Student Teaching Evaluation of Performance (STEP) Template

© 2019. Grand Canyon University. All Rights Reserved. Page 1 of 32

Table of Contents

Student Teaching Evaluation of Performance (STEP) Template ..............................1

Table of Contents .......................................................................................................2
STEP Standard 1 - Contextual Factors: Knowing Your School and Community .....3
STEP Standard 2 - Writing Standards-Based Objectives and the Learning Goal .....5
STEP Standard 3 - Assessment and Data Literacy ....................................................7
STEP Standard 4 - Unit and Lesson Planning .........................................................14
STEP Standard 5 - Implementation of Instructional Unit .......................................26
STEP Standard 6 - Analysis of Student Learning....................................................28
STEP Standard 7 – Reflecting on Instruction to Improve Student Progress ...........30

© 2019. Grand Canyon University. All Rights Reserved. Page 2 of 32

 STEP Standard 1 - Contextual Factors: Knowing Your School and Community

Part I: Community, District, School, and Classroom Factors

You will be completing this portion of the STEP document using the following link:
STEP Standard 1, Part I

After completing the e-doc portion, submit the PDF you receive into the Learning Management System (LMS).

© 2019. Grand Canyon University. All Rights Reserved. Page 3 of 32

STEP Standard 1 - Contextual Factors: Knowing Your School and Community
Part II: Demographic, Environment, and Academic Factors

You will be completing this portion of the STEP document using the following link:
STEP Standard 1, Part II

After completing the e-doc portion, submit the PDF you receive into the Learning Management System (LMS).

© 2019. Grand Canyon University. All Rights Reserved. Page 4 of 32

STEP Standard 2 - Writing Standards-Based Objectives and the Learning Goal

Unit Topic: Measurement: Perimeter

Unit Title: Finding and Measuring Perimeter

National or State Academic Content Standards

TEKS 3.1A Apply mathematics to problems arising in everyday life, society, and the workplace.
TEKS 3.1B Use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a
solution, justifying the solution and evaluating the problem-solving process and the reasonableness of the solution
TEKS 3.1C Select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques,
including mental math, estimation, and number sense as appropriate to solve problems
TEKS 3.1D Communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols,
diagrams, graphs, and language as appropriate
TEKS 3.1E Create and use representations to organize, record, and communicate mathematical ideas
TEKS 3.1F Analyze mathematical relationships to connect and communicate mathematical ideas
TEKS 3.1G Display, explain, and justify mathematical ideas and arguments using precise mathematical language in written and oral
communication
TEK 3.7B Determine the perimeter of a polygon or a missing length when given perimeter and remaining side lengths in problems

Learning Goal
The goal is for students to be able to find and measure perimeter.

Measurable Objectives
Monday/Day 1: The students will be able to solve for perimeter using different polygons with 75% accuracy.

Tuesday/Day 1: The students will measure and calculate perimeter using patterned blocks with 90% accuracy.

© 2019. Grand Canyon University. All Rights Reserved. Page 5 of 32

Wednesday/Day3: The students will identify the missing side of a figure when given the perimeter and remaining three sides with
75% accuracy.

Thursday/Day 4: The students will participate in a perimeter scavenger hunt with a partner to locate 6 rectangles in the room, measure
the sides using a ruler, and solve for perimeter.

Friday/Day 5: The students will complete a post-assessment demonstrating their understanding of measuring and finding perimeter
with 100% accuracy.

© 2019. Grand Canyon University. All Rights Reserved. Page 6 of 32

STEP Standard 3 - Assessment and Data Literacy
Pre-Assessment - Copy and paste the pre-assessment you plan to use to assess the students’ knowledge of the topic prior to
implementing the unit lessons. Include the scoring criteria used to determine whether the student Exceeds, Meets, Approaches, or
Falls Far Below the learning goal and measurable objectives.

Perimeter Pre-Assessment

3. Gretchen made this table to show the side lengths and perimeters of three figures.

Gretchen’s
Side Lengths Perimeter
Figures (yards) (yards)
Figure
Square 6, 6, 6, 6 24
Triangle 4, 7, 8 19
Rectangle 4, 8, 4, 8 32

What mistake, if any, did Gretchen make?

A The perimeter of the rectangle should be 24 yards.

B The perimeter of the square should be 36 yards.
C The perimeter of the triangle should be 20 yards.
D Gretchen did not make any mistakes in the table.

© 2019. Grand Canyon University. All Rights Reserved. Page 7 of 32

 13. A rectangular business card is shown. Use the ruler provided to measure the length and width of the
business card to the nearest centimeter.

Jerry’s Balloon Arrangements

1-512-555-3636

Which measurement is closest to the perimeter of the business card in centimeters?

A 14 cm
B 28 cm
C 45 cm
D 32 cm

© 2019. Grand Canyon University. All Rights Reserved. Page 8 of 32

 Reference: Texas Education Agency. (2019). STAAR released test questions. Retrieved from
https://tea.texas.gov/Student_Testing_and_Accountability/Testing/State_of_Texas_Assessments_of_Academ
ic_Readiness_(STAAR)/STAAR_Released_Test_Questions/

Pre-Assessment Data: Whole Class - Once you have assessed your students’ knowledge on the topic,
collect and analyze the pre-assessment data to determine if you will need to modify the standards,
learning goal, or measurable objectives that will be addressed during instruction.

