Evidence of Student Learning

Running
head: EVIDENCE OF STUDENT LEARNING 1
Evidence of Student Learning
Melinda Staub
Towson University
EVIDENCE OF STUDENT LEARNING 2
Part A: Learning context, Topics, and Objectives
This math unit was taught in an above grade level, third grade, classroom. There were 28
students, 14 males and 14 females (note: data displays only 24 out of 28 students because four
were absent the day of the pre-assessment). Even though this was an above grade level class
there are a few students that needed reminders to stay on task and extra time on assignments in
order to complete them to the best of their ability. There were not students with an IEP in this
class, nor were there students with 504 plans. The culture and linguistic backgrounds of the
students varied greatly. There was one black or African American student, 14 White students, 12
Asian students, and one Hispanic student. Of these students 22 are moving to a Gifted and
Talented mathematics class next year.
The school’s cultural backgrounds are as follows; American Indian/Alaskan 0.4%, Asian
23.4%, Black/African American 8.9%, Hawaiian/Pacific Islander 0%, Hispanic/Latino 5.0%,
White 57.3%, Two or more races 5.0%. Although the percentage for Hawaiian is 0%, there was
one student in my class from Hawaii specifically. The school has less than 5% of its students
receiving free and or reduced lunches, less than 5% that are limited English proficient, and
14.6% of the school’s population are receiving special education. There are 10 or less students
that would qualify under Title I. There are two classes of above grade level students who are
working through the fourth-grade curriculum for math and there are two classes of on grade level
students working through the third-grade curriculum.
This series of lessons was based off of the Maryland state standard for measurement and
data: 4.MD.A.3 Apply the area and perimeter formulas for rectangles in real world and
mathematical problems. For example, find the width of a rectangular room given the area of the
flooring and the length, by viewing the area formula as a multiplication equation with an
unknown factor. The essential skills that were focused on were the ability to apply knowledge of
the relationship between area and perimeter through the exploration of rectangles with the same
area but different perimeters or rectangles with the same perimeter but different areas. The
second major skill practiced was the ability to apply knowledge of factors, finding an unknown
factor in an equation, and the relationship between multiplication and area. The unit comprised
eight days of lessons, each day working on a different objective, in order to meet the full
standard. The objectives for all lessons included defining perimeter and apply the formula to real
world problems, defining area and applying the formula, discovering shapes with same area but
different perimeter and vice versa, and applying all skills to solve word problems involving area
and perimeter.
Part B: Assessment Plan
The school that I am at does not give students assessments on the regular basis therefore I
created a pre-assessment for the students that included at least one problem of each of objectives
listed above. As a result of the assessments findings I determined that I would start with the
basics of area and perimeter. This took the students about 15-20 minutes to complete. Many of
the students were very concerned about leaving some of the questions blank because they did not
know them. They are above grade level so they were worried that it would reflect badly on their
grades. I assured them that it was not going to be put into the grade book and that it was strictly
for me to see what I need to teach them. The post-assessment was the same format, I just
changed the numbers used in the problem.
Throughout the lesson I used a series of formative assessments that functioned as
classwork and/or seatwork. These worksheets were handed in at the end of the class period for
grading. If there was a skill that I noticed the students did not do as well on as I expected, I
would take time the next class period to go over the skill and explain what the students may have
done wrong. For example, one of the homework assignments there was only two students who
answered correctly. The next class period we did the problem as a class on the board and talked
about misconceptions that they may have had and common errors that I saw across the board. To
accompany these seatwork activities, I also noted teacher observations, written notes, and
discussions that we had as a whole class. After looking at all these areas I am able to formatively
assess my students understanding and not areas of strength and weakness. The ways that students
were assessed varied from written work, collaborative work, making a drawing, and or
independent written work. The “Measurement Town” assignment was graded using a rubric. I
was looking for a title, 6-10 buildings in the “town,” each building needed to be named and have
the area and perimeter written in each, and the finished product needed to be neat.
Twice a week, on Monday and Wednesday, students received homework. The homework
would be sheets from commoncoreworksheets.org, which aligned directly to the curriculum and
skill that was worked on that day in class. For my purposes, I graded these out of the amount of
questions it had, but for my mentor’s grade book they received one point for turning it in on
time, or if one day late they received half a point, and anything after that it was a 0. The reason I
graded the homework and gave students a percentage was for formative assessment purposes. I
wanted to see if they were actually mastering the skill or not. For each assignment that was
graded, I translated the fractional score to a percentage and recorded it on a separate class roster.
Each classwork and homework assignment was recorded and those students who received a 50%
or less I would check in with or allow them to re-do the assignment. If they re-did the assignment
they would get an average score from the first and second attempt.
Part C: Instruction
Objectives
Each of the lessons in this unit had a student friendly objective that was read aloud at the
start of each lesson. The objectives started with an “I can..” statement and worked beautifully for
this group of students. They knew exactly what was expected of them and what they would know
how to do walking out of class each day. Although each lesson was based around area and
perimeter, there were no two days that had the same objective. This made it fun for the students
because they knew that they were learning a new skill each and every day. The objectives were
as follows; (day 1) I can define perimeter and apply the perimeter formula to rectangles in the
real world. (day 2) I can apply my knowledge of perimeter to determine the perimeter of school
related objects. (day 3) I can find the perimeter of irregular shapes, shapes with missing lengths,
as well as apply the formula to real-world word problems. (day 4) I can use the area formula
effectively to determine area of spaces and objects. (day 5) I can apply area and perimeter
formulas and skills to an investigative activity. (day 6) I can use what I know about area and
perimeter to determine a shape with the same area, but different perimeter as another shape and
vice versa. (day 7) I can use area and perimeter to create a “Measurement Town.” (day 8) I can
use the area and perimeter formulas to solve word problems. (day 9) I can demonstrate my
knowledge of area and perimeter through an assessment. Each objective was a certain skill or
piece of knowledge needed in order to meet the MCCRS standard as a whole.
Pre-Assessment Analysis
However, before the students could begin learning and working on all these skills they
needed to take a pre-assessment. The pre-assessment included one problem for each of the most
essential skills needed for the standard. Students needed to reproduce the formula for area and
perimeter, find the perimeter of a rectangle, find the area and perimeter of a shape with missing
lengths, find the area and perimeter of an irregular object, draw and label a shape with the same
perimeter, but different area than the shape given and finally, solve a word problem. The range
of scores, in a percentage, ranged from 0% - 58%. There were five students who received 0%, 9
students who received 8%-20%, four students who received 21%-30%, five students who
received 31-45%, and one student who received the 58%. Students tried their best and for the
most part they could find at least one or the other and sometimes both; area or perimeter, but
they were not able to produce the formulas or solve the more difficult problems. Many of the
students attempted the more difficult problems, but were unsuccessful. Students were the least
bit thrilled that they were not able to solve all the questions. This upset them, but I assured them
that in two weeks they would know how to do all the skills that the test was asking them to do.
After looking at the scores as a whole, I determined that it would be best to start with the basics
and build upon those skills to meet the end goal that the MCCRS standard was looking for.
Motivation and Engagement
For each of the lessons I made sure to plan a lesson that would be motivating and
engaging for all students. Therefore, majority of the lessons had the students up and moving in
some way or they may have incorporated literature as a read aloud. On the first day students
listened to a read aloud and had to determine what the topic of our new unit was going to be.
Then the next day they were up and measuring the perimeter of their desks, books, folders, the
