nathanwieneke.weebly.com€¦ · Web viewTeaching Work Sample. Nathan Wieneke. Math / Geometry . Brown Elementary . 1st Grade. March 29, 2017. TABLE OF CONTENTS. Contextual Factors

Teaching Work Sample

Nathan Wieneke

Math / Geometry

Brown Elementary

1st Grade

March 29, 2017

TABLE OF CONTENTS

Contextual Factors

Community

District/School

Classroom

Implications for Instruction

Goals and Objectives

Time Line and Lesson Plans

Time Line

Lesson Plans

Reflection Log

Assessment

Pre-Assessment

Ongoing Assessment

Post Assessment

Data Analysis and Recommendations

Individual students

Whole Class

Summary of Students Progress

Example: Letter to Parents

Example: Website posting regarding unit

Contextual Factors

Pipestone School District, Brown Elementary Return to ToC

CommunityPipestone Area School District is a rural, farming community in Southwestern Minnesota. Most

students have either some part of faming in their family whether it includes father, mother, grandfather,

grandmother, uncle, etc. The school district consists of many separate communities. The community is a

supportive community that supports everyone and events going on. Each individual community is based

off of farming and each community supports each other. Brown Elementary is in a town of 4,157 people

with a mixture of racial backgrounds. The community is majority of Caucasians but, has Native

Americans, and Hispanics. The community has some family owned businesses that have been here for

generations.

District/School

ClassroomThe Pipestone 1st grade class I was in had twenty students. The class contains eight girls

and twelve boys. During the middle part of April the class had a student move away so now we

have nineteen students in the class. The class contains seven girls and twelve boys.

Implications for InstructionThe first grade class consists of nineteen students. The class has seven girls and twelve

boys with two Hispanic boys, while having one boy is Native American. The class has two boys

with ADHD but performs at academic level and is not on an IEP. The classroom ranges from

slightly below level to slightly above level. The class does a lot of group work but the students

are intermingled with each other. The groups have all kinds of different level students working

together. The students do independent work at this level or group work. At this level, the

students are guided to do their work independent in their work. The teacher is there to give the

lesson and guide the students but for the most part, students are expected to follow directions by

listening or reading them. If the students have any questions about not knowing a word, they are

to raise their hands and ask for assistants. The students at the first grade level have their own

responsibility. The students can help each other once they have received a perfect score on their

own work and once everyone has tried and received feedback on certain material. The teacher

does a mixture of direct and indirect teaching. As a student teacher, I will stick with the

independence and responsibility the students have because they will need it for primary grades.

Goals and Objectives

Math- Geometry Return to ToC

Goals:1.3.1.1. Students are able to identify and describe characteristics of two- and three

dimensional objects. (Such as triangles, squares, rectangles, and circles, rectangular prisms, cylinders, cones, and spheres.)

Students will become familiar with the different characteristics of each above listed object.

Students will become familiar with the different shapes that are around us in everyday life.

Unit Objective:By the end of the unit, students will be able to describe, by drawing pictures of the basic

shapes, with 85% accuracy.

By the end of the unit, students will be able to explain, in writing the sides or vertices each shape has with 85% accuracy.

Lesson Objectives:Lesson 1: At the end of the lesson, students will be able to identify the plane shapes with 90% accuracy. At the end of the lesson, will color in the correct listed shape with 90% accuracy. I can identify the plane shapes.

Lesson 2: At the end of the lesson, student will list shapes according the amount of sides the shape has with 85% accuracy. Students will sort shapes according to the amount of sides or corners the shape has with 85% accuracy. I can state the amount of sides or corners that each plane shape has.

Lesson 3: At the end of the lesson, students will create a new two-dimensional shape, using different two dimensional shapes with pattern blocks, with 85% accuracy. Students will sort

shapes according to the amount of sides or corners the shape has with 85% accuracy. I can create a new two-dimensional with other two-dimensional shapes.

Lesson 4: At the end of the lesson, students will complete break apart activity, which makes bigger shapes smaller, with 90% accuracy. At the end of the lesson, students will create a new two-dimensional shape, using different two dimensional shapes with pattern blocks, with 85% accuracy. I can create a smaller shape from a bigger shape.

Lesson 5: During the end of the lesson, students will draw their understanding of a slide, a flip, and a rotation movement with 90% accuracy. At the end of the lesson, students will create a new two-dimensional shape, using different two dimensional shapes with pattern blocks, with 85% accuracy. I can create a smaller shape from a bigger shape. I can draw my understanding of the slide, flip and a rotation movement.

Lesson 6: Students will be able to create using their geoboards the same size and same shape with 90% accuracy. During the end of the lesson, students will draw their understanding of a slide, a flip, and a rotation movement with 90% accuracy. I can correctly create the same size and shape using my geoboard.

Lesson 7: After the lesson, students will draw the line of symmetry on different shapes so that both sides are equal with 85% accuracy. At the end of the lesson, students will write the definition of line of symmetry with 90% accuracy. I can draw and define the line of symmetry at the end of the lesson.

Lesson 8: At the end of the lesson, students will make organized lists to solve problems, with 80% accuracy. . At the end of the lesson, students will write the definition of line of symmetry with 90% accuracy. I can make a list to solve problems based on the shapes.

Lesson 9: At the end of the lesson, students will organize a list and name standard geometric solids and recognize them in the environment with 90% accuracy. After the lesson, students will define the 6 terms that are a part of this lesson with 95% accuracy. I can identify the terms of the geometric shapes.

Lesson 10: During the lesson, the students will count and write the number of flat surfaces on a geometric shape with 90% accuracy. During the lesson, students will count and write the number of vertices on geometric shapes with 90% accuracy. I can count and write about the surfaces and vertices on a geometric shape.

Time Line and Lesson PlansReturn to ToC

Time LineDate of: 3/30/17 Day 1Objective At the end of the lesson, students will be able

to identify the plane shapes with 90% accuracy. At the end of the lesson, will color in the correct listed shape with 90% accuracy. I can identify the plane shapes.

Introduction The students will participate in a SMARTboard activity.

Content Delivery Overview of all of the “plane shapes”Closure Review of the “plane shapes”Teaching Strategies DirectForm of Assessment Pre-Assessment

WorksheetApproximately length of time of lesson 45 minutes

Date of: 3/31/17 Day 2Objective At the end of the lesson, student will list

shapes according the amount of sides the shape has with 85% accuracy. Students will sort shapes according to the amount of sides or corners the shape has with 85% accuracy. I can state the amount of sides or corners that each plane shape has.

Introduction The students will watch the Youtube video about shapes. Also participate in whole group discussion.

Content Delivery Work on getting to know what sides and corners of shapes are. How to determine whether or not it is one of those two.

Closure Reviewing the number of sides and corners on certain shapes.

Teaching Strategies Direct

Form of Assessment WorksheetApproximately length of time for lesson 45 Minutes

Date of: 4/3/17 Day 3Objective At the end of the lesson, students will create

a new two-dimensional shape, using different two dimensional shapes with pattern blocks, with 85% accuracy. Students will sort shapes according to the amount of sides or corners the shape has with 85% accuracy. I can create a new two-dimensional with other two-dimensional shapes.

Introduction Students will watch a Youtube video, just to review the plane shapes.

Content Delivery We will work knowing that plane shapes can be combined to make new plane shapes.

Closure Students will review, and show their new two-dimensional shape they created as a pod.

Teaching Strategies Direct Form of assessment Worksheet/ Group workApproximately length of time for lesson 45 minutes

Date of: 4/4/17 Day 4Objective At the end of the lesson, students will

complete break apart activity, which makes bigger shapes smaller, with 90% accuracy. At the end of the lesson, students will create a new two-dimensional shape, using different two dimensional shapes with pattern blocks, with 85% accuracy. I can create a smaller shape from a bigger shape.

Introduction Students will watch a Youtube video, just to review the plane shapes. To engage the students. Have them stand up and do the shape dance along with the video.

Content Delivery Students work as a whole class, coming up with different shapes make new shapes. Students will have to be able to draw lines that make new shapes from the original shape.

Closure Students will participate in a Kahoot activity to help review the material covered in during the lesson.

