EDI 430 Instructional Plan

Assessment Plan
Pre-Assessment………………………………………………………………..Page 2
Formative Assessment 1……………………………………………………...Page 15
Formative Assessment 2……………………………………………………...Page 18
Formative Assessment 3……………………………………………………...Page 21
Post-Assessment………………………………………………………………Page 24

Lesson Plans
Lesson Plan 1…………………………………………………………………..Page 31
Lesson Plan 2…………………………………………………………………..Page 35
Lesson Plan 3…………………………………………………………………..Page 39

Post Instructional Plan………………………………………………………….Page 43

Student Feedback………………………………………………………………...Page 44

Overview……………………………………………………………………………...Page 47
Pre-Assessment
 Pre-Assessment Reflection

This instructional plan was created for 4th grade math. This pre-assessment was
done at the beginning of the math unit and includes the various concepts to be learned
by the end of the unit. My students are very familiar with the idea of pre-assessments
because they have to do them for each unit. This specific pre-assessment assesses
students’ prior knowledge of symmetry, angle names and measures, parallel vs
perpendicular, perimeter, and area. Before handing out the pre-assessment, I took the
time to read through all of the questions, give directions for use of materials, and to
remind them not to worry and to just do their best. Materials were provided to help the
students during the pre-assessment such as protractors and geoboards. I also
discussed with the students that they should go through the pre-assessment first and
complete the problems that they think they know how to do before trying the more
difficult problems. This helped me to get a more accurate idea of what students know,
even if they did not have time to complete the entire assessment.

This pre-assessment is set up in the same way as all of their previous pre-
assessments, so they were familiar with the format. This pre-assessment has 6
questions, each with sub questions. The pre-assessment as a whole is out of 25 points,
each question/sub question is worth 1 point, and 3 questions are worth 3 points each for
a total of 25. The pre-assessment data spreadsheet breaks down each question based
on common core state standards and by point value. The average score for the pre-
assessment was a 12.75 or 51% and the median was 12.5 or 50%. According to the
rubric for scoring, if the total score/level of proficiency is between 7-25 points tier 1 and
tier 2 supports should be able to provide enough instruction to get the students at level
by the end of the unit. If the total score/level of proficiency is 6 or lower the students
may need tier 3 interventions. Based on the average and the median, most students
scored in the tier 1 or 2 instructional range. This tells me that I should be able to reach
most students by whole and small group instruction. However, there are 3 students who
scored in the tier 3 interventions range which tells me that I will need to differentiate
instruction, and reteach throughout. The 3 that scored the lowest are already pulled out
throughout the week to receive tier 3 math intervention. The top 3 highest scores for this
pre-assessment were 25, 21, and 19. The lowest 3 scores were 3,3, and 5. This tells
me that there may be a few students that might benefit from an accelerated unit,
whereas the lowest 3 would benefit from enrichment.

(See Pre-Assessment Data Spreadsheet)

Student Work Sample

Student work #1 (Lowest 3/25)
 Student Work #2 (Highest 25/25)

Data- See Pre-Assessment Spreadsheet

Formative Assessment 1
Lines & Designs Worksheet

(Highest)
 Lowest

Reflection
 After having the students complete the first formative assessment, it was clear
who understood parallel, perpendicular, and intersecting lines. The first sample is from
one of the highest scoring students on the assessment. I can tell by how she answered
the questions that she gets the concepts and is ready to move on to the next one. The
second sample is from one of the lowest scoring students on the assessment. I can tell
by how he answered the questions that he does not fully understand the difference
between perpendicular and intersecting lines. I can also see that he may not have a
solid definition of each concept based on what he wrote to justify how he knew the
answers. This student is an English Language Learner and often benefits from small
group or one on one instruction to clarify concepts. After analyzing all of the students’
first formative assessments, I have created a small group to reteach these concepts to
those who need it for further understanding.

Formative Assessment 2
Lines & Angles Work Sample
(Highest)
 (Lowest)

Reflection
 After having students complete the second formative assessment, it was clear
who understood the concepts of lines and angles. The first sample is from one of the
highest scoring students on this assessment. I can see from her work that she has a
solid understanding of parallel and perpendicular lines as well as identifying angle
measures and using a protractor to measure angles. The second sample is from one of
the lowest scoring students on the assessment. I can see from his work that he still is
not fully grasping the concepts of parallel and perpendicular lines. I can also see that he
is not understanding how to identify or measure angles with a protractor. This is the
same student as the formative assessment 1 sample. After analyzing the students’
second formative assessment, I have created 2 small groups based on need to reteach
these concepts.