Number of Students

Highly Proficient (90%-100%) 2

Proficient
(80%-89%) 0

Partially Proficient
(70%-79%) 4

Minimally Proficient
(69% and below) 7

Pre-Assessment Analysis: Whole Class

The perimeter unit I am beginning on week 8 has not been taught to my cooperative classroom students.
Based on the data scores from the pre-assessment, I am selecting state academic standards, a learning
goal, and measurable objectives that will help students gain crucial knowledge to be successful with

© 2019. Grand Canyon University. All Rights Reserved. Page 9 of 32

 measuring and determining perimeter. I will not make modifications to what I have selected because I
feel that all students need a thorough lesson on measuring and determining perimeter. Based on the pre-
assessment data, no students scored proficient, four students are partially proficient, and seven students
scored below proficient. The numbers reflect a need to teach perimeter verses a quick review. The data
did show two students who scored highly proficient, I will make sure to provide extension activities for
these students to increase their higher order thinking.
When assessing data, planning must be done with foresight to ensure that students are working towards
meeting their academic goals and objectives. Planning should involve incorporating resources such as
manipulatives, technology, and engaging opportunities to reinforce what is being taught.
Additionally, lesson delivery must involve meaningful learning experiences that meet the needs of all
students. It is crucial to take into account the diverse learning needs of each individual student. Lesson
delivery will include: accommodations, differentiation, visuals, and manipulatives. For instance, when
teaching perimeter, I will incorporate manipulatives like square tiles and 2-D shapes. These
manipulatives will actively engage learners in measuring perimeter while making critical connections
between perimeter concepts.
Another important piece that data effects is assessments. The data obtained on the pre-assessment will
help me determine what types of assessments are needed to check for understanding along the way and at
the end. For example, I will make assessments as I ask questions and observe students working during
our lessons. Some questions I will ask include: what does perimeter mean, how can we use square tiles to
solve for perimeter, and what are some ways we use perimeter outside the classroom. I will give students
an opportunity to demonstrate their understanding as they work problems on the board. I will monitor
students’ progress as they complete assignments and at the end of each lesson to determine if I need to
reteach, review, or if students are ready to move on. I plan to create a post-assessment that will show
significant growth as my students work to meet their individual goals.

Post-Assessment – Copy and paste the post-assessment you plan to use to assess the students’ knowledge of the topic after implementing the
unit lessons. The post-assessment can be the same as the pre-assessment, a modified version, or something comparable that measures the same
concepts. Include the scoring criteria used to determine whether the student Exceeds, Meets, Approaches, or Falls Far Below the learning goal
and measurable objectives.
I plan to use the same scoring criteria as the pre-assessment. The criteria are as follows: High Proficiency (90-100%), Proficient
(80-89%), Partially Proficient (70-79%), and Minimally Proficient (69% and below).

© 2019. Grand Canyon University. All Rights Reserved. Page 10 of 32

 Perimeter Post-Assessment

1.How do you find the perimeter of a shape?

___________________________________________________________

___________________________________________________________

___________________________________________________________

2. Gretchen made this table to show the side lengths and perimeters of three figures.

Gretchen’s
Side Lengths Perimeter
Figures (yards) (yards)
Figure
Square 6, 6, 6, 6 24
Triangle 4, 7, 8 19
Rectangle 4, 8, 4, 8 32

What mistake, if any, did Gretchen make?

A The perimeter of the rectangle should be 24 yards.

B The perimeter of the square should be 36 yards.
C The perimeter of the triangle should be 20 yards.
D Gretchen did not make any mistakes in the table.

© 2019. Grand Canyon University. All Rights Reserved. Page 11 of 32

 3. A square has a perimeter of 24. If three sides have a length of 6 inches, what is the length of the missing
side?

A 3 inches
B 6 inches
C 10 inches
D 8 inches

4. A rectangular business card is shown. Use the ruler provided to measure the length and width of the business
card to the nearest centimeter.

Jerry’s Balloon Arrangements

1-512-555-3636

© 2019. Grand Canyon University. All Rights Reserved. Page 12 of 32

 Which measurement is closest to the perimeter of the business card in centimeters?

A 14 cm
B 28 cm
C 45 cm
D 32 cm

Reference: Texas Education Agency. (2019). STAAR released test questions. Retrieved from
https://tea.texas.gov/Student_Testing_and_Accountability/Testing/State_of_Texas_Assessments_of_Academ
ic_Readiness_(STAAR)/STAAR_Released_Test_Questions/

© 2019. Grand Canyon University. All Rights Reserved. Page 13 of 32

STEP Standard 4 - Unit and Lesson Planning
Note: When implementing the unit of study, you will be choosing one of these activities to video record, review, and reflect on your teaching later
in the STEP process,

