Artifact 1

Artifact #1: Math Lesson Plan and 3 Learning Segments.
These lesson plans demonstrate my knowledge of mathematical curriculum as well as
my ability to plan subsequent lessons extensively. Each lesson contains an anticipatory
set that gets students engaged and in the mindset to learn as well as allows the lesson to
appeal to a large variety of learners. The lessons encompass hands on and inquiry based
learning. The lesson plan and learning segments have been organized in a way that allows
students to build off their previous knowledge through subsequent lessons. This artifact is
closely related to John Dewey (1909) and his Education theory of hands on learning.
Students are using manipulatives and their hands to discover the sides and vertices of
polygons and non-polygons. They are also using their own hands and manipulatives to
create all the possible lines of symmetry. The lessons within this unit plan have been
instilled with modifications and accommodations in both the instruction and assessment
to ensure that they meet the needs of all the various learning styles found within the
classroom.
Connections to Standards
INTASC Standards
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 these
aspects of the discipline accessible and meaningful for learners to assure mastery of the
content.
4(a): The teacher effectively uses multiple representations and explanations that
capture key ideas in the discipline, guide learners through learning progressions, and
promote each learner’s achievement of content standards.
NYS ETHICS
Principle 2: Educators Create, support and maintain challenging learning environments
for all.
Educators create, support, and maintain challenging learning environments for all.
Educators apply their professional knowledge to promote student learning. They know the
curriculum and utilize a range of strategies and assessments to address differences. Educators
develop and implement programs based upon a strong understanding of human development
and learning theory. They support a challenging learning environment. They advocate for
necessary resources to teach to higher levels of learning. They establish and maintain clear
standards of behavior and civility. Educators are role models, displaying the habits of mind and
work necessary to develop and apply knowledge while simultaneously displaying a curiosity and
enthusiasm for learning. They invite students to become active, inquisitive, and discerning
individuals who reflect upon and monitor their own learning.
The Ontario Ethical Teacher Standards
Care: The ethical standard of Care includes compassion, acceptance, interest and insight for
developing students' potential. Members express their commitment to students' well-being and
learning through positive influence, professional judgment and empathy in practice.
P-12 NYS Common Core Learning Standards for ELA, Math and Social Studies
A. Standards
Category: Geometry and Spatial Sense
Grade: 6
Standard and Statement: 6. G. 1. Find the area of right triangles, other triangles, special
quadrilaterals, and polygons by composing into rectangles or decomposing into triangles
and other shapes; apply these techniques in the context of solving real-world and
mathematical problems.
New York Standards
Standard 3: Mathematics
Students will understand the concepts of and become proficient with the skills of mathematics;
communicate and reason mathematically; become problem solvers by using appropriate tools
and strategies; through the integrated study of number sense and operations, algebra,
geometry, measurement, and statistics and probability.
Ontario Ministry of Education Curriculum Standards

A. Standards
Category: Geometry and Spatial Sense
Sub category: Geometric Properties
Grade: 6
Standard and Statement: sort and classify quadrilaterals by geometric properties
related to symmetry, angles, and sides, through investigation using a variety of tools (e.g.,
geoboard, dynamic geometry software) and strategies (e.g., using charts, using Venn diagrams)
TEAC/CAEP CLAIMS 1-3

Claim 2: Medaille College graduates meet the needs of diverse learners through
effective pedagogy and best teaching practices.

Claim 3: Medaille College graduates are caring educators.
Council for Exceptional Children (CEC)
1. Maintaining challenging expectations for individuals with exceptionalities to develop
the highest possible learning outcomes and quality of life potential in ways that respect their
dignity, culture, language and background.
3. Promoting meaningful and inclusive participation of individuals with exceptionalities
in their schools and communities.

Math Lesson Plan
Mauro Di Fazio
Medaille College
EDU 500
Teacher Candidate’s Name: Mauro Di Fazio Date: Feb 24th, 2018
Context for Learning (edTPA)
Where is the school where you are teaching located? City: X Suburb: _______ Town:_______ Rural: ______
Grade level: 6 Number of students in the class: 24
Students with IEPs/504 Plans

Complete the charts below to summarize required or needed supports, accommodations, or modifications for your students that will
affect your instruction in this learning segment.
IEPs/504 Plans: Number of Supports, Accommodations, Modifications, Pertinent
Classifications/Needs Students IEP Goals
1 Provide students with extra time in class to complete
Dysgraphia tasks, review frequently. Provide someone to script their
answers for them
Students with Specific Language Needs
Language Needs Number of Supports, Accommodations, Modifications
Students
Pre-teach important vocabulary using visuals, use groups
English as a Second Language 2 to write together, visual aids, graphic organizers, concrete
examples/models, review frequently and check for
understanding.
Students with Other Learning Needs

Other Learning Needs Numbers of Supports, Accommodations, Modifications
Students
Students with Auditory Processing Concerns 1 preferential seating, provide written instructions for
student as well as extra time to complete task. Review
frequently with student and provide more one-on-one
assistance.
Lesson ___1___ of a ____4__ Day Learning Segment
Subject and Lesson Topic: Geometry and Spatial Sense
Grade Level: 6 Lesson Duration: 40 minutes
Central Focus of the Learning Segment

The central focus is an understanding that you want your students to develop. It is a description of the important identifiable theme, essential
question, or topic within the curriculum that is the purpose of the instruction of the learning segment (Making Good Choices, 2016).
The Central Focus of this learning segment is to classify polygons and non-polygons and identify their attributes: number
of faces, vertices, edges and lines of symmetry associated with them.
Knowing Your Learners
What do you know about your students’ prior academic learning as it relates to the central focus? (edTPA Handbook, Task 1, Prompt 2a)
During this learning segment the teacher will access student’s previously learned knowledge about 2 dimensional shapes,
their names and attributes.
Students will then scaffold off that existing knowledge to classify polygons and non-polygons and arrange them by
number of edges, and vertices.
How will you use this knowledge to inform your instruction? (edTPA Handbook, Task 1, Prompt 3a)
Students will apply previously learned content of identifying and classifying 2 Dimensional shapes (triangles,
quadrilaterals and pentagons) to identify polygons and non-polygons and arrange the polygons in order of least to most
amount of edges and vertices.
What do you know about your students’ personal, cultural, and/or community assets as they relate to the central focus? (edTPA Handbook, Task 1,
Prompt 2b)
Students at this are working towards independence and like to solve problems independently. Additionally, many of the
students are kinesthetic learners and enjoy physically engaging in lessons/learning experiences. I will use this
independence and kinesthetic learning style to teach students about how polygons can be found in real world experiences.
As a class we will take a walk around the school and in the playground. During this time, I will ask students to point out
any shapes they see and if they have the characteristics of a polygon.
Once we have returned to the classroom I will encourage all of my students to build their own polygons based on the
characteristics talked about. I will provide them the opportunity to use geoboards to build and visualize various polygons
and non-polygons and count their edges and vertices.
Curriculum Standards
NYS 6. G. 1. Find the area of right triangles, other triangles, special quadrilaterals, and polygons by composing into
rectangles or decomposing into triangles and other shapes; apply these techniques in the context of solving real-world and
Ontario Curriculum Standard: Grade 6: Geometry and Spatial Sense

