Lincoln Portfolio

Danielle Duffin
Brigham Young University-Idaho
 Table of Contents

1. Description for unit of instruction

2. Pre-assessment
 Pre-assessment summary
 Pre-assessment results
 Graphs
 Pre-assessment reflection
3. Lesson plans
 Lesson 1
o Examples of student work
o Reflection
 Lesson 2
o Examples of student work
o Reflection
 Lesson 3
o Revised addition
o Examples of student work
o Reflection

4. Post-assessment
 Post assessment summary
 Post-assessment results
 Graphs
 Post-assessment reflection
5. Overall Reflection

Description for Unit of Instruction

Our big idea that we want our students to learn is how to do angles and how

to measure them. We want them to understand that angles are made up of two lines
that are connected at a point. We also want our students to be able to build from the

previous lessons that we do so they can truly understand the little things and move

on from them.

We will be teaching them in the first lesson on what angles are called and what makes up

angles. The standard we will be using is: CCSS.MATH.CONTENT.4.G.A.1

Draw points, lines, line segments, rays, angles (right, acute, obtuse), and

perpendicular and parallel lines. Identify these in two-dimensional figures.

In the second lesson we will be teaching them about parallel and perpendicular lines. The

standard we will be using is: CCSS.MATH.CONTENT.4.G.A.2

Classify two-dimensional figures based on the presence or absence of

parallel or perpendicular lines, or the presence or absence of angles of a

specified size. Recognize right triangles as a category, and identify right

triangles.

In the third lesson we will be teaching them how to recognize lines of symmetry. The

standard we will be using is: CCSS.MATH.CONTENT.4.G.A.3

Recognize a line of symmetry for a two-dimensional figure as a line across

the figure such that the figure can be folded along the line into matching parts.

Identify line-symmetric figures and draw lines of symmetry.

We decided to teach these concepts because it is important for our students

to understand the basics of angles, lines, rays, etc. It is also important that
they understand lines of symmetry and parallel and perpendicular lines. We

also decided to teach the material we did based on our pre assessment data.

We realized that our students did not have any previous knowledge of this

material.

Pre-Assessment

Our pre-assessment was designed to receive a base idea on what our

students needed to learn. We wanted to understand what they already knew and

what they needed to learn in order for us to teach them effectively. With the data
that we gathered from the pre-assessment we decided to break down our lesson

plans into very simple instructions from the very beginning. We knew that we had

to start with the names of the angles. We also understood that we needed explain

the difference between a line, line segment, and a ray. Our goal was for our students

to show their knowledge of angles, lines, rays, and measurements. Our students

showed they did not have a base understanding of these subjects.

We felt that our pre-assessment was reliable because we gave the test to

everyone at the same time. Each student was given the same amount of time for each

question. During the pre-assessment the class was extremely distracted by the other

group also being in there. Because I was the only one giving the pre assessment I

found that the students would try a lot to confuse me or try to distract me from

giving them the pre-assessment. We decided to give the pre-assessment as an oral

exam. I found that by doing so students felt like they could talk a lot more during the

assessment. We gave the assessment from 9am until 9:30 in the morning. Each

student had an average of about 3 minutes per question on the oral exam.

Pre-Assessment Summary

During my pre-assessment I realized half way through that I was going to

have to fill time for 15 minutes of class. My students were extremely rowdy; they
acted like they did not want to be there, and tried to push as many buttons as they

could. I felt slightly overwhelmed with the students because Ashlie wasn’t there. I

feel that because I was the only one the students thought that they could try to get

away with more. During the pre-assessment I feel that I did my best to try to

administer the oral exam al while trying to keep the students attention. When we

finished the exam I realized that I had 15 more minutes to instruct the students. So I

had the students stand up behind their desks and do arm movements of how the

angles went. Looking at the scores of our pre-assessment we realized that our

students didn’t know anything at all. Ashlie and I had thought that the students

would have had some very basic information on angles, rays, lines, and line

segments. Because of that we had to revise our lesson plans in order for our

students to truly be able to help our students learn what they needed to understand.

