Solid Figures and Plane

Shapes
1st Grade Math Instructional Unit
&
Teacher Work Sample

Fall 2006
 Contextual Factors

Community, District, and School Factors: Fairmont Elementary School is one of eight

elementary schools located in Johnson City of upper east Tennessee. Johnson City is located in

Washington County but is part of the Johnson City school system. The school system serves

approximately 7, 048 students, according to the Johnson City Report Card 2006, per the

Tennessee Department of Education website. A total of ten schools make up this system,

including eight elementary schools, one middle school, and one high school. With a community

population of approximately 57,394 residents, 90.1% of the residents are white, 6.4% African

American, 1.2% Asian, and 0.3% American Indian and Alaskan Native.

Fairmont Elementary School serves 465 students ranging in grades from Pre-k (Title I)

through 5th grade. The student body population is made up of: 401 white students (86.2%), 42

African American students (9.0%), 12 Asian students (2.6%), and 10 Hispanic students (2.2%).

Approximately 54.8% of the student population is considered economically disadvantaged, thus

receiving free and reduced lunch. These demographics do have a degree of impact on student

learning; however, the educational instruction found at Fairmont is top notch. According to the

2006 Johnson City Report Card, Fairmont received all A’s regarding the TVAAS (value-added)

scores. This measures the amount of student progress made within a grade and four subject

areas: reading/language, math, science, and social studies.

To endorse community involvement, Fairmont Elementary and North Side hospital have

teamed up as Partners in Education. Churches and other organizations also provide additional

support. A few examples of community involvement include: providing back packs, school

supplies, and Christmas gifts to the students. The Parent Teacher Association (PTA) is another

key support system that is actively involved in the success of Fairmont Elementary School.
Monthly meetings are held to discuss new ideas and to keep individuals updated on the current

activities going on. For example, some activities in which parent volunteers are currently needed

are: Fall Festival, homeroom volunteers, yearbook, spring fundraiser, and family fun night.

Besides the PTA membership, other parental involvement is average, ranging from the help the

students receive at home to the help received in the classroom.

Student Characteristics: This teacher work sample was created for one of the four first grade

classes at Fairmont Elementary School. The population in this class of 21 students consists of 11

males and nine females. Ranging in age from six to seven years old, 18 of the students are white,

two students are African American, and one student is Hispanic. Reading/language arts and

mathematics are the two main subject areas of focus in this classroom.

The majority of the students are working on the 1st grade level, with some variation of

higher and lower achievement. Based on this instruction, the higher and lower achieving groups

cover the same material; however, some adaptations are made to meet the individual needs for

the students in the lower group. The few students of higher achievement read at a 2nd grade level

as well as receive more challenging math assignments. Six students, within the lower-ability

learning group, have assigned seating, receive additional one-on-one instruction for assignments,

are given extra time to complete assignments, and participate in peer tutoring by the students in

the higher group. With the lower ability group, three students go to speech, one student attends

ESL, and one student is being tested for speech and resource. One other student, who was

retained from the previous year, is resource and has an IEP in which she works on a modified

scale. To provide these six students with more individualized attention, they all sit at one large

table together. The teacher gave two explanations for this arrangement: one to help the students

more easily because they are in one location, versus scattered at different tables, and two to
eliminate behavior problems that were occurring at the beginning of the school year.

Classroom Factors: The campus of Fairmont Elementary School has a setup of different

buildings, which are connected by covered walkways. Buildings B, C, D, F, H, and I contain

four classrooms each, and three other buildings house the 1) office, 2) library and computer lab,

and 3) gymnasium and cafeteria. This first grade classroom is located in building B, classroom

3. The entrance into this classroom is a small waiting area, which is shared by one of the other

first grade classes in B-4. The four classes inside the B building all share a common bathroom

area for the boys and the girls. The B building is also located closest to the office area, which

also includes the principal’s office, the bookkeeper’s office, the conference room, the teacher’s

lounge, and the teacher’s workroom.

After entering the building into the waiting area, the classroom doors for B-3 and B-4

always remain shut and locked. To enter these classrooms, one must have a key or knock on the

door to be let in. This has been a recent change due to new safety procedures. It would seem

that the outside environment would yield distractions to the classroom; however, very little

distractions are experienced. The main distraction encountered is the joint bathroom shared by

the three other first grade classrooms. Although a door remains shut to separate the

classroom/bathroom area, it still causes disruptions at times.

The classroom is setup with five rectangular tables and one round table for the students.

The yellow, green, and red rectangular tables have room for four chairs each, as does the round

table. Two blue rectangular tables are pushed together to form one big table with seven chairs.

These two blue tables are the assigned seating for the six students in the lower ability group.

Another seating area for the students is the large, brightly colored carpet where whole group

instruction for language arts and mathematics takes place. This carpet has different colored
squares, the days of the week, and the months of the year printed on it. The classroom is also

equipped with lots of storage space: two large bookshelves, two metal cabinets, and a large

teacher closet. The students have individual cubbies, where backpacks, jackets, and other

belongings are stored each day. Each cubby has the student’s name and number labeled on the

inside. The teacher’s desk is located directly to the left, upon entering the classroom. Here each

student has his/her own mailbox to store the activities completed, which are sent home in the

daily folders at the end of each day.

Located in the front of the classroom is the large white board, where journal prompts and

other relevant information is written each day. Two large bulletin boards are located on one wall

between two large windows. One bulletin board is used to display individual student work, and

the other is used for the daily morning activities. A hundreds chart, a monthly calendar, a

birthday bar graph, a counting coins chart, a place value chart, a tally mark chart, and a

vocabulary pocket chart are all found on this second bulletin board. The three classroom rules

are also posted in the middle of this bulletin board, easily seen by the students. Due to the

emphasis on reading, Accelerated Reading books line two walls of the classroom, clearly and

neatly organized into labeled baskets. The students are able to select books from these baskets as

needed during the hour set aside for Accelerated Reading each day.

As the students read these books, they are free to go to one of the four computers found

in the classroom and take the matching A.R. test. Three of the computers are located in front of

one window, and the fourth computer with the printer is located near the teacher’s desk. A

television with a VCR/DVD combo is mounted on the wall, right above where the overhead

projector is stored. The classroom also has a CD/tape player available for use at all times, and

another tape player with two sets of headphones is located at the listening station. Although, this
first grade class does not use the computer lab often, it is located in the same building as the

library.

Instructional Implications: All of the contextual factors mentioned will have an impact on the

students learning capabilities and academic success. Careful consideration will be taken when

planning the components of this instructional unit. The first characteristic that will be addressed

is meeting the diverse, individualized needs of the students. Ranging from low to high abilities,

appropriate adaptations will be implemented to ensure each student’s success. The activities

selected for this unit will be appropriate for all learning styles because Gardner’s multiple

intelligences will be utilized. The material will be presented in a way that the students will see,

hear, and experience the information first hand.

The second characteristic of equal importance is ensuring cross-curricular connections to

other educational areas. Within this instructional unit on Solid Figures and Plane Shapes, I plan

to connect the material with areas of literature, writing, and technology. To connect literature, a

number of books will be introduced to the students to help them learn about geometry. To

incorporate writing, each student will have his/her own math journal. The students will be

introduced to new vocabulary words from the unit each day, and they will both write the

definition and draw a picture of the word. Technology will also be integrated into this unit,

through many forms: the computer, the CD player, an educational video, and others. Addressing

these important characteristics will create a successful learning environment, in which the

students will feel comfortable, confident, and capable of excelling in all areas.
 Learning Goals

Learning Goal 1: The student will identify, compare, sort and classify solid figures.
 The student will identify spheres, cones, cubes, cylinders, rectangular
prisms, and pyramids, to sort and classify them by properties, and to
relate them to everyday objects.
 The student will sort and classify solid figures by the number of faces
and vertices.