Geometric Properties - sort and classify quadrilaterals by geometric properties related to symmetry, angles, and sides,
through investigation using a variety of tools (e.g., geoboard, dynamic geometry software) and strategies (e.g., using
charts, using Venn diagrams)
Objectives Assessment Modifications to Assessments
Using Bloom’s Taxonomy, include statements Using formal and/or informal assessment tools, If applicable, explain how you will adapt
that identify what students will be able to do by how will you evaluate and document your assessments to allow students with
students’ progress on each of the objectives?
the end of the lesson and are aligned to the specific needs to demonstrate their
standards identified above. learning.
(edTPA Task 1, Prompt 5b)
Students will be able to identify various types Teacher will formatively asses through  Teacher will review concepts
of polygons and non-polygons. observations during class discussions, and check for understanding
periodically.
think-pair-share and independent work.
Students will be able to identify the Teacher will formatively assess through  Provide an example
difference between polygons and non- teacher observations and activity  Supply key concepts and
polygons and will also be able to worksheets vocabulary in advanced to
identify the number of vertices, and ELL students and students
edges on polygons and non-polygons. with Auditory Processing
Concerns
 Allow students to show
knowledge with pictures or
hands on materials
 Allow extra time in class to
complete assignments
Academic Language Demands Instructional Supports

(edTPA Task 1, Prompt 4c) Strategies teachers provide to help learners understand, use,
and practice the concepts (edTPA Task 1, Prompt 4d)
Function Identify Teacher will model how to identify polygons and
Looking at your standards and non-polygons as well as haw many vertices and
objectives, choose the one edges make them up.
Bloom’s word that best describes
the active learning essential for
students to develop
understanding of concepts within
your lesson.
Vocabulary Polygon Vocabulary will be modelled throughout the lesson
Key words and phrases students Non-polygon and will be provided in an anchor chart with
need to be able to understand and Triangle pictures representing the meaning of each
use Square vocabulary word that students can refer to.
Rhombus
Trapezoid
Equilateral
Pentagon
Vertices
Edges
Circle
Syntax Students will use The teacher will model and guide the students
Describe ways in which students complete sentences when through the procedure of identifying polygons and
will organize language (symbols, representing and non-polygons, determining their defining features
describing their polygons and names, and describing the polygon using a
words, phrases) to convey as well as their vertices, statement prior to performing the task
meaning. and edges. independently.
Discourse Teacher will model listening, sharing and writing

How members of a discipline talk, Throughout the lessons during the instruction and discussion portions of
write, and participate in students will have the the lesson.
knowledge construction and opportunity to brainstorm
communicate their understanding
ideas with a partner or
of the concepts
the class. This will be
done through both verbal
and written format.
Instructional Process Accommodations and/or

Modifications and/or Supports
Anticipatory Set/Motivator Teacher will circulate and
1. Teacher will have road signs and shapes posted around the review frequently and check for
classroom before students enter. understanding
2. Teacher will ask students to say what some of the road signs
represent Provide vocabulary handouts
3. Teacher will ask students to identify any shapes that may be with visual symbols and pictures
familiar to them. of various polygons and non-
4. Teacher will inform students that in today’s lessons and activities polygons to ELL students,
they will be identify and creating various polygons. students with auditory
processing concerns
Provide fill in the blank

handouts for students with
dysgraphia
Instructional Procedures Handouts with simpler language
1. The teacher will attract student’s attention to various shapes posted and visuals will be provided to
around the classroom ELL students (Appendix B).
2. The teacher will ask students to identify shapes they may know These will be provided to
3. The teacher will introduce the term polygon on the anchor chart students ahead of time to allow
and provide examples up to pentagon (see appendix A) them to become familiar.
1. A polygon is a shape with at least three straight sides and all
sides create a closed shape. Scaffold and work with students
2. Teacher will then use anchor chart (appendix A) to illustrate the one step at a time
point
4. The teacher will then go around the room and name shapes posted Teacher will circulate and
with reference to the anchor chart (see appendix a) review frequently and check for
5. The teacher will model how to construct all polygons listed on understanding
anchor chart
1. Triangle Provide extra time to ENL and
2. Square/Rectangle/ Trapezoid/ dysgraphia students
Equilateral
3. Pentagon
6. Teacher will then explain to students how each of these fits into the
description of a polygon.
7. Teacher will model various shapes asking students to identify if
they are polygons or not.
8. Teacher will next inform students what vertices are. Then the
teacher will model the vertices on a polygon. (see appendix A)
1. A corner
9. Teacher will inform students what edges on polygons are. The
teacher will then model this on a polygon
1. A line segment that joins to vertices
10. Teacher will do an example with entire class of identifying the
lines, edges of polygons
1. Teacher will model the edges and vertices of a decagon for
students and work together to find the solution.
11. Teacher will ask students if any questions remain before handing
out the worksheets.
12. Teacher will then give students handout (Appendix C) identify
polygons, faces, edges and vertices as well as geoboard to help
them construct them.
13. Teacher will circulate around the classroom to ask and answer any
questions students may have regarding misconceptions as well as
redirect students who are off task back on task
14. The teacher will regroup the class and ask induvial to share their
answers regarding the polygon worksheet.
15. The teacher will assign a homework sheet (appendix D) asking
them to identify polygons, vertices, edges and faces around their
home.
1. Teacher will inform students that they are to go home and look
around their houses for any polygons they can identify. Once
they have found one they will fill in the sheet on appendix D
relating to the polygons edges and vertices.
Closure Verbal vs. written responses

