UNT Teacher Education &

Administration
Teacher Research Project

Name: Monica Cuellar

Cadre District: Frisco ISD
School where data was Gunstream Elementary
collected:
Content Area: Math
Grade Level: 3rd Grade

Abstract:
For this research project, I worked with a 3rd grade math classroom at Gunstream
Elementary in Frisco, Texas. This class is not very diverse ethnically, with most students
being White and living in an affluent neighborhood. A few students have special needs
and most all of the students possess a wide variety of learning styles and interests. Since
I was to teach a geometry lesson, I chose to focus on the TEK: (6) Geometry and
measurement. The student applies mathematical process standards to analyze attributes
of two-dimensional geometric figures to develop generalizations about their properties.
The student is expected to: (B) use attributes to recognize rhombuses, parallelograms,
trapezoids, rectangles, and squares as examples of quadrilaterals and draw examples of
quadrilaterals that do not belong to any of these subcategories. To help the students
meet the standards, I chose the following objectives:

1. Student will be able to use attributes to recognize rhombuses, parallelograms,

trapezoids, rectangles, and squares as examples of quadrilaterals

2. Student will be able to differentiate between examples of quadrilaterals and

nonquadrilateral.
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 3. Student will be able to classify and sort two- and three-dimensional figures,
including cones, cylinders, spheres, triangular and rectangular prisms, and cubes,
based on attributes using formal geometric language;

Throughout my lessons, I learned the importance of planning and reflection. Most of my

lessons did not occur exactly the way I had initially planned for them to pan out.
Reflection of how my students were doing and the strategies I was using to teach each
lesson were often modified to help my students succeed in meeting the learning
objectives. The post assessment shows that there was significant growth among all of
my students within all 3 objectives that I chose. By completing this project, I learned that
my strength lies in my ability to reflect and willingness to change and adapt to arising
situations. I was also able to clearly see areas in which I could further improve, like
finding more ways to reach students who would need extra supports. Overall, this project
helped me have a deeper understanding of a wider range of strategies that I will need in
my future classroom.

Table of Contents:
Component 1: Contextual Factors Page
2

Component 2: Learning Goals Page 8

Component 3: Assessment Plan .. Page

9

Component 4: Design for Instruction ...

Page 13

Component 5: Instructional Decision Making ..

Page 25

Component 6: Analysis of Student Learning ..

Page 27

Component 7: Reflection and Self-Evaluation

Page 35

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 Appendix . Page 37

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 Component 1: Contextual Factors
Standard #1: Learner Development. The teacher understands how learners grow and develop, recognizing
that patterns of learning and development vary individually within and across the cognitive, linguistic, social,
emotional, and physical areas, and designs and implements developmentally appropriate and challenging
learning experiences.

Standard #2: Learning Differences. The teacher uses understanding of individual differences and diverse
cultures and communities to ensure inclusive learning environments that enable each learner to meet high
standards.

Standard #3: Learning Environments. The teacher works with others to create environments that support
individual and collaborative learning, and that encourage positive social interaction, active engagement in
learning, and self-motivation.

Contextual Accommodat
Instructional Implications
Factors ions

Get to know each

student individually
Number Low class
Of 18 numbers Make sure small
Students: groups are diverse

Use ability grouping

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 The class is not
very diverse

More girls than

Ethnicity: boys. Provide culturally
Caucasian: 61.1%
African American: 0%
Ethnic, Need to teach diverse books
Hispanic: 0%
Cultural, Asian: 33.3% cultural diversity
Embed culture and
and Gender student interests into
Celebrate diverse
Make-up: lessons
Gender: traditions
Female: 61.1% (11 girls)
Take account of
Male: 38.8%(7 boys)
student hobbies
and interests

Encourage and build

positive relationships
with family members.

Parents may not be

Socio- involved in childs
school life Maintain an open-door
Economic policy
Status
Make-up: Students may be
behind in school
15% students receive free/reduced
work
lunch
Provide before/after
school tutoring
Students may come
to school hungry

Provide snacks for

students

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 1 large windows Desks are arranged
Cubbies for each student (right in 6 different
outside classroom. groups with 3 or 4
desks at each Use cooperative
Classroom Walls are covered with math and group. (takes up learning groups
Environment science anchor charts most of the space
in the room)
a word wall and motivational
posters. 10 Chromebooks
are available.
Located in Frisco, Texas near a
residential area.