Pre-Assessment Results

Our pre-assessment showed that our students knew nothing from our pre-

assessment. Our first graph based off f this information shows that none of the

students got anything right on the pre-assessment but that on the reverse side of the
 paper it shows what the students had learned during the mini lesson after the pre-

assessment was given.

As it is seen in the graph the mean as well as median are both zero. The mode

of the assessment is also zero. Ashlie and I realized after the pre-assessment that we

would have to explain a lot more than we had originally planned. On the graph it is

evident that the students did not know anything on the pre assessment. This data

also showed us that we needed to adjust our lesson plans and our techniques for

these students. We also realized from the data that it was a difficult subject for our

students and that we would need to adjust our material accordingly.

The pre assessment were the following questions (See key for answers)
1. What is an angle? Write a definition or draw an example of an angle.
2. Draw an example of an obtuse angle:
3. What is the angle measurement of an obtuse angle?
4. Draw an example of a right angle:
5. What is the angle for a right angle?
6. Draw an example of an acute angle:
7. What is the angle measurement of an acute angle?

Graphs

Pre-
Assessment Question 1 Question 2 Question 3 Question 4 Question 5 Question 6 Question 7 Question 8
Sikayda 0 0 0 0 0 0 0 0
Maria 0 0 0 0 0 0 0 0
Tino 0 0 0 0 0 0 0 0
Jessica 0 0 0 0 0 0 0 0
Penny 0 0 0 0 0 0 0 0
Evan 0 0 0 0 0 0 0 0
Braxton 0 0 0 0 0 0 0 0
Brynlie 0 0 0 0 0 0 0 0
Greyson 0 0 0 0 0 0 0 0
Saige 0 0 0 0 0 0 0 0
Spencer 0 0 0 0 0 0 0 0
 Pre-Assessment
1
0.8
0.6
0.4
0.2
0
a ia no a an ie e r
yd ar Ti sic ny to
n
nl on ig ce
ka s n Ev x y ys Sa n
Si M J e Pe Bra Br
Gre
Sp
e

Question 1 Question 2 Question 3 Question 4

Question 5 Quetsion 6 Question 7 Question 8

By this graph you can see that our assessment was to difficult for our students and

needed to be adjusted accordingly.

Question Standard 1 Standard 2 Standard 3

Question 1 x - -
Question 2 x - -
Question 3 x - -
Question 4 x - -
Question 5 x - -
Question 6 x - -
Question 7 x - -
Question 8 x - -
This table shows the relations of the standards that we used on our pre-assessment.
 Pre-Assessment Reflection

Based on the assessment data that we received, my partner and I realized

that we would have to do a lot more back information than we had originally

planned. We had originally though that the students had already understood at least

what an angle was and that from there we would be able to incorporate more of

learning how to measure the angle. We quickly found that we would have to go over

the actual names of angles, what made up angles, etc.

In giving the actual assessment I found it quite interesting how some

students did not actually try and would instead choose to draw all over their paper

instead of trying to do what they though an angle was. We had some students that

would try hard to do them but when they realized no one else was trying, they

quickly stopped trying as well.

I feel that if I was to redo this process I would have planned a little more on

them not knowing any information on the subject. I also wish I would have had more

of an opportunity to interview them one on one rather than in a group. During the

interview I learned that each one of our students liked art more than math so we
decided to make a lot of our projects and activities as an art project so they didn’t

feel like they were doing math.

Overall I feel confident about our pre-assessment and about the data that we

received from it. I also feel confident that we have a good starting base as to where

we should start and what to do to ensure our students receive the most knowledge

that they can.

Geometry Lesson 1 Plan

Teacher(s): Danielle Duffin Ashlie Garner Date: Nov. 29,2017

Materials Needed:

Pipe Cleaners, Worksheet, Example Sheet, Glue,

Pencils

Students will be able to identify points, lines, line segments,

Lesson Objective(s):
rays, angles, perpendicular and parallel lines with at least 80 percent accuracy
by demonstrating their knowledge on worksheets.
Standard/Benchmark/Indicator: CCSS.MATH.CONTENT.4.G.A.1
Draw points, lines, line segments, rays, angles (right, acute, obtuse), and
perpendicular and parallel lines. Identify these in two-dimensional figures.