The teacher will provide a summary of the math lesson completed. “Boys offered to students with
and girls in today’s math lesson we learned about new shapes called Dysgraphia and ELL students.
polygons and what makes them up. We talked about how a polygon is a
shape with 3 or more sides. We completed examples together, you
completed a worksheet identifying them on your own and lastly you will
complete the last worksheet at home.”
List all materials and/or technology tools required for the lesson.
Key instructional materials must be attached. These materials might include such items as class handouts,
assignments, slides, and interactive white-board images.
Anchor Chart (Appendix A), 24 Geoboards, elastic bands, Handouts for ELL and Dysgraphia students
(Appendix B), In class worksheet (appendix C), Homework sheet (Appendix D)
Appendix A: Anchor Chart
What is a Polygon?
 A Polygon is a 2-Dimensional Shape

 Closed Shape
 Made up of Straight Lines
 Must have at least 3 sides with no Intersecting Lines
Prefix Polygons Shape

Triangle
Tri = 3
Quadrilateral
Quad = 4
Pentagon
Penta = 5
Shape Number of Sides
Triangle 3 sides
Quadrilateral 4 sides
Pentagon 5 sides
Appendix C: Student worksheet
1. What are the key characteristics of a polygon?

_____________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
________________________________________________________________
2. Identify the polygons below as well as the number of edges and vertices
they have.
1. Number of sides: _________________________

Number of vertices: _____________________
Polygon Name: ________________
1. Number of sides: _________________________

Polygon Name: ________________
2. Number of sides: _________________________

Polygon Name: ________________
3. Number of sides: _________________________

Polygon Name: ________________
Appendix D: Homework Sheet
1. Fill out the chart with polygons their vertices and edges that you find
around your home.
Polygon Number of Edges and Vertices

Math Learning Segment # 2
Mauro Di Fazio
Medaille College
EDU 500
Teacher Candidate’s Name: Date: April 7th, 2018
Where is the school where you are teaching located? City: __X___ Suburb: _______ Town:_______ Rural: ______
Grade level: _6__ Number of students in the class: _24__

Complete the charts below to summarize required or needed supports, accommodations, or modifications for your students that will
affect your instruction in this learning segment.
IEPs/504 Plans: Number of Supports, Accommodations, Modifications, Pertinent

Classifications/Needs Students IEP Goals
Provide students with extra time in class to complete
Dysgraphia 1 tasks, review frequently. Provide someone to script
their answers for them. Use of assistive Technology

Students
Pre-teach important vocabulary using visuals, use
English as a Second Language 2 groups to write together, visual aids, graphic
organizers, concrete examples/models, review
frequently and check for understanding.
Peer Tutoring and use of assistive technology (Text
to speech programs)

Students
preferential seating, provide written instructions for
Students with Auditory Processing Concerns 1 student as well as extra time to complete task.
Review frequently with student and provide more
one-on-one assistance. Peer tutoring and the use of
assistive technology (Text to speech programs)
Provide visual aids.
Pre-teach important vocabulary using visuals, use
English as a Second Language 2 groups to write together, visual aids, graphic
organizers, concrete examples/models, review
Peer Tutoring and use of assistive technology (Text
to speech programs)

Students
preferential seating, provide written instructions for
Students with Auditory Processing Concerns 1 student as well as extra time to complete task.
Review frequently with student and provide more
one-on-one assistance. Peer tutoring and the use of
assistive technology (Text to speech programs)
Lesson ___2__ of a ___4__ Day Learning Segment
Subject and Lesson Topic: Math- Geometry and Spatial Sense
Grade Level: 6 Lesson Duration: 45 Minutes

The central focus is an understanding that you want your students to develop. It is a description of the important identifiable theme, essential question,
or topic within the curriculum that is the purpose of the instruction of the learning segment (Making Good Choices, 2016).
The Central Focus of this learning segment is to classify polygons and non-polygons and identify their attributes: number of
faces, vertices, edges and lines of symmetry associated with them.

During lesson 1 of this learning segment students engaged in identifying 2 Dimensional shapes and their attributes. Students
also classified polygons based on the number of edges, and vertices. During this lesson segment students will scaffold off
their existing knowledge of polygons to classify if a shape is a regular polygon or irregular polygon. This will be done with
shapes consisting of up to 10 sides and irregular shapes.
Students will apply previously learned content of identifying and classifying 2 Dimensional shapes (triangles, quadrilaterals
and pentagons) to identify both regular and irregular polygons as well as arrange the polygons in order of least to most
amount of edges and vertices. This knowledge will be used to help students identify polygon consisting of sides up to 10 as
well as irregular and regularly shaped polygons.
What do you know about your students’ personal, cultural, and/or community assets as they relate to the central focus? (edTPA Handbook, Task 1,
Prompt 2b)
Students at this age are working towards being independent and like to solve problems independently. Additionally, many of
the students are kinesthetic learners and enjoy physically engaging in lessons/learning experiences. I will use this
independence and kinesthetic learning style to teach students about how polygons can be created to look like regular shapes
and irregular shapes. I will utilize the smart board to do this. During this time, I will provide students with various types of
regular and irregular polygons to identify and classify.
Through the use of the smartboard I will encourage all of my students to build their own polygons based on the characteristics
previously talked about. I will provide them the opportunity to come up and create their own irregular polygons on the
smartboard. This will then be compared to a regular polygon through the counting of their sides/edges and vertices as well as
through the visual differences between the two shapes.
NYS 6. G. 1. Find the area of right triangles, other triangles, special quadrilaterals, and polygons by composing into
rectangles or decomposing into triangles and other shapes; apply these techniques in the context of solving real-world and

Geometric Properties - sort and classify quadrilaterals by geometric properties related to symmetry, angles, and sides, through
investigation using a variety of tools (e.g., geoboard, dynamic geometry software) and strategies (e.g., using charts, using
Venn diagrams)
Using Bloom’s Taxonomy, include statements that Using formal and/or informal assessment tools, If applicable, explain how you will adapt
identify what students will be able to do by the how will you evaluate and document your assessments to allow students with specific
end of the lesson and are aligned to the standards students’ progress on each of the objectives? needs to demonstrate their learning.
identified above. (edTPA Task 1, Prompt 5b)
Teacher will formatively asses through
observations during class discussions, activity
 Teacher will review concepts
Students will be able to identify polygons and check for understanding
worksheets done as a class and through
with 6 sides or more as well as which independent work. periodically
shapes are regular and irregular polygons  Provide simple examples
 Supply key concepts and
vocabulary in advance to ELL
students and students with
Auditory Processing Concerns
hands on materials
 complete assignments