Day 1 Day 2 Day 3 Day 4 Day 5

Title of Lesson or Introducing Measuring Finding Perimeter Let’s Find the Finding Perimeter
Activity Perimeter Perimeter with a Missing Side Perimeter in the Real-World
Standards and Standards: Standards: Standards: Standards: Standards:
Objectives TEKS 3.1A Apply TEKS 3.1B Use a TEKS 3.1B Use a TEKS 3.1B Use a TEKS 3.1B Use a
What do students mathematics to problem-solving problem-solving problem-solving problem-solving
need to know and problems arising in model that model that model that model that
be able to do for everyday life, incorporates incorporates incorporates incorporates
each day of the society, and the analyzing given analyzing given analyzing given analyzing given
unit? workplace. information, information, information, information,
TEKS 3.1B Use a formulating a plan formulating a plan formulating a plan formulating a plan
problem-solving or strategy, or strategy, or strategy, or strategy,
model that determining a determining a determining a determining a
incorporates solution, justifying solution, justifying solution, justifying solution, justifying
analyzing given the solution and the solution and the solution and the solution and
information, evaluating the evaluating the evaluating the evaluating the
formulating a plan problem-solving problem-solving problem-solving problem-solving
or strategy, process and the process and the process and the process and the
determining a reasonableness of reasonableness of reasonableness of reasonableness of
solution, justifying the solution the solution the solution the solution
the solution and TEKS 3.1C Select TEKS 3.1C Select TEKS 3.1C Select TEKS 3.1C Select
evaluating the tools, including real tools, including real tools, including real tools, including real
problem-solving objects, objects, objects, objects,
process and the manipulatives, manipulatives, manipulatives, manipulatives,
reasonableness of paper and pencil, paper and pencil, paper and pencil, paper and pencil,
the solution and technology as and technology as and technology as and technology as
TEKS 3.1C Select appropriate, and appropriate, and appropriate, and appropriate, and
tools, including real techniques, techniques, techniques, techniques,

© 2019. Grand Canyon University. All Rights Reserved. Page 14 of 32

 objects, including mental including mental including mental including mental
manipulatives, math, estimation, math, estimation, math, estimation, math, estimation,
paper and pencil, and number sense and number sense and number sense and number sense
and technology as as appropriate to as appropriate to as appropriate to as appropriate to
appropriate, and solve problems solve problems solve problems solve problems
techniques, TEKS 3.1D TEKS 3.1D TEKS 3.1D TEKS 3.1D
including mental Communicate Communicate Communicate Communicate
math, estimation, mathematical ideas, mathematical ideas, mathematical ideas, mathematical ideas,
and number sense reasoning, and their reasoning, and their reasoning, and their reasoning, and their
as appropriate to implications using implications using implications using implications using
solve problems multiple multiple multiple multiple
TEKS 3.1D representations, representations, representations, representations,
Communicate including symbols, including symbols, including symbols, including symbols,
mathematical ideas, diagrams, graphs, diagrams, graphs, diagrams, graphs, diagrams, graphs,
reasoning, and their and language as and language as and language as and language as
implications using appropriate appropriate appropriate appropriate
multiple TEKS 3.1E Create TEKS 3.1E Create TEKS 3.1E Create TEKS 3.1E Create
representations, and use and use and use and use
including symbols, representations to representations to representations to representations to
diagrams, graphs, organize, record, organize, record, organize, record, organize, record,
and language as and communicate and communicate and communicate and communicate
appropriate mathematical ideas mathematical ideas mathematical ideas mathematical ideas
TEKS 3.1E Create TEKS 3.1F TEKS 3.1F TEKS 3.1F TEKS 3.1F
and use Analyze Analyze Analyze Analyze
representations to mathematical mathematical mathematical mathematical
organize, record, relationships to relationships to relationships to relationships to
and communicate connect and connect and connect and connect and
mathematical ideas communicate communicate communicate communicate
TEKS 3.1F mathematical ideas mathematical ideas mathematical ideas mathematical ideas
Analyze TEKS 3.1G TEKS 3.1G TEKS 3.1G TEKS 3.1G
mathematical Display, explain, Display, explain, Display, explain, Display, explain,
relationships to and justify and justify and justify and justify
connect and mathematical ideas mathematical ideas mathematical ideas mathematical ideas

© 2019. Grand Canyon University. All Rights Reserved. Page 15 of 32

 communicate and arguments and arguments and arguments and arguments
mathematical ideas using precise using precise using precise using precise
TEKS 3.1G mathematical mathematical mathematical mathematical
Display, explain, language in written language in written language in written language in written
and justify and oral and oral and oral and oral
mathematical ideas communication communication communication communication
and arguments TEK 3.7B TEK 3.7B TEK 3.7B TEK 3.7B
using precise Determine the Determine the Determine the Determine the
mathematical perimeter of a perimeter of a perimeter of a perimeter of a
language in written polygon or a polygon or a polygon or a polygon or a
and oral missing length missing length missing length missing length
communication when given when given when given when given
TEK 3.7B perimeter and perimeter and perimeter and perimeter and
Determine the remaining side remaining side remaining side remaining side
perimeter of a lengths in problems lengths in problems lengths in problems lengths in problems
polygon or a
missing length
when given Objective: The Objective: The Objective: The Objective: The
perimeter and students will students will students will students will
remaining side measure and identify the missing participate in a complete a post-
lengths in problems calculate perimeter side of a figure perimeter scavenger assessment
using patterned when given the hunt with a partner demonstrating their
blocks with 90% perimeter and to locate 6 understanding of
Objective: The accuracy. remaining three rectangles in the measuring and
students will be sides with 75% room, measure the finding perimeter
able to solve for accuracy. sides using a ruler, with 100%
perimeter using and solve for accuracy.
different polygons perimeter.
with 75% accuracy.
Academic Perimeter Perimeter Perimeter Perimeter Perimeter
Language and Polygon Polygon Polygon Polygon Polygon
Vocabulary Centimeter Centimeter Centimeter Centimeter Centimeter
Inch Inch Inch Inch Inch