brick wall, tiles on the floor and a shape that I taped onto the chalk board. They moved around in
rotations to measure the perimeter of each of these school related objects. The third day there
was a lot of skills built into the same day. So, we would learn one skill and then practice, learn
the next skill and practice and then repeat one more time for word problems. Then they had a
worksheet that touched on each skill. This was not the most motivational lesson of the unit but
they loved trying to figure out all the perimeters of the shapes that I had given them. The
problems with missing lengths are motivating within themselves because there is something
missing and the students needed to figure that out first before they could then find the total
perimeter. On the fifth day, the students because investigators! I had taped shapes on the floor to
look like a body and the students needed to measure in order to find out which teachers were
sleeping in the school last night. This was by far the students’ favorite day of the unit. The day
that students created “Measurement Town” was motivating for them because they were able to
make their own town, name all the buildings and decide the shape and size of each building. The
final day of content students were in rotations once again to solve word problems related to area
and perimeter. These are some of the students’ favorite activities when they can move through
stations to solve certain problems. It becomes a game for them to see who can go to each station
and solve all the problems first.
Model Skills, Guided Practice and Independent Practice
Incorporated into each lesson there was some type of modeling to start. I would either
pose a problem for the students to figure out in order to get them thinking creatively about the
topic. This worked well on the day that we learned about word problems. I told them that I
absolutely loved to swim but I did not have a pool. I said that I was going to build one and that I
only had so many feet of fencing that could go around the pool. I had the students come up with
the length and width of the fencing so that I could figure out what size pool to get. Another way
that I would model would be to work through how to use the formula. I would write the formula
on the board, “plug in” the numbers I had and them solve. I wanted them to use this when they
were solving problems, therefore I had to explicitly model this skill. Then I asked them to draw a
rectangle in their journal and label as I had labeled the one on the board. Then they needed to use
the formula and as they were working I was writing parts of the formula on the board. If they
were stuck they could reference what I was doing as they were working. Then when they got
their seatwork they were able to apply the skills that I demonstrated on the board on their papers.
I told them that they would lose points if they did not write the formula, write the formula with
the measurements they had and then solve. Some students did lose points because they did not
follow this direction.
The lesson when students learned how to find the area and perimeter of irregular shapes, I
drew two examples on the board. I solved the first talking through my thinking, then the second
the class helped me solve and then they were given independent practice. All of the lessons in
this unit were outlined in a very similar way. We would begin with a number talk or PARCC
practice, then we would read the objective and discuss. Next, I would introduce the new skill and
teach the skill, then they would be given a task to solve as I guided or talked them through it, and
then towards the end of class they would be given seatwork to complete independently for
grading.
The lesson where students were measuring bodies required them to think critically and
creatively about the task at hand. They needed to be critical in the way they measured and
precise in how they measured. But then they needed to be creative in how they went about
finding the area and perimeter. There were a lot of numbers and measurements to keep track of,
but I left it up to the students to determine the best way to go about finding the total area and
perimeter. Critical thinking also came into play the day that they students learned about shapes
that could have the same area, but a different perimeter. They needed to think about what they
knew about area and how to find area in order to break down the area of the first shape to then
think about what numbers they could multiply to get the same area. This was a tricky skill for
some students in the beginning but after many examples and students helping other students they
all performed well on the seatwork for that particular skill. Looking at the scores they received
on that assignment 18 out of 25 students received at least an 80% or higher.
Universal Design for Learning (UDL) and Feedback
UDL was an important part of all of the lesson that were created for this area and
perimeter unit. I thought about what types of things the students needed physically, mentally, and
socially. Physically they needed to be out of their seats for most of the lessons. This is a chatty
and energetic class. Therefore, having a lesson where they were never given the opportunity to
talk to peers or to get out of their seats was not the best decision on my part. I tried my best to
plan lesson where they were given the opportunity to do these things. The display of information
was also never the same. On some days, we were reading literature to learn a concept, other days
we were creating anchor charts to remember the information, and on other occasions it was all
hands on. Novel situations were included in many of the lessons so that the skills that the
students were learning could be as relevant to their lives as possible. The notation of area and
perimeter were also discussed. This is something that I told students that they would be graded
on because when they move on to middle and high school they will be required to show their
work and have the correct notation of mathematical skills. In doing so I am preparing the
students for the future. Within all activities, I meaningfully varied the difficulty. The unit itself
lends itself well to a variety of complexity. Moving from the basics of using the formula to
applying to formula to essentially work backwards with some of the word problems that were
posed to the students.
Immediate and meaningful feedback is another aspect of UDL that I made sure to
incorporate into this unit as much as possible. While students were working on independent work
I would be circulating the classroom to provide feedback to those who were “on a roll,” those
who may need a reminder about notation, those who may need help deciphering between area
and perimeter and those who needed reminders about hand writing. It was a rule in the class that
“If Ms. Staub could not read it, you would get a 0.” This encouraged the students to then take
their time in writing but also in doing the math. During guided practice or modeling I would also
provide immediate feedback to those who were answering correctly congratulating them on
answers. I also would work with those who did not answer correctly to make sure we found the
misconception or disconnection between the modeling and guided practice to see what they were
missing. On all seatwork and homework assignments that were turned in, I would also provide
feedback on those. I would not only mark them right and wrong but I would write comments to
help them think about the problem in a different way, write comments of praise, write comments
asking “does this make sense?” I would rarely ever just write the correct answer if they got it
wrong. I believe in writing something that will make them think about what they may have done
wrong. On occasion, I would also give them a chance to “fix and return” their work. When
students returned the work, I would average the original score with the new score.
Formative Assessments and Summative Assessment
Students were given a series of assessments throughout this unit. The first of the
assessments began with the pre-assessment. Then each day the students turned in some form of
seatwork that was graded. This allowed me to see which students I may need to sit down with the
next day during seatwork to make sure they had the skill from the prior day before they started
working on that particular day’s seatwork. It was the same three students from day to day. Most
days they did not finish their seatwork. Therefore, halfway through the unit I began to have my
mentor pull the students to make sure they were getting through the classwork and then to work
with them on unfinished work so that I could keep moving on with the rest of the class. Some
days the seatwork was in their seats, other days they were moving through rotations and they
handed in the work that they did at each rotation, other days it was a more formal seatwork, some
days had more practice than others. If students finished early they were allowed to play games
while others were working. Then at the end of the unit students were given a post-assessment.
This was the same format as the pre-assessment, I simply just changed the numbers in the
problems to make them a little more challenging than the pre-assessment. The range of scores, in
percentages, on the post-assessment were varied greatly. After looking at them closely I realized
that the students understand the skill, they were making silly mistakes with calculations and not
labeling with ft., in., yds., etc. For all of these mistakes I would take point off.
Part D: Analysis & Instructional Decision Making
Pre-assessment Post-assessment
25% 14% 7%
0%-30% 0%-30%
18%
31%-60% 31%-60%
75… 61%-90% 61%-90%
91%-100% 91%-100%
61%
Scores Per Student