Learning Goal 2: The student will identify, compare, sort, and classify plane shapes.
 The student will identify plane shapes on solid figures.
 The student will sort and identify plane shapes by the number of sides
and vertices.

Learning Goal 3: The student will use the problem solving strategy make a model to
solve problems.
 The student will use pattern blocks to make a model.

Connection to Tennessee Standards

Learning goals 1, 2, and 3 meet the following first grade reading curriculum standards set

forth by the Tennessee State Department of Education. It is important that the development of

both oral language and listening skills are incorporated throughout this entire mathematical unit:

Reading – Content Standard 1.0

The student will develop the reading and listening skills necessary for word recognition,
comprehension, interpretation, analysis, evaluation, and appreciation of print and non-print text.
Learning Expectations:
1.1 Develop oral language.
b. Implement rules for conversation (e.g., raise hands, take turns, focus attention on
speaker).
c. Understand, follow and give oral directions.
d. Participate in group discussions.

1.02 Develop listening skills.

a. Listen attentively to speaker for specific information.
b. Use appropriate listening skills (e.g., do not interrupt, face speaker, ask
questions).

Regarding the Tennessee standards for first grade mathematics, all three learning goals

have in common an alignment with content standard 3.0, Geometry. Learning goal 1 on solid
figures also aligns with Algebra, content standard 2.0, while learning goal 3 also aligns with

Numbers and Operations, content standard 1.0. This is only a brief overview of how the three

learning goals are directly aligned with the Tennessee State Curriculum Standards for

Mathematics First Grade. For a more detailed description please refer to the three visual aids

shown at the end of this section. Learning goals 1, 2, and 3 are visually outlined with the

Tennessee content standard, learning expectation, accomplishment(s), and also the connection to

the National Council of Teachers of Mathematics (NCTM) standards.

Levels of Learning Goals

Each of the three learning goals for this instructional unit has been directly aligned with

the levels of Bloom’s taxonomy. Upon completion of this unit, the students should demonstrate

understanding of the material ranging from simple recall (Level 1 - Knowledge) to synthesizing

information (Level 5 – Synthesis). For learning goal 1, the students must first understand and

identify what solid figures are, thus addressing level 1 of Bloom’s taxonomy, knowledge. After

this initial concept is understood, the students will take solid figures a step further by comparing,

sorting and classifying them. By completing these three skills, the students will be fulfilling

level 2, comprehension, level 3, application, and level 4, analysis, of Bloom’s taxonomy.

Learning goal 2 requires that the students identify, compare, sort and classify plane

shapes. The initial concept of identifying what plane shapes are reflects simple recall of the

material, thus level 1, knowledge. The students will also be required to compare/contrast and

analyze the characteristics and properties of these plane shapes, thus fulfilling level 2,

comprehension, and level 4, analysis. The students must then apply what they have learned by

identifying plane shapes on solid figures. By completing this skill, the students will meet level 3

of Bloom’s taxonomy, application.

 Learning goal 3 will show that students can apply their learned knowledge of solid

figures and plane shapes by making a model to solve problems. Various steps will be

demonstrated during this make a model process: understand what the problem is asking, plan

how the problem can be solved, solve the problem by creating a model, and lastly check to see if

the answer makes sense. By completing each of these steps, the students will work at both the

analysis level (level 4) and the synthesis level (level 5) of Benjamin Bloom’s taxonomy.

Context of Learning Goals

The learning goals stated for this unit are developmentally appropriate for the first grade

students because they reflect the first grade mathematics curriculum standards set forth by the

Tennessee State Department of Education. Students may enter this unit with prior knowledge of

naming certain figures and shapes, but they will be exposed to more challenging, real world

applications of how these geometrical shapes are used. The material presented on solid figures

and plane shapes will require basic knowledge recall; however, will promote that the students

become more observant of the role these geometrical shapes play in their own classroom as well

as the outside world. Several levels of learning are reflected within these three learning goals,

ensuring the success of students with varying abilities and intelligences.

 Learning Goal 1
The student will identify, compare, sort and classify SOLID figures.

Algebra – Content Standard 2.0 Geometry - Content Standard 3.0

The student will develop an understanding

The student will understand and generalize
patterns as they represent and analyze
quantitative relationships and change in a
variety of contexts and problems using
graphs, tables, and equations.
of geometric concepts and relationships as
the basis for geometric modeling and
reasoning to solve problems involving
one-, two-, and three-dimensional figures.

Learning Expectation 2.1 Learning Expectation 3.1

Sort and classify objects by Analyze characteristics and
size, number, and other properties of geometric shapes.
properties.

Accomplishments 1.2.1 Accomplishments 1.3.1

a. sort objects by two attributes;
b. describe how objects in a group
are alike and how they are
different.
a. recognize basic properties of and
similarities and differences between
simple geometric figures (e.g., number of
sides, corners).

2. Algebra
3. Geometry
6. Problem Solving
7. Reasoning and Proof
8. Communication
Taken from the Tennessee State Curriculum Standards for Mathematics First
9. Connections
Grade 10. Representation

National Council of Teachers of Mathematics

(NCTM) Standards
2. Algebra 3. Geometry 6. Problem Solving
7. Reasoning and Proof 8. Communication
9. Connections 10. Representation

Taken from the National Council of Teachers of Mathematics Standards

 Learning Goal 2
Learning Goal 2
The student will identify, compare, sort and classify PLANE shapes.

Geometry
Content Standard 3.0

The student will develop an

understanding of geometric concepts
and relationships as the basis for
geometric modeling and reasoning to
solve problems involving one-, two-,
and three-dimensional figures.

Learning Expectation 3.1 Learning Expectation 3.2

Analyze characteristics and properties Specify locations and describe
of geometric shapes. spatial relationships.
Accomplishments 1.3.1 Accomplishments 1.3.2
a. recognize basic properties b. apply spatial sense to create a
of and similarities and figure from memory.
differences between simple geometric
figures (e.g., number of sides, corners);
b. predict and describe the results of
putting together and taking apart
two- and three-dimensional
geometric figures.

Taken from the Tennessee State Curriculum Standards for Mathematics First
Grade
2. Algebra
National Council of Teachers of Mathematics 3. Geometry
(NCTM) Standards 6. Problem
2. Algebra 3. Geometry 6. Problem SolvingSolving
7. Reasoning and Proof
7. Reasoning and Proof 8. Communication
8. Communication
9. Connections
9. Connections 10. Representation
10. Representation

Taken from the National Council of Teachers of Mathematics Standards

 Learning Goal 3
Learning Goal 3
The student will use the problem solving strategy make a model to solve
problems.

Numbers and Operations
Content Standard 1.0
The student will develop number and
operation sense needed to represent
numbers and number relationships
verbally, symbolically, and graphically
and to compute fluently and make
reasonable estimates in problem solving.
Geometry
Content Standard 3.0
The student will develop an understanding of
geometric concepts and relationships as the
basis for geometric modeling and reasoning to
solve problems involving one-, two-, and
three-dimensional figures.

