Tpa 1

Teacher Performance
Assessment
Task 1
Tori Kilgore
Spring 2016
Grade 2
Kilgore, 2
Table of Contents
A. Context for Learning
B. Lesson Plans for Learning
a. Lesson 1
b. Lesson 2
12
c. Lesson 3
16
d. Lesson 4
22
e. Lesson 5
27
C. Lesson Plan Supports, Materials,

& Assessments
29
D. Planning Commentary
49
E. Works Cited
60
Kilgore, 3
Context for Learning
PART I
Community
1. Describe the community in which the school is located, including its population and social/
economic diversity (http://compass.doe.in.gov/dashboard/overview.aspx is one way to gather this
information.)
2. Describe community resources available to complement curriculum, e.g., museums, local
businesses.
3. Describe the extra-curricular resources in which students may be involved.
4. Describe the level of parental involvement in the school.
The school is located in the northern area of the school district, which is a few miles north of Clinton,
Indiana in Vermillion County. The staff consists of twelve general education classroom teachers, one-full
time special education teacher, one full-time remediation teacher, three half-time teachers in the areas of
Art, Music, and Physical Education, three classroom aides, one resource room aide, three Title One aides,
and one part-time library aide. The school also has the services of one full-time secretary/treasurer, one
full-time nurse, one part-time speech pathologist, and one part-time elementary counselor. The current
enrollment is two hundred thirty-four students. The enrollment is 98.6% Caucasian; however there are
few multi-racial students. Approximately 62% percent of students receive free or reduced lunches. While
this school is located in a very small community and rural area, there are still several community
resources that are available to this school that definitely compliment their curriculum. Some of these
include a program called Junior Achievement that helps elementary students with career exploration,
work readiness, and financial literacy. The 4-H extension office in Vermillion County also comes in and
does lessons with the students about agriculture. The Indiana State Police do several activities throughout
the school year with the fifth grade students. Duke Energy is also involved in the school. There are also
several extra-curricular activities that the students at this school can be involved in, including: choir,
basketball, soccer, softball, baseball, spell bowl, and church groups. Many of these activities are for
students fourth grade and up. Lastly, parental involvement in the school is considered quite average.
While the number of parents involved in the PTO is quite small, they are very successful in getting things
accomplished. Other ways that parents are involved in the school include volunteering to be room
mothers to help with class activities and celebrations as well volunteering for school carnivals and other
school-wide events. While there are never a very large number of parents involved in the school, the
parents that do volunteer and assist seem to be very successful in getting things accomplished for the
school. When it is time for parent teacher conferences, the majority of parents do show up for those.
However, parents are usually willing to talk with the teacher concerning their child.
School
1 Type of school elementary, middle, high or other configuration
2 Identify special features of your school or classroom setting (e.g., themed magnet, classroom
aide, bilingual, team taught with a special education teacher, remedial class, honors/AP
course) that will affect your teaching.
3 Describe any district, school, or supervising teacher requirements or expectations that might
affect your planning or delivery of instruction, such as required curricula, pacing plan, use of
specific instructional strategies, or standardized tests.
Kilgore, 4
This elementary school was built in 1962 and has always been used for primary instruction. It was
renovated, remodeled, and upgraded to meet new standards in 2000. In my student teaching
placement, I am in a very general education classroom where there is one general education teacher.
Some special features that I will definitely have to keep in mind while teaching in this classroom is
Response to Intervention instruction that takes place twice everyday for both math and reading. Each
day, there is time set aside for whole group, non-tiered math and reading instruction in which all of
the students stay in their own classrooms where the general education classroom teacher can decide
how to differentiate instruction for his/her particular students. In addition, each day there are thirty
minutes for math RTI and thirty minutes for reading RTI. During these times, the students in each
class that need the most support report to the Title I room for more explicit instruction. The rest of the
students are split up between the two general education classroom teachers, one high group and one
low group. These groups are determined through several types of assessments. My classroom will
receive the high reading students and low math students, so I will definitely have to take that into
consideration when planning instruction for these times. There is also a teacher in the building who
provides Tier 3 instruction if it is needed. Lastly, this elementary school is very technology active.
Not only are there several technological devices, programs, and other tools available for use, the
school also use several online academic programs for the students. In terms of requirements and
expectations, there are several things that will affect my instruction. A phonics program called Raps
360 must be used everyday during Reading RTI for the first ninety days of the semester. My
supervising teacher also already has the phonics and high frequency word curriculum planned out for
the rest of the school year; therefore I will be expected to use that content but deliver it however I
wish. Also, Dibbles testing will be taking place at several intervals throughout the semester. Each
teacher is also required to use the PIVOT Inspect program as a tool for his or her instruction at least
twice a week. In terms of instructional resources for students, there are a couple classroom aides
available to assist students who need extra help.
Part II
Class
Elementary
1 How much time is devoted each day to each of your teaching responsibilities?
2 Is there any ability grouping or tracking in the content areas? If so, please describe how it
affects the class you will focus on for the TPA.
3 Identify any textbook or instructional program you primarily use for instruction for the focus
class/lessons. If a textbook, please provide the title, publisher, and date of publication.
4 List technology resources (e.g. SmartBoard, manipulatives, resource library in the classroom,
on-line resources) available for instruction and/or students activities or
5 Identify instructional resources available to assist students, i.e., teacher aides, resource
teachers.
Each morning begins with 25 minutes of Social Studies/Science instruction. My supervising teacher
and I will be teaching Social Studies while the other second grade teacher teaches Science. Each
week, 2 Social Studies and Science lessons are delivered to both second grade classrooms as the
teachers switch classrooms every other day during this time. Reading block is 85 minutes long, which
consists of content like Phonics/Spelling, High Frequency Words/Fluency, and some sort of Reading
unit instruction. 30 minutes is spent on Grammar instruction each day, followed by 30 minutes of
Reading RTI. In the afternoon, 30 minutes is spent on Math RTI and then 65 minutes is spent on
math. The students go to specials each afternoon for 50 minutes. In both Math and Reading, there is
both whole group instruction as well as tiered instruction. During Reading and Math blocks, students
Kilgore, 5
are often placed into small groups based on previous performance on assignments and pretests.
However, several types of assessments are used to track and form ability groups for Reading and
Math RTI. In terms of TPA, I do not think that these ability groups and tracking will affect my
teaching. If I decide to group students for lessons and activities, I will use data to do so. My
classroom has a lot of resources that I will most likely use for my lessons. For math, I will use the
enVision Math series (enVision Math, Pearson, 2011) textbook and resources. For social studies, I
will use the Harcourt HorizonsAbout my Community (Harcourt Horizons, Harcourt, 2003) textbook
and resources. For reading, I will use Scott Foresman Reading Street Common Core (Reading Street
Common Core, Pearson, 2013) textbook and resources. I will not teach science during my student
teaching since the other second grade teacher teaches it to both second grade classes. My school has
several technology resources that are available for use: Apple TV, iPads, MacBooks, Document
Camera, and Projector. Some online resources that are available for use include: Socrative, Kahoot,
PIVOT Inspect.
Students
1. Grade level
Number of students in the class 16
English language learners 0
Students with Individualized Education Programs (IEPs) or 504 plans 0
2. Beyond the specific information above, explore more detailed knowledge about students
backgrounds, interests and learning needs. Along with conversations with the supervising
teacher and other school professionals, teacher candidates should also consider using interest
surveys, activities, one-on-one discussion/s with students to ascertain information about their
students.
a. Describe your students personal/community/cultural assets (see below for more
information)
b. Describe social differences that exist among the students
c. Informal and formal assessment information/resources about the students. If
applicable, include information about academic levels
d. Varied learning needs among the students. Consider physical differences, academic
learning and social needs of the students.
My student teaching placement will take place in a second grade classroom with 16 students. There
are neither English language learners nor students with IEPs or 504 plans in my classroom. When
thinking about the community and cultural assets of my students is that the school community and
district as a whole has a family atmosphere. Students feel very comfortable in the school setting and
with their peers and staff. While there are not a large number of parents involved in the PTO, they are
very successful and do a lot of nice things for the school and the students, such as sending home
brown sacks of food each weekend for the students who sign up for the program. Many of my
students are involved in church programs after schools and on the weekends. Some places that
students could go on field trips in this area include surrounding farms, Elanco, and Duke Energy.
When considering personal assets, all of my students get along with one another and most of them are
easy going in general. The majority of the class in eager to learn and enjoys learning new things. In
contrast, this group of students tends to have a short attention span and it is very important that the
teacher works to minimize distractions at all times. Small group instruction works very well with this
group of students because they are all able to receive a little bit more of attention directly from the
teacher. There are two students in my class who I would describe as very low students. One student
came into second grade at the beginning of the year barely knowing any basic sight words. While his
academic skills have improved tremendously over the course of the year thus far, his work habits are
Kilgore, 6
far behind what is expected of second graders. He easily falls behind during assignments and work
time. One other student in my classroom has a hearing impairment and rarely participates during
class. She is being tested for special education at some point this spring. Overall, this group of
students requires very explicit and direction instructions and much repetition to keep them on track.
There are some students who require more attention from the teacher than others. In terms of social
differences among the students, 62 percent of the students in my classroom are a part of free/reduced
lunch and receive brown bags of food on Fridays to take home for the weekend provided by the PTO.
Most of the students come from a very similar home life, which would be considered low
socioeconomic status. Many of my students only live with one of their parents full-time. Many
parents of the students hold jobs at Duke Energy, Elanco, businesses in Clinton and Terre Haute, and
also on farms. Thus far, I have seen several forms of informal and formal assessments about my
students including: school records, report cards, RAPs 360 reports, PIVOT reports, pretests. I have
also been able to grade several reading and math assignments that have helped me make inferences
about my students academic levels. I have also listened to each student read and seen them write. My
supervising teacher does a lot of pretests before beginning a new unit or skill, and this has helped me
see where they are and how much they learn throughout the unit. Based on what I have seen from all
of these assessments, I would consider 3 students to be low, 5 to be high, and 8 students as on level.
Tips for Success: Understanding Personal/Community/Cultural Assets

Personal assets refer to the strengths a person may possess that should be considered in the planning
process (i.e. gets along well with others, curious by nature, likes art, etc.). Community and cultural assets
refer to aspects of the community and/or culture that might be a strength to build upon (close family ties,
attends afterschool programming at a local church, strong Parent Teacher involvement at the school, etc.).
As you capture the Context in Learning and continue to develop the lesson segments, strive to capture
information about students varied strengths (including personal, cultural and community assets) and their
learning needs. Try to include your own observations along with information you gather from your
supervising teacher and other personnel at the school. Its important your descriptions do not make
assumptions or stereotypes associated with their age or ethnic, cultural, or social economic backgrounds.
A good way to ensure you are avoiding stereotypes or assumptions is to ask yourself if you can back up
your assertions with evidence and then be sure to include that evidence in your responses.
Kilgore, 7
Lesson Plans for Learning
Monday, February 29, 2016
Name: Tori Kilgore
Grade Level: 2nd
Title of Learning Segment: Exploring 2-D Shapes!

