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Analysis of whole class and individual student learning in a Kindergarten Classroom for Math learning.
Citation preview
1
Emma Heinlen
4/18/12
Miss Tara Koch, Kindergarten, Pinewoods Elementary
Math: Patterns
Florida Gulf Coast University, EDE 4936
CRN 10317
2
Table of Contents
Section 1: Philosophy Statement________________________________________ Pages 3-4
Section 2: Contextual Factors__________________________________________ Pages 5-13
Section 3: Topic and Learning Objectives________________________________ Pages 14-17
Section 4: Assessment Plan___________________________________________ Pages 18-35
Section 5: Design for Instruction: Unit Plan and Lesson Plans________________ Pages 36-64
Section 6: Instructional Decision Making ________________________________Pages 65-67
Section 7: Analysis of impact on Student Learning _________________________Pages 67-82
Section 8: Reflection and Self-Evaluation ________________________________Pages 82-84
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Section 1: Philosophy Statement
It is important to use a mix of traditional and constructivist teaching strategies to best suit
the student. Progressivism as well as humanism also sits as strong beliefs for me. A teacher
should be willing and eager to do research to find suitable techniques to teach those students. I
believe in using a balance of both formative and summative assessments. There should be no
heavy weight on only summative or only formative but a mix of the two. When doing the
research on the best techniques, it is important for a teacher to focus on strategies for all students,
including ELL and ESE students. I believe that repetition is useful in some contexts. When
practicing letter-sound correlation or basic math facts, students can be successful using
repetition.
I believe that every student works best when receiving positive reinforcement.
Decreasing bad behaviors is always necessary in the classroom and one of the best tools to do so
is with positive reinforcement. What is also important is the appreciation of strengths in every
student. If a student is very talented in mathematics, then that student needs to be reminded and
praised for those strengths. Students need to be confident as well as feel secure in their
classroom. Every student has the capability of behaving correctly and is inherently good. By
offering positive praise, the students will decrease bad behaviors.
I will teach to students’ interests as well as foundations. Students should be able to have
the freedom to explore their passions so that learning is enticing and the teacher should be able to
merge their interests with core curriculum. In a standards-based classroom, I will teach to the
standards be sure to listen to the students about what they find specifically interesting in the unit.
I will use time for exploration as well as provide extra material for students who express the
desire to learn their specific interests.
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It is important to teach students, especially in elementary school, key moral goals. This
includes being responsible for one’s own learning. Students should also care about themselves
and their peers. Bullying or picking on other students should never be acceptable and should
always be dealt with appropriately using individual discussion. The classroom should be a safe
place for everyone’s learning. There should be time set aside to develop bonds between teacher
and students as well as student peers. Students should be expected to respect their learning as
well as their learning environment.
My teaching philosophy is a student-centered philosophy using a mixture of traditional
and constructivist teaching strategies. I believe that it is important to do research as a teacher to
discover the most effective way to teach a differentiated classroom. It is important to focus on
the needs of all students and make sure that the classroom is a safe place to promote the learning
of every student.
Works Cited
Positive reinforcement. (2007). Techniques, 82(4), 10+. Retrieved from
http://go.galegroup.com/ps/i.do?&id=GALE
%7CA162102890&v=2.1&u=gale15690&it=r&p=AONE&sw=w
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Section 2: Contextual Factors
Community and District Information:
Lee County, located in southwest Florida, is the 9th largest district in Florida and
America’s 40th largest school district. The district mission statement is “To ensure that each
student achieves his/her highest potential” with a vision to be a “world-class school system”.
There are about 82,000 students in the school district. There are 44 elementary schools, 16
middle schools, and 13 high schools. There are four k-8th grade schools, 13 special centers, and
three high tech centers and community schools. There are 93 ‘traditional’ schools and 26 charter
schools. For the 2010-2011about 90% of the schools tested earned an A or a B. As of October
2010, the school district is 48.8% White, 30.4% Hispanic, 15.4% Black, 3.5% Multi-ethnic,
1.6% Asian, and .2% Indian. The graduation rate from 2009-10 is 80.3% with a steady increase
and the drop-out rate is 1.3% with a steady decrease though it maintained the same percentage
from the previous year. Within the district, there are 8,600 students identified as LEP and nearly
70% of the K-12 students enrolled in the school system participate in the Free and Reduced
Lunch program.
School Information:
Pinewoods Elementary is located on 11900 Stoneybrook Golf Drive in Estero, Florida. It
is close to Stoneybrook, a golf and living community. The school has 54 students enrolled in
Pre-K, 879 enrolled in K-5th.Of these students, 40.61% are minorities. At Pinewoods
Elementary 48% of the students participate in the Free and Reduced Lunch program. Pinewoods
Elementary is an A school and has been for the past seven years. Pinewoods Elementary is a
Reading First school. Pinewoods has ESOL education, a full-time gifted program, and
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exceptional education programs. The vision of Pinewoods Elementary is to become a model
Quality Professional Learning Community.
The Pinewoods mission statement is:
WE, the Pinewoods family, are dedicated to developing a nurturing community
that offers all students relevant opportunities
that promote high academic achievement
through critical thinking and problem solving strategies.
AN infectious creativity, cultivated by open-minded leadership,
inspires the best and brightest to collaborate
in the education of all our students.
WITHIN Pinewoods, teaching is an art that is honored and learning is celebrated.
As leaders in our profession, we believe in a community of life-long learners
and the empowerment that comes from true collegiality.
COMMITTED to the integrity of diversity and unification,
we value the enriching voices of our parental partnerships,
business alliances, and supportive volunteers.
Pinewoods...learning for all, whatever it takes.
Pinewoods Elementary. (2011). Pinewoods mission statement. Retrieved from
http://pin.leeschools.net/missionstatement.html
Classroom Factors:
Bookshelf
Art Center
Teacher CenterCubbies
Smartboard
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There are six students per desk and the teacher rotated the students’ seating after winter
break. The arrangement allows the teacher to circulate and create a small group table for reading
instruction. The students also all have a partner with which to work. They are also positioned
easily to make several different walking paths. The schedule is very specific and quick because
of the average kindergartener’s attention span being as short as it is. The students go from
announcements straight into morning meeting and whole group instruction. Morning Meeting
allows the students to work together to do lunch count, recite the classroom mission statement,
and work together to help the teacher write the morning message. Whole group reading is
straight from the Readwell curriculum. The students all come up and sit on their carpet squares,
which have numbers on them. The numbers correlate with the student number. The teacher will
Computers
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go through the Readwell and Spalding curriculum and add several Smartboard activities geared
toward improving phonemic awareness. After whole group instruction, the students transition
into reading centers. There are choices for each group of students and the students are organized
based on proficiency. This way the teacher can take one group easily to work on small group
reading. The schedule for small group reading will continue until 10:10 when the students exit
for playground time where they play with another teacher’s kindergarten class. These two
teachers work together to create plans and for end-of-day dismissal as well. When the students
get back from playground, they take turns as called upon to wash up and eat a snack as the
teacher reads a story. The next content areas are spelling and writing prompts which are created
through a collaboration of kindergarten teachers. The students then transition into science or
social studies. The lessons are created by a different pair of kindergarten teachers. For this part,
the students go back to their carpet squares for a story or activity. We will do the story activity
until it is time to walk to lunch. The two teachers take turns walking the students to lunch or
picking them up weekly. There are thirty minutes set aside for lunch time so one teacher will
walk the students to lunch and stay for 15 minutes, then the other teacher will stay for the last 15,
help with clean-up, and then walk the students back to their classrooms. Once they get back, they
have about thirty minutes for calendar math and whole group math. Calendar math consists of
reviewing the months of the year, days of the week, weather, patterns, and other content area.
Whole group math is directly from EnVision math curriculum. After math, students go to
specials. There is an eight day special cycle in which five days are dedicated to physical
education and three days are dedicated to media, art, and music. All of these locations are in the
same vicinity which is very convenient. Once the students get back from specials, they go into
small group math and centers until we prepare for dismissal. For dismissal my cooperating
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teacher walks all the bus students, and the other kindergarten teacher walks the afterschool and
car pickup students.
There are six computers at the computer center plus the teacher computer and
smartboard. The students have access to Starfall, Planet Turtle, and Earobics. During Monday
through Thursday for reading centers, certain students can go on to Earobics depending on
rotation. Starfall is for Fridays. These both help with reading and comprehension skills Planet
Turtle is the activity that the students use for computer centers during math. It is a game-based
math program in which the students have the opportunity to play against each other. There is a
bookshelf with several library books and books for teacher use as well as another bookshelf for
reading center and math center choices which are contained in boxes. There is a back planning
room which four kindergarten teachers share. The planning room has storage for all of the
manipulatives that the teachers have collected over the years. There is a paper cutter as well.
These four kindergarten teachers have a volunteer that comes in to help them prepare
various art projects or projects that just take a lot of time to work on preparing. This volunteer is
a first grade mom who volunteered for the kindergarten teachers last year.