Student Initials Pre-Assessment Post-Assessment Percent Growth
Score (%) Score (%) (%)
Z.A. 16 50 34
G.B. EXC 62 -
E.B. 0 91 91
A.B. 28 79 51
D.C. 33 54 21
M.G. 0 37 37
A.H. 20 66 46
S.K. 29 95 76
V.K. 58 79 21
P.K. EXC 79 -
A.L. 45 100 55
J.L. 16 70 54
A.M. 12 50 38
C.M. 37 79 42
B.O. EXC 20 -
S.P. 37 100
H.R. 0 62 62
A.S. 25 0 -25
A.S. EXC 83 -
L.S. 0 79 79
I.T. 25 87 62
P.Y. 0 54 54
M.Y. 8 66 58
J.Z. 16 83 67
W.Z. 16 75 59
A.Z. 16 62 46
T.P. 37 66 29
M.M. 16 75 59
Percent of Change
100%
75%
Percent of Students
75%
61%
50%
25%
25%
18%
7% 0% 0% 14%
0%
0%-30% 31%-60% 61%-90% 91%-100%
Assessment Scores
Pre-Assessment Post-Assesssment
Boys' vs Girls' Post Scores

10
0
0%-30% 31%-60% 61%-90% 91%100%
Boys Girls
Average Post Scores of GT and Non-GT Sudents

100%
88%
90%
Average Post Assessment Score (%)
80%
70%
60%
50%
40%
25.70%
30%
20%
10%
0%
GT Students Non GT Students
Type of Student
Average Post Scores Based on Ethnicity