© 2019. Grand Canyon University. All Rights Reserved. Page 16 of 32

 What academic Decompose Decompose Decompose Decompose Decompose
language will you
emphasize and
teach each day
during this unit?
Summary of Students will begin Students will begin Students will begin Students will begin Students will begin
Instruction and the lesson by the lesson by the lesson by the lesson by the lesson by
Activities for the independently independently independently independently independently
Lesson completing a Lone completing a Lone completing a Lone completing a Lone completing a Lone
How will the Star warm-up Star warm-up Star warm-up Star warm-up Star warm-up
instruction and projected on the projected on the projected on the projected on the projected on the
activities flow? board. We will go board. We will go board. We will go board. We will go board. We will go
Consider how the over the warm-up over the warm-up over the warm-up over the warm-up over the warm-up
students will as a whole group. as a whole-group. as a whole group. as a whole group. as a whole group.
efficiently transition Next, I will Next, I will Next, I will Next, I will Next, I will
from one to the introduce our introduce the introduce our introduce the introduce the
next. learning goal, objective and objective and objective and objective and
objective, and review the review the review the review academic
academic language. vocabulary. Then, vocabulary. Then, academic language. language. Then, I
Then, I will I will display a I will draw a shape I will ask students will review
introduce perimeter pattern block on the on the board and if they can recall measuring and
by writing the word board using the label the length of going on a finding perimeter
perimeter on the document camera. each side except scavenger hunt. I using Khan
board and having I will tell students one. I will provide will ask students Academy perimeter
students Think Pair we are going to use the perimeter. I what are important questions during a
Share with their our square tiles will ask students things we might whole group
elbow partner what from the previous how will we find need to complete a discussion.
they know about lesson to measure the length of the perimeter scavenger Students will use a
perimeter. I will the sides of missing side. I will hunt. Then, I will dry erase marker to
model how to different polygons model how to add show students a solve problems on
measure and find and solve for up the missing colorful rectangle their table tops.
the perimeter using perimeter. I will sides and subtract it taped to the front Last, students will
square tiles and a model for students from the perimeter board. I will tell take a Post-

© 2019. Grand Canyon University. All Rights Reserved. Page 17 of 32

 rectangle using the how to measure the to find the missing students that we are Assessment on
document camera. sides and solve for side. Then, we will going to use a ruler perimeter.
I will provide the perimeter. I complete the How to measure for
students with an will ask students to to Solve for perimeter today. I
index card and recall a trick to Missing Sides will model for
square tiles to remember when graphic organizer to students how to use
practice measuring measuring and go into their math the STAAR test
the sides and finding the notebooks. The ruler to measure the
adding them to find perimeter of both graphic organizer four sides and
the perimeter. squares and includes calculate the
Last, students will rectangles. decomposing perimeter. Last,
begin Math Last, students will figures to find the students will start
Workshop to begin Math missing sides of Math Workshop.
practice the skills Workshop to figures. Last, 1.Meet the Teacher-
learned in our practice the skills students will begin I will practice
whole group learned in our Math Workshop to reading word
instruction. whole group practice the skills problems with
1.Meet the Teacher- instruction. learning in our students and
I will work with 1.Meet the whole group solving for
students to Teacher- I will instruction. perimeter.
complete the work with students 1.Meet the 2.At Your Seat-
graphic organizer to review their Teacher- I will Students will work
How to Solve for Solving for review the graphic with a partner from
Perimeter Perimeter organizer and their small group to
worksheet for worksheet from review the missing go on a perimeter
students to place in Monday, measuring side concept with scavenger hunt
their math the sides of pattern students by drawing around the room.
notebook. blocks, and solving shapes on a maker 3. Fact Fluency
2. At Your Seat- for perimeter. board with all but Students will play
Students will 2.At Your Seat- one side labeled Kaboom to practice
complete Solving Students will and a known their multiplication
for Perimeter complete the perimeter. facts.
worksheet. Pattern Block 2.At Your Seat 4. Word Problems

© 2019. Grand Canyon University. All Rights Reserved. Page 18 of 32

 3. Fact Fluency- Perimeter activity Students will Students will
Students will with their small- complete Solving complete a STAAR
practice group. Students for Missing Sides practice word
multiplication fact will measure the worksheet to problem.
bingo using a bingo sides of the pattern independently Students will return
card and a dice. blocks and solve practice. to whole group to
4. Word Problems- for perimeter. 3. Fact Fluency- review the
Students will 3. Fact Fluency- Students will use vocabulary words
complete a STAAR Students will this time to practice by playing Kahoot.
practice word practice their multiplication, Table groups will
problem. multiplication facts division, or decide on the
Students will return using fact family fractions using That correct definition of
to whole group to cards and dry erase Quiz app on the each word
review vocabulary. markers. iPad. displayed using the
I will ask students 4. Word Problems- 4. Word Problems- projector and share
to recall a Students will Students will their answer. Each
vocabulary word complete a STAAR complete a STAAR member of the
we used in during practice word practice word winning team will
our lesson and to problem. problem. get to shoot a paper
share the meaning Students will return Students will return basketball into the
of the word with to whole group to to whole group to trash can. Last,
their elbow partner. review vocabulary review vocabulary students will
Students will share by playing Round by playing discuss the
their words with the Robin. The inner charades. One rectangles they
whole class. Last, circle will have a student will act out found on their
I check for vocabulary flash the vocabulary scavenger hunt and
understanding by card. The outer word and the rest of explain how they
having students circle will rotate to the class will try to measured and
provide a thumbs share the definition guess. Last, I will solved for
up or thumbs down of the word and an check for perimeter to check
regarding example. The understanding by for understanding.
measuring the sides circles will switch giving students a
of objects and and repeat. Last, note card. I will

© 2019. Grand Canyon University. All Rights Reserved. Page 19 of 32

 solving for students will display a shape on
perimeter. complete an Exit the board with 3
Thumbs Ticket requiring sides labeled and a
up/Thumbs down them to tell me one given perimeter. I
Questions: Do you thing they have will ask students to
know how to learned about find the missing
measure the sides perimeter and one side and record
of a figure using thing they still have their answer on
square tiles? a question about. their note card.
Once you have
measured each side,
do you understand
how to solve for
perimeter.
HOT Question: Can
you think of a way
we use perimeter in
our classroom or
outside our
classroom?
How do we solve
for the perimeter of
a square? Explain
why.

