Teaching Work Sample

Tessa Ziemba
Math / Geometry
Fred Assam Elementary
4th Grade
4/2/18
 TABLE OF CONTENTS
CONTEXTUAL FACTORS
COMMUNITY
DISTRICT/SCHOOL
CLASSROOM
Implications for Instruction
GOALS AND OBJECTIVES
TIME LINE AND LESSON PLANS
Time Line
Lesson Plans
Reflection Log
ASSESSMENT
Pre-Assessment
Ongoing Assessment
Post Assessment
DATA ANALYSIS AND RECOMMENDATIONS
Individual students
Whole Class
SUMMARY OF STUDENT PROGRESS
 CONTEXTUAL FACTORS
Community – The city of Branon Valley is located in south eastern South Dakota. Brandon Valley is a

suburb of Sioux Falls, SD. It is located 5 miles east of Sioux Falls and has a population of about 9,923.

Brandon Valley is a rural community.

District/School – Fred Assam Elementary is a part of the Brandon Valley school district, even though it

has an address that is located on the edge of Sioux Falls. This gives Fred Assam an increasing amount of

diversity in our school from the Sioux Falls area. The Brandon Valley school district has about 2800

students enrolled.

Classroom – 4th Grade

I am teaching in a 4th grade classroom that currently has 23 students in it. The classroom has 11

boys and 12 girls. There are 3 students that are receiving special education or speech services. One

student is on an IEP for a learning disability. One student is considered health impaired for work

completion and writing. Another student is on an IEP to receive speech services twice a week for 20

minutes. We also have 2 English Language Learners in our classroom, who both receive reading

interventions. The students in name are from ages 9-10. There are 4 African American students in the

class, 1 Hispanic, 1 Asian and White, non-Hispanic.

Implications for Instruction

This class has a large variety of learning abilities. There are students that excel and are

above grade level in math and students who are significantly below grade level. This could

make planning difficult to meet the needs of each student. I plan to partner students using

strategic grouping, I also plan to make sure differentiation is taking place in each lesson. I plan

to meet multiple learning styles by teaching in a variety of ways. Some of the students that are

on IEPs are allowed to go down to the special education or ELL classroom to work on their
independent work, this enables the students to get the more individualized instruction that

they need.

GOAL AND OBJECTIVES

Unit Goals:
Students will be able to draw and measure angles and be able to classify them as acute, obtuse,
straight, or right.
Students will classify different types of lines, triangles, and quadrilaterals.
Unit Objectives:
Students will draw points, lines, line segments, and rays and identify these in two dimensional figures
with 90% accuracy.

Students will draw parallel, intersecting, and perpendicular lines and identify these in two-dimensional
figures with 90% accuracy.

Students will gain conceptual understanding of angles by identifying how much of a turn different angles
with 90% accuracy.

Students will use concepts of angle measurement to classify angles as right, obtuse, acute and straight 9
out of 10 times.

Students will use a protractor to measure angles to the nearest degree.

Students will use a protractor to draw angles of a specified measure within 2 degrees.

Students will solve addition and subtraction problems to find unknown angles on a diagram, in real-
world and in mathematical situations with 90% accuracy.

Students will classify triangles based on angle measure and describe triangles using their attributes with
90% accuracy.

Students will classify quadrilaterals using their attributes with 90% accuracy.

Students will identify figures with line symmetry and draw lines of symmetry with 90% accuracy.

Unit Standards:
4.G.1 Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and
parallel lines. Identify these in two dimensional figures.
4.G.2 Classify two-dimensional figures based on the presence or absence of parallel or perpendicular
lines, or the presence or absence of angles of a specified size. Recognize right triangles as a category,
and identify right triangles.

4.G.3 Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the
figure can be folded along the line into matching parts. Identify line-symmetric figures and draw lines of
symmetry.

4.MD.7 Recognize angle measure as additive. When an angle is decomposed into non-overlapping parts,
the angle measure of the whole is the sum of the angle measures of the parts. Solve addition and
subtraction problems to find unknown angles on a diagram in real world and mathematical problems,
e.g., by using an equation with a symbol for the unknown angle measure.

4.MD.6 Measure angles in whole-number degrees using a protractor. Sketch angles of specified
measure.

4.MD.5 Recognize angles as geometric shapes that are formed wherever two rays share a common
endpoint, and understand concepts of angle measurement: a. An angle is measured with reference to a
circle with its center at the common endpoint of the rays, by considering the fraction of the circular arc
between the points where the two rays intersect the circle. An angle that turns through 1/360 of a circle
is called a “one-degree angle,” and can be used to measure angles. b. An angle that turns through n one-
degree angles is said to have an angle measure of n degrees.

I CAN STATEMENTS:
I can identify a line of symmetry in a variety of figures.

I can draw a line(s) of symmetry.

I can group shapes based on the types of lines they have.

I can group shapes based on the types of angles they have.

I can tell the difference between right triangles and other triangles.

I can draw and identify points, lines, line segments, and rays in two dimensional figures.

I can draw and identify angles (acute, obtuse, right) in two dimensional figures.

I can draw and identify parallel and perpendicular line segments in two-dimensional figures.

I can measure an angle.

I can measure pieces of an angle to find the total degrees.

I can find unknown angles using an equation (math sentence)

I can use a protractor to measure and draw angles.

I can identify angles as two rays that share a point.

I can measure an angle in units called degrees.

I can use fractions of a circle to measure an angle.

I can count the number of one degree turns to measure an angle.

TIMELINE AND LESSON PLANS

Timeline
Lesson # Lesson 1 Lesson 2 Lesson 3 Lesson 4
Date 3/02/18 3/05/18 3/07/18 3/08/18
Time 9:45-11:00 10:30-11:45 9:45-11:00 10:00-11:00
Lesson Title Rays, Lines, Line Parallel and Modeling Angles Classify Angles
Segments, Point Perpendicular
Lines
Standards 4.G.1 4.G.1 4.MD.5a 4.MD.5b

Lesson Objectives Students will Students will Students will gain Students will use
draw points, draw parallel, conceptual concepts of angle
lines, line intersecting, and understanding of measurement to
segments, and perpendicular angles by classify angles.
rays and identify lines and identify identifying how
these in two these in two- much of a turn
dimensional dimensional different angles
figures. figures. have.
Procedure Foldable, Review, Mini- Review, Mini Review, Mini
Practice, Mrs. Lesson, Lesson, Practice Lesson, Classify
Ziemba Says Classroom individually and Activity,
Activity Examples, Mrs. with partners Worksheet, Mrs.
Ziemba Says Ziemba Says
Activity Activity
Assessment Foldable Class Discussion Worksheet from Worksheet from
Desk Work Index Cards textbook, Desk textbook, Desk
Worksheets Mrs. Ziemba Says work work, Classify
Mrs. Ziemba Says Game Activity
Game Worksheet

Lesson # Lesson 5 Lesson 6 Lesson 7 Lesson 8

Date 3/9/18 3/12/18 3/13/18 3/14/18
Time 9:45-11:00 10:20-11:45 10:00-11:00 9:30-11:00
Lesson Title Measure Draw Angles Solve Problems with Angles Triangles
Angles

