Ashley – YR3
Teacher
Lusk
3/25/15
Sanders
4/2/15
Box
3/25/15
Objective
I can compare
experimental
probability to
theoretical
probability.
Review: Lateral
Area and
Surface Area
I will solve
problems
involving
qualitative and
quantitative
predictions.
Grade Content Overall
Level
Score
Score
7
2
3
8
2
3
7
2
3
Reinforcement
Refinement
Recommend PD
Mathematical
Justification
Academic
Language
Post definitions of
experimental prob. vs.
theoretical prob.
Classroom
Student
Activities
Appropriate
Connections
Content
Information
Review – little content
Mathematical Incorrect evidence from
slides:
Notation
Which sum is most likely to
occur? P(7)
Which sum is least likely to
occur? P(2) P(12)
The teacher explained the
meaning of the notation
correctly, but it was
incorrectly used in the
answers provided above.
Students should answer with
the sum, not the probability.
Defs. of exp. vs. theoretical
prob. were not included.
Rushing
3/6/15
Salazar
3/13/15
I can use the
area formula for
rectangles to
discover the
area formula for
parallelograms.
I will compare
simple interest
and compound
interest.
6
2
3
Academic
Language
Classroom
Student
Activities
Lack of evidence
provided
8
2
2
Classroom
Student
Activities
Mathematical
Justification
Explained how to use
formulas clearly, but did
not explain the
differences between the
two types of interest
clearly. How are the two
Havens
3/10/15
Practice finding
mean absolute
deviation of a
data set
Use quadratic
formula to solve
quadratics
8
2
2
Academic
Language
Classroom
Student
Activities
8
4
3
Academic
Language
Mathematical
Notation
Nava
2/26/15
Relationships
between
triangles,
rectangles,
squares, and
parallelograms
6
2
3
Classroom
Student
Activities
Teacher
Answering
Questions
Brumfield
3/4/15
Write and solve
equations related
to volume of
rectangular prism
6
2
3
6
2
2
8
2
2
8
2
3
Dominguez
3/5/15
Tidwell
3/4/15
Write and solve
equations
related to
rectangular
prisms
Sanders
Describe
2/6/15
relationships
between right
triangles and
the
Pythagorean
Thm
Breitweiser I can create a
2/4/15
formula for
missing sides of
calculations different?
Primarily practiced
calculations
Good overall; say “no
real solutions” rather
than “no solutions
(imaginary)”
Overall fine.
Mathematical Mathematical Models were good; didn’t
Representations Justification explain why new formula
for volume didn’t
contradict students
previous formula, A =
l*w*h. (Both are area of
the base times the
height.)
Mathematical Mathematical
The model was not
Representations Abstraction explained clearly, mixing
2D and 3D ideas. See
report.
Mathematical Mathematical
Representations Abstraction
Classroom
Student
Activities
Academic
Language
See “Pythagorean Thm
Issues” at the end of
report.
See “Pythagorean Thm
Issues” at the end of
report.
Box
2/3/15
Grimsley
1/30/15
Brumfield
1/26/15
Tidwell
1/22/15
Salazar
1/22/15
a right triangle
by manipulating
the areas of the
squares of its
sides.
Determine area
of composite
figures using
various
formulas.
Multiply
polynomials
using the box
method
Represent
benchmark
percents such
as 1%, 10%,
25%, 33 1/3 %,
and multiples of
these values
using 10 by 10
grids, strip
diagrams,
number lines,
and numbers.
Convert units
within a
measurement
system,
including the
use of
proportions and
unit rates.
Explain the
effects of
transformations
on 2D figures
7
2
3
Mathematical
Abstraction
Classroom
Student
Activities
Good overall.
AlgI
2
3
Appropriate
Connections
Mathematical
Abstraction
Need to explain why box
method works.
6
3
3
Academic
Language
Mathematical
Justification
Good overall.
?
4
3
Teacher
Answering
Questions
Mathematical Fine. Would be good to
Justification explain why “same units”
cancel so that students
avoid mistakes when
setting up proportions.
8
1
2
Appropriate
Connections
Content
Information
Only one example was
done, and a mistake was
made which was not
corrected until much
later.
Fine overall, but defns of
upper/lower quartile
were not clearly stated.
Nava
12/11/14
I can understand
the components of
a box plot and
create a box plot.
7
2
3
Appropriate
Connections
Academic
Language
Havens
12/4/14
I can create
scatter plots
and use them to
make
predictions.
I will construct
a scatter plot
and use a trend
line to analyze
data of a linear
relationship.
Solve for the
variable in
addition,
subtraction,
multiplication,
and division
problems.
I can collect
data and create
a dot plot and a
box plot. I can
solve problems
using dot and
box plots.
We will
determine
solutions to
simple and
compound
events using
experimental
and theoretical
8
2
3
Academic
Language
Classroom
Student
Activities
Didn’t get to discuss
making predictions in
that class period, but
good lesson overall.
?
2
3
Appropriate
Connections
Academic
Language
Fine overall. Clarify
explanation of “trend
line.”
6
3
3
Teacher
Answering
Questions
Academic
Language
Say “inverse operation”
rather than “opposite.”
7
4
4
Appropriate
Connections
Academic
Language
Great overall.
?