Day:
Circle for which day of the learning segment this plan is prepared.
Objectives:
The students will be able to:
The students will be able to identify and describe polygons based on their attributes.
The students will be able to describe the meaning of side, vertices, and angle.
The students will be able to identify the number of sides, vertices, and angles on different types of
polygons.
State School Standards Addressed:
Mathematics Geometry
2.G.1: Identify, describe, and classify two- and threedimensional shapes (triangle, square,
rectangle, cube, right rectangular prism) according to the number and shape of faces and the
number of sides and/or vertices. Draw two-dimensional shapes.
2.G.2: Create squares, rectangles, triangles, cubes, and right rectangular prisms using appropriate
materials.
Materials Needed for Lesson/Resources/Technology to be used:
YouTube video: Learning Shapes Second Grade (https://www.youtube.com/watch?
v=xgQJcN-hMpc)
2 sets of shape cards/headings (Handout 1)
Polygon Attribute worksheet (Handout 2)
Apple TV, teacher MacBook, projector, document camera, and screen for display
Exit slip paper (Handout 3)
Procedure: Instructional Strategies, Accommodations, and Student Activities Planned for this lesson in
order of progression (What will you do first, second, third, etc., questions you will ask, how you plan to
lead them into the learning, etc.)
A couple weeks ago, I gave the students a pretest over my central focus to help me determine
what level my students are on and to help me plan the most beneficial and engaging activities
based on what they do and do not know about 2-D shapes. Boys and girls, do you remember that
pretest that I had you all do a couple weeks ago about shapes? Well I took a really good look at
those and used those to help me plan a week full of activities for you about shapes. Those pretests
helped me see what you already knew and what I still need to teach you.
Kilgore, 8
To introduce the students to this unit of study, we will begin by discussing the term geometry.
This is the first time that students have studied anything geometry-related in second grade, so I
want to see what they know about geometry. I will ask the following questions:
o Who has heard of the word geometry? Will you please think about what you think this
means for 30 seconds in your head. Then, you will turn to the person behind you to talk
about what you think geometry means.
o Does anyone know what geometry means?
o Did you know that geometry is a part of math?
o What types of things might we study in geometry?
o What have you learned in geometry before? Shapes?
Over the next couple weeks, we will be studying geometry and looking at 2- and 3-D shapes.
This week we are going to focus on 2-D shapes. Does anyone know what a 2-D shape means?
What is an example of a 2-D shape?
Well I found the perfect video that I think you will really enjoy that will teach you about 2-D
shapes! This video has a lot of important information in it, so I want you to pay very close
attention to it. This video discusses all of the things we will be learning and do activities with
throughout the week. I am going to have some questions for you after the video, so watch and
listen carefully.
o Throughout the video, it may be necessary to stop the video at different intervals to better
explain the concept of sides, angles, and vertices. It would be helpful to stop the video
and point to these concepts on the screen to make sure students understand these
concepts right away.
After the video, have a short discussion using the following questions as a guideline:
o Who can name one shape that they mentioned in the video?
o Do you remember how many sides/angles it had?
o Did you hear the word vertices? Does anyone know what that means?
o What is a quadrilateral?
Repeat for all shapes
o This video talked about several shapes, didnt it? Did you know that all of these shapes
could be considered one type of shape? Does anyone know what that is called?
It is a polygon? Does anyone know why these are all polygons?
Can you explain how a shape is considered to be a polygon or not?
Go over the fact that polygons are flat, closed figures that have line segments
that all connect together and must have at least 3 sides. (Hang up the polygon
poster on the board)
o Show several examples and non-examples of polygons on the projector using the
computer. Have the students decide whether they think each of shapes are polygons or
not.
Ask questions such as:
Can you describe whether you think this shape is a polygon or not?
Explain how you decided this shape was/wasnt a polygon.
What are the features of polygons that we have to look for to decide if
this shape is an actual polygon?
Now that we have a basic idea of what a polygon is, we are going to get into two small groups
and practice identifying polygons. I will take half of the class and Mrs. Crockett will take the
Kilgore, 9
other half. In our groups, we will work on sorting shapes into polygons and not polygons.
Each group will get a stack of cards that have a shape on them. You will take turns going around
your group and you will each draw a card. Look at that shape on the card and then you have to
decide based on what you know about polygons if you think it is a polygon or not. Once you
decide, you must explain to your group why or why not. If the rest of your group agrees, they will
give you thumbs up. If they do not agree, they will give you thumbs down. The teacher will call
on someone with their thumbs down to explain why they do not agree. Continue this activity until
all cards have been placed in the correct category. See Handout 1.
o Throughout the lesson, the teacher should serve as the guide while letting the students are
in charge of the task. The teacher can ask the following questions to guide students when
needed:
How many sides does that shape have?
Do all the sides connect to one another once?
Is the shape curved?
Can you explain and describe why that shape is/isnt considered to be a polygon?
After this activity, bring the class back together and have everyone in their own seats.
Great job everyone! Now that we all know how to identify a polygon and can describe them, we
are going to start learning about different types of polygons.
There are several different types of polygons. Does anyone know how we would determine the
difference between polygons? How would we decide if two polygons are the same or different?
*I am wanting to see if students can determine that we look at the number of sides, angles, etc.*
o Also discuss the term attributes. Talk about that it basically means the features of the
polygons that helps us determine the similarities and differences between two shapes.
Use this term throughout the lessons as much as possible.
I have an activity for us that we are going to do together as a class to help us practice how we
tell the difference between different types of polygons. You will each need an orange crayon,
green crayon, blue crayon, and a pencil. Please put your name on your paper once you get it and
then point to your name. The teacher will also be completing one of these for students to follow
along with that will be projected onto the screen through the document camera and Apple TV. See
Handout 2.
o On this paper, we are going to learn about different types of polygons and how they are
different from one another. Look at the shape in the column on the top left hand corner of
your paper. What shape is that? Triangle. Thats right! If we look to the next box, it
asks us to draw the shape so go ahead and draw the same shape as it is shown. Next it
asks us to determine how many sides the triangle has, how do we do that?
Lets take our green crayon to determine the number of sides a triangle has. Use
your green crayon to trace over each line segment that you see here. How many
did you trace in green?
Now we need to determine how many angles. How might we do that? Does
anybody remember angles from the video that we watched? Lets take our orange
crayon and find all of the angles. How many does it have? Remember, the angle
is the part on the inside of the shape.
Last, we want to know how many vertices a triangle has. Has anyone ever heard
of the term vertices? Vertices can also be referred to as the corner of the shape. It
Kilgore, 10
is the exact point where two lines meet in a shape. Lets use our blue crayon to
find all of the vertices. Use your blue crayon to place a dot on each vertices.
Now that we know all of the attributes of a triangle, we can write the name of it,
which is? Lets write the word triangle in the box.
o Repeat the same process for as long as time allows. Speed up the process when students
start to grasp the concept. If they are ready, allow them to do one shape on their own and
then we will check it as a group. If they are doing an outstanding job, put them with a
partner and bring it to you to check when finished.
o If we do not finish, have students place this paper in their school folder to finish
tomorrow at the beginning of our math lesson.
To finish our lesson today boys and girls, I am going to have you do an exit slip to help me see
what you learned in our lesson today. On the sheet I am going to give you, you will write one
thing that you learned today. I know that you probably learned many things today, but I just want
you to choose one thing, what you think is the most important. Then, you will write one thing that
you are still confused about; it could be a question, or something that you hope you learn this
week. So I just need two sentences from you. When you get your paper, make sure your name is
on it and when you are done you can hold it up in the air and I will collect it.
Assessments: Informal/Formal or Formative and Summative How will you know what they learned
today or for the whole learning segment? Be sure and include some higher order questions to foster
thinking skills Blooms Taxonomy. Include a copy of any formal assessments given.
Informal assessment will take place throughout the whole lesson through questioning, small
group work, and whole group instruction.
o You can see many forms of questions listed throughout my lesson above. I will ask
questions before the lesson begins to activate prior knowledge and ask questions during
and after the video to see what they are learning and do not understand yet. I will also ask
questions during small and whole group instructional activities, as well as at the end of
the lesson.
Before lesson begins, I will ask the following questions to activate prior
knowledge of geometry.
Who has heard of the word geometry?
*Having students turn and talk with a partner will allow them to
brainstorm ideas about what they think geometry is. I will walk around
while they do this to use as a form of assessment to see what they really
know about geometry.
Does anyone know what geometry means?
Did you know that geometry is a part of math?
What types of things might we study in geometry?
What have you learned in geometry before? Shapes?
Does anyone know what a 2-D shape means?
What is an example of a 2-D shape?
During and after the video, I will ask the following questions:
Did you know that all of these shapes could be considered one type of
shape? Does anyone know what that is called?
Is it a polygon? Does anyone know why these are all polygons?
Kilgore, 11
Can you explain how a shape is considered to be a polygon or not?

