relating to past experience and/or knowledge: o “Yesterday we talked about all of the possibilities we could find to

build a shelter floor plan when we were given the area. Who can remind me on how we found that?”

Creating a need to know: o “Who can remind me what perimeter is? What is the length and

width?”

Sharing objective, in general terms: o “Today we are going to find the different possibilities we could make

finding the perimeter of dog pens.”

2. Content Delivery (30 mins)Part One Discussion (15 mins)

During the lesson I will be using the flipchart on the smartboard in the front of classroom. I will be reminding students about yesterday’s lesson and how we used area and perimeter to solve.

Connecting to students’ experiences with the unit so far, we will cover another formula for finding the perimeter of a square. 2(L)+2(W)=P instead of L+W+L+W=P. Students will need to work together to find out if that formula given is how we find perimeter.

Part Two: In class activity (15 mins)

In the beginning of the lesson we will be talking about dog pens. This will give students an idea of what we will be solving for, the perimeter of a surrounded area.

As a class, we will chart and graph results just as we did yesterday. Students will need to remember that today we are solving for area and not perimeter. The perimeter will be given to us and will be the same every time. As a class we will find all of the possibilities that we could make with the amount of perimeter that is given.

To check for understanding, I will have students try charting with their pods given the perimeter of a dog pen. I will need to approve of their chart before they can begin on their assignment.

3. Closure (15 mins) After completing the in-class activity, students were asked to complete a

worksheet given to them to see how well they understand the assignment. Students had to work individually today as they could not seem to work well with their partners yesterday. Students will not be given the opportunity to work with a partner again until they can work quietly on their own for time in class given to them.

B. Assessment Used Homework: Students will be doing a worksheet that is 10 questions long. This

assessment reviews everything we have covered so far. This is so I can see how well the students are comprehending covering area and perimeter of squares and rectangles so far this unit.


Observation: The students will be doing an in-class activity on a worksheet provided. Students will be graded on participation and completion of the worksheet. Students are expected to turn in the assignment at the end of the class period.







Name: Ms. Wagner




Time: 9:30am- 10:20am


Yesterday, the lesson was similar to day two. Students assumed the lesson was going to be the same. We found all the possibilities for a dog pen with the perimeter being the same every time. This through the students for a loop because the day before we were finding shelter floor plans given the area being the same every time. Once students figured out you take half of the perimeter given and find all of the possibilities that add up to half of the perimeter. Students turned in the worksheet with no difficulties on the assignment.


Students understood why we are dividing triangles by two. Students drew rectangles and determined that half of a rectangle or half of a square is a right triangle.

Were lesson objectives met?Lesson objectives were not met, students seemed to struggle with determining where the base and height is on the triangle. On Monday, have students identify where the base and height are on the triangle.



Students used a ruler to measure the outside of a triangle, this engaged the students because they got to find the measurements on their own. Students seemed to have no problems with finding perimeter. They seemed to struggle the most with finding the height of the triangle.

Include in tomorrow’s lesson:Review base and height of triangles remind students that the height is not always equal to a side that the triangle measures unless it is a right triangle. Students seemed to struggle with this today.


6.EE.A.2- Write, read, and evaluate expressions in which letters stand for numbers.

6.EE.A.2a- Write expressions that record operations with numbers and with letters standing for numbers.

6.EE.A.3- Apply the properties of operations to generate equivalent expressions. 6.EE.A.4: Identify when two expressions are equivalent.


Lesson Objectives:

Given a right triangle, students will use the formula to solve for the area with 100% accuracy.

Materials Needed:

Ruler Pencil Calculator Math textbook Worksheet



A. The Lesson1. Introduction (10 minutes)

Getting Attention: o “Did you know we could find the area of different shapes and not just

rectangles and squares?”

Relating to past experience and/or knowledge:o “So far this unit we have been finding the area and perimeter of

squares and rectangles.”

Creating a need to know:o “What about other places that aren’t shaped exactly like a square or a

rectangle? How do we find the amount of wall panels and floor space that we need to build?”

Sharing objective, in general terms:o “Today, we are going to figure out how to solve for area and perimeter

of triangles.”

2. Content Delivery (30 minutes)Part One Discussion (15 minutes)

During the lesson, I will be using the flipchart on the smartboard in front of the classroom. Connecting to the students’ experiences, we will be reviewing area and perimeter.

New terms we will be going over are: Base, height, angle, and perpendicular lines. We will also be reviewing ninety-degree angles and what they will look like in their textbooks. Students will need to know the difference between a right triangle and a triangle with no right angle.

Part Two: In class Activity (15 minutes)

In the beginning of the lesson we will be discussing different terms and identifying a right triangle. It is important for students to understand when a right triangle is given to us, it is easier for them to find the base and height. If the triangle is not a right triangle, it is difficult to find the height of because it will not equal up to a side of the triangle.

As a class, we will solve six problems together. We will solve the first right triangle together finding area and perimeter. The students will collaborate on the next two triangles as a pod. I will walk around and check for understanding from the students. The next three triangles will be given to us and we will go over the first one together. Then, I will have students work on the last two on their own. I will be stopping the students because on the next three triangles, students will have to find the height.

To check for understanding, I walked around and make sure students know the formula, and how to solve for area and perimeter of a triangle. Before students get to work on their assignment, they will need to check with me before they can get started.

3. Closure (15 minutes) After completing the in-class lesson, students were asked to complete today’s

assignment. Students will work individually today as they cannot seem to work well with their partners. Students will not be given the opportunity to work with a partner again until they can work quietly and independently for time in class given to them.

B. Assessment Used Homework: Students will complete problems 1-6 on page 42 in their

textbooks. The problems given are on grid paper in their textbooks and they are asked to find the area and perimeter of each triangle and explaining how

they got their answer. If they do not complete the assignment, it will be homework. Students are expected to turn in assignments the next day with an 80% in order to not have corrections on the problems.