(edTPA Task 1, Prompt 4c) Strategies teachers provide to help learners understand, use, and
practice the concepts (edTPA Task 1, Prompt 4d)
Function Identify Teacher will model how to identify polygons with 6
Looking at your standards and sides or more. Teacher will model the correct way in
objectives, choose the one Bloom’s naming those polygons as well as how to identify
word that best describes the active which polygons are regular and irregular shapes.
learning essential for students to
develop understanding of concepts
within your lesson.
Vocabulary Polygon Vocabulary will be modelled throughout the lesson by the teacher
Key words and phrases students Non-polygon as well as explained and repeated frequently to ensure students
need to be able to understand and understand and retain the information.
Irregular Polygon
use Triangle Vocabulary will also be provided in an anchor chart (extended
Square from the previous learning segment) with pictures representing
Rhombus the meaning of each vocabulary word that students can refer to in
Trapezoid the future (Appendix A)
Equilateral
Pentagon
Hexagon
Heptagon
Octagon
Nonagon
Decagon
Vertices
Edges
Circle
Syntax Students will use proper The teacher will model and guide the students through
Describe ways in which students will vocabulary and full the procedure of identifying regular and irregular
organize language (symbols, words, sentences when polygons, determining their defining features and
phrases) to convey meaning. representing and names, and describing the polygon using a statement
describing the attributes of prior to performing the task independently.
polygons as well as if they
are regular or irregular
Discourse Throughout the lessons Teacher will model listening, sharing and writing
How members of a discipline talk, students will have the during the instruction and discussion portions of the
write, and participate in knowledge opportunity to brainstorm lesson.
construction and communicate their ideas with a partner or the
understanding of the concepts
class. This will be done
through both verbal and
written format.

Anticipatory Set/Motivator Teacher will circulate and review
frequently and check for
1. Teacher will review previous lessons work on identifying polygons up understanding
to 5 sides.
2. Teacher will reference Anchor Chart (Appendix A) to help students Provide fill in the blank handouts
review proper names of polygons. for students with dysgraphia
3. Teacher will review terms of edges/sides and vertices as attributes of
polygons
Provide individual copy of anchor
4. Teacher will inform students that in today’s lesson and activities they
chart (Appendix A) for ELL
will be identify polygons with more edges and vertices. They will
identify ones starting with 6 sides up and continue to polygons with up students and students with
to 10 sides. Auditory Processing Concerns.
5. Teacher will also inform students that they will learn how to identify
regular and irregular polygons as well
Instructional Procedures
1. The teacher will begin by reviewing previous lessons key concepts and Provide vocabulary handouts with
attributes of polygons visual symbols and pictures of
1. What is a Polygon? various polygons and non-
2. Can you name the Polygons we talked about yesterday? polygons to ELL students,
3. What are edges and vertices? students with Auditory Processing
4. Teacher will model all these on the board for students to gain a Concerns (Appendix B)
visual refresher.
2. The teacher will then collect classes attention and shift the focus to the Scaffold and work with students
Anchor chart on Polygons as a refresher. one step at a time
3. The teacher will then introduce more polygons to the class.
4. The teacher will explain Polygons with 6 sides and continue up to Teacher will circulate and review
polygons with 10 sides while using the proper vocabulary to name frequently and check for
them. understanding
5. Teacher will model how to construct a hexagon (6-sided shape),
Heptagon (7-sided shape), Octagon (8-sided shape), Nonagon (9-sided Provide extra time to ELL and
shape) and a Decagon (10-sided shape) dysgraphia students.
6. Teacher will model various examples on the board for students and
count aloud the number of edges and vertices each of the various Dysgraphia and ELL students will
polygons have. utilize assistive technology if
7. Teacher will then ask students to work with their elbow partners to necessary to help them complete
construct the various types of polygons (from a triangle to a decagon) handouts. (Ex. iPad to reduce
1. Provide each pair with a piece of paper stress on hands while writing for
2. Inform students that they are to draw all the polygons talked about dysgraphia students, or text to
in todays and yesterday’s class. They must use a ruler speech technology for ELL
3. Inform students that they must also label each polygon constructed. students)
4. Give students 10-15 minutes to complete this activity.
8. When time has expired teacher will refocus class attention to the board. Peer Tutoring by students who
9. Inform students that Polygons will not always come in recognizable have completed their work.
shapes. Teacher will then talk about regular and irregular polygons
1. Inform students that a regular polygon has all equal sides. Model a
square (quadrilateral on the board for students to show all equal
sides)
2. Inform students that polygons do not always have equal side
lengths. Model an irregular polygon on the board with various side
lengths and tell the students this is an irregular polygon
10. Have students work with elbow partners to analyze the irregular
polygon.
1. Refer to the anchor chart (Appendix A) and ask students if this
shape classifies as a polygon?
11. Ask each pairing to share and justify their answers.
12. Create numerous examples of irregular polygons on the board and
repeat the question each time
13. Teacher will ask students if any questions remain before handing out
independent worksheets. (Appendix C)
14. Once handouts are completed the teacher will collect them for
evaluation.
Closure Verbal vs. written responses offered to

students with Dysgraphia and ELL
students.
The teacher will provide a summary of the math lesson completed. “Boys and
girls in today’s math lesson we reviewed what polygons are and learned more
examples of them. We also learned that polygons can be found in regular
shapes and even irregular shapes. We completed examples together, you
completed a worksheet identifying them on your own. You all did great work
today and I want to thank you all for that!”
 Anchor Chart (Appendix A)

 Handouts for ELL and Dysgraphia students (Appendix B)
 In class worksheet (appendix C)
What is a Polygon?