Teaching Strategies Direct/Whole classForm of assessment Worksheet/Group WorkApproximately length of time for lesson 45 Minutes

Date of: 4/5/17 Day 5Objective During the end of the lesson, students will

draw their understanding of a slide, a flip, and a rotation movement with 90% accuracy. At the end of the lesson, students will create a new two-dimensional shape, using different two dimensional shapes with pattern blocks, with 85% accuracy. I can create a smaller shape from a bigger shape. I can draw my understanding of the slide, flip and a rotation movement.

Introduction Have class get into a big group circle on the floor. Start the lesson by introducing topic of ways to move shapes.

Content Delivery Go over math worksheet, as a whole class. This is the hardest lesson. So make sure that we all get the material before moving on.

Closure Do a Kahoot activity that will further enhance the students understanding of the certain topic.

Teaching Strategies Direct/Whole ClassForm of assessment Worksheet and KahootApproximately length of time for lesson 45 minutes

Date of: 4/6/17 Day 6Objective Students will be able to create using their

geoboards the same size and same shape with 90% accuracy. During the end of the lesson, students will draw their understanding of a slide, a flip, and a rotation movement with 90% accuracy. I can correctly create the same size and shape using my geoboard.

Introduction Start the lesson by handing out the geoboards to each one of the students, explain the expectations and how we use the geoboards.

Content Delivery Explain to the students that we have to use our geoboards to help us create the shapes we see on our worksheet. Make sure the students use the geoboards to help solve the problems.

Closure Review how to create the same size shapes that

we see on a worksheet. Have the students create the same size shapes they seen.

Teaching Strategies DirectForm of assessment Geoboard and WorksheetApproximately length of time for lesson 45 minutes

Date of: 4/7/17 Day 7Objective After the lesson, students will draw the line

of symmetry on different shapes so that both sides are equal with 85% accuracy. At the end of the lesson, students will write the definition of line of symmetry with 90% accuracy. I can draw and define the line of symmetry at the end of the lesson.

Introduction Talk about what we are going to do, hand out shapes and geoboards to the students.

Content Delivery Explain to the students that they will need to know how to show the line of symmetry on the geoboards and the shapes that they were handed.

Closure Have the students complete an IXL activity to help gauge their understanding of the material covered during the lesson.

Teaching Strategies DirectForm of assessment Geoboard/Shapes/WorksheetApproximately length of time for lesson 45 minutes

Date of: 4/10/17 Day 8Objective At the end of the lesson, students will make

organized lists to solve problems, with 80% accuracy. . At the end of the lesson, students will write the definition of line of symmetry with 90% accuracy. I can make a list to solve problems based on the shapes.

Introduction Hand out the worksheets, explain to students that this lesson will be challenging so that we all need to work together on completing and understanding the material.

Content Delivery Work together as pods, to complete the inside of the worksheet, students that understand the material, are allowed to work ahead.

Closure Review the topic, by having the students use their pattern blocks to show understanding of the material covered in the lesson.

Teaching Strategies DirectForm of Assessment Pattern blocks/WorksheetApproximately length of time for lesson 45 minutes

Date of: 4/11/17 Day 9Objective At the end of the lesson, students will

organize a list and name standard geometric solids and recognize them in the environment with 90% accuracy. After the lesson, students will define the 6 terms that are a part of this lesson with 95% accuracy. I can identify the terms of the geometric shapes.

Introduction Play the plane shape song I found on Youtube. This will help the students understand some of the shapes were are going to talk about during lesson.

Content Delivery Have the students look around the room, and see how many items that are in our worksheet, in the classroom. Hopefully each students can find at least two of each shape.

Closure Have the students hang on to their list, and go to each pod and have them share with their peers on what shapes they found inside of our classroom.

Teaching Strategies Direct Form of Assessment Worksheet, and List of shapes found around the

classroom.Approximately length of time for lesson 45 minutes

Date of: 4/12/17 Day 10Objective During the lesson, the students will count

and write the number of flat surfaces on a geometric shape with 90% accuracy. During the lesson, students will count and write the number of vertices on geometric shapes with 90% accuracy. I can count and write about the surfaces and vertices on a geometric shape.

Introduction Show the students a box, a basketball, and a can of veggies. Talk to them about how many flat surfaces and vertices each has.

Content Delivery Go over with the students what and how we look at a certain shape to decide how many flat

surfaces and corners each shapes have.Closure Have students talk about the can, box, and

basketball I brought in. They will have to say whether each of those shapes have flat surfaces and corners.

Teaching Strategies DirectForm of Assessment WorksheetApproximately length of time for lesson 45 minutes

Lesson Plans

Lesson 1- Identifying Plane ShapesName: _Nathan Wieneke_

Grade Level: _1st Grade_

School: _Brown Elementary_

Date: _March 30th, 2017 _

Time: _1:00-1:45_

Reflection from prior lesson:

During the last lesson, we took our topic 12 test. After the students completed their topic 12 test, we then took our pre-assessment to our new topic which is topic 8 geometry. The students were very concerned with taking a pre-assessment as they have never taken a pre-assessment like this before. I had to explain to them that their scores on this test is not very important, it is just something that will help me gauge where we are as a class on this certain topic.

Summary of student progress (data analysis, what went well) The way the lesson was presented in Math went well. The students followed along and were to answer the questions at the read of the lesson both written and verbally.

Were the lesson objectives met?The lesson objectives were met because the students work showed that the students were at or above average.

Instructional decisions (were the students engaged; how will you remediate difficulties or problems from this lesson?)I would say that for the most part , I felt like the students were engaged, and playing that Youtube shape video really caught a lot of the students attention right away. The students were actively participating in discussions we were having whether it was whole class, or one-on-one discussions.

Include in tomorrow’s lesson:I will make sure that I include more engaging activities to get all the students interested and into the material we are focusing on.

Lesson Goal(s) / Standards:

1.3.1.1 Describe characteristics of two- and three-dimensional objects, such as triangles, squares, rectangles, circles, rectangular prisms, cylinders, cones and spheres.

CCSS.MATH.PRACTICE.MP1: Make sense of problems and persevere in solving them.

CCSS.MATH.PRACTICE.MP8: Look for and express regularity in repeated reasoning.

Lesson Objectives:

At the end of the lesson, students will be able to identify the plane shapes with 90% accuracy. At the end of the lesson, will color in the correct listed shape with 90% accuracy. I can identify

the plane shapes.

Materials Needed: Crayons Printed Math worksheets Smartboard Youtube

Contextual Factors/ Learner Characteristics:

There are twenty students in this class. The classroom has four pods of about six students in each pod. We have seven girls that all get along, and have twelve boys that work hard together. There is a wide range of skill and developmental levels. They enjoy working in groups and they do well while working together. If you allow the students to get away with some talking, the noise will start to get louder and louder.

A. The Lesson

1. Introduction (10 Minutes) ● Getting attention- “Alright 1st graders, we are going to watch a video about shapes. I want us

to follow along with the video, and whatever the video tells us to do, I want you to participate with the video.”

● Relating to past experience and/or knowledge- “Do you guys know how to determine what shapes are? How about the word efficient?” “We’ve have had some shapes on our morning work worksheets.

● Creating a need to know – “We have seen different shapes on our morning work worksheets, today we are going to talk more about our plane shapes.”

● Sharing objective, in general terms- “Today you will learn about how to determine what shape you are looking at.

2. Content Delivery (25 Minutes)

“1.2.3 eyes on me. 1st graders” Look around the classroom. What are some objects that have these shapes? ( Have children work together in their pods to come up with these ideas.) Have each group give two examples that they came up with. After each group goes, talk about each one of those objects and how shapes are all around us.

After finishing talking about the different shapes in the classroom, have the students focus on their front of their worksheets. Direct them to do what the problems say to do on that page. The first box says draw a circle. Second box

says students should draw a rectangle that is not a square. The third box has the students drawing a square. The last box on the front has the students draw a triangle. After the students each draw one of their paper, have students come to the smartboard and show us their drawings.

After completion of the front page, as a class we will turned to page 196 and 197. Explain to the students what the worksheet says. Go over the first example as a whole class. After completing the first problem together depending on how well the class gauges this concepts, have the students continue on with the rest of the inside of the worksheet. Then have the students turn to the back of their worksheets. Read the directions to the final three problems. MAKE SURE TO READ THE DIRECTIONS! Have the students begin working on the rest of the worksheet.