Name: Ms. Wagner




Time: 9:30am- 10:20am


Students seemed to struggle with the assessment. The textbook gave 1/2 numbers and whole numbers and students were confused to either round or keep it as is. I stopped the class collectively and told them I will count either correct. This was an assessment change, but since we did not review half numbers when solving I compromised and said I would count either as correct. This adjustment was something I asked my cooperating teacher if she would do and she agreed that I made the right choice in deciding on the assignment. Students asked a lot of questions just for reassurance.


Students seemed to understand the lesson, they all did exceptional on their assignment they turned in. To reassure themselves, I let them work in partners. This helped students that struggled with the assignment, understand how to solve.


Lesson objectives were not met, during the lesson I thought I might need another day to explain the base and height of triangles to students and that we can make any side the base, but when I graded their assessments, they seemed to do well.



Students were all engaged with the lesson, they were mostly confused about finding the height of a triangle. They understood that any side of the triangle can be chosen as the base. When they determined the base, the height changes. Overall, students understood that if I have a triangle the area stays the same no matter which way it is facing. To remediate confusion for the students, my cooperating teacher and I used people as an example. If I am standing up straight or laying on the floor my height will never change. If I am tilted or slouching my height will change. This helped students understand and relate more to real-world problems.


Review today’s lesson, by giving students an example question to start. Making sure students know that the base of the triangle can be any side, but the height changes once I choose my base.





Lesson Objectives:

Given an addition problem with two mixed numbers, students will solve without assistance with 100% accuracy.

Given a triangle, students will solve for area using different side lengths as the base with 100% accuracy.

Materials Needed

Lab worksheet 2.2 Pencils Calculator Rulers Math textbook



A. The Lesson

1. Introduction (10 minutes) Getting Attention:

o “Good morning students, today we are going to watch a quick warm up video.”

Relating to past experience and/or knowledge:o “Who can tell me what we have been talking about so far this unit?”

Creating a need to know:o “When we are finding the base and height of a triangle, is it okay for

my base to be different every time?”

Sharing objective, in general terms:o “Today, we are going to determine the base being equal to any side.

You get to choose which side you want the base to be today. Why do you think that is? Do you think if my base changes, will the area change?”

2. Content Delivery (20 minutes)Part One Discussion:

I will have students watch the warm up video. After the video is done, I will review with the students and ask their thoughts. We will discuss that the base of a triangle can be any side of their choosing. Depending on the base, the height of the triangle will change.

Next, I will ask students if the base and height change, will the area change? There is a pencil box in the front of the room that I will use as an example. If I tilt the box on a different side and it was my base does the area change? No.

Lastly, when discussing I will relate myself and how tall I am to determine my height. If I am tilted will it affect my height? If I lay straight down, will it affect my height?

Part Two: In class activity In the beginning of the lesson, students will work on a problem adding to

mixed numbers. Next, they will review on multiplying mixed numbers. This is to remind students how to multiply and add mixed numbers and fractions. On today’s assignment, students will have to find the exact measurements and they include fractions.

As a class, we will go over how to measure the three sides of the triangles with a ruler. Students will then find the area of a triangle on their own. This will be a good time for discussion as some students might have their base differently than others. This is the time to discuss that any side can be my base. We will go over how to find the base and height of each side of the triangle together as a class and how to solve.

Lastly, students will work on another example with their pods. Making sure the base of the triangle is different every time. They will need to get their work approved by me before beginning their assignment.

3. Closure (20 minutes) After completing the in-class lesson, students were asked to complete today’s

assignment. Students will get to work in partners today, as some students understood the lesson more than others. I will explain to students if I do not see them collaborating and discussing how they found answers they will not get to be partners. I will also give students extra time for homework so they can finish and not have as much homework and more time to ask questions in class.

B. Assessment Used Homework: Students will be given different triangles and figures to find the

area and perimeter for. The book gives examples of people solving the problem for area and perimeter of a figure and students must determine if they are right or wrong. Students will complete problems 14-21 on page 44. If they

do not complete the assignment, it will be homework. Students are expected to turn in assignments the next day with an 80% in order to not have corrections on the problems.









Name: Ms. Wagner




Time: 9:30 am- 10:20 am


Yesterday’s lesson was frustrating for me. Students seemed confused about the lesson and it was a struggle for me to explain it to them in a way that made sense for them. I had my cooperating teacher step in and explain it to them in a different way than I did, she seemed to word directions better. The students were most confused about finding the height and that if we were to change the base, the height will change as well. We can choose any side to be the base, but the height will be different depending how you measure it, either way, whatever we end up with for the

area it will be the same area no matter if I were to tilt the triangle or not. Students seemed to struggle with this and my cooperating teacher related it to the height of a person. “If I was tilted would my height be affected?” Yes. “If I lay on the floor would my height be affected?” no. “we have to measure from our feet to our head to find the height.”


Students understood the lesson and lesson objectives were met. We had great in class discussion and a lot of students participated and were engaged.


Lesson objectives were met, students understood the different type of triangles and why they were different by labeling the sides.



Students seemed to understand the lesson a lot better today. Even though students worked hard on understanding what key terms meant, I believe it helped them to visually see the triangles by drawing them. I had no problems with how this lesson went.


Remind students what types of triangles there are: scalene, isosceles, and equilateral. Students will not be able to work with partners, they will work individually.





Lesson Objectives:

Given a ruler, students will draw four triangles with the same base, height, and area with 100% accuracy.

Given four triangles, students will label each triangle scalene, isosceles, or equilateral with 100% accuracy.

Materials Needed:

Pencils

Highlighters Worksheet Grid paper Calculator Rulers



A. The Lesson


o “Did you know that triangles have another name for them besides the word triangle? There are different types of triangles.”

Relating to past experience and/or knowledge:o “Yesterday we were talking about how to find the base and height of a

triangle, and the base can be different every time.”

Creating a need to know:o “Understanding the different types of triangles can help when finding

the area and perimeter by knowing their side lengths.”

Sharing objective, in general terms:o “Today, we are going to discuss the different names of triangles and

their area.”


