Planning Commentary

Secondary Mathematics
Task 1: Planning Commentary
TASK 1: PLANNING COMMENTARY

Respond to the prompts below (no more than 9 single-spaced pages, including prompts) by typing your responses within the
brackets. Do not delete or alter the prompts. Pages exceeding the maximum will not be scored.
1. Central Focus
a. Describe the central focus and purpose of the content you will teach in the learning
segment.
[
The central focus of this learning segment is congruence and similarity, specifically
related to triangles and other polygons. Students will work in depth with both concepts in order
to differentiate between them. The lessons will focus on deepening their understanding of these
concepts to the point where they can independently interact with the terms and their
representations.]
b. Given the central focus, describe how the standards and learning objectives within your
learning segment address
conceptual understanding,
procedural fluency, AND
mathematical reasoning and/or problem-solving skills.
[
The learning objectives address conceptual understanding through students working
with the terms in multiple situations. Students will work with similarity and congruence through
vocabulary instruction, manipulatives, and independent worksheets. Through this variety of
mediums, students will develop the ability to recognize, apply, and differentiate the concepts in
different formats.
The standards and objectives address procedural fluency through the students
application of congruence and similarity to a variety of polygons in Lesson 4. As stated
previously, students work with triangular similarity and congruence throughout the learning
segment. They learn the key ideas associated with those terms in a more specialized format
through the triangles. By having the triangles be the focus of the lessons, students are able to
deepen their understanding of similarity and congruence as geometric theories before trying to
apply them to a variety of shapes.
Students practice mathematical reasoning through the challenges of manipulation and
application of the key terms in these lessons. Throughout the lesson I will ask students to think
about what they know about a certain shape or idea and how that helps them determine the
solution for another shape. Students use what they know to solve a problem related to another
shape. In the final assessment students will be given two evergreen trees to determine if they
are similar or congruent. The students must use what they know about congruence and
similarity and apply it to a real life scenario. ]
c. Explain how your plans build on each other to help students make connections
between concepts, computations/procedures, AND mathematical reasoning or problemsolving strategies to build understanding of mathematics.
[
My lesson plans build upon each other by working with the terms and their definitions to
begin. Students will interact with the terms and their images to begin interaction with concepts
that may be unfamiliar. We will slowly move into the ideas of congruence through talking about
triangles specifically. After deepening their understanding of congruence and similarity with
triangles, they will work through applying their knowledge to other shapes. I planned the lessons
to deepen their understanding of congruence before applying it. The goal in sequencing the
lessons this way is for students to gain a strong sense of one concept and building upon that. ]
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2. Knowledge of Students to Inform Teaching

