DiMatteo Mod 4 Application Assignment 1

Module 4 Application/Reflection Assignment

Looking Back, Looking Around, & Looking Ahead

Samantha DiMatteo

Marygrove College
DiMatteo Mod 4 Application Assignment 2

Looking Back

Before evaluating student progress it is imperative that the teacher has established a

reliable framework for grading. Brookhart and Nitko (2015) state, To make grades meaningful,

teachers must adopt a framework for analyzing their grades and use that framework in a way that

is consistent with their teaching approach (p. 332). Additionally, grading must be done in such a

way that it provides valuable feedback for both the teacher and the students.

I use a variety of daily assessment techniques to evaluate my students understanding.

These methods range from such things as class discussions, homework, and exit tickets, to more

formal summative exams. Brookhart and Nitko (2015) state, Ongoing formative assessment will

also help you make instructional decisions and help you decide when its time for summative

assessment (p. 114). Feedback techniques that I find particularly useful during formative

assessment activities include praising students for their efforts and giving hints to help redirect

them when they get an incorrect solution, opposed to just stating that they are wrong. I grade

formal assignments in a timely manner and provide my students with written feedback to help

justify where my students made errors. Additionally, on summative assessments, I provide written

feedback as well as a rubric that provides justification as to why the student lost points. Students

then have the opportunity to revisit these exams, make corrections, and earn a few of their points

back. The ASCD video on using effective feedback states, Assessments can help inform

instruction and when used appropriately they can provide feedback that facilitate the learning

process and helps students master the material (ASCD Principle 5, n.d.). Offering positive and

informative feedback not only helps encourage students to improve their performance, it helps

clarify the material and give them a great comprehension of the subject matter.

My grading style is criterion-referenced opposed to norm referenced. Brookhart and Nitko

(2015) describe criterion-referenced grading as: assigning grades by comparing a students

DiMatteo Mod 4 Application Assignment 3
performance to a defined set of standards to be acquired (p. 332). This definition accurately

describes how I grade my students. I have clearly established objectives and goals that are in line

with state standards. Students are assigned grades based off of their achievement of these

objectives. Norm-referenced grading only distributes high grades to students that out perform their

peers. This grading style in competitive in nature and may have its place, but I do not feel that it is

an appropriate tool in my mathematics classes. Students that demonstrate competence on the

material should be able to earn a grade that reflects that level of understanding, not a grade that is

subjective to the performance of their peers.

Students are able to keep track of their own grades and progress through an online grade

book. I update grades on a daily basis to ensure that each students grade accurately reflects their

current performance. Aside from the students, parents, guardians, teachers, and guidance

counselors can monitor each students progress through this online grade book. This is a useful

tool that provides immediate feedback to all stakeholders, allowing them to be cognizant of the

students grades at any point during the school year.

Brookhart and Nitko (2015) explain, What and how you assess communicates in a powerful

way what you really value in your students learning (p. 109). It is imperative that we, as

educators, develop assessment techniques that are in line with desired learning goals and

objectives. These assessments must accurately measure our students ability to express their

knowledge obtained by our lessons and must be followed with detailed feedback that can be a

successful aide in our students learning process.

DiMatteo Mod 4 Application Assignment 4
Looking Ahead

Collaboration with other professionals can help educators gain insight as to other teachers

successful methods of instruction and assessment. Teachers can choose to adopt some of these

methods, thus enhancing their own personal classroom practice.

Beyond developing a curriculum that supports national and state standards, one of the main

responsibilities of my professional learning community is to create quarterly assessments and

analyze their results. In the ASCD video, they propose that meetings help teachers recognize

where students may be struggling in specific lessons or units (ASCD Principle 5, n.d.). When

analyzing data within my PLC we also consider factors that may influence performance such as

students with IEP classifications and those who are economically disadvantaged. These factors

are similar to those that the state considers when distributing the results of state mandated

standardized tests. I believe that it is important that our PLC group begins to create quarterly

assessment tasks that mimic those of the state exams. Bookhart and Nitko (2015) explain, If we

are expecting them to do well on the state assessments and standardized tests, then they should

experience these types of assessment during their normal classes as part of their normal

instruction and assessment process (p. 300). Familiarizing students with the format of such tests

can help them feel confident when taking them. Additionally, my PLC group should discuss and

create assessment tasks that help students demonstrate a true comprehension of each topic.