Anticipatory Set:

Lay all materials students will be using out on the table for them to see. Have students make angles and rays
with their arms.

Lesson:

Give students worksheet with the premade boxes for notes. As your teaching have students write characteristic
and drawings of the angles in the boxes. Do the same thing with lines and line segments.

Explain rays and line segments.

Teach students that line segments make angles. First we have to understand a vertex and how it connects two
lines to create our angles. Explain that the closer the lines are together the smaller the degree of the angle. When
it's a small angle we have an acute angle. Now discuss that when the lines are further apart the degree is larger
of the angle. This creates an obtuse angle.
Teach using the one teach one assist method. 8

Group work :

Students will work in groups of two to complete a worksheet about lines, line segments, and rays. Have them
think of real life examples of each and write them on the board.

Individual practice:

Students will fill in a chart about angles. They will write down the angle name, draw a picture of it, and write down
the characteristics of each. Afterwards, Students will make a poster, without their notes, showing their
understanding of right angles, obtuse angles, acute angles, straight angles, line segments, lines and rays.

Closing/Exit Ticket/Golden Nugget: Students will turn in their poster at the close of class.
 Reflection

This lesson was very intimidating to walk into. We had all of our material but

because of the observations we had before our pre assessment we realized that a lot

of our students had a hard time paying attention. We wanted to make an effort of

making sure the students enjoyed their time as well as learn the basic information

they needed. Having the student make the angles with their arms really helped them

to be able to get up out of their seats and move around a little bit.

During the lesson it was easier for us to see that the students were starting to

understand the note-taking portion of the lesson the students really liked the fact

that we had pre-made boxes for them to take notes in so they could also see the

amount of work they had to do that day. Before the note taking we made sure they

knew that if they had paid attention in class and really tried that we would have an

activity for them. One student had an extremely hard time paying attention. We kept

catching him draw all over his paper instead of taking notes. After asking him to

repeat the work he was suppose to do we realized that he was doing it but through

art. During this time he was extremely loud and made it clear that he was bored and

did not want to be there.

After the note taking we had the students make posters with pipe cleaners of

angles and different lines. During this time our student who did not want to be
there, became extremely excited to be able to be doing math while doing art as well.

His outbursts during class went down immensely and he quickly stated how excited

he was to do it. Over all I feel like our lesson went extremely well. We had plenty of

time to do each activity and even ran out of time in the end. I feel like we

acknowledged our students interests and catered to it in our lessons, making them

far more enjoyable then before.

 Geometry Lesson 2 Plan
Teacher(s): Danielle Duffin Ashlie Garner Date: Dec. 1,2017

Materials Needed:

Pre-made pictures of different shapes, pre-made worksheet

Students will be able to identify two dimensional figures

Lesson Objective(s):
based on the presence or absence of parallel or perpendicular lines, or the
presence or absence of angles of a specified size with at least 80 percent
accuracy by demonstrating their knowledge on worksheets.
Standard/Benchmark/Indicator: CCSS.MATH.CONTENT.4.G.A.2
Classify two-dimensional figures based on the presence or absence of
parallel or perpendicular lines, or the presence or absence of angles of a
specified size. Recognize right triangles as a category, and identify right
triangles.

Anticipatory Set:

Give students a blank sheet of paper and tell them to draw a picture using only rectangles, triangles, and
squares.

Lesson:

Explain what is a parallel line and what is a perpendicular line. Explain that shapes are created by these lines.
Have students look at their picture that they drew in the anticipatory set. Have tem identify which shapes have
these types of times.

Cut a rectangle in half and ask them what kind of shape it creates as well. Explain how two triangles can create a
square or rectangle. Continue on with the group work.

Teach by using the team teaching strategy

Group work :

Separate students into two different groups. Give each student a different shape. Have them stand up with the
shape and have students all name a different characteristic about the shape, if it has parallel sides, perpendicular
sides, the different angles, etc.

Individual practice:

Have students work on the worksheet that have them draw parallel lines and perpendicular lines. Have them fill
out the worksheet individually and walk around looking for understanding.