For each of the prompts below (2ac), describe what you know about your students with
respect to the central focus of the learning segment.
Consider the variety of learners in your class who may require different strategies/support
(e.g., students with IEPs or 504 plans, English language learners, struggling readers,
underperforming students or those with gaps in academic knowledge, and/or gifted
students).
a. Prior academic learning and prerequisite skills related to the central focusCite
evidence of what students know, what they can do, and what they are still learning
to do.
[
The students in this class range in age from sophomores to seniors who each have an
Individualized Education Plan (IEP). Some of the students have interacted with geometry in the
past, while for some of them these concepts are relatively new. I chose to begin the learning
segment at the lowest level of concepts related to geometric shapes. I plan to introduce the
aspects of congruence and similarity as a brand new concept for all students, even though I
know it may be a review for the students who have worked with it. Even though some students
may be aware of similarity and congruence, none of them are at grade level performance. I
included questions and activities that students who may have some experience in geometry
could respond to and their knowledge would provide a new level of understanding for the
students who are more unfamiliar. I will allow for students to share their knowledge through
group discussions. One of these discussions is in Lesson 1 where students will work together to
match terms and definitions related to triangles. Students who have more experience with
geometric terms will be able to help those students who do not.
Additionally, many of the students have difficulty with recalling information. Each of the
lessons and activities in this learning segment begin with some level of review from the prior
lesson. Students also are given the ability to access their notes to allow for more practice and
confidence in their work. The students in this class have difficulty with note taking and staying
organized. I chose to include activities related to note-taking and organization of ideas in Lesson
2 so that students can practice such skills. In this lesson, students will make their own foldable
notes and I will model good note taking using the document camera in our room.
In relation to mathematical concepts, these students are very good at working with
tangible items. In other classes I have noticed that students are more able to understand a
concept or story if they watch or interact with it, rather than read or listen to it. In Lessons 3 and
4, students will use the tangible items to practice their skills because they will be more likely to
gain comfort with the concepts this way. They will use paperclips in these lessons as
measurements that they can see and move around, rather than abstract measurements that
they read. ]
b. Personal, cultural, and community assets related to the central focusWhat do you
know about your students everyday experiences, cultural and language
backgrounds and practices, and interests?
[
The students in this group struggle with mathematics making it difficult for them to be
engaged in instruction. They typically become frustrated with instruction, so they become very
discouraged very quickly. As a result, I planned instruction that includes conversation and a
variety of learning styles, such as kinesthetic learning. In a block earlier in the school year I had
students work through an interactive activity for slope. The students responded very well to this
activity and showed growth in written skill later on. I chose to include the I-am-Who-is game
and the matching activity to activate the same style of learning.
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The students in this course also receive a variety of modified assignments and
assessments in their general education courses. These modifications include matching, multiple
choice answers, and being able to use their notes on tests or quizzes. In this learning segment,
I will give students the choice of taking notes while also having some lessons include activities
where students will create resources. In Lesson 2, I will have students create a foldable. Within
the foldable the students will have images and definitions for different triangle congruence
theorems. I want students to create this resource early on, so that they can use it throughout the
segment. In addition to resources for students to access, I have created assessments based on
modifications they receive in other courses. In the summative assessment, the students will be
asked to match images to their triangle congruence theorems, a format often used in their
modified assessments.]
c. Mathematical dispositionsWhat do you know about the extent to which your students
perceive mathematics as sensible, useful, and worthwhile1

persist in applying mathematics to solve problems
believe in their own ability to learn mathematics
[
Students in this course struggle with mathematics, especially in seeing its value, and
self-efficacy toward the subject. The students enrolled in Instructional Methods are students that
are not meeting grade-level academic standards. This deficit causes students to have negative
opinions toward schooling, especially math. Students have made many comments that what
they are learning is not useful and that they should be doing things that will apply to their real
lives. These comments hint to me that these students do not value mathematics or view it as
an important part of their lives.
The deficits these students experience also cause them to become discouraged in
practicing and using mathematics. Students do not view themselves as mathematicians, or even
people who can use math. Using math to solve problems takes these students a very long time
and a lot of focus, so they tend to use other modes for solving problems such as the internet,
asking teachers for help, and copying work from their peers. These students are not confident in
their abilities to learn mathematics. This lack of confidence stems from experiences they have
had throughout their schooling. These experiences include answering questions wrong in class,
poor grades on assessments, and a lack of encouragement outside of school to perform. These
experiences are not true for all of the students in this class, but most have had poor interactions
in their general education math courses. ]
3. Supporting Students Mathematics Learning
Respond to prompts below (3ac). To support your justifications, refer to the instructional
materials and plans you have included as part of Planning
Task 1. In addition, use principles from research and/or theory to support your
justifications.
a. Justify how your understanding of your students prior academic learning; personal,
cultural, and community assets; and mathematical dispositions (from prompts 2ac
above) guided your choice or adaptation of learning tasks and materials. Be explicit
about the connections between the learning tasks and students prior academic learning,
their assets, their mathematical dispositions, and research/theory.
From The Common Core State Standards for Mathematics

