Gunner Brown

Score: ____ /____ Pts

Student Name: __________________________ Date of Observation/Discussion: ___________

Nebraska Standard 12.2: Students will communicate geometric concepts and measurement
concepts using multiple representations to reason, solve problems, and make connections within
mathematics and across disciplines.
Sub-standard: 12.2.3 Transformations: Students will apply and analyze transformations
Strand: 12.2.3 b Perform and describe multiple transformations
Use of vocabulary in discussion*

Interactions with others (respect)

/2 pts
Follows Directions

/2 pts
Time on task

/2 pts

/2 pts

*Key vocabulary terms for this strand include: reflection, flip, horizontal, vertical, rotation,
spin, clockwise, counter-clockwise, translation, slide, image, pre-image, corresponding
Feedback shared with student (2 pts): ______________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

Gunner Brown

Score: ____ /____ Pts

Student signature after feedback has been shared: _____________________________________

To accomplish our field experience, we were tasked with creating questions that we can
use to examine other teachers philosophies of assessment. We then conferenced with two other
members of the class, with the objective of determining if they had a valid, well-supported
philosophy. My objective was not to see if their philosophy was correct, but rather to see if their
personal beliefs were grounded in evidence that would be acceptable to the community as a
whole.
I feel like using the method described was beneficial because it was easier to understand
the individual philosophies from their writers. The one thing that I felt like made it useful was
making sure that the right questions were asked. My questions focused on the strengths and
weaknesses of their philosophy and evidence. This sort of reflection forced the teachers to think
critically about own beliefs. I think that by asking deep-thinking questions, I was able to identify
one teacher who had a complete and well-supported philosophy. The other teacher had a
philosophy that was small, and a lot of the evidence seemed to have little to do with the
philosophy itself.
In regards to future use in my classroom, I think the individual conference method has a
definite use as long as a few caveats are made. As mentioned above, I think that asking the right
questions is vital to classroom effectiveness. If the questions I asked are surface questions that
do not create thoughtful thinking, very little of my assessment would be valid. This also includes
not having repetitive questions. For example, I did not even use one of my pre-created questions
in the interview because both participants answered it as a part of another question. I was then
forced to either think of a new question as a replacement or to skip that one entirely.

Gunner Brown

Score: ____ /____ Pts

I also believe that this method requires a high level of student involvement. Much like
the level of questioning, if the student gives brief, low-depth answers, it may be difficult to draw
valid conclusions. Now asking good questions at least lessens the risk of this particular problem,
but there is still the possibility that students are reluctant to share.
There may be other potential problems with the conference method as well, most
classroom dependent. One example might be what other students are doing as the teacher is
engaged with a student. Obviously, it worked well in the graduate classroom setting, but a
freshman level Algebra 1 class might not respond as positively with a lessened amount of
supervision.
As long as these potential obstacles are controlled for, I do think this conference method
has positive classroom opportunities. The chance to hear explanations and beliefs directly from
the student would help me really assess the student learning that has, or has not, taken place.
This formative assessment would also help get to know the students and their learning style.
Especially in the math classroom, it is entirely possible that you have a student who struggles
with tests but can verbally describe the process effectively, and vice versa. Based on traditional
summative measures, they would be considered less than proficient. But they at least have the
opportunity to demonstrate more competency in another way.
Which, truthfully, should be a primary objective of all teachers. Allowing students
multiple opportunities to succeed in a variety of formats. This method would assist all
stakeholders, giving students feedback and the chance to explain their thinking. Parents would be
able to see the feedback and possibly understand where students are at as well. Finally teachers
and administrators would be able to see what learning has or has not taken place.

Gunner Brown

Score: ____ /____ Pts

Student Name: __________________________

Nebraska Standard 12.2: Students will communicate geometric concepts and measurement
concepts using multiple representations to reason, solve problems, and make connections within
mathematics and across disciplines.
Sub-standard: 12.2.5 Measurement: Students will apply the units, systems, and formulas to solve
problems
Strand: 12.2.5 a Use strategies to find surface area and volume of complex objectives
Congratulations! Your company has just won the bid to create a brand new, state-of-theart playground facility at our school. The only exception is that your design must include
elements of geometry. Upon examination of other local playgrounds, we believe there are many
different models you can choose to help you in your design. There is no limit to the amount of
space to put the equipment, but we need to know the SURFACE AREA and VOLUME of each
object. We want at least one of the following objects in our playground:
Rectangle, Cylinder, Cone, Pyramid, Cube
In order to begin building, we require your teams plan to be complete by ____________.
We will need your team of 4 to provide pictures of your models in your presentation to our
stakeholders and construction crew. Good luck!
Your project will be graded on the following point values:
5 points for each picture X 5
10 points for each correct measurement X 5
Effective group work by each participant
Final group presentation
Total

