getting into shapes! created by: diana misso. peer review focus question ▪ do my assessments...

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Getting Into Shapes! Created by: Diana Misso

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Page 1: Getting Into Shapes! Created by: Diana Misso. Peer Review Focus Question ▪ Do my assessments fairly assess the students’ ability to recognize and draw

Getting Into Shapes!

Created by: Diana Misso

Page 2: Getting Into Shapes! Created by: Diana Misso. Peer Review Focus Question ▪ Do my assessments fairly assess the students’ ability to recognize and draw

Peer Review Focus Question

▪ Do my assessments fairly assess the students’ ability to recognize and draw shapes?

▪ How can I improve my essential question(s)?

Page 3: Getting Into Shapes! Created by: Diana Misso. Peer Review Focus Question ▪ Do my assessments fairly assess the students’ ability to recognize and draw

Elementary Level Learning Experience

▪ Trinity Catholic Academy–Urban Catholic School in South

Buffalo–PK – 8–Approximately 120 students

▪ Taught in March 2013–One week (5 days) of 45 minute

classes

Page 4: Getting Into Shapes! Created by: Diana Misso. Peer Review Focus Question ▪ Do my assessments fairly assess the students’ ability to recognize and draw

Grade Level/Ability of Students

▪ Second Grade Class of 10 students–5 boys, 5 girls

▪ Two students have IEP’s

▪ Two students receive Title 1 Math services

▪ Rules & Procedures have been established (Page 19)

Page 5: Getting Into Shapes! Created by: Diana Misso. Peer Review Focus Question ▪ Do my assessments fairly assess the students’ ability to recognize and draw

NYS Common Core Learning Standard

2.G.1Standard Area: Mathematics

Domain: Geometry (G)

Cluster: Reason with shapes and their attributes.

Standard 1: Recognize and draw shapes having specified attributes, such as a given number of

angles or a given number of equal faces. Identify triangles, quadrilaterals, pentagons,

hexagons, and cubes.

Page 6: Getting Into Shapes! Created by: Diana Misso. Peer Review Focus Question ▪ Do my assessments fairly assess the students’ ability to recognize and draw

Objective

To recognize and identify two-dimensional shapes in order to develop a deeper understanding of geometry and its’ role in everyday life.

Page 7: Getting Into Shapes! Created by: Diana Misso. Peer Review Focus Question ▪ Do my assessments fairly assess the students’ ability to recognize and draw

Enduring Understandings

Geometry is a representation of the world around us.

Geometric shapes exist in the natural and the man-made world.

Objects can be analyzed, sorted, and compared by attributes.

Page 8: Getting Into Shapes! Created by: Diana Misso. Peer Review Focus Question ▪ Do my assessments fairly assess the students’ ability to recognize and draw

Essential Questions

How can I use shapes and equal parts?

How do we use geometry to make sense of the real world?

Page 9: Getting Into Shapes! Created by: Diana Misso. Peer Review Focus Question ▪ Do my assessments fairly assess the students’ ability to recognize and draw

Guiding Questions

How many sides & angles does a shape have?

Describe a shape by its given name, number of sides, and/or number of angles.

What are examples of objects in school that look like 2D shapes?

Page 10: Getting Into Shapes! Created by: Diana Misso. Peer Review Focus Question ▪ Do my assessments fairly assess the students’ ability to recognize and draw

Assessing Prior Knowledge

2D Shapes Pretest (Page 27)

1 2 3 4 5 6 7 8 9 101

4

01

78 8 8

10

7

Results of Pre Testing

Question Number

Num

ber

of

Stu

dents

C

orr

ect

Page 11: Getting Into Shapes! Created by: Diana Misso. Peer Review Focus Question ▪ Do my assessments fairly assess the students’ ability to recognize and draw

Anticipatory Set

Read aloud: The Greedy Triangle, by Marilyn Burns

(http://youtu.be/kPuI4XyyZUE

)

Create an anchor chart as a whole group

Page 12: Getting Into Shapes! Created by: Diana Misso. Peer Review Focus Question ▪ Do my assessments fairly assess the students’ ability to recognize and draw

Day One

Model & practice creating shapes on geoboards

Page 13: Getting Into Shapes! Created by: Diana Misso. Peer Review Focus Question ▪ Do my assessments fairly assess the students’ ability to recognize and draw

Day Two

Sort pattern blocks and work in math textbook

Page 14: Getting Into Shapes! Created by: Diana Misso. Peer Review Focus Question ▪ Do my assessments fairly assess the students’ ability to recognize and draw

Day Three

Problem Solving with 2D Shapes

Example on page 30, 31

Page 15: Getting Into Shapes! Created by: Diana Misso. Peer Review Focus Question ▪ Do my assessments fairly assess the students’ ability to recognize and draw

Day Four

“My Polygon Riddle”

(Page 30)

Page 16: Getting Into Shapes! Created by: Diana Misso. Peer Review Focus Question ▪ Do my assessments fairly assess the students’ ability to recognize and draw

Summative Assessment

Independently create a “What’s in a

Shape?” booklet

Oral Assessment

Written Posttest

Page 17: Getting Into Shapes! Created by: Diana Misso. Peer Review Focus Question ▪ Do my assessments fairly assess the students’ ability to recognize and draw

Results of Pre & Post Testing

1 2 3 4 5 6 7 8 9 100

2

4

6

8

10

12

Pretest Posttest

Question Number

Num

ber

of

Stu

dents

Corr

ect

Page 18: Getting Into Shapes! Created by: Diana Misso. Peer Review Focus Question ▪ Do my assessments fairly assess the students’ ability to recognize and draw

Recognizing Shapes

Circle

Triang

le

Quadr

ilate

ral

Squa

re

Para

llelogr

am

Pent

agon

Hexag

on

Trap

ezoid

Recta

ngle

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Pretest PosttestShape

Cla

ss P

erc

enta

ge

Page 19: Getting Into Shapes! Created by: Diana Misso. Peer Review Focus Question ▪ Do my assessments fairly assess the students’ ability to recognize and draw

What’s in a Shape? Rubric

Page 20: Getting Into Shapes! Created by: Diana Misso. Peer Review Focus Question ▪ Do my assessments fairly assess the students’ ability to recognize and draw

What’s in a Shape?

Student Work begins in Appendix III (Page 33)

Number of Students performing at a level of…

▪ Distinguished: 3

▪ Proficient: 5

▪ Developing: 2

Page 21: Getting Into Shapes! Created by: Diana Misso. Peer Review Focus Question ▪ Do my assessments fairly assess the students’ ability to recognize and draw

Thank You…

Members of TLQP and EDU518 for your continued feedback.