Shopping center within 2 miles Parents are actively Invite parents to help
involved in childs in the classroom.
A lot of parent involvement in the school life
school
Encourage students to
join after school clubs
School has art, cup stacking, music, Clubs are offered
Community running and recycling club. for different
Environmen interests
Invite parents and
Desks face the front of the room for
t easy group work
community speakers
to share cultural
Get to know experiences with the
1 large bookshelf filled with books student interest class
ranging in subject /interest and and take account
reading level for them when
planning lessons
Community helpers

Document camera

Different
Students accommodations
will be needed to
with Special ensure student
Special Needs: 27.7% Preferential seating (up
Needs success front)
Dyslexia: 11.1%
Extended time to
Gifted RtI: 11.1% complete assignments
Talented
RtI:

Students work well together in small groups

Students rush through work and often miss questions due Use mixed ability
to not reading the directions thoroughly grouping

Speak clearly and give

short directions

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 Give sufficient wait
time for questions

Provide individual
assistance

Have a library with

books for different
interests and reading
levels

Physical:

One student uses a pressure blanket to help him calm

down.

Social:

Developmen Most students are friendly towards each other and know
each other well.
tal
Characterist A handful of students are very shy, hardly speak up or
have only 1 close friend.
ics

Intellectual:

Love to read books after completing assignments

Some students are very ahead, but most are average or

behind.

Students raise hands and forget what they want to say

Any other
factor Make sure ALL
One student has trouble writing or Get to know students
considered speaking his thoughts or answers
students feel
on an individual level
necessary valued
down on paper.
for
instruction

Individual Specific Student Learning Needs

S.A is a high achiever and actively participates in the running club, the cup stacking club
and fundraising events. She is always in a good mood and is friendly and helpful towards
her classmates.
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M.D. moves at his own pace. He is one of the lower students in the class and my mentor
teacher has voiced concerns to both his parents and administration. He excels at math
and science, but struggles in English language arts. He seems to have a lot of trouble
expressing himself but loves to if people allow him the time to. He now has a special
computer program added to his Chromebook laptop that allows him to spell and type
words with greater ease.

E.K. is a gifted and talented student. He has no trouble finding motivation to go above
and beyond the content that we teach on any day. He is a well-liked student and cares
about the other students in the class- often helping them whenever they need extra
help.

M.L. Is on the lower end of the class. He has a great sense of humor and social skills, but
will often offer the bare minimum when it comes to academics.

S.L. keeps to himself most of the day. He sits next to his best friend and they often are
caught talking when they are supposed to be working. Still, he keeps his grades up and
does not have difficulty keeping up academically.

S.M. is a sweet girl that has many friends. She loves pleasing the teacher and drawing
pictures for her. Whenever a word problem or question is asked during the lesson, her
hand is most always up in the air. She works hard on her work to make sure she makes
good grades.

N.N. is a quiet girl who mostly keeps to herself. She is doing great academically but has
trouble speaking up or talking in front of more than just her best friend.

J.O. is a quiet student who excels in academics. He is always respectful and likes
participating and answering questions throughout class time. He is very enthusiastic
about math and science subjects and often raises his hand to share tricks or fun facts
that he has read or heard from his parents relating to the content. He takes a very long
time to finish his work because he checks his answers more than once to make sure he is
answering the question to its entirety.

B.P. is a rambunctious and energetic kid. He loves goofing off and chatting with his
friends. Academically, he is a lower student and I have noticed that he is quick to give up
if he feels like he is lagging his other students.

I.R. is on grade level with her subjects. She is a nice girl with many friends. She often
participates and likes taking a lead position.

D.R. is above grade level when it comes to math and science. He follows directions and
actively participates throughout class.

A.S. has a lot of trouble keeping up in all the subjects. The teacher has scheduled an
ARD, however, it will not be taking place until close to the end of the year, for some
reason. She is very, very kind and helpful and has great social skills. She never gives up
and tries to answer questions she does not fully understand. Her answers are not

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counted wrong and she is sent to a resource teacher who can help her with questions
one on one.

