ConnectedLessonCriticalTask

LaurenGomez
EDE4944
UniversityofSouthFlorida

Criterion#1:Introduction
Forthiscriticaltasktwoconnectedmathematiclessonshavebeenplannedbasedon
statestandards,formativeassessmentresults,anddifferentiatedstudentsneeds.The
standardsmetareasfollowed:

MAFS.4.MD.3.7Recognizeanglemeasureasadditive.Whenanangleis
decomposedintononoverlappingparts,theanglemeasureofthewholeisthe
sumoftheanglemeasuresoftheparts.Solveadditionandsubtractionproblems
tofindunknownanglesonadiagraminrealworldandmathematicalproblems,
e.g.,byusinganequationwithasymbolfortheunknownanglemeasure.

MAFS.4.MD.3.5.Recognizeanglesasgeometricshapesthatareformed
wherevertworaysshareacommonendpoint,andunderstandconceptsofangle
measurement.a.Anangleismeasuredwithreferencetoacirclewithitscenterat
thecommonendpointoftherays,byconsideringthefractionofitscirculararc
betweenthepointswherethetworaysintersectthecircle.Ananglethatturns
through1/360ofacircleiscalledaonedegreeangleandcanbeusedto
measureangles.

Theobjectivesfortheselessonsareasfollowed:

Studentswillbeabletorecognizegivenanglesasafractionalpartofacircle

Studentswillusepriorknowledgeofangleclassificationinordertopreserveina
wordproblemtomakesenseoftheirmultiplesolutionsofangleclassification.

Studentswillbeabletofindthesumofananglewhengiventwodegrees

Thistaskisimportantforstudentslearninginordertomoveontothefollowingunit,
whichwillbuilduponwhattheylearninthislesson.Thisknowledgewillbevitaltoend
ofyearhighstakestestingaswell.

Rational
Fortheselessoninquirybasedsciencewasimplementedbasedoffformativedata,
apreassessmentthatwascollectedandanalyzedpriortoplanningofthelessons.This
inquirywasprominentthroughoutthelessonbyusingotherassessmentsthroughoutto
checkforstudentcomprehensionsuchasamidchaptercheckpointquiz,multipleshow
whatyouknows,observations,andconversationswithstudentstoinformtheinstruction.
TheStandardforMathematicalPracticethatwasimplementedintothislessonwas1)
Makesenseofproblemsandpersevereinsolvingthem.Thisstandardwaschosentohelp
childrenpersevereinproblemsolvingthelinkfromanglemeasurementstodegreesin
anglesandseeingthemasadditives.UsingPearsonsstrategiesofproblemsolving
studentswereintroducedtoaproblemtosolveandwereexpectedtoworkonsolvingthe
problemindependentlythenwithapeertodevelopmathematicalideas.

Criterion#2:Assessment
Thepreassessmentcreatedandgiventochildrenfocusedontwomainstandards,
MAFS.4.MD.3.7RecognizeanglemeasureasadditiveandMAFS.4.MD.3.5.Recognize

anglesasgeometricshapesthatareformedwherevertworaysshareacommonendpoint.
Theobjectivestargetedinthisassessmentwastogaugeifstudents;1)knewhowtousea
protractor2)couldrecalltheirangleclassifications,and3)hadanyideahowtoadd
anglestogetherwhengiventwoormore.
Artifact:
Belowisasampleofthepreassessmentgiventothestudents.

Lets Talk Angles!

Classify the angle and estimate the degree of each angle.
1.

Angle estimate ________________________

Angle Classification __________________________
2.

Angle estimate
___________________________
Angle Classification
______________________________
3.

Angle estimate ___________________________

Angle Classification
______________________________
4. Using the tool in the picture what is the degree of the angle shown?

Answer:

5. Mathematician brainteaser!
What is the name of the tool shown above?
________________________________________________________________________
_______
6. What is the degree of angle CBE?

Answer ____________________________
6. H.O.T. Question!
How can I measure the degree of an angle? Explain your thinking.

Artifact:
Below is the graph created to analyze student data after giving them
the pre-assessment. All red slashes (/) shows the student missed the
question that focused on that particular concept.
R. D.
G.B
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H. N.
S.L.
J. C.
Y. K.
L.M.
A. D.
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S.C.
H.B.
G.V.
A.B.

