Evelyn Duniecki I.

LITERATURE REVIEW

Formative Assessment Project

May 1, 2013

As the National Council of Teachers of Mathematics (NCTM) states, Geometry is one of the fundamental components of school mathematics. It provides experiences that help students develop understanding of shapes and their properties, enabling them to apply geometric properties to real-world situations, and providing a context for solving relevant problems in mathematics and other disciplines (Kilpatrick, Swafford, & Findell, 2001). As geometry is a means of mathematical application in real-world situations, it consists of broader ideas and a myriad of skills that allows students to interpret the world they live in as well as equip them with tools they can apply in other areas of mathematics (Soucie, 2011). As geometry consists of various mathematic concepts and skills, it is crucial to examine how teachers across all grade levels define basic skills in math. In order to develop an understanding of how teachers defined and juxtaposed basic skills, Tom Denmark and Henry S. Kepner, Jr. (members of NCTM) conducted a survey of 3200 teachers in 1978. While only 1214 teachers responded, Denmark and Kepner gathered a variety of data consisting of math teachers in NCTM, with 7% K-3 teachers, 17% 4th-6th grade teachers, 24% 7th-8th grade teachers, 38% 9th-12th grade teachers, and 14% college professors. As the concepts of basic skills varied according to age groups, the data showed interesting perspectives - that math skills build upon themselves. Through their survey, Denmark and Kepner found that teachers from grades 1-6 stated that skills related to numbers and operations were basic skills, teachers from grades 5-6 stated that advanced computations were basic skills, [and more than 60%] of grades 7-12 teachers stated that

Evelyn Duniecki

Formative Assessment Project

May 1, 2013

knowledge of ratio and proportion were basic skills (Denmark and Kepner, 1980). This data suggests that skills vary and build on themselves across grade levels. Looking at the big ideas of number sense, advanced computations, and ratio and proportion, one can see how each integral skill supports geometric understanding. In order to be successful in geometry students must have a concrete understanding of number sense and operations - stated in the Common Core Standards as students being able to apply and extend previous understandings of operations to add, subtract, multiply, and divide rational numbers (N.D., 2010). Connected to the Common Core Standards, researchers Mulligan and Watson, eloquently support that multiplicative reasoning is essential to develop concepts and processes such as ratio and proportion, area and volume, probability and data analysis (Mulligan and Watson, 1998). Tying in data from Denmark and Kepner to Mulligan and Watsons idea of multiplicative reasoning as a foundational skill for developing math concepts and processes one can note that students must have a solid foundation in number sense, advanced computations, and ratios and proportions in order to understand and apply geometric properties to real-world situations; as Common Core states that students should solve real-world and mathematical problems involving area, surface area, and volume of twoand three-dimensional objects (N.D., 2010).

Evelyn Duniecki

Formative Assessment Project

May 1, 2013

Geometry in the real-world Novice Mathematician: Defining CONCEPT(S) Vocabulary basic multiplication, division, addition, algebra finding area of basic shapes see the connection of geometry to the real-world Supporting DETAILS students will be able to understand vocabulary words and define them in the proper contexts they will also be able to relate vocabulary to math symbols Practicing Mathematician: Defining CONCEPT(S) solve problems identify key vocabulary in context Expert Mathematician: Defining CONCEPT(S) apply real world problems and word problems notice connections across curriculum

explanations of problem solving explanations of problem solving with word problems find patterns of geometry in the real-world Supporting DETAILS read simple problems and identify the key vocabulary (ie-polyhedron/ prism/vertex/edge) Supporting DETAILS read word problems and know what to do using key terms and algebraic skills apply real world applications and go through to understand the meaning of why it works that way (ie- why should a welder need to know how to find the surface area of a cylinder) explain their problem solving skills using math terms in the right context

- ie- (dot) means multiplication - letters next to each other represent multiplication they should be able to find the area of basic shapes (ierectangles, triangles, circles)

explain the meaning of the context and tie to mathematical operations (iefinding the surface area of a cylinder or triangular prism by breaking it up into parts) use key concepts to apply them to the 'bigger picture' (ie- finding the area of a triangle, the area of a rectangle, adding them up to find the surface area of a triangular prism) they should be able to make a connection that geometry is useful in various fields and careers

they should be able to apply basic algebraic and numeracy concepts in realworld problems (ie- finding the area of a circle in a word problem- sprinkler's area)

identify math symbols, operations, and vocabulary to solve problems within a variety of realistic problem contexts (ie- as a welder, find the volume of the cylinder to figure out how much a water tank could hold)

Evelyn Duniecki use concrete models to discover geometric concepts (ie- surface area of a cylinder as a welder)

Formative Assessment Project explain how concrete models are scale representatives of realworld examples