 Closed Shape
Polygons Shape Irregular

Triangle
Tri = 3
Quadrilateral
Quad = 4
Pentagon
Penta=5
Hexagon
Hexa=6
Heptagon
Hepta= 7
Octagon
Octa= 8
Nonagon
Nona = 9
Decagon
Deca = 10
Appendix B: Handouts for ELL Students
Shape Number of Sides
Triangle 3 sides
Quadrilateral 4 sides
Pentagon 5 sides
Hexagon 6 sides
Heptagon 7 sides
Octagon 8 sides
Nonagon 9 sides
Decagon 10 sides
Appendix C: In Class Worksheets

Mauro Di Fazio
Medaille College
EDU 500
Teacher Candidate’s Name: Mauro Di Fazio Date: April 7th, 2018
Where is the school where you are teaching located? City: __X___ Suburb: _______ Town:_______ Rural: ______
Grade level: _6 Number of students in the class:__24___

Complete the charts below to summarize required or needed supports, accommodations, or modifications for your students
that will affect your instruction in this learning segment.
IEPs/504 Plans: Number of Supports, Accommodations, Modifications,
Classifications/Needs Students Pertinent IEP Goals
Provide students with extra time in class to
Dysgraphia 1 complete tasks, review frequently. Provide
someone to script their answers for them. Use of
assistive Technology

Students
Pre-teach important vocabulary using visuals,
use groups to write together, visual aids, graphic
English as a Second Language 2 organizers, concrete examples/models, review
Peer Tutoring and use of assistive technology
(Text to speech programs)

Students
preferential seating, provide written instructions
Students with Auditory Processing Concerns 1 for student as well as extra time to complete
task. Review frequently with student and
provide more one-on-one assistance. Peer
tutoring and the use of assistive technology
Lesson __3__ of a __4__ Day Learning Segment

The central focus is an understanding that you want your students to develop. It is a description of the important identifiable theme, essentia
curriculum that is the purpose of the instruction of the learning segment (Making Good Choices, 2016).
The Central Focus of this learning segment is to classify polygons and non-polygons and identify their attributes: nu
edges and lines of symmetry associated with them.
During lesson 1 of this learning segment students engaged in learning the identification of polygons. Students have c
and vertices that make up polygons up to Pentagons and found examples of polygons in their homes and the world. D
learning segment, students scaffolded on their knowledge of identifying polygons. This included building off their ex
identifying polygons up to Pentagons and extending further to identifying polygons starting with 6 sides and stopping
Students also identified if the shape is a regular and irregular polygon. During this learning segment students will sca
knowledge of up to 10-sided regular and irregular polygons to understand the proper way to identify the Lines of Sym
polygons.
Students will apply previously learned content of identifying and classifying 2 Dimensional shapes (triangles, quadril
identify if the line of symmetry can be used to divide both regular and irregular polygons into equal parts. This know
students identify if shapes can be divided equally. Students will work with polygon consisting of sides up to 10 as we
shaped polygons.
What do you know about your students’ personal, cultural, and/or community assets as they relate to the central focus? (edTPA Handbook, T
Students at this age are working towards being independent and like to solve problems independently. Additionally,
kinesthetic learners and enjoy physically engaging in lessons/learning experiences. I will use this independence and
teach students about how polygons can be divided into equal parts with the line of symmetry, and in certain cases how
does not apply. I will utilize the smart board as well as paper and symmetry mirrors to do this. During this time, I wil
various types of regular and irregular polygons to create a line of symmetry with.
Through the use of symmetry mirrors and folded pieces of paper I will encourage all my students to become detective
motivate them to use these tools to determine which regular and irregular polygons can be divided into equal parts wi
will also encourage them through the use of these tools to determine the maximum number of lines of symmetry a po
minimum number as well.
NYS 6. G. 1. Find the area of right triangles, other triangles, special quadrilaterals, and polygons by composing int
decomposing into triangles and other shapes; apply these techniques in the context of solving real-world and mathem

Geometric Properties - sort and classify quadrilaterals by geometric properties related to symmetry, angles, and sides
using a variety of tools (e.g., geoboard, dynamic geometry software) and strategies (e.g., using charts, using Venn dia
Objectives Assessment Modifications to

Using Bloom’s Taxonomy, include statements that identify Using formal and/or informal assessment tools, how will If applicable, explain
what students will be able to do by the end of the lesson you evaluate and document your students’ progress on to allow students wi
and are aligned to the standards identified above. each of the objectives? their learning.
(edTPA Task 1, Prom
Students will be able to illustrate the Lines of Teacher will formatively asses through observations
during class discussions, activity worksheets done as a
 Teacher w
Symmetry on regular and irregular polygons check for
class and independent work.
with up to 10 sides  Provide s
 Supply k
in advanc
students w
Concerns
 Allow stu
with pictu
 Allow ex
 complete
(edTPA Task 1, Prompt 4c) Strategies teachers provide to help learners understand, use, and
practice the concepts (edTPA Task 1, Prompt 4d)
Function Illustrate Teacher will model how to determine if a regular and
Looking at your standards and irregular polygon has a Line of Symmetry. If the shape
objectives, choose the one Bloom’s can be divided equally the teacher will illustrate how to
word that best describes the active draw the Line of Symmetry as well as illustrate how many
Lines of Symmetry each polygon should have.
within your lesson.
Vocabulary Polygon Vocabulary will be modelled throughout the lesson by the
Key words and phrases students need Non-polygon teacher as well as explained and repeated frequently to
to be able to understand and use Irregular Polygon ensure students understand and retain the information.
Line of Symmetry
Triangle Vocabulary will also be provided in an anchor chart with
Square pictures representing the meaning of each vocabulary
Rhombus word that students can refer to (Appendix A)
Trapezoid
Equilateral
Pentagon
Hexagon
Heptagon
Octagon
Nonagon
Decagon
Vertices
Edges
Circle
Syntax Students will use proper The teacher will model and guide the students through the
Describe ways in which students will vocabulary in identifying polygons procedure of illustrating a line of symmetry as well as
organize language (symbols, words, and the accurate number of lines of
symmetry.
determining the maximum and/or minimum number.
phrases) to convey meaning. Teacher will also model if there is a line of symmetry at
all. This will be done with students prior to performing the
task independently.
Discourse Throughout the lesson Teacher will model listening, sharing and writing during
How members of a discipline talk, students will have the the instruction and discussion portions of the lesson.
write, and participate in knowledge opportunity to brainstorm
construction and communicate their ideas with a partner or the
understanding of the concepts
written format.