3. Closure (5 Minutes) “Okay 1st graders, today we learned about our plane shapes that we have talked about during our morning work! What can you tell me about what we learned today? Who can come up to the board and draw what a square looks like? Who can draw a circle? Who can draw a rectangle? And lastly who can draw what a triangle looks like? 1st graders I am very impressed with how everyone understood this topic.

B. Assessments Used

Observation: Walking to see if students are answering the problems correctly during their math work time.

Worksheet: Looking to see if they meet the objective listed above, and making sure that they are understanding identifying plane shapes.

C. Differentiated Instruction

Students who are understanding the concept extremely well, will be expected to help the students that are not understanding the concept as well. I will give less attention to the students who are understanding. Both types of students will receive the same worksheet.

I will give the students who are struggling more assistance. The students who are struggling more will be allowed to get more one on one time with a teacher. Also I might limit the amount of questions that these students will have to answer. Such as eliminating the back side of the worksheet, as if the students might not have time to get to that side of the worksheet.

D. Resources

enVision Mathematics Textbook. Topic 8. Lesson 8-1

Youtube video- https://www.youtube.com/watch?v=pQ5mZIInE6s

Lesson 2- Properties of Plane ShapesName: _Nathan Wieneke_



https://www.youtube.com/watch?v=pQ5mZIInE6s

Date: _March 31th, 2017 _

Time: _1:00-1:45_


During the last lesson, we introduced a new very engaging Youtube video that explains plane shapes and other shapes to the students. This is to be played before the start of the lesson. We also introduced our new topic of identifying plane shapes. The students will identify and name standard plane shapes and recognize them in the environment. The students grasped the idea that the shapes are all arounds us wherever we go. The students all understood the given assessment of a worksheet, and will continue to enhance their learning on our topic of geometry.

Summary of student progress (data analysis, what went well) The way the lesson was presented in Math went well. The students followed along and were to answer the questions at the of the lesson both written and verbally with 80%-100% accuracy.

Were the lesson objectives met?The lesson objectives were met because the students work showed that the students were at or above average. The students were able to determine how many sides and corners each shapes had with 85% accuracy or better.

Instructional decisions (were the students engaged; how will you remediate difficulties or problems from this lesson?)I would say that for the most part, I felt like the students were engaged, and playing that Youtube shape video really caught a lot of the students attention right away. The students were actively participating in discussions as a whole class.



1.3.1.1 Describe characteristics of two- and three-dimensional objects, such as triangles, squares, rectangles, circles, rectangular prisms, cylinders, cones and spheres.



Lesson Objectives:

At the end of the lesson, student will list shapes according the amount of sides the shape has with 85% accuracy.

Students will sort shapes according to the amount of sides or corners the shape has with 85% accuracy.

I can state the amount of sides or corners that each plane shape has.

Materials Needed: Plane shape cards

Printed Math worksheets Smartboard Youtube Pencils



A. The Lesson

4. Introduction (10 Minutes) ● Getting attention- “Alright 1st graders, we are going to watch a video about shapes. I want

us to follow along with the video, and whatever the video tells us to do, I want you to participate with the video.”

● Relating to past experience and/or knowledge- “You have learned how to identify plane shapes such as circles, triangles, rectangles, and squares. Today you will learn about ways in which they are alike and ways in which they are different. “We’ve have had some shapes on our morning work worksheets.

● Creating a need to know – “We have seen different shapes on our morning work worksheets, today we are going to talk more about our plane shapes and how we can sort them into things that have the same properties and different properties.”

● Sharing objective, in general terms- “Today you will learn about how to determine what shape you are looking at, and determine if the shape you are looking at is the same properties or different.”


“1.2.3 eyes on me. 1st graders” How can you use what you know about these shapes to sort them? (Have students work with their pods.) Then I will point to parts of plane shapes. This is a straight line is one side of the square. Squares and rectangles have four straight sides. Triangles have three straight sides. Circles have no straight sides. You can sort shapes based on the number of sides and corners.

After finishing talking about the different shapes in the classroom, have the students focus on their front of their worksheets. Direct them to do

what the problems say to do on that page. The first box says draw a circle. Second box says students should draw a rectangle that is not a square. The third box has the students drawing a square. The last box on the front has the students draw a triangle. After the students each draw one of their paper, have students come to the smartboard and show us their drawings.


When the students complete the assignment, have the students grab their ipads and go to the IXL app. Have them click on the math topic, and work on their shapes.

6. Closure (5 Minutes) “Okay 1st graders, today we learned about our plane shapes that we have talked about during our morning work! What can you tell me about what we learned today? Who can come up to the board and draw what a square looks like? Who can draw a circle? Who can draw a rectangle? And lastly who can draw what a triangle looks like? 1st graders I am very impressed with how everyone understood this topic. “What are the different ways that we can sort these objects?

B. Assessments Used






D. Resources



Lesson 3- Making new shapes from shapesName: _Nathan Wieneke_



Date: _April 3rd, 2017 _

Time: _1:00-1:45_


During the last lesson, we introduced a new very engaging Youtube video that explains plane shapes and other shapes to the students. This is to be played before the start of the lesson. We also introduced our new topic properties of plane shapes. The students will sort plane shapes and identify their properties. The students grasped the idea that the shapes are all arounds us wherever we go. The students all understood the given assessment of a worksheet, and will continue to enhance their learning on our topic of geometry.

Summary of student progress (data analysis, what went well) The way the lesson was presented in Math went well. The students followed along and were able to answer the questions at the of the lesson both written and verbally with 80%-95% accuracy.

Were the lesson objectives met?The lesson objectives were met because the students work showed that the students were at or above average. Students will create a new two-dimensional shape, using different two dimensional shapes with pattern blocks, with 85% accuracy. Students will sort shapes according to the amount of sides or corners the shape has with 85% accuracy.


Include in tomorrow’s lesson:I will make sure that I include more engaging activities to get all the students interested and into the material we are focusing on. I need to remember that for my struggling students, make sure to give them more attention to help gauge their understanding.


1.3.1.2 Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders.




Lesson Objectives:

At the end of the lesson, students will create a new two-dimensional shape, using different two dimensional shapes with pattern blocks, with 85% accuracy.

Students will sort shapes according to the amount of sides or corners the shape has with 85% accuracy.

I can create a new two-dimensional with other two-dimensional shapes.

Materials Needed:

Plane shape cards Printed Math worksheets Smartboard Youtube Pencils Pattern blocks IPad



A. The Lesson



● Relating to past experience and/or knowledge- “You have learned how to identify plane shapes such as circles, triangles, rectangles, and squares. Today you will learn about ways that plan shapes can be combined to make new plane shapes. “We’ve have had some shapes on our morning work worksheets.

● Creating a need to know – “We have seen different shapes on our morning work worksheets, today we are going to talk more about our plane shapes and how we can combine plane shapes with other to create or make a new plane shape.”

● Sharing objective, in general terms- “Today you will learn about how to create two-dimensional geometric shapes to make new two-dimensional geometric shapes.”


“1.2.3 eyes on me. 1st graders” Start by handing out our pattern blocks. How can we use pattern block shapes to make new shapes? (Answer) I want you guys to look at page 203 and I want you to use the shapes to completely fill in the outlined shape. You can use a combination of different shapes or more than one of the same shapes.

After finishing talking about the different shapes that we can use to create a new shape, have the students focus on their front of their worksheets. Direct them to do what the problems say to do on that page. The first box says draw a circle. Second box says students should draw a rectangle that is not a square. The third box has the students drawing a square. The last box on the front has the students draw a triangle. After the students each draw one of their paper, have students come to the smartboard and show us their drawings.


When the students complete the assignment, have the students grab their ipads and go to the IXL app. Have them click on the math topic, and work on their shapes.

9. Closure (5 Minutes) “Okay 1st graders, today we learned about our plane shapes that we have talked about during our morning work! What can you tell me about what we learned today? In this lesson, you learned that you can put plane shapes together to make a new, bigger plane shape. What is one example that we did on our worksheet that is a good example of putting a plane shape with another one to create a new shape?

B. Assessments Used



Observation: While students are working, walking around making sure that they are using their pattern blocks to help create new shapes.