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Vocabula Protract
ry
or
Reflection:

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Sum of the
angle

H.O.T.Q

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Angle Classification

Thisassessmenttoolisappropriatebecauseitgaugeswhatstudentsalreadyknow
aboutanglesinordertocreateadifferentiatedlessonthatwillallowoptimalstudent
learning.Thefirstobjective,Recognizeanglemeasureasadditive,wasquestionnumber
6.ThequestionaskedifthestudentcouldunderstandtheanglemeasureofangleABC.
Thisstandardisalsoreferencedinquestions1thru3.Thesethreequestionshavethe
studentsrecalltheangleclassificationsthatwerelearnedearlierintheyear.This
informationisveryimportanttoknowinordertounderstandifwhenaddinganglestheir
answersmakesense;iftwoadditiveanglesaddto160degreesbutitisanacuteangle,
thatdoesntmakesense.Studentsmustalsoknowhowtouseaprotractorcorrectlyin
ordertomeetthisstandardasmanyofthequestionswewillgooverwillhavethe
studentsmeasuringunknownangleswithaprotractor.Question4wentoverwhetheror
notstudentsknowwhataprotractorwasoriftheyknewhowtouseone.
StandardMAFS.4.MD.3.7,Recognizeanglesasgeometricshapesthatareformed
wherevertworaysshareacommonendpoint,ananglethatturnsthrough1/360ofa
circleiscalledaonedegreeangleandcanbeusedtomeasureangles.Thisstandard
wasalsoaddressinquestion4.
Currently11/16studentsareabletorecalltheangleclassificationsandwhateach
anglemeasures,forexampleanacuteanglemeasureslessthan90degrees.Themajority
ofthestudentsdonotknowyethowtouseaprotractor,howtoviewadditiveangles,
whataprotractorisusedfor,orhowtomeasureanangle.Students,howeverhavemet
priorobjectivesinordertobesuccessfulinthislesson.Allstudentsknowhowtostudents
knowhowtoaddandcheckformistakesinordertoaddangles.Understandshapes,

comprehendthatacircleis360degreesandthelawofconservationthatnomatterhow
manytimesyoucutit(1degree)thecirclewillremain360degrees.Studentsarealso
abletofindequivalentfractionsinwhichtheywilluselaterinthechaptertofindtheratio
ofagivenfractionofacircle,forexample10/36=100/360degrees.
Iwilldifferentiatethelessonbasedonstudentneedbyutilizingmydataand
movingforwardwithstudentsthatIseestrugglingthroughouttheunit.Icanseethrough
mydataanalysisfrommypreassessmentthatalreadyfivestudentsneedreteachingon
angleclassificationandtheirdegrees.Ialsoplanonpullingsmallgroupsandutilizing
collaborativegroupworkandcentersinordertodifferentiateformystudents.This
assessmentmeetstheneedsofmyELLSbecauseIwassuretoincorporateplentyof
picturesasvisualhelpandvocabularywordsthathadpreviouslybeenintroducedtomy
students.
Criterion#3:ConnectedLesson
Artifact:LessonOne:
Lesson Content
What Standards
(national or
state) relate to
this lesson?
(You should include
ALL applicable
standards. Rarely
do teachers use
just one: theyd
never get through
them all.)

MAFS.4.MD.3.5. Recognize angles as geometric shapes that are

formed wherever two rays share a common end point, and
understand concepts of angle measurement.
a. An angle is measured with reference to a circle with its center
at the common endpoint of the rays, by considering the fraction
of its circular arc between the points where the two rays
intersect the circle. An angle that turns through 1/360 of a circle
is called a one-degree angle and can be used to measure
angles.

Essential
Understanding
(What is the big
idea or essential
question that you
want students to
come away with?
In other words,
what, aside from
the standard and
our objective, will
students
understand when
they finish this
lesson?)

How are degrees related to fractional parts of a circle?

Objectives- What
are you
teaching?
-Students will be able to recognize given angles as a
(Student-centered: fractional part of a circle
What will students
-Students will use prior knowledge of angle classification in
know and be able
order to preserve in a word problem to
make sense of their
to do after this
multiple solutions of angle classification.
lesson? Include the
ABCDs of
objectives: action,
behavior,
condition, and
degree of mastery,
i.e., "C: Given a
sentence written in
the past or present
tense, A: the
student B: will be
able to re-write the
sentence in future
tense D: with no
errors in tense or
tense contradiction
(i.e., I will see her
yesterday.)."
Note: Degree of
mastery does not
need to be a
percentage.)