When discussing triangles, I will tell students “tricks” on how they can remember the names of the triangles. For example, isosceles triangles have two sides that are the same. In the word isosceles there are two e’s.

Next, we will talk about “families” and what they mean in math. I will give the example of ½ other fractions that are equal to ½ are: 2/4, 3/6, and 4/8. This means they are part of the family.

Part Two: In class activity To begin our activity, students will draw a base of six centimeters on their

grid paper. They will need to draw a height of four centimeters by making a right triangle and will highlight the triangle when completed so I know to move on to the next part of the lesson. Next, they will need to draw a different right triangle with the base being six and height being four. (Flipping the triangle.)

For the next part of the assignment, students will draw and isosceles triangle with a base of four and base of six. Students will need to make sure the two sides are the same when drawing an isosceles triangle. Lastly, they will need to make a scalene triangle with a base of 6 and a height of four and not letting it be a right triangle. I assume students will struggle with this, since there are a lot of different ways to draw a scalene triangle.

After the activity, students will find the area of each triangle. They will notice each area is the same there are just different types of ways to draw a triangle. We will also discuss that the perimeter may change. This is why these triangles are part of a family, because the area is the same and so is the base and height.

3. Closure (10 minutes) After completing the lesson, students will receive a worksheet both front and

back to complete. This will help students identify how to complete area, perimeter, and the type of triangle. Students are expected to turn in assignment after completion by the next day. If they do not have an 80% or higher, they will do corrections.

B. Assessment Used Homework: Students will complete problems from the worksheet. The

worksheet is a front and back and has nine questions on each side. Students will have determine the type of triangle, find the area, and perimeter for each triangle. If students get done early, they will work on other homework or read. Students are expected to turn in assignments the next day with an 80% in order to not have corrections on the problems.









Name: Ms. Wagner




Time: 9:30 am – 10:20 am


Yesterday’s lesson went exceptional. Students understood the differences in an isosceles, scalene, and equilateral triangle. I felt discussion was good at the beginning of the lesson and students were engaged in trying to figure out the different types of triangles. One thing I believe I could work on is questioning the students more and explaining less. The students sometimes look for reassurance on questions, I want to make them work harder to find the answer and be correct and confident with their answer.


Students were engaged during the lesson and chatty about the lesson. Some students really surprised me today by participating in class discussion.


Lesson objectives were met, students understood what the word congruent meant and for today’s assignment, students did not have very many questions.

Instructional decisions (were students Include in tomorrow’s lesson:

engaged? How will you remediate difficulties or problems from this lesson?)

This was a shorter lesson, I felt one thing I would change is giving students more time to discuss a problem. Giving them more time to struggle with a problem, rather than discussing right away.

Make sure to remind students that rulers and highlighters are not their own. They should not be playing with the equipment given to them during class discussion.





Lesson Objectives:

Given grid paper, students will draw two triangles and determine if they are congruent or not with 100% accuracy.

Given pictures of three different triangles, students will determine what a scalene, isosceles, and equilateral triangle are with 100% accuracy.

Materials Needed:

Grid paper Pencils Rulers Math textbook Assignment Highlighters


My sixth-grade class consists of 21 students. In the class, there are 9 girls and 12 boys. The range within the classroom is even. Most students are at grade level reading. The students are required to pay attention and listen carefully as we are now in sixth grade. As a class, students will continue to follow the routine of being independent and having their own responsibilities within the classroom. Students will be coming from Social Studies. If they seem chatty or need help getting focused, I will say “my voice is on, your voice is off” just as my cooperating teacher does

to make sure students are listening and ready for the next instructional task. There are no students listed on an IEP for this class.

A. The Lesson


o “To begin the lesson today we are going to watch a quick warm up video.”

Relating to past experience and/or knowledge:o “Yesterday we were talking about different types of triangles, can

anyone remind me what they are called?”

Creating a need to know:o “When we identify triangles, are they always the same?”

Sharing objective, in general terms:o “Today, we are going to learn about different types of triangles and

determine if they are congruent or not.”


In the beginning of the lesson I will play a short video that will explain what different types of triangles are, reviewing for students what we discussed yesterday. The video will also introduce the word congruent.

Once the warm up video is complete, we will discuss as a class what the word congruent means. Today’s lesson is for students to identify different triangles. Ask students “will the area or perimeter always be the same?”

Part Two: In class activity In the beginning, students will remind me what the word congruent mean.

There are four problems that students will do as a class. The first problem, I want students to draw the two triangles on their own that are NOT congruent. They will need a base of five centimeters, and a height of four centimeters. Then, students will determine if the two triangles have the same area. After they graph the two triangles, we will have a discussion on why the area is the same.

For the next question, students will draw two more triangles with the perimeter being fifteen centimeters. Students will need to work with their pods and come up with different possibilities to have the perimeter of the triangles being fifteen centimeters. We will have a discussion on what students came up

with and if their perimeter is always the same. The perimeter will change since there are many possibilities.

Lastly, students will draw two more triangles with the sides being three, four, and five centimeters long. Drawing them in two different ways. They will then see if they will have the same area. Some triangles might have the same area, and some should not. Depending if they are congruent or not.

3. Closure (10 minutes) After completing the lesson, students will get started on their assignment. I

will ask the class if they have any more questions before starting their lesson. I will remind students that we only have four questions and it will be completed on the grid paper. Students will start their homework and I will assist students if they have questions on the assignment.

B. Assessment Used Homework: The students will complete problems from the book where they

need to draw two triangles with the correct measurements, then solve for the perimeter and area. On problems 23-26 on page 46 they need both the triangles drawn, and the area and perimeter to receive full credit. They will have to determine what type of triangle each one will be. Students are expected to turn in assignments the next day with an 80% in order to not have corrections on the problems.