Formative Assessment 3
Thinking About Line Symmetry
(Highest)
 (Lowest)

Reflection

After having the students complete the 3rd formative assessment in the plan, I
was able to see who understands the concept of symmetry and who doesn’t. The first
sample is from one of the higher scoring students on this formative assessment.
Through analyzing her answers I can see that she has a pretty solid understanding of
how to draw lines of symmetry, but may need to work on a more solid definition. The
second sample is the from one of the lowest scoring students on this formative
assessment. I can immediately tell that this student either did not try to complete this
assessment, or is completely lost. From the first and second question I am thinking that
he may have some sort of an idea of the concept of symmetry, but definitely needs
more direct instruction with this concept. Again I have created small groups based on
need from the data collected in this assessment.
 Post-Assessment
Student Work Sample
Data- See Post-Assessment Spreadsheet

(Highest)
 (Lowest)

Reflection
 This post-assessment was created for a 4th grade math to assess students’
knowledge gained of symmetry, angle names and measures, and parallel vs
perpendicular lines. After having the students complete the post-assessment, I have a
much better understanding of what level of understanding they are at individually for
each of the concepts taught throughout this instructional plan. Since the pre-
assessment was technically for an entire unit, the post-assessment only assesses the
content covered in the three lessons taught for this instructional plan.
The average overall score on this post-assessment was 16 out of 21 or 76% and
the median was 18 out of 21 or 86%. This data gives an accurate representation of the
level to which most students understand the material learned throughout this plan.
There were 5 scores ranging between 5 and 14 that did not match with the
majority of the class. This tells me that these 5 students need additional help in either
tier 2 or tier 3 interventions. I created a small group with these students, and plan to find
additional activities and ways to practice for them to reach a higher level of
understanding.
After analyzing this data, I can see that about one one third of the class are in
this lower level of understanding, one third has a mid level understanding, and the last
third have a solid understanding. I also noticed that it seems as though the concept that
students struggled the most with was measuring and constructing angles. This shows
that they will require more practice using a protractor to measure and construct angles.
The results of this post-assessment show that there are students who would
benefit from tier 2 instruction on all three concepts taught throughout this instructional
plan. The results also show that there are some students who would benefit from an
accelerated math program. The large range in the levels of understanding in this group
of students tells me that they all could possibly benefit from working in small groups
more often rather than always doing whole group instruction. Small groups would allow
the work to be differentiated in ways that could help lower scoring students to succeed,
and higher scoring students to be challenged.

(See Post-Assessment Data Spreadsheet)

Lesson Plan 1

Lesson Title: Introducing Parallel and Perpendicular Lines

Standards CCSS
Objective/Target and I can
statements – written in student
friendly language
Lesson Management: Focus and
Organization
4.MD.5
4.MD.6
4.MD.7
4.G.1
4.MP.4
4.MP.8
• I can identify an angle as a geometric
figure formed where two rays share a
common endpoint (4.MD.5)
• I can use a protractor to measure angles
in whole degrees (4.MD.6)
• I can sketch an angle of a specified
measure (4.MD.6)
• I can demonstrate an understanding that
angle measure is additive (4.MD.7)
• I can identify lines, parallel lines, and
perpendicular lines in isolation and in 2-D
figures (4.G.1)
• I can draw lines, parallel lines, and
perpendicular lines (4.G.1)
• I can model with mathematics (4.MP.4)
• I can look for and express regularity in
repeated reasoning (4.MP.8)
Formative Assessment… Lines & Designs
Hook- Display drawing of parallel lines.
Develop an understanding by discussing
the definition of parallel lines.
Practice by building examples of parallel
and perpendicular lines on geoboards.
Practice playing Dots and Lines game.
Introduction: Creating excitement The teacher will generate interest by
and focus for the lesson target playing the Dots and Lines game with the
class.