Wiggins and McTighe (2011) ask, What will count as evidence of really grasping and applying the

material and what will count as evidence of not understanding? (p. 50). It is sometimes

challenging to differentiate between a students understanding vs. their ability to memorize facts.

For this reason PLC groups should collectively develop exams that make demonstration of

knowledge the central focus.

Assessments can help inform instruction and when used appropriately can provide

feedback facilitating the learning process, helping students master the material (ASCD Principle 5,
DiMatteo Mod 4 Application Assignment 5
n.d.). Using different types of assessment techniques can help students get the most out of

instruction, and can provide valuable feedback to the instructor. In the future I plan on diversifying

my assessment tasks. Assessing students from a variety of avenues can ensure that my students

have a genuine understanding of the material. These assessments will be both formative and

summative and range from class discussion, homework, exit tickets, true/false, multiple choice,

short answer, essay, and performance tasks. Additionally, I plan on providing thorough feedback

after each assessment so that the class can continue to grow and learn from their previous

misconceptions or errors.

Wiggins and McTighe (2011) explain, Just because students seem skilled when we look at

their performance doesnt meant hey can transfer their learning (p. 61). For this reason

assessments need to be constructed in such a way that students demonstrate their understanding

by applying their knowledge to new scenarios, not just regurgitation and computation. To do this

successfully is it best to discuss assessment methods with other professionals and use a variety of

carefully constructed techniques to create assessments that support my goals and objectives.

Wiggins and McTighe (2011) note, Good teaching requires good planning, and good planning

requires clarity about purposes and means of achieving them(p. 55).

DiMatteo Mod 4 Application Assignment 6

References

Wiggins, G., & McTighe, J. (2011). The understanding by design guide to creating high-
quality units. Alexandria, Va.: ASCD.

Heacox, D. (2009). Making differentiation a habit: How to ensure success in academically

diverse classrooms. Minneapolis, MN: Free Spirit Publishing.

Brookhart, S. M., & Nitko, A. J. (2015). Educational Assesssment of Students. Boston, MA:
Pearson Education, Inc.

ACSD. (n.d.). Principle 3: Expect to Get Your Students There [video file]. Retrieved
December 14, 2015, from http://pdinfocus.ascd.org/Resource/Video/862e0d79-4fcb-41f6-9df3-
b0d8969983f8.

ACSD. (n.d.). Principle 5: Use Effective Feedback [video file]. Retrieved December 14,
2015, from http://pdinfocus.ascd.org/Resource/Video/5c4996a1-c7fc-4e9e-b75f-f814f7606c08
DiMatteo Mod 4 Application Assignment 7
DiMatteo Mod 4 Application Assignment 8

Bookhart and Nitko (2015) state, Assessment planning for a unit of instruction should
be based on
learning goals and objectives and detail the instructional and assessment strategies
you will use (p. 110).

Assessment Plan ~ Unit: Perimeter & Area

Assessment Time Frame Description
Pre- Given before Assess students pre-requisite knowledge necessary for
Assessment the start of the competence on new material/Assess students current
unit. understanding of area and perimeter.
Formative Given on a Homework, Exit Tickets, True/False, and Essay
Assessment daily basis. Question will help give feedback as to students
competence in material as unit progresses.
Summative Given at the Formal assessment will be composed of various
Assessment conclusion of assessment categories to assess students
the unit. understanding of each lesson of the entire unit.
Traditional Given mid-way Assesses students ability to solve math problems in a
Assessment through the traditional short answer format in which they must
unit. show their work.
Alternative Given These assessments are intended to accommodate for
Assessment periodically the various types of learners that exist within my
throughout the classroom and aide in differentiating instruction.
course of the
unit.
DiMatteo Mod 4 Application Assignment 9

Geometry: T/F Quiz Name

_____________________________
The Pythagorean Theorem Date________________
Period _______

Directions:
Circle T if the statement is true or F if the statement is false. Show your work to justify
your answer.

T F The Babylonians knew the Pythagorean Theorem more than a thousand

years before
Pythagoras.