Students have several behavior rules. There is a star chart that ranks from multicolored to
red. The teacher will put them back at green at the end of every day. Students receive rewards for
reaching multicolored and get a note home for reaching red. Throughout the day for good
behavior, the students can also receive a star to put in the box. Each student has 15 stars and
when they run out, they get a prize from the treasure chest. These prizes are directly put into their
backpacks. The students as a whole can receive an apple slice that will create a whole apple and
allow every child to get a prize from the treasure chest over a period of time. There are eight
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slices to the apple. Students must make a hand signal to use the bathroom and another hand
signal to get water. Each student has a responsibility for the week for classroom management.
One student is in charge of being line leader, one in charge of the light switch, another two are
mail carriers, and two more are nurses. There are librarians, a caboose, a banker, lunch people,
and other various jobs. The star student of the week gets to sit in the little rocking chair and pull
sticks to help regulate turns for whole group activities. Every student gets to be a star student and
it is a cycle based on student number.
Student Characteristics: The classroom includes 18 boys and girls with one additional
immersion student. There are 9 girls and 10 boys.
Student Spoken Home
Languages
Observations
Student#1 Spanish This student is language proficient, but receives notes home
for parents in Spanish. He is in a lower socio-economic level
and does not bring snack for snack time so he receives snack
from the teacher. He does his homework in the beginning of
class. This student missed several weeks of school in the
beginning of the year because he has a hole in his heart. He is
healthy now, though.
Student #2 Spanish
English
This student is language proficient, but receives notes home
for parents in Spanish. She does her homework in the
beginning of class. She is quiet and observant.
Student #3 English This student went to pre-k and came in as a reader. She is
excelling rapidly in reading and writing.
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Student #4 Spanish This student is language proficient, but receives notes home
for parents in Spanish. She is in a lower socio-economic level
and does not bring snack for snack time so he receives snack
from the teacher. She does her homework in the beginning of
class occasionally. She loves to please the teacher and wants
to be a good role-model and helper for the other students.
Student#5 English This student was enrolled in Pre-k but came into kindergarten
as a non-reader and needs some differentiation for review. He
lacks some of the support at home and needs to be reminded
to ask mommy and daddy for help.
Student #6 English This student came into school as a reader and is excelling in
reading and writing. She loves animals and knows a lot about
them.
Student#7 Spanish This student is an English language learner and needs
reinforcement. She receives notes home for parents in
Spanish. She wears glasses and needs to be reminded to put
them on. She is very quiet and shy.
Student #8 English This student loves to talk and sometimes needs redirection. He
is a proficient writer and reader and he may test Gifted in the
future. He loves everything about trains.
Student #9 English This student needs redirection frequently and often is hesitant
to fail so she lacks the motive to try. She is one of the younger
students in the class and sometimes needs an extra push to
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excel.
Student #10 English This student is one of the youngest in the class. She is
immature emotionally, but it is apparent that the amount of
parent involvement has helped her to grow academically. She
still struggles with writing.
Student #11 English This student is a Jehovah’s Witness and does not celebrate
holidays. He needs minor redirection, particularly during
whole-group time on the floor.
Student #12 English This student needs more phonogram practice. He spends some
time focused and unfocused. He often comes to school tired
and needs to be set on track. He spends a lot of his time at the
skate park with other kids and sometimes his language needs
to be corrected.
Student #13 English This student went to Pre-K and came in as a reader. is able to
think critically about stories we read and is growing quickly
as a writer. She often gets rewarded for good behavior. She
receives extra materials for differentiation to challenge her.
Student #14 Spanish
English
This student is language proficient, but receives notes home
for parents in Spanish. He is able to stay on task without much
redirection.
Student #15 English This student has a hard time sitting still for a long period of
time and needs redirection. He comes into class very sleepy
some days. He is doing well during small reading group and is
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able to think critically.
Student#16 English This student went to Pre-K and came into kindergarten as a
reader. He excels in writing and math and also receives extra
materials for homework.
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Section 3: Topic and Learning Objectives
Description of the content:
Math Topic 13- Extending and Creating Patterns
In this unit, students will be recognizing, identifying, and completing different types of
patterns. Students will be identifying color, shape, size, and number patterns and will be using
predicting techniques to complete different patterns. They will be identifying shrinking and
growing patterns. Students will predict what will come next based on their observations of the
repeated attributes in the pattern.
This is a two week unit with whole group, small group, and centers to teach material.
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List of SSS:
MA.K.A.4.1 Identify and duplicate simple number and non-numeric repeating and growing
problems.
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List of Learning Objectives:
1. Given four multiple choice questions, children will recognize and extend color patterns
three out of four correctly. Children will recognize and extend shape patterns.
2. Given three multiple choice questions and one constructed response question, children
will recognize and extend shape patterns two multiple choice and one constructed
response correctly. Students will identify growing and shrinking patterns and predict
what comes next.
3. Given one multiple choice question and one constructed response question, children will
recognize and extend the repeating parts of size patterns one out of two correctly.
4. Given one multiple choice question and two free response questions, children will solve
problems by looking for and using the repeating parts to describe the pattern.
5. Given two multiple choice questions, children will identify growing and shrinking
patterns and predict what comes next one out of two correctly.
6. Given one multiple choice question and one constructed response question, children will
identify and represent one out of two number patterns on number chart.
Types and Levels of the Learning Objectives:
Objectives 1,2,3,5 and 6 all fit into the Knowledge category of Blooms Taxonomy. Many
of the objectives require the students to be able to recognize and identify different types of
patterns as well as recognize patterns. The students will be identifying growing patterns,
shrinking patterns, number patterns, size patterns, and color patterns. The students will circle the
patterns and find the outliers. The students will demonstrate knowledge through these activities.
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Objectives 1, 2, 3, 4, and 5 all reach the comprehension stage so that the students will be
able to learn the material and understand how to be able to identify the different patterns and
understand what makes a pattern. Students will be asked to classify what types of patterns are
which so they are aware of why one pattern is called a shape pattern and the other is called the
growing pattern, for example.
Objectives 1,2,3,4, 5, and 6 all fit into the Application category of Blooms Taxonomy. The
students will need to apply their knowledge of the different types of patterns during whole group
activities each day and then will have to apply their knowledge during small group as well. They
will need to extend number patterns and predict what comes next in the patterns. , and continue
patterns on their worksheets in small group. This will firmly show that the students are grasping
the material.
Objectives 1, 2, 3, and 4 help the students synthesize what makes a pattern. When they extend
the pattern, they are putting their bits of knowledge together to extend the pattern correctly. They
have to use the knowledge they gained when learning about the different types of patterns to
create more patterns.
Why the Learning Objectives are Appropriate:
The learning objectives clearly cover every type of pattern and helps the kindergarten
students develop their knowledge of pattern. The objectives are all part of the EnVision
curriculum and correlate with the unit on patterns. The objectives suit the level of complexity
that the kindergarten students can use to develop their knowledge successfully. The students will
use this knowledge of different types of patterns for their Standford Achievement Test 10 that
they will need to take at the end of the year.
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Section 4:Assessment Plan
Overview of Assessment Plan:
Pre-Assessment Plan:
This kindergarten-level multiple-choice and constructed response assessment has a
mixture of size, color, shape, number, and growing/shrinking patterns. This allows for the
students to learn about every type of pattern and understand the variations. These different
aspects of pattern will be covered during our unit on patterns and the multiple-choice and
constructed response assessment that will show their previous knowledge will be retested in the
post-assessment after the material has been taught. The pre-assessment has a total of eight
questions that will be tested in the kindergarten testing setting that the students are familiar with.
They each of a ‘secret-work folder’ that will be taken out and the pencil passers will give each of
their table-mates a pencil. There are six students at each table. The pre-assessment will be given
in the afternoon following the students’ specials. I will project the test onto the Smartboard and
the students will be able to see one question at a time so that they know which question I am
giving directions for. I will give the direction out loud two times and then will circulate to see
how the students answer the question. If I note confusion, I will give the direction another time. I
will remind the students that it is a pre-test and it is okay if they do not answer them all correctly.
I will collect the assessments and then check for understanding so I will be able to know what to
spend the most time on during instruction of the unit. This assessment gives a clear-cut picture of
understanding of the material and prepares students for the SAT10 exam.
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Formative Assessment Plan:
Students will be doing daily in-class activities that will be observed and analyzed to
monitor student progress. These in-class activities are completed in small group based on skill
level as well as whole-group depending on time restraints. This part of instruction is a review of
the material learned through the EnVision interactive story and through the teacher’s instruction.
The teacher can focus on struggling students as well as higher-level students during the in-class
worksheet activities. The students will be formally assessed using the worksheet activities. Those
students who are seen struggling in math-related activities will receive the opportunity to use
manipulatives as needed during small-group lessons. This form of assessment allows students to
receive personal attention during instruction.
Post-Assessment Plan:
21
This kindergarten-level multiple-choice and constructed response assessment has a
mixture of size, color, shape, number, and growing/shrinking patterns. This allows for the
students to learn about every type of pattern and understand the variations. These different
aspects of pattern will be covered during our unit on patterns and the multiple-choice and
constructed response assessment will verify learning of the material at the end of the unit. The
post-assessment has a total of 15 questions that will be tested in the kindergarten testing setting
that the students are familiar with. They each of a ‘secret-work folder’ that will be taken out and
the pencil passers will give each of their table-mates a pencil. There are six students at each
table. The post-assessment will be given in the afternoon following the students’ specials. I will
project the test onto the Smartboard and the students will be able to see one question at a time so
that they know which question I am giving directions for at the time. I will give the direction out
loud two times and then will circulate to see how the students answer the question. If I note
confusion, I will give the direction another time. I will allow time for the students to review their
work at the end of the test. I will collect the assessments and then compare the results to those
from the pre-test. This assessment gives a clear-cut picture of understanding of the material and
prepares students for the SAT10 exam.