Lesson 8:

Dakota State University


Name: Ms. Wagner



Date: January 23rd, 2019

Time: 9:30am – 10:20am


Reflection from Lesson 7: Yesterday’s lesson met expectations and students understood the lesson. All of the students handed in their assignment before the class period was over. During assessment time, students completed the questions and worked on other homework they had for other classes. Students have been struggling with staying quiet during assessment time. They are asked to bring other materials since the ICU list for missing homework has been filling up.

Reflection from Module 3.1: My cooperating teacher taught module 3.1 on Monday, January 21st, students needed to stay updated with material and the weather conditions made it not possible for me to get to Dell Rapids. My cooperating teacher had told me students didn’t have troubles with the assignment, they understood how to measure for area and perimeter of a parallelogram.


Students did well in class, they met expectations as a class and had great discussion as I walked around.


Lesson objectives were met, and students understood the content of the lesson with 100% accuracy.



Students seemed to be off task at times, even though they knew the content of the lesson. I felt a way to remediate is by engaging students in more questions or have them try to come show their understandings on the board instead of just preaching, letting the students


Remind students that the materials are not mine or theirs. They are my cooperating teachers and they need to come back in perfect condition. Also remind students that when finding area of a triangle remember to divide by two.

demonstrate their learning.





Lesson Objectives:

Given grid paper and a ruler, students can draw four different parallelograms with the base being 6 centimeters long and height being 4 centimeters with 100% accuracy.

Given two parallelograms, students can determine the base of a parallelogram being any side will still give you the same area of the parallelogram with 100% accuracy.

Materials Needed:

Lab worksheet Grid paper Pencil Math textbook Calculator Ruler



A. The Lesson


o “Good morning class, who remembers what we have been talking about so far this unit?”

Relating to past experience and/or knowledge:o “Who can remind me what we measured for on Monday?”

Creating a need to know:o “Why is important that we know how to measure a parallelogram? Can

you explain in your own words what a parallelogram is?”

Sharing objective, in general terms:o “Today, we are going to measure two parallelograms that have the

same base and height.”


At the beginning of the lesson we will review how to solve for the area and perimeter of a parallelogram. Next, I will ask the students to discuss at their pods and ask themselves the question: “does the area of a parallelogram depend on which side is chosen as the base?”

I will then ask students “If no, can you think of a new example?” This question will get students to think about the lesson.

After the first part of the activity, we will discuss if we change the base of a parallelogram, will that change its area. Why or why not? During the second part of the lesson, we will also be discussing the parallelograms being considered a “family”. I will ask the students “how many different parallelograms do you think you can make that belong to the same family?”

Part Two: Activity In the beginning of the lesson, I will have students measure two different

parallelograms. Then, on their own, they will measure the same parallelograms rotated. They will find out if the area and perimeter are the same or different of the two parallelograms.

Next, students will have grid paper and create four different parallelograms with a base of six and a height of four. At their pods, they will find the area and perimeter of each parallelogram. We will then discuss why they are considered a “family” of parallelograms.

3. Closure (20 minutes) After completing the lesson, students will work individually on the

assignment. I will give them an extend period of time for individual work time

in class, so they can ask questions on the assignment and ask for assistance from my cooperating teacher or myself. I also will give them an option of working with a partner in class, since the assignment is longer than usual.

B. Assessment Used Homework: The students will complete problems from the book on finding

the area and perimeter of different triangles given from the textbook. Students will be asked to find the area and perimeter of different parallelograms. Students will work on problems 10-21 on page 65 of their textbook. Students are expected to turn in assignments the next day with an 80% in order to not have corrections on the problems.









Name: Ms. Wagner




Time: 9:30 am – 10:20 am


Yesterday’s lesson went great, students understood the lesson and objectives were met. Students struggled with staying focused throughout the lesson. They also seemed to be distracted by the rulers and drawing throughout the lesson. I had stated throughout the lesson that “if they become a distraction while in class discussion, you will not get to use them on the assignment, and it will be difficult to complete the lesson without a ruler. The materials are my cooperating teacher’s and not mine, please use them respectfully.”


Students were excited to draw parallelograms. They were confused on why materials were not at their desks to begin with, but once they figured out from yesterday why I couldn’t trust them using the materials until class time, they handled it respectfully.


Lesson objectives were met, students drew different measurements of parallelograms under constraints given.



Today, since this was a shorter lesson, I did not hand out the rulers and materials until the students were ready after discussion. This helped with class discussion tremendously.


Lab sheet will be provided for students. Make sure to print off materials for the students. Remind students what parallelograms, squares, rectangles, and triangles are and how to find the area and perimeter.


6.EE.C.9: Use variables to represent two quantities in a real-world problem that change in relationship to one another; write an equation to express one quantity, thought of as the independent variable. Analyze the relationship between the dependent and independent variables using graphs and tables and relate these to equation.



Lesson Objectives:

Given constraints, students will draw two non-congruent parallelograms with 100% accuracy.

Given a parallelogram, students will identify the base and height of a triangle and make families of parallelograms with 80% accuracy.

Materials Needed:

Grid paper Rulers Pencil Computer/Projector Math textbook




Getting Attentiono “How many of you can tell me where you’ve seen a parallelogram

before, outside of school. Who can give me an example of where I would see one?”

Relating to past experience and/or knowledge:o “Yesterday we worked on finding the base and height of different

parallelograms.”

Creating a need to know:o “Do you think it is important to know which side of the parallelogram

is the base and which side is the height? Will the height always be the same as the length or width?”

Sharing objective, in general terms:o “Today, we are going to draw two parallelograms that are not

congruent and determine if their area and perimeter will always be the same. What do you think? Talk to your pods and explain.”


At the beginning of the lesson we will be reviewing the conditions for a parallelogram. I will ask students to remind me what the word congruent means. Remind students that when we draw our parallelograms today, they can NOT be congruent.

After each question we go through we will discuss if the area and perimeter will be the same on the two parallelograms they drew.

Part Two Activity: Students will go through five different problems that have different constraints

for drawing parallelograms. I will have students work with their pods to come up with different ways to draw the two non-congruent parallelograms, then we will discuss each problem before moving on. I will ask the students for every problem if the two parallelograms they drew will have the same area and perimeter.