When discussing the attributes of polygons, I will ask the following questions:
Can you describe whether you think this shape is a polygon or not?
Explain how you decided this shape was/wasnt a polygon.
What are the features of polygons that we have to look for to decide if
this shape is an actual polygon?
o Informal assessment will also be used during small group instruction when students are
working on sorting shapes into polygons or not polygons (See Handout 1). I will be able
to see students sorting shapes based on the polygon attributes we talked about and be able
to hear their reasoning behind the way they sorted them. Observing students identify and
describe the attributes that make up polygons will be helpful in letting me know what
they are understanding thus far. I will also be able to use questioning to redirect them or
guide them in a different direction. I will use the following questions:
How many sides does that shape have?
Do all the sides connect to one another just once?
Is the shape curved?
Can you explain and describe why that shape is/isnt considered to be a polygon?
o I will also use informal assessment during our whole group activity (See Handout 2).
Observing students identify, describe, and label the attributes of different polygons, as
well as asking the following questions will allow me to take a close look at their thinking
and what they are understanding so far. I will use the following questions:
What is an angle? How many does that shape have? How might we find out?
What is a vertex? Where are they located? How many on this shape?
Can you identify the sides? What is a side? How many are there? How do you
know?
I will also do a brief formal assessment at the end of the lesson through the use of an exit slip. I
will provide students with a sheet of paper where they will each have to describe one thing they
learned today and then one thing that they are still confused about or hope to learn about this
week using a complete sentence. See Handout 3.
Kilgore, 12
Tuesday, March 1, 2016
Name: Tori Kilgore
Grade Level: 2nd

Day:
Objectives:
polygons.
The students will be able to identify the names of polygons based on their attributes and
appearance (triangle, quadrilaterals, pentagon, hexagon).
materials.
Polygon attribute mystery worksheet (Handout 4)
PowerPoint Presentation for clicker questions (Handout 5)
Quick check worksheet (Handout 6)
Polygon manipulates for each small group
Clickers
Apple TV, teacher computer, projector, screen
Boys and girls, we are going to keep learning about polygons today. I have some really fun
things planned for you today! First, who can remind us what a polygon is?
o What features must a shape have in order for it to be considered a polygon?
o Can anyone name a type of polygon we learned yesterday?
o How many sides, angles, vertices does that shape have?
o What is an example of a shape that is not a polygon?
If needed, have the students finish the polygon attribute worksheet (Handout 2) that we started
yesterday. Complete this activity by projecting it back up onto the screen and allowing students to
do the coloring and identifying the number of sides, vertices, and angles. Then as a class, go over
Kilgore, 13
the names of each shape. Review previously done shapes from yesterday as well. Then begin with
the following activity:
Boys and girls, now that we have had some practice with identifying the number of sides,
angles, and vertices and then naming the shapes, we are going to practice that with a fun activity
today. You get to play the role of a detective and help solve some shape mysteries! We are going
to split up into two small groups. Half of the class will go with Mrs. Crockett and the other half
will come with me. (Based on the pretest I gave, I will take the lowest 8 students who showed
that they needed the most support in identifying sides, angles, and vertices.) In our small groups,
you will each get this worksheet that looks like a chart (Handout 4) and you can see that there are
a lot of empty boxes that we must fill in. That is your job as a mystery solver! You will use the
clues that the worksheet gives you to figure out which type of polygon it is talking about. We will
have to identify the name, shape, sides, and vertices of each shape on there. So make sure that
you use what we learned yesterday to help you be a great shape detective! In each group, we will
have a set of actual polygons that you can pick up, feel, and look at to help you solve our
mysteries! You will need your whiteboard as a hard surface to write on and a pencil. Please
quietly gather your supplies and meet us in your group.
o During this small group activity, the teacher should be the guide of the activity while the
students work to solve the mystery of each polygon. Go through each polygon together,
asking different students what we can do and how to help us figure out each shape based
on what the chart already gives us. Remind and encourage the students to pick up the
polygon manipulates, feel them, and identify the number of sides, etc. of each one to help
them solve the mysteries. Use the following questions as a guide:
What clue can we use to help us figure out this shape?
What clue do they give us so that we can find out how many sides, angles, and
vertices a shape has?
How do you know that that shape is called a pentagon, etc.?
How do you know that that shape has three vertices?
How can you use the shape word as a clue to how many sides a shape has?
Can you explain how you discovered that?
o When both groups are finished, collect the papers to review them for any mistakes or
errors. These can be used to help guide further instruction.
If one group finishes before the other, have the students in the group that are
finished take turns picking out a shape from the middle of the pile while the other
students arent looking. The student who picked the shape should place the shape
behind their back in their hands so that no other student can see it. This student
will then begin describing the attributes of the shape to the students until one of
the other students can guess what shape it is. Once someone guesses, the student
holding the shape should reveal the shape to the rest of the group and decide if
that student picked the correct shape. Continue this activity until the other group
has finished.
Next, the students will return to their seats and put all of their materials and supplies away. This
activity will help the students review everything we have learned thus far in the unit and will also
help the teacher get a good idea of who is catching on to what concepts. Pass out a clicker to each
student. The teacher must pull up the software on her computer as well as project her computer
Kilgore, 14
screen onto the big projector screen through the Apple TV. The students are very familiar with
using the clickers, but just remind them of the following procedures:
o Only press 1 answer button for each question
o Stay quiet until everyone answers
o Keep the clicker on your desk in one hand
o It is not a race to be the first person to submit an answer
The teacher should project the PowerPoint (Handout 5) onto the projector and go through each
question. Once the question is pulled up, the students should quietly read the question and answer
choices to themselves, and then choose the answer on their clickers. After every student has
submitted an answer, review the results as a class to see how many students got it right. Use the
following questions as a guide for discussing each question and answer:
o What makes that shape a polygon?
o Why did you choose that answer?
o Why is this answer wrong? Why might someone think this answer is correct?
o Can you explain what makes all of these shape polygons? What do they all have in
common?
o Which shape has the fewest numbers of (vertices, angles, sides)?
o Do this activity for as long as time allows.
When finished, have the students bring their clickers and place them in the correct spot in the bag,
and then go back to their seats.
The last thing that we are going to do today is a quick check to let me know how you are all
doing with what we have learned so far (Handout 6). When you get a paper, get out a pencil and
put your name on it, and then you can begin. Go over directions together as class. When you are
finished, you can bring it up to my desk.
o Boys and girls, I am so impressed with how well you are doing with polygons! You have
been working so hard and I can tell that you are really getting the hang of it! Tomorrow,
we are going to take our study of polygons one step further and I know you will really
enjoy the activities that I have planned for you!
o Informal assessments will take place throughout my whole lesson using several different
techniques and strategies, including:
o Questioning - I will use questioning throughout my entire lesson to help me understand
what skills students are learning and which skills are still not completely clear. This will
also help me see which students are doing really well and which students might need an
extra boost.
At the beginning of my lesson, I will ask the following questions to activate prior
knowledge and to review what we learned yesterday:
What features must a shape have in order for it to be considered a
polygon?
Can anyone name a type of polygon we learned yesterday?
How many sides, angles, vertices does that shape have?
What is an example of a shape that is not a polygon?
Kilgore, 15
During the small group activity where students will play the role of shape
detectives, I will ask the following questions:
What clue do they give us so that we can find out how many sides,
angles, and vertices a shape has?
How do you know that that shape is called a pentagon?
How can you use the shape word as a clue to how many sides a shape
has?
During the clicker question activity, I will ask the following questions for
discussion of the correct answers:
What makes that shape a polygon?
Why did you choose that answer?
Why is this answer wrong? Why might someone think this answer is
correct?
Can you explain what makes all of these shape polygons? What do they
all have in common?
Which shape has the fewest numbers of (vertices, angles, sides)?
o Also during this small group activity, the activity that students will be filling out will also
serve as a type of informal assessment since we are doing it together as a group. The way the
group of students go about doing this activity will help me understand how well the students
understand the concepts and skills alongside studying polygons. I will also be able to hear
their explanations and reasoning.
I will also do a brief formal assessment at the end of the lesson through the use of a quick check,
which is a half-sheet of paper; front and back full of questions regarding the skills we have been
working over the past two days. See Handout 6. The students will complete this individually and
I will use it as a guide for instruction. It will help me see who is really catching onto these skills
so far and who might need a little extra help. For those that need a little extra help, I will find
another way to teach them the skills and also another way for them to practice these skills.
Wednesday, March 2, 2016

Name: Tori Kilgore
Grade Level: 2nd
Kilgore, 16
Day:
Objectives:
The students will be able to partition circles, rectangles, and other polygons into halves, thirds,
and fourths by composing and decomposing shapes with manipulates and by drawing.
The students will be able to describe their partitioned shapes using the words halves, thirds, and
fourths.
materials.
2.G.3: Investigate and predict the result of composing and decomposing two- and threedimensional shapes.
2.G.5: Partition circles and rectangles into two, three, and four equal parts; describe the shares
using the words halves, thirds, half of, a third of, etc.; and describe the whole as two halves, three
thirds, and four fourths. Recognize that equal parts of identical wholes need not have the same
shape.
Polygon manipulates
Document camera, teacher computer, Apple TV, projector, screen
Mini student whiteboards and markers
Partitioning polygons group activity (Handout 7)
Partitioning polygons individual worksheet (Handout 8)
At the beginning of this lesson, I will do a short review of identifying and describing polygons to
help foster the transition of partitioning polygons in this lesson.
o Boys and girls, to begin todays lesson, we are going to do a short review session from
what we have learned the past two days. Use the following questions:
Describe a polygon.
Kilgore, 17