T F The Pythagorean Theorem can be used to identify the missing side of any
triangle.

T F 6 3 , 72 , and 8.485 have identical values.

T F The hypotenuse is the longest side on a right triangle.

T F 42 6 is the reduced radical form of 10584 .

DiMatteo Mod 4 Application Assignment 10
T F The diagonal of a square forms two 45-45-90 isosceles triangles

T F An umbrella that is 44 inches long can be packed lying flat into a suitcase
that measures
2 feet by 3 feet.

T F 8:15:17 is an example of a Pythagorean Triple

T F The area of the shaded region is 80 feet.

64ft

48ft

T F A baseball diamond is a square with 90-foot sides. The catcher has a

shoulder injury and
can only throw the ball 132 feet. He will be able to throw the ball and
reach all three bases.

T F A 22 foot ladder that sits 7 feet from the base of a building will be able to
reach a window
That is 21 feet above the ground.
DiMatteo Mod 4 Application Assignment 11

T F Three right triangles surround a shaded triangle; together they form a

rectangle
Measuring 12 unit by 14 units. The figure below identifies some of the
dimensions. The shaded region is a right triangle.

.
9

5
St
12

Geometry: Short Answer Quiz

14
Name __________________________
Area of triangles, parallelograms, & trapezoids
Date____________ Period ______

Directions: Identify the area, perimeter, height, or base of each polygon. Show your work.

(1) 2
Perimeter = ________
14 3
10 5

16

(2)
24
8 Area = ________
17
DiMatteo Mod 4 Application Assignment 12

(3) 14
8
Area = ________
12.8 10

(4) Find the area of a parallelogram with vertices at the given points. (5,2), (-1,2), (-3,-5),
(3,-5)

Area = ________

(5) Find the height of the trapezoid if the area is equal to 88 square feet.
8
Height = ________
x 7

x+6

(6) The height of a parallelogram is 2 feet more than its base. The parallelogram has an
area of 48
square feet find the height.

Height = __________
 DiMatteo Mod 4 Application Assignment 13

(7) The height of a triangle is 4 times the base. The area of the triangle is 512 square inches
find the
base and height.

Base = __________

(8) A Trapezoid has base lengths 8 and 14 centimeters, with an area of 165 square
centimeters. What is
the height of the trapezoid?

Height = ________

(9) Is it possible for two triangles to have the same area and not be congruent?
_________________
If so, give an example.

Geometry: Essay Quiz Name

_____________________________
Maximizing Area / Minimizing Perimeter Date________________ Period
_______

(1)Your family is planning a large Thanksgiving dinner and wants to purchase a new
rectangular dining room table for the holiday. Twenty-six people will be attending, and
therefore the table will have a fixed perimeter that can accommodate for twenty-six
chairs to fit perfectly side by side. Each chair will be two-feet in width. There will be a
lot of food so your family will need to choose a table that not only has enough room for
everyone to sit, but plenty of room for the food on top of the table. Opposite sides of
the table must have the same number of chairs.

(a) Sketch all the possible scenarios for seating and choose which table would be the best
choice
for your Thanksgiving dinner. Explain why you chose this particular table opposed
to the
other options.
(b)Determine the area and perimeter of the table you wish to purchase and explain how you
DiMatteo Mod 4 Application Assignment 14
arrived at your solution.

- You will have 25 minutes to individually complete this task.

- Your explanation should be in complete sentences and fill the lines provided at the bottom
of the page.
-One possible scenario for the size of the table is provided for you.

_______________________________________________________________________________________
__________________________

_______________________________________________________________________________________
__________________________

_______________________________________________________________________________________
__________________________

_______________________________________________________________________________________
__________________________

_______________________________________________________________________________________
__________________________

_______________________________________________________________________________________
__________________________

EXIT TICKET

You want to lay 1000 square feet of sod in your brand new back yard and then build a
fence
around it. You already bought the sod, but you want to use the least amount of
fencing possible to surround the sod. What should the dimensions of the yard be?
Show your work and explain how you made your decision.
DiMatteo Mod 4 Application Assignment 15

_______________________________________________________________________________________
__________________________

_______________________________________________________________________________________
__________________________

_______________________________________________________________________________________
__________________________

_______________________________________________________________________________________
__________________________

_______________________________________________________________________________________
__________________________

_______________________________________________________________________________________
__________________________

_______________________________________________________________________________________
__________________________

Geometry: Circles Name

_____________________________
Performance Assessment Date________________ Period
_______

Objective: Derive the various formulas for circumference, diameter, pi, and area of a circle.