Learning Expectation 3.1 Learning Expectation 3.2

Learning Goal 1.3
Solve problems, compute
fluently, and make reasonable
estimates.
Accomplishments 1.1.3
a. use words, actions, pictures, and
manipulatives to solve problems;
Analyze characteristics and Specify locations and
properties of geometric shapes. describe spatial relationships.
Accomplishments 1.3.1 Accomplishment 1.3.2
b. recognize basic properties c. apply spatial sense to create
of and similarities and a figure from memory.
differences between simple geometric
figures (e.g., number of sides,
corners);
c. predict and describe the results of
putting together and taking apart
two- and three-dimensional
geometric figures.

Taken from the Tennessee State Curriculum Standards for Mathematics First
Grade
2. Algebra
National Council of Teachers of Mathematics 3. Geometry
(NCTM) Standards 6. Problem Solving
7. Reasoning and Proof
8. Communication
9. Connections
10. Representation
 3. Geometry 6. Problem Solving
7. Reasoning and Proof 8. Communication

Assessment Plan
Assessment Plan
Taken from the National Council of Teachers of Mathematics Standards
Learning Goal 1: The student will identify, compare, sort and classify solid figures.
Learning Goal 2: The student will identify, compare, sort and classify plane shapes.
Learning Goal 3: The student will use the problem solving strategy make a model to
solve
problems.

I. Pre-Assessment
a. Mode: Multiple Choice Pre-Test (Learning Goals 1, 2, 3)
i. The multiple choice test includes ten questions that will measure the students’ prior
knowledge of all three learning goals. It will be administered the Friday before the
unit starts on the following week.
ii. Four pictorial or four numerical answer choices will be provided for each question.
Scoring: The multiple choice pre-test will be scored traditionally based on the answer
key, and a numerical score out of 100 will be given. The unit’s design for
instruction will be based on the outcome of these pre-test scores. The results
of this pre-test will also be used after the post-test has been administered to
analyze student learning.

II. Formative Assessment

b. Mode: Vocabulary Development (Learning Goals 1, 2)
i. Students will create and maintain a vocabulary math journal.
ii. Students will add new vocabulary words to the journal each day by illustrating
and writing the definition of the specific figure or shape.
iii. The vocabulary words will be added to the Math Word Wall throughout the unit.
iv. Students will play memory by matching the vocabulary words to the appropriate
pictures.
Scoring: The vocabulary math journals will be monitored daily. The students will be
expected to: practice neat handwriting, learn correct pronunciation, and read
the definitions of the vocabulary words listed in the math journal (both daily
and at the end of the unit).

c. Mode: Daily Lesson Handout (Learning Goals 1, 2, 3)

i. Students will work the problems on the handout that correlates with the objective
of each daily lesson.
ii. The handout reviews the new vocabulary words and presents the information
from each lesson in various question formats. Examples of various question
formats include: writing the answer, coloring the answer, circling the answer,
drawing the answer, and modeling the answer.
Scoring: The lesson handout will be checked daily. Numeric or letter grades will not be
given on each handout; however, the students will be given a star to indicate
scoring. A star will only be given when every problem has been correctly
completed. Students who have missed a problem(s) will be given the
 opportunity to first correct it on their own or with a partner’s help. If the
student still struggles, the teacher will sit down and work the problem one-on-
one with the student.

d. Mode: Essential Questions (Learning Goals 1, 2, 3)

i. The essential question serves as both the introduction and summarizing strategy
for each daily lesson.
ii. Students will respond to the essential question every day by doing one of two
things: delivering their answers orally or writing their responses on the “Ticket
Out the Door.” This will be determined based upon the teacher’s discretion.
Scoring: The teacher will take note of the students’ responses to the essential question
each day. They will be used for future modifications of the lessons as well as
an informal assessment of determining student progress.

III. Post-Assessment
e. Mode: Multiple Choice Post-Test (Learning Goals 1, 2, 3)
i. The same ten question, multiple choice test (that was used for the pre-test) will
be administered for the post-test. This test will be given to the students the
following Monday after the instructional unit concluded the previous week.
Scoring: The multiple choice post-test will also be scored traditionally using the answer
key, and a numerical score out of 100 will be given. The results of this post-
test will be used to analyze individual, subgroup, and whole group progress
made in meeting the three learning goals for this unit.

The unit assessment plan on Solid Figures and Plane Shapes will be divided into three

main parts: the pre-assessment, the formative assessments, and the post-assessment. One

assessment mode, the multiple choice test, will be duplicated for the purposes of the pre- and

post-assessment of the unit. The formative assessments will be ongoing over the course of the

five-day unit, in which three different modes will be used. Since I will be working with a first

grade class, numerical grades will only be recorded, for my own purpose, for the pre-and post-

test. The formative assessment modes will be evaluated daily through teacher observation and

informal assessment.

Description of Pre-Assessment

Pre-testing the students before the unit begins will show both individual and group

strengths and weaknesses, allowing more detailed instruction to be planned for and carried out.

A ten question multiple choice test will be used to pre-test the first grade students’ knowledge on
solid figures and plane shapes. This test will be administered the Friday before the five-day unit

begins the following week. To eliminate any confusion or anxiety, each question will be read

aloud to the first grade students, and then they will be asked to select their answer choice by

filling in one of the four bubbles. Limited assistance will also be provided to the students, in

that, the teacher will only clarify or re-read the questions. However, because this assessment is

to determine what the students know and do not know, the teacher will not help the students

select an answer. This multiple choice test measures all three learning goals mentioned before

but more specifically: four questions (1-4) measure learning goal 1, four questions (5-8) measure

learning goal 2, and two questions (9-10) measure learning goal 3. To obtain an accurate

measure of what the first grade students learned during this unit, the same ten question multiple

choice test will be duplicated at the end of the unit for the post-test.

Description of Formative Assessments

Three modes of formative assessment: vocabulary development, daily lesson handouts,

and essential questions, will be implemented throughout the five-day unit for the purposes of

assessing student progress each day. Vocabulary development, the first mode of assessment, will

align with learning goals 1 and 2. The students will create and maintain a vocabulary math

journal, in which they will both write and illustrate the solid figures and plane shapes they learn

about throughout the unit. To encourage further recall of the new vocabulary, the students will

participate in a memory game of linking the vocabulary words to the appropriate pictures. The

math journals will be monitored daily by the teacher, and the students will be expected to:

practice neat handwriting, learn correct pronunciations, and read the words/definitions aloud.

The second mode of formative assessment, the daily lesson handouts, will measure all

three learning goals on different days of the unit. Five lessons (Lesson 15.1 to Lesson 15.5)
make up this five-day unit, and each day the students will complete the related handouts. For

example, the handout on Solid Figures correlates with Lesson 15.1, the handout on Faces and

Vertices correlates with Lesson 15.2, and so on. Each lesson handout is composed of questions

that meet the objective for that daily lesson; however, the questions are presented in various

formats. Examples of this may include: writing the answer, coloring the answer, circling the

answer, drawing the answer, or modeling the answer. The teacher will check the lesson handouts

daily to determine the student progress being made. Based on this progress, it may or may not be

necessary to make modifications to the future lessons of the unit.

The third mode of formative assessment, the essential question (EQ), is basically the

objective for each daily lesson stated in the format of a question. For example, the EQ for

Lesson 15.1 on Solid Figures may be: What are solid figures and how do I identify them? The

essential questions will serve as both the introduction and summarizing strategies everyday

during the five-day unit. The students will be expected to read the EQ aloud before the lesson

begins, and then conclude the lesson by responding to the EQ. The teacher will decide each day

the type of student response; the students may answer the question orally or they may have to fill

out a written “Ticket Out the Door.”

