Portfolio Exemplar Cover Sheet

Teacher Candidate Donovan Martinez Cohort # 414

Title of Exemplar Winning Estimate

Portfolio Category I x II III IV V

ACEI Standard Curriculum- Content Knowledge

ACEI Standard Element(s):

A2.3 Mathematics Candidates know, understand, and use the major concepts and
procedures that define number and operations, algebra, geometry, measurement,
and data analysis and probability. In doing so they consistently engage problem
solving, reasoning and proof, communication, connections, and representation.


Semester Spring 2013 Date April 4, 2013

1. Description of exemplar and how it demonstrates meeting this ACEI Standard and
Elements.

During my field placement at Waikiki Elementary School, I created and
taught a math lesson on measurement. The lesson was taught to 2
nd
graders in the
general education setting. The lesson demonstrated my knowledge of content
through the use of multiple teaching strategies, content related vocabulary,
differentiation of student work, and the use of hands on activities to help my
students learn the process of estimation.
To further support student connection to the material, I designed this
lesson so that students were making estimations of items found around the
classroom that were personal to them. I also tied my lesson into real life situations
as they were told that they were applying for my construction company and the
top five students with the closest estimates would be hired to work for me. This
kept students engaged and working diligently.


2. Reflection on my professional growth in knowledge, skills, and dispositions
related to the ACEI Standard and Element(s).

Skills I gained from this lesson, was being able to modify. When I
designed this lesson on measurement, I began by looking at where they were in
the unit. My goal was to develop a lesson that included important content area
vocabulary. This lesson was also designed to appeal to the visual and kinesthetic
learners so allowing them to walk around the classroom, use their arms to
estimate the number of feet or meters of an item on their list would help them
understand relating sizes when making estimates.

My students were extremely engaged in this lesson and worked very
mindfully of others around them. Knowledge I gained from this lesson is how I
was able to educate and engage at the same time and effectively assess students at
the end. I also gained knowledge of my students in seeing that while presenting
with a little friendly competition, it helped them stay on task and achieve desired
results both academic and behavior.
Dual Prep Lesson Plan Format

Teacher Candidate Name: Donovan Martinez Cohort #: 414 Todays Date: 4/10/14

Lesson Title: Winning Estimate Teaching Date: 4/14/13

CCSS Content Area: Mathematics Grade Level: 2 Mentor Teacher: S. Fong


Step 1Desired Results
A. Brief narrative overview of lesson that specifies enduring understanding and
essential question

Students will estimate the lengths of listed items from around the classroom using
units of inches, feet, centimeters, or meters as stated on their list. Students will then
compare their estimations to the actual length of the items. How would we determine
an objects length without actually measuring it? Why do we use certain units of
measure versus others?

B. Common Core Standards:
Domain Cluster Code. Common Core Standard
Measurement and Data Measure and estimate
lengths in standard
units.
2.MD.3 Estimate lengths using
units of inches, feet, centimeters,
and meters.

C. General Learner Outcome:
GLO 3: Complex Thinker-The ability to perform complex thinking and problem
solving.

D. Hawaii Teacher Performance Standard:

2.3 MathematicsCandidates know, understand, and use the major concepts and
procedures that define number and operations, algebra, geometry, measurement,
and data analysis and probability. In doing so they consistently engage problem
solving, reasoning and proof, communication, connections, and representation;

E. IEP Annual Goal/Objective(s) for SPED students with mild/moderate
disabilities

Student Initial(s) IEP Goal/Objectives(s)/ (Standard if
different from B. above
(N/A) (N/A)


Step 2Assessment Evidence (summative check for learning)

A. Performance Task

Students will estimate the lengths of items provided in a list. Students will make these
estimations in the given unit of measure. They will use their knowledge of each unit of
measure to provide educated estimations.

B. Performance Criteria

Students will need to provide estimations for each item on the list.




Step 3Active Learning Plan
Write a detailed sequencing of your student-centered lesson. If students with severe
disabilities are included in the group, embed individualized objectives into the general
procedures and describe the individualized prompting, correction, and reinforcement
procedures (see attached format).
Procedures Teacher will Student will
Attending Cue e.g.,
How will transition from
prior activity be made?
How will students
attention be captured
prior to the lesson?
Have students sit quietly at the
carpet. I like the way _____ is
sitting nicely and is ready to learn.
Sit quietly on the
carpet and wait for
teachers directions.
Anticipatory Set e.g.,
Introduce desired results;
ask essential question;
connect with student
experience. Is this
review or new info?
How does lesson link to
previous learning?
Is pre-assessment
necessary?
How will lesson be
presented?
Using your fingers, I want you to
show me how big a centimeter is.



Now show me an inch.



Using your arms, I want you to
show me how big a foot is.


Now show me a meter.


Show how big they
think a centimeter is
by using their
fingers.

Show how big they
think an inch is by
using their fingers.

Show how big they
think a foot is by
using their arms.

Show how big they
think a meter is by
using their fingers.

Give me some examples of things
you would use centimeters/inches to
measure.

Give me some examples of things
you may use feet/meters to
measure.

What unity of measure would you
use to measure this classroom?

(If a student responds In
inches/centimeters):
Why wouldnt I want to measure
in inches or in centimeters?