Input: Setting up the Lesson for 1. Task Analysis:

Student Success -Angles Checkpoint
-Introduce Parallel and Perpendicular
Lines
-Parallel, Perpendicular, and Intersecting
Lines worksheet with class
-Model Dots & Lines Game
-Play Dots & Lines Game with class
-Practice with Lines & Designs
worksheet/geoboards
-Closure

2. Higher Level Thinking: Revised

Bloom’s or Webb’s D.O.K. Questions to
engage students’ thinking:
Remembering: What are parallel and
perpendicular lines?
Understanding: Draw parallel and
perpendicular lines on record sheet.
Applying:.Make parallel and perpendicular
lines on geoboards.
Analyzing: How do we know what parallel
and perpendicular lines are?
Evaluating: What are parallel lines? What
are perpendicular lines?
Creating: Draw/make own parallel and
perpendicular lines.

3. Accommodations; differentiating to
meet student needs

Modeling: “I DO”
Checking for Understanding:
Daily practice is used to collect data, so
accommodations and differentiation can be
implemented in future lessons.
4. Methods, Materials, and Integrated
Technology
Doc cam
Parallel, Perpendicular, and Intersecting
Lines Worksheet
Dots & Lines Record Sheet
Dots & Lines Game Board
Spinner
Geoboards
10 red and 10 blue geobands
Red and Blue pens/pencils
Pencil
Lines and Designs Worksheet
Explain that you’re going to take the first
turn so students can see how to play the
game.
-Spin spinner
-Read the results with the class, and use a
blue rubber band to build a line all the way
across the board, either parallel or
perpendicular to the starting line,
depending on what the spinner indicated.
-Ask the students to use a blue pencil or
marker to record the results of your turn on
their sheets.
-Explain game of Dots & Lines before
students take their turn.
Partner Share
Thumbs up, thumbs down
Formative assessment
Guided Practice: “WE DO”
Collaborative (“YOU DO
TOGETHER”) and/or Independent
Practice (“YOU DO”)
Closure
Assessment
Reflection: for every lesson -
questions to ask yourself after the was intended to be an introductory lesson.
lesson
Lesson Plan 2
Have the students take their turn, and then
take turns back and forth until no more
rubber bands can be placed and all 16
squares have been formed.
Daily practice- Lines & Designs worksheet.
Provides opportunities to apply the
following skills:
Identify lines, parallel lines, and
perpendicular lines in isolation and in 2-D
figures.
Draw lines, parallel lines, and
perpendicular lines.
Review terms learned in this lesson and
provide opportunity for questions.
Assessment for this lesson will be
formative. The students will complete the
Lines & Designs worksheet as the
formative assessment for this lesson.
Overall this lesson went fairly well, as this
Based on the data gathered, I plan to
change my second lesson plan a bit to
review these concepts more. I also plan to
create small groups to reteach these
concepts. The students were engaged
because they were able to play a game to
learn these concepts. If I were to teach this
lesson again, I would use geoboards to
play the game instead of the provided
worksheet. I think students would have
gotten a better understanding with the use
Commented [1]: After completing the formative
of manipulatives. assessment for the first lesson, I made some revisions
to the second lesson. From the data collected, I knew
that students needed more practice identifying and
creating parallel and perpendicular lines. Before
starting this lesson, I reviewed the terms learned in the
lesson prior, and allowed time for more practice before
continuing on to this lesson. Data driven edits are in
red.
Lesson Title: Parallels, Perpendicular, and Angles
Standards CCSS
Objective/Target and I can
statements – written in student
friendly language
Lesson Management: Focus and
Organization
4.MD.5b
4.MD.6
4.MD.7
4.G.1
4.MP.1
4.MP.3
-I can Identify the measure of an angle by
identifying the total number of one-degree
angles through which it turns.
-I can use a protractor to measure angles
in whole degrees.
-I can Demonstrate an understanding that
angle measure is additive.
-I can Identify angles (right, acute,
obtuse), parallel lines, and perpendicular
lines in 2-D figures.
-I can Make sense of problems and
persevere in solving them.
-I can Construct viable arguments and
critique the reasoning of others.
Open discussion by telling students we will
continue our work with lines and angles
today.
Develop further understanding by
completing Thinking About Lines sheet.
Develop further understanding by
discussing figures as whole group.
Practice by completing Lines and Angles
Work Sample.
Introduction: Creating excitement
and focus for the lesson target
Input: Setting up the Lesson for
Student Success
Open the session by telling students that
they will continue to work with lines and
angles today. 2 Display the first of the two
Thinking About Lines Student Book pages,
and have students find the page in their
books.
1. Task Analysis:
Introduction
Review Looking at Lines whole group
Practice identifying and creating lines
Looking at Lines whole group then
independently
Discuss figures whole group
Lines and Angles Work Sample
Home Connection-Drawing 2D Figures
Daily Practice- Thinking About Triangles
Closure
2. Higher Level Thinking: Revised
Bloom’s or Webb’s D.O.K. Questions to
engage students’ thinking:
Remembering: What are parallel and
perpendicular lines?
Understanding: Identify parallel and
perpendicular lines.
Applying:.Make parallel and perpendicular
lines.
Analyzing: How do we know what parallel
and perpendicular lines are?
Evaluating: What are parallel lines? What
are perpendicular lines?
Creating: Draw/make own parallel and
perpendicular lines.