Rationale
Address the
following
questions:
Why are you
teaching this
objective?
Where does
this lesson fit
within a larger
plan?
Why are you
teaching it this
way?
Why is it
important for
students to
learn this
concept?

Evaluation PlanHow will you

know students
have mastered
your objectives?

-We are teaching this objective in order to provide students

with the content knowledge needed to be successful in adding
angles later in the unit.
- Unit 11.3 requires the student to have an understanding
of angle classification and angle degrees in order to preserver
and make sense of their thinking later in the unit when adding
angle collectively.
-We are teaching it in this way to provide students with the
opportunity to preserve in problem solving before addressing
the concept. It provides the educator with the opportunity to
circulate the room and make sense of students strategies and
thinking in order to alter instruction to better fit the needs of
the students in the classroom. This lesson is being taught in
such a way to scaffold students understanding of angles. After
giving a pre-assessment on angles and what they understand, I
found that all but 5 students remembered the angle
classifications that were learned weeks prior. I will be
addressing this classification before allowing them to explore. I
also learned that before beginning the lesson on angle
measurements students need to review how to use a protractor
as no one could read the one given on the pre-assessment and
based on my observations they need more practice.
All SMP-1 Connections will be highlighted in blue.

-Formative evidence will be a show what you know

sticky note that assesses students understanding of the content
taught.

Address the
following:
-Summative assessment will occur later once the unit is
What formative completed.
evidence will
you use to
document
student learning
during this
lesson?
What
summative
evidence will
you collect,
either during
this lesson or in
upcoming
lessons?

What Content
Knowledge is
necessary for a
teacher to teach
this material?

What
background
knowledge is
necessary for a
student to
successfully
meet these
objectives?
How will you
ensure
students have
this previous
knowledge?
Who are your
learners?
What do you
know about

-Students must know that a circle is made up on 360

degrees
-Students must understand angle classification to aid
them in their exploring of the word problem given.

-We will ensure students have prior knowledge of angle

classification by issuing a pre assessment given during bellwort
time in which they answered questions that related to angle
classification
-Our learners are on level fourth grade students in a rural
subdivision classroom
-Given the data collected from the pre assessment given
in the previous week; we know most of our learners are familiar
with angle classification.
- The students readiness for this content is scaffolded on
a previous lesson on angles. After reviewing the pre-assessment
given, the teacher is aware of misconceptions as well as the
information needed to address the lesson content.

them?
What do you
know about
their readiness
for this content?
What
misconceptions
might students
have about this
content?

Students might not understand that an obtuse angle measures

only 90 degrees to 179 degrees. Many students will see an
angle measuring more than 180 and think it is obtuse.
When students see a given fraction, 1/4 or 1/2, assuming the
degree of the angle is 1. Students must understand that the
numerator is the degree only when the denominator is 360
degrees

Lesson Implementation
Teaching
Methods
(What teaching
method(s) will you
use during this
lesson? Examples
include guided
release, 5 Es,
direct instruction,
lecture,
demonstration,
partner word, etc.)

Whole group lesson.

Collaborative teaching.
Group work
Persevering in their problem solving independently and with a
peer.

Step-by-Step
Plan
(What exactly do
you plan to do in
teaching this
lesson? Be
thorough. Act as if
you needed a
substitute to carry
out the lesson for
you.)

Time

Who is
respons
ible
(Teache
r or
Student
s)?

Each content area may require a different

step-by-step format. Use whichever plan is
appropriate for the content taught in this
lesson. For example, in science, you would
detail the 5 Es here (Engage/Encountering
the Idea; Exploring the Idea;
Explanation/Organizing the Idea;
Extend/Applying the Idea; Evaluation).