D. Resources



Lesson 4- Breaking Apart Shapes to Make ShapesName: _Nathan Wieneke_



Date: _April 4th, 2017 _

Time: _1:00-1:45_




Were the lesson objectives met?The lesson objectives were met as the whole class worked together to complete this activity as it was one of the most confusing topic in the unit.At the end of the lesson, students will complete break apart activity, which makes bigger shapes smaller, with 90% accuracy. At the end of the lesson, students will create a new two-dimensional shape, using different two dimensional shapes with pattern blocks, with 85% accuracy.


I can create a smaller shape from a bigger shape.

Instructional decisions (were the students engaged; how will you remediate difficulties or problems from this lesson?)I would say that for the most part, I felt like the students were engaged, and playing that Youtube shape video really caught a lot of the students attention right away. The students were actively participating in discussions as a whole class. I feel like the class really benefitted from working on this topic as a whole class.



1.3.1.2 Compose (combine) and decompose (take apart) two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms and cylinders.



Lesson Objectives:

At the end of the lesson, students will complete break apart activity, which makes bigger shapes smaller, with 90% accuracy.


I can create a smaller shape from a bigger shape.

Materials Needed:

Plane shape cards Printed Math worksheets Smartboard Youtube Pencils Pattern blocks


There are nineteen students in this class. The classroom has four pods of about six students in each pod. We have seven girls that all get along, and have twelve boys that work hard together. There is a wide range of skill and developmental levels. They enjoy working in groups and they do well while working

together. If you allow the students to get away with some talking, the noise will start to get louder and louder.

A. The Lesson


us to follow along with the video, and whatever the video tells us to do, I want you to participate with the video.” After video have students get into a big circle as a class.

● Relating to past experience and/or knowledge- “You have learned how to identify plane shapes such as circles, triangles, rectangles, and squares. Today you will learn to break apart large shapes to make smaller shapes. “We’ve have had some shapes on our morning work worksheets.

● Creating a need to know – “We have seen different shapes on our morning work worksheets, today we are going to talk more about our plane shapes and how we can break apart large shapes to makes smaller shapes.”

● Sharing objective, in general terms- “Today you will learn about how to break apart large shapes to make smaller shapes within the plane shapes.”


“1.2.3 eyes on me. 1st graders” Start by handing out our pattern blocks. How can we break apart this larger plane shape to make or create smaller plane shapes? Does anyone have any idea on how we would do this? Start by showing the students a trapezoid, ask them how we could break this apart to make two smaller shapes? Explain that we can break it down to a rhombus and a triangle.

After finishing talking about the different shapes that we can break apart to make or create other smaller shapes, have the students focus on their front of their worksheets. Direct them to do what the problems say to do on that page. The first box says draw a circle. Second box says students should draw a rectangle that is not a square. The third box has the students drawing a square. The last box on the front has the students draw a triangle. After the students each draw one of their paper, have students come to the smartboard and show us their drawings. Have the students then figure out how we can break apart this shape to create a smaller or smaller shapes. Work through these problems as a whole class.

After completion of the front page, as a class we will turned to page 208 and 209. Explain to the students what the worksheet says. Go over the first example as a whole class. After completing the first problem together depending on how well the class gauges this concepts, continue to work on the on with the rest of the inside of the worksheet. Then have the students turn to the back of their worksheets. Read the directions to the final three problems. MAKE SURE TO READ THE DIRECTIONS! Have the students begin working on the rest of the worksheet.

12. Closure (5 Minutes)

“Spring a leak, (SHHHH) 1st graders, today we learned about our plane shapes that we have talked about during our morning work! What can you tell me about what we learned today? In this lesson, you learned that you can break apart large shapes to make smaller plane shapes. What is one example that we did on our worksheet that is a good example of breaking apart a large shape to make a smaller shape?

B. Assessments Used



Observation: While students are working, walking around making sure that they are using their pattern blocks to help create new shapes.




D. Resources




Lesson 5- Ways to Move ShapesName: _Nathan Wieneke_




Time: _1:00-1:45_


During the last lesson, we introduced a very engaging Youtube video that explains plane shapes and other shapes to the students. This is to be played before the start of the lesson. We also introduced our new topic properties of plane shapes. The students will break apart large plane shapes to make smaller plane shapes. The students grasped the idea that the shapes are all arounds us wherever we go. The students all understood the given assessment of a worksheet, and will continue to enhance their learning on our topic of geometry.

Summary of student progress (data analysis, what went well) The way the lesson was presented in Math went well. The students really seemed to enjoy sitting on the floor and working through the worksheet together and continue to enhance their learning. The students followed along and were able to answer the questions at the of the lesson both written and verbally with 80%-95% accuracy.

Were the lesson objectives met?The lesson objectives were met as the whole class worked together to complete this activity as it was one of the most confusing topic in the unit.During the end of the lesson, students will draw their understanding of a slide, a flip, and a rotation movement with 90% accuracy. At the end of the lesson, students will create a new two-dimensional shape, using different two dimensional shapes with pattern blocks, with 85% accuracy. I can create a smaller shape from a bigger shape. I can draw my understanding of the slide, flip and a rotation movement.

Instructional decisions (were the students engaged; how will you remediate difficulties or problems from this lesson?)I would say that for the most part, I felt like the students were engaged, and playing that Youtube shape video really caught a lot of the students attention right away. The students were actively participating in discussions as a whole class. I feel like the class really benefitted from working on


this topic as a whole class.


1.3.1.1 Describe characteristics of two- and three- dimensional objects, such as triangles, squares, rectangles, circles, rectangular prisms, cylinders, cones and spheres.



Lesson Objectives:

During the end of the lesson, students will draw their understanding of a slide, a flip, and a rotation movement with 90% accuracy.


I can create a smaller shape from a bigger shape. I can draw my understanding of the slide, flip and a rotation movement.

Materials Needed:

Printed Math worksheets Smartboard Youtube Pencils Pattern blocks


There are nineteen students in this class. The classroom has four pods of about six students in each pod. We have seven girls that all get along, and have twelve boys that work hard together. There is a wide range of skill and developmental levels. They enjoy working in groups and they do well while working together. If you allow the students to get away with some talking, the noise will start to get louder and louder.

A. The Lesson

13. Introduction (10 Minutes)

● Getting attention- “Alright 1st graders, we are going to watch a video about shapes. I want us to follow along with the video, and whatever the video tells us to do, I want you to participate with the video.” After video have students get into a big circle as a class.

● Relating to past experience and/or knowledge- “You have learned how to identify plane shapes such as circles, triangles, rectangles, and squares. Today you will learn the difference between a slide, a flip, and a rotation and how each movement changes the position of a shape.

● Creating a need to know – “We have seen different shapes on our morning work worksheets, today we are going to talk more about our plane shapes and how we can slide, flip and rotate or turn to change the position of the shape.”

● Sharing objective, in general terms- “Today you will learn about how to slide, flip and turn or rotate a shape and how it changes the position of the shape.”


“1st graders” Start by handing out our pattern blocks. Who can tell me what a slide is? How about what is a turn? And lastly who can tell me what a flip is? Does anyone have any idea on how we would do this? Start by showing the students a trapezoid, demonstrate which one of these terms is and does to our shapes. First show the students what a slide does to a shape. After that then show what a flip is of a shape, and lastly show the students what a turn or a rotate will do to our shapes. After finishing talking about the different movements we can do with our shapes, have the students focus on their front of their worksheets. Direct them to do what the problems say to do on that page. The first box says whether the trapezoid was flipped, turned, or slide across. Work through these problems as a whole class. Complete the rest of the front page together.

After completion of the front page, as a class we will turned to page 212 and 213. Explain to the students what the worksheet says. Go over the first example as a whole class. After completing the first problem together depending on how well the class gauges this concepts, continue to work on the on with the rest of the inside of the worksheet. Then have the students turn to the back of their worksheets. Read the directions to the final three problems. MAKE SURE TO READ THE DIRECTIONS! Have the students begin working on the rest of the worksheet.


“Spring a leak, (SHHHH) 1st graders, today we learned about our plane shapes that we have talked about during our morning work! What can you tell me about what we learned today? In this lesson, you learned that you can slide, flip and turn or rotate plane shapes. This then changes the position of the shape. What is one example that we did on our worksheet that is a good example of sliding, flipping or turning a shape to change the position of the shape.

B. Assessments Used


Observation: While students are working, walking around making sure that they are using their pattern blocks to help slide, flip, or rotate our shapes.




