TEACHER WORK SAMPLE

1. TEACHER WORK SAMPLE MINI Dr. MacDonald’s Example

2. LEARNING GOALSNJCCCS ADDRESSED • 4.2 GEOMETRY AND MEASUREMENT • 4.3 PATTERNS AND ALGEBRA

3. LEARNING GOALS • The student will identify by name six pattern blocks. (knowledge) • The student will be able to categorize certain pattern blocks as fractional parts of the whole. (Analysis) • The student will create word riddles to demonstrate the extension of patterns within patterns. (Synthesis)

4. LEARNING GOALS RATIONALE • Upon entering third grade, students have been exposed to the concept of patterns throughout the curriculum including Language Arts (word families), Math (skip counting) and Science (seasons). As part of the curriculum, students have engaged in developing an understanding of the use of shapes in building and nature. Therefore, this unit builds upon and expands this knowledge.

5. LEARNING GOALS RATIONALE CONTINUED • Third graders are in Piaget’s Concrete operational stage (ages 7 to 12) during which children begin to think logically but are not very concrete in their thinking. Children can now conserve and think logically but only with practical aids. They are no longer egocentric. Therefore, the use of pattern blocks (manipulatives) with a modicum of teacher demonstration and student hands-on inquiry will support the students’ cognitive and social development.

6. LEARNING GOALS RATIONALE CONTINUED • Cooperative learning activities are key for success with diverse and at-risk learners. Therefore, in keeping with Vygotsky’s idea of scaffolding, students will be provided opportunities to grow from the basic understanding to utilization of learned knowledge to create new concepts through the use of pair-share, small groups and teacher conferences.

7. LEARNING GOALS RATIONALECONTINUED • These goals are positioned as both a review and an extension that will assist the students to move forward in the language of geometry and algebra including functions with fractions, continuing patterns using words, numbers and symbols and building math concepts.

8. Geometry and Measurement • 4.2.3.A Geometric Principles • 2. Use properties of standard two-dimensional shapes to identify, • classify, and describe them. • * 2D figures – square, rectangle, triangle, hexagon, trapezoid, • and rhombus • 3. Identify and describe relationships among two-dimensional shapes. • Same size, same shape • Lines of symmetry • 5. Recognize, describe, extend, and create space-filling patterns.

9. Patterns and Algebra 4.3.3 A. Patterns 1. Recognize, describe, extend, and create patterns. Descriptions using words and expressions 4.3.3.B. Functions and Relationships 1. Use concrete and pictorial models to explore the basic concept of a function. 4.3.3 C. Modeling 1. Recognize and describe change in quantities. Graphs or charts representing change

10. ASSESSMENT PLAN

11. ASSESSMENT PLAN

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13. ASSESSMENT PLAN

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15. ASSESSMENT PLAN

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17. ASSESSMENT PLAN

18. ASSESSMENT PLAN

19. ASSESSMENT RATIONALE • Each assessment piece is aligned with its learning goal since it supports the expectation of what the student is required to learn. The assessments move from observation and interview to actual recordings and written pieces. Following the pre-assessment, students will be identified as knowledgeable regarding pattern block names or in need of additional support. Groups will be made accordingly.

20. ASSESSMENT RATIONALE continued • There will be opportunities for students to engage in hands-on activities with the pattern blocks (manipulative). Demonstration by the teacher and findings reported by the students will provide opportunities for all students to focus on skills. The post assessments for Learning Goals 2 will be an observable activity as well as a written form since the students must record their findings in an understandable and organized manner. Learning Goal 3 will also be assessed through shared experiences. However, the focus will be on a written final product in the format of a riddle. (Rubric and Prompt to be attached.)

21. Design for Instruction The student will identify by name six pattern blocks. (knowledge)

22. Design for Instruction The student will be able to categorize certain pattern blocks as fractional parts of the whole. (Analysis)

23. Design for Instruction

24. TECHNOLOGY & MATERIALS • Overhead projector, slides and markers • Pattern blocks • White boards and markers • Internet web site regarding pattern block manipulation (individual or pairs) • Paper, pencil, pattern block stickers, stencils, templates

25. INSTRUCTIONAL DECISION-MAKING • You are to identify two students who had difficulty with the concepts. • How did you note the students had difficulty? • What did you do (actually) to help the students? • Were your interventions successful? • How would you use this knowledge to overhaul your lessons so there would be success from the onset?

26. Instructional Decision-Making • Several students appeared to have difficulty working with the concept of pattern blocks to develop fractional parts. • Provide opportunities to work with the manipulatives. (Pair Share) • Teacher directed investigations using vocabulary, manipulatives and demonstration activities.