polygon?
Can anyone name a type of polygon we have learned and talked about?
Name two polygons. Which one has more sides? How do you know?
Would you please get out your whiteboard, markers, and eraser? Here is how this
activity is going to work: I am going to display a polygon on the document camera and
you will have to tell me the name of the shape and how many sides, vertices, and angles
that that shape has. Please put the following on your board:
Sides____ Angles____
Vertices____
_______________________________
_______
Then you will just fill in those four lines each time; do not erase this part on your
board.
Go through each polygon that has been discussed thus far by displaying it on the
screen. While students are working, walk around to observe and assess how
students are doing. Encourage students to hide their work when they are finished,
and then when everyone is finished, say, Show Me. Go over the correct answer
and use the following questions as a guide:
What clue did I give you so that you can find out how many sides,
has?
Please erase your boards. Now I am going to write the name of a shape or give you a
clue on how many sides, angles, or vertices that the shape has that I am thinking about,
and you must draw the shape on your whiteboard.
Go through each polygon that has been discussed thus far by giving clues on the
large whiteboard. While students are working, walk around to observe and assess
how students are doing. Encourage students to hide their work when they are
finished, and then when everyone is finished, say, Show Me. Go over the
correct answer and use the following questions as a guide:
Kilgore, 18
has?
What would I need to do to this shape to make it a triangle, pentagon,
etc.?
Great job everyone! I think we are now ready to move on to the next part of our 2-D shape unit
now that you know the names and attributes of all the polygons. Now, we are going to do a thing
called partitioning. Does anyone know what this word means? What does it mean to partition a
shape? Look up the definition if needed and have a student come up and read it.
o Lets start with a circle. Draw a circle on whiteboard and have students do the same on
their board. If I asked you to partition this circle in half, how would you do that? Show
me on your whiteboard. As students do this, walk around and observe. When everyone is
finished, have a student who has the correct answer come up and do it on the big
whiteboard. Then, use the following statements and questions as a guideline as you work
on more shapes.
What is a half?
Does this shape have two equal halves?
What is a third?
Does this shape have three equal parts? How do we know?
What is a fourth?
Does this shape have four equal parts? How do we know?
Do all of the equal parts have to be the same shape?
Do all of the equal parts have to be the same size?
Do halves, thirds, and fourths for the circle altogether as a class, having the
students practice on their whiteboards. Discuss the importance that all partitions
must be the same size, but do not necessarily have to be the same shape.
Now, to keep practicing partitioning with other polygons, we are going to split into two small
groups. I will take one group (the lower group based on the pretest assessment) and Mrs. Crockett
will take the other group. In our small groups, we will be working with polygon manipulates and
completing an activity that will help us learn this skill. Please bring your whiteboard, marker,
eraser, and a pencil with you.
o In each small group, first work with students on partitioning each polygon into halves,
thirds, and fourths. (Focus mostly on circles, rectangles, and squares then you can do
more difficult shapes for halves.) Do this by having the students draw the shape on their
whiteboard (look for neatly drawn shapes discuss that it is easier to partition) while the
teacher also draws it on their mini whiteboard. Each student should have their own set of
polygon manipulates and should use them for these activities. Use Handout 7 as a guide
and fill in this handout as you do those problems with each shape. Here is a list of
questions that should be used during small group:
What is a half?
What is a third?
What is a fourth?
Kilgore, 19
How many triangles do you think it will take to make a trapezoid? How can we
find out? (Same question for different polygons when composing and
decomposing See handout 7).
Could we make this shape using any other polygons? How many would it take?
If there is time left over after the small group activities are complete, send students back
to their seats to begin working on an individual assignment (See Handout 8), which is
also on partitioning, decomposing, and composing polygons. Work on this activity for as
long as time allows and it will be finished at the beginning of the lesson tomorrow. If
students have questions about this assignment, they can be answered. However, this is to
see what students can do by themselves and will be used to assess what students have
learned about partitioning thus far. Have students hand in their assignment when
complete. The teacher should check the worksheet and have students correct any
mistakes. Simply tell the students which problem is wrong, but make them attempt to try
and find their mistake first before giving assistance.
Informal assessments will take place throughout my whole lesson using several different
techniques and strategies, including:
o Questioning I will use questioning throughout my entire lesson to help me gain
knowledge about how students are understanding the skills and concepts that I am
teaching them. This technique will help me see which students are doing really well and
which students might need help with certain skills. This will also help me see as a whole
how students are doing with each skill and concept individually.
knowledge and to review what we have learned in the previous lessons:
polygon?
Can anyone name a type of polygon we have learned and talked about?
Name two polygons. Which one has more sides?
During the review activity where students are using their whiteboards to practice
identifying and describing polygons, I will ask the following questions:
What clue did I give you so that you can find out how many sides,
has?
Kilgore, 20

During the whole group instruction of partitioning, I will ask the following
questions:
What is a half?
What is a third?
What is a fourth?
During the small group activity where students are working on partitioning,
composing, and decomposing shapes, I will ask the following questions:
What is a half?
What is a third?
What is a fourth?
o Does this shape have four equal parts? How do we know?
How many triangles do you think it will take to make a trapezoid? How
can we find out? (Same question for different polygons when composing
and decomposing See handout 7).
Could we make this shape using any other polygons? How many would
it take?
o Also during the small group activity, students will be working as a group and individually
to partition, compose, and decompose shapes while working with manipulates and filling
out a worksheet. See Handout 7. This activity will also serve as a type of informal
assessment since we are doing it together as a group but also requires individual student
thinking and participation. The way the group goes about doing this activity will help me
gain insight to how well these students are understanding the concepts and skills
alongside studying polygons. I will also be able to see their explanations and reasoning.
I will also do a type of formal assessment at the end of this lesson that will lead into tomorrows
lesson. The students will be asked to complete a worksheet individually to show me how well
they are doing with partitioning polygons. See Handout 8. The students will complete this
individually and I will use it as a guide for instruction for tomorrows lesson, considering how
much I need to review and continue to practice this skill. This formal assessment will really help
me see not only which students are successful and struggling, but also which concepts and skill
seem to be sticking with the class as a whole. If there are some students whom need some extra
practice or a particular skill that I think needs to be taught again, I will find resources and plan
activities accordingly.
Kilgore, 21
Kilgore, 22
Thursday, March 3, 2016
Name: Tori Kilgore
Grade Level: 2nd

Day:
Objectives:
polygons.
fourths.
materials.
shape.
Identifying Polygons Worksheet Station 1 (Handout 9)
Attributes of Polygons Worksheet Station 2 Worksheet (Handout 10)
Partitioning Polygons Worksheet Station 3 Worksheet (Handout 11)
Polygon Sketch Activity Station 4 (Handout 12)
Polygon Manipulates
Large manila folders
Online stopwatch (http://www.online-stopwatch.com/countdown-timer/)
Teacher computer, Apple TV, projector, screen
Kilgore, 23
Todays lesson will primarily serve as a review of everything we have learned in the previous
lessons, but will also allow students to practice these skills individually and to show me what they
have learned. The activities that I have planned for the students will help prepare them for the
summative assessment in the next lesson.
Boys and girls, today I have some really fun activities planned for you! Remember how we did
stations all across the room a few weeks ago with our number sense activities? We are going to do
something very similar today, expect with 2-D shape activities! Although, before we do that, I
want to do a short review on partitioning shapes, which is what we learned yesterday. I want to
make sure everyone is ready to try this on his or her own today in one of our fun stations. Will
you please quietly get out your whiteboard, marker, and eraser? Before we begin, who can remind
us what the word partition means?
o Ask the students to draw a specific polygon on their whiteboards, and then ask them to
partition the shape a certain way, either in halves, thirds, or fourths. Encourage them to
hide their board when they are finished, and then have the students show you their
boards when everyone is done. Call on a student who has the correct answer to draw the
shape and partition it on the big whiteboard. Use the following questions for the
discussion of this activity:
What does it mean to partition a shape into halves, thirds, fourths?
Are these equal or unequal parts? How do you know?
Show me an example of a shape that is partitioned with unequal parts.
Explain how you can take a shape that is partitioned into halves and partition it
into thirds, fourths.
o Continue this activity for as long as the teacher deems necessary. Make sure to use the
three main shapes (circle, rectangle, triangle) and the three partitions (halves, thirds,
fourths).
Great job everyone! I am so proud of how hard you have worked this week and I hope today will
be very enjoyable for you all! Please listen carefully to the directions for our station activities.
There are going to be a lot of different things happening today at the same time, so listen closely
so you will know exactly what to do.
I have created 4 different station activities for you today. Half of the class will start with stations
1, 2, and 3, and the other half will start at station 4 because station 4 will take the longest out of
all the stations today. Then we will switch stations and groups. Please listen to the instructions for
all stations because each student will do them all.
o The 8 students who start at station 4 will be doing an activity that is called Polygon
Sketching - See Handout 12. This station will take place at both tables in our classroom.
You will go to one of the tables and sit in the chair. You will need a pencil. There are four
task cards on each table, and each student at that table will choose one. On that task card,
it asks you to use a certain number of each type of polygon to create a sketch. Who
knows what a sketch is? You will find all of the polygons that you need for your sketch,
which are in the container on the center of the table, and grab a piece of blank paper that
is on the table. You will begin putting your shapes on your blank piece of paper and
Kilgore, 24
moving them around until you decide exactly what type of sketch you want to create.
There are two examples of other students work on each table that you can look at for
ideas. Once you have your polygons arranged how you want them, you will trace around
them with your pencil and then place the shapes back in the container. Now, here are the
two rules for your sketch: your sketch must make an actual picture like the examples and
you must use all of the shapes that your task card says, but no more than that. Then, you
must add details in your background after you have your shapes traced. Once you have
your shapes traced and background added, you will need to bring me your task card and
sketch so that I can make sure you have all of the shapes you need and then if you have
time, you can color your sketch. When everyone is done, we are going to hang these out
in the hall! You will work on this until the timer goes off and then I will collect your
sketches and save them for us to finish another time. Any questions?
So while half of the class is working at station 4, the other half of the class will be
completing 3 different stations. You can see that there are 3 station signs around the room
with a large manila envelope by it. When we start, you will each bring a pencil and your
whiteboard as a hard surface, and pick a station you want to go to first. Please do not all
go to the same station at the same time; go to the station with the least amount of people
at it. You will grab the worksheet that is by your station and then go find a place to sit;
you can sit at a desk, or in any of the chairs around the classroom, but not at either of the
tables since they are being used for station 4. Once you have found a seat, you will put
your name on your paper, read the directions and complete the activity (be sure to check
for the backside). See Handouts 9-11. Each of the worksheets at these 3 stations is to be
done by yourself. Once you are done with one station, you will take it back to the correct
station that you got it from and place your completed activity in the manila folder. Then
you will go onto the next station and complete the same process. You will do this until
you have completed all 3 stations or time runs out. If you have an activity that is not
complete, you will bring it to me so that you can finish it another time. Any questions?
One last thing, I expect the room to be fairly quiet since all of these activities are being
completed individually; there is no reason to be talking if we are not working together. If
you have any questions about any station, please raise your hand or come find me; I am
more than happy to help. The time will be displayed on the screen in the front of the
room to give you an idea of how long you have left. Once the timer goes off, we will
switch groups and repeat the same process. I think you all are going to have fun with
these activities! Please take them seriously because tomorrow we will be having a test on
all of these things that we have learned this week. Use these different activities as
practice for tomorrow.
Alright if there are no other questions, please go ahead and get out your
whiteboard and pencil. The 8 students on the left side of the room will start at
station four and the students on the right will start with stations 1-3. As soon as
the timer begins, you can walk to your station. Here we go!
While students are working, walk around the room to manage each station as
well as assess how students are doing; also answer any questions that they have.
When the timer goes off the second time, have all students return to their seats
after they place their activities in the correct spots, and then have them put all
materials away.
Kilgore, 25
Did you enjoy the station activities? I am glad! Like I said earlier, tomorrow we
will be having a test. I would not give you a test if I did not think you were ready,
so I think you all are going to rock this test! I cant wait to see all of your good
work!
Informal assessments will take place throughout my whole lesson using different techniques and
strategies, including:
o Questioning I will use questioning throughout my lesson to help me gain knowledge
about how students are understanding the skills and concepts that I am teaching them.
This technique will help me see which students are doing really well and which students
might need help with certain skills. This will also help me see as a whole how students
are doing with each skill and concept individually.
knowledge and to review what we have learned in the previous lessons:
Who can remind us what the word partition means?
What does it mean to partition a shape into halves, thirds, fourths?
Are these equal or unequal parts? How do you know?
Show me an example of a shape that is partitioned with unequal parts.
Explain how you can take a shape that is partitioned into halves and
partition it into thirds, fourths.
While explaining the directions and process of all the stations that students will
be working at today, I will answer any questions that students have while also
asking questions that they will have to answer to show me that they know what to
do at each station, etc. Examples include:
What does a sketch mean?
Should we all start at the same station?
Should we be talking to one another?
Do we move around the room in between completing stations?
What do you do when you are done?
I will also use informal assessments by walking around and observing how
students are doing at each of the stations. I can also use the questions that they
have for me as a informal type of assessment because that helps me see what they
know and what they are still confused about.
Formal assessments will also take place in this lesson. Each of the four activities that students
complete at each station will be used to assess how the students understand each concept
individually since each station focuses on a different concept. Station 4 (See Handout 12) will
allow me to see how students can utilize their higher-order thinking skills to create a product with
the skills and concepts that we have been working on. I will most likely take a grade on each of
these activities. I will just evaluate that students used the correct amount of shapes and drew them
neatly for station 4. These four assessments will help me predict how students will do on the
summative, formal assessment tomorrow over all of these concepts.
Kilgore, 26
Kilgore, 27
Friday, March 4, 2016