100%
89%
90%
78%
80%
70%
60%
Percentage
50%
50%
40%
30%
20%
20%
10%
0%
White Hispanic African American Asian
Ethnicity
After looking at the daily formative assessments I noticed that there were three students
who I needed to target during seatwork to check for understanding. They were not just making
silly mistakes with calculation or following directions, they were missing key parts of the
concept. For these students, I began checking in with them when I was teaching a new skill and
asking if they wanted to see another example. Without call them out in front of the class, to the
point where the rest of the class would know, I would not push them too much to answer. Then
during seat work I would check in with them individually and they seemed to get the ideas after I
would explain one more time. If there was something that they really struggled with my mentor
would offer to take them while I taught everyone else and re-teach the skill. She did this with
about 3-4 students 3 times throughout the unit. Even though they had this mini intervention and
frequent checking in as well as explaining it in a different way they did not perform that well on
the post assessment. On the post assessment, I went through each students’’ test and wrote down
why they lost points. Everyone, that lost points did so because they did not follow directions
and/or miscalculated and/or did not label correctly. The same couple of students that needed
interventions made those same mistakes but also, I felt, did not fully understand one of the
concepts tested.
The percent of change from the pre-assessment to the post-assessment was 29%.
Although this is low there are a couple of reasons that it is this low. There is one student that is
an outlier. On the pre-assessment, he received a 25% and on the post assessment her received a
0%. My mentor took him for 45 minutes during one math class and retaught the concepts he
struggled with and then we allowed him to retake it. After retake he still received a 0%.
However, on class assignments he performed well receiving between 64% and 100% on
assignments. Another student was out the first week of instruction and she got a 20% on her final
assessment. When she returned, I sat down with her and explained the basics of the concepts that
she had missed. She seemed to understand. She is not one that would particularly ask for help.
Although, the assignments that she did turn it as formative assessments she received a 60% and a
100%. There are a few assignments at this time that I have yet to receive from her. They are in an
“unfinished work” file. When she has time in a class I allow her to pull them out and work on
them. This process is similar for another student who takes extended amounts of time to finish
her work. This student received a 54% on the post-assessment.
Then I broke the post-assessment data up into a couple of different comparisons; boys
versus girls, GT versus Non-GT students, and based on ethnicity. The data above shows that the
boys did better on the post-assessment than the girls, when looking at average scores. However,
if just looking at the students who received a 91% or higher, the girls surpassed the boys. This
was a little surprising to me because usually I have more boys that are the first students who
complete assignments. Next I looked at the scores of students who will be going into GT math
next year and those who did not qualify. The data here matched my guesses that the students who
will be going into GT math scored higher, on average, than the students who did not qualify for
GT math next school year. The GT students scored 63.3% higher than those who did not qualify.
Finally, I looked at scores by students’ ethnicity. This data is slightly off due to the fact that there
was only one student who was classified as Hispanic, making the score seem lower. However,
for the most part you can see that students classified as white and Asian performed the best. I
would certainly not base any of the analysis or determine findings based solely on these
comparisons, but they add another level to determining the effectiveness of the instruction.
After analyzing patterns of lack of achievement I took a look at patterns of achievement. I
had the same three, sometimes four, students who finished first and completed work correctly.
V.K., T.P., S.P., and A.L were my “high flyers.” Three boys and one girl, all of which will be in
a Gifted and Talented mathematics class next year. These students always went above and
beyond in class and occasionally would take a newly learned skill and do homework on a non-
homework night and turn it in for extra credit. However, these are my students that may rush
through and assignment and make careless mistakes with calculations. They would lose points
for miscalculations and “forgetting” to do something. For these reasons, they did not get 100%
on the post-assessment.
For the most part I did not have to have whole class instruction interventions. Usually
they were small groups or one or two students. There was one homework assignment that only
two students got the correct answer on. For this I took out the number talk the next day to go
over the assignment. I walked through the problem with the students and when they all realized
what they had done wrong it was a careless mistake. The problem had all measurements in yards
and the last questions told the students that the length was 3 feet shorter than another shapes
length. Many of the students read this as 3 yards. Therefore, when subtracting, instead of getting
12 yards they kept writing 10 yards. If they did not make that mistake, then they did not read the
directions and they gave me the perimeter of the entire space not just the space it was asking for.
The lesson that I pulled a small group for was the lesson where students needed to draw a shape
that had the same area, but different perimeter as the shape given and vice versa. In this small
group, I walked them through one of each of the problems. Most of them understood after I
showed them in the small group setting. There were two students who needed to see more than
just the two examples so I worked through two more with them.
Part E: Reflection and Self-Evaluation
Based on the data collected throughout this unit I would say that the lessons were
mediocrely effective. There are some reasons why the data shows that the lessons were not as
effective as I would have liked. Looking at the post-assessment scores, 58% of the class received
a 70% or higher. Most of the points that were taken off on this assignment were for not following
directions or miscalculations. Very few students lost points because they did not understand the
concept of area and perimeter. On the first assignment, on perimeter, 70% of the class received a
70% or higher. Again, points lost on this assignment were for not reading the directions and
doing what they asked. The next lesson incorporated measuring of objects and students lost
points on this assignment for not rounding correctly to the nearest half inch. On this assignment,
the grades ranged from 35%-100%. Some students lost points for not showing their work or
making sketches of the objects that they were measuring. The next lesson with seatwork handed
in was working on shapes with the same perimeter, but different area and vice versa. Students
did very well on this assignment with grades ranging from 85%-100%. The last couple of lessons
showed similar data in grades. The day that we talked about word problems students grades on
seatwork were not impressive. The problem here is that they were not drawing sketches to help
them figure out the problems like I had asked them too. Since I was requiring them to draw a
sketch, they lost points if they did not. As a result of looking at all the data, I think that for the
most part the lessons were effective.
The students seemed to do better on assignments that incorporated seatwork that could be
done working as a table and no completely independent. I think that when the students are able to
talk about the problems they are more successful. The reason I believe this is because I saw
better grades collectively on days 1, 4, 5, 6 and 7 when there were more opportunities for student
to talk about the math. Another aspect of the instruction that I found to be beneficial to student
learning were the two days that literature was brought into the mathematics instruction. I think
that the books added another visual for the students and a different way to think about the math,
that made it more relevant to them. This is supported by the grades that they received on those
day’s seatwork assignments. Both of days were when students received, majority, 80% or higher.
If I were to teach this unit again there are some lessons that I would change and/or do a
little differently. The day that students worked through an investigative activity is the first lesson
that I would consider changing. This is because it took a long time for students to complete.
Longer than the allotted time I had planned. Instead of having the students rotate through more
than one station, I would have them stay at one station (body) and do all the necessary work for
that station only. During one class, they would be able to measure the body, compute all the math
in order to find the area and perimeter of each shape and then the entire body. I also would have
made the bodies a little bit smaller so that it did not take the students so long to measure them.
Another lesson that I would change or incorporate more practice with would be area and
perimeter word problems. This was a skill that I believe the students may have needed more than
one day of after grading their work. They were able to practice about 10 problems in class, but I
think that they would have benefited from more practice the next day and/or walking through
more examples as a class.
The first person that I would collaborate with about making changes to the lessons and
unit as a whole would be my mentor teacher. I planned all the lessons by myself with little to no
input from my mentor. She did read over the lesson before I taught them all and they all looked
good on paper. It was more about how I carried them out and the actual problems presented in
the instruction that she probably, now, could discuss ways to change. Another individual that I
would seek out for advice on further changes would be the Math Support Teacher (MST). She
would have different ways to look at, explain, or teach a skill. She would also be a good person
to collaborate with about activities to work on problem solving related to the topic of area and
perimeter. Problem solving is another activity that I would add to the unit if I were to teach it
again. By doing a problem solving I would have gained insight into the students’ ability to really
apply what they knew about area and perimeter to a problem that is not straight forward. The
MST would have been able to provide me with the resources for incorporating this into my unit.
The first Council for Exceptional Children (CEC) standard that I would like to connect to
a personal professional goal is standard one: “Beginning special education professionals
understand how exceptionalities may interact with development and learning and use this
knowledge to provide meaningful and challenging learning experiences for individuals with
exceptionalities.” (Initial, 2015). I believe that I could improve on, in the general education
setting, meeting all students needs and not just the majority. I feel that I had a couple of students
that would struggle on a daily basis, that I would check in with and they would rarely ask for
help, but still should have had more help. I feel that I should have pulled them aside at the
beginning of seatwork and work through one or two problems with them before sending them to
complete the work on their own. Therefore, I plan to work on being more aware of everyone’s
individual needs rather than the majority. The second goal I have for myself is to better my
collaboration with school staff. This stems from CEC standard number two: “Beginning special
education professionals create safe, inclusive, culturally responsive learning environments so that
individuals with exceptionalities become active and effective learners and develop emotional
well-being, positive social interactions, and self-determination” (Initial, 2015). I am a person that
likes to do things on my own with little help from others, but this is a skill that I would like to
improve upon. I would like to see myself reach out to school staff and professionals for opinions
and best practices for instruction in all content areas, not just mathematics. I also want to deliver
instruction that will foster positive feelings about mathematics. This is often a skill set that can
create anxiety and frustration for many students, but with collaboration and lessons that help
learners become the most effective learners as possible, self-determination can be fostered in
each and every student.