Closing/Exit Ticket/Golden Nugget: Students will turn in their classwork at the end of class.
 Reflection

For our second lesson I was more confident that the first one. We knew that

we wanted to start our lesson off with having the students draw pictures using only

squares and rectangles. The students were super excited. Shortly after they started

they asked if they could include triangles so we decided to let tem. After 5 minutes of

drawing their pictures we had then stop so we could teach them about parallel lines.

For the lesson we provided a worksheet that had four boxes on it. In two of

the boxes they would draw what a parallel line was and what a perpendicular line

was. In the other two boxes they wrote down the defining factors of each item. The

students did really well during this portion of the lesson. We even had the one

student who didn’t want to do any work write how much he loved his new teachers

and how nice we were.

During this lesson we decided to work out I the hallway. We found that a lot

of students were goofing off and weren’t willing to do their work. Ashlie and I

decided to move students around who were talking and they quickly realized that if

they did not want to be moved from their friends that they needed to pay attention.

During this lesson we had a little girl who did not wat to do anything on her paper

other than poke holes in it. Once we walked over to her she would act like she knew

what she was doing and started writing it down. We found that the students were

more comfortable with us.

 The last thing we did with the students was make little booklets about

parallel and perpendicular lines. The students really seemed to enjoy this activity. I

really felt like this lesson went the smoothest out of all of them and that both the

students and us as the teachers had fun.

 Geometry Lesson 3 Plan
Teacher(s): Danielle Duffin Ashlie Garner Date: Dec. 4,2017

Materials Needed:

Construction paper, paint, scissors, pencils, wet

wipes

Students will be able to identify lines of symmetry in different

Lesson Objective(s):
shapes with at least 80 percent accuracy by demonstrating their knowledge on
worksheets.
Standard/Benchmark/Indicator: CCSS.MATH.CONTENT.4.G.A.3
Recognize a line of symmetry for a two-dimensional figure as a line across
the figure such that the figure can be folded along the line into matching parts.
Identify line-symmetric figures and draw lines of symmetry.

Anticipatory Set:

Have students write out their names big on a piece of paper folded hot-dog style. Set it aside for later on during
the lesson.

Lesson:

Teach students about lines of symmetry and how you can tell what a true line of symmetry is by folding it and
having the other sides match up.

Teach in a parallel teaching style

Group work :

Hand out big letters that are pre-made. Divide the students into two groups and give them a stack of letters, each
group having the same letters. They will fold the letters to show where the lines of symmetry are.

Individual practice:

Have students paint half a picture of a butterfly or a soccer ball. Then while the paint is still wet have them fold
the paper hot dog style to complete the picture.

Closing/Exit Ticket/Golden Nugget: students will be turning in their classwork as an exit ticket.
 Revised:

Materials Needed:

Whiteboards, protractor, whiteboard markers

Lesson Objective(s):Students will be able to identify different angle measures with

at least 80 percent accuracy by demonstrating their knowledge on whiteboards
using protractors.

Standard/Benchmark/Indicator: CCSS.MATH.CONTENT.4.G.A.1

Draw points, lines, line segments, rays, angles (right, acute, obtuse), and
perpendicular and parallel lines. Identify these in two-dimensional figures.

Anticipatory Set:

Show the students a protractor and tell them what it does. Hand out the protractors.

Lesson:

Give each of the students a protractor and explain that it is used to show the measures of angles.

Show an example of how you measure an angle with a protractor on a whiteboard

Have the students work on their own to find angle measures of angles that they draw on their whiteboard.

Talk about how to combine angles.

Give a student a situation with a right angle that is cut into two pieces. Have them think about how they would figure out what the
angle measures are and work it out with them.
 Give them another example and have them solve it.

Go over the different hand motions.

Group work :

Individual practice:

Students will work on their whiteboards to figure out different angle measures and make equations how to figure out a problem.

Closing/Exit Ticket/Golden Nugget: students will show us one of the hand motions that we taught them.

Reflection

During this lesson it was fun seeing the students excited to see us. When we

walked into the room their faces lit up. Ashlie and I walked in 2 minutes late and one
student ran up and said, “I was so afraid you weren’t coming!” During this lesson we

taught our students how to measure angles using a protractor. After we had them

draw angles on their boards we had them measure their own angles to determine

what kind of angle it was. Each student did this to three different angles. After their

third angle Ashlie and I would walk around asking them what angle they drew and

what their measurement was. For the students that were struggling we had them

teach us individually how to use a protractor. After they were done if they didn’t fully

understand it, we reviewed with them one on one until they understood.