Modeling: “I DO”
Checking for Understanding:
Guided Practice: “WE DO”
3. Accommodations; differentiating to
meet student needs
Daily practice is used to collect data, so
accommodations and differentiation can be
implemented in future lessons.
4. Methods, Materials, and Integrated
Technology
Doc cam
Looking at Lines sheet
Lines and Angles Work Sample
Drawing 2D Figures sheet
Thinking about Triangles sheet
Pencil
Open the session by telling students that
they will continue to work with lines and
angles today. Review the lines learned in
the previous lesson. Allow time to practice
identifying and creating these lines.
Display the first of the two Thinking About
Lines Student Book pages.
Then review the problems on the rest of
the sheet with the class and give students
time to work on them.
Partner Share
Thumbs up, thumbs down
Formative assessment
We work on the first couple of problems
together before finishing the worksheet
independently. When most students have
completed the first page, reconvene the
class to discuss students’ solutions to the
problems on the first page. Then display
the figure at the top of the Discussion
Figures Teacher Master, keeping the rest

Collaborative (“YOU DO
TOGETHER”) and/or Independent
Practice (“YOU DO”)
Closure
Assessment
Reflection: for every lesson -
questions to ask yourself after the were not extremely engaged during this
lesson
of the sheet covered. Discuss figures as a
class.
Students complete the Lines and Angles
work sample, Drawing 2D Figures
worksheet, and Thinking About Triangles
worksheet independently.
Review terms learned in this lesson and
provide opportunity for questions.
Assessment for this lesson will be
formative. The students will complete the
Lines & Angles work sample as the
formative assessment for this lesson.
Small group created based on need from
formative assessment number 1, and the
concepts of identifying and creating lines
are discussed more in depth with this small
group.
Overall this lesson went well. The students
lesson since it consisted primarily of
practice and completing a work sample.
However, they did work hard to complete
the tasks that were given to them. Based
on the data from the Lines & Angles work
sample, I plan on creating small groups
that specifically reteach the concepts that
are needed for those groups of students.
To extend learning,I plan to make changes
to lesson 3 to review the content learned in
this lesson before starting the new concept