V.S. is doing great academically and has great social skills for her age. She is not shy
and is often ready and willing to participate in all activities. She is often finished first and
answers questions thoroughly.

J.S. is another very quiet girl. I have hardly ever heard her talk. She has a twin sister that is in a
separate class. She has missed quite a bit in

P.S. loves talking and sharing ideas or participating in class. He is on grade level. He often gets
in trouble for not staying quiet.

D.V. is on grade level or slightly above and is doing great socially. She is a tomboy and prefers to
work in groups with boys. She is helpful and nice to all of her classmates.

A.Z. is an extremely quiet student. In fact, I do not think that I know what she sounds like. She is
great friends with an equally as quiet girl. She is a high achiever and is at the top of her class,
academically.

Component 2: Learning Goals

Standard #4: Content Knowledge. The teacher understands the central concepts, tools of inquiry, and
structures of the discipline(s) he or she teaches and creates learning experiences that make the
discipline accessible and meaningful for learners to assure mastery of the content.

Standard #5: Application of Content. The teacher understands how to connect concepts and use
differing perspectives to engage learners in critical thinking, creativity, and collaborative problem
solving related to authentic local and global issues.

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Grade Level: 3rd Grade

Content Area: Math

(6) Geometry and measurement. The student applies

mathematical process standards to analyze attributes of two-
dimensional geometric figures to develop generalizations about
TEKS:
their properties. The student is expected to:

(B) use attributes to recognize rhombuses, parallelograms, trapezoids,

rectangles, and squares as examples of quadrilaterals and draw
examples of quadrilaterals that do not belong to any of these
subcategories;

4. Student will be able to use attributes to recognize

rhombuses, parallelograms, trapezoids, rectangles, and
squares as examples of quadrilaterals

5. Student will be able to differentiate between examples of

Learning
quadrilaterals and nonquadrilateral.
Goals:

6. Student will be able to classify and sort two-dimensional

figures, including rhombuses, parallelograms, trapezoids,
rectangles, and square based on attributes using formal
geometric language;

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 Component 3: Assessment Plan
Standard #6: Assessment. The teacher understands and uses multiple methods of assessment
to engage learners in their own growth, to monitor learner progress, and to guide the teachers
and learners decision making.

Assessment Plan Table

#
Type of Learning Format of Accommodations
Assessm Objective Assessment
ent s
Students will be Diagnostic -Allow extra processing time
able to describe Geometry Matching

1 Pre-
polygons and -Say and Write the question on
non-polygons by the board. Repeat clear and
their attributes, slow.
Assessm including
rhombuses,
ent parallelograms,
trapezoids,
rectangles, and
square

The student will Performance Task -Allow extra processing time

be able to be able Polygon or not (thumbs
to differentiate up/down) on document -Allow students to work with a
between several camera shoulder partner.
Formativ polygons and
e non-polygons
with specific
Teacher will show cards
of several shapes. Some
-Students may write or draw
their response.

2
Assessm attributes. closed and some open.
Students will hold up a
ent thumbs up if the figure is
a polygon and thumbs
down if it is not a
polygon.

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 Observation of -Give extended time
Student will be Foldable activity /
completeness of -Allow students to work with
able to use attribute descriptions their table group.
attributes to inside.
recognize - List and model the steps
Students will cut and before hand.
rhombuses, fold various polygon
parallelograms foldables and paste -Have a finished example
Formativ , trapezoids, them into journals. They available
rectangles, must label them and list

3 e
Assessm
and squares
as examples of
their attributes inside. -Allow students to use the
resources around the room
(Chromebook / vocabulary
ent quadrilaterals wall)

The students will

make foldables of
various polygons
and paste them
into their math
journals.

Students will be Observation- Geoboard -Provide iPad or chrome books.

able to use a APP
Formativ geoboard app to -Allow students to work in

4 e create 4 different Students will use a partners.

representations geoboard app on their
Assessm of quadrilaterals. iPad to create various -Allow extra processing time.
quadrilaterals. They
ent must make at least 4
different kinds.