Description of Post-Assessment

The post-assessment of the unit on Solid Figures and Plane Shapes will involve the

duplicated multiple choice test that was given for the pre-test at the beginning of the unit. The

same adaptations made for the pre-test will also apply here: the teacher will read the questions

aloud and limited assistance will be provided to the students. Learning goals 1, 2, and 3 will

correlate with the same questions on this multiple choice test, as mentioned above in the pre-

assessment section. Once the post-tests are scored, using the traditional answer key, analysis of
the collected data will begin. Individual, subgroup, and whole group results from both the pre-

test and the post-test will be shown in a number of charts, tables, and graphs. The ultimate goal

of analyzing these results is to measure student success in achieving the three learning goals.
 Learning Goals
Learning Goal 1
 The student will
identify, compare, sort
and classify solid
figures.
 Lesson 15.1
 Lesson 15.2
Learning Goal 2
 The student will
identify, compare, sort
and classify plane
shapes.
 Lesson 15.3
 Lesson 15.4
Learning Goal 3
 The student will use
the problem solving
strategy make a model
to solve problems.
 Lesson 15.5
Assessments Format of Assessment
I. Pre-Assessment I. Multiple Choice Pre-Test
II. Formative Assessment II. Vocabulary Development
(Solid Figures)
 Math Journals
 Math Word Wall
 Math Memory Game
Lesson 15.1/Lesson 15.2
Handouts
 Solid Figures
 Faces and Vertices
Essential Question
III. Post-Assessment III. Multiple Choice Post-Test
I. Pre-Assessment I. Multiple Choice Pre-Test
II. Formative Assessment II. Vocabulary Development
(Plane Shapes)
 Math Journals
 Math Word Wall
 Math Memory Game
Lesson 15.3/Lesson 15.4
Handouts
 Plane Shapes on Solid
Figures
 Sort and Identify
Plane Shapes
Essential Question
III. Post-Assessment III. Multiple Choice Post-Test
I. Pre-Assessment I. Multiple Choice Pre-Test
II. Formative Assessment II. Lesson 15.5 Handout
 Problem Solving Strategy:
Make a Model
Essential Question
III. Post-Assessment III. Multiple Choice Post-Test
Adaptations
I. Read aloud, provide
additional time, give
limited assistance
II. Visual and auditory
directions, teacher
assistance, provide and
model multiple
explanations, additional
time, peer tutoring, re-
teaching (if necessary)
Each activity should be kept
brief and engaging.
III. Read aloud, provide
additional time, give
limited assistance
I. Read aloud, provide
additional time, give
limited assistance
II. Visual and auditory
directions, teacher
assistance, provide and
model multiple
explanations, additional
time, peer tutoring, re-
teaching (if necessary)
Each activity should be kept
brief and engaging.
III. Read aloud, provide
additional time, give
limited assistance
I. Read aloud, provide
additional time
II. Visual and auditory
directions, teacher
assistance, provide and
model multiple
explanations, additional
time, peer tutoring, re-
teaching (if necessary)
Each activity should be kept
brief and engaging.
III. Read aloud, provide
additional time, give
limited assistance
 Design for Instruction

Results of Pre-Assessment

Before beginning instruction of this mathematical unit, I pre-tested the prior knowledge

of 21 students on solid figures and plane shapes. The mode of assessment used was a ten-

question multiple choice test that addressed the three learning goals. Questions one through four

met learning goal 1, questions five through eight met learning goal 2, and questions nine and ten

on the multiple choice test met learning goal 3. Numerical grades are not normally recorded for

these first grade students; however, these ten questions were scored on a 100 point scale. For

example, if a student received 5 out of the 10 questions correct his/her score would be a 50% or

50/100.

Questions one through four on this pre-test met learning goal 1: TSW identify, compare,

sort and classify solid figures. An average of the correct answers for these four questions

revealed that about half, 52%, of the students understood this goal. More specifically, 76%

answered question 1 correctly, 67% answered question 2 correctly, and 33% of the students

answered questions 3 and 4 correctly. New vocabulary words, that were unfamiliar to the

majority of students, were introduced within these four questions. Some example words were:

stack, roll, slide, face, and vertices. Increasing familiarity with the vocabulary in this unit will be

addressed within the design for instruction.

Questions five through eight met learning goal 2: TSW identify, compare, sort and

classify plane shapes. Averaging the correct responses for these questions showed that

approximately 77% of the students understood the goal of plane shapes. I believe this percentage

was a bit skewed because all 21 students answered question 6 correctly: Which shape is a

triangle? The results of the correct responses to the other three questions were as follows: 33%

answered question 5 correctly, 86% answered question 7 correctly, and 90% of the students
answered question 8 correctly. Based on the 100% correct responses given on identifying the

triangle, I was able to determine that the students had some prior knowledge of identifying 2-

dimensional plane shapes. Keeping this in mind, more emphasis will be placed on comparing,

sorting and classifying these shapes during this instructional unit, rather than identification skills.

Questions nine and ten met learning goal 3: TSW use the problem solving strategy make

a model to solve problems. An average of 64% of the students gave correct responses to these

last two problems on the pre-test. More specifically, 62% of the students answered question 9

correctly and 66% answered question 10 correctly. Since all the students did not master the

objective for learning goal 3, further instruction will be provided. A hands-on approach, using

manipulatives, will be taken to meet the individual learning styles of all the students.

Solid Figures and Plane Shapes Pre-test Results

120%
Percentage of Correct Responses

100%
100%
90%
86%
80% 76%
67% 67%
62% Learning Goal 1
60%
Learnin
40% g Goal 2
33% 33% 33%

Learning Goal 3
20%

0%
1

3
2

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Questions on Multiple Choice Pre-test

 Unit Overview – Solid Figures and Plane Shapes
Day One Day Two Day Three Day Four Day Five
Topic Solid Figures Faces Plane Sort and Identify Problem Solving:
Lesson 15.1 and Shapes on Plane Shapes Make a Model
Vertice Solid Lesson 15.4 Lesson 15.5
s Figures
Lesson 15.2 Lesson
15.3

Objective(s) Essential Question:
What are solid figures?
Vocabulary sphere, cone, cube, cylinder,
Words rectangular prism, pyramid
Essential Question: Essential Question:
What are faces and How do I identify plane
vertices? shapes on solid figures?
rectangle, square, circle,
face, vertex (vertices) triangle
Essential Question:
How do I sort and identify
plane shapes?
side, vertex (vertices)
Essential Question:
How do I use pattern blocks
to make a model?
Review the vocabulary words
from the previous lessons