10
Teacher
minute /student -Teacher will begin by assessing prior
knowledge needed in order to complete the
exploration word problem in groups. Teacher
Where applicable,
will lead class discussion before giving out
be sure to address
word problem and ask questions such as;
the following:
how many degrees does a circle make up?
What Higher
What do we know about acute angle?
Order Thinking
what do we know about an obtuse angle?
(H.O.T.)
what do we know about a right angle?
questions will
-Student helpers will pass out exploitation
you ask?
word problem for students to glue in their
How will
15
math notebooks.
materials be
minute Student -Teacher will encourage students to work in
distributed?
groups around the room to make sense of the
Who will work
problem given, show their thinking in
together in
multiple ways and justify their answers.
groups and how
-Teacher will circulate room to see how
will you
children are making sense of the lesson.
determine the
-Students will come back to their seats to
grouping?
engage in a class discussion. During this
How will
discussion teacher will ask students how they
students
came to their conclusions in regards to the
transition
problem given. Teacher will explore the
between
students thinking in regards to the different
activities?
strategies they used, how their strategies
What will you as
worked, and how they know their answer is
the teacher do?
correct.
What will the
10
Teacher -Class will continue by reviewing Example 2
students do?
minute /student in the Go Math book as a class. Teacher will
What student
provide students with 6 minutes to
data will be
individually work on the problem; teacher will
collected during
give students 4 minutes to work collectively
each phase?
and review their answers in table groups.
What are other
During this time teacher will pull students
adults in the
that need scaffolding and reteach while
room doing?
working on the Go Math! Example.
How are they
If students finish early they will be asked to
supporting
work with other students (2 per group) if they
students
finish early and understand the content
learning?
knowledge to complete the time and degree

 What model of
co-teaching are
you using?

20
teacher/ worksheet. This worksheet enriches and
minute student builds upon what they learned, offering real
world situations. This also offers the students
to have more time reviewing and persevering
in their problem solving skills independently
or with a classmate.
-We will come back together as a class to
review their strategies and answers to make
sense of each others thinking.
We will be doing this in a class discussion
while students will have the chance to review
their answers, make corrections, collaborate,
and ask questions.
Investigation question the students were
working on(create a 70 degree angle, cut
the angle into two angles starting at the
vertex and cut between the rays. Measure
the two angles, what two degrees did you
get? what do they equal? How does the 70
degree angle compare the sum of the two
angles you created?)
Teacher will lead the discussion by asking,
How are the new figures you made like the
original angle? And how are they different?
Go around the room and ask students what
two angles the students got from their
original 70 degree angle.
Make connections between addition and
subtracting the angles and link to science
(the law of conservation) no matter how
many times you gut it up the same amount
will be there.
As the lesson comes to an end teacher will
pass out sticky notes. Write on the board on
obtuse angle with 3 different angles; 20
degree,64 degree, and 37 degree. Ask
students to solve the problem and stick to
the show-what-you-now board. This will serve
as a small assessment to check for
understanding between additive angles.

What will you do

if

a student struggles with the content?

While working independently I will pull students to join me in
the back of the classroom at the work-table. I will be scaffolding
their understanding of the unit and working with them on
reteaching the understanding of degrees.

What will you do

if

a student masters the content quickly?

Students will work with other students (2 per group) if they
finish early and understand the content knowledge to complete
the time and degree worksheet. This worksheet enriches and
builds upon what they learned, offering real world situations.

Meeting your
students needs
as people and as
learners

If applicable, how does this lesson connect to the

interests and cultural backgrounds of your students?
Understanding angle measurement is important to know to for
the understanding of many sports the children play. For instance
many of the students ride skateboards had heard of the usage
of doing a 180 or a 360. This lesson connected what that
meant for them.
If applicable, how does this lesson connect to/reflect the
local community?
N/A
How will you differentiate instruction for students who
need additional challenge during this lesson
(enrichment)?
Students will work with other students (2 per group) if they
finish early and understand the content knowledge to complete
the time and degree worksheet. This worksheet enriches and
builds upon what they learned, offering real world situations

How will you differentiate instruction for students who

need additional language support?
E.C will have reviewed the vocabulary from our unit 3 that
covered many of the same vocabulary. She will be introduced to
new content vocabulary as well.

Accommodations
(If needed)
(What students
need specific
accommodation?
List individual
students (initials),
and then explain
the
accommodation(s)
you will implement
for these unique
learners.)
()Materials
(What materials
will you use? Why
did you choose
these materials?
Include any
resources you
used. This can also
include people!)

(HN) will need reminders often to focus and pay attention. It is

likely that he will be part of the small group
(DM) and (RP) need to be separated during collaboration.
These students did not understand angle measures in the preassessment, pull for small group (DM, HN, GP,AA, RJ)

GO MATH! Florida book

pencils
math notebook

Artifact:
LessonTwo:

Lesson Content
What Standards
(national or state)
relate to this
lesson?
(You should include
ALL applicable
standards. Rarely do
teachers use just one:
theyd never get
through them all.)