Students will be Geometry Matching -Speak clearly and repeat

able to describe directions.
polygons and
Post- non-polygons by -Read questions orally
Assessm their attributes,

5 ent
Summati
including
rhombuses,
parallelograms,
-Provide a word bank for the fill
in the blank portion

trapezoids, -Provide extra processing /

ve rectangles, and work time.
square

z Explain how the assessments specifically address each of the

objectives and why the format of each of the assessments is
appropriate for the learning objectives and for the students
you have assessed.

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The pre-assessment and post assessment specifically addressed the learning goal:
Students will be able to describe polygons and non-polygons by their attributes,
including rhombuses, parallelograms, trapezoids, rectangles, and square, because I put
those specific terms and definitions (from TEKS) for them to match. I also included terms
that were relevant and supportive to those terms (parallel lines were relevant to include
in the assessment because it supports parallelograms and other shapes like hexagons).
The matching format, I felt was relevant because these terms were new and unfamiliar to
my students (being that this was the first geometry lesson of the year). I felt that if I
gave the students a fill in the blank assessment, they would not know what to write
about.

The Polygon or NOT assessment addresses my learning objective of the student will be
able to be able to differentiate between several polygons and non-polygons with specific
attributes. I chose specific shapes that related to the learning goal and TEK that the
students would be able to sort into 2 categories. The format was low stress with the
students being able to talk with a partner before the decided and explained why or why
not they would consider each on a polygon.

The Foldable activity/assessment met the learning objective: Student will be able to use
attributes to recognize rhombuses, parallelograms, trapezoids, rectangles, and squares
as examples of quadrilaterals. This format was perfect because the student could use
their constructed example to help them fill out the attribute questions inside. Inside each
shape, the students were to answer attribute questions.

The geoboard assessment was appropriate because it met the learning goal of students
being able to differentiate between quadrilaterals and nonquadrilateral. The students
were able to quickly and effectively use their iPad to show me various examples of
quadrilaterals (any shape with 4 sides). Not only does this incorporate technology, it also
allows the students to be creative and visualize new shapes.

z Describe why you think the assessments are challenging.

My pre-assessment was challenging for my students because this was the very first
lesson into the geometry unit this year. Many of the terms that they had to match to
definitions were new or unfamiliar to the students. I could tell that many students were
frustrated and confused.

My second assessment, Polygon or Not, in which I showed the students various shapes
and they were to use a gesture to let me know if it was a polygon or not, was a little
challenging for my students. Many students had trouble because they thought the term
polygon referred to a specific shape. They were unaware that polygons can come in a
variety of different shapes and sizes. I took the assessment a step further by asking the
student WHY each shape was or was not a polygon. They had to use their critical
thinking skills to explain why or why not based on specific attributes.
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During the foldable activity/assessment, the students were to create foldables of various
polygons and fill out their attributes inside. I believe this was valuable, yet challenging
for the students because they had to name the specific characteristics of each shape on
the inside. They had to have a mastery of geometric vocabulary terms in order to be able
to answer the questions correctly. For example, a rectangle has _______ number of right
angles or an octagon has ________ parallel sides. In order to figure out and record the
answer, the students would have to know what a right angle was and what parallel sides
were.

The geoboard app assessment was a little challenging for some students. They were to
create a variety of quadrilaterals (any closed shape with 4 sides). At first many students
could only think of a square or a rectangle and would just provide them in different sizes.
Other students flourished and creatively created rhombus, trapezoids, and strange
shapes that did in fact have 4 sides.

The post assessment matching was the same as the pre-assessment. Many students
improved but some students still found it challenging because they were no longer
allowed to use helpful resources around the room (ie. Vocabulary wall with pictures and
examples). Many students tried the process of elimination to come up with the correct
answers.

z Describe why your assessment is reliable and valid and how it

accurately measures knowledge, skills, and reasoning ability.

My pre-and post-assessments are reliable because they are consistent. The terms and
definitions could only be matched in one why, every time. They also included the same
questions both times so that I was sure I was measuring the same things. I believe that
these assessments were also valid and measured what they were supposed to measure
because I made them specifically to match the learning objectives that I had taught.

The Polygon or NOT assessment was reliable because each shape had a specific
category. Each shape was either a polygon or not and there was no opinion about it. A
polygon is a polygon based on specific attributes. This assessment was valid because I
specifically took this assessment based on what I had taught about polygons during the
lesson. Polygons are any closed 2D shape with straight lines.