Standards 4.MD.6 4.MD.6 4.MD.7 4.G.2

Objectives Students will Students Students will solve addition and Students will
use a will use a subtraction problems to find classify
protractor to protractor unknown angles on a diagram, triangles based
 measure to draw in real-world and in on angle
angles to the angles of a mathematical situations. measure and
nearest specified describe
degree. measure. triangles using
their attributes.
Procedure Demonstration Review, Review, PowerPoint, PowerPoint,
, Video, Demonstrati Worksheet, Mrs. Ziemba Says Video, Triangle
Practice, I on, Activity Sort on
have, Who has Practice, Smartboard,
Game, Guess My Task Card
Worksheet Angle, Activity,
Worksheet Color/Classificat
ion Worksheet
Assessment Worksheet, Guess My Worksheet, Smartboard
I have who has Angle Desk Work, sort, Task
game, Practice Practice Mrs. Ziemba Says Activity Cards,
Examples Problems, Color/Classificat
Worksheet ion worksheet
Lesson # Lesson 9 Lesson 10 Lesson 11
Date 3/19/18 3/20/18 3/21/18
Time 10:20-11:45 9:45-11:00 9:45-11:00
Lesson Title Quadrilaterals Lines of Review
Symmetry
Standards 4.G.2 4.G.3 4.G.1,4.G.2,4.G.3,4.MD.7,4.MD.
6,4.MD.5

Objectives Students will Students 1)Students will classify

classify will identify quadrilaterals using their
quadrilaterals figures with attributes.
using their line 2) Students will use a protractor
attributes. symmetry to measure angles to the
and draw nearest degree.
lines of 3) Students will identify figures
symmetry. with line symmetry and draw
lines of symmetry.
4) Students will use concepts of
angle measurement to classify
angles
Procedure Discussion/Po Quadrilater Nearpod,
werPoint, al Review, Stations
Quadrilateral Practice 1)Angle Measurement
Club, Problems 2)Classifying Angles
Worksheet, with Desk 3)Classifying Quadrilaterals
Sorting Game Work, Line 4) Lines of Symmetry
Symmetry
Booklet and
Quadrilater
 al
Worksheet
Assessment Desk Work, Fist to Five Nearpod responses, Task Cards,
Worksheet Worksheet Lines of Symmetry Worksheet
Fist to Five Symmetry
Booklet

Lesson Plans:
Dakota State University
College of Education
LESSON PLAN FORMAT

Name: Tessa Ziemba

Grade Level: 4th Grade
School: Fred Assam Elementary
Date: 3/2/2018
Time: 9:45-11:00

Reflection from prior lesson:

Students just completed a unit on perimeter and area. They also completed a Pre-
Assessment for our unit on Geometry. The average of the pre-assessment was a 45%.

Lesson Goal(s) / Standards:

4.G.1 Draw points, lines, line segments, rays, angles (right, acute, obtuse), and
perpendicular and parallel lines. Identify these in two dimensional figures.

Lesson Objectives:
Students will draw points, lines, line segments, and rays and identify these in two-
dimensional figures.

Materials Needed:
Worksheet from Math Book
Ray, Line Segment, Line Worksheet
Plain paper for foldable
Scissors
Markers or something to write with
Smartboard and PowerPoint from Book

Contextual Factors/ Learner Characteristics:

23 Students Total
3 Students on IEPs
2 ELL Students

A. The Lesson
1. Introduction (15 Mins)
I will hand back students pre-assessment so they can look over their scores. I will
then introduce the Geometry Unit. “We just finished out unit over perimeter and area.
Today we are going to begin our unit on Geometry. We will learn different types of
angles and how to draw angles, we will also learn what perpendicular and parallel
lines are. Today we are going to start with lines, line segments, rays. Does anybody
know what a line segment is? How about a ray?”
2. Content Delivery (50 Mins and Direct Instruction)
“We will begin by making a foldable to learn each of our terms.” I will show them how to
fold and cut their papers to make the foldable. (Fold in half, divide it into 4 sections, and
cut on the lines.) “Now that we have made our foldables we will start with the first term,
point.” I will say the definition and write it on the board. “You can write point on the first
flap of your foldable and the definition under the flap.” I will give students some time to
write down the definition. I will walk around the room to monitor students progress. I will
then draw an example of a point and show them how to label it in their foldable. We will
then follow the same process for line segment, line, and ray.
Once we are finished with our foldables, I will put a few examples of the different objects
on the board. I will have students write their answers on their desks using a whiteboard
marker. I will walk around to check students answers, then I will call on a student to give
their write their answer on the smart board. We will go through 4 different questions
together as a class. “Now we are going to get moving! I am going to have you all stand
up and we are going to play a game of Simon Says but with different actions that
represent rays, line segments, lines, and points. Stand up and I will show you each of
the actions.” I will show students the different actions. “Now we are going to practice.” I
will say “Mrs. Ziemba says ray and you will make the action.” After we practice a few
times, we will play a round and if you make the wrong sign, you will take a seat.” Great
job everyone! Now I have a worksheet so we can practice these terms some more. You
are going to circle the rays blue, lines green, and line segments red. After you circle the
item, I want you to label the item as well. When you are finished with this assignment, I
want you to do the problem solving page from your book.
3. Closure (10 Mins)
“When you are finished with your assignment you can hand it in to the math box. When
there is 10 minutes left in class we will play another game of Mrs. Ziemba Says.” We will
play a round or 2 of the game to review each of the terms.
B. Assessments Used
-Walking around the room and checking students answers on their desks
-Foldables
-Mrs. Ziemba Says Game
-Worksheet
C. Differentiated Instruction
I will be using both kinesthetic and spatial learning styles by using the foldable and the
Mrs. Ziemba says game.
D. Resources
http://www.createteachshare.com/2016/04/engaging-lessons-to-explore-geometry.html
https://www.teacherspayteachers.com/Product/Lines-Segments-and-Rays-2451944
McGraw-Hill My Math Grade 4 Volume 2
 Dakota State University
College of Education
LESSON PLAN FORMAT

Name: Tessa Ziemba

Grade Level: 4th Grade
School: Fred Assam Elementary
Date: 3/5/17
Time: 10:30-11:45

Reflection from prior lesson:

The previous lesson was one lines, line segments, and rays. Overall, the students
grasped these three items very well. I noticed from my formative assessments that the
students could all look at a line, line segment, and ray and identify which was which.
They students loved the “Mrs. Ziemba Says” activity. Putting the material into action
helped the students look at the material in a different way and I could tell it helped the
students that didn't catch on as quick when working on the foldable.
Lesson Goal(s) / Standards:
Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and
parallel lines. Identify these in two-dimensional figures.