MACC.4.MD.3.7 -Recognize angle measure as additive.

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

Essential
Understanding
(What is the big idea
or essential question
that you want
students to come
away with? In other
words, what, aside
from the standard and
our objective, will
students understand
when they finish this
lesson?)

Essential Question: How can you determine the measure

of an angle separated into parts?

Objectives- What
are you teaching?
SWBAT find the sum of an angle when given two
(Student-centered:
degrees.
What will students
know and be able to
do after this lesson?
Include the ABCDs of
objectives: action,
behavior, condition,
and degree of
mastery, i.e., "C:
Given a sentence
written in the past or
present tense, A: the
student B: will be able
to re-write the
sentence in future
tense D: with no errors
in tense or tense
contradiction (i.e., I
will see her
yesterday.)."
Note: Degree of
mastery does not
need to be a
percentage.)

Rationale
Address the following
questions:
Why are you
teaching this
objective?
Where does this
lesson fit within a
larger plan?
Why are you
teaching it this
way?
Why is it
important for
students to learn
this concept?

Evaluation PlanHow will you know

students have
mastered your
objectives?
Address the following:
What formative
evidence will you
use to document
student learning
during this lesson?
What summative
evidence will you
collect, either
during this lesson
or in upcoming
lessons?

We are teaching this objective in order to show

student how to add angles together. Students
need to understand this in order to understand
how to find the missing angles later in the unit.
Unit 11.4 requires students to understand how to
add angles in order to be successful with unit
11.4, which consists of finding the missing degree
of a given angle.

We are teaching it in this way to provide

students with the opportunity to preserve in
problem solving before addressing the
concept. It provides the educator with the
opportunity to circulate the room and make
sense of students strategies and thinking in
order to alter instruction to better fit the
needs of the students in the classroom.
All SMP-1 connections will be highlighted in
blue

- On the day of the lesson teacher will questions

students to gauge their knowledge throughout to ensure
understanding, making notes of who will need extra
scaffolding.
- Summative assessment will be the unit 11 mid chapter
quiz given on Monday and the unit 11 test given the
following Friday.

What Content
Knowledge is
necessary for a
teacher to teach
this material?

What background
knowledge is
necessary for a
student to
successfully meet
these objectives?
How will you
ensure students
have this previous
knowledge?
Who are your
learners?
What do you know
about them?
What do you know
about their
readiness for this
content?
What
misconceptions
might students
have about this
content?

Students must be able to identify angle classification.

Students must be able to correctly use a protractor and
measure angles.
Students must be able to figure the degree of a given
angle.

*I will ensure students have this previous knowledge by

assessing their understand of the unit 11.2 with show
what you know sticky notes. Unit 11.2 consists of the
background knowledge they will need to be successful
in this unit.
*My learners are on level fourth grade students in a rural
subdivision classroom.
*Given the data collected from the pre assessment
given in the previous week; we know most of our
learners are familiar with angle classification and are
preparing them for use with a protractor and how to use
one.

Students will incorrectly use a protractor.

Students will use additive angles incorrectly.
Students will not understand

Lesson Implementation

Teaching Methods
(What teaching
method(s) will you use
during this lesson?
Examples include
guided release, 5 Es,
direct instruction,
lecture,
demonstration,
partner word, etc.)

Whole group lesson

Collaborative thinking
Guide and release
Group work

Step-by-Step Plan
3min
(What exactly do you
plan to do in teaching
this lesson? Be
thorough. Act as if you 2min
needed a substitute to
carry out the lesson
for you.)
Where applicable, be
sure to address the
following:
What Higher Order
Thinking (H.O.T.)
questions will you
ask?
How will materials
be distributed?
Who will work
together in groups
and how will you
determine the
grouping?
How will students
transition between
activities?
What will you as
the teacher do?
What will the
students do?
What student data
will be collected
during each phase?
What are other
adults in the room
doing? How are
they supporting
students learning?
What model of coteaching are you
using?