22
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Learning Objective Assessments Format of
Assessments
Adaptations
Learning Objective
#1:
Given one multiple
choice question,
children will
recognize and extend
color patterns one
correctly.
Pre-Assessment
Topic 13 Pre-Test
Formative
Assessment
Students will sit down
as a whole class to
complete the six
question test. The
teacher will circulate
the class to verify that
the students have
answered the
questions
appropriately.
Question number 1
targets this objective.
I will assess prior-
knowledge through
the problem of the day
and ask topic-specific
questions. I will use
the VLA to direct
Students with
attention problems
and ELL students will
have teacher walk
around and
instruct/point to the
questions to make it
easier to stay on the
right question.
ELL students will
review key
vocabulary: Pattern
and Repeat. More
time and
manipulatives will be
25
Given one multiple
choice question and
one student-response
question, children will
recognize and extend
color patterns two out
of two correctly.
Post-Assessment
Topic 13 Test
questioning to the
whole class. I will
then use the Small-
group Topic 13-1
EnVision Worksheet
to solidify knowledge
and spot-check for
errors
Students will sit down
as a whole class to
complete the 15
question test. The
teacher will circulate
the class to verify that
the students have
answered the
questions
appropriately.
Question number 1
and question number
1 on the free response
target this objective.
allotted for small-
group activity. Small
groups are
differentiated.
Students with
attention problems
and ELL students will
have teacher walk
around and
instruct/point to the
questions to make it
easier to stay on the
right question.
26
Learning Objective
#2:
Given one multiple
choice question,
children will
recognize and extend
shape patterns one out
of one correctly.
Pre-Assessment
Topic 13 Pre-Test
Formative
Assessment
Students will sit down
as a whole class to
complete the six
question test. The
teacher will circulate
the class to verify that
the students have
answered the
questions
appropriately.
Question number 2
targets this objective
I will assess prior-
knowledge through
the problem of the day
and ask topic-specific
questions. I will use
Students with
attention problems
and ELL students will
have teacher walk
around and
instruct/point to the
questions to make it
easier to stay on the
right question.
ELL students will
review key
vocabulary: Pattern
and Repeat. More
time and
27
Given one multiple
choice question and
one constructed
response question,
children will
recognize and extend
shape patterns both
questions correctly.
Post-Assessment
Topic 13 Test
the VLA to direct
questioning to the
whole class. I will
then use the Small-
group Topic 13-2
EnVision Worksheet
to solidify knowledge
and spot-check for
errors
Students will sit down
as a whole class to
complete the 15
question test. The
teacher will circulate
the class to verify that
the students have
answered the
questions
appropriately.
Question number 2
and question number
2 on the free response
manipulatives will be
allotted for small-
group activity. Small
groups are
differentiated.
Students with
attention problems
and ELL students will
have teacher walk
around and
instruct/point to the
questions to make it
easier to stay on the
right question.
28
target this objective.
Learning Objective
#3:
Given one multiple
choice question,
children will
recognize and extend
the repeating parts of
size patterns one out
of one correctly.
Pre-Assessment
Topic 13 Pre-Test
Formative
Assessment
Students will sit down
as a whole class to
complete the six
question test. The
teacher will circulate
the class to verify that
the students have
answered the
questions
appropriately.
Question number 3
targets this objective.
I will assess prior-
knowledge through
the problem of the day
and ask topic-specific
questions. I will use
the VLA to direct
questioning to the
whole class. I will
Students with
attention problems
and ELL students will
have teacher walk
around and
instruct/point to the
questions to make it
easier to stay on the
right question.
ELL students will
review key
vocabulary: Pattern
and Repeat. More
time and
manipulatives will be
allotted for small-
group activity.
29
Given one multiple
choice question and
one constructed
response question,
children will
recognize and extend
the repeating parts of
size patterns one out
of two correctly.
Post-Assessment
Topic 13 Test
then use the Small-
group Topic 13-3
EnVision Worksheet
to solidify knowledge
and spot-check for
errors
Students will sit down
as a whole class to
complete the 15
question test. The
teacher will circulate
the class to verify that
the students have
answered the
questions
appropriately.
Question number 3
and question number
3 on the free response
target this objective.
Students with
attention problems
and ELL students will
have teacher walk
around and
instruct/point to the
questions to make it
easier to stay on the
right question.
Learning Objective Pre-assessment Students will sit down Students with
30
#4:
Given one multiple
choice question,
children will solve
problems by looking
for and using the
repeating parts to
describe the pattern
one out of one
correctly.
Topic 13 Test
Formative assessment
as a whole class to
complete the six
question test. The
teacher will circulate
the class to verify that
the students have
answered the
questions
appropriately.
Question number 4
targets this objective.
I will assess prior-
knowledge through
the problem of the day
and ask topic-specific
questions. I will use
the VLA to direct
questioning to the
whole class. I will
then use the Small-
group Topic 13-4
EnVision Worksheet
attention problems
and ELL students will
have teacher walk
around and
instruct/point to the
questions to make it
easier to stay on the
right question.
ELL students will
review key
vocabulary: Pattern
and Repeat. More
time and
manipulatives will be
allotted for small-
group activity. Small
groups are
differentiated.
31
Given one multiple
choice question and
one free response
questions, children
will solve problems
by looking for and
using the repeating
parts to describe the
pattern one out of two
correctly.
Post-assessment
Topic 13 Test
to solidify knowledge
and spot-check for
errors
Students will sit down
as a whole class to
complete the 15
question test. The
teacher will circulate
the class to verify that
the students have
answered the
questions
appropriately.
Question number 4
and question number
3 and 4 on the free
response target this
objective.
Students with
attention problems
and ELL students will
have teacher walk
around and
instruct/point to the
questions to make it
easier to stay on the
right question.
Learning Objective
#5:
Given one multiple
Pre-Assessment
Topic 13 Pre-Test
Students will sit down
as a whole class to
complete the six
Students with
attention problems
and ELL students will
32
choice question,
children will identify
growing and shrinking
patterns and predict
what comes next one
out of one correctly.
Formative
Assessment
question test. The
teacher will circulate
the class to verify that
the students have
answered the
questions
appropriately.
Question number 5
will target this
response.
I will assess prior-
knowledge through
the problem of the day
and ask topic-specific
questions. I will use
the VLA to direct
questioning to the
whole class. I will
then use the Small-
group Topic 13-5
EnVision Worksheet
have teacher walk
around and
instruct/point to the
questions to make it
easier to stay on the
right question.
ELL students will
review key
vocabulary: Pattern
and Repeat. More
time and
manipulatives will be
allotted for small-
group activity. Small
groups are
differentiated.
33
Given one multiple
choice question and
one student response
question, children will
identify growing and
shrinking patterns and
predict what comes
next one out of two
correctly.
Post-Assessment
Topic 13 Test
to solidify knowledge
and spot-check for
errors
Students will sit down
as a whole class to
complete the 15
question test. The
teacher will circulate
the class to verify that
the students have
answered the
questions
appropriately.
Question number 5
and question number
5 on the free response
target this objective.
Students with
attention problems
and ELL students will
have teacher walk
around and
instruct/point to the
questions to make it
easier to stay on the
right question.
Learning Objective
#6:
Given one free
response, children
Pre-Assessment
Topic 13 Test
Students will sit down
as a whole class to
complete the six
question test. The
Students with
attention problems
and ELL students will
have teacher walk
34
will identify and
represent on number
chart and number line
one out of one
correctly.
Formative
Assessment
teacher will circulate
the class to verify that
the students have
answered the
questions
appropriately.
Question number 5 on
the free response
targets this objective.
I will assess prior-
knowledge through
the problem of the day
and ask topic-specific
questions. I will use
the VLA to direct
questioning to the
whole class. I will
then use the Small-
group Topic 13-7 and
Topic 13-8 EnVision
Worksheet to solidify
knowledge and spot-
around and
instruct/point to the
questions to make it
easier to stay on the
right question.
ELL students will
review key
vocabulary: Pattern
and Repeat. More
time and
manipulatives will be
allotted for small-
group activity. Small
groups are
differentiated.
35
Given one multiple
choice question and
one free response
question, children will
identify and represent
on number chart and
number line one out
of two correctly.
Post-Assessment
Topic 13 Test
check for errors
Students will sit down
as a whole class to
complete the 15
question test. The
teacher will circulate
the class to verify that
the students have
answered the
questions
appropriately.
Question number 6
and Question number
7 on the free response
targets this objective.
Students with
attention problems
and ELL students will
have teacher walk
around and
instruct/point to the
questions to make it
easier to stay on the
right question.
