Unit Plan

Teachers Name:
Christi-Ann Chinen
Grade:
6

School:
Waolani Judd Nazarene School
Content Area:
Mathematics

Complex:
Honolulu
Course Name:
6th Grade CPM (College Preparatory
Math)

Student Population
Total Number of Students: 36
Males: 16
Females: 20
SPED Inclusion: N/A
SPED Pullout: N/A
ELL: N/A
GT: N/A
Any Other: N/A
Free/Reduced Lunch: None
Additional Information: Since Waolani Judd Nazarene School is a small private school, there are no resources for students with
learning disabilities or special needs.
Essential Vocabulary:
Chapter 9:
Proportional relationships
Cross-products
Circumference
Diameter
Radius
Pi
Irrational number
Base
Height
Prism
Cylinder
Volume

Chapter 10:

Dependent
Independent
Compound independent events
Bias
Open questions
Closed questions
Population
Sample
Convenience sample
Written survey
Random sample
Characteristics
Positive correlation
Negative correlation
Causal relationship

Stage 1: Desired Results

Learning Goal(s):
Students will be able to

Big Idea(s):
Students will understand
that

Essential Question(s):

Chapter 9:
Calculate percents using mental math strategies
Recognize proportional relationships in tables and graphs
Use understanding of proportions to make predictions and solve problems
Calculate areas of circles, triangles, and shapes made up of rectangles, circles, and triangles.
Calculate volume of some three-dimensional shapes
Chapter 10:
Use experimental results to make and test conjectures about unknown sample spaces
Describe how the relationship between experimental and theoretical probabilities for an
experiment changes as the experiment is conducted many times
Calculate probabilities of multiple independent events
Recognize and minimize bias in some survey questions
Recognize bias in samples chosen to complete surveys
Attempt to find random representative samples to complete a survey
Interpret results of a survey, including analyzing results for presence of bias
Percents are all around us. There are various strategies that can be used to calculate percent
discounts, tips, and interest earned.
How to identify proportional relationships from tables and graphs
How to find areas of circles and triangles and measuring and calculating volume
How to compare theoretical probabilities with experimental results and learn what happens
when experiments are conducted many times
How to evaluate surveys and design their own survey
What is the relationship?
How can I see it in a table?
How can I see it on a graph?

Standards/Benchmarks:
HCPS III or Common Core

Standards/Benchmarks:
General Learner Outcomes

Standards/Benchmarks:
State Teacher Standards

Interval of Instruction
Necessary to address
Goals:

Does it make sense?

How can I represent it?
Is there another way to see it?
How can we solve it?
6.RP.2
6.RP.3
6.G.1
6.G.2
6.SP.1
Self-directed Learner (The ability to be responsible for one's own learning)
Community Contributor (The understanding that it is essential for human beings to work
together)
Complex Thinker (The ability to demonstrate critical thinking and problem solving)
Quality Producer (The ability to recognize and produce quality performance and quality
products)
Effective Communicator (The ability to communicate effectively)
Standard 1: Learner Development
Standard 2: Learning Differences
Standard 3: Learning Environment
Standard 4: Content Knowledge
Standard 5: Application of Content
Standard 6: Assessment
Standard 7: Planning for Instruction
Standard 8: Instructional Strategies
8 weeks of solo teaching from March 30 to the last day of school, May 22
(This unit plan continues with Chapter 9, which students began before Spring Break.)
One week is reserved for SAT testing, so students will not have math that week. The last week of
school is mainly devoted to end-of-the-year activities, so students only have class on Monday. This
day will be reserved for make-up work and/or an end-of-the-year party. Therefore, this unit will
require 6 weeks of instruction total.

Stage 2: Assessment Evidence

Formative Assessments:

Rubrics for Formative

Assessments:

Students will answer questions in their textbooks in their assigned teams (selected response,
written response, performance assessment, and personal communication questions will all be
used).
Questioning will be used to assess student understanding throughout the lessons.
In their teams, students will create and present posters based on one of the concepts to
demonstrate their understanding.
Students will keep a learning log/journal of the concepts they learn throughout the unit.
Rubric for textbook/problems (same rubric used for tests):
4Contains an effective solution. Shows complete understanding of the concept or task. Addresses
thoroughly the points relevant to the solution. Contains logical reasoning and valid conclusions.
Communicates effectively and clearly through writing and/or diagrams. Includes adequate and
correct computations and/or set up when appropriate.
3Contains only minor flaws. Indicates an understanding of the concept or item. Communicates
adequately through writing and/or diagrams. Generally reaches reasonable conclusions. Contains
minor flaws in reasoning and/or computations, or neglects to address some aspect of the problem.
2Indicates gaps in understanding and/or execution. Contains some combination of the following
flaws: an incomplete understanding of the concept or item; failure to address some points relevant to
the solution; faulty reasoning; weak conclusions; unclear communication in writing and/or diagrams;
a poor understanding of relevant mathematical procedures or concepts.
1Indicates some effort beyond restating the item or copying given data. Contains some
combination of the following flaws: little understanding of the concept or item; failure to address
most aspects of the item or solution; major flaws in reasoning that led to invalid conclusions; a
definite lack of understanding of relevant mathematical procedures of concepts; omission of

significant parts of the item and solution or response.

0A score of 0 is left blank or irrelevant answers, or examples of no mathematical understanding at
all.
Questioning rubric:
4 Exceeds
Proficiency
Students are able to
answer questions that
require deeper level
thinking. They are
able to answer guided
questions without
needing extra
prompting/instruction
from the teacher.