Lesson Plan 3
Lesson Title: Line Symmetry
Standards CCSS
Objective/Target and I can
statements – written in student
friendly language
Lesson Management: Focus and
Organization
of symmetry. I also plan to add time at the
end of lesson 3 for more measuring angles
practice.
Commented [2]: After completing the formative
assessment for the second lesson, I took the data
collected and made changes to the third lesson. I
created 2 small groups- 1 to reteach parallel and
perpendicular lines, and 1 to reteach how to identify,
measure, and construct angles with a protractor. I also
created extra practice sheets for all of the students. I
4.G.3 also created a fourth post plan using stations and a
4.G.3 loop game to provide further protractor practice for the
whole class. Data driven changes are in red.
4.MP.3
4.MP.4
-I can identify and draw lines of symmetry.
- I can identify figures with line symmetry.
- I can construct viable arguments and
critique the reasoning of others.
-I can model with mathematics.
Open by reviewing parallel and
perpendicular lines.
Learn new terms- line symmetry,
symmetrical, and line of symmetry
Develop further understanding by
completing the Thinking about Line
Symmetry page.
Practice by playing Mosaic workplace.
Introduction: Creating excitement
and focus for the lesson target
Input: Setting up the Lesson for
Student Success
Open the session by reviewing parallel and
perpendicular lines.
Tell students that today you are going to
introduce a new way to think about
shapes.
1. Task Analysis:
Introduction
Review
Introduce new terms
Partner Share
Thinking about Line Symmetry sheet-
whole group then independently
Review new terms
Introduce Mosaic Workplace
Turn and talk to summarize directions
Daily Practice- Pattern Block Symmetries
Extra measuring and constructing angles
practice.
2. Higher Level Thinking: Revised
Bloom’s or Webb’s D.O.K. Questions to
engage students’ thinking:
Remembering: What is a line of
symmetry?
Understanding: Identify symmetry.
Applying:.Draw line of symmetry.
Analyzing: How do we know what shapes
are symmetrical?
Evaluating: What is a line of symmetry?
What is symmetrical? What is line
symmetry?
Creating: Draw/make own lines of
symmetry/shapes that are symmetrical.
 3. Accommodations; differentiating to
meet student needs

Daily practice is used to collect data, so

accommodations and differentiation can be
implemented in future lessons.

4. Methods, Materials, and Integrated

Technology

-Doc cam
-Thinking About Line Symmetry page
-Work Place Guide
-Mosaic Game Record Sheet
-Mosaic Game Challenge
-Work Place Instructions
-Pattern Block Symmetries page
-Pattern Blocks
Modeling: “I DO” Open session by reviewing parallel and
perpendicular Lines. Tell the students that
today you are going to introduce a new
way to think about shapes. As the students
watch, write line symmetry, symmetrical,
and line of symmetry on the board. Ask
students to turn and talk to discuss the
terms and then share. Display the Thinking
About Line Symmetry page and ask, “Do
the shapes in the two boxes confirm what
the students just shared? Why or why
not?” What do the shapes on the left have
in common? What do the shapes on the
right have in common?”

Introduce Mosaic Work Place. Summarize

the game before playing as a class. Model
how to play.
Checking for Understanding:
Guided Practice: “WE DO”
Collaborative (“YOU DO
TOGETHER”) and/or Independent
Practice (“YOU DO”)
Closure
Assessment
Reflection: for every lesson -
questions to ask yourself after the were engaged while using pattern blocks
lesson
Partner Share
Thumbs up, thumbs down
Formative assessment
Work with input from the students to
identify and draw in the lines of symmetry
on the shapes in the left-hand box of page.
Students complete the Thinking About Line
Symmetry page independently. Discuss
page as a class when students are
finished.
Students will play the Mosaic Game with a
partner if enough time remains.
Review terms learned in this lesson and
provide opportunity for questions.
Extra practice for measuring and
constructing angles was given at the end
of this lesson.
Assessment for this lesson will be
formative. The students will complete the
Thinking About Line Symmetry page as the
formative assessment for this lesson. A
small group was created after completing
the third formative assessment to work on
the concept of symmetry.
Overall this lesson went well! Students
to create symmetrical mosaics. The use of
manipulatives really seemed to help
students understand the concept of
symmetry. Based on the data gathered, I
plan to create a small group to further work
on the concept of symmetry.
 Post Instructional Plan

Content lessons continue as part of a larger unit. The next three lessons focus on
working with polygons. My post instructional plan is to provide opportunities for students
to practice these concepts in different ways. I have a lesson planned using stations to
practice measuring angles with a protractor in small groups. After the students complete
all the stations they are given a card with an angle on it to measure. They then use
these angle cards to complete a loop activity. By providing students with this extension
activity, I hope to provide variety that will guide students into further understanding of
the concepts. I have also created small groups to reteach specific parts of concepts to
those who need it based on the data collected from both formative and summative
assessments.
Student Feedback
Reflection
 Student feedback overall was positive as far as how the students felt about how I
presented the lesson and how clear my instructions were. The area that surprised me
the most was how students felt about their own learning. There were a couple of
students that shared that they did not feel good about their learning. After reviewing the
post-assessment data, those kids who did not feel good about their learning were also
those who did not do as well on the post-assessment. This lets me know that self-
esteem and level of confidence with the material may have affected their responses.
This shows me that I need to work on building these students up and finding
opportunities for them to feel better about their learning.