5min

15mi
n

5min

Teache -Teacher will begin by asking students to

r/stude label the next blank page of their math
nt
notebooks with Join and Separate
Angles.
-Teacher will ask students to self assess
Studen themselves on how they feel about
t
using a protractor, which was the lesson
taught the previous day. (1 - I don't
understand at all, 2 - I kind of
understand, 3 - Im comfortable with it
but still have a few questions, 4 - I can
teach it to a friend). Based on this
assessment the teacher will visit groups
around the room in order based on their
needs.
-Teacher helpers will pass out
Teache protractors and construction paper.
r/stude Teacher will then encourage students to
nt
make eye contact with a partner;
teacher will then set the timer to 15
minutes and allow for the students to
explore the word problem given (pulled
from their Go Math book) and work
around the room. This provides the
opportunity for the teacher to circulate
the room and make sense of how the
students are preserving to make sense
of the problem/their answer. Teacher
will begin visiting with the groups that
self-assessed themselves below a 3.
-Teacher will ask groups questions such
Teache as; how did you measure the angles in
r/stude the problem? How do you know your
nt
answer it correct? can you show your
thinking in another way? Can you
explain the process of what you did in
words? This will allow the teacher to
understand the students thinking and
how they are preserving through the
problem given.
-After students have made their angle
teache and collaborated with their partner to
r/stude create an additive angles and answer all
nt
of the components in the exploration
problem teacher will use an attention
getting strategy hands on top,
everybody stop. This ensures all
students are paying attention. Teacher
will conduct a teacher/student-guided

5
min

discussion that addresses any

misconceptions the students may have
had that the teacher observed when
circuiting the room. This will help guide
their thinking when continuing in the
activity.
-Teacher will then instruct students to switch
partners. Students that are the oldest
between the two partners must get up and
find a new partner while the youngest
between the two partners stay put. -When the
students have found a new partner around the
room; teacher will encourage students to
follow the same steps in order to find the
angle as a whole between their two angles
they had created with their construction paper
for the previous exploration problem. Students
Studen
will solve the next problem in their math
ts/
Teache notebook under the exploration problem they
r
glued in.
-The teacher will then circulate the room and
ask the same questions to the different paired
groups such as; "can you show your answer
in another way?" "what strategy did you use?"
"why did you think that was the best
strategy?" "Can you explain your thinking in
words?" "How do you know your answer
makes sense?"
-After the students have persevered in their
exploration of their word problem; teacher will
encourage students to go back to their seats
to complete an exit ticket.
Students will be filling out a show-what-youknow sticky note with a problem from the Go
Math! Book. This will show the teacher who
might still be struggling with the content.

Anything Highlighted in green is a

change we made based on what we

learned from the first connected lesson.

What will you do

if

a student struggles with the content?

Teacher will walk the room while students are adding the
angles and scaffold where needed.
If needed Teacher will then pull to re-teach all students
who still need help with content.

What will you do

if

a student masters the content quickly?

If students master the content quickly I will have them
use their additive angle to find the missing part of a
degree that measures 180.

Meeting your
students needs as
people and as
learners

If applicable, how does this lesson connect to the

interests and cultural backgrounds of your
students?
Students can use this knowledge for real-world
problems
If applicable, how does this lesson connect
to/reflect the local community?
Students can use this knowledge for real-world
problems.
How will you differentiate instruction for students
who need additional challenge during this lesson
(enrichment)?
Students who need additional challenge will given the
next units H.O.T. question to work through with their
partner and explain their thinking
How will you differentiate instruction for students
who need additional language support?
Vocabulary words will be reviewed before the lesson.

Accommodations (If ESOL: Vocabulary words will be reviewed before the

needed)
lesson.
(What students need
specific
accommodation? List
individual students
(initials), and then
explain the
accommodation(s) you
will implement for
these unique
learners.)

Materials
(What materials will
you use? Why did you
choose these
materials? Include any
resources you used.
This can also include
people!)