Name: Tori Kilgore
Grade Level: 2nd

Day:
Objectives:
polygons.
fourths.
materials.
shape.
Summative Assessment (Handout 13)
Polygon Sketch Activities (Handout 12)
Polygon Manipulates
Kilgore, 28
This lesson will just serve as a summative assessment over everything the students have learned
this week about 2-D shapes. See Handout 13. This assessment will allow me to see how well the
students mastered the all of the skills and concepts this week.
There will be no review or any other instruction before I provide students with this summative
assessment. On Friday afternoons, regular math time is cut short due to early dismissal so I want
to make sure students have the full math time to do their best work on this assessment. I will pass
this assessment out as soon as math time starts.
o Boys and girls, today we will be taking a test over everything you have learned this
week about 2-D shapes. You all have worked so hard and did so well this week with all of
the activities and assignments, so I know that you will do great on this test. This is your
opportunity to show me everything that you have learned and know. Please take your
time and do your very best! When you get a test, please put your name on the side that
has the two boxes at the top, and then point to you name. Once everyone has their name
and is pointing to it, go over the directions. Go over what the students should do on each
part of the test, both front and back. Answer any questions and then have them begin.
Also, have them put up folders so that they can hide their work. When you are finished,
please put your test off to the side of your desk and place one of your folders over it.
Then, you can come up and get your polygon activity and finish working on your
polygon sketch. Please work quietly while others are still working on their test. You may
begin. Good luck!
When everyone is finished, have students raise their test up in the air and walk
around and collect them all. Have them put their folders away and everyone can
finish working on their polygon sketch activity (See Handout 12). Once the
teacher has checked it, they can color their drawing if they would like. Continue
for as long as time allows.
This lesson will primarily serve as my formal summative assessment for my 2-D shape unit. This
assessment will tell me what the students have learned throughout the week, which particular
skills stuck with which students, etc. This assessment will also serve as an evaluation of my
teaching. I can use this assessment to decide how to further my math instruction, which will soon
include building our knowledge and skills from 2-D shapes onto 3-D shapes.
This assessment is very differentiated and asks students to complete a variety of different tasks,
including drawing shapes, circling the correct shape or answer, explaining their answer through
words by reasoning, identifying sides, angles, and vertices, partitioning, and naming shapes based
on their appearance. I believe that this assessment serves as a great way to evaluate student
learning and is very differentiated so that it is fair to all types of learners.
Kilgore, 29
Lesson Plan Supports and Materials

Handout 1
Polygon/Not Polygon Sorting Activity
Polygon
Not a Polygon
Kilgore, 30
Handout 2
Polygon Attribute Worksheet
Name _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Polygon Attributes
Shape
(quadrilateral)
(quadrilateral)
(quadrilateral)
Draw it
Sides
Angles Vertices
Write it
Kilgore, 31
Handout 3
Exit Slip
Name _____________________________________
Write 1 thing that you learned today
________________________________________________________________________________________________
_______________________
________________________________________________________________________________________________
_______________________
________________________________________________________________________________________________
_______________________
Write 1 thing that you are still confused about or still want to learn.
________________________________________________________________________________________________
_______________________
________________________________________________________________________________________________
_______________________
Handout 4
Kilgore, 32
Polygon Attribute Mystery Worksheet
Kilgore, 33
Name _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Be a shape detective and fill in the chart based on what you know about polygons.
Name
Trapezoid
Rectangle
Quadrilateral
Picture
Sides
Vertices
Kilgore, 34
Handout 5
PowerPoint Slides for Clicker Questions
Kilgore, 35
Handout 6
Quick Check Worksheet
2D Shapes
Name _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
How many sides does a hexagon

have?
Draw a quadrilateral:
Draw a polygon:
What shape is this?
I s a rectangle a quadrilateral?
Kilgore, 36
2D Shapes
Name _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Which has more sides, a hexagon or

a pentagon?
How many angles does a pentagon

have?
Which has more vertices, a

quadrilateral or pentagon?
What shape has three angles?
Draw a trapezoid:
Kilgore, 37
Handout 7
Partitioning Polygons Small Group Activity
Partitioning Polygons
How many
How many
How many
How many
How many
cover the
cover the
cover the
cover the
cover the
Polygons and Pattern Blocks
Name_ _ _ _ _ _ _ _ _ _ _ _ _
? ________
? ________
? ________
? ________
? ________
Name__________
Kilgore, 38
One
and ________ triangles equal one
Two
and ________ rhombi equal one
Four
are equal to ________ hexagons.
Six
are equal to ________ trapezoids.
Two
are equal to ________ triangles.
Make each sentence true. Write less than, equal to, or

greater than.
One
One
is ______________________ 1 hexagon.
is __________________ 1 triangle.
4 triangles are ___________________ two
1 rhombus is ____________________ one.

Handout 8
Partitioning Polygons Individual Worksheet
Kilgore, 39
Kilgore, 40
Handout 9
Identifying Polygons Worksheet - Station 1
Kilgore, 41
Handout 10
Attributes of Polygons Worksheet Station 2
Kilgore, 42
Kilgore, 43
Handout 11
Partitioning
Polygons
Worksheet
Station 3
Kilgore, 44
Handout
12
Polygon Sketch Activity Station 4
Handout 13
Kilgore, 45
Summative 2-D Shape Assessment
Name: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
1. Draw a polygon.
2. Draw a quadrilateral.
Shape name: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Shape name: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
3. Which shape is a polygon? Circle it.
How do you know?

____________________________________________________________
____________________________________________________________
____________________________________________________________
_
4. Partition each shape into thirds.
5. Which shape is a quadrilateral? Circle it.
How do you know?

____________________________________________________________
____________________________________________________________
____________________________________________________________
10. Draw a hexagon. Name 2 attributes of the shape.
1. _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
2. _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Kilgore, 46
Name: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
6. Name the shape. Tell how many sides, angles, and vertices.
_ _ _ _ _ _ _ _ _ _ sides
_ _ _ _ _ _ _ _ _ _ sides
_ _ _ _ _ _ _ _ _ _ angles
_ _ _ _ _ _ _ _ _ _ angles
_ _ _ _ _ _ _ _ _ _ vertices
_ _ _ _ _ _ _ _ _ _ vertices
Shape: _ _ _ _ _ _ _ _ _ _ _ _ _ _
Shape: _ _ _ _ _ _ _ _ _ _ _ _ _ _
7. Partition each shape into fourths.
8. Draw the shape. Tell how many sides, angles, vertices.