Lesson Objectives:
Students will draw parallel, intersecting, and perpendicular lines and identify these in
two-dimensional figures.
Materials Needed:
Index Cards
PowerPoint
Dry Erase Markers
Math Books
Contextual Factors/ Learner Characteristics:
23 Students Total
3 Students on IEPs
2 ELL Students

A. The Lesson
1. Introduction (10 Mins)
Who can tell me what we learned in math on Friday? (Lines, Line Segments, Rays)
What is a line? What is a line segment? What is a ray?
Great job! We also learned how to label lines, line segments and rays. Can someone
come up to the board and show me how you would identify or label Ray AB (I will
draw a ray AB on the board) What if it was a line segment or a line? How would we
label those?
 Now that we now lines, line segments are arrays we are going to look at Parallel and
Perpendicular Lines.
2. Content Delivery (1 Hour - Direct Instruction)
I will put the PowerPoint on Parallel and Perpendicular lines on the smart board. I will
begin by having students read the definition of Parallel lines and I will show them an
example. I will also show them the symbol that represents parallel lines. The next slide
has pictures of real world examples of parallel lines. I will have students come up to the
board and draw lines on where they see parallel lines in the pictures. We will do the
same for perpendicular and intersecting lines. When we are through all of the examples
I will have three problems on the board. Students will use their whiteboard markers to
identify what the image represents (ex. Parallel, perpendicular, or intersecting lines.) I
will walk around the room to check their answer, we will then do them together as a
class. We will do a few more examples as a class. Once I see that students are
grasping the material, I will give them an index card. “On your index card you are going
to walk around the room in a quiet and respectful manner, and write down examples of
parallel, perpendicular, and intersecting lines that you see around the classroom. When
you have three examples, I want you to go back to your desk and we will share some as
a group.” I will give students about 5 minutes to complete this activity. When we are
finished I will make a list of their examples on the board. Students will be able to show
what they found. “Great job, I am so proud of how attentive you were today! Turn to
page (..) out of your textbook and tear it out. Your independent practice is going to be
completing this worksheet.
3. Closure (5 Minutes)
When there is 5 minutes left in class, I will have the students stand and we will do the
“Mrs. Ziemba Says” activity. I will add in the movements for parallel and perpendicular
lines.
B. Assessments Used
-Checking for understanding as I walk around the room and look at the answers on their
desks.
-Mrs. Ziemba Says Activity
-Worksheet
-Index Card and Group share
C. Differentiated Instruction
We will be doing whole group and independent work. Students will be moving when
they are exploring the room for different lines. They will also be moving with the Mrs.
Ziemba says activity.
D. Resources
McGraw-Hill My Math Grade 4 Volume 2

Dakota State University

College of Education
LESSON PLAN FORMAT

Name: Tessa Ziemba

Grade Level: 4th Grade
School: Fred Assam Elementary
Date: 3/7/17
Time: 9:45-11:00

Reflection from prior lesson:

The last lesson was on parallel and perpendicular lines. Students did a great job
identifying parallel, perpendicular, and intersecting lines. I had them come up to the
smart board and draw lines on pictures of real-world objects, they were excited about
finding multiple lines and they all wanted to find more. They also did a great job finding
different lines around the room. They all had a variety of examples from around the
room instead of having the same ones as a neighbor. When students began working on
their assignment, I noticed they would have a difficult time when they had to look at
multiple lines and identify them.
Lesson Goal(s) / Standards:
4.MD.5b An angle that turns through n one-degree angles is said to have an angle measure of
n degrees.

Lesson Objectives:
Students will gain conceptual understanding of angles by identifying how much of a turn
different angles have.
Materials Needed:
PowerPoint from Book
White board markers
Worksheet
Contextual Factors/ Learner Characteristics:
23 Students Total
3 Students on IEPs
2 ELL Students
A. The Lesson

1. Introduction (15 Mins)

On Monday we learned the difference between parallel, perpendicular, and
intersecting lines. Before we begin today's lesson I’d like you to identify/label my
drawing on the board (I will have draw a line that is perpendicular with a line
segment. You may write your answer on your desk. I will give students time to
answer. Now I would like you to compare your answer with a partner.
Today we are going to begin learning about angles. An angle is a geometric shape that
is formed when two rays have the same endpoint.

2. Content Delivery (45 Mins Direct Instruction)

I will draw an example of an angle on the board. I will also explain that “angles are
measured by the amount of rotation or turning from one ray to another.
The angle that you are measuring is shown by an ARC between the two rays (I will
demonstrate.)
As a class we will work through the books PowerPoint presentation. Students will begin
by drawing an angle that measures ¼ of a turn. “Now I would like you to try and draw an
angle that measures less than ¼ of a turn. Use the center of the circle as an endpoint,
draw a ray that is inside the angle you just drew.” We will then do the same but with an
angle that is greater than ¼.

Does that drawing on the board show an angle that has measure of greater than, less
than, or equal to ½ of a turn?
We will then go through a few practice problems as a class. I will let them work
independently on their desks and then we will go over them as a whole class.
Next, I will explain that the hands on a clock can be measured as angles, we will try an
example using a clock.
After we have practiced as a whole group I will have students work with partners. I will
put a problem on the board and have students both write the answers on their desks. I
will have the partners check each other's work and discuss if they think they are write or
wrong.
You may rip the worksheet out of your books and begin working.
3. Closure (5 Min)
Let's review, turn to your partner and tell them what makes up an angle? (Two rays and
an endpoint)

B. Assessments Used
Assignment from Math Book
Checking students work on desks
C. Differentiated Instruction
Students will be working individually and in groups.
D. Resources
McGraw-Hill My Math Grade 4 Volume 2

Dakota State University

College of Education
LESSON PLAN FORMAT

Name: Tessa Ziemba

Grade Level: 4th Grade
School: Fred Assam Elementary
Date: 3/08/18
Time: 10:00-11:00

Reflection from prior lesson:

In the previous lesson, students learned what an angle is and how to classify them
based upon the turn of the angle. They had to identify if angels had a ¼ of a turn, ½ of a
turn, or a full turn. Many of the students grasped this concept quickly, while some
struggled with which side of the angle to measure. This was the only part that some
students struggled with in the lesson. Once they understood that the arch in the angle
showed the turn of the angle, they did better. I noticed from the formative assessment,
that when drawing angles, students also forgot to identify the turn of the angle.
Lesson Goal(s) / Standards:
4.MD.5b
Math Practice Standards
1,2,3,4,6,7
Lesson Objectives:
Students will use concepts of angle measurement to classify angles.
Materials Needed:
Smartboard PowerPoint
Angle Pictures and Classification Signs
Dry Erase Markers
Math Book
Contextual Factors/ Learner Characteristics:
23 Students Total
3 Students on IEPs
2 ELL Students

A. The Lesson

1. Introduction (10 Mins)

I began the lesson by drawing 4 different angles on the board. I will ask students what it
means to classify an object. For example, scientists classify living things by putting them
into groups that are alike. Today we are going to learn how to classify different types of
angles.

2. Content Delivery (40Mins Direct Instruction)

I will describe each type of classification using the angles that I drew on the board. I will
describe acute angles, obtuse angles, straight angles, and right angles. I will also play a
video by mathantics, that further describes how to classify angles. After going over the
different types of angles and watching the video, I will pull up examples of angles on the
smart board and have students classify them on their desks. I will then call out a type of
angle and have students come up to the board to draw an example. After doing a few
examples on the smart board, I will tape 23 different angles on the board. I will draw
students names to come up to the board to take an angle. Students will then figure out
what angle they are and find their classification around the room. (I will have acute,
obtuse, and right signs taped up around the room.) We will then trade angles and do the
activity again. When students are finished they will work on their worksheet from the
textbook.
3. Closure (10 Mins)
When there is 10 mins left in class. I will have them stand up to play Mrs. Ziemba says,
but we will add actions for acute, right and obtuse angles. I will show them the new
hand gestures and we will play 2 rounds of this activity.