Section 5: Design for Instruction: Unit Plan and Lesson Plans
36
Assignment:
The unit was designed to encompass twelve days including the assessment. This unit was
taught in the afternoon in approximately 45 minutes. The unit was designed to begin with a
quick problem of the day which we teach in whole group on the flood. The problem of the day
was correlated to the topic at hand but was used before the unit was taught so it is more basic
knowledge that the students have learned previously in the year but will need for the unit. Then
comes the new vocabulary and the students went on to complete as a class in whole group, the
front of the sheet on the Smartboard. Various students were selected to come up and finish the
activity. The students then watched the brief Envision Math lesson and answer questions when
called. The students were then participating in specifically designed pattern centers while the
teacher worked with small groups in order to make sure that student understanding was strong.
The teacher completed daily worksheets with students to check for that understanding.
Instruction thoroughly covered the six objectives by focusing on each objective during whole
and small group lessons. The information was repeated on day 4 and 6 so that the teacher could
review and check for understanding and also because spring break intersected the unit and
number patterns were often more difficult to grasp than shapes and colors. Students in the
classroom were divided based on skill level into three groups ranging from five to seven
students. Some groups needed more direction than others so this makes it simple to do. Students
received instruction using models and manipulatives. The students that were not working in the
teacher group were completing centers that were related to the current and previous objectives in
the unit. Students learned in whole group, in small group, and in pairs or independently.
Narrative of Pre-test Results by Objective:
37
The pre-assessment was a selected-response test of six questions that each covered the
individual objectives.
The first objective was the children will recognize and extend shape patterns one out of
one correctly.
The second objective was that the students will recognize and extend shape patterns one
out of one correctly.
The third objective states that the students will recognize and extend the repeating parts
of size patterns one out of one correctly.
The fourth objective was that the students will solve problems by looking for and using
the repeating parts to describe the pattern.
The fifth objective was that the students will identify growing and shrinking patterns and
predict what comes next.
The final objective was that the students will identify and represent numbers on a number
chart.
The students did well identifying the shape and size patterns, as seen by the overall objective
two and three means of 88.89%. Shape and size are simpler for the students to grasp as they are
already familiar with the term and concept of pattern. The results of objective one are a little bit
disappointing. Six students missed color patterns and we have used color patterns in our Math
Calendar consistently throughout the year. However it may have been due to confusion, because
the copier had shaded the grey color close to the white.
38
Results of Pre-Assessment:
Narrative of Overall Results:
It can be seen in this graph that certain objectives were more easily attainable by some
students during the pretest. Student number 15 and 16 received a perfect score on the pre-test.
From there-on, the students were doing well on the shape and color patterns, but demonstrated
evidence of the lack of knowledge of number patterns and growing patterns. The students that
had ESOL needs also performed lower because of the lack of knowledge of vocabulary terms.
Student number 1, student number 5, student number 7, student number 9, and student number
12 needed more time or more attention when taking the test, because the test was given at the
end of the day. The results demonstrate that the students have the general understanding of
patterns, but do not know how to communicate those results into number terms. Few of the
students understood the vocabulary such as ‘repeating part of the pattern’.
39
Objective four: Children will solve problems by looking for and using the repeating parts
to describe the pattern. This graph demonstrates a significant lack of prior knowledge among the
students. Their problem required them to know how to circle the repeating part of a pattern.
Three students were able to get the answer correct, and the rest of the students had various
answers, however the most frequent incorrect answer was letter D. This one is the only one that
has the first part of the pattern circled. The students need extra focus during the lessons on this
objective.
40
Objective 5: Children will identify growing and shrinking patterns and predict what
comes next. The students had one question in which they had to count an increasing number of
blocks and select which one would come next in the pattern. It increased from one, to three, to
five, and so the next set of blocks should have been seven. Eight students were able to answer
this question correctly, and nine answered this question incorrectly. The most frequent incorrect
answer was C which had five blocks. The students, with their basic knowledge, may have been
set on guessing the answer that was last in the pattern. This may have been because they had not
been listening to the direction, or because they did not understand the material. Manipulatives
can be used during the lessons for those students who are still struggling with the concept of a
growing pattern.
41
Objective 6: Children will identify and represent number patterns on a number chart.
Fourteen of the students were not able to answer this question correctly, meaning only
three of the students were able to answer the question. The students needed to look at a shrinking
number pattern on a number chart and answer what number was supposed to come next in the
pattern. This problem was extra difficult to solve for the students because they were not familiar
with shrinking patterns, or even had a strong connection with numbers. These numbers went
from nine, to seven, to five, to three. The choices were zero, two, one, and four. Many students
answered with two and four. Because the last number given was three, two was plausible for the
students who were not focusing on the increments of decreasing numbers. Two is less than three
in the decreasing numbers; however it is decreasing by every other number. The number four is
one higher than three, so for the students who could not grasp that it was a decreasing pattern,
that answer was plausible for them.
Pre-assessment Data and its Effect on Instruction:
42
The pre-assessment data was helpful in creating and modifying the instruction. The
Envision plan is formulated in a specific way; however additional center activities and
manipulatives can be used to assist in instruction. I created several pattern-specific centers where
the students were able to use manipulatives in a self-guided learning activity. The students
performed well for objectives one, two, and three. These are patterns that are easier for the
students to see and the color and shape patterns are patterns that they have practiced before this
unit.
The mean for objective one was 65% with a standard deviation of 49%. This standard
deviation percentage is high because there is only one question per objective. It would be more
effective to analyze a longer pre-assessment with more questions per objective, however this was
not permitted. For a pre-assessment, 65% of the students getting the question correct are fairly
high. The students who did not answer correctly and have record of needing some extra work for
math lessons needed more supervision during centers to make sure that they were working
actively to master the material. During the video lesson, I also made sure to direct the questions
toward these students.
Objective two had a mean of 88% and a standard deviation of 33%. This implies that the
88% of the students were able to answer the question correctly. This showed that most of the
students have mastered the material already and had known what the term pattern means. The
students received the required instruction, and had shape centers to work with. The class as a
whole scored quite high for a pretest. The direction of the instruction throughout the unit was
from that point more focused on the weaker objectives. There was a standard deviation of 33%
which still seems high, however only two of the seventeen students were not able to answer the
question correctly.
43
Objective three had a mean of 88% and a standard deviation of 33%, the same as
objective number two. This one was a size pattern and the two students who answered this
question incorrectly were different students than the students in objective two. This objective
also had low percentage of students who answered incorrectly. The students were able to see the
changes in the sizes of the size pattern. There were supplemental size pattern centers for the
students to work on during the small group lessons.
Objective four had a mean of 18% which is significantly low. The students had not been
taught about the meaning of ‘repeating part of a pattern’. The standard deviation was 39%,
another high deviation. This is due to the lack of students who answered the question correctly
and because the students either met their objective or didn’t meet it. There were no percentages
other than 100% or 0%. The students all had difficulties with this material without the
knowledge of what they were aiming to complete. The students had a lack of knowledge of
vocabulary that also impacted their ability to complete the exercise. During that day and the
following day, the students completed a review activity that had several different color and shape
patterns where they had to learn where the beginning of a repeating pattern was, and where to
find the part of the pattern which was considered the ‘repeating part of the pattern’. Students that
needed specific focus on this problem were student number one, student number four, student
number five, student number seven, student number nine, student number 11, and student
number 12. We worked in centers and I called up these students to review using the patterns on
the Smartboard.
Objective five had a mean of 47% meaning that only 47% of the students were able to
answer correctly. This had a standard deviation of 51%. That is another significant standard
deviation. Eight students were able to answer the question correctly. Nine students answered
44
incorrectly. This shows that many students would need extra work in their counting and building
of growing patterns and shrinking patterns. A little bit less than half of the students were able to
answer this question correctly. In order to make sure that the students were able to gain this
knowledge, I created a growing pattern center activity that used interlocking blocks so the
students could independently during math center time.
Objective six has a mean of 18% and a standard deviation of 39%. Most students missed
the question, with only three students answering correctly. The students will need to receive
supplemental practice and emphasis for this lesson’s material. This content is the most difficult
for the students. In order to count down, I used a strategy with my fingers and other
manipulatives to help students skip count and be able to recognize the growing or shrinking
number patterns given during these assessments. The students had a consistent struggle with this
material because they were learning not only the patterns but also how to identify whether the
pattern is increasing or decreasing. This is the most contextually difficult lesson to teach. The
students worked with manipulatives during small group math to be able to see how to count
down. Student number 5 has difficulty being able to identify random numbers and this lesson
was particularly challenging for him. He spent time answering questions at the Smartboard as
well as received individual focused attention during small group math lesson.