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[
Through my experiences with these students, I have learned that they learn best through
modeling and scaffolding. Many of the students have trouble with reading, so they are better
able to learn when someone explains concepts verbally. As a result of this learning I planned a
lot of activities where students could interact with their peers and me as a way to guide their
learning. Specifically, I chose activities that require me conversing with the students or modeling
concepts. One example of such interaction would be in Lesson 1. In this lesson I plan to
converse with the students by playing the I am Who is game with them. I plan to use a
modeling technique in Lesson 2 by taking notes on triangle congruence for students to follow
along. Within the modeling technique I also plan to utilize questioning to further engage
students.
Social learning theory encourages interactions among peers and teachers to enhance
students education. Questioning and direct instruction creates an environment where students
feel comfortable interacting and sharing their thinking. Through my instruction I want to foster
these interactions, while also modeling techniques of sharing ideas. One activity I planned
specifically for social interactions is when students will construct and change triangles together
while explaining their thinking. The students will be learning from observing what the other
students know and what they both are unsure about and figure out together.
Additionally, Vygostkys Zone of Proximal Development, ZPD, encourages the fostering
of such interactions. Specifically, this theory supports the idea of students interacting and
learning with more skilled peers. Since this course is for students who struggle with
mathematics, and other academic areas, peers at high knowledge levels do not surround the
students. I focused my planning on how I could model for students and play the role of the more
skilled individual. One way I model for students is during Lesson 2 when I have them make
foldable notes. I will create the foldable under the document camera so students can see
exactly how I go about making folds and labeling the foldable. Additionally, I will present my
knowledge of triangle congruence theorems to the students when I model note-taking. During
Lesson 4 I will serve as the more skilled individual as I model the new concept of congruence
and similarity among other polygons. I plan to utilize the program of Geometers Sketchpad to
show students the changes in such shapes. I will present my knowledge of such concepts
through this mini lesson by using a think aloud strategy. I will identify what I see as the
properties of congruence and similarity, so that students can grow in their own conceptual
understanding. ]
b. Describe and justify why your instructional strategies and planned supports are
appropriate for the whole class, individuals, and/or groups of students with specific
learning needs.
Consider the variety of learners in your class who may require different
strategies/support (e.g., students with IEPs or 504 plans, English language learners,
struggling readers, underperforming students or those with gaps in academic
knowledge, and/or gifted students).
[
The instructional strategies I planned for this group are appropriate for both group and
individual instruction because they meet with the students academic learning needs as stated in
their IEPs. Every student in this class has an IEP, but more specifically a math goal. This goal
focuses specifically on their ability to perform at grade-level in mathematics, but their IEP
provides more specific information related to their overall learning needs. Some of the students
are allowed to use notes on assessments, extended time, or modified assessments. These
accommodations apply to all levels of assessment from worksheets to final exams.
One of the ways I adhered to the students learning needs is my creation of an
assessment in the same format as their modified exams. Many of the students have trouble with
recalling of information, so providing multiple-choice questions can make a big difference for
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them. I included a multiple choice option for students in the vocabulary assessment by providing
a word bank of geometric terms. Additionally, providing questions in a pictorial or matching
format can be helpful, which I utilized on the vocabulary assessment in Lesson 1 and the
summative assessment in Lesson 4. Another way I adjust instruction for students was by using
manipulatives to teach the concepts of similarity and congruence. In Lesson 3, I have students
create triangles using paperclips. By using the manipulative students can count how long each
side is and makes the connection of equal lengths by interacting with the measurements, rather
than seeing a number on a page. Students in Level 1 work better with concrete examples, so I
wanted to make sure that I provided them with such. ]
c. Describe common mathematical preconceptions, errors, or misunderstandings within
your central focus and how you will address them.
[
With my central focus of congruence and similarity, I plan to see misunderstandings
related to certain vocabulary and mathematical preconceptions about shapes. I predict
misunderstandings related to the term similar because it has a different meaning in mathematics
than it does in normal life. Students tend to see similar as meaning equal because in their lives
if two things are similar, it tends to mean that they are alike. Additionally, I have had experience
with students who do not use the word congruent, rather they say equal. Even though the terms
mean the same thing, I plan to direct my students to use the word congruent in order to practice
using mathematical language.
Another misconception I predict is students not realizing the variety of styles within one
shape because of how they have interacted with them in the past. For example, students may
have only seen triangles with three equal sides. I predict students will understand the difference
between acute and obtuse because those deal with the size of the triangles, not their side
lengths. As a result of viewing triangles in this way, I predict students will not easily distinguish
between the terms scalene, isosceles, and equilateral. I think this inability to distinguish the
terms will come into play during the I-am-Who-is game during Lesson 1 and when students
are creating their triangles in Lesson 3. I do not think that this misconception will cause deficits
of understanding related to the concepts of similarity and congruence. However, it is my hope
that they can create unique triangles in their practice because they will interact with a variety of
shapes in future geometry courses. There will be misconceptions throughout my lessons, but I
do not foresee them as anything I cannot help the students understand.]
4. Supporting Mathematics Development Through Language
As you respond to prompts 4ad, consider the range of students language assets and
needswhat do students already know, what are they struggling with, and/or what is new to
them?
a. Language Function. Using information about your students language assets and
needs, identify one language function essential for students to develop conceptual
understanding, procedural fluency, and mathematical reasoning or problem-solving skills
within your central focus. Listed below are some sample language functions. You may
choose one of these or another language function more appropriate for your learning
segment.
Compare/Contrast
Justify
Describe
Explain
Prove
Please see additional examples and non-examples of language functions in the

glossary.