Differentiation Students with Students with Students with Students with Students with
What are the disabilities- I will disabilities- I will disabilities- I will disabilities- I will disabilities- The
adaptations or provide a wait time provide a wait time provide a wait time provide a wait time post-assessment
modifications to the for students with for students with for students with for students with can be administered
instruction/activities disabilities and disabilities and disabilities and disabilities and in small group at
as determined by those who are those who are those who are those who are the teacher table. I
the student factors performing below performing below performing below performing below will provide a wait

© 2019. Grand Canyon University. All Rights Reserved. Page 20 of 32

 or individual grade level when grade level when grade level when grade level when time for students
learning needs? asking questions. I asking questions. I asking questions. I asking questions. I with disabilities and
will pair these will allow students will allow an will allow an those who are
students with an extended time to extended time to extended time to performing below
medium to higher complete complete complete grade level when
performer students assignments. I will assignments. I will assignments. I will asking questions. I
during Think Pair make all make make will allow an
Share and small accommodations accommodations accommodations extended time to
group activities. I based on IEP/504 based on IEP/504 based on IEP/504 complete
will allow an plans. I will plans. I will plans. I will assignments. I will
extended time to provide an anchor provide an anchor provide an anchor make
complete chart along with chart along with chart along with accommodations
assignments. I will their graphic their graphic their graphic based on IEP/504
make all organizer to refer to organizer to refer to organizer to refer to plans. I will
accommodations throughout the throughout the throughout the provide an anchor
based on IEP/504 lesson. lesson. I will lesson. I will chart along with
plans. I will Students who are continue to check continue to check their graphic
provide an anchor gifted and their understanding their understanding organizer to refer to
chart along with talented- An and repeat and repeat throughout the
their graphic extension activity instruction during instruction during lesson. I will
organizer to refer to will include having whole group lesson whole group lesson continue to check
throughout the students draw their as needed. as needed. their understanding
lesson. own shapes using a Students who are Students who are and repeat
Students who are marker board and gifted and gifted and talented- instruction during
gifted and practice finding the talented- I will I will have these whole group lesson
talented- An perimeter. provide cards with students create their as needed.
extension activity different own word problems Students who are
to solve for gifted and talented-
will include having perimeters. I will perimeter. I will have these
them draw their have these students
own shapes using a create a figure, students reflect on
marker board and label all sides but ways we use
perimeter in the real-
practice finding the one, and ask a world beyond just the
perimeter. shapes and ways we

© 2019. Grand Canyon University. All Rights Reserved. Page 21 of 32

 friend to find the have discussed in
missing side. class and make a list
to share with their
peers.
Required Lone Star week 25 Lone Star week 25 Lone Star week 25 Lone Star week 25 Lone Star week 25
Materials, How to Solve for Pattern Blocks “How to Solve for Perimeter word Khan Academy
Handouts, Text, Perimeter graphic Square tiles Missing Sides” problems for Meet Perimeter questions
Slides, and organizer Pattern Block graphic organizer the Teacher rotation Post-Assessment
Technology Solving for Perimeter Solving for Missing Perimeter Pencils
Perimeter instruction page Sides worksheet Exploration Laptop
worksheet and recording sheet Laptop recording sheet Projector
STAAR practice Large white Projector Clip boards Dry erase markers
word problems construction paper Document camera STAAR rulers
Monday through Fact family cards Dry erase boards Pencils
Friday Dry erase markers Dry erase markers Laptop
Math notebooks Pencils iPads Projector
Scissors Laptop That Quiz app Document camera
Glue sticks Projector STAAR practice STAAR practice
Square tiles Document camera word problem word problem
Index cards STAAR practice Pencils Math notebook
Perimeter anchor word problem Glue sticks Perimeter anchor
chart Math notebooks Math notebooks chart
Projector Perimeter anchor Perimeter anchor Kaboom game
Laptop chart chart Colorful rectangles
Document camera Flash cards for Note card in different sizes
Marker boards Round Robin Kahoot vocabulary
Markers review game
Multiplication Fact Paper basketballs
Bingo Cards and trash can
Dice
Circle counters
Multiplication
charts