The foldable assessment was reliable because each shape had its own specific attributes
to be listed. The answers could be found by studying the shape the student created. This
assessment could have been more valid because some attributes called the student to
list the number of parallel lines. The students said there are either 2 pairs of parallel lines
or 4 parallel lines for the square. This led to some confusion because I did not specifically
let the students know how to answer that question during the directions.

The geoboard assessment was reliable because quadrilaterals have a specific attribute of
being any closed shape with 4 sides. The students could visually see if their shape was
closed and if it included 4 sides. If it did not, the students could easily erase and try
again. There was no way for a student to just guess a quadrilateral as they were able to

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self-correct their own work before showing me. The assessment was valid because the
students used the same definition and attributes of quadrilaterals learned during
instruction to create their own examples.

z How did you ensure your students understood your

assessment instructions?

For assessments, I made sure to not only give clear directions, I also made sure to
include a product, or examples of my expectations. While explaining each assessment, I
often modeled my expectations and wrote down steps on the white board.

z Explain the minimal level of acceptable student performance in

measurable terms.

Pre-assessment: the student was to match terms to definitions. At minimum, the student
was to at least try matching each term to a definition. It was acceptable if they got all or
most of them wrong (since this was their first taste of geometry during their 3rd grade
lives). This assessment was just for me to see what they knew so far and what they did
not know so that I could plan further instruction.

Polygon or NOT- the minimum level of acceptable student performance during this
activity was for students to collaborate with a partner to decide and explain why or why
not a shape could be considered a polygon. The student were to get more than 50%
correct and be able to explain their answers accordingly.

The minimum level of acceptable student performance on the foldable activity

assessment was 70%. They were to have all shapes in their math journals and work with
their table groups to complete the attribute questions inside each shape. The shapes
they created could easily help them answer the questions inside.

Component 4: Design for

Instruction
Standard #7: Planning for Instruction. The teacher plans instruction that supports every student in meeting
rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills,
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and pedagogy, as well as knowledge of learners and the community context.

Standard #8: Instructional Strategies. The teacher understands and uses a variety of instructional
strategies to encourage learners to develop deep understanding of content areas and their connections,
and to build skills to apply knowledge in meaningful ways.

A: Pre-Assessment Analysis

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Table 1

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Table 2

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 1. What did you learn about the prior knowledge/skills/abilities of
the students in your class as individuals and as a whole based
on your pre-assessment data?

The data from the pre-assessment helped me to realize that my

students may struggle with vocabulary relevant to geometry. I noticed
that many of the students knew that rhombuses, parallelograms,
trapezoids and rectangles did have different attributes, however, they
were often unable to tell me in specific academic language. In other
words, they have been introduced to attributes informally. Most
students had trouble differentiating between quadrilaterals and other
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 polygons. I made sure to walk around and make observations. I noticed
that many students with confused looks on their faces. I could see
exactly who would need more support. After reviewing all of the
assessment data, it became clear that I would need to spend a
considerable amount of time reviewing and introducing new vocabulary
with the class.

2. What did you learn about the subgroups of students? Cite

specific evidence from the assessment data that led you to
these conclusions about the class and about the subgroups of
students.

Based on the assessment data, 4 students in my classroom, who

receive special education services, scored below average in
comparison to the rest of the class. M.L. scored 14% while higher level
learners typically scored above 57% on the pre-assessment. This
confirmed that I would need to spend extra time and efforts in
supporting these students so that they could meet the learning
objectives. You may be able to notice that in the assessment data, as
well as in my classroom, skill levels vary a great deal.

3. How did your analysis of the pre-assessment data influence

how you designed the learning activities for your class as a
whole? For the students in your sub-groups? Be specific.