Set Play Track 15 from the Review the names and Show the students a short Read the book, Circus Read the book, The Snake
Math Jingles CD to solid figure objects by video about Plane Shapes Shapes, to the students. The Shapes Book, aloud to the
introduce solid figures. playing a game of from the Brain Pop Junior book highlights key plane students. Review the two
memory, before website to introduce the shapes: circles, triangles, main concepts of this unit:
introducing faces and lesson. squares, and rectangles. solid figures and plane shapes.
vertices.
Instructional Pages 251A-252 Pages 253A-254 Pages 255A-256 Pages 257A-258 Pages 259A-260
Procedures 1. Talk about the six 1. Have all six solid 1. After watching the 1. Draw the four plane 1. Talk to the students about
different solid figures: figures available, but Brain Pop Junior shapes on the white how knowing different
sphere, cone, cube, start with the cube. video, ask children to board: rectangle, square, strategies can help them.
cylinder, rectangular Ask students to name four plane circle, and triangle. Introduce this strategy,
prism, and pyramid. describe what they shapes, which are the Draw an arrow to one make a model.
Introduce these new see. Then introduce vocabulary words for side of each shape and 2. Use the overhead
vocabulary words to the new vocabulary this lesson: rectangle, ask the students what it projector to work various
the students by words, face and square, circle, triangle. is pointing to. The questions. Show the
showing both wooden vertex (vertices), to Discuss how plane correct response is the students using pattern
solid figures and the students. shapes are two- SIDE of the shape. block manipulatives, how
examples of real 2. Explain that solid dimensional (flat), and Then draw a dot on one to work these problems.
objects. figures have faces, introduce that plane vertex of each shape, Allow the students to
2. Once the students are which are the flat shapes are found on and see if students can explore the manipulatives.
familiar with the solid surfaces. Ask the the faces of solid remember from Tuesday Write examples questions
figures and their students to help figures. what it is called: a on the overhead, and give
attributes, play a count the number of 2. Demonstrate this vertex. the students a chance to
 guessing game. A faces on the cube. concept to the students 2. Explain to students that work with their partner to
solid will be placed in Then explain and by tracing around solid figures are 3- solve the answer.
a bag and volunteers show that the vertex these solid figures: dimensional and have 3. Once the students
will take turns feeling (vertices) is where rectangular prism, faces, while plane understand this concept
the solid and the faces come cube, cylinder, and shapes are 2- of using multiple shapes
describing it to the together in a point. pyramid on chart dimensional and have to make other shapes,
class. Count the cube’s paper. Have the sides. distribute various pattern
3. After the class guesses vertices together. students predict what 3. To reinforce the new block designs.
each solid figure, we 3. Continue discussing plane shape will be the vocabulary word, side, Activities:
will talk about the faces and vertices result. the students will • Various Pattern Block
whether it stacks, of the rest of the 3. Once the students participate in a short Designs - The students
rolls, or slides. A solid figures. understand this activity. The students will use the pattern block
Venn diagram graphic Activities: concept, explain the will hold yarn to form manipulatives to make the
organizer will be used • Lesson 15.2 Math activities. the following shapes. various designs. They
to sort these solid Handout Activities: For example, to make a can switch designs with
figures into • Math Journal – New • Create a SHAPE square the yarn will other students once they
categories. vocabulary words MOBILE - The represent the four sides, complete the one they
4. When the students • Discuss Essential students will match the and the students holding have.
begin working on the Question – Ticket picture of the plane the yarn will represent • Lesson 15.5 Math
activities below, place Out the Door shape to the picture of the four vertices. Handout
a set of miniature the solid figure. They Continue making shapes • Summarize Essential
solid figures on each will glue the pictures until all the students Question – Ticket Out the
table for the students of these pairs on larger have participated. Door
to refer to, if plane shape cutouts: Discuss the number of
necessary. rectangular prism – sides and vertices for
Activities: rectangle, pyramid – each shape formed.
• Lesson 15.1 Math triangle, cube – square, 4. Play a shape riddle
Handout cylinder – circle game with the students.
• Math Journal – Draw • Lesson 15.3 Math Activities:
and write new Handout • Lesson 15.4 Math
vocabulary words • Discuss Essential Handout
• Discuss Essential Question • Math Journal and
Question Essential Question

Questions for 1. How would you 1. Summarize the two 1. Compare and contrast 1. How would you use 1. What other shapes can be
Higher- summarize the vocabulary words: solid figures and plane your knowledge about found within a diamond,
vocabulary word: solid face and vertex shapes. sides and vertices to square, hexagon, etc?
Order figures? (vertices). identify plane shapes? Analysis
Comprehension
Thinking Comprehension Comprehension Application 2. Can you propose an
2. What examples of plane
2. What examples of real 2.
objects in the classroom
can be found of solid
figures? Application
Learning Goal 1
How would you sort shapes can you find on 2. What is the relationship alternative strategy,
and classify solid solid figures? between the plane instead of make a model,
figures by the number Application shapes: rectangle and to solve problems?
of faces and vertices? square? Analysis Synthesis
Analysis
Learning Goal 1 Learning Goal 2 Learning Goal 2 Learning Goal 3
Solid Figure Guessing Game/Venn Diagram

On day one of this instructional unit, the first learning goal will be introduced through the

topic of this lesson: solid figures. The students will have to identify six solid figures and sort and

classify them by their properties. Based on the pre-assessment, out of the three learning goals,

the students had the most trouble understanding this one. Therefore, this activity will focus on

detailed instruction, using a variety of Gardner’s multiple intelligences. The students will

visually see these solid figures, will hear descriptions about them, and will experience a hands-on

approach.

To begin, I will see how much the students know about the names of these six solid

figures. Without writing any names on the board, I will ask the students to raise their hand if

they know what the wooden figure is called when I hold it up. Depending on how well they do

will determine how much time needs to be spent on identifying the figures. Once the students

can name each wooden solid figure, I will show the students everyday objects and see if they can

relate these to the solid figure names. For example, I will hold up a Kleenex box and the

students should respond by saying a rectangular prism. A can of soup would be an example of a

cylinder and so on.

For the activity, I will place a wooden solid figure into a bag without the students seeing

what the figure is. A volunteer will come up and stick their hand down in the bag without

looking at the solid figure. This student will use describing words to give clues about the figure,

and the class will have to guess which one it is. Once the class guesses the figure, we will

discuss whether it stacks, rolls, and/or slides. A large Venn diagram on chart paper will serve as

the recording sheet for this investigation. The diagram will be labeled for whether the six figures

stack, roll, or do both. The wooden solid figures and everyday objects will be available to help
the students make their decision.

To assess student learning, the math handout that correlates with this lesson will be used

as the formative assessment. On the front of the handout, a large 4x6 table has been created for

the students to fill in. The solid figures are shown in the first column, and the students must tell

whether the figure stacks, rolls, and slides by writing yes or no. Each table will have a tray with

one set of solid figure manipulatives to use when filling in the table. I will walk around while

the students are working and provide additional assistance to any students who need help.

Shape Mobile

Day three will begin the introduction of learning goal 2, which deals with identifying,

comparing, sorting, and classifying plane shapes. To introduce this concept, a video from the

Brain POP jr. website will cover the four plane shapes of interest: a circle, a square, a triangle,

and a rectangle. Based on the pre-assessment, the students understood this learning goal the best,

with prior knowledge of identifying these plane shapes from Kindergarten. Therefore, extensive

discussion about these shapes will not be necessary, allowing more time to be spent on the Shape

Mobile activity.

The Shape Mobile activity entails more than just identifying these four plane shapes. The

students must use the information they learned about solid figures, the previous two days, to

complete this activity. A handout with four plane shape (circle, square, triangle, rectangle) and

four solid figure (cylinder, cube, pyramid, rectangular prism) cutouts, randomly arranged, will be

given to each student. The students will be required to cut these shapes out and match the plane

shape to the solid figure, for a total of four pairs. To determine which two shapes match, the

students will have to answer this question: What plane shape do I get if I trace around this solid

figure? For example, if you trace around a cylinder the plane shape is a circle, hence one match.
The students will continue until all four matches have been made.