Part 1: Deriving formulas for Circumference, Diameter, Radius, & Pi

DiMatteo Mod 4 Application Assignment 16

(a) Define in your own words each of the following vocabulary terms:

Circumference: __________________________________________________________________

Diameter: _________________________________________________________________________

Radius: ____________________________________________________________________________

Pi ( ): ______________________________________________________________________________

(b)
Materials:
5 Cylindrical Objects
Tape Measure
Ruler
Calculator

Directions:
- Consider the five cylindrical objects you brought in from home.
- Use the tape measure to measure the circumference of each cylinder.
- Use the ruler to identify the diameter of each object.
- Divide the circumference of each object by its diameter.
- Record the results of each measurement on the table provided.

Object Circumference Diameter Circumference

C D Diameter
C

D

What can you

conclude about the
relationship between a circles circumference and its diameter?

_____________________________________________________________________________________________
____________________________

_____________________________________________________________________________________________
____________________________

_____________________________________________________________________________________________
____________________________

(c) Use the data from the table to derive formulas for:
DiMatteo Mod 4 Application Assignment 17

Circumference ____________________ Diameter _________________________

Radius ____________________________ __________________________________

Part 2: Deriving the formula for the Area of a Circle

(a)
Materials:
Poster Board
Compass
Ruler
Scissors
Glue

Directions:

(1) Using a compass create a circle on your poster board and cut it out.

(2) Trace this circle three times, cut each of those circles out.

(3) Draw a diameter across the first circle and cut the circle in half along the diameter. Then
cut each of
the resulting semi-circles in half again.

(4) Arrange the four pieces, alternating in such a way that they mimic a parallelogram.

(5) Draw a diameter across the second circle and cut the circle in half along the diameter.
Then cut each
of the resulting semi-circles in half again and then each of those pieces in half once
more. This will
result in 8 sectors. Arrange them in an alternating fashion just as you did with the first
circle.

(6) Repeat step 5 with the third circle except cut each sector in half one additional time.
This will result
DiMatteo Mod 4 Application Assignment 18
in 16 sectors. Arrange them in an alternating fashion just as you did with the first
circle.

What would the figure look like if we continued this process?

_____________________________________________________________________________________________
__________________________

(b) Recall the formula for the area of a parallelogram. Area=(base)(height)

(i) Consider the formula that you developed for the circumference of a circle.
How long is the base of the parallelogram we created from the circle parts?
_____________________

(ii) What is the height of this parallelogram? ______________________________________

(Hint: reassembling your pieces into the original circle can help you determine these
measurements)

(iii) Substitute your results from questions a & b into the original formula for a parallelogram
(A=bh) and
simplify.

(c) Area of a circle: ______________________

Part 3: Application Problem

Directions: Use the formulas that you derived to solve the following application problem.

You have a new puppy, Charlie. You want him to play in your yard but there is currently no
fence installed, therefore you would like to keep him on a leash while he plays outside. You
decide you put a peg in the ground and tie a leash to the peg and to Charlies collar so he
can run around.

(1) Choose the length of Charlies leash. What part of the circle does the leash represent?
________________

(2) Determine how far he would run if he ran eight full laps with the leash fully extended.
_________________

(3) If he starts with his leash fully extended and walks straight across to his water bowl on
the other side
of the yard, how far would he have traveled? _____________________

(4) You want to lay sod in the area that he will be playing.
DiMatteo Mod 4 Application Assignment 19
How many square feet of sod will you need? __________

Part 4: Final Project

Directions:
- Create a poster to showcase your discoveries from the previous activities.
- Be sure to include key components from parts 1, 2, and 3, including the vocabulary, table,
and the
formulas for the circumference, radius, diameter, pi, and the area of a circle.
- Glue your sectors from part two onto your poster in sequential order.
- Be prepared to give a brief presentation of each of your findings.