Pentagon
_ _ _ _ _ _ _ _ _ _ sides
Triangle
_ _ _ _ _ _ _ _ _ _ sides
_ _ _ _ _ _ _ _ _ _ angles
_ _ _ _ _ _ _ _ _ _ angles
_ _ _ _ _ _ _ _ _ _ vertices
_ _ _ _ _ _ _ _ _ _ vertices
9. Partition each shape into halves.
11. Write the number of parts. Circle equal or unequal.
____
equal unequal
____
equal
unequal
____
equal
unequal
Kilgore, 47
Planning Commentary
1. Central Focus
a. Describe the central focus and purpose for the content you will teach in this
learning segment and the standards being addressed.
The central focus of my learning segment is that students will become familiar with the
concepts of 2-D shapes. Throughout the five lessons of my learning segment, students
will be able to identify, describe, classify, and draw a variety of 2-D shapes based on their
attributes. Students will also be able partition these shapes while predicting and
investigating what will happen when we compose and decompose 2-D shapes. Each of
the five lesson successively build and scaffold upon prior knowledge from the previous
lessons. Each lesson will incorporate learning activities that emphasize the importance of
all of the tasks regarding 2-D shapes above.
Standards being addressed:
2nd Grade Mathematics Geometry
o 2.G.1: Identify, describe, and classify two- and threedimensional shapes
(triangle, square, rectangle, cube, right rectangular prism) according to the
number and shape of faces and the number of sides and/or vertices. Draw twodimensional shapes.
o 2.G.2: Create squares, rectangles, triangles, cubes, and right rectangular prisms
using appropriate materials.
o 2.G.3: Investigate and predict the result of composing and decomposing two- and
three-dimensional shapes.
o 2.G.5: Partition circles and rectangles into two, three, and four equal parts;
describe the shares using the words halves, thirds, half of, a third of, etc.; and
describe the whole as two halves, three thirds, and four fourths. Recognize that
equal parts of identical wholes need not have the same shape.
b. Explain how your plans build on each other to help students deepen their learning
in your content area. Be specific in your explanation.
Before planning this learning segment, I assessed my students on their previous
knowledge of these skills that I would be teaching them to help me see what I need to
teach and what they already know. After looking at the pre-assessments, I concluded that
most students were still unclear on the concept of what a 2-D shape is. Therefore, I
started very basic in the first lesson, having students turn and talk about what they
thought a 2-D shape/polygon is. This also helped me assess right away what the students
thoughts and misconceptions were. The first lesson, we solely will focus on describing
and identifying polygons. I want students to be able to look at shapes and decide which
ones are polygons based on their attributes, which is why I planned a sorting activity in
small groups in this lesson (See Handout 1). Next, we build on our knowledge of
knowing what polygons are by looking at and describing their attributes. I chose to do
Kilgore, 48
this activity together as a class to make sure every student stays on the same page (See
Handout 2). In this activity, we will learn the meaning of side, vertices, and angle by
using different colored crayons and labeling these attributes on different types of
polygons. Once students are able to identify the number of sides, vertices, and angles that
each polygon has, they will then be able to identify the names of polygons based on their
attributes. If at any point in this activity that I feel I am going to slow for students and
they need a change of pace, I will adjust accordingly by having them finish this
worksheet with a partner and then have me check it. Once students are able to identify the
different attributes of polygons and are starting to become familiar with the names of
them, I wanted students to be able to apply this knowledge by being a shape detective
(See Handout 4). This activity requires students to think about how the different attributes
of shapes relate to one another and use particular attribute clues to try and solve what
shape the clues are talking about. This activity requires some high-order thinking because
it requires students to solve a problem in a non-traditional way. Instead of simply finding
all of attributes on the given shape, they will have to use the given attributes and often
draw the shape. Once students are able to complete tasks like this activity successfully, it
will show me that they are ready to take their knowledge of 2-D shapes one step further. I
decided to use the clickers and questions next because it would serve as a review, but also
require students to think about these concepts in a different context (See Handout 5).
Instead of drawing the shapes or visually finding the attributes, this activity requires
students to be able to think about what they have learned previously and apply it to these
questions in their heads. This activity should help reiterate these concepts but also force
students to think about them in a more abstract way. Now that students can identify,
describe, and classify polygons based on attributes, we can take it one step further by
discussing partitioning polygons. Students will learn how to partition shapes by
composing and decomposing polygons using polygon manipulates. Students will have to
predict and investigate how polygons can be partitioned using other polygon shapes by
using polygon manipulates hands on in small groups (See Handout 7). Then, we will
practice partitioning shapes by drawing lines to partition polygons in halves, thirds, and
fourths (See Handout 8). Students will need to see the importance of drawing the shapes
and lines neatly, and also the importance of making sure that each partition is equal in
size. In lesson 4, students will have the opportunity to practice all of these skills
individually in each station, which will allow them to self-assess and also help me assess
each student individually and the class as a whole to see how they are doing with each
concept we learned in each of the lessons thus far (See Handouts 9-11). Also in lesson
four, students will use higher-order thinking skills to use a particular number of certain
polygons to create a sketch that must create something real. This activity will require
students to be able to match the name of the shape to the real shape and be creative to use
these shapes to create a real image, which will allow them to see how 2-D shapes can be
used in the real world (See Handout 12). Through all of these learning tasks, activities,
and other materials I have provided my students will throughout my learning segment, I
Kilgore, 49
feel confident that students will be ready to take a summative assessment during lesson 5
to show me everything that they learned throughout this learning segment (See Handout
13). Using several other forms of assessments, including exit slips and quick checks (See
Handouts 3 and 6), will allow me to assess and manage how the students are making
clear and consistent connections throughout the learning segment that allows them to
deepen their knowledge on 2-D shapes.
2. Knowledge of Students to Inform Teaching
For each of the prompts below (2ab), describe what you know about your students with
respect to the central focus of the learning segment. Describe what assessment
information upon which you are building to plan this learning segment. Remember to
consider the variety of learners in your class who require different strategies/supports
(e.g., students with IEPs, behavior needs, English language learners, struggling readers,
underperforming students or those with gaps in academic knowledge, and/or gifted
students).
a. Prior academic learning and prerequisite skills related to the central focus: What
do students know, what can they do, and what are they learning to do? Remember
to provide specific examples and to utilize all assessment data available to you.
In addition, include observations you, your supervising teacher and/or parent/s
have made related to learning.
After talking with my supervising teacher once I decided on my central focus, we both
agreed that it would be the most beneficial to assess the students current knowledge of
the skills that I was about to teach them for several reasons. My supervising teacher had
yet to teach anything geometry related in math this school year. In addition, I looked at
the first grade standards to see what students should have learned last year, but there was
no way to know what they had learned and retained without giving them a way to show
us. The students should have learned about some 2-D shapes in first grade, including
circle, rectangle, and triangle, but I was unsure of how far their first grade teachers took
this topic. Giving the students a pretest overall seemed like the best fit and be very
beneficial to me when planning lessons to ensure that I was teaching students things that
they really needed to learn without being repetitive. I gave the pretest to the students
about two weeks before finalizing all of my lessons and activities of my learning
segment. This pretest really helped me break down a specific topic to focus on for each
day, and also gave me a good starting point. Based on the results of the pretest, I
concluded that all students were familiar with the following shapes: triangle, rectangle,
circle, and square because they were all able to draw them accordingly. When I took it a
step further, students were not able to draw any type of polygon or quadrilateral simply
because they did not know what types of shapes those were. I also gave them a few
shapes and asked them to circle the polygon and quadrilateral, and only two students
were able to do this. However, no students were able to provide sufficient reasoning as to
Kilgore, 50
why these shapes were considered a polygon or quadrilateral. Next on the pretest, I asked
students identify the number of sides and angles on a variety of shapes, and then identify
the shape name. About two-thirds of the class could identify sides and angles correctly,
but less than half of the class was able to neither recognize nor draw shapes including a
pentagon and hexagon. The last thing I concluded on the pretest was that only half of the
class was able to partition a circle, rectangle, and triangle into halves correctly. I could
see that there were some misconceptions there due to the fact that many students halves
were not equal. With the results of a pretest, I created a list of all of the different tasks
that I wanted to see if the students could do on their own on the pretest and made a list of
students who could and who could not do each of these tasks on a piece of paper. This list
will help me see how I should organize small groups by putting students with similar
needs into the same groups, challenging all of the higher students, and to help me see
which students are really advanced or struggling across the board of skills. This pretest
was overall very helpful in planning my unit because it gave me a great preview of who
could do what skill and also what skills I needed to spend the most and least time on
overall. In conclusion, I knew from the results of the pretest that I would teach every skill
that I gave on the pretest to ensure that all students would learn each of these skills
regarding 2-D shapes. I was also able to use the Math Pivot benchmark assessment that
students took two weeks before teaching my learning segment as a form of assessment
because there were two questions about pentagons and hexagons on this test. I was able
to pull up these questions and see how many students got these questions right and also
look at which students individually got these questions correct. For the students who got
these questions incorrect, I was able to see their answer choice. These two questions were
also very helpful for me to see what my students can do and what I need to teach them in
my learning segment.
b. How does what you know about your students, such as their everyday experiences,
cultural backgrounds and practices, and interests, impact your planning? How can
you build upon personal/cultural/community assets to teach the central focus?
Offer specific examples. Your writing of the Context for Student Learning
provides a foundation for answering this prompt. Review aspects of the Context
for Learning that are relevant and add additional information here that relates
specially to the learning segment on which you are planning to focus.
Spending the last six weeks getting to learn more about my students prior experiences,
backgrounds, cultures, and interests has had a huge impact in the way that I have planned
to teach my learning segment. While the majority of my students have had some
experience with 2-D shapes, I can tell that they are still not familiar with the more
complex 2-D shapes and other terms, including polygons and quadrilaterals. Therefore, I
think it will be very important for me to challenge them to think outside of the normal
circle, square, and triangle shapes, and to challenge them to think more intensely about
Kilgore, 51
other types of 2-D shapes and being able to compare and contrast them based on their
attributes. I also think it will be crucial of me to get my students to think more abstractly
about shapes in general, which will be done by partitioning and composing and
decomposing polygons using manipulates. Overall, my students are very eager to learn
and become excited to learn and try new things. I can say that they are neither afraid nor
intimidated by difficult tasks. My supervising teacher has done an excellent job of setting
up a comfortable and safe learning environment that I have definitely been able to
maintain. Therefore, I know that it will be easy to get them excited to learn about shapes
as long as you provide them with a purpose and keep them engaged in interactive
activities. Sometimes, this class can have a short attention span, so I know that it is
important to keep them moving and keep the lessons fast-paced. I have taken these things
into account by planning multiple activities for each lesson that require students to be in a
variety of places. They might start at their seat doing a whole group activity, and then be
on the floor for group work, and then they might be going around the room to do certain
tasks regarding 2-D shapes. I am not worried at all about their self- confidence or
motivation level at all regarding my central focus and I think the variety of activities and
tasks that I have planned for them will make them excited to learn and motivate them to
do their best while they are having fun. My students also work very well together,
whether in pairs or larger small groups. They absolutely love group work and like to
challenge one another. They do great when you do a couple tasks together and then
challenge them to do one on their own. They are very competitive when it comes to
learning, so I know that all my students will be putting forth their best effort in all of
these activities. My students also really like hands-on activities and creating things,
which is why I chose to work with polygon manipulates and have them do the sketch
activity. My overall goal for this learning segment is to excite students about learning 2-D
shapes and showing them that there is a purpose for doing so. I think bringing in the
polygon sketch activity where they can be creative and gives them an opportunity to
express themselves will be a great way to achieve this goal. In addition, the majority of
my students come from a low socioeconomic background and does not often get much
help with academics outside of school. Knowing this, I have created all of my activities
and learning tasks to be completed at school. Considering that some students work habits
may cause them to not finish during the lesson, I have set aside time in other parts of the
day that they can use to finish these tasks. Completing everything at school will also
allow me to see exactly what each student is capable of on his or her own, without the
help of a parent, guardian, or other student. One way I might challenge students through
this learning segment outside of school is to have them look for 2-D shapes in their
community to see how they are used and displayed in the real world. Lastly, there are
three students that I take into deep consideration when planning lessons, especially this
learning segment. There is one student in my classroom that has a hearing impairment
and rarely participates during activities. One way that I have made adaptations for this
student is by making sure that she will be near me in all instances that I am teaching,
Kilgore, 52
whether that be at the front of the room or doing small group work. This students desk is
already at the front of the room, but I will make sure that I have her sit beside me when
working in small groups to ensure that she can hear everything that is being said. This
student will also participate only if she is for sure of the answer, and so I take that
opportunity to let her participate and tell the rest of the students the answer. Another
student I deeply consider when planning is a student who has very poor work habits. This
student falls behind and gets distracted easily. One way I have made adaptations for this
student is to make sure that he is partnered with a hard working, on-task student in-group
work. If I see that he is falling behind, I will go stand by him or have him sit by me on the
floor to minimize distractions. This student knows that his poor work habits can cause
him to miss recess or other activities to finish his work. I also planned some extra time to
allow him to do his work. Lastly, there is one student in the class that does struggle in
working with groups due to getting along with other and also gets easily distracted when
sitting at his desk by himself. One way I have made adaptations for him is by making
sure he works with another student who is academically hard working and would not get
distracted by him. He needs to be with someone who motivates him to keep on task.
Also, I often stand by him during whole group or have the class point to where they just
wrote their answer, etc. and will not move on until every student has done so, which then
he will do his work. Lastly, there are a few students who are high-achievers in my
classroom that I always want to make sure are not bored with the work that we are doing.
To accommodate this, I often place these students together in pairs or small groups to
work together because they do a great job of challenging one another. If they are in a
small group together, I will often ask higher thinking and more in depth questions to
really get them to think deeply about the content. I have planned several times throughout
my learning segment to place these students in a group together so that I can challenge
them more than the other students who are on level.
3. Supporting Students Content Area Learning
Respond to prompts 3ac below. As needed, refer to the instructional materials and lesson
plans you have included to support your explanations. Use principles from research and/or