To avoid making this an “expensive” activity, the Shape Mobiles will be pre-assembled

for the students. However, in order for the students to earn a shape mobile, they must first

answer the essential question: How do I identify plane shapes on solid figures? I will circulate

around the room, and as the students finish I will talk to them individually. Each student will be

required to show me the four matches that they made, and then identify each shape by using the

correct names (vocabulary terms) we will have learned. Then, the students will be able to glue

these pairs on the Shape Mobile and decorate it with shape patterns.

Pattern Block Manipulatives and Designs

Manipulatives are a wonderful resource to enhance student learning and will be utilized

to introduce the problem solving strategy, make a model, on day five. This activity directly

correlates with learning goal 3, while addressing similar questions from the pre-assessment. The

students need to recognize that shapes can be broken down into smaller shapes. For example, a

diamond can be divided into two triangles…a rectangle into two squares…and so on. This

activity will provide a hands-on approach, thus meeting the various learning styles of the

students discussed within the contextual factors.

To begin the activity, I will have a tray filled with pattern blocks on each table for the

students to share. Time will be given, before any instruction begins, for the students to explore

and build things with these pattern blocks. I will circulate around the classroom and interact

with the students during this time, observing the learning that will be taking place. Once the

students have discovered the purpose of the pattern blocks, various design cards will be

distributed to the students. These cards will require the students to select specific pattern blocks

to complete the design. After the students have had the opportunity to complete several pattern
block designs, the activity will move forward.

I will collect the design cards but leave the pattern blocks in the middle of each table. I

will ask the students how they think pattern blocks can be used to make a model. A brief

discussion will occur, and then we will work specific problems using the overhead projector. For

example, one question may be: How many make a ? I will ask each student to find

these shapes and see if they can use the pattern blocks to answer it. I will model these questions

on the overhead for the students to reference, and we will continue to work additional examples.

To assess student learning, I will direct the students’ attention to one mode of formative

assessment: the essential question. Instead of having an oral discussion, I will ask the students to

complete a Ticket Out the Door, which correlates with the essential question. The Ticket Out the

Door will have one of two questions on it for the student to use the pattern blocks and answer it.

The questions will be similar to the examples we worked using the overhead. An example may

be: How may make a ? This will allow me to determine two things: if the students

used the manipulatives correctly and if they understood that smaller different shapes could form

larger shapes.

Technology

Various forms of technology will be incorporated throughout this unit. The CD player,

the computer, a video camera, and the overhead projector will serve as instructional tools that

will enhance student learning. The CD player will be utilized during this unit for two purposes.

The first purpose directly relates to the lesson on day one, in that a math jingle will be played to

introduce the lesson on solid figures. The CD player will also be used throughout the five-day

unit to play music while the students are working. The computer will be used to show a video

from the Brain Pop Junior website about plane shapes. Demonstrating to the first grade students
that the computer is extremely useful, for other things than just Accelerated Reader, will serve as

a good lesson for the students to learn. Another important form of technology that will be

utilized during this unit is the operation of a video camera. The lesson on Plane Shapes will be

videoed for my own personal reflection as well as to meet the student teaching requirements as

one supervisor observation. The final form of technology to integrate will be the overhead

projector. This will be used specifically for day five’s lesson; however, it may also be

incorporated for additional purposes.

Instructional Decision-Making
Decision/Situation I – Day Two Lesson on Faces and Vertices

On day two of my instructional unit on Solid Figures and Plane Shapes, the topic of the

lesson was sorting and classifying solid figures by the number of faces and vertices. Two new

vocabulary words were introduced to the students: faces and vertex (vertices). The previous

day’s lesson was identifying six different solid figures by name, sorting, and classifying them by

properties. The students did a wonderful job at recognizing and recalling the names of the

figures. I asked the students how they knew this information, and they said they learned it in

Kindergarten. Based on the students’ understanding of the lesson on day one, I assumed that

they would grasp the concept of faces and vertices relatively easily. However, seeing the blank

expression on some of the student’s faces during the lesson gave me an indication that I needed

to re-teach this lesson. Another indication was confirmed when I was checking the daily math

handout (one mode of formative assessment) that went along with Lesson 15.2. The majority of

the students were extremely confused about how to count and identify the number of faces and

vertices found on the six solid figures.

On the following day, a new plan to re-teach this lesson on faces and vertices was put into

action. My mentor teacher had a large container filled with 3-dimensional wooden blocks, and I

dumped these out into the middle of the rug in the classroom. I also wrote the two vocabulary

words on the white board for the students to see. I asked all of the students to join me on the rug

and sit around the blocks. We briefly talked about why the lesson was confusing on the previous

day, and the consensus was that the students did not have their own blocks to hold in their hands.

I began the lesson by re-introducing the two vocabulary words and having the students, as a

group, repeat the words after me. I asked each student to select a wooden block from the pile

and hold it in his/her hands. I explained that the word face meant the flat surface on the figure,
and I asked each student to feel this on his/her block. Then, I had the students select another

wooden block and repeat this process. Once each student clearly understood what the word

meant, I asked each student to count the faces of his/her figure and show me the number using

their fingers. By simply looking around the circle, I could easily observe which students

understood this concept and which ones did not. I repeated this same process for re-teaching the

vocabulary word vertex (vertices).

Although a few of the higher achievers in the group grasped this concept on the first day,

I did not see any harm in having them participate in this re-teaching lesson. It would allow them

extra practice and further, deeper understanding of the concept. For the students who were

confused, I thought this new lesson would improve their progress toward learning goal one

because they could count the faces and vertices on the actual solid figure. When the students do

not have access to these solid figure manipulatives, they have to use abstract thought by picturing

what the object looks like in their mind. This type of abstract thinking appears to be

developmentally inappropriate for this group of first grade students.

Decision/Situation II – Access to Manipulatives for Post-Test

When reviewing the results of the pre-test, questions three and four were missed by 67%

of the students in the class. These two questions specifically asked about the faces and vertices

of solid figures. On this pre-test, the solid figures appear flat on the paper, thus requiring the

students to picture this solid figure in their mind and count the faces and/or vertices abstractly.

The same multiple-choice test will be used for the post-test of this instructional unit. Based on

the confusion experienced by the students during the lesson on faces and vertices, I will give the

students access to solid figure manipulatives. These six solid figures: sphere, cone, cylinder,
cube, rectangular prism, and pyramid will be placed on a tray and set in front of each student

during the administration of the post-test. Each student will have the opportunity to access these

manipulatives, if they choose to do so, but the administrator of the post-test will not push the use

of these solid figures. This instructional decision to have manipulatives available during the

post-test is an acceptable procedure, in that current educators are allowed to use manipulatives

during formal achievement testing.

Decision/Situation III – Math Journals

The creation and maintenance of math journals was the first mode of formative

assessment within my assessment plan for this instructional unit. Vocabulary development was a

critical component to the understanding and achievement of the three learning goals. Thirteen

vocabulary words were introduced throughout this unit, and my initial plan was to the have the

students write the definition and draw a picture for each word. I quickly realized two things: 1)

this was asking too much of the students and 2) it was an “expensive” activity. On day one, the

six vocabulary words that were introduced were the names of the six solid figures. It was both

doubtful and unsuitable to think that these first grade students could copy the definitions and

draw pictures of all six solid figures in one class period. I realized that this initial thought was

developmentally inappropriate, and it would turn into an “expensive” activity. An “expensive”

activity is one in which the majority of the time is spent doing monotonous, repetitive work and

little or no learning takes place. If I would have asked the students to copy the definitions and

draw pictures for all six solid figures, some learning may have occurred. However, the majority

of the time would have been spent simply copying down the words written on the board.