B. Assessments Used
Desk Problems
Task Cards
Worksheet
Mrs. Ziemba Says

C. Differentiated Instruction
Students will be working individually and they will also be moving around the classroom
in this lesson to classify their angles. I will also be using multiple learning styles when
students play the Mrs. Ziemba says game and by watching a video that further explains
the topic.
D. Resources
McGraw-Hill My Math Grade 4 Volume 2
https://www.youtube.com/watch?v=DGKwdHMiqCg&t=290s

Dakota State University

College of Education
LESSON PLAN FORMAT

Name: Tessa Ziemba

Grade Level: 4th Grade
School: Fred Assam Elementary
Date: 3/9/18
Time: 9:45-11:00

Reflection from prior lesson:

In the previous lesson students learned how to classify angles. Some students had
previous experience doing this, so it came easy to them. I noticed that the video I
played from Math Antics, helped the students grasp the topic. This video had great
visuals that help reinforce what they needed to learn. I also noticed that the Mrs.
Ziemba says game also helped them remember which angle is classified as what.
Lesson Goal(s) / Standards:
4.MD.6
Lesson Objectives:
Students will use a protractor to measure angles to the nearest degree.
Materials Needed:
Protractors
I have, who has activity
Measuring Angles Worksheet
Contextual Factors/ Learner Characteristics:
23 Students Total
3 Students on IEPs
2 ELL Students

A. The Lesson
1. Introduction (5 Mins)
As students enter the classroom I will have the question “What does a protractor do?”
on the board. Students must answer this question on their desks. When everyone has
an answer on their desk I will pick a student to give an answer in front of the class.
“Great it is used to measure angles! That is what we are going to be doing today!
Measuring Angles!”
2. Content Delivery (1 Hour/Direct Instruction)
I will put a protractor up on the smart board and I will also hand each student a
protractor that looks similar to the one on the board. I will show students an example
of the board on how to line up my protractor to an angle, describing the importance
that everything is lined up. I will go through how to measure an angle step by step.
Step one: Line up the endpoint
Step Two: Line up one of the rays with the line on the protractor
Step Three: Determine if the angle to Acute or Obtuse
Step Four: Find the Measure
I will first show the students these steps on the board, I will then walk around the
room to show students what those steps look like on their own protractors.

After going through the steps, I will show students a video that demonstrates how to
measure angles. After the video, I will have students tear out a worksheet from their
books and will have them work measure the angles provided. I will walk around the
room to check each student’s protractors to make sure they are aligned. Students
will work on multiple examples. When we are done with the examples, I will hand out
an I have, who has game. Students will have to measure the angle card that they
get. Once everyone has measured their angles, we will begin the game. When we
are finished with the activity, I will hand out worksheets on measuring angles.

3. Closure (10 Mins)

Great job learning something brand new today! I will hand out a half sheet of paper with
one angle on it. As an exit ticket I will have students measure the angle on the half
sheet and hand it to me.

B. Assessments Used
Walking around the classroom checking desk work
Measuring Angles worksheet
Exit Ticket
C. Differentiated Instruction
I will be meeting multiple learning styles by my instruction and the video will help
students visualize how to measure angles.
D. Resources
https://www.youtube.com/watch?v=ABgR-QaMrSU&t=118s
https://www.teacherspayteachers.com/Product/Measuring-Angles-Worksheets-2870424

Dakota State University

College of Education
LESSON PLAN FORMAT
Name: Tessa Ziemba
Grade Level: 4th Grade
School: Fred Assam Elementary
Date: 3/12/18
Time: 10:30-11:45

Reflection from prior lesson:

On Friday the students learned how to measure angles. For the majority of them, this
was their first time using a protractor. I explained how to use a protractor to the
students’ multiple times and in different ways. I had to work one on one with a lot of
students by checking how they lined up their protractor. I wish I would have had stations
in this lesson so I could work one on one with students more efficiently. For the most
part, students were understanding how to use the protractor to measure angles. One of
the more difficult concepts for the students to grasp was which number to use when
looking at the protractor. I had told students to check their angle and label it obtuse or
acute first so that they would know which number to look at on the protractor. Many
students understood this, but it seemed like they would make one mistake on their
assignment from going to fast and not checking the numbers close enough.
Lesson Goal(s) / Standards:
4.MD.6 Measure Angles in whole-number degrees using a protractor. Sketch angles of
specified measure.
Lesson Objectives:
Students will use a protractor to draw angles of a specified measure.
Materials Needed:
Protractor
Contextual Factors/ Learner Characteristics:
23 Students Total
3 Students on IEPs
2 ELL Students
A. The Lesson

1. Introduction (10 Mins)

I will have a review problem on the board as students filter into the classroom
from their bathroom and drink break.
Yesterday we learned how to use a protractor to measure angles, today we are
going to use our protractor to draw angles.
2. Content Delivery (55 Mins/Direct Instruction)
I will begin by demonstrating how to draw an angle using the projector. I will
explain it to the students using steps. First, I will show them that we start with an
endpoint. Then I will draw a straight ray coming from the endpoint. (I will use the straight
edge of the protractor to do this.) Next, I will line up my protractor with the endpoint and
the ray. I will then put a mark or a dot at the measurement that I want to draw. I will ask
students how I know what number to use to review from yesterday. Once I have my
mark I can use the straight edge of the protractor to draw my ray. I will demonstrate one
more example for students. Next, I will give students the opportunity to practice a few
examples on their own. I will walk around the room to check their protractor placement
and help with any questions. After a few examples or when I see that my students are
understanding how to draw angles, I will begin the next activity called “Guess My
Angle.” Students will take a piece of paper that is divided into 8 rectangles, in each
rectangle they must draw an angle. On the back of the rectangle they will write the
measure of the angle that they drew. Once they have all 8 drawn, they will switch
papers with their partner and their partner must measure the angle. Once the partner
measures the angle, they will check the answer on the back of the rectangle. If one of
the answer is wrong, the partners must discuss to find out where the mistake was
made.

3. Closure (10 Mins)

When students finish the Guess My Angle Activity, I will have them turn it in in order to
receive their drawing angles worksheet.
B. Assessments Used
Guess my angle activity
Practice Examples
Drawing Angles Worksheet
C. Differentiated Instruction
Students will be working both independently and in pairs. I will partner students up with
students that are at different levels then them so they can help each other if they are
struggling.
D. Resources
McGraw-Hill My Math Grade 4 Volume 2

Dakota State University

College of Education
LESSON PLAN FORMAT

Name: Tessa Ziemba

Grade Level: 4th Grade
School: Fred Assam Elementary
Date: 3/13/18
Time: 9:45-11:00

Reflection from prior lesson:

In the previous lesson the students learned how to draw angles. Just like the last lesson
on measuring angles, it was the students first time doing this. The activity “Guess my
Angle” went really well. The students were able to check their work with partners.
Students worked really well together. Right away I noticed a few students were not
using their straight edge to make their rays, which would make them get their answers
wrong. I also had a few students looking at the wrong number when drawing their
angles. I plan on working one on one with some of these students to make sure they are
following all of the steps.
Lesson Goal(s) / Standards:
4.MD.7
Lesson Objectives:
Students will solve addition and subtraction problems to find unknown angles on a
diagram, in real-world and in mathematical situations.
Materials Needed:
Protractors
Worksheets
White board markers
Contextual Factors/ Learner Characteristics:
23 Students Total
3 Students on IEPs
2 ELL Students

A. The Lesson

1. Introduction (10 Mins)

To begin this lesson I will have students review drawing and measuring angles. I will
give students blank paper and a measurement. I will review the important steps of
drawing and measuring angles. Students will have their desk partner measure their
angle. When finished we will talk about 90 degree angles and 180 degree angles
and what they look like.