Category 4 3 2 1
Vocabulary Vocabulary words are Vocabulary words are Vocabulary words are Vocabulary words are
[PART I-a] defined and show defined and show defined and show defined and show
complete understanding substantial some understanding of limited
of the meaning of each understanding of the each word. understanding of each
word. meaning of each word. word.

Table & Data Data on table shows Data on table shows Data on table shows Data on table shows
Analysis complete understanding substantial some understanding of limited understanding
[PART I-b] of the measurement understanding of the the measurement of the measurement
procedures and measurement procedures and procedures and
relationship between procedures and relationship between relationship between
circumference and relationship between circumference and circumference and
diameter. circumference and diameter. diameter.
diameter.
Derivation of Uses an efficient and Uses an effective Sometimes uses an Rarely uses an
formulas for effective strategy to strategy to identify effective strategy to effective strategy to
circumference identify each formula. each formula. identify each formula. identify each formula.
, radius, Shows complete Shows substantial Shows some Shows limited
diameter, & understanding of solving understanding of understanding of understanding of
pi. an equation for a given solving an equation for solving an equation for solving an equation for
[PART I-c] variable. a given variable. a given variable. a given variable.
Use of Uses manipulatives as Uses manipulatives as Sometimes uses Does not use
manipulatives instructed. Assembly of instructed. Assembly manipulatives as manipulatives as
[PART II-a] paper cut outs closely of paper cut outs instructed. Some instructed. Assembly
mimics the shape of a mimics the shape of a assembly of paper cut of paper cut outs does
parallelogram. parallelogram. outs mimic the shape not represent a
of a parallelogram. parallelogram.
Relationship Correctly identifies the Correctly identifies the Does not identify the Does not identify the
between base relationship between the relationship between relationship between relationship between
of a base of a parallelogram the base of a the base of a the base of a
parallelogram &
and the circumference of parallelogram and the parallelogram and the parallelogram and the
circumference
of a circle / a circle. & Correctly circumference of a circumference of a circumference of a
relationship identifies the relationship circle. & Identifies the circle or does not circle and does not
between the between the height of a relationship between identify the identify the
height of a parallelogram and the the height of a relationship between relationship between
parallelogram radius of a circle. parallelogram and the the height of a the height of a
and the radius radius of a circle. parallelogram and the parallelogram and the
of a circle. radius of a circle. radius of a circle.
[PART II-b]
DiMatteo Mod 4 Application Assignment 20
Derivation of Uses an efficient and Uses an effective Partial identifies the Does not identify the
the formula effective strategy to strategy to identify the formula for the area of formula for the area of
for the area of identify the formula for formula for the area of a circle. a circle.
a circle. the area of a circle. a circle. All work is shown. No work is shown.
[PART II-c] All work is shown. All work is shown.
Application All four questions are Three of the four Two of the four None of the four
Problem correctly answered and questions are correctly questions are correctly questions are correctly
[PART III] show complete answered and all answered and all answered and shows
understanding of how to answers show answers show some minimal understanding
identify the substantial understanding of how of how to identify the
circumference, diameter, understanding of how to identify the circumference,
radius, and area of a to identify the circumference, diameter, radius, and
circle. circumference, diameter, radius, and area of a circle.
diameter, radius, and area of a circle.
area of a circle.
Poster The work is presented in The work is presented The work is presented The work appears
(neatness & a neat, clear, organized in a neat and in an organized fashion sloppy and
organization) fashion that is easy to organized fashion that but may be hard to unorganized. It is hard
[PART IV] read. is usually easy to read at times. to know what
read. information goes
together.
Poster Diagrams and/or Diagrams and/or Diagrams and/or Diagrams and/or
(diagrams & sketches are clear and sketches are clear and sketches are sketches are difficult to
sketches) greatly add to the easy to understand. somewhat difficult to understand or are not
[PART IV] reader's understanding understand. used.
of the procedures.
Presentation Explanation is detailed Explanation is clear. Explanation is a little Explanation is difficult
[PART IV] and clear. difficult to understand, to understand and is
but includes critical missing several
components. components OR was
not included.