15. The teacher will begin by reviewing previous lessons key concepts and understanding
attributes of polygons up to 10 sides.
16. The teacher will also review the characteristics of what makes a polygon Provide fill in the blank handouts for
either regular irregular students with dysgraphia
1. Regular polygons have all equal sides
2. Irregular polygons have side lengths of different values Provide individual copy of anchor
17.Teacher will then connect previous learning segments into current one by chart (Appendix A) for ELL students
informing students that today they are going to be using the Line of Symmetry and students with Auditory
on regular and irregularly shaped polygons. Processing Concerns.
Instructional Procedures Provide vocabulary handouts with

visual symbols and pictures of
1. The teacher will begin by reviewing previous lessons key concepts as a various polygons and non-polygons
foundational basis to build upon for this lesson. to ELL students, students with
1. Review up to 10 sided polygons. (their names, number of edges and auditory processing concerns
vertices) (Appendix B)
2. Review regular and irregular polygons (Appendix A)
3. Teacher will model all these on the board for students to gain a visual Scaffold and work with students one
refresher step at a time
2. Once the teacher has finished modelling examples the teacher will lead into
the new lesson of Line of Symmetry. Teacher will circulate and review
3. Inform the students that the line of symmetry is an invisible line (can’t see it frequently and check for
with the naked eye) that can split a shape or polygon into at least 2 equal understanding
parts.
4. Teacher will model 2 examples on the board for students. Provide extra time to ELL and
1. A triangle- has one line of symmetry. It can only be split straight down dysgraphia students.
the middle.
2. A square – has 4 lines of symmetry. Can be split horizontal, vertical, and Dysgraphia and ELL students will
both diagonals utilize assistive technology if
3. The teacher will draw each line with a ruler and number each line of necessary to help them complete
symmetry seen. handouts.
5. Once the lines of symmetry have been identified the teacher will show
students various ways of finding the line of symmetry for polygons. Peer Tutoring by students who have
6. The teacher will first model using a blank piece of paper to find symmetry. completed their work.
1. Handout a black piece of scrap paper to students
2. Instruct them to fold it either horizontally (hamburger) or vertically
(hotdog).
3. show students that by placing the folded half over the middle of the
polygon will allow them to see if it can be divided into equal parts.
4. Inform students that this is a difficult method as it covers the other half of
the shape not allowing you to see it.
5. Teacher will then model how to use mirrors to find the line of symmetry.
7. Provide students with handout (appendix B)
1. Do the first two examples on the handout as a class.
2. Instruct students to place the mirror in the middle of the shape and to
look through it.
3. Inform students that in order to use the mirror to find the line of
symmetry you need to make the line being reflected match up with the
line on the other side of the mirror.
4. Tell students that if they can’t make them line up then the polygon has
no line of symmetry.
8. Inform students that they can work with an elbow partner if they prefer.
9. Teacher will ask students if any additional questions or concerns remain
before handing out independent worksheets (Appendix C)
1. Instruct students that they are to use a ruler to draw the other half of the
polygon to make it symmetrical.
10. Conclude lesson by providing students with an exit ticket (Appendix D) and a
brief summary of what was learned today.
11. Collect Exit tickets after they are completed to be evaluated
12. Thank students for their hard work throughout todays lesson.
Closure Verbal vs. written responses offered to

students with Dysgraphia and ELL students.
The teacher will provide a summary of the math lesson completed. “Boys and girls
in today’s math lesson we reviewed what polygons are and how they can be regularly
shaped or irregularly shaped. We also learned that there is an imaginary line known
as the Line of Symmetry that divides polygons into equal parts. We discovered this
by doing examples together as a class and you completing examples on your own.”
Key instructional materials must be attached. These materials might include such items as class handouts, assignments,
slides, and interactive white-board images.
 Symmetry Reflection Mirrors

 Class Worksheet (Appendix B)
 Independent Worksheet (Appendix C)
 Exit Ticket (Appendix D)
What is a Polygon?

 Closed Shape
Polygons Regular Irregular

Triangle
Tri = 3
Quadrilateral
Quad = 4
Pentagon
Penta=5
Hexagon
Hexa=6
Heptagon
Hepta= 7
Octagon
Octa= 8
Nonagon
Nona = 9
Decagon
Deca = 10
Appendix B: Class Worksheet
Appendix C: Independent Worksheet
Appendix D: Exit Ticket
Mauro Di Fazio
Medaille College
EDU 500
Teacher Candidate’s Name: Mauro Di Fazio Date: April 7th, 2018
Where is the school where you are teaching located? City: ___X____ Suburb: _______ Town:_______ Rural: ______
Grade level: __6__ Number of students in the class: __24__

Complete the charts below to summarize required or needed supports, accommodations, or modifications for your students
that will affect your instruction in this learning segment.
IEPs/504 Plans: Number of Supports, Accommodations, Modifications,
Classifications/Needs Students Pertinent IEP Goals
Provide students with extra time in class to
Dysgraphia 1 complete tasks, review frequently. Provide
someone to script their answers for them. Use of
assistive Technology

Students
Pre-teach important vocabulary using visuals,
use groups to write together, visual aids, graphic
English as a Second Language 2 organizers, concrete examples/models, review
Peer Tutoring and use of assistive technology

Students
preferential seating, provide written instructions
Students with Auditory Processing Concerns 1 for student as well as extra time to complete task.
Review frequently with student and provide
more one-on-one assistance. Peer tutoring and
the use of assistive technology (Text to speech
programs)
Lesson __4___ of a __4___ Day Learning Segment