2. Content Delivery (45 Mins/Group Work (stations)

Today we are going to work on problem solving with angles. I will put an example
on the board. Students will have to look at combined angle measures to find a missing
angle. As a class we will work on a few problems together, again letting the students
use their desks to work on the problem. When we are finished practicing as a whole
class, we will move into stations. One group of students will work with me on a “Find the
Missing Angle” worksheet. At another station, students will be working on measuring
and drawing angles, and another group will be working online on ScootPad.

3. Closure (10 Min)

As we finish up the stations, I will give students an exit ticket with 3 problems on
problem solving with angles.

B. Assessments Used
Exit Ticket
Worksheet
Desk Work
C. Differentiated Instruction
Students will be working with partners, in small groups, and independently.
D. Resources
McGraw-Hill My Math Grade 4 Volume 2

Dakota State University

College of Education
 LESSON PLAN FORMAT

Name: Tessa Ziemba

Grade Level: 4th Grade
School: Fred Assam Elementary
Date: 3/13/18
Time: 9:45-11:00

Reflection from prior lesson:

In the previous lesson the students learned how to draw angles. Just like the last lesson
on measuring angles, it was the students first time doing this. The activity “Guess my
Angle” went really well. The students were able to check their work with partners.
Students worked really well together. Right away I noticed a few students were not
using their straight edge to make their rays, which would make them get their answers
wrong. I also had a few students looking at the wrong number when drawing their
angles. I plan on working one on one with some of these students to make sure they are
following all of the steps.
Lesson Goal(s) / Standards:
4.MD.7
Lesson Objectives:
Students will solve addition and subtraction problems to find unknown angles on a
diagram, in real-world and in mathematical situations.
Materials Needed:
Protractors
Worksheets
White board markers
Contextual Factors/ Learner Characteristics:
23 Students Total
3 Students on IEPs
2 ELL Students

A. The Lesson

1. Introduction (10 Mins)

To begin this lesson, I will have students review drawing and measuring angles. I will
give students blank paper and a measurement. I will review the important steps of
drawing and measuring angles. Students will have their desk partner measure their
angle. When finished we will talk about 90-degree angles and 180 degree angles
and what they look like.

2. Content Delivery (45 Mins/Group Work (stations)

Today we are going to work on problem solving with angles. I will put an example
on the board. Students will have to look at combined angle measures to find a missing
angle. As a class we will work on a few problems together, again letting the students
use their desks to work on the problem. When we are finished practicing as a whole
class, we will move into stations. One group of students will work with me on a “Find the
Missing Angle” worksheet. At another station, students will be working on measuring
and drawing angles, and another group will be working online on ScootPad.

3. Closure (10 Min)

As we finish up the stations, I will give students an exit ticket with 3 problems on
problem solving with angles.

B. Assessments Used
Exit Ticket
Worksheet
Desk Work
C. Differentiated Instruction
Students will be working with partners, in small groups, and independently.
D. Resources
McGraw-Hill My Math Grade 4 Volume 2

Dakota State University

College of Education
LESSON PLAN FORMAT

Name: Tessa Ziemba

Grade Level: 4th Grade
School: Fred Assam Elementary
Date: 3/14/18
Time: 9:30-11:00

Reflection from prior lesson:

In the previous lesson, we worked on problem solving with angles. This lesson came
easily to most of the students because they were basically adding and subtracting. As
long as they took their time, students did really well. Some students would make a
mistake and add instead of subtracting but that seemed to be a mistake they made
when working too quickly. I was off on my timing on this lesson though, I wish I would
have found one more activity because the students finished so quickly.
Lesson Goal(s) / Standards:
4.G.2
Lesson Objectives:
Students will classify triangles based on angle measure and describe triangles using
their attributes.
Materials Needed:
Task Cards and Charts
Google Slides
Coloring Sheets and Markers
Contextual Factors/ Learner Characteristics:
23 Students Total
3 Students on IEPs
2 ELL Students

A. The Lesson

1. Introduction (15 Min)

Yesterday we worked on problem solving with angles. Today we are going to
classify triangles, just like we classified angles a few days ago. We classify triangles
by looking at their angles. The three ways we can classify them is acute, obtuse, and
right. Knowing this, how do you think we can tell the difference between the angles?
(By looking at the angles of the triangle)

2. Content Delivery (1 Hour/Direct Instruction)

I have created a PowerPoint that describes the 3 ways to classify angles (acute, obtuse,
and right.) I will go through each type and as a class we will talk about the
classifications of each type. After the discussion I will play a Math Antics video on
classifying triangles. The video using great visuals which will help the students grasp
the different types of triangles. After watching the video, I will have multiple examples of
different triangles on the smartboard, I will call the students up to sort the triangles into
the correct group. After watching the video, I will give students a task card activity.
Students will walk around the room answering task card questions.
3. Closure (15 Mins)
Once students are finished with the task card activity, I will give the students a coloring
activity where they have to color right triangles blue, acute triangles green, and obtuse
triangles purple.

B. Assessments Used
Smartboard Activity
Task Card Activity
Coloring Sheet
C. Differentiated Instruction
Students will be up and moving with the task card activity. I will also use direct
instruction as well as a visual from the video that I am showing. The students will also
have the chance to color which will target the students that have a visual learning style.
D. Resources
https://docs.google.com/presentation/d/1vtn0etTqBYbs--N6iikyEnXh8Cu0M-
mbilwKRV3E_Us/edit#slide=id.p

Dakota State University

College of Education
LESSON PLAN FORMAT

Name: Tessa Ziemba

Grade Level: 4th Grade
School: Fred Assam Elementary
Date: 3/19/18
Time: 10:20-11:45
Reflection from prior lesson:
In the previous lesson we worked on classifying triangles using obtuse, acute, and right.
Most students understood that a right triangle has one right angle and an obtuse
triangle has one obtuse angle. For the students that had a hard time identifying the
angles, I had them use the corner of a piece of paper and this seemed to help them.
There was one student that had a hard time with this lesson because she missed the
lesson on classifying angles because she was sick. I wish I would have spend some
time catching her up before giving this lesson.
Lesson Goal(s) / Standards:
4.G.2
Lesson Objectives:
Students will classify quadrilaterals using their attributes.
Materials Needed:
Powerpoint
Quadrilateral Definitions
Anchor Chart Paper
Classifying Quadrilaterals Worksheet

Contextual Factors/ Learner Characteristics:

23 Students Total
3 Students on IEPs
2 ELL Students
A. The Lesson

1. Introduction (10 Mins)

I will introduce this lesson by having a quadrilateral PowerPoint up on the smart
board from teachers pay teachers. Who can tell me what a quadrilateral is? A
quadrilateral is a 4 sided polygon. Awesome! Today we are going to be classifying
the different types of quadrilaterals. For examples, Squares, rhombuses,
parallelograms, trapezoids, and rectangles.