One of our students wasn’t understanding it at all so as Ashlie taught the rest

of the class I stayed in the back to review with him. Once he understood him we

caught him up on what the rest of the class was doing. When it was my turn to teach

our students about adding angles I completely forgot the problem that we had

predetermined to use to teach them. Luckily all of the students were paying

attention and Ashlie was able to come up and help me with it. After we figured out

how to draw the problem it was easy to teach the students how to add the angles as

well as subtract them.

The last thing we did was go over the worksheet Brother Cloward sent out to

us. We did reviews on how to add up angles, how to subtract them. We ended right

as the bell rang for the students to leave for recess. I personally feel like the lesson

was good but that I could have prepared a little more so I didn’t blank like I had

while trying to teach my students. I also could tell that I felt nervous once it started

happening. After Ashlie came and helped me draw the angles I do feel like I was able

to teach them correctly and also teach them in a sufficient way.

Post-Assessment
 For our post-assessment we decided to do the same exam that we did for our

pre-assessment so we could truly get a comparison from it. Our goal was to see how

much the students had learned about angles, lines, and rays. The data that we would

receive from their exams would be able to show us if they understood the material

from the pat lessons or not.

Our post assessment was reliable and valid in the way that it was the same

exact test as our pre-assessment and I had given it both times. We allowed each

student to take their time on answering the questions, which averaged out to about

3 minutes per question. The post assessment took around 15 minutes for us to

administer so we had our students complete the worksheet Brother Cloward had

sent out to us. We also showed that the tests were unbiased because penny, one of

our students, hadn’t shown up till the day of the post assessment but we still had her

complete it. Even though everyone wanted to help her we explained that we needed

her to take it on her own.

Post-Assessment Summary
 During our post assessment our students were a lot better behaved. They all

wanted to show us how much they had learned. At the beginning of class we

informed them that we would be doing a post assessment. Each child took out a

pencil and paper. We started by asking them the same questions they had during the

pre-assessment. During the post-assessment it was easier to administer because the

students were a little more understanding. For the ones that were goofing off as

soon as we walked near them they stopped. The hardest part of administering the

post-assessment was not being able to help Penny. It was hard to see her struggling

as she realized everyone else was succeeding.

The questions for the post assessment are as followed (See key for answers):

1. What is an angle? Write a definition or draw an example of an angle.

2. Draw an example of an obtuse angle:
3. What is the angle measurement of an obtuse angle?
4. Draw an example of a right angle:
5. What is the angle for a right angle?
6. Draw an example of an acute angle:
7. What is the angle measurement of an acute angle?

Post-Assessment Results

In our Post assessment it became clear that our students had increased their

scores immensely. In the post –assessment every child except one got most of the
questions right. We realized that our mean, median, and mode had changed from 0

to a mean of 4.8 and a median of 5.

We learned from the data and from observations of our students that the art

projects really helped them to truly grasp the content. We also were able to see how

once we showed interest in what they wanted they showed interest in what we were

teaching.

In regards to the student’s weaknesses and strengths it was interesting to see

that they were able to go from not knowing anything about the subject to knowing a

lot about it. We also could see that while asking the students questions we were able

to see the little sayings we would include really stuck with them.

Graphs

Question Standard 1 Standard 2 Standard 3

Question 1 x - -
Question 2 x - -
Question 3 x - -
Question 4 x - -
 Question 5 x - -
Question 6 x - -
Question 7 x - -
Question 8 x - -

Post-
Assessment Question 1 Question 2 Question 3 Question 4 Question 5 Question 6 Question 7 Question 8
Sikayda 1 1 0 1 0 1 1 1
Maria 1 1 0 1 0 1 1 1
Tino 1 1 0 1 1 0 1 0
Jessica 1 1 1 1 1 1 0 1
Penny 0 0 0 0 0 0 0 0
Evan 0 1 1 1 1 1 1 1
Braxton 0 0 0 0 1 0 1 0
Brynlie 1 1 1 1 0 1 0 0
Greyson 1 1 1 1 1 1 1 0
Saige 0 1 1 1 1 1 0 0
Spencer 1 1 0 1 1 1 0 0