Based on these two realizations, I altered the way the math journals were used. Instead of

copying definitions, I broadened the journal topics. For example, after we addressed learning
goal one on solid figures, I had the students write a journal entry about solid figures. I wrote this

journal prompt on the board: My favorite solid shape is ________________. The students had to

fill in the blank with one of the six solid figures we talked about and then write another sentence

about the figure. This minor adjustment allowed me to assess much more than simply reading

the definition that the students would have originally wrote. I could easily see if each student

knew what a solid figure was and how he/she related it to everyday objects. Here are some

examples of the student responses: 1) My favorite solid shape is a cone because you can eat ice

cream out of it. 2) My favorite solid shape is a sphere. Balls are fun to play with. 3) My

favorite solid shape is a rectangular prism because you can get a pet like a hamster and you can

put it in. These journal entry examples will be included in the Appendix of this teacher work

sample.

Broadening the use of these math journals enhanced student progress toward learning

goals one and two because the students had to use higher-order thinking skills. Instead of simply

recalling the definition of a vocabulary word, the students had to recall the definition and apply it

to real situations.
 Analysis of Student Learning

Whole Class Performance

The same ten-question multiple choice test was administered for both the pre- and post-

test of this instructional unit on Solid Figures and Plane Shapes. The test addressed the three

specific learning goals identified earlier in the unit: questions one through four met learning goal

one on solid figures, questions five through eight met learning goal two on plane shapes, and

questions nine and ten met learning goal three on making a model. The class average on the pre-

test was 65%, and it was based on this score that a detailed five-day instructional plan was

created. The specific modes of formative assessment were implemented to specifically target the

learning goals and to improve this average pre-test score. Indeed, the specific planning and

implementation paid off because the class average on the post-test reached 95%. This is only a

broad overview of the whole group success experienced by the students, and the data will now be

broken down by the whole group mastery of each learning goal.

Whole Class Results

120%
Percentage of Correct Responses

100%
99%
94% 93% 95%
80%
77%
Pre-test
60% 64% 65%
Post-test
52%
40%

20%

0%
LG 1 LG 2 LG 3 Class Average
Learning Goals
Learning Goal 1: This learning goal required student understanding of identifying, comparing,

sorting, and classifying solid figures. Based on the pre-assessment, this appeared to be the

hardest concept for the students to grasp, with a class average of 52%. Mastery of this learning

goal rose to 94% on the post-test though, revealing that the instruction delivered during this unit

was successful and effective. Many strategies were incorporated during the two main lessons on

solid figures to ensure understanding. Manipulatives and re-teaching efforts were a few of the

strategies that were beneficial to the students, which were clearly revealed in the post-test

average score.

Learning Goal 2: Data from the pre-assessment revealed that student understanding of this

learning goal was the strongest of the three, with an overall average score of 77%. The students

were required to answer questions about identifying, comparing, sorting and classifying plane

shapes. This average score was relatively high for a pre-assessment, probably because the

students thoroughly covered plane shapes (circle, triangle, square, rectangle) during

Kindergarten. Based on this score, plane shapes were not as heavily emphasized during this

instructional unit. Instead additional time was spent on focusing on the all aspects of solid

figures. This instructional decision turned out successfully, in that, the post-test class average

was 99% for learning goal two. Basically, 19 students gave correct responses to questions 5-8

(four questions), and one student gave three out of four correct responses.

Learning Goal 3: The pre-assessment scores for learning goal 3, on making a model, revealed

that about 64% of the class understood this problem solving strategy. Based on this score,

detailed instruction and pattern block manipulatives were utilized during the unit to teach this

concept to the students. The students participated in this hands-on experience, and the class

average was 93% on the post-assessment test. Although this was the lowest post-test average,
compared to the other two learning goals, the score still improved by 29% from the pre-test.

Solid Figures and Plane Shapes

Pre-Test Results Post-Test Results

LG 1 LG 2 LG 3 Total LG 1 LG 2 LG 3 Total
Ques. 1-4 Ques. 5-8 Ques. 9-10 Ques. 1-4 Ques. 5-8 Ques. 9-10
# of Correct Responses # of Correct Responses
for Each Learning Goal for Each Learning Goal
*Student 1 2 3 0 50 = 5/10 4 4 1 90 = 9/10
**Student 2 3 4 2 90 = 9/10 4 4 2 100 = 10/10
Student 3 2 3 1 60 = 6/10 4 4 2 100 = 10/10
Student 4 2 3 2 70 = 7/10 4 4 2 100 = 10/10
Student 5 4 3 2 90 = 9/10 4 4 2 100 = 10/10
Student 6 2 3 2 70 = 7/10 4 3 2 90 = 9/10
Student 7 4 3 2 90 = 9/10 4 4 2 100 = 10/10
Student 8 2 3 2 70 = 7/10 4 4 2 100 = 10/10
Student 9 0 3 0 30 = 3/10 2 4 2 80 = 8/10
Student 10 2 3 2 70 = 7/10 4 4 2 100 = 10/10
Student 11 1 2 0 30 = 3/10 2 4 2 80 = 8/10
Student 12 1 3 1 50 = 5/10 4 4 1 90 = 9/10
Student 13 1 4 1 60 = 6/10 4 4 2 100 = 10/10
Student 14 4 4 2 100 = 10/10 4 4 2 100 = 10/10
Student 15 1 4 1 60 = 6/10 4 4 2 100 = 10/10
Student 16 1 1 0 20 = 2/10 N/A
Student 17 4 4 2 100 = 10/10 4 4 2 100 = 10/10
Student 18 3 4 2 90 = 9/10 4 4 2 100 = 10/10
Student 19 3 3 2 80 = 8/10 4 4 2 100 = 10/10
Student 20 2 3 1 60 = 6/10 4 4 2 100 = 10/10
Student 21 0 2 0 20 = 2/10 3 4 1 80 = 8/10

* The students highlighted in yellow are the female students that participated in this instructional unit.
** The students in white are the male students that participated in this instructional unit.

Subgroup Performance

The group characteristic that I chose to analyze for this instructional unit was the student

performance of males versus females. These gender subgroups were of interest because of the

stereotypical notion that boys perform better in math than girls do. Due to the learning

environment in which I am placed, I was interested to see if this notion would be accurate.

Mathematics is one of the two main subjects emphasized at Fairmont in first grade and is

enjoyed equally by both the male and female students. The pre-assessment results showed that
female students scored lower in all areas of this instructional unit, except for learning goal 2 on

plane shapes. However, the tides turned when the post-assessment results were revealed because

the female students scored higher on all three learning goals as well as the overall average.

The following data reveals the differences in male and female performance, regarding the

specific learning goals on both the pre- and post-assessment tests.

• Learning Goal 1: Males scored 4% higher than females on the pre-assessment test,
and females only scored 1% higher on the post-assessment test.
• Learning Goal 2: Females scored 5% higher than males on the pre-assessment test,
but only 2% higher on the post-assessment test.
• Learning Goal 3: Males scored 17% higher than females on the pre-assessment test,
and females scored 3% higher on the post-assessment test.
• Subgroup Average: Males only scored 3% higher on the pre-assessment average, and
females only scored 2% higher on the post-assessment average.
Subgroup PRE-TEST Results

90%
80%
80%
70% 75%
72%
60% 63% 66%

50% 54% 55% Girls

50%
40% Boys
30%

20%

10%

0%
LG 1 LG 2 LG 3 Subgroup Average
 Subgroup POST-TEST Results

102%

100%
100%
98%
98%
96% 97%
Girls
94% 95%
Boys
94% 94%
92% 93%

90% 91%

88%

86%
LG 1 LG 2 LG 3 Subgroup Average

Based on the analyzed data of the pre- and post-assessment, these gender subgroups

performed similarly in all areas of this instructional unit, with one exception: the males

outperformed the female students on learning goal 3 of the pre-assessment. However, regardless

of the specific percentages, the most important goal was confirmed when the data analysis

revealed that every student who participated in this instructional unit demonstrated improvement.