Overview of the Unit:
Day 1
Topic: 13-1: Color patterns
Activities:
45
Problem of the day 13-1
Teach vocabulary: Pattern, repeat, color pattern
Do outside of pattern sheet using smartboard projection (objective 1)
Project Video Learning Activity on Smartboard(objective 1)
Work in small groups to go over inside of pattern sheet (objective 1)
Math centers related to color patterns coincide with small groups(objective 1)
13-1 Quick check (objective 1)
Day 2
Topic: 13-2: Shape patterns
Activities:
Problem of the day 13-2
Teach vocabulary: Shape Pattern
Do outside of pattern sheet using Smartboard projection whole group (objective 2)
Project Video Learning Activity on Smartboard(objective 2)
Work in small groups to go over inside of pattern sheet (objective 2)
Math centers related to shape patterns and color patterns coincide with small groups
(objective 1 and 2)
13-2 Quick check (objective 2)
Day3
Topic: 13-3: Size patterns
Activities:
Problem of the day 13-3
Teach vocabulary: Size Pattern (objective 3)
46
Do outside of pattern sheet using Smartboad projection whole group (objective 3)
Project Video Learning Activity on Smartboard (objective 3)
Work in small groups to go over inside of pattern sheet (objective 3)
Math centers related to shape patterns and size patterns coincide with small groups
(objective 2 and 3)
13-3 Quick check (objective 3)
Day 4
Topic: 13-3 review
Teacher will review material using Smartboard activities whole group (objective 1,2, and
3)
Shape patterns, size patterns, and color patterns will be covered (objective 1,2, and 3)
Small group centers and computer activities using shape, size, and color patterns
(objective 1,2, and 3)
Day 5
Topic: 13-4: Problem Solving: Look for a Pattern
Activities:
Problem of the day 13-4
Teach vocabulary: repeating part of a pattern
Do outside of pattern sheet using Smartboard projection whole group circling repeating
parts (objective 4)
Project Video Learning Activity on Smartboard (objective 4)
Work in small groups to go over inside of pattern sheet (objective 4)
47
Math centers related to identifying the repeating parts of patterns using shape, color, and
size patterns coincide with small groups (objective 1, 2, 3, 4)
13-4 Quick check (objective 4)
Day 6
Topic: 13-4 review
Teacher will review material using Smartboard activities whole group
Identifying repeating parts of patterns in shape and color patterns on Smartboard
Small group centers and computer activities using shape, size, and color patterns
(objective 1, 2, 3, 4)
Day 7
Topic: 13-5 :Growing Patterns
Activities:
Problem of the day 13-5
Teach vocabulary: growing pattern
Do outside of pattern sheet using Smartboard projection whole group (objective 5)
Project Video Learning Activity on Smartboard (objective 5)
Work in small groups to go over inside of pattern sheet (objective 5)
Math centers related to building growing patterns (objective 5)
13-5 Quick check (objective 5)
Day 8
Topic: 13-6: Growing and Shrinking Pattern
Activities:
48
Problem of the day 13-6
Teach vocabulary: growing pattern, shrinking pattern
Do outside of pattern sheet using Smartboard projection whole group (objective 5)
Project Video Learning Activity on Smartboard(objective 5)
Work in small groups to go over inside of pattern sheet (objective 5)
Math centers related to building and drawing growing patterns and shrinking pattern
(objective 5)
13-6 Quick check (objective 5)
Day 9
Topic: 13-7: Number Patterns
Activities:
Problem of the day 13-7
Teach vocabulary: number pattern
Do outside of pattern sheet using Smartboard projection whole group (objective 6)
Project Video Learning Activity on Smartboard (objective 6)
Work in small groups to go over inside of pattern sheet (objective 6)
Math centers related number patterns on a number chart (objective 6)
13-7 Quick check(objective 6)
Day 10
Topic: 13-8: Number Patterns on a Number Line
Activities:
Problem of the day 13-8
49
Teach vocabulary: number pattern, number line
Do outside of pattern sheet using Smartboard projection whole group (objective 6)
Project Video Learning Activity on Smartboard (objective 6)
Work in small groups to go over inside of pattern sheet (objective 6)
Math centers related to number patterns on a number chart and on a number line
(objective 6)
13-8 Quick check (objective 6)
Day 11
Topic: 13-9: Solving Problems using Number Patterns
Activities:
Problem of the day 13-9
Teach vocabulary: extend, number pattern
Do outside of pattern sheet using Smartboard projection whole group (objective4, 6)
Project Video Learning Activity on Smartboard (objective 4, 6)
Work in small groups to go over inside of pattern sheet (objective 4, 6)
Math centers related to extending number patterns (objective 4, 6)
13-6 Quick check
Day 12
Topic: Topic 13 assessment
Activities:
Florida Test practice assessment Whole group (objective 1, 2, 3, 4, 5 6)
Florida test individual (objective 1, 2, 3, 4, 5 6)
50
Alternative Assessment individual (objective 1, 2, 3, 4, 5 6)
Activities:
Content: 13-1 Color Patterns
Activity 1: Students for day 1 had two different activities during the teacher center. The
teacher center consisted of a sheet in which the students need to color the last part of the pattern
with the correct color. They were each handed their selection of colors so that they could make
their own choice about what color to use for the activity. Some of the students that were not at
the teacher’s table were at the computers where they were doing different activities depending on
their levels. This added to the differentiation for the students and the students were able to
improve their weaker skills or challenge them. The other two centers that the third group was
working on were one with colored blocks and one with links. The students were divided to be
able to make the working and learning easier. There were sheets of patterns that the students
needed to complete in order to be able to develop their knowledge. The students had a fairly
concrete knowledge of color patterns, but this activity helped confirm and assist with their
knowledge. The pre-assessment had one question that targeted the objective. The students
needed to identify the color bird that came next in the pattern. The activities helped teach how to
create and extend color patterns. The contextual factors of the classroom meant that those
students have already practiced the material and those who were struggling students were broken
up into different groups when they come to the teacher center so it is easier to differentiate. The
materials for this activity consist of crayons, the envision math computer software, the
51
Smartboard, and student work mats. The problem of the day acted as a beginning assessment and
the quick check acts as the ending assessment. The worksheet is an assessment during the
activity. Students understood this topic because of their prior knowledge, but it needed a little
more reinforcement.
1A. Sunshine State Standards:
MA.K.4.1 Identify and duplicate simple
number and non-numeric repeating and
growing patterns.
1B. Goal 3 Standards
Numeric Problem Solvers
Critical Thinkers
Cooperative Workers
2. Objectives
Students will be able to:
Given one multiple choice question and one student-response question, children will
recognize and extend color patterns two out of two correctly.
52
3. Assessment & Evaluation
Initial:
The students will state the color patterns given in the Problem of the Day and work whole group
Video Learning Activity
Informal:
Students will work in whole group to complete the Video Learning Activity as I help
instruct and ask questions to the students to verify understanding.
Formal:
Students will be working in small groups in order to complete the 13-1 EnVision
worksheet.
4. Introduction to Lesson:
“Today, we are going to learn about
color patterns and how to find out what
the next color will be. We have been
practicing this. Who remembers where
we have practiced color patterns? We
will also be using some new color
centers that I made for you.”
5. Materials:
TE Topic 13-1 , pg 235
Smartboard
Computers
Crayons
Pencils
Colored squares and Workmats
Colored links and workmats
53
6. Technology Integration:
Smart Board – Video Learning Activity
7. Teacher Presentation or Facilitation: (includes reviews and practice)
Problem of the day
“Take a look at our problem of the day. We need to organize the shells that are at the
bottom of the page. How would you organize them? Take some think time to decide and
raise your hand when you think you know how you would do it. Now let’s pick a stick
to see who will come up to the Smartboard and answer the question”.
One student will come up to describe and draw his or her way to organize the items.
“You can organize these shells by color or by shape. How would you organize them by
shape”?
Outside of Paper
“Look at these color patterns. Let’s say them together. (yellow, green, yellow, green,
yellow, green) What comes next? How did you figure it out? Let’s look at the next
one and say it together. ( red, red, yellow, red, red, yellow, red, red, yellow) What
comes next”?
Video Learning Activity
Ask questions as prompted by the VLA.
Introduce new centers
54
Center rotation
Teacher center: Today we are going to say the patterns for numbers one through three on
the worksheet and color the object with the correct color. Then I will check to make sure
you are doing it correctly. We will go to number four through six, but you need to take
your time, because these are very difficult.
Two Color Pattern Making Centers
The first pattern making center uses colored squares and pattern sheets. The students
have done this before, so the teacher will briefly introduce the centers during whole
group and remind students to be working actively and that the teacher will be watching.
The students have done the second pattern center as well, so there will be a brief review.
The students take colored links and recreate the patterns from the pattern sheets.
Closure:I will check the back as students finish up. We will then, if time permits, do the 13-1
Quick Check
Specific accommodations, interventions, notes, etc…
Students will echo phrases and vocabulary words several times during the lesson.
Proximity to the teacher dung whole group lessons
Pairs during centers
Small groups organized by skill level
Content: 13-4 Problem Solving: Look for a Pattern
55
Activity 2: Students for day 6 were working on developing their knowledge of finding
the repeating parts of a pattern in order to continue extending the pattern. They had centers to
help practice this material, but in addition to the centers they had a Smartboard activity where
they were circling the repeating part of the shape and color patterns. This Smartboard activity
was done whole group and was done on day 7 as well, in order to confirm that the students will
be able to understand the material. The teacher’s center sheet consisted of math problems in
which the students had to circle the repeating part of patterns using different colored counters.
The students had one center activity in which they created color patterns and then identified the
repeating part of the patterns. In addition, they still maintained their computer center that teaches
them based on what they have already mastered as a whole. The pre-assessment had one
question that targeted the objective. The students needed to circle the repeating part of the
pattern. The activities helped teach how to find the repeating parts of patterns and extend those
patterns. The contextual factors of the classroom meant that those students had already practiced
the material and those who are struggling students were broken up into different groups when
they came to the teacher center so it is easier to differentiate. The materials for this activity
consisted of counters, crayons, the envision math computer software, the Smartboard, and
student work mats. The problem of the day acted as a beginning assessment and the quick check
acts as the ending assessment. The worksheet was an assessment during the activity. This topic
was very challenging for the students, so I decided to continue the practice onto day 7’s material.