D. Resources



Lesson 6- CongruenceName: _Nathan Wieneke_





Time: _1:00-1:45_


During the last lesson, we introduced a very engaging Youtube video that explains plane shapes and other shapes to the students. This is to be played before the start of the lesson. We also introduced our new topic properties of plane shapes. The students will learned the difference between a slide, a flip, and a rotation and how each movement changes the position of a shape. The students grasped the idea that the shapes are all arounds us wherever we go. The students all understood the given assessment of a worksheet, and will continue to enhance their learning on our topic of geometry.


Were the lesson objectives met?The lesson objectives were met as the whole class worked together to complete this activity as it was one of the easier topic in the unit.Students will be able to create using their geoboards the same size and same shape with 90% accuracy. During the end of the lesson, students will draw their understanding of a slide, a flip, and a rotation movement with 90% accuracy. I can correctly create the same size and shape using my geoboard.





Understand it: Shapes can be the same size and shape even if they are not in the same position.



Lesson Objectives:

Students will be able to create using their geoboards the same size and same shape with 90% accuracy.

During the end of the lesson, students will draw their understanding of a slide, a flip, and a rotation movement with 90% accuracy.

I can correctly create the same size and shape using my geoboard.

Materials Needed:

Printed Math worksheets Smartboard Youtube Pencils Geoboards (19) Rubber Bands (25)



A. The Lesson


us to follow along with the video, and whatever the video tells us to do, I want you to participate with the video.” Hand out the geoboards to the students. Explaining they are not to touch them, until given permission.

● Relating to past experience and/or knowledge- “You have learned how to identify plane shapes such as circles, triangles, rectangles, and squares. Today you will learn to identify plane shapes that are the same size and the same shape.

● Creating a need to know – “We have seen different shapes on our morning work worksheets, today we are going to talk more about our plane shapes and how they can be the same size.”

● Sharing objective, in general terms- “Today you will learn about how to identify plane shapes can be the same size, and same shape.”


“1st graders” Start by handing out our geoboards. Then give the expectations on how we correctly use our geoboards. Talk about what is the correct way, and then the incorrect way to use the geoboards. First show the students how to create a shape on the geoboard. Ask the students to create any shape they would like. Make sure that they are creating a plane shape. After that, let the students play around with their geoboards for about two minutes. After direct them to do what the problems say to do on that page. Work through these problems as a whole class. Complete the rest of the front page together.

After completion of the front page, as a class we will turned to page 216 and 217. Explain to the students what the worksheet says. Go over the first example as a whole class. Make sure that the students know the expectations when it comes to them using their geoboards. After completing the first problem together depending on how well the class gauges this concepts, continue to work on the on with the rest of the inside of the worksheet. Then have the students turn to the back of their worksheets. Read the directions to the final three problems. MAKE SURE TO READ THE DIRECTIONS! Have the students begin working on the rest of the worksheet.


“Spring a leak, (SHHHH) 1st graders, today we learned about our plane shapes that we have talked about during our morning work! What can you tell me about what we learned today? In this lesson, you learned how to identify plane shapes that are the same size and the same shape. What is one example that we did on our worksheet that is a good example of having the same size shape and then creating another same size shape, or even a different size of the same shape.

B. Assessments Used


Observation: While students are working, walking around making sure the same shape, or different sized shapes depending on what the directions were using their geoboards.




D. Resources



Lesson 7- Symmetry Name: _Nathan Wieneke_




Time: _1:00-1:45_


During the last lesson, we introduced a very engaging Youtube video that explains plane shapes and other shapes to the students. This is to be played before the start of the lesson. We also introduced our new topic properties of plane shapes. The students will learned to identify plane shapes that are the same size and the same shape. The students grasped the idea that the shapes are all arounds us wherever we go. The students all understood the given assessment of a worksheet, and will continue to enhance their learning on our topic of geometry.

Summary of student progress (data analysis, what went well) The way the lesson was presented in Math went well. The students really seemed to enjoy sitting on the floor and working through the worksheet together and continue to enhance their learning. The students followed along and were

Were the lesson objectives met?The lesson objectives were met as the whole class worked together to complete this activity as it was one of the easier topic in the unit.After the lesson, students will draw the line of symmetry on different shapes so that both sides


able to answer the questions at the of the lesson both written and verbally with 80%-95% accuracy.

are equal with 85% accuracy. At the end of the lesson, students will write the definition of line of symmetry with 90% accuracy. I can draw and define the line of symmetry at the end of the lesson.


Include in tomorrow’s lesson:I will make sure that I include more engaging activities to get all the students interested and into the material we are focusing on. I need to remember that for my struggling students, make sure to give them more attention to help gauge their understanding. I need to continue to grow and get better with my classroom management.



1.3.1.2 Compose and decompose two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms, cylinders, cones and spheres.



Lesson Objectives:

After the lesson, students will draw the line of symmetry on different shapes so that both sides are equal with 85% accuracy.

At the end of the lesson, students will write the definition of line of symmetry with 90% accuracy.

I can draw and define the line of symmetry at the end of the lesson.

Materials Needed:

Printed Math worksheets Smartboard Youtube Pencils Foldable Shapes Colored Pencils



A. The Lesson


us to follow along with the video, and whatever the video tells us to do, I want you to participate with the video.” Hand out the foldable shapes to the students. Explaining they are not to touch them, until given permission.

● Relating to past experience and/or knowledge- “You have learned how to identify plane shapes such as circles, triangles, rectangles, and squares. Today you will learn to identify whether or not the shape has a line of symmetry that makes two identical sides.

● Creating a need to know – “We have seen different shapes on our morning work worksheets, today we are going to talk more about our plane shapes and how they can have a line of symmetry.”

● Sharing objective, in general terms- “Today you will learn about how to identify the line of symmetry, and determining whether or not a shape has one.”


“1st graders” Start by handing out our foldable shapes. Then give the expectations on how we correctly use our foldable shapes. Talk about what is the correct way, and then the incorrect way to use these shapes. First show the students how to create a line of symmetry using these foldable shapes. Ask the students to create any shape they would like. Make sure that they are creating a plane shape. After that, let the students play around with their foldable shapes for about two minutes. After direct them to do what the problems say to do on that page. Work through these problems as a whole class. Complete the rest of the front page together.

After completion of the front page, as a class we will turned to page 220 and 221. Explain to the students what the worksheet says. Go over the first

example as a whole class. Make sure that the students know the expectations when it comes to them using their foldable shapes. After completing the first problem together depending on how well the class gauges this concepts, continue to work on the on with the rest of the inside of the worksheet. Then have the students turn to the back of their worksheets. Read the directions to the final six problems. MAKE SURE TO READ THE DIRECTIONS! Have the students begin working on the rest of the worksheet.


“Spring a leak, (SHHHH) 1st graders, today we learned about our plane shapes that we have talked about during our morning work! What can you tell me about what we learned today? In this lesson, you learned that a shape shows symmetry if it can be folded into two matching parts. What is one example that we did on our worksheet that is a good example of having the same size shape and then finding the line of symmetry and whether or not this shape has a line of symmetry.

B. Assessments Used


Observation: While students are working, walking around making sure the students are using their foldable shapes to find the line of symmetry.




D. Resources



Lesson 8- Make an Organized ListName: _Nathan Wieneke_




Time: _1:00-1:45_


During the last lesson, we introduced a very engaging Youtube video that explains plane shapes and other shapes to the students. This is to be played before the start of the lesson. We also introduced our new topic properties of plane shapes. The students will learned and understood that a shape shows symmetry if it can be folded into two matching parts. The students grasped the idea that the shapes are all arounds us wherever we go. The students all understood the given assessment of a worksheet, and will continue to enhance their learning on our topic of geometry.

Summary of student progress (data analysis, what went well) The way the lesson was presented in Math went well. The students really seemed to enjoy sitting on the floor and working through the worksheet together and continue to enhance their learning. The students followed along and were able to answer the questions at the end of the lesson both written and verbally with 80%-95% accuracy.

Were the lesson objectives met?The lesson objectives were met as the whole class worked together to complete this activity as it was one of the harder topic in the unit. I was surprised on how well the students grasped this topic. At the end of the lesson, students will make organized lists to solve problems, with 80% accuracy. At the end of the lesson, students will write the definition of line of symmetry with 90% accuracy. I can make a list to solve problems based on the shapes.