Individual Performances

I chose to analyze two male students who demonstrated opposite levels of performance

throughout this instructional unit. Student 5 is one of the highest achieving students in the class,

while Student 21 exhibits a lower academic ability. These performance levels were reflected on

the pre-assessment results: Student 5 answered 9 out 10 questions correctly for a score of 90%,

while Student 21 answered 2 out of 10 questions correctly for a score of 20%. Individually,

Student 5 answered all four questions for learning goal one correctly, three out of four questions

for learning goal two correctly, and both questions for learning goal three correctly. In contrast,

Student 21 answered zero out of four questions for learning goal one correctly, two out of four

questions correctly for learning goal two, and zero questions correctly for learning goal three.

When the pre-assessment results were analyzed, differing levels of student performance

were carefully considered. The spectrum of learners with the lower abilities like Student 21 to
the students with higher abilities like Student 5 were taken into consideration before planning out

the instructional unit. A number of strategies were intentionally incorporated into the unit to

meet the diversified needs of the students in this sample. More specifically, these needs of these

two types of students served as prime examples of how to develop the modes of formative

assessment. Two of the three modes (math journals and essential questions) could easily be

modified, for easier, average, or harder instruction. Adaptations were made for the daily math

handouts (another mode), in that; Student 21 and other students like him received additional one-

on-one instruction and additional time to complete the assignment.

The benefits of incorporating these varying strategies into this instructional unit were

revealed when the post-assessment results were analyzed. Student 5 received a perfect score,

mastering all three learning goals at a level of 100%. Student 21 answered eight out of ten

questions correctly for a score of 80%, in contrast to the 20% he originally made on the pre-

assessment. Although Student 21 exhibited greater improvement from the pre- to post-test

results, successful learning occurred because both students showed improvement of the mastery

of one or more learning goals for this instructional unit.

 Individual Student Results

120
Pre-Test/Post-Test Scores

100 100 100 100 100 100 100 100100100 100 100100 100 100 100
100
90 90 90 90 90 90 90
80 80 80
80
80
70 70 70 70

60 60 60 60 Pre-Test
60
50 50 Post-Test
40
30 30
20
20

ud 0
ud 1
ud 2

ud 3
ud 4
ud 5

ud 6
ud 7

ud 8
ud 9
ud 0

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Students

Reflection and Self-Evaluation

The students were most successful in the mastery of learning goal two, in which the

students identified, compared, sorted and classified plane shapes (circles, squares, triangles,

rectangles). As a whole group, 99% of the students were successful in achieving the objectives

of this learning goal. I attribute this success to the prior knowledge that was established during

the students’ Kindergarten year of school or possibly earlier. The students could easily identify

these basic shapes and suggest examples of everyday objects. The students brought these shapes

to life by thinking of things that were unique to them, thus making a solid learning connection.

For example, one student may think of the pizza he likes to eat as an example of a circle, while
another student may think of the hula-hoop she plays with as an example of a circle. I also

attribute this success to the instructional activity we completed regarding this learning goal. The

students created a shape mobile when they were learning about plane shapes on solid figures.

Having this hands-on, visually stimulating activity allowed the individual needs of learners to be

met. The students were able to see what the lesson was about, hear what the lesson was about,

and experience what the lesson was about. Also, the students were more likely to internalize

what they learned because they created something that was special to them and representative of

their hard work.

The students were least successful regarding learning goal three; however, as a class they

still demonstrated mastery of this learning goal at 93%. The students learned how to use the

problem solving strategy, make a model, to solve problems. I do not feel the students were

unsuccessful at achieving the actual learning goal; however, my instruction could have been

delivered more specifically. For this lesson, pattern block manipulatives were used to

demonstrate how to make a model. I allowed the students time to explore the manipulatives first

and then work various pattern block designs. To assess whether the students achieved the

learning goal, an example problem would be to use this problem solving strategy to determine

how many triangles make a diamond. The students were required to draw this model and record

the correct number. I feel that too much of our instructional time was spent utilizing the

manipulatives to work the different designs versus using the manipulatives to make a model for

problems like the one mentioned above. Another possible reason for the lower achievement of

93%, compared to the other learning goals, was the amount of time we spent on this strategy.

One class period was devoted to teaching the objective of this learning goal, while two days were

devoted to teach learning goal one and two days for learning goal two.
 I have been actively involved in every single step of this teacher work sample process,

from the selection of the topic, to planning, to implementing, to teaching, and finally to reflecting

on the success my students experienced. Along this journey, I have set high expectations and

goals for myself both personally and professionally, and I plan to follow through with both of

these. However, my professional goals are of interest in relation to what I learned from my

teacher work sample.

My first professional goal regards my future career as an educator. It will be in my best

interest to join and maintain membership to professional organizations that support the growth,

development, and lifelong learning of specific subject areas. For example, my teacher work

sample was a mathematical instructional unit for first graders, specifically focusing on Solid

Figures and Plane Shapes. To enhance both my knowledge of the subject area as well as the

effectiveness of my instruction, being a member of the National Council of Teachers of

Mathematics (NCTM) could have provided me with additional skills and resources. Seeking out

the specific steps involved in joining, applying for membership, and being actively involved in

organizations such as NCTM will both provide meaningful and beneficial opportunities for my

future students and myself.

My second professional goal relates specifically to the use of manipulatives in teaching

mathematics. Professionally, I am a firm believer in the value manipulatives can add to a lesson,

and I was able to witness this first hand during my instructional unit. Manipulatives like solid

figures, plane shape cutouts, and pattern blocks were incorporated almost everyday to enhance

the students’ learning experience. As a future teacher, I plan on using manipulatives both

frequently within my instruction and long-term because research has shown this to ensure gains

in student achievement. However, to ensure the effectiveness of manipulatives on student

learning, I must guide the students into making a connection between the manipulatives and the

concept or skill being taught. If I cannot effectively do this as a teacher, the value of the

manipulatives are worthless because the students will not learn from them but view them as toys.

References

Brain POP Jr. Video Clip on Plane Shapes

http://www.brainpopjr.com/math/geometry/planeshapes/

Harcourt Math Tennessee Edition, Teacher Edition, Volume 2, 2005.

Chapter 15 – Solid Figures and Plane Shapes

Murphy, Stuart J. Circus Shapes. HarperTrophy, 1998.

Shape Mobile Idea - http://www.dltk-kids.com/crafts/miscellaneous/mstarmobile.html

Tennessee Department of Education Website, Curriculum Standards

http://www.state.tn.us/education/ci/standards/

Tennessee Department of Education Website, Johnson City Report Card 2006

http://www.k-12.state.tn.us/rptcrd06/school3.asp?S=9010015

U.S. Census Bureau – State and County Quick Facts

 http://quickfacts.census.gov/qfd/states/47/4738320.html

Yates, Gene. The Snake Shape Book. Kidsbooks Early Learning, 2006.