The students who were prone to needing more time, received that time during their teacher center
activity.
1A. Sunshine State Standards: 1B. Goal 3 Standards
56
MA.K.4.1 Identify and duplicate simple
number and non-numeric repeating and
growing patterns.
Numeric Problem Solvers
Critical Thinkers
Cooperative Workers
2. Objectives
Students will be able to:
Solve problems by looking for and using the repeating parts to describe the pattern.
3. Assessment & Evaluation
Initial:
The students will state the color patterns given in the Problem of the Day and work whole group
Video Learning Activity
Informal:
Students will work in whole group to complete the Video Learning Activity as I help
instruct and ask questions to the students to verify understanding.
Formal:
Students will be working in small groups in order to complete the 13-4 EnVision
worksheet.
4. Introduction to Lesson:
“Today, we are going to learn about the
repeating parts of patterns and practice
5. Materials:
TE Topic 13-4 , pg 241
57
finding and continuing those repeating
parts. What does repeating mean? This is
a hard part to figure out, so we need to
make sure that we are all paying
attention.”
Smartboard
Computers
Crayons
Pencils
Colored squares and Workmats
Colored links and workmats
6. Technology Integration:
Smart Board – Video Learning Activity
58
7. Teacher Presentation or Facilitation: (includes reviews and practice)
Show evidence of Differentiated Instruction by highlighting or using bold type.
Problem of the day
“Take a look at our problem of the day. We need to draw the beads that come next. Let’s
say the pattern together and then take some think time to decide what should be next.
Raise your hand when you think you know how you would do it. Now let’s pick a stick
to see who will come up to the Smartboard and draw the next beads in the pattern”.
One student will come up to describe and draw the next parts of the pattern.
Outside of Paper
“ We have these different charts and I will create a pattern using our colors. I will call
on the students that are sitting quietly to come to the board and circle the repeating part
of the pattern. I see the pattern starts with red and green and the same two colors repeat
again and again. Let’s circle the repeating part”. Teacher will make two more simple
patterns and the students will be asked to come up to help the teacher circle the
repeating parts.
Video Learning Activity
Ask questions as prompted by the VLA.
Introduce new centers
The students have done the second pattern center as well, so there will be a brief review.
The students take colored links and recreate the patterns from the pattern sheets.
.
59
Center rotation
Teacher center
Today we are going to say the patterns for numbers one through three on the worksheet
and color the object with the correct color. Then I will check to make sure you are doing
it correctly. We will go to number four through six, but you need to take your time,
because these are very difficult.
Two Color Pattern Making Centers
The first pattern making center uses colored squares and pattern sheets. The students have done
this before, so the teacher will briefly introduce the centers during whole group and remind
students to be working actively and that the teacher will be watching.
8. Closure:
I will check the back as students finish up. We will then, if time permits, do the 13-4 Quick
Check
Specific accommodations, interventions, notes, etc…
Students will echo phrases and vocabulary words several times during the lesson.
Proximity to the teacher dung whole group lessons
Pairs during centers
Small groups organized by skill level
Content: 13-5 Growing Patterns
60
Activity 3: Students for day seven were working on growing patterns and shrinking
patterns, which is topic 13-5. They had a teacher’s center sheet that the student needed to circle
the following part of a growing pattern. They needed to count the increments and then circle or
draw the following part of the pattern. The centers for this day consisted of a cube growing
pattern activity as well as one of the color pattern activities. The color pattern activity was
review and the growing pattern activity helped the students work towards mastering growing
patterns. The pre-assessment had one question that targeted the objective. The students needed to
identify the row of blocks that comes next in the patterns. The activities helped teach how to
identify and continue growing patterns. The contextual factors of the classroom mean that those
students have already practiced the material and those who are struggling students are broken up
into different groups when they come to the teacher center so it is easier to differentiate. The
materials for this activity consist of interlocking cubes, the envision math computer software, the
Smartboard, and student work mats. The problem of the day acts as a beginning assessment and
the quick check acts as the ending assessment. The worksheet is an assessment during the
activity. Student number 5 needed more practice because of his struggles with numbers. He was
able to receive extra time during the teacher center.
1A. Sunshine State Standards:
MA.K.4.1 Identify and duplicate simple number and non-
numeric repeating and growing patterns.
1B. Goal 3 Standards
Numeric Problem
Solvers
Critical Thinkers
Cooperative Workers
61
2. Objectives
Students will be able to:
Identify growing patterns and predict what comes next.
3. Assessment & Evaluation
Initial:
The students will state the patterns given in the Problem of the Day and work whole
group Video Learning Activity
Informal:
Students will work in whole group to complete the Video Learning Activity as I help
instruct and ask questions to the students to verify understanding.
Formal:
Students will be working in small groups in order to complete the 13-5 EnVision
worksheet.
4. Introduction to Lesson:
“Today, we are going to learn about growing patterns and
how to find out how many objects the next set will have.
We will be using some new growing pattern centers that I
made for you.”
5. Materials:
TE Topic 13-5 , pg
243
Smartboard
62
Connecting cubes
Student work mats
6. Technology Integration:
Smart Board – Video Learning Activity
7. Teacher Presentation or Facilitation: (includes reviews and practice)
Show evidence of Differentiated Instruction by highlighting or using bold type.
Problem of the day
“Take a look at our problem of the day. How many squares are in the pattern? How many
circles are in the pattern? What shape comes next in the pattern?”
Students will be called upon in order to answer the questions above.
Outside of Paper
Students will come to the board and write numbers below how many cubes are on the
outside of the sheet. The students will then circle and then draw the next stack of blocks
to come into the pattern. Teacher will call students using the sticks.
Video Learning Activity
Ask questions as prompted by the VLA.
Introduce new centers.
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Center rotation
Teacher center
“Now we must look at the questions and find which number of objects comes next in the
growing pattern. Count the number of butterflies in the first problem. What number
should come next? Now circle it.” The teacher will continue through the rest of the paper
with the students in order to finish.
Math centers
The first pattern making center uses colored squares and pattern sheets. The students have
done this before, so the teacher will briefly introduce the centers during whole group and
remind students to be working actively and that the teacher will be watching.
The next center is a growing pattern center in which the students need to stack the cubes
and create the next part of the pattern.
8. Closure:
I will check the back as students finish up. We will then, if time permits, do the 13-5
Quick Check.
Specific accommodations, interventions, notes, etc…
Students will echo phrases and vocabulary words several times during the lesson.
Proximity to the teacher dung whole group lessons
Pairs during centers
Small groups organized by skill level
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Technology:
Technology was used using primarily the EnVision math video learning activity as well as the
Smartboard activities. The problem of the day and the quick check were both projected onto the
Smartboard in order to make the lesson more interactive for the students.
Section 6: Instructional Decision Making
Student number 1 was one of the most concerning students in the classroom. He has
difficulties knowing his numbers and has a history of struggling with vocabulary. This student is
an ESOL student. The lack of support at one home has been a struggle as well. Objectives
number 5 and 6 both have to do specifically with numbers and recognizing patterns with those
numbers. During math centers, the student received supplementary help with number review as
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well as growing and shrinking patterns and number patterns. His extra help used word/picture
cards that required him to practice his knowledge of vocabulary and growing patterns and then
that moved on to number patterns. These extra practices started from the second day on until the
test. The student was therefore able to practice terms that are used through the whole unit, as
well as conceptualize the material for objective 5 and objective 6. The primary challenge that the
student faced was his understanding of the vocabulary, so the frequency of the words and the use
of the context was aimed at making it easier for the student to grasp the material. As a result, the
student had a 100% gain for objective number 1, had gotten objective 2 correct for the pre-test
and the post-test, had a 50% gain for objective 3 and 4. The student missed one of the two
questions on the post test for objective 5 and had a loss of 50% and for objective number 6, the
student had a gain of 100%. The student was able to grasp most of the material and had an
overall gain of 42%, raising his pretest score of 33% to 75%.