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[
For this learning segment I chose to focus on compare and contrast. The conceptual
understanding related to similarity and congruence is enhanced through comparing and
contrasting because it helps differentiate between two analogous ideas.]
b. Identify a key learning task from your plans that provides students with opportunities to
practice using the language function identified above. Identify the lesson in which the
learning task occurs. (Give lesson day/number.)
[
During Lesson 4, I will have students practice the language function compare/contrast.
The students will practice the function by using a t-chart. I plan to prompt them to think about
what both of the concepts relate to, what we use to mark them, and their definitions. My hope is
that students will be able to make the connection that congruence means equality and similarity
deals with ratio, while both deal with geometric shapes. ]
c. Additional Language Demands. Given the language function and learning task
identified above, describe the following associated language demands (written or oral)
students need to understand and/or use:
Vocabulary and/or symbols

Mathematical precision2 (e.g., using clear definitions, labeling axes, specifying units
of measure, stating meaning of symbols), appropriate to your students mathematical
and language development
Plus at least one of the following:

Discourse
Syntax
[
The language function of comparing and contrasting congruence and similarity is
associated with vocabulary, mathematical precision, and mathematical discourse. The function
relates to vocabulary because both similar and congruent are important terms related to
geometry. Both of these terms are used in proofs and as the basis of geometric theorems.
Mathematical precision is associated with comparing and contrasting because students are able
to identify the similarities and differences between the terms. The practice of differentiating
between these terms will help students become more successful in other aspects of geometry
because many theorems use congruence and similarity. Discourse is practiced through this
language function because the students will complete the table as a group. The students
communicate with one another or me using mathematical language. In order to determine what
goes into the t-chart, the students must use other mathematical vocabulary, for example, using
the term angles or ratio as similarities and differences. Overall, comparing and contrasting
allows students to practice the concepts of similarity and congruence while also developing
context knowledge to use in later activities. ]
d. Language Supports. Refer to your lesson plans and instructional materials as needed
in your response to the prompt.
Identify and describe the planned instructional supports (during and/or prior to the
learning task) to help students understand, develop, and use the identified language
demands (function, vocabulary and/or symbols, mathematical precision, discourse,
or syntax).
For an elaboration of precision, refer to the Standards for Mathematical Practice from The Common Core State Standards
for Mathematics (June 2010), which can be found at http://www.corestandards.org/assets/CCSSI_Math%20Standards.pdf.