Overview
Introduction to content area
I decided to teach math for this instructional plan during total takeover. I wanted to
create the instructional plan for math for two reasons. The first being that math was the
first subject that I took over, and the second being that I hadn’t taught much math prior.
The school that I am currently teaching in uses the Bridges Math curriculum. My goal
was to teach parallel & perpendicular lines, angles, and symmetry through practice,
workplaces, and activities. The first lesson taught is an introduction to Parallel &
perpendicular lines, by playing the Dots and Lines workplace. The second lesson taught
parallel & perpendicular lines and angles, by practicing and collecting a work sample.
The third lesson taught is an introduction to symmetry, by playing the Mosaic workplace.

Standards
CCSS.MATH.4G
Draw and identify lines and angles, and classify shapes by properties of their lines and
angles.
1. Draw points, lines, line segments, rays, angles (right, acute, obtuse), and
perpendicular and parallel lines. Identify these in two-dimensional figures.
2. Classify two-dimensional figures based on the presence or absence of parallel or
perpendicular lines, or the presence or absence of angles of a specified size.
Recognize right triangles as a category, and identify right triangles.
3. Recognize a line of symmetry for a two-dimensional figure as a line across the
figure such that the figure can be folded along the line into matching parts.
Identify line-symmetric figures and draw lines of symmetry.

Key Components

Technology
In all of my lessons I used the doc cam to project worksheets, game instructions, and a
google doc of terms. The doc cam allowed me to model during the “I do” before
gradually releasing the students. It also allowed me to project the definitions and visual
of new terms, and to review learned terms.

Critical Thinking
Students used critical thinking in the first lesson to determine the difference between
parallel, perpendicular, and intersecting lines. In the second lesson, students thought
critically in order to identify and create parallel & perpendicular lines and angles. In the
third lesson, students thought critically to identify lines of symmetry and to create
symmetrical mosaics using pattern blocks.

Communication
Students were in constant communication during the majority of these lessons.
Students participated in group discussion, partner shares, and workplaces in partners.
During all of these activities students were also communicating nonverbally through
thumbs up, thumbs down.

Collaboration
The students collaborated with their peers when they participated in partner shares.
They had to work together to complete practice sheets. The students also had to
collaborate to play the workplace games.

Creativity
The students used a variety of materials to practice the concepts in these lessons. They
used geoboards, protractors, and pattern blocks to learn the various concepts in this
instructional plan.

High Leverage Practices

Designing single lessons and sequence of lessons-
This practice goes along with the entire idea of this instructional plan. I created three
single lesson plans that were sequential to teach parallel & perpendicular lines, angles,
and symmetry. I used both formative and summative data to analyze student
understanding and growth.
Analyzing instruction for the purpose of improving it-
This practice also goes along with the purpose of this instructional plan. I created three
sequential lessons, and used data from formative assessments to improve instruction. I
also video recorded all three lessons to watch and analyze for the purpose of improving
instruction.

Grouping Strategies
When grouping students I decide based on level of understanding and personality. I
often put an “anchor” student in each group that has the highest level of understanding
and then build the groups from there.

ELL and Special Populations Support

I only have one EL student in my current placement. I often offer extra support by going
over instructions with him a second time while the other students get started. I also try
to provide as many visuals and gestures as possible to add a variety of communication
in hopes he will understand on a deeper level.

Connection to Real-World Problems

As a class we discussed where we can find perpendicular and parallel lines in our daily
lives. One example of this are train tracks for parallel lines. We also discussed where
we can find angles such as in woodwork and doors. We then discussed where to find
symmetry in our daily lives such as folders and buildings.

Content Area Integration

The students used ELA within these lessons when creating definitions for terms. They
also used ELA to complete various worksheets and when discussing concepts.

Differentiation
The students in this class are at various levels in terms of ability. Differentiation was
used for the EL student by providing further explanation and visuals.

Formative Assessments
All of the formative assessments used during these three lessons can be found in the
the formative assessments section of this instructional plan. There are also pictures, as
well as a reflection about these assessments located in this section.

Resources:

Bridges in Mathematics Curriculum

● https://bridges.mathlearningcenter.org/