Student number 7 is an English language learner who also has challenges grasping
material due to lack of academic vocabulary. The student also was one of the few that had a
history of rarely completing homework at home. She misses the extra practice that many of the
other students may receive with parents, so she received help from a student in one of the third
grade classes to complete her homework during morning time. This student was instructed
specifically not give answers, but rather act as if a junior teacher. Student number 7 also received
during center time an emphasis of vocabulary and repetition of instructions for the small-group
instruction. The student was also given paper shapes to practice making shape patterns and
growing and shrinking patterns during one day to be taught with one of the parent volunteers in
the back room during center time. This was geared to strengthen the student’s goal of mastery of
objective 2 and objective 3. The student was able to use the terms correctly and worked on the
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Smartboard during the repeating parts of patterns activity where the student was able to practice
circling the repeating parts of the patterns provided with the rest of the class, so the student was
receiving that extra supplemental material during whole group. The student was able to
strengthen her knowledge in order to master objective number 4. She also had manipulative
number cards to create number patterns using a timeline. This was used to strengthen her
knowledge in order to master objective number 6. These all were used specifically during
centers, as sending home extra work would have been ineffective and incomplete. This student
demonstrated, as a result, gains of 58%, bringing her pre-test percentage from 16.7% to a post-
test percentage of 75%. Specifically, her mastery of objective one went up from 0% mastery to
50% mastery, meaning she missed one of the two questions. For objective number two, she went
up from 0% mastery to 100% mastery, demonstrating that she has completely mastered the
content. For objective number three, the student had mastered the material during the pre-test and
her post-test also reflected mastery since she received a 100% for both the pre-test and the post-
test. For objective four, the student earned 0% mastery on the pre-test demonstrating no mastery
and earned 100% mastery on the post-test, demonstrating mastery of the material. The student
faced difficulties with objective 5 which showed a 0% mastery on the pre-test and a 50% mastery
on the post-test, meaning she missed one question on the post-test. On objective 6, the student
received 0% mastery on the pre-test and a 50% mastery on the post-test. The student showed
that the extra work was beneficial, however the use of numbers and number knowledge resulted
in average performance of objectives five and six. Objective six was a challenge for not only this
student, but many of the students, because they have to have a significant knowledge of numbers,
number order, and recognition of patterns.
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Section 7: Analysis of Impact on Student Learning
Whole Class Results: I was able to administer the pre-test during the students’ test for
the previous unit at the end of the day. It is apparent that, overall, the students had weaknesses of
their background knowledge for objective 4, 5, and 6. Objectives 4, 5 and 6 were specifically
challenging for the students which presented a need of emphasis on the material given during
these lessons. The students did well for objectives 1, 2, and 3 which demonstrated a need for less
focus on these objectives during the lesson. This pre-assessment helped me see the overall
weakness of the students’ prior knowledge of objectives 4, 5, and 6. As a result, I was able to use
the Smartboard to assist the students with their practice of finding the repeating parts of patterns.
I also decided to use manipulatives for the lessons in order to help students master their
objectives. During centers, the students had the opportunity to use manipulatives from pattern
cards to blocks and cubes to practice the concepts for each lesson. This helped them practice the
material in a fun and interesting way in with pairs. Pairs were assigned so the students could
check each other’s work.
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The students made gains from Unit 13 of 34%. The mean for the Pre-test was 51%.
There were 15 students who did meet the performance criterion for the unit. One student did not
meet the criterion. This student had one of the two lowest pre-assessment scores in the class.
This student received 67% on the post-assessment not meeting the 70% minimum. He did make
gains of 50% since his pre-assessment score was 17%, so his knowledge of the material
increased significantly.
Objective 1: As the pre-assessment results show, I was able to see that many of the
students were excelling at recognizing color patterns. This is a topic that the students have had
practice with during their calendar math time for several months. For the students who did miss
this problem, practice using colored blocks and colored squares to create patterns was used
during small group center time. These pattern creating activities gave the students time to
interact and check their learning with their partners. They were monitored to verify that they
were learning the material and were using the shapes appropriately. Few students needed these
tools during small group teacher center.
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1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 160%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100% Pre-Test Results for Objective 1
1
Perr
cent
cor
rect
Objective 2: The pre-assessment indicates that the students already have mastered shape
patterns. The students had a question in which they had to find the next shape to come in the
pattern. I used one color pattern center from the previous day and one shape pattern center in
which the students created shape patterns and then stated the shapes that came next in the pattern
verbally to their partners. The students worked well in their groups and were able to receive the
extra practice for reinforcement.
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 160.00%
20.00%
40.00%
60.00%
80.00%
100.00%
120.00%Pre-Test Results for Objective 2
Objective 2
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Objective 3: Students were able to recognize size patterns and understand the vocabulary
stated in order to find what came next in the pattern. This lesson was easier to grasp due to the
repetition of the vocabulary from the previous days. I worked with the students repeating ‘large
small’ based on the size and they were able to work speedily through the material. I tried to show
them that if they state the patterns, they can find out what comes next easily. They had two size
pattern activities to work on during centers which required them to repeat the different parts of a
size pattern.
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 160.00%
20.00%
40.00%
60.00%
80.00%
100.00%
120.00%
Pre-Test Results for Objective 3
Objective 3
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Objective 4: Compared to the previous results, the students’ results drastically decreased
for objective 4. Students did not know the vocabulary to find the ‘repeating part’ of the pattern.
Their scores were significantly lower than the other previous objectives, so I made a plan to find
a Smartboard activity that we could do whole group to practice circling the repeating part of the
pattern. I also worked in small group teacher center using manipulatives to help teach the lesson.
We used the Smartboard activity on two days to emphasize the material to make it easier for the
students to understand.
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 160.00%
20.00%
40.00%
60.00%
80.00%
100.00%
120.00%
Pre-test Results for Objective 4
Objective 4
Objective 5: Seven out of fifteen students were able to answer the pre-test question for
objective 5. Students needed to build a growing pattern so the students were given connecting
cubes in order to practice growing patterns during centers. I used a strategy of teaching the
students about creating steps to be able to tell if the pattern is getting bigger or smaller, and then
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to write the number after counting the blocks to find out what comes next. We also used the
stackable cubes during teacher center to allow the students to have the time to create growing
patterns.
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 160.00%
20.00%
40.00%
60.00%
80.00%
100.00%
120.00%
Pre-Test Results for Objective 5
Objective 5
Objective 6: This was the most challenging objective on the pre-test for the students.
Only two students were able to select the correct answer. Students struggled because of their lack
of practice identifying decreasing and increasing numbers as well as noticing a pattern with
numbers. In order to emphasize this part of the unit, I brought out a number line and number
cards to help the students recognize skip counting as well as decreasing and increasing numbers.
The students were able to work in centers using number cards and making patterns. The students
had to finish the pattern and check with a partner. I noticed previously that a student had
continuously struggled with numbers, so he went home with number flash cards to work on with
each parent.
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1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 160.00%
20.00%
40.00%
60.00%
80.00%
100.00%
120.00%
Pre-Test Results for Objective 6
Objective 6
The post-test showed that the students were able to develop their knowledge of patterns. I
administered this twelve question test at the end of the day during the math period. Each student
made gains in every objective with the exception of student number one for objective 5 and the
class with number patterns for objective 6. No students had losses for objective 6; however some
students did not make any gains for the assessment. The standard deviations all went down,
however objective 4 did not go down significantly and objective 6 had a standard deviation that
actually went up by slightly less than 3%. This happened because so many students did poorly
on the pre-test, and many made significant gains. The class average score went up significantly
from the pre-test to the post-test and every individual student made gains, as well.
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Objective 1: The post-test scores for objective one demonstrate that the majority of the
students mastered the assessment objective. They had to receive a 100% for objective 1. Four
students only received a 50% for this objective. I realized that the student-response question was
difficult. The cars were shaded black, grey, and white, however the grey cars almost seemed
white. As the students colored in their cars, they had to recognize that the grey color was in fact
grey. The students who could not tell the difference between the shades may have led to their
error. The students as a whole are able to do color patterns.
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 160%
20%
40%
60%
80%
100%
120%
Post-test Results for Objective 1
Series1
Objective 2: Only two of the students did not master objective two. They needed to get
both questions correct and receive 100%. Each of the students that did not make the goal missed
one of the two questions and received 50% for objective two. One student had an illegible
answer for the student response question. The other student simply missed the multiple choice
question. Using the shape centers during lessons helped confirm that overall, the students would
master the material. They also performed well on the quick check at the end of the lesson for
objective two.
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1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 160.00%
20.00%
40.00%
60.00%
80.00%
100.00%
120.00%
Post-test Results for Objective 2
Series1
Objective 3: All of the students mastered assessment objective three. It required the
students to answer one out of the two questions correctly. All of the students with the exception
of student number one were able to get both questions correct. I used a craft stick center for
practicing size patterns as well as the Envision sheet activity that helped the students be able to
practice and duplicate the different size patterns. Using the strategy to whisper the sizes helped
the students be able to recognize the patterns and answer the questions correctly and allowed
them to better comprehend what they were learning by not only looking, but saying and hearing.
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 160%
20%
40%
60%
80%
100%
120%
Post-test Results for Objective 3
Series1
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Objective 4: Objective four is one of the biggest struggles for the students. They had to
learn a concept that they were not familiar with at all. The students needed to identify the
repeating part of a pattern. I emphasized this part of the unit by using the Smartboard activities to
help the students practice using techniques to figure out what the repeating part of the pattern
was. They were instructed to identify the first shape and then find when it happened again. The
next time it happened, the students were instructed to circle it. The students struggled throughout
the lesson, leading me to do the Smartboard activity during the following day. All of the students
mastered the assessment objective with the exception of student number 12. The objective
requested that the students were to solve one out of the two questions correctly. Three students
received 50% for objective number four. Twelve students received 100% for objective number
four. One student received a 0% for objective number four. This student has a history of
becoming easily distracted. He should have spent more time in the teacher center or should have
received a little extra practice.
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 160%
20%
40%
60%
80%
100%
120%
Post-test Results for Objective 4
Series1
Objective 5: In order to master objective number five, the students needed to answer one
out of the two questions correctly. All of the students mastered the objective; however five of
the students were only able to answer one question correctly. Eleven of the students were able to
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answer both questions correctly. I used the connecting cubes to help demonstrate growing and
shrinking patterns, and the students were able to use connecting cubes in their centers to practice.