3. Closure (20 minutes) After completing the lesson, I will remind students how to find the area and

perimeter of a triangle, rectangle, and square, as well as their perimeter. I will also remind students that there is a part a, b, and c to every question and to be sure to explain on their assessment. I will be giving them extra time in class to complete the assignment. The students will work on the assignment today independently.

B. Assessment Used Homework: The students will complete problems from the book finding area

and perimeter of parallelograms by drawing two different parallelograms with the same constraints. Students will work on problems 22-27 on page 67. This assessment is longer because students should be able to work through most problems by now using equations we have been working on at the beginning of the unit. Students are expected to turn in assignments the next day with an 80% in order to not have corrections on the problems.









Name: Ms. Wagner




Time: 9:30 am – 10:20 am


Students were engaged in the lesson and drew parallelograms that met the constraints given. I did a lot of observing of how well the students worked with one another at their pods. The students have been sitting with the same group for some time now, I am planning on having a new seating chart for them next week as they seem to be getting frustrated with their pod members and being more of a distraction to the rest of the class.


Students all participated and had no homework throughout their lesson today. Everyone participated in class today and students that were involved in the lesson did really well.


Lesson objectives were met, students showed understanding of using the x and y axis to locate points on the grid.



Students were not as engaged because this lesson took up the entire time in class. I told students that if everyone participated today,


Posttest- Review what the coordinate grid is and how we locate vertices. Make sure to remind students they need to have parenthesis around coordinates.

we would not have homework. This was a good strategy and the students seemed to hold everyone accountable.


6.EE.C.9: Use variables to represent two quantities in a real-world problem that change in relationship to one another; write an equation to express one quantity, thought of as the independent variable. Analyze the relationship between the dependent and independent variables using graphs and tables and relate these to equation.



Lesson Objectives:

Given coordinates, students will label the coordinates of vertices and find the area of a figure with 100% accuracy.

Given figures, students will break apart figures to find their area with 100% accuracy. Given figures, students will find side lengths using coordinates with 100% accuracy.

Materials Needed:

Lab sheet Pencil Computer-Projector




Getting Attention:o “To get started today we are going to watch a video. Over real-world

situations.”

Relating to past experience and/or knowledge:o “Yesterday we drew different parallelograms and figured out if they

have the same base and height the area will not change.”

Creating a need to know:o “Sometimes, in math you might think to yourself, when will I ever use

this? Included in the video, it talked about using different shapes. We always use different shapes when we are building something”

Sharing objective, in general terms:o “Today, we are going to talk about how to graph on a coordinate grid,

and how find the area of figures we are not familiar with.”

2. Content Delivery (35 minutes)Part One: Discussion/Activity

This lesson will take up the entire time of the class period. I will remind students at the beginning that if everyone participates in class, we will have no assessment at the end of the class period.

In the beginning of the lesson we will review how we find the area and perimeter of a triangle, rectangle, and parallelogram. After reviewing, students will be given a figure that is not a usual figure they would normally see. They will have to break the figure apart into rectangles and triangles and add them together to find the area.

Next, students will be shown a coordinate grid. They will use the coordinate grid to make a figure, find coordinates, and find the figures area and perimeter. I will show students by finding the coordinates, they can subtract numbers to find the lengths of the figure given. Remind students they need to divide by two if it is a triangle.

Lastly, I will have students try one on their own, finding the coordinates of vertices, finding side lengths, describing the shape, and finding area and perimeter with using the correct labels.

3. Closure (5 minutes) This lesson will take up the entire 40 minutes of the class period. For

tomorrow, I have the students working on a coordinate grid packet. We will

review on Monday how to complete the packet, since the students might need to refresh what we went over on Friday because of the weekend.

B. Assessment Used Homework: For this lesson, I decided to not give students any extra

homework. The ICU list is getting very long, and this lesson took up the entire time. The students will take the post test on Monday to review their knowledge from today’s lesson.



Post Test- Students will take the posttest and will work on the coordinate grid packet on Monday to review their prior knowledge.





Reflection LogLesson 1:This was the start of a new unit, I have been co-teaching with my cooperating teacher already. I have learned which students are disruptive and shy in the classroom about answering and asking questions, some students want to share more often than others. I also learned that the more I keep the students involved, the more engaged they are in wanting to learn. Many of the students ask for reassurance on questions to make sure they are doing the assignment right. I try to just tell them they are on the right track or they need to find another strategy.

Summary of Student Progress(Data Analysis, What Went Well)

After observing the lesson, I thought the instruction I gave to students with their materials was good, the students listened to


Objectives were met, students took the pre-test beforehand and did as expected on the assignment. Receiving a 54% as a whole class. Today, students took information they

specific instruction and did not fiddle with materials.

remembered and applied it into today’s lesson.

Instructional decisions (Were students engaged? How will you remediate


Students were engaged with the hands-on learning blocks. Students seem to comprehend easier when given a visual example.


I will need to be more specific about labels. Making sure that students understand the labels. Today, students knew that they needed a label, but they didn’t understand that area needed to be squared and why it needed to be squared.

Lesson 2:Yesterday was my first lesson in my teaching work sample. Overall, I thought the lesson went well. However, there were a few things I changed when teaching. In the textbook, I made some changes to the assessment, it wasn’t anything major I just took out one or two problems due to the wrong wording in the textbook. I also wanted to make sure students could get their assignment done on time. I felt a little rushed, but overall, I thought it went smooth.

Summary of student progress (data analysis, what went well)

It really surprised me that the students did so well on the assessment. They learned about some of the content from earlier grades. The students knew all of the terms from yesterday’s lesson.


The class average was 82% on the assessment which shows they have retained most information from the past grades and yesterday’s lesson. Students need more instruction to improve that score.


difficulties or problems form the lesson?)

Since the graphing was something new for the students, they were really engaged in the lesson. Some students were confused at first. Throughout the lesson, they understood why we were graphing perimeter and not area. The graph helped the students see the maximum and minimum amount of wall panels that were needed to build a storm shelter’s perimeter.