25 points
50 points
10 points
15 points
100 points

*Extra credit may be given if other shapes are found and used (pictures required)!
______________________________________________________________________________
Parent and Student Signature (Please check one and sign!)
________We have read and understand the project guidelines, due date, and grading
________We have read the information but have questions about aspects of the project
Questions:

Gunner Brown

Score: ____ /____ Pts

Parent Signature:________________________

Student Signature: ______________________

Date:_________
Date:________
Nebraska Standard 12.3: Students will communicate algebraic concepts using multiple
representations to reason, solve problems, and make connections within mathematics and across
disciplines.
Sub-standard: 12.3.1 Students will generalize, represent, and analyze relationships using
algebraic symbols
Strand: 12.3.1 c Identify slope and intercept of linear relationships from equation or graph

Identifying
slope from a
given equation

Identifying
slope from a
given graph

Identifying a yaxis intercept

from a given
equation

Identifying a yaxis intercept

from a given
graph

Graphing a line
when giving a
slope-intercept
equation*

4- Advanced
Student is able to
determine rise
and run, and
display in
reduced fraction
form
Student is able to
determine rise
and run, and
display in
reduced fraction
form
Student is able to
identify the yintercept and
write it in correct
point notation
(0,y)
Student is able to
identify the yintercept and
write it in correct
point notation
(0,y)
Students are able
to graph the
slope and yintercept, and
connect with line

3- Proficient
2-Progressing
1-Beginning
Student is able to Student is able to Neither rise nor
determine rise
determine rise or
run is correct.
and run, but
run, but not both.
There is no
reduced fraction
The fraction is
fraction form or
form is incorrect incorrect or not
there was no
reduced
attempt made
Student is able to Student is able to Neither rise nor
determine rise
determine rise or
run is correct.
and run, but
run, but not both.
There is no
reduced fraction
The fraction is
fraction form or
form is incorrect incorrect or not
there was no
reduced
attempt made
Student is able to
Student
Student does not
identify the yidentifies the
identify an
intercept
wrong intercept, intercept, or does
notation is
but has correct
not have any
incorrect
notation form
notation attempt.
e.g. (y,0)
Student is able to
Student
Student does not
identify the yidentifies the
identify an
intercept
wrong intercept, intercept, or does
notation is
but has correct
not have any
incorrect
notation form
notation attempt.
e.g. (y,0)
Students are able Students graph
No attempt to
to graph either
the x-intercept,
graph a line is
the slope or
invert slope, or
made
intercept, but not
both
both

Gunner Brown
Identifying the
slope-intercept
equation when
given the graph
of a line*

Score: ____ /____ Pts

Students are able
to correctly
format slopeintercept form

Students are able

to correctly
format one piece
of the slopeintercept form

Neither the slope

or intercept is
correct in the
slope-intercept
form

No attempt to
write in slope
intercept form is
made

*Slope and y-intercept do not have to be correctly found. For example, if a student identifies the
wrong slope/y-intercept, but correctly graphs their answer, they would get a mark of 4.
Nebraska Standard 12.3: Students will communicate number sense concepts using multiple
representations to reason, solve problems, and make connections within mathematics and across
disciplines.
Sub-standard: 12.1.1 Students will represent and show relationships among complex numbers.
Strand: 12.1.1 a Demonstrate multiple equivalent forms of irrational numbers
Before the lesson
1) What do I think it means to be a rational
2) Do I think it is possible for one number to
number? How about an irrational number?
be written in different formats? Why? Is
there any examples that I can think of?

During the lesson

3) What is an irrational number? How many
4) List several examples of different forms
different ways can I write an irrational
of the same irrational number. (Not used in
number?
class!)

After the lesson

Gunner Brown
5) How has my thinking changed since we
started? Are there any real-life applications
to irrational numbers?

Score: ____ /____ Pts

6) What questions or concerns do I have
about what I learned in todays class?