2
3
Classroom
Student
Activities
Academic
Language
Good overall, but the
teacher said
“dependent/independent
probability” rather than
“probability of
dependent/independent
event” and “simple
probability” rather than
Salazar
12/4/14
Tidwell
12/4/14
Lusk
11/24/14
Dominguez
11/20/14
data.
Brumfield
11/21/14
I will write,
solve, and graph
one-step, onevariable
inequalities on
number lines.
6
2
3
Appropriate
Connections
Classroom
Student
Activities
Barron
11/18/14
I will understand
markups and
discounts and
apply them to real
world situations.
7
2
2
Mathematical
Justification
Academic
Language
Sanders
11/19/14
We will
interpret maps,
tables, ordered
pairs, and
graphs to
determine
functional
relationships.
8
2
3
Classroom
Student
Activities
Mathematical
Justification
Barron
11/4/14
I will identify my
strengths and
weaknesses while
reviewing for the
district assessment
(unit rate,
proportions, scale
factor)
7
2
2
Appropriate
Connections
Academic
Language
Rushing
10/30/14
I can discover
rules that will
help predict
whether a
6
3
3
Appropriate
Connections
Mathematical
Justification
“probability of a simple
event.”
Good overall.
The teacher was a little
vague; say “Multiply by
8%,” not “Multiply by 8.”
Emphasize that 8% is
equivalent to .08, so
multiply by .08 in order
to multiply by 8%.
Explain why Vertical
Line Test makes sense.
The teacher asked
students to find the scale
factor, but his answer
seemed to be the ratio in
inches to miles rather
than the scale factor (i.e.
the number multiplied
by the numerator and
the denominator to find
the appropriate
equivalent ratio).
Good overall.
Tidwell
10/30/14
Grimsley
10/29/14
product will be
positive or
negative when
multiplying
integers greater
than or less
than zero.
I will use
variables and
expressions to
represent a
quantity.
I can identify and
describe the
effects of changing
m and b in a linear
equation.
?
3
3
Appropriate
Connections
AlgI
2
2
Mathematical
Notation
Classroom
Student
Activities
Good overall.
Mathematical The teacher’s explanation of
Justification how slope relates to the
steepness of a graph confused
students, particularly when
students were presented with
a line which had negative
slope. The rules the teacher
provided didn’t make sense
when students were dealing
with negative slopes. (She
said, ““What happens when
the slope increases? The
graph is more steep. What
happens when the slope
decreases? The graph is
less steep.”) Adjusting the
rules would help greatly.
Please read the explanation
and suggestions below. When
all else fails, tell the students
that if they’re not sure, just
graph the lines and see which
one is steeper. They don’t
have to use a rule, but
knowing the rule helps them
work faster. Instead, say,
“The closer the slope of a
line is to zero, the less steep
the line will be.” This
makes sense since a
horizontal line has slope of
zero. The closer the slope is
to zero, the “flatter” the line
will be.
Pythagorean Theorem Issues: The reasoning seems inconsistent when models of the Pythagorean Theorem and graphical pictures of triangles are mixed in the
same activity. Certain models are not examples of the Pythagorean Theorem, but the students can always try to use the Pythagorean Theorem on any triangle to test to
see if it is a right triangle or not. Most of the applications of Pythagorean Theorem in various problems (ladder leaning against a wall, finding the missing distance in a
diagram, finding a missing side length) never require a student to draw squares on the sides of the triangle. Rather, students need only understand the meaning of a^2 +
b^2 = c^2, and what each variable represents. If models are used as a helpful tool, they should be explained thoroughly so that students see that the square has the same
side length as the side length of the triangle (that the square is touching), and to find the area of the square, we “square” the side length. Then, the question should not
be, “Is this a right triangle?” The question for understanding the model should be, “Does this model appropriately illustrate the Pythagorean Theorem?” Mixing “Is this a
good model?” with “Is this a right triangle?” muddles things and causes confusion.
Also, since several of the problems in the activity dealt with incorrect models, these problems did not draw attention to the relationships between right triangles and the
Pythagorean Theorem (which was the lesson objective). Some of the triangles depicted were right triangles, but they were listed as “non-examples of the Pythagorean
Theorem” because the question was testing whether or not the model was correctly drawn rather than drawing a connection between the fact that if a^2 + b^2 = c^2,
then the triangle is a right triangle. In several of the problems, the triangles in the models were right triangles, but the teacher said students couldn’t use the
Pythagorean Theorem on certain triangles if the model was wrong. The focus was on the models in these problems rather than on the objective.
Be sure to say, “Find the area of a square with side length _____” every time, rather than sometimes saying statements like, “Find the area of 4.” This could cause
confusion to students, particularly when they were given a problem where the squares weren’t shown in the picture, and then the teacher told students to find the area
of 26. There was no square in the picture, and students knew 26 was a side length, not a square. The teacher clarified that there was a 26 by 26 square as in the
previous model, and this seemed to help. To avoid confusion when using the models, it may have been more helpful to have students sketch the triangle on their paper,
then draw the squares as they did in the model and proceed as before. The teacher also could have gone back to the formula and plugged in values for a and c, then had
students solve for b. Students could check their work by drawing the squares if needed, or vice versa.
The teacher did a good job helping students figure out how to create right triangles, deduce patterns, and use the Pythagorean Theorem to determine if a triangle is
actually a right triangle.