In tomorrow’s lesson, we will be graphing the area and not perimeter. This will show students the difference between finding the area and perimeter and why it is important to know that the area is the inside and the perimeter is the outside. I will provide them with an in-class worksheet.

Lesson 3:Yesterday students enjoyed the lesson, they seemed to struggle at first, but once they understood the rest of the lesson it went smooth. Students were finding the perimeter of a shelter floor plan with the area that was given. Some students seemed to lose focus when they didn’t understand how to come up with different possibilities for floor plans to find the perimeter. They were initially finding factors of the given area, and once they knew that the rest of the lesson came easier to them. Throughout the assessment time, I let the class work in partners and told them how well they worked with partners determined if they would get them again. Today, they will do the assignment individually.


The students found success in relating to prior knowledge from yesterday’s lesson. Since today was similar to yesterday’s lesson, students had no problem understanding how to solve and we had a lot of participation in class discussion.

Were lesson objectives met?Lesson objectives were met, the students retained information from the lesson and completed their assignment with passing grades. No corrections.


difficulties or problems from this lesson?)Students seemed to assume the lesson was exactly like yesterdays. To remediate difficulties, I reminded the students to read carefully on what the question is asking. We had a lot of in class discussion over area and perimeter of rectangles and squares.

Include in tomorrow’s lesson:In tomorrow’s lesson I am going to switch to finding area and perimeter of triangles, rather than using rectangles or squares to solve. This will show students to work with a new formula.

Lesson 4:Yesterday, the lesson was similar to day two. Students assumed the lesson was going to be the same. We found all the possibilities for a dog pen with the perimeter being the same every time. This through the students for a loop because the day before we were finding shelter floor plans given the area being the same every time. Once students figured out you take half of the perimeter given and find all of the possibilities that add up to half of the perimeter. Students turned in the worksheet with no difficulties on the assignment.


Students understood why we are dividing triangles by two. Students drew rectangles and determined that half of a rectangle or half of a square is a right triangle.

Were lesson objectives met?Lesson objectives were not met, students seemed to struggle with determining where the base and height is on the triangle. On Monday, have students identify where the base and height are on the triangle.



Students used a ruler to measure the outside of a triangle, this engaged the students because they got to find the measurements on their own. Students seemed to have no problems with finding perimeter. They seemed to struggle the most with finding the height of the triangle.

Include in tomorrow’s lesson:Review base and height of triangles remind students that the height is not always equal to a side that the triangle measures unless it is a right triangle. Students seemed to struggle with this today.

Lesson 5:Students seemed to struggle with the assessment. The textbook gave 1/2 numbers and whole numbers and students were confused to either round or keep it as is. I stopped the class collectively and told them I will count either correct. This was an assessment change, but since we did not review half numbers when solving I compromised and said I would count either as correct. This adjustment was something I asked my cooperating teacher if she would do and she agreed that I made the right choice in deciding on the assignment. Students asked a lot of questions just for reassurance.


Students seemed to understand the lesson, they all did exceptional on their assignment they turned in. To reassure themselves, I let them work in partners. This helped students that struggled with the assignment, understand how to solve.


Lesson objectives were not met, during the lesson I thought I might need another day to explain the base and height of triangles to students and that we can make any side the base, but when I graded their assessments, they seemed to do well.



Students were all engaged with the lesson, they were mostly confused about finding the height of a triangle. They understood that any side of the triangle can be chosen as the base. When they determined the base, the height changes. Overall, students understood that if I have a triangle the area stays the same no


Review today’s lesson, by giving students an example question to start. Making sure students know that the base of the triangle can be any side, but the height changes once I choose my base.

matter which way it is facing. To remediate confusion for the students, my cooperating teacher and I used people as an example. If I am standing up straight or laying on the floor my height will never change. If I am tilted or slouching my height will change. This helped students understand and relate more to real-world problems.

Lesson 6:Yesterday’s lesson was frustrating for me. Students seemed confused about the lesson and it was a struggle for me to explain it to them in a way that made sense for them. I had my cooperating teacher step in and explain it to them in a different way than I did, she seemed to word directions better. The students were most confused about finding the height and that if we were to change the base, the height will change as well. We can choose any side to be the base, but the height will be different depending how you measure it, either way, whatever we end up with for the area it will be the same area no matter if I were to tilt the triangle or not. Students seemed to struggle with this and my cooperating teacher related it to the height of a person. “If I was tilted would my height be affected?” Yes. “If I lay on the floor would my height be affected?” no. “we have to measure from our feet to our head to find the height.”


Students understood the lesson and lesson objectives were met. We had great in class discussion and a lot of students participated and were engaged.


Lesson objectives were met, students understood the different type of triangles and why they were different by labeling the sides.



Students seemed to understand the lesson a lot better today. Even though students worked hard on understanding what key terms meant, I believe it helped them to visually see the triangles by drawing them. I had no problems with how this lesson went.


Remind students what types of triangles there are: scalene, isosceles, and equilateral. Students will not be able to work with partners, they will work individually.

Lesson 7:

Yesterday’s lesson went exceptional. Students understood the differences in an isosceles, scalene, and equilateral triangle. I felt discussion was good at the beginning of the lesson and students were engaged in trying to figure out the different types of triangles. One thing I believe I could work on is questioning the students more and explaining less. The students sometimes look for reassurance on questions, I want to make them work harder to find the answer and be correct and confident with their answer.


Students were engaged during the lesson and chatty about the lesson. Some students really surprised me today by participating in class discussion.


Lesson objectives were met, students understood what the word congruent meant and for today’s assignment, students did not have very many questions.



This was a shorter lesson, I felt one thing I would change is giving students more time to discuss a problem. Giving them more time to struggle with a problem, rather than discussing right away.


Make sure to remind students that rulers and highlighters are not their own. They should not be playing with the equipment given to them during class discussion.