During whole group lesson, I showed the students a strategy of making steps in order to see if the
pattern is growing or shrinking. I also instructed them to write a number for how many cubes are
attached so they can have a quick visual of how much the pattern is growing.
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 160%
20%
40%
60%
80%
100%
120%
Post-test Results for Objective 5
Series1
Objective 6: I knew that objective six was going to be the biggest struggle for the
students. Students have difficulties with numbers and recognizing how much the number patterns
increase or decrease because of their lack of familiarity with numbers and subtraction and
addition. Four students did not meet the criteria for the assessment objective. Three students
were able to get one of the two questions correctly. Nine students were able to answer both
questions correctly. It would have been more beneficial to spend extra days on this objective or
to have practiced numbers and subtraction right before the unit. If I had realized that this would
have continued to be a difficult objective, I would have had additional supplemental material.
The students needed to have more number sense.
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1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 160%
20%
40%
60%
80%
100%
120%
Post-test Results for Objective 6
Series1
Pre-test to Post-test Comparison:
Each student demonstrated gains from pre-assessment to post-assessment. The students who had
scored particularly low on the pre-assessment made remarkable growth and demonstrated
mastery of the material. Student number 12 had a concerning gain. This student received 33% on
the pre-assessment and went up to 67% on the post-assessment. Although this is a growth of
almost 34%, the student is still scoring a 67% on the post-assessment. Student number 5, one of
the students who were receiving supplemental activities had a pre-assessment grade of 17% and
a post-assessment score of 67%. This student had a significant gain of 50%, demonstrating that
the supplemental activities were beneficial to his learning. Student number 11 had significant
gains. This student had a pre-assessment grade of 33% and a post-assessment grade of 92%
demonstrating a growth of 58%. The other student with the most growth was student number 7
who received a 17% on the pre-assessment and 75% on the post-assessment, showing gains of
58%, as well. These students had demonstrated a curiosity for the material and had consistently
completed their homework.
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1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 160%
20%
40%
60%
80%
100%
120%
Pre-test to Post-test Gains
PosttestPretestGains
Subgroups:
I chose to compare gender for objective number one. The students were equally divided
with eight girls and eight boys, making it easy to compare the pre- assessment and post-
assessment results. This is an objective that many of the students were familiar with in the pre-
assessment; however there was a group to be analyzed who made improvements from the pre-
assessment to the post-assessment. I noticed that student number 6 in the first sub-group did do
better on the pre-assessment than the post-assessment for objective number one. In the second
sub-group, student number 16 did better on the pre-test than the post-test for objective number
one, as well. Five of the girls scored 100% on the pre-assessment and the post-assessment for
objective one. Three girls scored 0% and three girls scored 50% on the pre-assessment for
objective one.
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2 3 4 6 7 9 10 130%
20%
40%
60%
80%
100%
120%
Girls Objective 1
Pre-assessmentPost-Assessment
1 5 8 11 12 14 15 160%
20%
40%
60%
80%
100%
120%
Boys Objective 1
Pre-assessmentPost-assessment
It was interesting to notice that the mean for the girls was the same as the boys for the
pre-assessment. Both the boys and the girls had a mean of 63% for the pre-test. The girls’ mean
did manage to increase to 81% and the boys’ mean increased to 94%. Both groups significantly
increased their mean from the pre-assessment to the post-assessment. The standard deviation for
the girls decreased from 52% to 26% while the standard deviation for the boys decreased from
52% to 18%. The standard deviations demonstrated that the boys’ scores and the girls’ scores
both became closer to the mean for the post-assessment than the pre-assessment. This learning
objective had a variety of percentages for both the boys and girls with students that mastered the
material, didn’t master the material, and even did worse on the post-assessment objective than
the pre-assessment.
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Individuals:
Student number 5 and 11 both demonstrated a gain from the pre-assessment to the post
assessment. Student number 5, one of the students who were receiving supplemental activities
had a pre-assessment grade of 17% and a post-assessment score of 67% with a gain of 50%.
Student number 11 had a pre-assessment score of 33% and a post-assessment score of 92%
demonstrating a gain of 58%. Both gains are high, however student number 5 still had a low
score. Objective one is an objective that has an assorted group of results. Objective five has
varied results as well, and was a more challenging topic for the students to grasp.
Student number 5 demonstrated for objective one a gain of 100% from 0% on the pre-
assessment to 100% on the post-assessment by answering both questions with complete mastery
of the material. The student, using the supplemental material, was able to master the content and
was able to understand the concepts taught about color patterns. Student number 5 had a gain of
50%, going from 0% on the pre-assessment to a 50% on the post-assessment for objective five.
The student demonstrated mastery according to the assessment objective. Growing and shrinking
patterns was a struggle for the student to grasp, but with the use of a variety of materials, the
student was able to understand the concepts.
Student number 11 demonstrated for objective one a gain of 100% from 0% on the pre-
assessment to 100% on the post-assessment. The student was able to answer the two questions
correctly for the post-assessment. Student number 11 had a gain of 100% from 0% on the pre-
assessment to 100% on the post-assessment on objective number five. The student was able to
answer not only one question, but both questions correctly for the growing and shrinking
patterns.
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Both students demonstrated growth and mastery of the material. Student number five will
need more support with numbers, and the lessons demonstrated that using objects makes it easier
for the student to recognize patterns. Student number 11 had results that showed significant
growth during the lessons. The student was able to develop his knowledge appropriately and
successfully.
Section 8: Reflection and Self-Evaluation
The students were most successful in mastering objective 3. The students were taught a
technique in order to finish the pattern and identify the next parts of a pattern. They were taught
to whisper ‘big’ and ‘small’ depending on the size of the shape in the pattern. The student that
did not receive 100% did make gains from 0% to 50%. The whispering technique may have been
one the reasons why the students were able to do well with this objective, but the students all
demonstrated previous knowledge of the material. This objective may not have been needed to
be included in the unit. It was, however, part of the Envision math unit and could not be changed.
The students were least successful with mastering objective 6. The students started out
with no prior knowledge as seen by the lack of students who mastered the objective. 14 students
received 0% on the pre-assessment. Two students received 100% on the pre-assessment. The
students made gains of 53% with an average of 13% on the pre-assessment and an average of
66% on the post-assessment. The objective was challenging for the students to master. The
students had less strong knowledge in numbers than colors, shapes, or sizes. The students needed
to apply number order and number sense as well as addition and subtraction to solve for the next
number in the pattern. They were instructed to first recognize if the pattern is growing or
shrinking and then look at if they were skip-counting or not. The students made significant
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improvements on their class average with gains of 53%. They would need a stronger basic
knowledge base of numbers to exceed in this part of the unit and that would take more time.
Throughout the unit, I realized that there are points that come across where it would have
been beneficial to take more time or use practice sheets for review before teaching the numbers
part of the unit. The students had to revisit older material that they had not been using
consistently. I could have also changed the morning work from reading some days to math in
order to manipulate that time for review. This would have heightened the possibility that the
students would master the material significantly. Time is a key element in securing the students’
knowledge of decreasing and increasing number patterns. I need to manage my time better or do
more checks for knowledge from the students to ensure that the math time was not wasted. I also
need to dedicate the use of manipulatives in not only centers but in all teaching. Manipulatives
were not used during the Video Learning Animation and were not used during one of the review
days. The use of manipulatives helps the students affirm knowledge by experiencing the content
in a different way. Manipulatives are something that needs to be watched to make sure that they
are being used properly. In order to improve my teaching skills, I will develop more awareness
of the students’ previous knowledge as well as their weaknesses so I can better suit the needs of
the students. I need to be able to foresee struggles that specific students may have had. I also
need to work on using hands-on material to teach more challenging contexts. This assists
students of all grade levels in developing a concrete knowledge before moving on to other units.
The students had not practiced numbers for a while, for example, so they had to refresh their
memories to gain the knowledge of the last part of the unit.
In order to meet my professional goals, I was able to practice lesson planning,
assertiveness, and organization. I still have room for improvement. Organization was the most
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important part of completing my Teacher Work Sample, and not specifically as procrastination
or the lack thereof is concerned. It was important to use the material I had analyzed in order to
attempt to create appropriate student-centered work stations. In order to analyze the material, the
information had to be computed ahead of time. Lesson planning was important to teaching the
material and having a successful and interesting learning experience for the students. I used
many different types of manipulatives that the students enjoyed to teach many different pattern
activities. In order to communicate the more difficult material, I needed to use my lessons that I
had created as well as assertiveness. One of the biggest challenges throughout was using my
assertiveness to practice classroom management during whole-group activities. I developed
more of a confidence and a teacher ‘with-it-ness’, but I surely have room for improvement. The
students who did not understand some of the harder material would have done better, possibly, if
I had been more assertive.
Overall, the context was mastered by the students, and I think I did complete my overall
goal as well as learned much about the importance of data and analyzing the growth of each
student to help improve the areas of weakness. I grew significantly from the beginning of this
unit to the end and was able to identify and analyze my weaknesses as well as my strengths and
the weaknesses, strengths, and improvements with my students.