References
Initial Preparation Standards [PDF]. (2015). Arlington: Council for Exceptional Children.
Retrieved from: https://www.cec.sped.org/~/media/Files/Standards/Professional%20
Preparation%20Standards/Initial%20Preparation%20Standards%20with%20Explanation.
pdf
Teacher: Melinda Staub Grade: 3rd

Date(s): April 9, 2018 Time: 2:00-3:10
Subject: Mathematics – Area and Perimeter Evaluator: Michele Holcomb (Dayton Oak)
Classroom Dynamics: This is a third grade, above grade level class who is working through the
fourth-grade curriculum. The class has a total of 28 students with about half who tested into GT
math for fourth grade. There are 13 girls and 14 boys. However, there are a select few students
who need occasional reminders or assistance. The classroom is very diverse in race and cultures.
Strengths: above grade level, problem solving (grade 3), math routines followed, eager,
determined, fast learners
Weaknesses: problem solving (grade 4), talkative group, frequent “check-ins” for a couple
students
About the Lesson(s): This lesson is the first of an 8-day sequence to instruct students on all
quarter three and quarter four goals and objectives outline on Canvas by Howard County Public
Schools. Day 1 focuses on introducing perimeter, the formula to find the perimeter of a space or
object with the support of literature.
Standard(s): 4.MD.3 Apply the area and perimeter formulas for rectangles in real world and
unknown factor.
Objective(s): I can define perimeter and apply the perimeter formula to rectangles in the real
world.
Prerequisites: Students can have background knowledge of area and perimeter, but are not
required to know it. They must be able to add with four addends or apply other addition
strategies to apply to the perimeter formula.
Variability:
Multiple Means of Engagement
7.2 – the display or source of information is varied in this lesson with the integration of
literature to help introduce the concept of perimeter.
7.3 – Students will be creating an anchor chart in journals to help them create a visual for
finding perimeter.
8.4 – while students are working I will be walking around providing feedback to those
who are struggling and those who are doing well (and those in between). For those
students who are struggling I will stop and take a minute to sit down with them and be
sure to get them back on track.
8.1 – before going into the actual content of the lesson students will read the objective to
be sure that they know what they are working towards.
Multiple Means of Representation

1.1 – The information of the lesson is in a manner that is colorful, with contrast., the
layout is organized and font is large enough for all students to see.
1.2 – Visual chart will be created with the help of students. They will also be copying it
into journals for later use and reference.
2.3 – Different forms of notation will be addressed through this lesson. Students will be
taught how to write the formula using variables and letters that represent mathematical
terms such as length, with, perimeter. Students will also be taught the correct unit of
measurement and how to label it correctly. For example, when measured in inches’
students label P = 35 in.
2.5 – Since a piece of literature is being used in this lesson, mathematical terms will be
related back to the text and we will note the similarity and difference between the terms
used in the text and those that are mathematically correct.
Multiple Means of Action and Expression
6.4 – Students are given graded work back, on occasion with a rubric. This allows the
students as well as the parent to monitor progress, areas of strength and weakness. I also
write notes on the graded work for tips and other ways to think about certain problems.
6.1 – The objective will be posted on the board during the entire lesson and in the
beginning a student will read the objective. A short amount of time will be spent
discussing it as well as the expectations for the end of the lesson and what students are
responsible for knowing.
5.3 – Throughout the lesson there will be examples of novel situations where students,
family members or others would be using the skill in the real world. This encourages
generalization of the skill set.
Procedures:
2:00-2:15
Pre-Assessment
Opening
To start this lesson students will be taking a pre-assessment for area and perimeter. This will be
used to gage where students’ are in their knowledge of area and perimeter. Then we will move
into the lesson.
2:15-2:30
What is our new unit?
Activate prior knowledge
Students will gather on the floor to listen to a story about perimeter.
Racing Around by Stuart J. Murphy
I will not tell them that the book is about perimeter. I will read through the book and then at the
end I will ask:
“After reading this book, who can tell me what the next topic is that we are going to learn?”
Anticipated answer: perimeter
“You got it, we are going to begin talking about perimeter today.”
2:30-2:50
What is Perimeter?
During/ Guided Practice
“Can I have someone read the objective for us?”
The objective will be posted on the board. We will read it at the start of the lesson so that the
students know where we are headed.
Objective: I can define perimeter and apply the perimeter formula for rectangles in the real
world.
We are going to go back and look at the places that Justin went around to see if we can determine
the perimeter.
But “first we are going to make an anchor chart to help us remember what perimeter is and the
formula.”
I will use a combination of the two charts shown above (perimeter only). I will use the one
pictured on the right and add the “look” statement from the one pictured on the left as well as
add the formula.
“As I write the anchor chart on the board I would like you to copy it down in your math
journal.”
“Now that we have this reference, we can go back and find the perimeter of the athletic field, the
zoo, and the park that Justin rode his bike around.”
I will have a copy of the images in the book (pgs. 8, 12 & 28-29) that show length and width of
the spaces Justin went around. These will be projected on to the board and I will walk the
students through how to find the perimeter of the zoo and the park, and then they will be given
the opportunity to find the perimeter of the athletic field on their own while a selected student
comes up to do it in front of the class.
“What is the first thing that we need to make sure we know before we can determine the
perimeter?”
Anticipated answer: the length of all the sides
“Great, now that we have the lengths of all the sides we can subtract them to find the perimeter”
Hopefully the students catch me here and correct me. They should be adding not subtracting.
The next thing that I will do, as a think aloud, is set up the formula, plug in the numbers and then
get an answer. I will stress once we have the answer what type of unit we are measuring in. This
is important because the units we measure in are not always the same.
Now a student will be selected to walk the class through finding the perimeter of the athletic
field.
“So, what is the definition of perimeter?”