Instructional decisions (were the students engaged; how will you remediate difficulties or problems from this lesson?)I would say that for the most part, I felt like the students were engaged, and playing that Youtube shape video really caught a lot of the students attention right away. The students were actively participating in discussions as a whole class. I feel



like the class really benefitted from working on this topic as a whole class.


1.3.1.2 Compose and decompose two- and three-dimensional figures such as triangles, squares, rectangles, circles, rectangular prisms, cylinders, cones and spheres.



Lesson Objectives:

At the end of the lesson, students will make organized lists to solve problems, with 80% accuracy.

At the end of the lesson, students will write the definition of line of symmetry with 90% accuracy.

I can make a list to solve problems based on the shapes.

Materials Needed:

Printed Math worksheets Smartboard Youtube Pencils Pattern Blocks



A. The Lesson


us to follow along with the video, and whatever the video tells us to do, I want you to participate with the video.” Hand out the pattern blocks to the students. Explaining they are not to touch them, until given permission.

● Relating to past experience and/or knowledge- “You have learned how to identify plane shapes such as circles, triangles, rectangles, and squares. Today you will learn to create an organized lists to solve problems.

● Creating a need to know – “We have seen different shapes on our morning work worksheets, today we are going to talk more about our plane shapes and how to organize a list in a systematic way so all outcomes are accounted for.”

● Sharing objective, in general terms- “Today you will learn about how to identify the line of symmetry, and create an organized list to solve the problems on our worksheet.”


“1st graders” Start by handing out our pattern block shapes. Then give the expectations on how we correctly use our pattern block shapes. Talk about what is the correct way, and then the incorrect way to use these shapes. First show the students how to create a line of symmetry using these pattern blocks shapes. Ask the students to create any shape they would like. Make sure that they are creating a plane shape. After that, let the students play around with their pattern block shapes for about two minutes. After direct them to do what the problems say to do on that page. Work through these problems as a whole class. Complete the rest of the front page together.

After completion of the front page, as a class we will turned to page 224 and 225. Explain to the students what the worksheet says. Go over the first example as a whole class. Make sure that the students know the expectations when it comes to them using their pattern block shapes. After completing the first problem together depending on how well the class gauges this concepts, continue to work on the on with the rest of the inside of the worksheet. Then have the students turn to the back of their worksheets. Read the directions to the final eight problems. MAKE SURE TO READ THE DIRECTIONS! Have the students begin working on the rest of the worksheet, while we work through problems together.


“Spring a leak, (SHHHH) 1st graders, today we learned about our plane shapes that we have talked about during our morning work! What can you tell me about what we learned today? In this lesson, you learned that a shape shows symmetry if it can be folded into two matching parts. Then we made our organized list to solve problems. What is one example that we did on our worksheet that is a good example of having the same size shape and then finding the line of symmetry and whether or not this shape has a line of symmetry.

B. Assessments Used


Observation: While students are working, walking around making sure the students are using their pattern block shapes to find the line of symmetry and create organized list.




D. Resources



Lesson 9-Identifying Solid Figures


Name: _Nathan Wieneke_




Time: _1:00-1:45_


During the last lesson, we introduced a very engaging Youtube video that explains plane shapes and other shapes to the students. This is to be played before the start of the lesson. We also introduced our topic properties of plane shapes. The students will learned and understood that a shape shows symmetry if it can be folded into two matching parts. They then organized a list in a systematic way so all outcomes are accounted for. The students grasped the idea that the shapes are all arounds us wherever we go. For this being the hardest topic that we cover in this unit. The students all understood the given assessment of a worksheet, and will continue to enhance their learning on our topic of geometry.

Summary of student progress (data analysis, what went well) The way the lesson was presented in Math went well. The students followed along and were able to answer the questions at the end of the lesson both written and verbally with 85%-95% accuracy. The students loved the fact that if they got the shapes right in the beginning of the lesson and at the end, that they got to hold the shapes. Their favorite part of the lesson was when they got to shoot the shapes in the bag at the very end of the lesson.

Were the lesson objectives met?The lesson objectives were met as the whole class worked together to complete this activity as it was one of the easier topics in the unit.


Include in tomorrow’s lesson:I will make sure that I include more engaging activities to get all the students interested and into the material we are focusing on. I need to remember that for my struggling students, make sure to give them more attention to help gauge their understanding. I need to continue to grow and get better with my classroom management. MODEL, MODEL, MODEL. At this age level it is very important to constantly model how to do the things the correct way.





Lesson Objectives:

At the end of the lesson, students will organize a list and name standard geometric solids and recognize them in the environment with 90% accuracy.

After the lesson, students will define the 6 terms that are a part of this lesson with 95% accuracy.

I can identify the terms of the geometric shapes.Materials Needed:

Printed Math worksheets Smartboard Youtube Pencils Geometric Shapes



A. The Lesson



● Relating to past experience and/or knowledge- “You have learned how to identify plane shapes such as circles, triangles, rectangles, and squares. Today you will learn to name and recognize geometric solid shapes.

● Creating a need to know – “We have seen different shapes on our morning work worksheets, today we are going to talk more about our geometric solids and know where they are at in our everyday lives.”

● Sharing objective, in general terms- “Today you will learn about how to identify the geometric shapes and what are some explains that we see in our everyday lives.”


“1st graders” Start by bringing out the geometric shapes that we have. Talk about what is the correct way, and then the incorrect way to use these shapes. Take one item out of the bag at a time, ask the students what shape I am holding, whoever says the correct shape, they get to hold the shape. Repeat that process for the amount of shapes that I have. After that, let the students play around with their geometric shapes for about one minutes. Rotate until each group gets a chance to play with all the different shapes. After direct them to do what the problems say to do on that page. Work through these problems as a whole class. Complete the rest of the front page together.

After completion of the front page, as a class we will turned to page 228 and 229. Explain to the students what the worksheet says. Go over the first example as a whole class. Make sure that the students know the expectations when it comes to them using their geometric shapes. After completing the first problem together depending on how well the class gauges this concepts, continue to work on the on with the rest of the inside of the worksheet. Then have the students turn to the back of their worksheets. Read the directions to the final eight problems. MAKE SURE TO READ THE DIRECTIONS! Have the students begin working on the rest of the worksheet, while we work through problems together.

Once the students are done, have them get out their Ipads and go to the IXL program. Have them go to 1st grade math, until the setion V have them choice the topic Geometric Shapes in everyday live. Have the students work on completing this topic. If the students complete

this, they are allowed to have free time on the Ipad until the closure begins.


“Spring a leak, (SHHHH) 1st graders, today we learned about our plane shapes that we have talked about during our morning work! What can you tell me about what we learned today? Take one item out of the bag at a time, ask the students what shape I am holding, whoever says the correct shape, they get to hold the shape. They will get a chance to repeat the shapes name, if they do so correctly they will get a chance to shoot the shape into the bag.

B. Assessments Used



Verbal: Having the students name the shapes in the beginning of the lesson, and again at the end of the lesson.




D. Resources




Lesson 10- Flat Surfaces and CornersName: _Nathan Wieneke_




Time: _1:00-1:45_


During the last lesson, we introduced a very engaging Youtube video that explains plane shapes and other shapes to the students. This is to be played before the start of the lesson. We also introduced our topic properties of plane shapes. The students will learned and understood that there are geometric solids all around wherever we look. The students grasped the idea that the shapes are all arounds us wherever we go. For this being one of the easier topics that we cover in this unit. The students all understood the given assessment of a worksheet, and will continue to enhance their learning on our topic of geometry.





Lesson Objectives:

During the lesson, the students will count and write the number of flat surfaces on a geometric shape with 90% accuracy.

During the lesson, students will count and write the number of vertices on geometric shapes with 90% accuracy.

I can count and write about the surfaces and vertices on a geometric shape.

Materials Needed:

Printed Math worksheets Smartboard Youtube Pencils Geometric Shapes



A. The Lesson



● Relating to past experience and/or knowledge- “You have learned how to identify plane shapes such as circles, triangles, rectangles, and squares. Today you will learn to name and recognize geometric solid shapes.

● Creating a need to know – “We have seen different shapes on our morning work worksheets, today we are going to talk more about our geometric solids and know where they are at in our everyday lives.”

● Sharing objective, in general terms- “Today you will learn about how to identify the geometric shapes and what are some explains that we see in our everyday lives.”