© 2019. Grand Canyon University. All Rights Reserved. Page 22 of 32

 Instructional and 1.Manipulatives 1.Manipulatives 1.A graphic 1.Prior knowledge 1.Lone Star warm-
Engagement provide a hands-on provide a hands-on organizer is a great connections allow up offers students a
Strategies and visual approach and visual approach way to help students to create consistent spiral of
What strategies are to learning that to learning that students organize crucial links to crucial math skills
you going to use increases increases information easily. what they are to begin the day.
with your students engagement and engagement and Additionally, learning. Prior The problems get
to keep them understanding. understanding. students can use the knowledge the students mind
engaged throughout 2.An anchor chart 2.An anchor chart graphic organizer to connections build actively engaged to
the unit of study? allows students to allows students to reference the foundation for begin the lesson.
feel like they have a feel like they have a throughout the new learning to 2.A whole class
resource to look at resource to look at lesson. take place. review time using
throughout the throughout the 2.During our Fact 2.A scavenger hunt an online tool like
lesson when lesson when Fluency rotation, is a way for Khan Academy is
answering answering students will use students to actively fun way to engage
questions, having questions, having Ipads to practice participate in both students in solving
discussions, and discussions, and multiplication facts. measuring and problems and
completing completing Technology is an finding perimeter. review perimeter
independent work. independent work. instructional tool Students will have before they
3.Think Pair Share 3.A recording sheet used to increase fun moving around complete the post-
is a great strategy to allows students an engagement. the room and assessment.
make prior opportunity to collaborating with Additionally,
knowledge organizer their their peers. students will love
connections and information during drawing on their
increase an activity in a table tops with dry
communication and manageable way. erase markers.
problem solving in More specifically,
the learning the “Pattern Block
community. Perimeter”
recording sheet
requires the
students to draw
their pattern blocks,
identify them by

© 2019. Grand Canyon University. All Rights Reserved. Page 23 of 32

 name, and solve for
perimeter. This
will help them
make important
connections to 2 D
shapes learned in
the previous unit.
Formative Throughout the Throughout the Throughout the Throughout the Throughout the
Assessments lesson, I am going lesson, I am going lesson, I am going lesson, I am going lesson, I am going
How are you going to make to make to make to make to make
to measure the assessments in the assessments in the assessments in the assessments in the assessments in the
learning of your form of form of form of form of form of
students throughout observations, observations, observations, observations, observations,
the lesson? questions, and questions, and questions, and questions, and questions, and
discussions with discussions with discussions with discussions with discussions with
students. students. I will students. I will students. I will students.
I will assess assess students assess students assess students During our whole
students understanding at understanding at understanding at group Khan
understanding at Meet the Teacher Meet the Teacher Meet the Teacher Academy reviews,
Meet the Teacher during the math during the math during the math students will have
workshop rotation workshop rotation. workshop rotation. workshop rotation. an opportunity to
as we review the Students will At the end of the Students will answer questions,
lesson and complete an Exit lesson, I will have discuss in a whole demonstrate how to
complete the Ticket sharing one students complete a group discussion measure and find
graphic organizer. thing they learned perimeter problem about the rectangles perimeter, and ask
I will ask students during the lesson from the board and they located in the questions.
to provide a thumbs and one thing they record their answer room. Students
up or thumbs down still have a question on a note card to will explain how
at the end of the about. This Exit demonstrate their they measured and
lesson to Ticket will help understanding. solved for the
demonstrate their determine if I need perimeter for each
understanding of to reteach, review, rectangle to

© 2019. Grand Canyon University. All Rights Reserved. Page 24 of 32

 measuring and or if we are ready demonstrate their
finding perimeter. to move on. understanding.
Summative, Post- I will be using a modified version of my pre-assessment to measure student’s learning progress at the end of
Assessment the perimeter unit. I have modified the pre-assessment because the pre-assessment was a STAAR based
What post- benchmark given before starting our perimeter unit. The students had not covered perimeter so the unit
assessment will introduces and expands on perimeter so the post-assessment will reflect this broader coverage.
measure the
learning progress?
Note: This can be
the same as the pre-
assessment or a
modified version of
it.

© 2019. Grand Canyon University. All Rights Reserved. Page 25 of 32

STEP Standard 5 - Implementation of Instructional Unit
Implement the unit you have designed. You have already implemented and analyzed the pre-
assessment. In this topic, you will implement all lesson activities, correlating formative
assessments and the summative post-assessment. Choose one of the lesson activities to video
record a 5-10 minute segment, review, and reflect on your teaching. Have your cooperating
teacher/mentor review the recording and provide feedback, if possible.

Video Recording Link: https://youtu.be/IBXO9LaoPAA

Summary of Unit Implementation:

The lesson for Day 1 involved introducing perimeter to students by using one-inch square
tiles and a 4x6 index card. I modeled for students how to fill the rim of their index card with
tiles, to count up the sides, and add up each side to find the perimeter. Then, I had students
practice completing the activity at their desk. Overall, I felt like the lesson went as planned.
Students were very engaged in working with the square tiles. Some students tried to fill in their
entire index card, but this was a great opportunity to remind them that perimeter meant the rim of
the index card. One engagement strategy used was working with manipulatives. Students were
able to make visual and hands-on connections to measuring the sides of figures and solving for
perimeter.
The lesson for Day 2 included: a review of solving for perimeter by using one-inch square tiles,
adding up the sides, and solving for perimeter. During the lesson, I displayed a patterned block using the
document camera on the board and showed how to use a one-inch cube to measure the lengths of each
side, record the lengths, and solve for perimeter. Then, I had students practice using different patterned
blocks, a one-inch square tile, and a recording sheet. Students were instructed to traced the figures,
measured the sides, recorded the lengths of each side, and solved for perimeter. Students were very
engaged again using manipulatives to measure for perimeter. Students needed many reminders to label
their sides and show their work when solving for perimeter. One engagement strategy used was
providing patterned blocks for students to measure. Students just completed a lesson on polygons, and
the patterned blocks helped to link their prior knowledge to the new concept of perimeter.
The lesson for Day 3 expanded the concept of solving for perimeter to involve finding a missing
side. The shapes provided to students included the lengths of all but one side and the perimeter. I
demonstrated for students how to find the missing side by drawing a figure on the board, labeling all but
one side, and providing the perimeter. As we walked through the steps, students completed a graphic
organizer that included the steps to solving for perimeter with a missing side. The graphic organizer was
then placed in their math notebooks to refer to throughout the rest of the unit. The lesson went as
expected, but students did struggle with the concept of a two-step problem when adding the known sides
and subtracting from the perimeter total. The graphic organizer was used as an engagement strategy
because students were able to organizer their steps to solving for perimeter with a missing side.
The lesson for Day 4 took students on a perimeter scavenger hunt using rulers. I modeled for
students how to locate both inches and centimeters on their rulers, how to line up the end of the ruler to
the edge of shape, and how to measure each side of a rectangle. I provided rulers for each student and
had them practice measuring a rectangle at their desk. Then, students participated in scavenger hunt to
find six rectangles of different sizes throughout the room, to measure the sides using their ruler, and to
solve for perimeter. The students had a lot of fun working with a partner to complete the scavenger hunt.
The lesson went as expected. One engagement strategy used was allowing students to work with partners