“What is the formula?”
“Are there always going to be four sides?”
“Okay, how do we feel about finding perimeter and using the formula?”
If any students are still confused, this is the time to address it. Provide another example.
2:50-3:05
Determining Rectilinear Area
Guided practice/independent
I will explain the “Bird’s Eye View” sheet to the students to be sure they understand. It has
fences and spaces that would be seen on a farm and I want to be sure they know what spaces they
are finding the perimeter of.
I will now hand out the “Bird’s Eye View” sheet for independent practice. This sheet will be
handed in for grading once complete. It will be used to see if more practice is needed tomorrow
before moving on to the next step.
While students are working, I will be walking around to be sure all students are on task as well as
doing the work correctly.
When students turn in their work they will pick up the homework from me.
Once students are finished they know that they should get a book to read for the time being (IDR
– independent reading).
If students who have unfinished work finish with time to spare they also know that they should
see me to get something to work on.
3:05-3:10
Around the World (time permitted)
Closing
If majority of students (24 students) finish by 3:05, the class can play Around the World. To do
so the teacher will show multiplication and division flash cards to two students at a time. The
student to say it first wins and moves on to the next students.
At 3:10, we will stop and line up to return to homeroom.
Formative Assessment: Observations and class discussions will be noted to formatively assess
students’ understanding of perimeter and how to find it. “Bird’s Eye View” sheet will be handed
in for grading. The homework will also be collected the next day to be reviewed by me.
Homework is not graded but turned in for a completion grade. I do write notes back to the
student on homework and classwork to address mistakes. Homework and classwork will be
reviewed to determine if more practice is needed the next class period.
Summative Assessment: There will be a summative assessment conducted at the end of the 8-
day unit on perimeter and area. The assessment will address the following; concepts of area and
perimeter, the formula for area and perimeter, word problems, problems with missing lengths,
finding the area and perimeter of regular and irregular figures, understanding that two shapes can
have the same area, but different perimeter and that they can have the same perimeter, but
different area.
Materials:
• Number Talk Textbook
• Racing Around by Stuart J. Murphy
• Bird’s Eye View WS (x32)
• Determining Rectilinear Area [changed to perimeter] (x32)
• Photos of book pages 8, 12 & 28-29
• Chart paper
• Markers
• Around the World Cards

Date(s): April 10, 2018 Time: 2:00-3:10
Subject: Mathematics – Area and Perimeter Evaluator: Amy Noggle (Towson Un.)
Classroom Dynamics: This is a third grade above grade level class who is working through the
students
About the Lesson(s): This lesson is the second of an 8-day sequence to instruct students on all
Schools. Day 2 focuses on finding the perimeter of objects in their immediate environment.
unknown factor.
Objective(s): I can apply my knowledge of perimeter to determine the perimeter of school

related objects.
Prerequisites: Students must know how to find perimeter, the essential parts needed to use the
perimeter formula and how to use addition to calculate perimeter. They must be able to measure
objects using a ruler to the nearest half inch.
Variability:
7.2 – this lesson is conceptualized to the student’s lives in that they are finding the
perimeter of objects in their classroom. This talk also allows for active participation in
the students own learning.
7.3 – students will be engaged in a class discussion at the end about how they thought the
activity went. If there were any objects that were hard to measure or any other
complications.
8.2 – within the activity itself there is variation in difficulty. Some objects will be easier
to measure than others. Some students will need to apply their ability to measure to the
nearest half inch and others will be exact.
8.4 – students will be provided with feedback throughout the activity to ensure that they
are measuring correctly, lining things up correctly and recording work properly.

1.1 – Students will be provided with a chart to record their information. It will be in a
layout that will assist students in keeping the display of information neat and easy to
follow.
2.1 – Before beginning the scavenger hunt students will review the terms needed for the
lesson. As a class, we will review the anchor chart completed the class before to ensure
all students are able to incorporated the terms and formula in their work for the day.
2.5 – Up to this point students will have had the opportunity to see the information
through literature, through an anchor chart, through pencil and paper practice and now
they are able to physically apply what they know to the classroom environment.
3.4 – As the result of the previous lesson students have a set of knowledge on perimeter
and not they are able to generalize this information to the real world. They have moved
from perimeter of 2 dimensional shapes to 3 dimensional objects.
Procedures:
2:00-2:15
Number Routine
Opening
The Parcc assessment is coming upon us. For the first 15 minutes of class we will be doing
practice questions and learning how to use the buttons and features on the Parcc assessment.
My mentor’s computer will be used to project the Parcc simulation onto the board. As a class, we
will go through 2-3 questions (what we are able to fit in about 15 minutes). I will explicitly teach
them how to use the features related to each question. For example, some questions require the
use of a ruler. I will show them how to use this feature.
“Are there any questions about what we just reviewed?”

This also provides teachable moments. If someone does not understand a concept just reviewed,
we can take a minute to clarify misconceptions or misunderstandings.
2:15-2:20
Warm-up
Students will be given 5 problems drawn on the board. They will number 1-5 in their journals,
copy down the problems and then find the perimeter for each. Once most are finished, I will pick
5 names out of the bag and those 5 students will come put their answers on the board.
We will decide if we agree or disagree and talk about the ones that were incorrect and what they
did wrong (if any).
2:20-3:00/3:05
Scavenger Hunt
Guided Practice/ Independent Practice
Objective: I can apply my knowledge of perimeter to determine the perimeter of school related
objects.
“Next we are going to do an in-class scavenger hunt activity where you will need to measure
objects to the nearest half inch, record the perimeter of the object and provide a sketch with
labels. First we are going to do one together.”
I will have a small chapter book to demonstrate what I would like them to do.
1. Find the object listed on your sheet.
2. Draw a sketch of the object.
3. Label the sides.
4. In the middle column write the formula, write the formula with the dimensions, then solve.
“Does everyone understand what they are going to do?”