“Stop, look, and listen” Start by bringing out the geometric shapes that we have. Talk about what is the correct way, and then the incorrect way to use these shapes. Take one item out of the bag at a time, ask the students what shape I am holding, whoever says the correct shape, they get to hold the shape. Repeat that process for the amount of shapes that I have. After that, let the students play around with their geometric shapes for about one minutes. Rotate until each group gets a chance to play with all the different shapes. After direct them to do what the problems say to do on that page. Work through these problems as a whole class. Complete the rest of the front page together.

After completion of the front page, as a class we will turned to page 232 and 233. Explain to the students what the worksheet says. Go over the first example as a whole class. Make sure that the students know the expectations when it comes to them using their geometric shapes. After completing the first problem together depending on how well the class gauges this concepts, continue to work on the on with the rest of the inside of the worksheet. Then have the students turn to the back of their worksheets. Read the directions to the final four problems.

Once the students are done, have them get out their Ipads and go to the IXL program. Have them go to 1st grade math, until the setion V have them choice the topic Geometric Shapes in everyday live. Have the students work on completing this topic. If the students complete this, they are allowed to have free time on the Ipad until the closure begins.


“Spring a leak, (SHHHH) 1st graders, today we learned about our plane shapes that we have talked about during our morning work! What can you tell me about what we learned today? Take one item out of the bag at a time, ask the students what shape I am holding, whoever says the correct shape, they get to hold the shape. They will get a chance to repeat the shapes name, if they do so correctly they will get a chance to shoot the shape into the bag.

B. Assessments Used



Verbal: Having the students name the shapes in the beginning of the lesson, and again at the end of the lesson.




D. Resources



Reflection Log

Lesson 1

During the last lesson, we took our topic 12 test. After the students completed their topic 12 test, we then took our pre-assessment to our new topic which is topic 8 geometry. The students were very concerned with taking a pre-assessment as they have never taken a pre-assessment like this before. I had to explain to them that their scores on this test is not very important, it is just something that will help me gauge where we are as a class on this certain topic.

Summary of student progress (data analysis, what went well) The way the lesson was presented in Math went well. The students followed along and were to answer the questions at the read of the lesson both written and verbally.

Were the lesson objectives met?The lesson objectives were met because the students work showed that the students were at or above average.

Instructional decisions (were the students engaged; how will you remediate difficulties or problems from this lesson?)I would say that for the most part , I felt like the



students were engaged, and playing that Youtube shape video really caught a lot of the students attention right away. The students were actively participating in discussions we were having whether it was whole class, or one-on-one discussions.

Lesson 2

During the last lesson, we introduced a new very engaging Youtube video that explains plane shapes and other shapes to the students. This is to be played before the start of the lesson. We also introduced our new topic of identifying plane shapes. The students will identify and name standard plane shapes and recognize them in the environment. The students grasped the idea that the shapes are all arounds us wherever we go. The students all understood the given assessment of a worksheet, and will continue to enhance their learning on our topic of geometry.

Summary of student progress (data analysis, what went well) The way the lesson was presented in Math went well. The students followed along and were to answer the questions at the of the lesson both written and verbally with 80%-100% accuracy.

Were the lesson objectives met?The lesson objectives were met because the students work showed that the students were at or above average. The students were able to determine how many sides and corners each shapes had with 85% accuracy or better.



Lesson 3



Were the lesson objectives met?The lesson objectives were met because the students work showed that the students were at or above average. Students will create a new two-dimensional shape, using different two dimensional shapes with pattern blocks, with 85% accuracy. Students will sort shapes according to the amount of sides or corners the shape has

with 85% accuracy.Instructional decisions (were the students engaged; how will you remediate difficulties or problems from this lesson?)I would say that for the most part, I felt like the students were engaged, and playing that Youtube shape video really caught a lot of the students attention right away. The students were actively participating in discussions as a whole class.


Lesson 4

During the last lesson, we introduced a very engaging Youtube video that explains plane shapes and other shapes to the students. This is to be played before the start of the lesson. We also introduced our new topic properties of plane shapes. The students will break apart large plane shapes to make smaller plane shapes. The students grasped the idea that the shapes are all arounds us wherever we go. The students all understood the given assessment of a worksheet, and will continue to enhance their learning on our topic of geometry.


Were the lesson objectives met?The lesson objectives were met as the whole class worked together to complete this activity as it was one of the most confusing topic in the unit.At the end of the lesson, students will complete break apart activity, which makes bigger shapes smaller, with 90% accuracy. At the end of the lesson, students will create a new two-dimensional shape, using different two dimensional shapes with pattern blocks, with 85% accuracy. I can create a smaller shape from a bigger shape.



Lesson 5

During the last lesson, we introduced a very engaging Youtube video that explains plane shapes and other shapes to the students. This is to be played before the start of the lesson. We also introduced our new topic properties of plane shapes. The students will learned the difference between a slide, a flip,

and a rotation and how each movement changes the position of a shape. The students grasped the idea that the shapes are all arounds us wherever we go. The students all understood the given assessment of a worksheet, and will continue to enhance their learning on our topic of geometry.


Were the lesson objectives met?The lesson objectives were met as the whole class worked together to complete this activity as it was one of the most confusing topic in the unit.During the end of the lesson, students will draw their understanding of a slide, a flip, and a rotation movement with 90% accuracy. At the end of the lesson, students will create a new two-dimensional shape, using different two dimensional shapes with pattern blocks, with 85% accuracy. I can create a smaller shape from a bigger shape. I can draw my understanding of the slide, flip and a rotation movement.



Lesson 6

During the last lesson, we introduced a very engaging Youtube video that explains plane shapes and other shapes to the students. This is to be played before the start of the lesson. We also introduced our new topic properties of plane shapes. The students will learned to identify plane shapes that are the same size and the same shape. The students grasped the idea that the shapes are all arounds us wherever we go. The students all understood the given assessment of a worksheet, and will continue to enhance their learning on our topic of geometry.


Were the lesson objectives met?The lesson objectives were met as the whole class worked together to complete this activity as it was one of the easier topic in the unit.Students will be able to create using their geoboards the same size and same shape with 90% accuracy. During the end of the lesson, students will draw their understanding of a slide, a flip, and a

rotation movement with 90% accuracy. I can correctly create the same size and shape using my geoboard.



Lesson 7

During the last lesson, we introduced a very engaging Youtube video that explains plane shapes and other shapes to the students. This is to be played before the start of the lesson. We also introduced our new topic properties of plane shapes. The students will learned and understood that a shape shows symmetry if it can be folded into two matching parts. The students grasped the idea that the shapes are all arounds us wherever we go. The students all understood the given assessment of a worksheet, and will continue to enhance their learning on our topic of geometry.


Were the lesson objectives met?The lesson objectives were met as the whole class worked together to complete this activity as it was one of the easier topic in the unit.After the lesson, students will draw the line of symmetry on different shapes so that both sides are equal with 85% accuracy. At the end of the lesson, students will write the definition of line of symmetry with 90% accuracy. I can draw and define the line of symmetry at the end of the lesson.



Lesson 8

During the last lesson, we introduced a very engaging Youtube video that explains plane shapes and other shapes to the students. This is to be played before the start of the lesson. We also introduced our topic properties of plane shapes. The students will learned and understood that a shape shows symmetry if it can be folded into two matching parts. They then organized a list in a systematic way so all outcomes are accounted for. The students grasped the idea that the shapes are all arounds us wherever we go. For this being the hardest topic that we cover in this unit. The students all understood the given assessment of a worksheet, and will continue to enhance their learning on our topic of geometry.

Summary of student progress (data analysis, what went well) The way the lesson was presented in Math went well. The students really seemed to enjoy sitting on the floor and working through the worksheet together and continue to enhance their learning. The students followed along and were able to answer the questions at the end of the lesson both written and verbally with 80%-95% accuracy.

Were the lesson objectives met?The lesson objectives were met as the whole class worked together to complete this activity as it was one of the harder topic in the unit. I was surprised on how well the students grasped this topic. At the end of the lesson, students will make organized lists to solve problems, with 80% accuracy. At the end of the lesson, students will write the definition of line of symmetry with 90% accuracy. I can make a list to solve problems based on the shapes.