The central focus is an understanding that you want your students to develop. It is a description of the important identifiable theme,
essential question, or topic within the curriculum that is the purpose of the instruction of the learning segment (Making Good Choices,
2016).
The Central Focus of this learning segment is to classify polygons and non-polygons and identify their attributes:
number of faces, vertices, edges and lines of symmetry associated with them.
During lesson 1 this learning segment students engaged in identifying 2 Dimensional shapes and their attributes.
Students also classified polygons based on the number of edges and vertices. During lesson 2 students extended
that knowledge to include polygons consisting up 6 sides or more as well as identifying if they were regular or
irregularly shaped polygons. During lesson 3 of this learning segment students engaged in first identifying and then
illustrating the lines of symmetry on regular and irregularly shaped polygons as well as identifying all the possible
lines of symmetry. During this learning segment students will scaffold off their existing knowledge of regular and
irregularly shaped polygons to understand how to properly rotate them by a determined vertex or point based on
the origin.
Students will apply previously learned content of vertices on regular and irregularly shaped polygons to determine
the proper way to rotate a polygon. Students will scaffold off this knowledge to help them illustrate a rotation of a
polygon either 90°, 180°, or 270° clockwise, or counter-clockwise of the origin.
What do you know about your students’ personal, cultural, and/or community assets as they relate to the central focus? (edTPA
Handbook, Task 1, Prompt 2b)
Students at this age are working towards being independent and like to solve problems independently.
Additionally, many of the students are kinesthetic learners and enjoy physically engaging in lessons/learning
experiences. I will use this independence and kinesthetic learning style to teach students about how polygons can
be rotated 90°, 180° and 270° degrees. I will utilize the document camera as well as graph paper, overhead
transparencies and dry erase markers to do this. During this time, I will provide students with various types of
regular and irregular polygons and model how to properly rotate clockwise and counter clockwise.
Through the use graph paper, overhead transparencies and dry erase markers I will encourage all my students to
become detectives in their learning and motivate them to use these tools to determine the proper way to rotate
regular and irregularly shaped polygons 90°, 180° and 270° degrees clockwise and counter clockwise.
NYS 6. G. 1. Find the area of right triangles, other triangles, special quadrilaterals, and polygons by composing
into rectangles or decomposing into triangles and other shapes; apply these techniques in the context of solving
real-world and mathematical problems.

Geometric Properties - sort and classify quadrilaterals by geometric properties related to symmetry, angles, and
sides, through investigation using a variety of tools (e.g., geoboard, dynamic geometry software) and strategies
(e.g., using charts, using Venn diagrams)

Using Bloom’s Taxonomy, include statements Using formal and/or informal assessment If applicable, explain how you will adapt
that identify what students will be able to do tools, how will you evaluate and document assessments to allow students with
by the end of the lesson and are aligned to your students’ progress on each of the specific needs to demonstrate their
the standards identified above. objectives? learning.
(edTPA Task 1, Prompt 5b)
Students will be able to demonstrate the
proper way to rotate regular and irregular
Teacher will formatively asses through
observations during class discussions,
 Teacher will review
polygons clockwise and counter-clockwise activity worksheets done as a class and concepts and check for
based on a determined vertex or based off the independent work. understanding periodically
origin.  Provide simple examples
 Supply key concepts and
vocabulary in advance to
ELL students and students
with Auditory Processing
Concerns
hands on materials
complete assignments

(edTPA Task 1, Prompt 4c) Strategies teachers provide to help learners understand, use,
and practice the concepts (edTPA Task 1, Prompt 4d)
Function Demonstrate Teacher will model how to properly do rotations
Looking at your standards and with polygons located in a coordinate grid. The
objectives, choose the one Bloom’s teacher will model the 3 types of rotation which are
word that best describes the active 90°, 180° and 270° based on the 2 directions of
clockwise and counter-clockwise. The teacher will
within your lesson.
also demonstrate the proper way to show rotation
utilizing transparency paper and dry erase markers.
Vocabulary Regular Polygon Vocabulary will be modelled throughout the lesson
Key words and phrases students Irregular Polygon by the teacher as well as explained and repeated
need to be able to understand and Rotation frequently to ensure students understand and retain
use the information.
90°
180°
270° Vocabulary will also be provided in an anchor chart
360 ° with pictures representing the meaning of each
vocabulary word that students can refer to (Appendix
Clockwise
A)
Counter-Clockwise
Vertices
Origin
Coordinate Grid
Points
Quadrants
Syntax Students will use proper The teacher will model and guide the students
Describe ways in which students vocabulary in identifying through the procedure of illustrating the proper way
will organize language (symbols, polygons and the accurate to rotate regular and irregularly shaped polygons
words, phrases) to convey number of lines of symmetry.
both clockwise and counter-clockwise based on a
meaning.
determined vertex on the polygon or based off the
origin.. This will be done prior to students
performing the task independently.
Discourse Throughout the lesson Teacher will model listening, sharing and writing
How members of a discipline talk, students will have the during the instruction and discussion portions of the
write, and participate in knowledge opportunity to brainstorm lesson.
construction and communicate ideas with a partner or the
their understanding of the concepts
written format.

18. The teacher will begin by reviewing previous lessons key concepts and understanding
attributes of polygons up to 10 sides.
19. The teacher will also review the characteristics of what makes a Provide fill in the blank handouts
polygon either regular irregular for students with dysgraphia
3. Regular polygons have all equal sides
4. Irregular polygons have side lengths of different values Provide individual copy of anchor
chart (Appendix A) for ELL
20.Teacher will then connect previous learning segments into current one students and students with
by informing students that today they are going to be rotating Auditory Processing Concerns.
polygons in 2 directions on a coordinate grid.
Instructional Procedures Provide vocabulary handouts with