While examining the pre-assessment data, it became clear that many

students were having difficulty being able to differentiate between
different polygons because they were struggling with vocabulary. The
scores were generally low, as a whole. I would need to review academic
vocabulary that should already be in the students schema (parallel,
vertices, right angle etc.) and also introduce new vocabulary that would
be essential for the mastery of the learning objectives. Vocabulary
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 instruction included visuals, real world examples that the students
could hold as well as self-produced definitions. I made sure to build in
extra time to go over the terms before, during and after the lessons
and activities. Since the accommodations and supports that can help
my sub-groups can also support general education students, I decided
to have one activity involve the construction of geometry themed
foldables. The foldables would include all of the attributes and relevant
vocabulary for each shape and could be used as a resource during
subsequent lessons.

4. Explain how you plan to adapt instruction for the needs of

students with exceptionalities and English Language Learners.

When teaching students with exceptionalities and English Language

Learners, I know that providing visuals, activating prior knowledge and
using manipulatives can make a world of a difference. Before each
lesson, I need to activate prior knowledge of the shapes and attributes.
While reviewing vocabulary and introducing new vocabulary terms, I
will include visuals and preferably have real world examples already in
place in the classroom that showcase the shapes we are talking about.
I would also make use of cognates and self made definitions.

B. Lesson Plans

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 Component 5: Instructional
Decision Making
Standard #7: Planning for Instruction. The teacher plans instruction that supports every
student in meeting rigorous learning goals by drawing upon knowledge of content areas,
curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the
community context.

Standard #8: Instructional Strategies. The teacher understands and uses a variety of
instructional strategies to encourage learners to develop deep understanding of content areas
and their connections, and to build skills to apply knowledge in meaningful ways.

1) Give at least two examples of times during the teaching of

your unit that your assessment of student learning or the
response of one or more students caused you to change your
approach or to do something different than you planned.

While teaching the lessons, I found myself straying from my lesson

plan on several occasions in order to meet the needs of my students.
At one point, students were beginning to confuse the differences
between quadrilaterals and other polygons. Although this was a term
we had gone over extensively at that point, I quickly stopped to
review quadrilaterals with the class. I knew that I had to present the
term in a new way or with a different approach to reach the students
that were still confused. I showed the class a geoboard and had
students construct a different quadrilateral. Volunteers shared and
the class weighed on why or why not the shape could be considered
a quadrilateral. Another time, students were having difficulty with
angles. Although should have been touched on before, they were
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unaware that there were different kinds of angles (acute, right and
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obtuse). I had to stop mid lesson to go over the angles. Not knowing
them could hinder subsequent lessons and I needed them to at least
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 Component
Component
6: 7:
Analysis
Reflection
of Student
and
Self-Evaluation
Learning
Standard
Standard#6: Assessment.Learning
#9: Professional The teacher understands
and Ethical Practice.and
The uses multiple
teacher engages methods of
in ongoing
professional learning and uses evidence to continually evaluate his/her practice, particularly
assessment to engage learners in their own growth, to monitor learner progress, and to
the effects of his/her choices and actions on others (learners, families, other professionals, and
guide the teachers and learners decision making.
the community), and adapts practice to meet the needs of each learner.

Standard #10: Leadership and Collaboration. The teacher seeks appropriate leadership roles
and opportunities to take responsibility for student learning, to collaborate with learners,
families, colleagues, other school professionals, and community members to ensure learner
Comparison of Pre/Post Assessment
growth, and to advance the profession.

1. Reflect on your unit as a whole, how it has deepened

your understanding of assessment, teaching and
learning, and how it will inform your own teaching in
the future.

Overall, I believe that my unit as a whole was effective in many ways.

It helped me deepen my understanding of assessment, teaching and
learning. Probably the most important things I took away from this
assignment was the idea of reflection. I learned the importance of
reflection throughout the unit (not just at the end) Reflection helps
you modify or change lessons to better fit the needs of your students.
Sometimes, lessons would be adjusted beforehand and other times,
lessons would have to be adjusted as I was teaching in front of a
bunch of students. In this, I learned that a teacher needs to be
flexible and know each childs strengths and needs on an individual
level, in order to be successful. Another key point that I took away
from this assignment was a deeper understanding of assessments. I
learned how to implement reliable and valid assessments. Mistakes
along the way helped me see how to improve assessments for each
student. Assessments do not have to be long and boring paper and
pencil tests, but can be used in any way that the teacher can gain
insight to student learning. A simple thumbs up/thumbs down, or 30
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observation
tests.
 Appendix

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