Scissors
Paper
Math notebook
Pencils
Protractor
Construction Paper

Lessonplanimplementationexplained:
Basedonthefirstlessonwechosetocirculatetheroomandhelpchildrenmake
senseoftheirreasoningbyaskingsimplequestionssuchas,"can you show your answer
in another way?" "What strategy did you use?" "Why did you think that was the best
strategy?" "Can you explain your thinking in words?" "How do you know your answer
makes sense?" In the first lesson I circulated the room to understand how the children
were processing the information. I feel like the children had more success when the
teacher circulates and pushes their thinking through simple questioning.
Before the initial lesson implementation I chose to structure my lessons around
the standards to be taught as well as the end of unit test. I planned on a few show-whatyou-knows at the end of each lesson as well as informal assessments such as checking
from comprehension through questioning. My lower level learners were scaffolded
constantly through comprehension checks and on the spot mini re-teach lessons. I was
also able to ask these students questions that steered there thinking while they were
working through understanding both lessons. These questions were geared toward

reminding them of what they already know, giving them real-world problems, and
applying knowledge to new material.

Criterion # 4: Reflection on Student Learning and Teaching Practice:

Summative Assessment:
Below is the results of the summative assessment given to the
students after both connected lessons. All red slashes (/) shows the
student missed the question that focused on that particular concept.

R.D
G.B
F.A
R.D
H. N.
S.L.
J. C.
Y. K.
L.M.
A. D.
D.V.
A.A
S.C.
H.B.
G.V.
A.B.

/
/

/
/

/
/

/
/

/
/
Vocabulary

Learning Statement 1:

Protract
or

/
/
Sum of the
angle

H.O.T.Q

Angle Classification

After comparing my formative and summative assessment data I

have learned that implementing SMP 1, Making sense of problems and
persevering in solving them, helped the majority of the students to
understand the lesson. The question that surprised me that 6 of the
students still missed was the H.O.T. question, What is the measure of
angle ABC? The angle was a straight angle split into 3 angles
measuring 75 degree, 75 degrees, and ? degrees. The students who
got it wrong said the degree was 20, the solved for the missing angle
and didnt read the question correctly, should have been 180 degrees.
There were also four students that still had problems using and reading
the protractor correctly.

Learning statement 2:

When implementing SMP 1, Making sense of problems and

persevering in solving them, I noticed that students need background
knowledge of the subject in order to come to logical conclusions for
themselves. For instance, my first connected lesson I gave a lesson on
degrees of an angle. I asked the students to talk with a partner about
how what degrees in a circle means and if they know how to find out
how to figure what degree a portional section of a pie is. I noticed they
were all really confused and had no idea what I was talking about until
I reminded them that a right angle is 90 degrees, a lesson they had

learned when classifying angles prior to this lesson. After I reminded

them of this and gave them some manipulative to play with, they were
able to answer the questions on the worksheet; How many degrees is
shown? (180) explain your thinking. How would I show 270 degrees of
a circle?

Reflection:

What were the most powerful adjustments you made during the
planning process? What do you believe would be the most beneficial
changes you could make next to improve student learning?

The most powerful adjustments I made during the planning

process was ensuring to talk about the lesson with the students
before. Without giving too much away so they can come to
solutions by themselves, I learned that I had to ensure they had
the background knowledge they need to understand what they
lesson entails. I believe that next time I will start with allowing
students to play with manipulatives by themselves or with a
partner first with writing on the board a couple of questions to
get them thinking in the right direction (again without giving too
much away.) For instance, for this lesson on angle
measurements, I could have written questions such as,

Remember that time we talked about THE LAW OF

CONSERVATION in science? Does that make sense?

What have you learned about using data as a part of your teaching?
What did you learn by evaluating data with your teaching peers?

I have learned that by using data I am able to understand where

any misconceptions might be with my students. I was able to
spend more time explaining the protractor since I noticed that
hardly anyone knew how to use and read one. I was also able to
see what worked and what didnt. For example, I notice from my
data that there is still a significant number of students who do
not know how to use the protractor, and do not know their angle
classifications. Because I know see that in my data I know that in
order to move on to the next unit these students need more
scaffolding in these areas in order to be successful. I will be able
to differentiate now for these students and allow them to do a reteach lesson on protractors and angle classifications. My teacher
gives pride bucks to students who log on to Xtramath.com and
complete lessons. This would be a good lesson to assign to these
students and pull them for independent practice with the teacher
or myself.

What new wonderings do you have?

After having two lesson with SMP 1 I now wonder how it would
look in the classroom to implement more than just one SMP at a time.
Is it possible to have students persevere in solving problems, for
instance, while constructing viable arguments and critiquing the
reasoning of others while also attending to precision? I know that some
of these practices are interchangeable and work well together but how
successful would a lesson be if an educator is able to fluently integrate
as many as possible?