Lesson 9

During the last lesson, we introduced a very engaging Youtube video that explains plane shapes and other shapes to the students. This is to be played before the start of the lesson. We also introduced our topic properties of plane shapes. The students will learned and understood that there are geometric solids all around wherever we look. The students grasped the idea that the shapes are all arounds us wherever we go. For this being one of the easier topics that we cover in this unit. The students all understood the given assessment of a worksheet, and will continue to enhance their learning on our topic of geometry.

Summary of student progress (data analysis, what went well) The way the lesson was presented in Math went well. The students followed along and were able to answer the questions at the end of the lesson both written and verbally with 85%-95%

Were the lesson objectives met?The lesson objectives were met as the whole class worked together to complete this activity as it was one of the easier topics in the unit. At the end of the lesson, students will organize a

accuracy. The students loved the fact that if they got the shapes right in the beginning of the lesson and at the end, that they got to hold the shapes. Their favorite part of the lesson was when they got to shoot the shapes in the bag at the very end of the lesson.

list and name standard geometric solids and recognize them in the environment with 90% accuracy. After the lesson, students will define the 6 terms that are a part of this lesson with 95% accuracy. I can identify the terms of the geometric shapes.


Include in tomorrow’s lesson:I will make sure that I include more engaging activities to get all the students interested and into the material we are focusing on. I need to remember that for my struggling students, make sure to give them more attention to help gauge their understanding. I need to continue to grow and get better with my classroom management. MODEL, MODEL, MODEL. At this age level it is very important to constantly model how to do the things the correct way.

Lesson 10

During the last lesson, we introduced a very engaging Youtube video that explains plane shapes and other shapes to the students. We also introduced our topic properties of plane shapes. The students will learned and understood that there are geometric solids all around wherever we look. The students grasped the idea that the shapes are all arounds us wherever we go. For this being one of the easier topics that we cover in this unit. The students all understood the given assessment of a worksheet, and will continue to enhance their learning on our topic of geometry.

Summary of student progress (data analysis, what went well) The way the lesson was presented in Math went well. The students followed along and were able to answer the questions at the end of the lesson both written and verbally with 85%-95% accuracy. The students loved the fact that if they got the shapes right in the beginning of the lesson and at the end, that they got to hold the shapes.

Were the lesson objectives met?The lesson objectives were met as the whole class worked together to complete this activity as it was one of the easier topics in the unit. During the lesson, the students will count and write the number of flat surfaces on a geometric shape with 90% accuracy. During the lesson, students will count and write the number of vertices on geometric shapes with 90% accuracy. I can count and write about the surfaces and vertices on a geometric shape.


Include in tomorrow’s lesson:Make sure that I review all of the material that we have covered before we take the exam. Maybe I should just talk about the major topics that we covered in this unit. Help the students remember before the assessment.

AssessmentReturn to ToC

Pre-AssessmentPretest- Students will be given a pre-test to determine where they are standing in the

subject matter. The students will not be told anything before taking the test. The test will be looked at and graded by the teacher.

Ongoing Assessment The students will complete homework/ workbook page to get an understanding of the

plane shapes, so they know what plane shapes are to continue the unit. The main part of this unit deals with the plane shapes, so having the students understand these shapes is key. This will need to be completed and handed in on time for grading.

Homework- Students will have to identify the plane shapes, as well as color in the correct shape that they are given on their worksheet.

Homework- Students will correctly list the exact number of sides that the plane shape has. Also the students will have to sort the shapes according to the number of sides and corners that shape has.

Homework/Experiment- The students will have to use pattern blocks of plane shapes, to create bigger, and a new plane shape. Students will also have to then complete a worksheet with or without pattern blocks.

Homework- Students will complete a break apart worksheet. This worksheet has the students having a plane shape, which they will have to break apart into two different plan shapes.

Homework- Students have a challenging worksheet, which they have to complete. This worksheet has the students having to think whether the shape is flipped, slide, or turned it.

Homework/Experiment- Students will first complete a worksheet, dealing with having to draw the same size and same shape as the one pictured off to the left. They will also use their geoboards to create the same shape as the teacher.

Homework/Group work- Students will complete the assigned worksheet as a pod, to the draw the line of symmetry correctly on our plane shapes.

Homework- Students will create a list to solve problems on how we could use a certain shape to create another plane shape.

Homework- Students will complete a worksheet by looking around the classroom, or walk outside to see what shapes they see during our walk.

Homework- Students will complete this worksheet by looking for which shape on the sheet, has a flat surface.

Post AssessmentPost- Assessment Test- Students will take a post-assessment exam to determine the

information they retained during the unit.

Data Analysis and RecommendationsReturn to ToC

Individual Students

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Prior to the unit, students were asked a variety of different types of questions based on the upcoming Math-Geometry unit. The results show that the students knew under 70% of the material going to be covered in the unit.

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Prior to unit, students were asked to answer specific questions based off the geometry. After completing given the same questions. The results showed that the majority of the students in the class answered over 90% or better of the questions on the post-assessment, surpassing the goal of the unit.

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Prior to the unit, students were asked to answer a variety of questions based off geometry. The class knew about 42% of the information before the beginning of the unit. After completing the unit, students were asked to answer the same variety of question based off geometry. By the end, the class knew close to 90% of the information as a class. The students met the goal of answering 85% of the questions correctly.

RecommendationsAfter looking at the data analysis, I would recommend keeping the unit the same. The students made a

huge improvement. The students improved from knowing 42% of the information to just about 90%. The

students were able to grasps the concept of each topic by going over the topics one by one. I would

recommend, however, that the flat surfaces and the organizing the flat surfaces be taught together. I

believe if the two were taught together, the students would have a better concept of how they work

together but yet have separate functions. I would also recommend emphasizing the plane shapes more.

For this unit I played that Youtube video before the start of math every day, and that helped the

students know what plane shapes are. Again the students were mixing the two systems functions up.

Giving the students more time to concentrate on each topic separately would help eliminate this

problem. Making up little sayings and giving the students different ways to remember the two helped

the students with this problem.

Summary of Student ProgressReturn to ToC

Example: Letter to parentsDear Parent or Guardian of Student 1,

I am Nathan Wieneke, a student at Dakota State University majoring in Elementary Education. I had the chance to student teach in your child’s classroom this semester. Being able to go into the classroom and teach the students helps me in furthering my education. I enjoyed being able to share this experiences with your child.

I taught the students about ten topics on geometry. The students were given a pre-test to determine how much information they knew before we began. I took the information from the pre-test and taught the students the information that was difficult for them and new to them. The students were assessed each day using a variety of assessments. On every assessment, the students met the goal of knowing 80%-90% or more of the information presented that day. We learned a new concept everyday along with reviewing previous lessons. The students were able to dissect a frog using the SMARTBoard and identify a man’s organs using an activity online. The students completed the unit by taking a post-test.

Student 1 is an excellent student. The student was participating in every lesson and every activity. The student asked engaging questions to learn more about each system. The student was able to answer questions other students were not able to answer; he came in with lots of background knowledge in the subject manner. He participated very well in group work, along with individual work. The student was able to conducted experiments and assignments in a timely manner. He was always willing to learn more information along with sharing his general knowledge.

Student 1 scored a 48% on the pre-test and a 95% on the post-test. Student 1 came in with knowledge of the subject matter. The pre-test determined that he understood 48% of the material before we began the lesson. Throughout the unit, the student was able to complete work at a 90 to 100%. The student ended the unit by scoring a 95%. The student ended the unit by knowing an average of 95% of the information improving immensely from 48%.

Student 1 was a joy to work with. He works hard in the classroom and his work reflects on that. Student 1 showed great interest when working with our plane shapes. He works well with others and asks engaging, appropriate questions. I enjoyed teaching your child.

Sincerely,

Nathan Wieneke

Example: Website posting regarding unit

The Brown Elementary 1st grade class completed their math unit on geometry. The students learned about plane shapes, properties of plane shapes, making new shapes from shapes, breaking apart shapes to make shapes, ways to move shapes, congruence, symmetry, make an organized list, identifying solid figures, and flat surfaces and corners.

The students’ pre-test and post-test results are displayed below. Every student’s score improved!!

The class went from a 42% average to about a 90% average.

Student 1

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Documents

nathanwieneke.weebly.com€¦ · Web viewTeaching Work Sample. Nathan Wieneke. Math / Geometry . Brown Elementary . 1st Grade. March 29, 2017. TABLE OF CONTENTS. Contextual Factors