Lesson 8:Reflection from Lesson 7: Yesterday’s lesson met expectations and students understood the lesson. All of the students handed in their assignment before the class period was over. During assessment time, students completed the questions and worked on other homework they had for other classes. Students have been struggling with staying quiet during assessment time. They are asked to bring other materials since the ICU list for missing homework has been filling up.

Reflection from Module 3.1: My cooperating teacher taught module 3.1 on Monday, January 21st, students needed to stay updated with material and the weather conditions made it not possible for me to get to Dell Rapids. My cooperating teacher had told me students didn’t have troubles with the assignment, they understood how to measure for area and perimeter of a parallelogram.


Students did well in class, they met


Lesson objectives were met, and students understood the content of the lesson with

expectations as a class and had great discussion as I walked around.

100% accuracy.



Students seemed to be off task at times, even though they knew the content of the lesson. I felt a way to remediate is by engaging students in more questions or have them try to come show their understandings on the board instead of just preaching, letting the students demonstrate their learning.


Remind students that the materials are not mine or theirs. They are my cooperating teachers and they need to come back in perfect condition. Also remind students that when finding area of a triangle remember to divide by two.

Lesson 9:Yesterday’s lesson went great, students understood the lesson and objectives were met. Students struggled with staying focused throughout the lesson. They also seemed to be distracted by the rulers and drawing throughout the lesson. I had stated throughout the lesson that “if they become a distraction while in class discussion, you will not get to use them on the assignment, and it will be difficult to complete the lesson without a ruler. The materials are my cooperating teacher’s and not mine, please use them respectfully.”


Students were excited to draw parallelograms. They were confused on why materials were not at their desks to begin with, but once they figured out from yesterday why I couldn’t trust them using the materials until class time, they handled it respectfully.


Lesson objectives were met, students drew different measurements of parallelograms under constraints given.



Today, since this was a shorter lesson, I did not hand out the rulers and materials until the students were ready after discussion. This helped with class discussion tremendously.


Lab sheet will be provided for students. Make sure to print off materials for the students. Remind students what parallelograms, squares, rectangles, and triangles are and how to find the area and perimeter.

Lesson 10:Students were engaged in the lesson and drew parallelograms that met the constraints given. I did a lot of observing of how well the students worked with one another at their pods. The students have been sitting with the same group for some time now, I am planning on having a new seating chart for them next week as they seem to be getting frustrated with their pod members and being more of a distraction to the rest of the class.


Students all participated and had no homework throughout their lesson today. Everyone participated in class today and students that were involved in the lesson did really well.


Lesson objectives were met, students showed understanding of using the x and y axis to locate points on the grid.



Students were not as engaged because this lesson took up the entire time in class. I told students that if everyone participated today, we would not have homework. This was a good strategy and the students seemed to hold everyone accountable.


Posttest- Review what the coordinate grid is and how we locate vertices. Make sure to remind students they need to have parenthesis around coordinates.

AssessmentPre-AssessmentThe students will be given a pre-test to determine their ability to find the covering and surrounding area and perimeter of a figure. The students have talked about area and perimeter in 5th grade but have never covered it in 6th grade yet. The students will not be told they are having the assessment before it is given. The results of the pre-test will be looked at and analyzed by the student teacher and the classroom teacher.

Ongoing AssessmentLesson 1: The students will complete problems 7-15, 18-19 on page 15 and 16 of their math textbooks. They will be asked to complete problems finding the area and perimeter of different “bumper-car” floor plans. They use the “bumper cars” as an example for using grid paper. They

are asked to turn in their assignment if they complete it in class. If they do not complete the assignment, it will be homework. Students are expected to turn in assignments the next day with an 80% in order to not have corrections on the problems. This is the first lesson of the unit.

Lesson 2: Students will complete problems from their book on page 19 problems 25-29 and on page 25 problems 55-57. The problems ask for students to draw a figure with the dimensions given, then they need to solve and find the area and perimeter of the figure. Some problems give them the area and it asks the students to find the perimeter and vice versa. If they do not complete the assignment, it will be homework. Students are expected to turn in assignments the next day with an 80% in order to not have corrections on the problems.

Lesson 3: The students will be doing an in-class activity on a worksheet provided. Students will be graded on participation and completion of the worksheet. Students are expected to turn in the assignment at the beginning of class time tomorrow. If it is not turned in, they will not receive points.

Lesson 4: Students will complete problems 1-6 on page 42 in their textbooks. The problems given are on grid paper in their textbooks and they are asked to find the area and perimeter of each triangle and explaining how they got their answer. If they do not complete the assignment, it will be homework. Students are expected to turn in assignments the next day with an 80% in order to not have corrections on the problems.

Lesson 5: Students will be given different triangles and figures to find the area and perimeter for. The book gives examples of people solving the problem for area and perimeter of a figure and students must determine if they are right or wrong. Students will complete problems 14-21 on page 44. If they do not complete the assignment, it will be homework. Students are expected to turn in assignments the next day with an 80% in order to not have corrections on the problems.

Lesson 6: Students will complete a worksheet that identifies and calculates the area and perimeter of each triangle. Students will complete problems from the worksheet. The worksheet is a front and back and has nine questions on each side. Students will have to determine the type of triangle, find the area, and perimeter for each triangle. If students get done early, they will work on other homework or read. Students are expected to turn in assignments the next day with an 80% in order to not have corrections on the problems.

Lesson 7: The students will complete problems from the book where they need to draw two triangles with the correct measurements, then solve for the perimeter and area. On problems 24-26 on page 46 they need both the triangles drawn, and the area and perimeter to receive full credit. They will have to determine what type of triangle each one will be. Students are expected to turn in assignments the next day with an 80% in order to not have corrections on the problems.

Lesson 8: The students will complete problems from the book on finding the area and perimeter of different triangles given from the textbook. Students will be asked to find the area and perimeter of different parallelograms. Students will work on problems 10-21 on page 65 of their

textbook. Students are expected to turn in assignments the next day with an 80% in order to not have corrections on the problems.