theory to support your explanations.
a. Explain how your understanding of your students prior academic learning (from
prompt 2a) guided your choice or adaptation of learning tasks and materials.
Based on the results of the pretest, I concluded that all students were familiar with the
following shapes: triangle, rectangle, circle, and square because they were all able to
draw them accordingly. When I took it a step further, students were not able to draw
any type of polygon or quadrilateral simply because they did not know what types of
shapes those were. I also gave them a few shapes and asked them to circle the polygon
and quadrilateral, and only two students were able to do this. However, no students
were able to provide sufficient reasoning as to why these shapes were considered a
polygon or quadrilateral. This part of the pretest proved to me that I needed to begin my
Kilgore, 53
learning segment by discussing the concept of 2-D shapes and what attributes make a
polygon a polygon. I did this by showing shapes that were examples and non-examples
of polygons and having students explain why. Then, I had them do a polygon sort
activity in small groups where they had to sort polygons and non-polygons and explain
why. I gave the students an exit slip assignment after the sort activity to get an idea of
what my students learned from it and what they were still confused about. Next on the
pretest, I asked students identify the number of sides and angles on a variety of shapes,
and then identify the shape name. About two-thirds of the class could identify sides and
angles correctly, but less than half of the class was able to neither recognize nor draw
shapes including a pentagon and hexagon. This part of the pretest helped me decide that
I wanted to start this concept as whole group, and then break into groups. While I knew
that many of the students knew how to identify sides, angles, and vertices, I wanted to
ensure that they could identify each of them separately while I was still able to teach
the other students how to do so as well. After doing an activity together as a whole
group, we then split into small groups, while I took the students who showed on their
pretest that they were not able to do this skills, and did a mystery shape activity. In this
activity, students had to use their knowledge of shape attributes to try and solve each
shape. The activity would give them clues of specific shape attributes and the students
would use those to figure out the shape and name of the shape. While the higher group
will most likely be able to do this faster, I will take the time with my group and focus
on the different shape attributes to make sure that these students understand the
differences between sides, angles, and vertices and how those affect the shape and their
name. I decided to give a quick check after this activity to ensure that all students are
catching onto shape attributes before moving on to partitioning. The last thing I
concluded on the pretest was that only half of the class was able to partition a circle,
rectangle, and triangle into halves correctly. I could see that there were some
misconceptions there due to the fact that many students halves were not equal.
Therefore, I knew that partitioning these simple shapes into halves needed to be
retaught before moving on to more complex polygons and partitioning into thirds and
fourths as well. I also decided to use polygon manipulates for this skill so that students
could see visually how 3 triangles can make up a trapezoid; the 3 triangles each
represent an equal third, etc. I think using hands-on shapes will help them see how
partitions must be equal in size, and it will also help them see how shapes can be
partitioned in multiple ways. This pretest was overall very helpful in planning my unit
because it gave me a great preview of who could do what skill and also what skills I
needed to spend the most and least time on overall. In conclusion, I knew from the
results of the pretest that I would teach every skill that I gave on the pretest to ensure
that all students would learn each of these skills regarding 2-D shapes. The pretest
results just helped me decide where to start, what order to teach these skills in, and
helped me form groups based on abilities.
Kilgore, 54
b. Describe and justify why your instructional strategies and planned supports are
appropriate for the whole class and students with similar or specific learning
needs. For example, as you consider the whole class, also consider students with
IEPs, English language learners, struggling readers, underperforming students or
those with gaps in academic knowledge, and/or gifted students.
For the student in my classroom who has a hearing impairment, I will make sure that
she is always near me so that she has the best opportunity of hearing my instruction and
directions up close. However, I will also reiterate this by using charts on the board,
displaying items through the use of the document camera and making sure that
directions are posted on each activity that is handed to the students. All of these
different varieties will ensure that not only this student, but also every student in the
class has multiple opportunities to know what they should be doing throughout every
lesson. Using visual references is a great use of minimizing questions about directions
and also holds students accountable for the task that they are supposed to be doing. For
the students who have trouble minimizing distractions and staying focused, I have
planned my lessons that so that there is no down time for this to happen. Each activity
leads to another activity until the end of the lesson. If I see students getting off task, I
will simply give them a reminder, stand by them or sit with them to get them back on
task. However, I feel confident that these students are going to like all of the hands-on
and station-like activities that I have planned for them that they will not have time nor
think about getting off task. I will make sure when grouping students that they are with
someone who will challenge them to do their best and keep on-task.
For my underperforming and struggling students (there are no students with IEPS nor
504 plans), I will use differentiated instruction by grouping students based on needs,
interests, and learning profiles. According to one source, different learners can benefit
most from varied forms of instruction due to the fact that all individuals possess
different strengths in different areas. Through flexible grouping, students move
throughout different groups because they are regularly assessed and move up or down
based on their readiness in a certain topic or skill (Koeze, 2007). I will use the results
based on the pre-assessment I conducted to form groups for different skills by placing
the students who have similar needs in the same group and working with just those
students in a small group instructional format in three of my lessons. The students who
are high achieving will also be working in group together where they can challenge one
another or completing the same activity in pairs. Based on the informal and formal
assessments that are conducted each day, I will decided which students should be in
which groups based on these circumstances and groups will be flexible and change
daily based on what I see from my students.
According to Gardner, people have different strengths and intelligences, and learn best
in different ways (Gardner, 1993). He poses seven intelligences that he believes
students learn. Throughout my lessons, I try to reach all of these intelligences in some
way. I included a video with music at the beginning of my unit, several hands-on
activities using the polygon manipulates, turn and talk discussions, whole group, small
group instruction. I have also included several ways for students to show what they
have learned which include by drawing shapes, explaining their reasoning by writing
sentences, circling the correct answer, filling in the blank, and writing the names and
attributes of shapes. I am also using posters and other images of shapes. I believe that
Kilgore, 55
through all of these forms of learning, students will have each have an equal
opportunity to learn and deepen their understanding and knowledge of 2-D shapes.
Lastly, I considered the Van Hiele Levels of Geometric Understanding when planning
these learning tasks, which is a theory involving levels of thinking in geometry that
students pass through as they progress from merely recognizing a figure to being able
to write a formal geometric proof (Mason, 2011). I knew by the end of my learning
segment, I wanted students to be entering level 3 regarding 2-D shapes. Level 1 is
simply where students can identify a figure based on its appearance, and begin to notice
the properties in level 2. In level 3, students begin to see figures as a collection of
properties and can recognize properties of geometric figures. Every student should be at
level 1 before beginning this unit, and I can help students reach level 2 by sorting
polygons and non-polygons based on their attributes. I can help students enter level 3
by teaching them to find the different attributes of polygons (sides, vertices, and angles)
and having them identify, classify, and describe polygons based on these features. They
can then begin to classify polygons based on attributes of polygons.
c. Describe common student errors or misunderstandings within your central focus
and how you will address them.
One common misunderstanding that I can see happening right away is the relationship
between polygons and quadrilaterals. Students often do not understand that quadrilaterals
are a special type of polygon. Students often think that polygons and quadrilaterals are
separate since they both have shapes that fit into each category. I will address this
misunderstanding by using charts that will stay hung up on the board throughout the
learning segment. At the top of the chart will be polygons, followed by all of the types of
polygons underneath. Once they see that quadrilaterals is listed under polygons that will
help them remember that quadrilaterals are in fact a type of polygon even though there is
more than type of quadrilateral unlike a pentagon or hexagon. Another common error
with my central focus is students confusing the vertices and angles. Students sometimes
have a hard time remembering that the inside of the shape where the two lines meet is the
angle while the actual point where they meet is called the vertices. One way that I will
address this common error is by having students practice labeling the sides, angles, and
vertices using different colors of crayons in lesson 2. Having the student practice
distinguishing between the two and seeing the difference visually when color-coordinated
will help them. I will also try to explain that the angle looks similar to a uppercase L
and that sometimes it is wider than L or thinner than L. The angle is the part of the
L that makes it look wider or thinner. One last common student error deals with
partitioning shapes and making each partition equal in size. I will address this issue by
simply having students practice partitioning shapes, and having students identify
examples that are partitioned equally and are not partitioned equally. I will also address
this common error by using polygon manipulates to show how 3 triangles can make a
trapezoid, and how the three triangles represent the three equal thirds, etc.
4. Monitoring Student Learning
Refer to the assessments you will submit as part of the materials for Task 1.
a. Describe how your planned formal and informal assessments will provide direct
evidence of students deepened learning in the content area. The assessments you
Kilgore, 56
choose will be critical to helping you complete Task 2 and 3. Choose a few
different types of assessments to help you gauge student learning and to provide
subsequent feedback to three target students (See Tips for Success below and
read Task 3 early in the process of planning).
I will use the pretests as a baseline of where my students were at the beginning of my
learning segment and compare those to the summative assessment that I provide at the
end of the learning segment to see how the students deepened their learning in this
content area. The polygon sort activity (See Handout 1) will serve as a type of informal
assessment that I can use during small groups to see how students are understanding the
attributes that make up a polygon. I will use the exit slip (See Handout 3) after the first
lesson as a formal assessment to give me an idea of things that students really caught on
to during the first lesson and what they are still confused about. I will use the shape
detective activity (See Handout 5) as a form of informal assessment that will allow me to
assess students current understanding of being able to identify shape attributes, and using
that to describe and classify polygons. At the end of lesson 2, I will give the students a
formal quick check (See Handout 6) to assess how well they are catching onto the
skills that we have learned thus far. The exit slip and quick check will inform me of how I
should adapt or change my lessons throughout the rest of the learning segment based on
what concepts students are catching on to and what concepts need more time and
practice. In small groups, I will do another informal assessment when working on
partitioning, composing, and decomposing shapes in lesson 3 (See Handout 7). This
informal assessment will allow me to see how students progress and are understanding
how polygons can be composed and decomposed to make new polygons. I will also have
students do a partitioning activity at the end of this lesson (See Handout 8) and will be
used as a formal assessment to see which students can partition shapes thus far and will
also help me inform my teaching for the beginning of lesson 4 to determine how much I
need to review. During lesson 4, each stations work will allow me to formally assess
how each student is doing with all of the content individually that we have learned
throughout the learning segment. See Handout 9-11). These station activities will help
students self-assess of how well they know the content and predict how well students will
do on the summative assessment at the end of the learning segment. It will also help me
see the comparison of how students did during group work compared to how they do
working on the same tasks individually. The polygon sketch activity (See Handout 12)
will allow students to use their higher-order thinking skills by taking what they have
learned about the attributes of different polygons and being able to create a real image
using these shapes. While this task allows students the opportunity to express their
creativity, it also assesses how students have deepened their knowledge of 2-D shapes by
being able to identify and draw these shapes while creating an image. Lastly, I will give
students a formal, summative assessment at the end of the learning segment that will help
me determine how much students grew and deepened their understanding of the skills
and concepts revolving around 2-D shapes. This summative assessment will cover every
Kilgore, 57
skill and concept that we learned throughout the learning segment. Each informal and
formal assessment that I conduct each day builds upon the knowledge that students are
learning and requires them to demonstrate how their knowledge has deepened each day
regarding 2-D shapes.
b. Explain how the design or adaptation of your planned assessments allows students
with specific needs to demonstrate their learning.
For example, consider all students, especially students with IEPs, English language
learners, struggling readers, underperforming students or those with gaps in
academic knowledge, and/or gifted students.
A critical thing that I will be looking for in each assessment that I conduct is whether or
not each student has tried his or her personal best and is improving based on their
personal level and needs. Each student in my class is starting on a different level, based
upon the pretests, and while I am providing each student with the same forms of
assessments, they all provide students to show their growth of learning through several
different forms. Throughout my assessments, you will find that they ask students to
complete a variety of different tasks, including drawing shapes, circling the correct shape
or answer, explaining their answer through words by reasoning, identifying sides, angles,
and vertices, partitioning, and naming shapes based on their appearance. I believe that
these assessments serve as a great way to evaluate student learning and is very
differentiated so that it is fair to all types of learners. While some students may be better
and drawing shapes than explaining their reasoning, these assessments allow each type of
learner to share their deepening knowledge and personal growth throughout the learning
segment. I am giving all students the same form of assessment because I believe that each
student is capable of doing very well on each of these. There are no students in my
classroom who need large accommodations or adaptations. However, for the students
who might need minor adaptations, such as reading the directions or staying on task, I
will provide those as needed. My students know that I will help them read the directions,
especially hard words like quadrilaterals. If I see that the students who have trouble
staying on task are distracted, I will simply give them a reminder or stand by their desk
while they work. My overall goal is to see growth everyday from each student
individually from the pretest, to the daily formal and informal assessments, and a large
improvement all the way to the summative assessment at the end of the learning segment.
Kilgore, 58
Works Cited
Research/Theory References
Howard Gardner. (2010). Multiple Intelligences. Retrieved February 13, 2016 from
http://www.howardgardner.com/MI/mi.html
Koeze, Patricia A. (2007). Differentiated Instruction: The Effect on Student Achievement in an
Elementary School. Master's Theses and Doctoral Dissertations. Paper 31.
Mason, M. (in press). The van Hiele Model of Geometric Understanding and Mathematically
Talented Students. Journal for the Education of the Gifted.
Lesson Plan Supports, Materials, and Assessment References
Learning Shapes - Second Grade. (n.d.). Retrieved February 4, 2016, from
https://www.youtube.com/watch?v=xgQJcN-hMpc
Handout 1 Polygon/Not Polygon Sorting Activity Retrieved February 5, 2016 from
https://www.teacherspayteachers.com/Product/Polygons-Task-Cards-and-Activities-1077910
Handout 5 PowerPoint Slides for Clicker Questions Retrieved February 5, 2016 from
Handout 8 Partitioning Polygons Retrieved February 5, 2016 from
http://www.2ndgradeworksheets.net/ccss2g3/ccss2g3a.pdf
Handout 9-11 Station Activities Retrieved February 7, 2016 from
https://www.teacherspayteachers.com/Product/2nd-Grade-Common-Core-Math-Assessments-160STUDENT-PAGES-ALL-STANDARDS-1139783
Handout 12 Polygon Sketch Activity Retrieved February 5, 2016 from