May 1, 2013 explain how concrete models represent real-world examples and relate how a professional uses scale representations (what does this scale model represent? a mock water tank- why would a welder use this? To calculate the surface area of a scale representation and calculate how much materials they would need to use)

II. FORMATIVE ASSESSMENT DESIGN This formative assessment tool was designed for a scaffolded lesson on surface area. This graphic organizer was used in an I do, We do, You do lesson with the intention of breaking down a cylinder into its parts, finding the area of each part, and then adding the area of each component to find the total surface area. When I utilized this organizer I had a model cylinder (which represented a model water tank, as we were working as welders,) with which I measured and recorded my measurements. As my I do, I modeled how to find the area of a circle through my recorded measurements and multiplied it by 2 (as there are 2 circles on a cylinder,) and recorded my total in the titled column. For the We do portion, I worked with students in a similar pattern to record the measurements of the rectangle (which required a formula that was posted on the board) to find the area. Once we found each area, I probed my students by asking them how we can use this information to find the surface area of a cylinder. In terms of metacognition this tool was useful in illustrating misunderstandings. As I had anticipated, most students forgot the formula for area of a circle (which they had learned a week prior,) therefore the example in the organizer helped most students refresh

Evelyn Duniecki

Formative Assessment Project

May 1, 2013

their former skills and application of the formula, while it helped one group of students make a connection to former topics (i.e.- they noticed that the base formula was the same as circumference.) When using this visual tool, I was able to make informal observations during the process of the We do while gathering data from the independent practice, or You do. When collecting the organizers from each class, I had observed that most students initially struggled with finding the area of a circle but once they refreshed their memories of the formula (which was posted on an anchor chart,) they were able to utilize the information while making the connection that they were to multiply by 2 on their own. Along with this observation I noticed that amongst the 3 classes about 75% of my students struggled with finding the area of a rectangle (in a cylinder) as the base was the formula for circumference, as opposed to a given number. In comparison my last class of the day noticed this connection, debated it in class, and only 25% missed this measurement in their independent practice. Using this information, I was able to quickly reteach this concept the following day by pointing out the aforementioned scenario - how the last class noticed the formula for base was the same as circumference. Once this was retaught, most of my students grasped this concept while about 40% remained at a loss. When considering this, I was fortunate enough for my co-resident, as she helped me pull small groups based on my exit ticket data (from the 2nd day review of this topic.) This evidence compares to the learning progression as it illustrates that 60% of the class mastered the concept (by explaining how the model cylinder relates to welding and how we measured surface area to find the amount of sheet metal needed to build a water

Evelyn Duniecki

Formative Assessment Project

May 1, 2013

tank,) and how 40% were still at the novice stage, as they were able to find the area of basic shapes, but were not able to explain their answers or make connections across different topics (i.e.- the base of the rectangle was the same as circumference.) When considering the outcome of the first two lessons, especially with the group that made the connection of circumference being the same as the base of the rectangle, I would differentiate instruction in various ways. First, I would assist my lower achieving students in solidifying the concept of the rectangles base by probing them with questions to make this connection (i.e.- How would you measure the base if its a circle and you only have a ruler? Do you see this formula anywhere else?) Also, I would probe the higher achieving students by pointing out that theres a pattern, but they have to activate their previous knowledge to make the connection - either in groups or pairs (i.e. How would a welder, with only a ruler, find the area of a rectangle? Why would it be useful to know a formula in this case?)

Evelyn Duniecki

Formative Assessment Project Surface Area of Cylinder Graphic Organizer

May 1, 2013

Shape (label/drawing)

Required Measurements * circle- radius * rectangle- base/height

Area

Total

Circle

Rectangle

Total Area

Shape (label/drawing)

Required Measurements * circle- radius * rectangle- base/height

Area

Total

Circle

Rectangle

Total Area

Evelyn Duniecki

Formative Assessment Project

May 1, 2013

References N. G. (2010). Grade 7. Common Core State Standards for Mathematics (pp. 46-51). Washington D.C.: National Governors Association Center for Best Practices, Council of Chief State School Officers. Denmark, T., & Kepner, H. S. (1980). Basic Skills in Mathematics: A Survey. Journal for Research in Mathematics Education, 11(2), 104-123. Kilpatrick, J., Swafford, J., & Findell, B. (Eds). (2001). Adding it up: Helping children learn mathematics. Washington, DC: National Academy Press. Mulligan, J. & Watson, J. (1998). A developmental multi-modal model for multiplication and division. Mathematics Education Research Journal, 10(2), 61-86. Soucie, T., Radovic, N., Svedrec, R., & Kokic, I. (2011). Teaching and Assessing Polygons Using Technology. International Journal for Technology in Mathematics Education , 18(4), 165-170.