visual symbols and pictures of
1. The teacher will begin lesson on Rotation various rotations of regular
2. Inform students that a polygon can be rotated in 2 directions. Ask polygons and irregular polygons
students which 2 ways they can rotated? to ELL students and students with
3. After taking a couple answers inform the students that polygons can auditory processing concerns
be rotated clockwise and counter clockwise
a. Explain using the clock in the classroom that Clockwise means Scaffold and work with students
going around in order (from 1-12) one step at a time
b. Counter-Clockwise means going the opposite direction (from
12-1). Teacher will circulate and review
4. Teacher will continue to and inform students that as well as being frequently and check for
rotated clockwise and counter-clockwise that polygons can also be understanding
rotated in terms of degree.
Provide extra time to ELL and
5. Inform students that polygons can be rotated 90°, 180° or 270°
dysgraphia students.
a. Teacher will model the three types of rotations going both
clockwise and counter-clockwise Dysgraphia and ELL students
b. The teacher will inform students that they are to separate will utilize assistive technology if
their sheets of graph paper into four sections known as necessary to help them complete
quadrants. They will do this using a ruler. handouts.
c. The teacher will number the x and y axis’
d. Teacher will have a triangle drawn in the middle of the first Peer Tutoring by students who
quadrant on the graph paper which will be shown on the have completed their work.
board shown by the document camera.
e. Teacher will then label each vertex of the tringle A, B, C.
6. Teacher will then give students class activity worksheets (Appendix B),
transparency paper and a dry erase marker. This activity will be done
together
7. As teacher progresses through instruct students to work together
with you rather than just copy.
8. First the teacher will model a 90° rotation clockwise
a. The teacher will model a rotation of the triangle by fixed point
of the Origin
b. Inform students that to do this you place the piece of
transparency over the shape and trace it.
c. Teacher will then place a fingertip at the origin of the grid and
make a quarter turn to the right (clockwise) to into the next
quadrant.
d. Teacher will place the three vertices in the new quadrant and
using a ruler will connect the points to show a 90° rotation.
9. Teacher will then model a 180°
a. Starting in quadrant 1 again the teacher will model a rotation
of the triangle by fixed point of the origin.
b. Teacher will then place a fingertip at the origin of the grid and
make a half turn to the right (clockwise) to into the 3rd
quadrant.
c. Teacher will place the three vertices in the new quadrant and
10. Teacher will then model a 270° rotation
a. Starting in quadrant 1 again the teacher will model a rotation
of the triangle by fixed point of the origin.
b. Teacher will then place a fingertip at the origin of the grid and
make a three-quarter turn to the right (clockwise) to into the
4th quadrant.
c. Teacher will place the three vertices in the new quadrant and
11. Teacher will repeat above steps but going counter-clockwise.
12. As each example is modeled the teacher will point out that each
vertex coordinate change from either negative or positive depending
on the quadrant it is rotated to.
13. Teacher will ask students if any questions or concerns remain. If none
arise then teacher will handout independent seatwork (appendix C).
14. Prior to the end of class teacher will assign homework sheet
(appendix D) to be completed for the next day.
Closure
Verbal vs. written responses offered to
students with Dysgraphia and ELL
The teacher will provide a summary of the math lesson completed. “Boys
students.
and girls in today’s math lesson we learned that polygons can be rotated
clockwise and counter-clockwise. We also discovered that they can be rotated
three separate ways which are 90°, 180°, or 270°.I showed you multiple
examples of rotations we did examples together as a class and I would like
you to practice more on your own at home with the homework sheet. I would
also like to thank you for your hard work today as rotations are not east and
you guys powered through!”
 Document Camera
 Overheard Transparencies
 Dry Erase Markers
 Tissue paper/Dry Erase marker eraser
 Graph paper
 Class Activity Worksheet (Appendix B)
 Independent Activity sheet (Appendix C)
 Homework Sheet (Appendix D)
Rotation: The act of turning a shape based on a fixed point or from the Origin.
Rotational Directions
 Clockwise
 Counter- Clockwise
Types of rotation
 90°
 180°
 270°
Coordinate Grid
 A grid where points are plotted into 1 of 4 quadrants (sections)
 Has an X-Axis (horizontal) and a Y-Axis (vertical)
 The middle is called the origin
The Origin
 The middle point of the coordinate grid that rotation usually occurs
 around.
Appendix B: Class Activity Worksheet
Appendix C: Independent Work
Appendix D: Homework Sheet

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Artifact #1: Math Lesson Plan and 3 Learning Segments.

These lesson plans demonstrate my knowledge of mathematical curriculum as well as

my ability to plan subsequent lessons extensively. Each lesson contains an anticipatory

promote each learner’s achievement of content standards.

Principle 2: Educators Create, support and maintain challenging learning environments

individuals who reflect upon and monitor their own learning.

The Ontario Ethical Teacher Standards

learning through positive influence, professional judgment and empathy in practice.

quadrilaterals, and polygons by composing into rectangles or decomposing into triangles

New York Standards

geometry, measurement, and statistics and probability.

Ontario Ministry of Education Curriculum Standards

Category: Geometry and Spatial Sense

Sub category: Geometric Properties

Standard and Statement: sort and classify quadrilaterals by geometric properties

TEAC/CAEP CLAIMS 1-3

effective pedagogy and best teaching practices.

Council for Exceptional Children (CEC)

1. Maintaining challenging expectations for individuals with exceptionalities to develop

dignity, culture, language and background.

3. Promoting meaningful and inclusive participation of individuals with exceptionalities

in their schools and communities.

Context for Learning (edTPA)

Grade level: 6 Number of students in the class: 24

Students with IEPs/504 Plans

Students with Other Learning Needs

Lesson ___1___ of a ____4__ Day Learning Segment

Subject and Lesson Topic: Geometry and Spatial Sense

Grade Level: 6 Lesson Duration: 40 minutes

Central Focus of the Learning Segment

Knowing Your Learners

Ontario Curriculum Standard: Grade 6: Geometry and Spatial Sense

Academic Language Demands Instructional Supports

Discourse Teacher will model listening, sharing and writing

Instructional Process Accommodations and/or

Provide fill in the blank

Closure Verbal vs. written responses

Appendix A: Anchor Chart

 A Polygon is a 2-Dimensional Shape

 Must have at least 3 sides with no Intersecting Lines

Prefix Polygons Shape

Appendix C: Student worksheet

1. What are the key characteristics of a polygon?

1. Number of sides: _________________________

1. Number of sides: _________________________

2. Number of sides: _________________________

3. Number of sides: _________________________

Polygon Number of Edges and Vertices

Context for Learning (edTPA)

Grade level: _6__ Number of students in the class: _24__

Students with IEPs/504 Plans

IEPs/504 Plans: Number of Supports, Accommodations, Modifications, Pertinent

Students with Specific Language Needs

Students with Other Learning Needs

Students with Other Learning Needs

Lesson ___2__ of a ___4__ Day Learning Segment

Subject and Lesson Topic: Math- Geometry and Spatial Sense

Grade Level: 6 Lesson Duration: 45 Minutes

Central Focus of the Learning Segment

Knowing Your Learners

Ontario Curriculum Standard: Grade 6: Geometry and Spatial Sense

Academic Language Demands Instructional Supports

Instructional Process Accommodations and/or

Lesson _1_ of a __4 Day Learning Segment

Lesson _2 of a _4 Day Learning Segment

Grade level: _6 Number of students in the class:24_

Lesson 3 of a 4 Day Learning Segment

Grade level: 6 Number of students in the class: 24

Lesson 4_ of a 4_ Day Learning Segment