Lesson 9: The students will complete problems from the book finding area and perimeter of parallelograms by drawing two different parallelograms with the same constraints. Students will work on problems 22-27 on page 67. This assessment is longer because students should be able to work through most problems by now using equations we have been working on at the beginning of the unit. Students are expected to turn in assignments the next day with an 80% in order to not have corrections on the problems.

Lesson 10: For this lesson, I decided to not give students any extra homework. The ICU list is getting very long, and this lesson took up the entire time. Students will take the posttest and work on the coordinate grid packet on Monday to review prior knowledge. Students are expected to turn in assignments the next day with an 80% in order to not have corrections on the problems.

Post-AssessmentThe students will be given a post-assessment that will evaluate their ability to recall the topics about covering and surrounding areas of a figure. The results of the post-assessment, as well as the pre-assessment, will be evaluated and put into a graph to chart the progress students made over the course of the unit.

Data AnalysisIndividual Students:

Student 1

Student 2

Student 3

Student 4

Student 5

Student 6

Student 7

Student 8

Student 9

Student 10

Student 11

Student 12

Student 13

Student 14

Student 15

Student 16

Student 17

Student 18

Student 19

Student 20

Student 21

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

6th Grade Covering and Surrounding of a Figure Pre-Test

Series 1

Pre-& Post Test Individual Students:

Student 1

Student 2

Student 3

Student 4

Student 5

Student 6

Student 7

Student 8

Student 9

Student 10

Student 11

Student 12

Student 13

Student 14

Student 15

Student 16

Student 17

Student 18

Student 19

Student 20

Student 21

0%

20%

40%

60%

80%

100%

120%

6th Grade Covering and Surrounding of a Figure Pre-Test & Post-Test Results

Pre-Test Post-Test

Whole Class:

Pre-Test: 54% Post-Test: 89%0

1

2

3

4

5

6

7

8

9

10

Whole Class Pre and Post Test

Testing

RecommendationsAfter analyzing the data for the unit, I was pleased to see that the students had made

excellent progress from the beginning of the instruction to the end of the instruction. I would

recommend keeping the set up similar to the one I used. For example, the students excelled in the

content when they were using a visual like the square blocks. It was very fun to see them try

different strategies to get different outcomes weather the outcomes were reasonable or

unreasonable. The students collaborated well with one another to find different strategies to solve

on more difficult problems.

One change I would make would be to have students return materials immediately after

the lesson, since we used them for almost every lesson in this unit. I felt like some rulers,

calculators, whiteboards, markers, and erasers were lost and treated poorly throughout the lesson.

Students were respectful with materials during the lesson, it was during assessment time they

would go missing or they wouldn’t get returned to the basket. They also got the chance to

compare the problem with their pod members before going through it as a class. This provided a

chance for peer teaching if a set of pod members were differing answers.

This unit had a lot of different resources available to use in order to help students

succeed. There are many different videos implemented throughout the lesson that are engaging

and relatable to the students. The math curriculum that the school district had purchased comes

with a variety of different lessons and ways to create hands on learning activities, such as the

square tiles. Implemented in the lessons was an example problem on the board of what we

reviewed from the day before. This helped students relate to prior knowledge every day when

they came to class reviewing them of the unit we were talking about. A recommendation I would

make to myself for the future is to plan accordingly, things will come up and throw you for a

loop, make sure you are prepared and organized. Lastly, I would recommend creating a learning

environment where it is okay to make mistakes and not know the answer because it is all part of

the learning experience. Students will struggle learning different concepts, some might excel at a

subject more than another student, make sure you are prepared to ask the correct comprehension

questions for student understanding.

Summary of Student ProgressExample Letter to Parents:

Dell Rapids Public Middle School

Dell Rapids, SD

January 21st, 2019

Dear Parent or Guardian of Student 1,

Hello, my name is Kennedy Wagner and I am a student at Dakota State University, majoring in Elementary Education. I have had the privilege of working with your child over the course of the semester, helping and watching them grow in their academic abilities. I have enjoyed being able to finish off my college experience learning from your child and to share this experience with them.

Part of my student teaching experience requires me to teach a specific content area to your child and his/her classmates. I am also required to prepare lessons, conduct research, and analyze the data I am given over the course of the unit. I have been working with 6th graders on finding the area and perimeter of different shapes in math. Now that the unit has come to an end and assessments have been scored, I am happy to report that, our objectives were met, and the class reached an average of ______ as a whole. This wouldn’t have been possible without the hard work of your child and his/her classmates.

Student 1 has been a joy to work with. He/She was very willing to participate in class discussion and never was afraid to ask questions if he/she was unsure about something. He/She was more than willing to help his/her peers when they needed extra assistance, always keeping a calm and patient demeanor when the classmate he/she was working with didn’t catch on right away.

Student 1 scored _____ on the pre-test that was given before any instruction took place. He/She came into the unit knowing some basic concepts about finding area and perimeter, but by the end, he/she was able to raise his/her score to _____. Student 1 was up for the challenge when presented with this content and was able to show the class that it was okay to make mistakes, because that is how we learn and grow as students.

Thank you to Student 1 and the other students in the class, I have learned so much about what it takes to be a good teacher and wouldn’t be where I am today if I didn’t get an opportunity to learn from them.

Thank you for sharing your child with me over the schoolyear. I am so grateful to have had an opportunity to work with them.

Sincerely,

Kennedy Wagner

Example Website Posting Regarding Unit:

6th Grade Math

Covering and Surrounding

The 6th graders have completed their unit over covering and surrounding of a figure. The students learned about finding area and perimeter of triangles, parallelograms, squares, rectangles, and unfamiliar shapes. They did great with replacing letters with numbers in new formulas! They worked hard and excelled! Below are the pre-test and post-test class average.

Pre-Test: 54% Post-Test: 89%

Pictures from Assessment/HomeworkOn Going Assessment: Front & Back

Coordinate Grid Packet: Front and Back

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