“All the objects you need are in the room and numbered.”
“I am going to go around and give each of you a number between 1-8. The number you get is the
station that you will start at. Once you have finished it you may move on to another station of
your choice.”
*Hand out the sheet while numbering off students.
There will be stations around the room numbered with pieces of construction paper. There are
enough materials at each for 4 students to complete it. The stations will be:
1. desk top
2. bricks
3. a book of their choice
4. folder
5. tile square
6. a shape outlined in tape on carpet
7. a shape outlined in tape on the tiles
8. a shape outlined in tape on the chalk board
Once everyone has gone around the room, we will fill out a class chart to record answers. Some
will be different, for that one student will share what they found and we will talk about whether
or not it is a reasonable perimeter based on other objects.
“What are some other real world objects that people probably find the perimeter of before
building or buying?”
3:05-3:10
Closing
students’ understanding of finding the perimeter of real world objects. The scavenger hunt
recording sheet will be handed in for grading. Based on grades from this activity, it will be
indicated whether students need more practice or need a mini lesson to review the skill in future
class periods.
different area.
Materials:
• Computer for PARCC
• Scavenger Hunt sheet (x32)
• Tape
• Rulers
• Folders (x4)
Name: _____________________________ Date: _______________ Teacher Code: _______
Go to each of the 8 stations to measure the object, draw a sketch of the object with labels
and use the perimeter formula to determine the perimeter.
Name Perimeter Sketch
1. Tape on carpet
2. Tape on tile floor
3. Tape on chalk board
4. top of desk
5. brick
6. A book of your choice
7. folder
8. Tile square

Date(s): April 11, 2018 Time: 2:00-3:10
Subject: Mathematics – Area and Perimeter Evaluator: Michele Holcomb
Classroom Dynamics: This is a third grade above grade level class who is working through the
students
About the Lesson(s): This lesson is the third of an 8-day sequence to instruct students on all
Schools. Day 3 focuses on finding the perimeter of irregular shapes and those with missing
measurements, as well as solving word problems.
unknown factor.
Objective(s): I can find the perimeter of irregular shapes and shapes with missing lengths, as
well as apply the formula of perimeter to real-world word problems.
Prerequisites: Students must know how to find perimeter, the essential parts needed to use the
perimeter formula and how to use addition to calculate perimeter. They must also be able to
apply this knowledge to solve word problems.
Variability:
7.1 – In this lesson, the students will be learning about three different components of
perimeter. They will be using the perimeter formula for irregular shapes, shapes with
missing measurements, and word problems. They will be building up to word problems
buy getting the most exposure with the concept first.
7.2 – The problems that have been prepared for the students are of gradual complexity.
They begin with problems that should be fairly easy for them, then moving towards those
problems that require a little more planning and attention to detail. Finally, they end with
word problems that will test visual and special skills as well as perimeter skills.
9.1 – Students will be able to self-assess on multiple occasions during this lesson. They
will have the opportunity to test their knowledge three different times throughout.
Stopping after each of the mini lessons to complete a series of problems they will have
time to identify if they are meeting the class objective.
8.4 – Timely and frequent feedback will be given to students during discussions, seat
work and independent practice. As students are applying new knowledge, the teacher will
be walking around to assess understanding both informally and through questioning.
3.4 – Students will be encouraged to revisit their anchor chart to help them with finding
perimeter of irregular shapes. Use what they know about regular shapes and what
information they need to transfer it to irregular shapes. (ie. knowing the measurement of
all sides of the shape)
3.3 – Information in this lesson is “chunked” into three different sections. First students
will learn about irregular shapes, then they will tackle shapes with missing
measurements/ sides, and finally they will use all that they know to answer perimeter
word problems. This is also the logical sequence.
3.2 – During this lesson students will be exposed to a large set of examples to build their
skill set with perimeter of shapes and/or objects. Not all examples will be the same, there
will be varying complexity in the examples as well.
Procedures:
2:00-2:15
Number Talk
Opening
-The teacher will teach the new number talk strategy to the students using the example
from the text: 1 x 16. Explain the two ways that it can be doubled and halved. 2x8 and 4x4.
(Doubling and Halving)
- 1 x 24 (24)
- 32 x 1 (32)
- 2 x 24 (48)
- Using the above three problems the teacher will write the multiplication problem on the
board and provide students with a minute to mentally solve the problem. Then the teacher will
write a student’s name on the board and they will provide an answer. Then the teacher will ask if
anyone disagrees and has a different answer, if so, the teacher will write that one down as well.
After the teacher has accounted for all the student’s different answers, one student will be chosen
to defend (walk through how they solved the problem as the teacher record the steps on the
board).
- At the end of the routine the teacher will ask if anyone has any questions or did not
understand any of the problems.
2:15-2:25
What is our new unit?

Objective: I can find the perimeter of irregular shapes and shapes with missing lengths.
“What are irregular shapes?”

Students will discuss this and come up with a definition.
Next, I will draw an irregular shape on the board that students will copy into their journals.
I will discuss with them strategies they can use to find the perimeter of a shape such as this one.
“How might we be able to find the perimeter of this shape? When we find perimeter, we know
there are usually four sides, but here we have more than. What should we do?”
Anticipated response: just add them all up
“Great! Take a minute to go through and make sure each side of the shape has a measure next to
it. Then go ahead and find the perimeter. Remember to label your units.”
2:25-2:50
How to find perimeter of irregular shapes and those with missing sides.
During/ Guided Practice
Once I have walked all the students through how to complete this one then I will draw four on
the board for them to complete independently.
“Who can tell me what the second part of our objective was today?”
Anticipated response: shapes with missing sides
“Great, so now we are going to work through a problem together that has some sides that are
not labeled. In order to find perimeter do we need to have a measure for each side, or can we
make one up?”
Anticipated response: each side needs a measure and it cannot be made up.
“We are going to use what we know to label the sides that are not labeled and then it will be
easy to find the perimeter.”
After I have walked the students through this process they will again get a set of four problems to
try on their own that we will go over to make sure everyone understands how to find perimeter
given irregular shapes as well as those with missing sides.
The final part that we will go over together are word problems. The first problem we will walk
through together talking about how to draw a picture to help us. Talk about what information we
know and what information we may need. I will give students a word problem that they can
discuss and solve as a table.
1. Sarah has a big backyard and she wants to know the perimeter of the space. It is a square and
one side measures 25 yards. What is the perimeter of her backyard?
2. Jackson is joining the soccer team and he wants his dad to put a fence in the front yard so his
ball doesn’t go to the neighbor’s yard. His dad only has enough money to buy 105 ft of fencing.
The fence should be rectangular, one side measures 25 feet and the other is 15 feet. Will his dad
have enough money to buy the fencing?
Students will get time to do the second as a table. We will share and discuss ideas then move to
the classwork for the day.
2:50-3:05
Determining Perimeter of All Shapes
Guided practice/independent
Now students will be given the opportunity to show what they know about perimeter in all the
situations discussed in the last three days through an all-encompassing work sheet.
While students are working, I will be walking around to be sure all students are on task as well as
doing the work correctly.
When students turn in their work they will pick up the homework from me.
Once students are finished they know that they should get a book to read for the time being (IDR
– independent reading).
If students who have unfinished work finish with time to spare they also know that they should
see me to get something to work on.
3:05-3:10
Closing
students’ understanding of perimeter and how to find it. The worksheet will be handed in for
grading. The homework will also be collected the next day to be reviewed by me. Homework is
not graded but turned in for a completion grade. I do write notes back to the student on
homework and classwork to address mistakes. The worksheet will also help to gage if the
students need a little more practice the next class period.
different area.
Materials:
• Number Talk Textbook
• Worksheet (x30)
Name: _________________________ Date: _____________ Teacher Code: __________