2. Content Delivery (1 Hour/Direct Instruction)

I will hand each student a quadrilateral sheet that has pictures of the different
types, and well as definitions. As a class we will go over each definition. I will also use
the PowerPoint to show some examples as we are going through the definitions. While
we go through each shape I will ask these questions, “If all four sides were equal, would
this shape still be a rectangle?” “Can a square be a rhombus?” “Can you draw a
parallelogram that looks different than the one that is on the board?”

When we have gone through all of the shapes, I will show students the Quadrilateral
Club on the anchor chart. As a class we will make a quadrilateral poster using the
different types of classifications as “clubs.” For example, a rectangle, square, and
rhombus are all a part of the parallelogram club but the trapezoid is not.
After making the anchor chart, I will put a few different quadrilaterals on the board, and
students will have to write all of the ways they can be classified on their desks. When
we are finished I will give students a quadrilateral worksheet. They will be allowed to
use their definition paper to guide them.

3. Closure (15 Mins)

As students finish up their worksheets, I will give them directions for a quadrilateral
game. They will work in groups to sort the quadrilaterals into the correct groups. When
there is 5 minutes left in class, I will have students put their heads down and give me a
“fist to five” to get a feel of their understanding.

B. Assessments Used
Quadrilateral Worksheet
Desk Work
Quadrilateral Game
C. Differentiated Instruction
Students will be working individually and with a partner. Students received a definition
sheet as well as direct instruction with the PowerPoint.
D. Resources
https://www.teacherspayteachers.com/Product/Classifying-Quadrilaterals-Sorting-Activities-
Games-Printables-and-Quiz-1877659

https://www.teacherspayteachers.com/Product/Quadrilaterals-Sign-or-Handout-318436

Dakota State University

College of Education
LESSON PLAN FORMAT

Name: Tessa Ziemba

Grade Level: 4th Grade
School: Fred Assam Elementary
Date: 3/20/18
Time: 9:45-11:00

Reflection from prior lesson:

In the previous lesson, students learned how to classify different types of quadrilaterals.
This was probably the most difficult lesson for my students. I suspected that this lesson
would be a difficult one, so I tried to teach the students in multiple different ways. At the
end of the day, I noticed many students were not confident, because I noticed many
students were struggling with this, I want to try going over it again before moving onto
lines of symmetry.
Lesson Goal(s) / Standards:
4.G.3
Lesson Objectives:
Students will identify figures with line symmetry and draw lines of symmetry.
Materials Needed:
My Symmetry Booklet
Colored Pencils
Quadrilateral Worksheet
Quadrilateral Game
Contextual Factors/ Learner Characteristics:
23 Students Total
3 Students on IEPs
2 ELL Students

A. The Lesson

1. Introduction (10 Mins)

Who can tell me something we learned yesterday in math? What are some types of
Quadrilaterals. After teaching yesterday and going over your assessment, I decided
that we should review what we learned yesterday. After we are finished reviewing,
we will go over lines of symmetry.

2. Content Delivery (1 hour/Direct Instruction)

I will have students take out their definition sheet from the quadrilateral lesson. “It’s
really important that we are looking at our definition sheet to make sure we classify or
shapes in every way possible. I will throw a few examples on the board and we will talk
about it as a class. When we have gone over a few examples, we will go over a few
symmetry problems on the board. I will have students use a piece of paper to fold to see
if a shape has symmetry. Once we have done a few problems together as a class, I will
have students work on a new quadrilateral activity that I will grade instead of the
assignment from the day before as well as a “My Symmetry” booklet.
3. Closure (5 Mins)
If students finish their work early, I will let them work with a partner and play the
quadrilateral game from the day before. When there is 5 mins left in class I will have
students put their heads down and give me a “fist to five” to let me know how they feel
now that we did an extra review on quadrilaterals.

B. Assessments Used
My Symmetry Booklet
Quadrilateral Worksheet
Desk Work
Fist to Five
C. Differentiated Instruction
Students will be using their hands and movement to learn lines of symmetry. I also give
them a symmetry booklet that allows the students to color in lines of symmetry with
colored pencils. Students also have the opportunity to work in pairs.
D. Resources
https://www.teacherspayteachers.com/Product/Symmetry-Book-1899486

https://www.teacherspayteachers.com/Product/Classifying-Quadrilaterals-Sorting-Activities-
Games-Printables-and-Quiz-1877659
McGraw-Hill My Math Grade 4 Volume 2

Dakota State University

College of Education
LESSON PLAN FORMAT

Name: Tessa Ziemba

Grade Level: 4th Grade
School: Fred Assam Elementary
Date: 3/20/18
Time: 9:30-11:00

Reflection from prior lesson:

Yesterday we reviewed classifying quadrilaterals and began line symmetry. The
students were understanding classifying quadrilaterals a lot better than the last lesson.
The review helped the students grasp the different types of quadrilaterals. The students
also did a great job with line symmetry, for many students this was a review. I wish I
would have found symmetry problems that challenged them a little bit more.
Lesson Goal(s) / Standards:
Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and
parallel lines. Identify these in two-dimensional figures.

4.MD.6 Measure Angles in whole-number degrees using a protractor. Sketch angles of

specified measure.

4.MD.5b An angle that turns through n one-degree angles is said to have an angle measure of
n degrees.

4.G.1 Draw points, lines, line segments, rays, angles (right, acute, obtuse), and
perpendicular and parallel lines. Identify these in two dimensional figures.

Lesson Objectives:
Students will draw parallel, intersecting, and perpendicular lines and identify these in
two-dimensional figures.
Students will draw points, lines, line segments, and rays and identify these in two-
dimensional figures.
Students will use a protractor to draw angles of a specified measure.
Materials Needed:
Protractor
Scissors
Worksheets
Computers
Contextual Factors/ Learner Characteristics:
23 Students Total
3 Students on IEPs
2 ELL Students

A. The Lesson
1. Introduction (5 Mins)
Over the last few weeks we have gone over a lot of material. I am so proud of how
much you guys have learned! Today and tomorrow we are going to review what we
have learned! Raising your hand, who can tell me one thing we have learned in our
geometry unit.
Examples students might say include: Rays, Lines, and Line Segments; Parallel,
Perpendicular, and Intersecting Lines; Measuring and Drawing Angles; Classifying
Triangles and Quadrilaterals.
Today we are going to try out a new activity using the laptops, I am going to need
you to find a partner and grab a laptop.