© 2019. Grand Canyon University. All Rights Reserved. Page 26 of 32

on the scavenger hunt. Students collaborated while using their rulers to find, measure, and solve for
perimeter.
The lesson for Day Five included a review of everything we had learned in the four days of our
unit. I displayed Khan Academy perimeter review questions on the board. I called on students to solve
on the board while the rest of the class worked at their desk. Then, students were given the perimeter
post-assessment. I felt that students enjoyed the review using Khan Academy and having the opportunity
to work problems on the board. An engagement strategy used during this lesson was the technology
integration to review. Students enjoyed having the problems displayed, working them for their peers, and
checking their responses before proceeding.
Summary of Student Learning:
Initially, I felt that student learning was good. At the Meet the Teacher rotation for math
workshop, I was able to observe students individually. A few students seemed to struggle with
the concept of perimeter only because they did not want to show their work or label their sides.
The mental math was causing them minor errors, but it really impacted solving for perimeter.
Also, during this time I could check students progress on their daily work pertaining to the
lesson. I was able to ask questions throughout the lesson and make observations during independent and
group work.
I tried to make observations every day during the lesson. After modeling, I always had students
demonstrate something at their small-group tables. For instance, when students were filling in the
perimeter of the index cards using square tiles. I walked around to check individually with students and
felt like they were doing well. As mentioned before, Meet the Teacher was another great way for me to
observe students through both discussion and performance. Daily, I gave students review problems to
work on paper or dry erase marker boards. They really enjoyed the hands-on opportunity to draw shapes
and work through finding the perimeter. The problems went from solving for perimeter to finding the
missing side to word problems. The gradual progression to more difficult problems was a great way to
challenge students.
During day three of my perimeter unit, I was working with a student during Meet the
Teacher. She told me she did not know how to solve for perimeter. At this point in the unit, we
had moved on to solving for perimeter with a missing side. I responded to this student by
reviewing the meaning of perimeter, breaking down how to solve for perimeter, and providing
practice problems using a white board. I modeled how to solve for perimeter and then, I had her
practice some for me to check immediately. I felt that one-on-one review would give this
student the help she needed to understand perimeter, and she did proceed more confidently after
that. She ended up scoring a one hundred on her post-assessment.
Reflection of Video Recording:
Overall, I felt that my teaching performance went well. My students really enjoyed
discussing perimeter and using manipulatives to understand how to measure and solve for perimeter. One
thing I would improve upon was slowing down and allowing more of my students an opportunity to
share. One thing I felt I did well was providing opportunities for my students to be actively engaged in
the lesson. More specifically, the Think Pair Share strategy encouraged collaborative communication
between peers. Also, when students used square tiles and an index card and they were able to make
connections to what they were learning.

© 2019. Grand Canyon University. All Rights Reserved. Page 27 of 32

STEP Standard 6 - Analysis of Student Learning

Post-Test Data: Whole Class - Once you have assessed your students’ learning on the topic, collect and
analyze the post-test data to determine the effectiveness of your instruction and assessment.
Number of Students Number of Students
Pre-Test Post-Test
Highly Proficient
(90%-100%) 2 4

Proficient
(80%-89%) 0 1

Partially
Proficient
4 1
(70%-79%)

Minimally
Proficient
7 6
(69% and below)

Post-Test Analysis: Whole Class

When reflecting on my post-assessment data, I felt as though some positive gains were made. For
instance, I had two more students score in the highly proficient, one student scored in the
proficient, and one student moved into the partially proficient from the minimally proficient
group. This upward movement demonstrates that effective student learning took place during my
perimeter unit. I would have loved to have seen more movement from the minimally proficient
group, but I feel that a small group to reteach and review perimeter would help them gain a
deeper understanding of the concept.

Overall, I feel that my instruction was effective. I feel this way because my data demonstrates an
upward movement in proficiently levels. Upward movement is exhibited by two students gaining
highly proficient, one student gaining proficient, and one student moving from minimally
proficient. My post-assessment accurately measured the different skills taught throughout the
perimeter unit. I do feel a sense of concern because six students remain in the minimally
proficient level. I have set down one-on-one with each student to review their post-assessment
results and to guide them through making corrections. I feel like a small group review will help
these students move toward the proficient level.