Classwork: Finding Perimeter of Regular and Irregular Shapes, Missing Sides and Word
Problems (not to scale)

1. 8 in 2. 3. 6.5 feet

7 in
7 in

8 in 6 cm

4. 5.
142 ft

20 ft

20 ft

142 ft

8 cm
6. 7. 8.

9. 10.

11. 8.6 ft 12. 13. 11 in

4.5 ft

14. A square barn has sides that are 9 meters long. What is the barn's
perimeter?
15. The surface of a rectangular table is 3 feet wide and 9 feet long. What is
its perimeter?
16. A rectangular certificate is 7 inches wide and 5 inches tall. What is its
perimeter?
17. A rectangular cutting board is 20 inches long and 16 inches wide. What
is its perimeter?

Pre- Assessment
Name: _____________________________ Date: ________________ Teacher Code: ________

1. What is the formula for area?

2. What is the formula for perimeter?

3. Find the perimeter. Show your work. 10 ft

4 ft 4 ft

10 ft

4. Find the area and perimeter. Show your work. 25 in

5 in

6. Find the area and perimeter of this irregular shape. Show your work.

4 ft

2 ft

4 ft

2 ft


7. The shape below has a perimeter of 30 ft and an area of 50 ft2. Draw and label a shape in the
box that has the same perimeter, but different area as the shape below. Show your work.

10 ft

5 ft

8. Heather wants to build a fence in her backyard for Max, her new puppy. She bought 74 feet
of fencing. Draw a sketch of her new fence that Heather can build with a perimeter of 74 feet.
Be sure to find the area for her new fence too. Show your work.


Post- Assessment
Name: _____________________________ Date: ________________ Teacher Code: ________

1. What is the formula for area?

2. What is the formula for perimeter?

3. Find the perimeter. Show your work. 16 ft

8 ft 8 ft

16 ft

4. Find the area and perimeter. Show your work. 65 in

7 in

6. Find the area and perimeter of this irregular shape. Show your work.

8 ft

4 ft

8 ft

4 ft


7. The shape below has a perimeter of 166 ft and an area of 1,380 ft2. Draw and label a shape in
the box that has the same perimeter, but different area as the shape below. Show your work.

60 ft

23 ft

8. Jack wants to build a pool in her backyard so his friends can come over during the summer.
The pool needs to be fenced in by law. He bought 212 feet of fencing. Draw a sketch of the
new fence that Jack can build with a perimeter of 212 feet. Be sure to find the area of his new
fence too. Show your work.

Evidence of Student Learning

Caricato da

Informazioni sul documento

Titolo originale

Copyright

Formati disponibili

Condividi questo documento

Condividi o incorpora il documento

Opzioni di condivisione

Hai trovato utile questo documento?

Questo contenuto è inappropriato?

Copyright:

Formati disponibili

Evidence of Student Learning

Caricato da

Copyright:

Formati disponibili

Running

head: EVIDENCE OF STUDENT LEARNING 1

Evidence of Student Learning

Part A: Learning context, Topics, and Objectives

Talented mathematics class next year.

23.4%, Black/African American 8.9%, Hawaiian/Pacific Islander 0%, Hispanic/Latino 5.0%,

students working through the third-grade curriculum.

Part B: Assessment Plan

changed the numbers used in the problem.

Throughout the lesson I used a series of formative assessments that functioned as

piece of knowledge needed in order to meet the MCCRS standard as a whole.

Motivation and Engagement

and solve all the problems first.

Model Skills, Guided Practice and Independent Practice

follow this direction.

on that assignment 18 out of 25 students received at least an 80% or higher.

Universal Design for Learning (UDL) and Feedback

posed to the students.

Formative Assessments and Summative Assessment

Part D: Analysis & Instructional Decision Making

75… 61%-90% 61%-90%

Scores Per Student

Boys' vs Girls' Post Scores

Average Post Scores of GT and Non-GT Sudents

Average Post Scores Based on Ethnicity

her work. This student received a 54% on the post-assessment.

After analyzing patterns of lack of achievement I took a look at patterns of achievement. I

Part E: Reflection and Self-Evaluation

most part the lessons were effective.

more examples as a class.

a personal professional goal is standard one: “Beginning special education professionals

each and every student.

Retrieved from: https://www.cec.sped.org/~/media/Files/Standards/Professional%20

Teacher: Melinda Staub Grade: 3rd

Multiple Means of Representation

“So, what is the definition of perimeter?”

Teacher: Melinda Staub Grade: 3rd

Objective(s): I can apply my knowledge of perimeter to determine the perimeter of school

Multiple Means of Representation

“Are there any questions about what we just reviewed?”

“Does everyone understand what they are going to do?”

Name: _____________________________ Date: _______________ Teacher Code: _______

Name Perimeter Sketch

2. Tape on tile floor

3. Tape on chalk board

6. A book of your choice

Teacher: Melinda Staub Grade: 3rd

“Can I have someone read the objective for us?”

“What are irregular shapes?”

Name: _________________________ Date: _____________ Teacher Code: __________

11. 8.6 ft 12. 13. 11 in

Potrebbero piacerti anche

Name: _____________________ Date: _ Teacher Code: _

Name: ___________________ Date: _ Teacher Code: ____