2. Content Delivery (1 hour 15 Mins)

We will begin by using an online application called nearpod. Nearpod allows students to
work on their laptops as the teacher brings them through an interactive powerpoint. I
can see what each student submits on my computer which is also how I control how
quickly the students move through the powerpoint. I will have students work through the
nearpod presentation in groups of 2 or 3 depending on how many laptops there are
available. After students finish the nearpod activity, I will introduce the math stations.
The math stations will include:
-Measuring Angles Task Cards (I will place them at the back table)
-Quadrilateral Activity
-Sorting Angles Activity
-Lines of Symmetry Worksheet
Students will have 15 minutes to work on each station. I will set a timer for each section.
I will be walking around helping students with questions and assisting with activities.

3. Closure (5 Minutes)
If students work hard during the lesson, I will let them review using the “Mrs. Ziemba
Says” activity.
B. Assessments Used
Task Card Worksheet
Nearpod Submissions
Walking around the room during stations, checking for understanding

C. Differentiated Instruction
Students will be working in groups and with a partner. We will be using different types of
activities that match multiple learning styles.
D. Resources
McGraw-Hill My Math Grade 4 Volume 2
Reflection Log

Lesson 1 Summary of Student Progress: Were the lesson objectives met?

Overall, the students grasped these three items I believe that 90% if not more of the students
very well. I noticed from my formative met the lesson objective on identifying lines, line
assessments that the students could all look at a segments, and rays.
line, line segment, and ray and identify which was
which.

Instructional decisions: Include in tomorrow’s lesson:

They students loved the “Mrs. Ziemba Says”
activity. Putting the material into action helped
the students look at the material in a different
way and I could tell it helped the students that
didn't catch on as quick when working on the
foldable.
-Students will be learning about parallel and
perpendicular lines tomorrow. I will include a
short review on today’s lesson but students will
also have to use what they learned today in
tomorrow’s lesson so they will get continual
practice.

Lesson 2 Summary of Student Progress Were the lesson objectives met?

After looking at the assessment pieces I gave to I believe that all of the students met the objective
the class, the students understood this lesson for this lesson. They all could tell the difference
fairly well. During the lesson students understood between parallel, perpendicular, and intersecting
the concept and were answering questions lines.
correctly. When students began working on their
assignment, I noticed they would have a difficult
time when they had to look at multiple lines and
identify them.

Instructional decisions Include in tomorrow’s lesson:

I had the students come up to the smart board -Tomorrow I will include some review questions
and draw lines on pictures of real-world objects, on this lesson.
they were excited about finding multiple lines
and they all wanted to find more. They also did a
great job finding different lines around the room.
They all had a variety of examples from around
the room instead of having the same ones as a
neighbor.
Lesson 3 Summary of Student Progress: Were the lesson objectives met?

Many of the students grasped this concept I would say about 90% of students met todays
quickly, while some struggled with which side of lesson objectives. Some students did not label
the angle to measure. This was the only part that their angles which caused them to get questions
some students struggled with in the lesson. Once wrong. Other than those mistakes, students did a
they understood that the arch in the angle great job with this lesson.
showed the turn of the angle, they did better. I
noticed from the formative assessment, that
when drawing angles, students also forgot to
identify the turn of the angle.

Instructional decisions: Include in tomorrow’s lesson:

This is a lesson I wish I would have put a little -In tomorrow’s lesson we will be using the
more time into planning. It was not very engaging concept of angle turn in order to classify different
for the kids. I feel like part of the reasoning for types of angles.
this is because it was fairly simple for them. I wish
I would have found an activity that would have
been more engaging for them.

Lesson 4 Summary of Student Progress Were the lesson objectives met?

It seemed as if some students had previous The whole class met the lesson objective for
knowledge of classifying angles, so this lesson classifying angles. They all did a good job on their
came easy to them. The only time I would see assessments.
difficulty is when the angle was really close to 90
degrees. It helped the students to put the corner
of a piece of paper up to the angle to decide how
to classify it.

Instructional decisions: Include in tomorrow’s lesson:

I noticed that the video I played from Math
Antics, helped the students grasp the topic. This
video had great visuals that help reinforce what
they needed to learn. I also noticed that the Mrs.
Ziemba says game also helped them remember
which angle is classified as what.
-Tomorrow students will be measuring angles.
They will need to know whether an angle is acute
or obtuse in order to find the correct
measurement on the protractor.

Lesson 5 Summary of Student Progress Were the lesson objectives met?

For most of the students, this was their first time I would say a little over half of the students met
using a protractor. For the most part, students the lesson objective. This was a difficult lesson
were understanding how to use the protractor to for them but I could tell they were learning a lot
measure angles. One of the more difficult and they would just need practice with using the
concepts for the students to grasp was which protractors.
number to use when looking at the protractor. I
had told students to check their angle and label it
obtuse or acute first so that they would know
which number to look at on the protractor. Many
students understood this, but it seemed like they
would make one mistake on their assignment
from going to fast and not checking the numbers
close enough.

Instructional decisions: Include in tomorrow’s lesson:

I explained how to use a protractor to the -Tomorrow the students will have more practice
students multiple times and in different ways. I measuring their angles after they draw them.
had to work one on one with a lot of students by
checking how they lined up their protractor. I
wish I would have had stations in this lesson so I
could work one on one with students more
efficiently.

Lesson 6 Summary of Student Progress Were the lesson objectives met?

Just like the last lesson on measuring angles, it
was the students first time doing this. The activity
“Guess my Angle” went really well. The students
were able to check their work with partners.
Students worked really well together.
I would say about 3/4ths of the students met the
lesson objectives today. Just like the lesson
yesterday, the students are using protractors for
the first time. I have seen a ton of progress in the
last two days.

Instructional decisions: Include in tomorrow’s lesson:

Right away I noticed a few students were not -Tomorrow I will have students do a few review
using their straight edge to make their rays, problems with measuring and drawing angles.
which would make them get their answers
wrong. I also had a few students looking at the
wrong number when drawing their angles. I plan
on working one on one with some of these
students to make sure they are following all of
the steps.
Lesson 7 Summary of Student Progress:
This lesson came easily to most of the students
because they were basically adding and
subtracting. As long as they took their time,
students did really well.
Instructional decisions:
Some students would make a mistake and
add instead of subtracting but that seemed
to be a mistake they made when working too
quickly. I was off on my timing on this lesson
though, I wish I would have found one more
activity because the students finished so
quickly.
Lesson 8 Summary of Student Progress
Overall, this lesson went very well. The students
seemed engaged and they always enjoy task card
activities when they are up and moving around
the room.
Instructional decisions
For the students that had a hard time identifying
the angles, I had them use the corner of a piece
of paper and this seemed to help them. There
was one student that had a hard time with this
lesson because she missed the lesson on
classifying angles because she was sick. I wish I
would have spent some time catching her up
before giving this lesson.
Lesson 9 Summary of Student Progress
In the previous lesson, students learned how to
classify different types of quadrilaterals. This was
probably the most difficult lesson for my
Were the lesson objectives met?
The objective for this lesson was met by all of the
students. They all did a great job problem solving
with angles and finding the missing angle
measurement.
Include in tomorrow’s lesson:
-In tomorrow’s lesson I am hoping to
differentiate my teaching a little more than I did
in the last lesson to make it meet the needs of
more learners and to also make it more engaging.
Were the lesson objectives met?
-All of the students met the objectives in this
lesson. They all did a great job understanding
how to classify angles. At first I was worried they
would not take their time and not look at all of
the angles, but they ended up doing a great job.
Include in tomorrow’s lesson:
-In tomorrow’s lesson I will have students do a
few review problems on classifying triangles.
Were the lesson objectives met?
The majority of students did not meet the lesson
objectives for this lesson. This lesson was really
difficult for my students and I believe we need to
students. I suspected that this lesson would be a
difficult one, so I tried to teach the students in
multiple different ways. At the end of the day, I
noticed many students were not confident,
because I noticed many students were struggling
with this, I want to try going over it again before
moving onto lines of symmetry.
Instructional decisions:
I had a feeling that this lesson was going to be
difficult for the students. I decided to make some
instructional decisions to give them a definition
sheet to look back on when they are unsure on
how to classify a shape.
Lesson 10 Summary of Student Progress
The students were understanding classifying
quadrilaterals a lot better than the last lesson.
The review helped the students grasp the
different types of quadrilaterals. The students
also did a great job with line symmetry, for many
students this was a review. I wish I would have
found symmetry problems that challenged them
a little bit more.
Instructional decisions:
Because many of the students did not meet the
objective for the last lesson, I decided to do some
reteaching. I had the students take their time to
look through their definition sheet and I modeled
it for them. This seemed to help them a ton and
they did much better today.
Lesson 11 Summary of Student Progress
This lesson went very well. The students seemed
very engaged in the near pod activity and in the
stations. I wish I would have put a timer up for
spend more time on classifying quadrilaterals in
order for students to meet the objective.
Include in tomorrow’s lesson:
-I have decided that since most of the students
had a difficult time with today’s lesson, I will take
some time tomorrow and I will reteach and
review classifying quadrilaterals.
Were the lesson objectives met?
The lesson objectives were met for all of the
students, although, when it came to more
complex shapes, the students had a more difficult
time.
Include in tomorrow’s lesson:
-Tomorrows lesson will be a review before the
test. I will include a large amount of symmetry
since we did not get as much time to focus on it
in this lesson.
Were the lesson objectives met?
All of the students met the lesson objectives for
this lesson.
transitions because the students took a lot of
time going from station to station, but otherwise
I thought the review went well.

Instructional decisions: Include in tomorrow’s lesson:

I decided to use near pod in this lesson to (last lesson of the unit)
differentiate for some students as well as use
stations so that students could work in groups
and with partners.

ASSESSMENT
Pre-Assessment
On-going Assessment
Lesson 1 – Foldable, Desk Work, Worksheet, Mrs. Ziemba Says
Lesson 2 – Class Discussion, Index Cards, Mrs. Ziemba Says, Worksheet
Lesson 3 – Worksheet from Textbook, Desk Work
Lesson 4 – Worksheet from Textbook, Desk Work, Classify Activity
Lesson 5 – Worksheet, I have who has, Desk Work
Lesson 6 – Guess My Angle, Desk Work, Worksheet
Lesson 7 – Desk Work, Mrs. Ziemba Says Activity, Worksheet
Lesson 8 – Smartboard Sort, Task Cards, Color Classification Worksheet
Lesson 9 – Desk Work, Worksheet, Fist to Five
Lesson 10 – Fist to Five, Quadrilateral Worksheet, Symmetry Booklet
Lesson 11 – Nearpod responses, Task Cards, Lines of Symmetry Worksheet
Post-Assessment
DATA ANALYSIS AND RECOMMENDATIONS

Individual Student Assesment Results

100%
90%
80%
70%
Percentage

60%
50%
40%
30%
20%
10%
0%
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23
Student Number

Pre-Assesment Post-Assesment

Twenty-three 4th grade students took part in this math work sample. The unit was on
geometry, including classifying shapes, and measuring and identify angles and shapes. The Pre-
Assessment was taken from the school’s math curriculum. I gave the students form 2B which
focused on all of the objectives that we have gone over in this unit. The post-assessment was
also taken from the school’s math curriculum, I just added some extra angle measurement
questions along with some problem solving. I saw significant growth from the pre-assessment
to the post-assessment. The average school of the pre-assessment was a 43% while the average
for the post-assessment was a 90%.
 Whole Class Pre-Assesment

90%-100% 80%-89% 70%-79% 60%-69% 0%-59%

Whole Class Post-Assesment

90%-100% 80%-89% 70%-79% 60%-69% 0%-59%

RECOMMENDATIONS
Overall, I was really happy with how this unit went. I was impressed with the growth

that I saw from the pre-assessment to the post-assessment. I thought that the lessons that

required the students to get up and move were some of the best lessons and the movement

helped the students engage in the lessons. Some challenges that I faced were seeing some of

the lower students fall behind. If I were to do this unit again, I would work in stations more
often so that I can give these students more small-group instruction. Another challenged I faced

was students not getting their work done or not using their time wisely, which is a challenge I

will face in the future.

I believe the timeline of this unit was perfect. It was 11 lessons long including the review

and covered all of the material that was required. In this unit, I found multiple resources to help

me along the way. The school has a curriculum that helped guide me, along with many

resources I found online through Teachers Pay Teachers.

SUMMARY OF STUDENT PROGRESS

Letter to parents

Dear Parent or Guardian of Student,

During the past few weeks, your student has participated in my student work sample,

a unit on geometry. The geometry unit covered multiple common core state standards which

included lessons on drawing and measuring angles, classifying angles, triangles, and

quadrilaterals, identifying lines, rays, and line segments, and differentiating between parallel

and perpendicular lines, as well as some problem solving.

This unit was filled with many types of instructional strategies. The unit included

whole group instruction as well as stations and individual work time. We did multiple

activities that met a variety of learning styles (kinesthetic, visual, logical, etc.). I also

incorporated technology into this unit by using applications such as Nearpod.

 Before we began the unit on geometry, each student participated in a pre-assessment.

The pre-assessment helped me to gauge what each student already knew and what they

need work on, during which your student scored a 53% on the pre-assessment. Throughout

the unit I saw your student grow in significant ways. She caught on quickly when we began

working with protractors to measure and draw angles, although she seemed to struggle when

it came to identifying lines of symmetry right away. I saw positive growth when we reviewed

lines of symmetry before the post-assessment.

After the unit was complete, I gave each student a similar post-assessment, which

resulted in a 93% for your student. She worked very hard and persisted even when some of

the lessons were difficult. I have enjoyed seeing her work so hard these last few weeks and it

has been a joy to have her in class.

Sincerely,

Mrs. Ziemba

WEBSITE POSTING

Scholten’s 4th grade classroom just completed a unit on Geometry! In just a few weeks we

learned a ton about angles and shapes!

Students began the unit by taking a pre-assessment which had a class-average score of 43%.

After a few weeks of hard work, we took a post-assessment and the students scored an

average of 87%. Throughout the unit students worked hard as a whole group, in small groups,

and with partners. Some of the activities we did included NearPod, Task Cards, a game called

“Mrs. Ziemba Says,” and sorting activities using the SmartBoard. I am so proud of all the

students and the hard work they put towards this unit! I am so proud!

If you have any questions, please feel free to contact me at tessa.ziemba@k12.sd.us