Post-Assessment Analysis: Subgroup Selection

The best subgroup to examine from my post-assessment is the boys. There are eight boys total in
the subgroup. I selected this group of students because they were able to post-assess completely.
I had one girl student who has been absent for an extended amount of time. Additionally, two
students from my list of students with IEPs/504 plans are pulled out during math instruction to

© 2019. Grand Canyon University. All Rights Reserved. Page 28 of 32

 work with our special population teacher. I was unable to administer the post-assessment to
them.

Post-Assessment Data: Subgroup (Gender, ELL population, Gifted, students on IEPs or 504s, etc.)

Number of Students Number of Students

Pre-Test Post-Test
Highly Proficient
(90%-100%) 1 2

Proficient
(80%-89%) 0 1

Partially
Proficient
1 1
(70%-79%)

Minimally
Proficient
6 4
(69% and below)

Post-Assessment Analysis: Subgroup

When examining the post-assessment data, I can see evidence of an upward direction of
movement as two students moved from minimally proficient. One student reached the highly
proficient level and one student reached the proficient level. Additionally, one student fell from
partially proficient to minimally proficient and three students remained in the minimally
proficient level.

Overall, I feel the data indicates some effective learning took place based on the upward
movement of two boys in my subgroup. The additional students in my subgroup exhibited
similar performance to what I am seeing in the classroom when working one-on-one with
students and looking at their daily work. I do feel that the assessment was an accurate
representation of the objectives, lessons, and activities planned and carried out during my
perimeter unit. I have set down one-on-one with each student to review their post-assessment
data and work through any areas they are continuing to struggle. My plan for the future is to
continue to review these concepts with students based on the initial objectives planned for the
perimeter unit. Students complete a daily warm-up that spirals various concepts from the entire
school year called Lone Star as well as a STAAR Countdown homework page. I will monitor
students’ progress throughout these activities as well as during our small-group at the teacher
table to incorporate as much review as possible.

© 2019. Grand Canyon University. All Rights Reserved. Page 29 of 32

 Post-Assessment Data: Remainder of Class

Number of Students Number of Students

Pre-Test Post-Test
Highly Proficient
(90%-100%) 1 2

Proficient
(80%-89%) 0 0

Partially
Proficient
3 0
(70%-79%)

Minimally
Proficient
1 2
(69% and below)

Post-Assessment Analysis: Subgroup and Remainder of Class

When looking at the remaining student data, it is important to note that one student has been out
for an extended period of time and unable to take the assessment. This student originally scored
in the highly proficient level in pre-assessment, and I feel confident her post-assessment will
reflect the same. The post-assessment data demonstrate an upward movement form partially
proficient to highly proficient for two of the remaining students. One student fell from partially
proficient to minimally proficient.

Based on my analysis of student learning, I feel that the next steps for instruction allow us to
move forward with our unit on area with a review of perimeter. As mentioned with the subgroup
post-assessment analysis, students complete a warm-up each morning that spirals all concepts
taught throughout the year. Additionally, students are practicing a spiral review as homework
that spirals all the concepts. During my small-group math rotation with students, I can focus
specifically on a review with students who are still performing at the proficient, partially
proficient, and minimally proficient levels. As we move forward into area, one objective to build
upon perimeter is students will demonstrate the difference between area and perimeter by
designing a carnival with 90% accuracy.

STEP Standard 7 – Reflecting on Instruction to Improve Student

Progress
Improved Practice Based on the Unit of Study

© 2019. Grand Canyon University. All Rights Reserved. Page 30 of 32

Based on the experience of developing and delivering your instructional unit, list three short-
term goals to improve specific areas of your teaching practice based on the unit of instruction
and describe your plan to reach each short-term goal.
Short-Term Goal
1. I want to provide opportunities for
students to collaborate with their peers
every day.
2. I want to be proactive in preventing
behavioral issues as well as
encouraging students to self-regulate
their own behaviors.
3. I want to be intentional in meeting
one-on-one with struggling learners
daily to ensure they are meeting their
educational goals.
© 2019. Grand Canyon University. All Rights Reserved.
Plan to Reach the Goal (i.e., professional
development, research on the Internet,
observation of a veteran teacher, etc.)
I plan to reach this goal by observing a
veteran teacher who successfully implements
collaboration in her learning community
daily. Additionally, I will research effective
collaboration strategies on the internet to
model and implement in the learning
community. Then, I plan to implement the
collaboration strategies that seem most
appropriate given my classroom dynamics
and available resources.
I plan to implement more positive praise and
shout out notes daily to encourage students
when they are making great behavior choices
in an effort to discourage negative behaviors.
Also, I plan to research self-regulating
strategies on the internet and setting realistic
goals for students to achieve. Then, I plan to
help students begin self-regulating their
behaviors, checking in with them frequently
to make sure the strategies are working. I
will consider modifying or changing
strategies if the desired goals are not being
reached.
I plan to reach this goal by meeting with my
cooperative teacher to reflect on ways to help
these students during my Meet the Teacher
math rotation. I plan to attend a professional
development specifically geared toward
meeting the needs of struggling learners in
the classroom. Then, I plan to implement the
strategies I feel will be best suited for my
struggling learners. I will monitor these
students closely to ensure they are
effectively assisting students in meeting their
educational goals. Through close
monitoring, I can modify strategies or
change to a different strategy if necessary.
Page 31 of 32
© 2019. Grand Canyon University. All Rights Reserved. Page 32 of 32