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[
The language supports I planned for this lesson are focused on differentiating geometric
vocabulary. One support is the matching game in Lesson 1, where both the term and definition
are given. Students are able to connect the terms with their definitions, without needing to
develop anything on their own. This activity will allow for the assessment of their ability to
connect the definitions and terms, not their ability to recall the specific word-for-word definitions.
Another support related to language is the worksheet in Lesson 1. On the worksheet,
students are expected to match definitions with terms again. The definitions are all written out
and the terms are given in a word bank. The supports used in this activity are the word bank
and the images related to the terms. The word bank is a support used in many of the students
other classes in order to alleviate some of the pressure of recalling information. The students
are able to show their conceptual understanding of the terms, not their ability to remember each
of them. I included the pictorial support because many of the students in this class have
difficulty reading. In this activity, I wanted to assess their conceptual knowledge of geometric
terms, not their ability to read. By providing the images, I am able to make my assessment more
valid by having students identify terms based on image and definition. My hope is that students
will be able to make connections across the three forms: term, definition, and image. ]
5. Monitoring Student Learning
In response to the prompts below, refer to the assessments you will submit as part of the
materials for Planning Task 1.
a. Describe how your planned formal and informal assessments will provide direct
evidence of students conceptual understanding, procedural fluency, AND mathematical
reasoning and/or problem-solving skills throughout the learning segment.
[
Based on students learning needs and IEPs, I chose assessments that would provide
valid information related to their knowledge, not skill level. In Lesson 3 I will have students
create their own triangles and explain how they are congruent or similar in order to present their
conceptual understanding. I chose this form of assessment because I know that my students do
not do well with reading or writing, so I chose to lessen the amount they needed to write and
take away the pressure of a formal writing format. I did not want to take away from the
assessment by asking for students to perform a reading or writing task that I knew was above
their ability level.
In Lesson 4, I chose the same type of activity to show procedural fluency. I want students to
show that they understand the concept of similarity and congruence in shapes other than
triangles. I plan for students to use the same procedure they had for triangles, but apply it to
shapes such as squares, rectangles, and parallelograms. The students knowledge related to
these shapes may not be at grade level, but my hope is to see a connection in how they make
the shapes similar and congruent, even if their forms are not accurate to the definition of the
shape. I understand the importance of literacy skills and students practicing their communication
skills, but I want to focus more on seeing the knowledge students have related to geometric
concepts, rather than their ability to communicate it.
During Lessons 3 and 4 I also will assess their mathematical reasoning in two ways. One
way I will assess the students reasoning skills is through the compare and contrast activity that
closes Lesson 3. This activity asks students to use their knowledge of the separate concepts of
similarity and congruence in order to develop new schemas related to the aspects of each that
are alike or different. The students are using mathematical reasoning because there is no point
in prior lessons where the comparison among the concepts is discussed. The students must
take what they have learned and reason to determine what is different among them and what is
the same. Additionally in Lesson 4, the summative assessment provided prompts them to use
reasoning skills to determine whether shapes are congruent or similar. One of the sets of
shapes provides an angle measure along with side lengths to show that the shapes are
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congruent. Since the angle measure is given, it is my hope that students will be able to reason
that all parts of a shape must be equal in order for them to be congruent. This section of the
assessment requires students to explain their reasoning for each set, but this specific set I hope
will especially highlight their mathematical reasoning skills since it encapsulates all aspects of
congruence. ]
b. Explain how the design or adaptation of your planned assessments allows students with
specific needs to demonstrate their learning.
Consider the variety of learners in your class who may require different
strategies/support (e.g., students with IEPs or 504 plans, English language learners,
struggling readers, underperforming students or those with gaps in academic
knowledge, and/or gifted students).
[
In each of the lessons I use techniques from students IEPs to design the activities and
assessments. As stated in many of the past prompts, I planned instruction that allowed
students to show me their understanding of the geometric concept without the added pressure
of their struggling academic areas. Many of my formative assessments are group activities
throughout each lesson. I plan to introduce topics in large group settings in order for peers to
learn from one another. The students in this class also tend to not work as well individually; they
get stuck on certain topics or questions, but do not speak up for help. Part of this hesitation
comes from the areas they struggle in like math or reading. Throughout the instruction, I will use
questioning techniques to prompt the students. In my experiences with these students, they all
are very smart and understand content, but they have trouble recalling or applying it. I plan to
use questions to assess what they know and help them apply it to the activities we will be doing.
Some question stems would be: What do you know about, How do you know, or How
doesrelate to It is my hope that through this prompting, they will be better able to show me
their understanding, allowing for more valid formative assessments.
For the summative assessment at the end of the learning segment, I used modification
techniques from other classes to create it. In other courses these students take, a common
modification is multiple-choice answers or providing a portion of the answer. An example of this
format in my assessment is providing images that show congruence or similarity and having the
students explain why it is one or another. In Lessons 3 and 4, I will test whether students can
create the shapes. However, in the summative assessment I want to determine whether they
understand the concept of similarity and congruence, not whether they can create the shapes.
Overall, I chose to plan all of the formative and summative assessments in order for students to
show me their understanding of the concepts without their academic deficits altering the results.]

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Secondary Mathematics

Task 1: Planning Commentary

TASK 1: PLANNING COMMENTARY

2. Knowledge of Students to Inform Teaching

perceive mathematics as sensible, useful, and worthwhile1

From The Common Core State Standards for Mathematics

Copyright 2016 Board of Trustees of the Leland Stanford Junior University.

Please see additional examples and non-examples of language functions in the

Copyright 2016 Board of Trustees of the Leland Stanford Junior University.

Vocabulary and/or symbols

Plus at least one of the following:

Copyright 2016 Board of Trustees of the Leland Stanford Junior University.

Copyright 2016 Board of Trustees of the Leland Stanford Junior University.

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