Tpa 1

Enviado por

Dados do documento

Descrição original:

Título original

Direitos autorais

Formatos disponíveis

Compartilhar este documento

Compartilhar ou incorporar documento

Opções de compartilhamento

Você considera este documento útil?

Este conteúdo é inapropriado?

Direitos autorais:

Formatos disponíveis

Tpa 1

Enviado por

Direitos autorais:

Formatos disponíveis

Teacher Performance

B. Lesson Plans for Learning

C. Lesson Plan Supports, Materials,

Tips for Success: Understanding Personal/Community/Cultural Assets

Grade Level: 2nd

Title of Learning Segment: Exploring 2-D Shapes!

Can you explain how a shape is considered to be a polygon or not?

Grade Level: 2nd

Title of Learning Segment: Exploring 2-D Shapes!

Wednesday, March 2, 2016

Grade Level: 2nd

What features must a shape have in order for it to be considered a

Can you explain how you discovered that?

Grade Level: 2nd

Title of Learning Segment: Exploring 2-D Shapes!

Friday, March 4, 2016

Grade Level: 2nd

Title of Learning Segment: Exploring 2-D Shapes!

Lesson Plan Supports and Materials

Polygon/Not Polygon Sorting Activity

How many sides does a hexagon

What shape is this?

Which has more sides, a hexagon or

How many angles does a pentagon

Which has more vertices, a

What shape has three angles?

Polygons and Pattern Blocks

and ________ triangles equal one

and ________ rhombi equal one

are equal to ________ hexagons.

are equal to ________ trapezoids.

are equal to ________ triangles.

Make each sentence true. Write less than, equal to, or

4 triangles are ___________________ two

1 rhombus is ____________________ one.

Polygon Sketch Activity Station 4

3. Which shape is a polygon? Circle it.

How do you know?

5. Which shape is a quadrilateral? Circle it.

How do you know?

7. Partition each shape into fourths.

8. Draw the shape. Tell how many sides, angles, vertices.

9. Partition each shape into halves.

11. Write the number of parts. Circle equal or unequal.

Você também pode gostar