Today we will be practicing
making estimations of lengths of
different objects in the different
units of measure.

I am running a construction
company and I am looking to hire
workers for my company. You all
are applying to work for me, but I
can only choose 5 of you. In order
to apply, Im giving each one of you
a list of items found around the
classroom. You will find these items
and estimate the length, width, or
height in the given unit of measure
that is on your list. I will choose 5
students who have the most
estimates that come closest to the
actual answer to come work for my
company.


Raise their hands &
respond accordingly.
(Answers will vary)

Raise their hands &
respond accordingly.
(Answers will vary)

(Possible answers:
feet, meters)

Raise their hands &
explain.


Modeling e.g.,
What/how will you
model?
How will you support
students to activate their
own thinking?
Lets do the first item
togetherthe length of a desk.
First, youre going to look at the
unit of measure you are going to
make your estimate in. Can
somebody raise their hand and tell
me what we are measuring in?

If an inch is abouthow small?
Show me, using your fingers.
Raise their hands &
respond accordingly.
(Answer: inches)





Show how big an
inch is using their

How many inches long do you
think this desk is?


Go ahead and write your estimate
in that first blank.
fingers.
Raise their hands
and make an
estimate.

Record their own
estimation in the
appropriate blank.

Guided Practice e.g.,
How will students
practice the learning?
How will you prompt?
What are you doing for
formative assessment?
What corrective feedback
will you provide?
Now that you made an estimate,
lets find out the actual length.

Can I have a volunteer to measure
this desk?

Choose a student that is raising
their hand quietly, OK, first of
allwhat was your estimation? Ok,
now go ahead and measure this
desk in inches.

How long is the desk?


Is that what you got for your
estimate? Was your estimate too
high or too low?

What could you do the next time
so that your estimate comes out
closer to the actual length?

Thank you, now lets show _____
some appreciation.





Raise their hands.


Tell what their
estimate was then
measure the desk,
using inches on a
tape measure.

Respond
accordingly.

Respond
accordingly.


Respond
accordingly.


Class does their
appreciation clap.
Independent Practice
e.g., How will students
demonstrate ability to
perform skill
independently?
Alright! Now when I excuse you
from the carpet, you may quietly
walk around the classroom and
finish the rest of the items on your
list. If there is any talking, you will
be asked to sit back on the carpet
for two minutes & you will have to
make your estimations from there
Stand up quietly and
walk around the
classroom locating
the items on their
list, making
estimates, and
recording them
down.

Assessment Evidence-
Summativee.g.,
How will you do the
Have students sit quietly on the
carpet.

Sit quietly on the
carpet.

summative assessment to
determine to what degree
lesson and IEP objectives
have been accomplished?
What parts of their
learning will students
self-assess?
Now I am going to select the
workers for my company. Listen
carefully to the directions:

-If your estimate is HIGHER than
___ (5 units more than actual
answer), please sit down.

-if your estimate is LOWER than
___ (5 units less than actual
answer), please sit down.

Ask standing students, What was
your estimates?

Congratulate them. Keep a tally of
the students that are left standing.
Have all students stand up again &
repeat for all items.

After the last item, count the tallies
and reward the top 5 students.






Sit or remain
standing according
to their estimate.

Sit or remain
standing according
to their estimate.

Respond with
estimates.
Closuree.g.,
How will you summarize
the lesson, including
revisiting the
Understanding and
Essential Question?
How will you connect
this lesson to future
learning?

Do we always need to know the
exact size of things?


How could we determine the
length of something without
actually measuring it?


Can anyone tell me a time in
which you may need an estimate?
Raise their hands &
respond accordingly.
(Answer: No)

Raise their hands &
respond accordingly.
(Answer: Estimate)


Raise their hands &
respond accordingly.
(Answer will vary)


Modifications/Adaptations

SPED: Describe in detail what modifications/adaptations you will provide to support
learning.

Student A

N/A




Gen Ed: Differentiation Plan for the General Education classroom, non-IEP students.
Differentiate the learning environment, content, process, or performance task for
individuals or small groups (e.g., gifted, ELL students, reading groups).

Identify the type of need (e.g., ELLs,
gifted students, reading needs, etc.)
List the type of differentiation (learning
environment, content, process, or
performance task) and tell how you will
differentiate (e.g. change seating, give a
more advanced/simpler reading
assignment, etc.)
ELLs Content-show pictures of items
Content-provide units of measurement to
refer to
Accelerated Learners Performance task-find out the difference
between estimate and actual
Struggling Students Performance task-assign them less items

A. Materials to have ready:
Meter stick & rulers for student reference
Estimation sheet
Pencil
Clipboard

B. Approximate time needed for lesson:

50 minutes




C. Resources (where I got my ideas):
N/A






Estimate the length of each object in the unit given. Write your estimate in the blank.

Item List Estimate
1) length of a desk ________ inches
2) width of a cubbyhole ________ centimeters
3) height of the library bookshelf ________ feet
4) length of the carpet ________ meters
5) height of the door ________ yards
6) length of the window ________ feet
7) width of the computer monitor ________ inches
8) height of a Behavior Card ________ centimeters
9) length of the sink counter ________ yards
10) height of Mr. Martinez ________ feet




Estimation Sheet