Post-Assessment
1.2

0.8

0.6

0.4

0.2

0
Sikayda Maria Tino Jessica Penny Evan Braxton BrynlieGreyson Saige Spencer
Question 1 Question 2 Question 3 Question 4
Question 5 Quetsion 6 Question 7 Question 8
 Post-Assessments
Spencer 1 1 0 1 1 1 0
Saige 0 1 1 1 1 1 0
Greyson 1 1 1 1 1 1 1 0
Brynlie 1 1 1 1 0 1 0
Braxton 0 1 0 1 0
Evan 0 1 1 1 1 1 1 1
Penny 0
Jessica 1 1 1 1 1 1 0 1
Tino 1 1 0 1 1 0 1 0
Maria 1 1 0 1 0 1 1 1
Sikayda 1 1 0 1 0 1 1 1

Question 1 Question 2 Question 3 Question 4

Question 5 Quetsion 6 Question 7 Question 8

Comparison

8
7
6
5
4
3
2
1
0
1 2 3 4 5 6 7 8 9 10 11
Post total Pre Total
 These graphs show the growth that was caused based on the students

educational needs being met. The last graph also shows a comparison between the

two assessments.

Post-Assessment Reflection

While giving the post-assessment it was fun to see the excitement on the

students faces when they realized that they had learned the material in order to pass

this post-assessment. Even though while we were administering it they were trying

to make a card for us. I feel that Ashlie and I were able to still give the post

assessment in a controlled manner. After administering the post-assessment I took

Penny to the back to teach her everything we had taught the other students while

Ashlie had them do the other work sheet. Penny was not understanding the material
we had taught for a while but quickly understood the differences of angles and how

to measure them.

When I tried to move onto teaching her how to add and subtract the angles

she was more interested in drawing on her whiteboard than actually learning the

material that was being taught. I started to become frustrated with her and decided

to only let her use the marker and whiteboard when I needed her to answer a

question. After a few times of trying to explain it in different ways she understood

the material. We finished with our post assessment and activities just in time for the

bell to ring.

Overall Reflection

During this assignment I learned a lot about being prepared and

creating lesson plans that would work for each of my students. By given the

student’s pre-assessments as well as post-assessments it was clear to see the

difference in knowledge that was gained by our students. Each student was able to

show a great growth through each lesson and in the end showed great improvement

on their scores.
 On the assessment designs I do feel that we could have taken more time to

create an actual worksheet for the students to do rather than just an oral exam. I

believe that by doing the oral exam it gave to much free time to the students who

finished early. I do feel that Ashlie and I did a good job on our actual lesson activities

and assessing the students during that. We made sure to take into account that the

students liked art and to use that to our advantage.

As I prepare to continue on with my practicums I feel that this experience has

really shown me that I do have a love for teaching and that once I connect with my

students my teaching becomes easier. I also learned to really put in detail what I

would do for each activity and lesson. It is important as I continue to understand

that each child is different and to remember to make thinks more personal for each

student.

I learned through this assignment that teaching really is my passion. I loved

when my students would understand what I was teaching and would be able to

show that through their work. It helped me to better understand that some children

do struggle but that when we receive them in our classrooms we may be the teacher

that changes it. We had one student that when we went into the classroom to

observe was a terrible child. He did not want to do anything, shouted out during

class, refused to do his work, and would yell out randomly. Once we made a

connection with him, he completely changed. He was nice, did all his work, was

eager to show us his assignments, and even would write nice things about as on his

papers.
 This assignment helped me realize the type of teacher I hope to be one day. It

helped me realize that each of my students have a strength and a weakness but that

it is my responsibility to help with those and turn all of their weaknesses into

strengths. By seeing the graphs of my results from the pre and post assessments I

was better able to understand that my students truly did understand the content

that we were teaching. I feel that by doing this assignment I better understood my

abilities in teaching as well as the abilities of my students in learning.