Learning Log rubric:

4 Exceeds
Proficiency
Student answers each
question in the
Learning Log prompt
thoroughly in
complete sentences
with examples

3 Meets Proficiency

2 Approaching
Proficiency
Students are able to
Students struggle to
answer guiding
answer guiding
questions without
questions but are able
needing extra
to do so with help
scaffolding from the
from the teacher. The
teacher. They are able teacher may need to
to answer deeper level ask more guiding
thinking questions
questions to help them
with help from the
arrive to an answer.
teacher.
Students may struggle
with deeper level
thinking questions and
need further help from
the teacher.

3 Meets Proficiency
Student answers each
question in the
Learning Log prompt
but not necessarily in
complete sentences
(may use fragments or

2 Approaching
Proficiency
Student answers most
of the Learning Log
prompt in incomplete
sentences and includes
an example.

1 Below Proficiency
Students are unable to
answer guiding
questions, indicating
they need further
instructions. Students
may need one-on-one
help from the teacher.

1 Below Proficiency
Student only includes
an example of the
concept learned but
does not include an
explanation. (A score
of 0 would mean

included.

Summative
Assessments/Performance
Tasks:
Rubrics for Summative
Assessments/Performance
Tasks:

bullet points) with

examples included.

Poster rubric:
4 Exceeds
3 Meets Proficiency
2 Approaching
Proficiency
Proficiency
Each member of the
Poster is completed
Poster includes an
group participates and with multiple
explanation of the
contributes in making explanations of the
concepts. Writing
the poster. Poster
concept (diagrams,
might be hard to read
includes multiple
words, numbers, etc.). and color may be
explanations of
Poster is colorful,
lacking. When
concept (diagrams,
neat, and legible.
presenting, not all
words, numbers, etc.). When presenting, each members participate
Poster is colorful,
member of the team
and students only read
neat, and legible.
speaks and can be
what is written on the
When presenting, each understood by entire
poster.
member of the team
class.
speaks and is clear
enough for entire class
to hear.
Students will take a team test at the end of each chapter.
Students will take an individual test following the team tests.

student did not

complete Learning
Log.)

1 Below Proficiency
Poster is incomplete
and lacks multiple
explanations of the
concept. Poster is
difficult to read. Not
all members
participate in the
presentation, and
students only read
what is written on the
poster.

Each problem on the team test and individual test are graded using the following rubric:
4Contains an effective solution. Shows complete understanding of the concept or task. Addresses
thoroughly the points relevant to the solution. Contains logical reasoning and valid conclusions.
Communicates effectively and clearly through writing and/or diagrams. Includes adequate and
correct computations and/or set up when appropriate.

Other Evidence:

Expected Targets:

Rationale for Expected

Targets:

3Contains only minor flaws. Indicates an understanding of the concept or item. Communicates
adequately through writing and/or diagrams. Generally reaches reasonable conclusions. Contains
minor flaws in reasoning and/or computations, or neglects to address some aspect of the problem.
2Indicates gaps in understanding and/or execution. Contains some combination of the following
flaws: an incomplete understanding of the concept or item; failure to address some points relevant to
the solution; faulty reasoning; weak conclusions; unclear communication in writing and/or diagrams;
a poor understanding of relevant mathematical procedures or concepts.
1Indicates some effort beyond restating the item or copying given data. Contains some
combination of the following flaws: little understanding of the concept or item; failure to address
most aspects of the item or solution; major flaws in reasoning that led to invalid conclusions; a
definite lack of understanding of relevant mathematical procedures of concepts; omission of
significant parts of the item and solution or response.
0A score of 0 is left blank or irrelevant answers, or examples of no mathematical understanding at
all.
Students keep a learning log of important concepts we cover in class; it similar to a learning journal.
The learning log is based on completion. It is meant for students to summarize what they learned
that lesson, so they can remember the concepts covered. Students use their logs when doing
homework or studying for tests.
Complete chapters 9 and 10 (finish the textbook) by the end of the 4th quarter/school year. Students
will learn about percents, proportions, and geometry in chapter 9 and probability and survey design
in chapter 10.
By the time of solo teaching (beginning March 30), students would have already covered percents
and proportions. For the first two weeks of solo teaching, we will be covering area of triangles,
circles, and composite shapes, as well as volume of prisms and cylinders, which fall under the
geometry category. For the next five weeks, we will be going through chapter 10 (the last chapter of
the book), which involves probability and survey design. One week is devoted to SAT testing, so
students will not have math that week. The last week of school will be devoted to make-up work
and end-of-the-year activities.

Stage 3: Learning Plan

Include activities, instructions, groupings, differentiated instructional and engagement strategies, digital literacy tool(s), and

resources used
Calendar
Week of March 30-April 3
Monday
Lesson 9.3.1 Area of
Triangles

Tuesday
No Math

Wednesday
Lesson 9.3.2 Area of
Circles
And
Lesson 9.3.3 Area of
Composite Shapes

Thursday
Lesson 9.3.4 Volume of
Prisms and Cylinders

Friday
Good Friday
No School

Thursday
Ch.9 Team Test

Friday
Ch.9 Individual Test

Thursday
Lesson 10.1.4 Using
Multiplication to
Calculate Probabilities

Friday
Lesson 10.1.5
Comparing Theoretical
and Experimental
Probabilities

Week of April 6-10

Monday
Teacher In-Service
No School

Tuesday
No Math

Wednesday
Ch.9 Closure
(Review for Ch.9 Tests)
Week of April 13-17

Monday
Lesson 10.1.1
Manipulating the
Sample Space
and
Lesson 10.1.2
Independent and
Dependent Events

Tuesday
No Math

Wednesday
Lesson 10.1.3
Probability Tables

Week of April 20-24

Monday

Tuesday

Wednesday
SAT Testing

Thursday

Friday

Thursday
Lesson 10.2.3
Conducting a Survey
and Interpreting Results

Friday
Lesson 10.2.3 continued
Group Presentations

Thursday
Lesson 10.3.3 Using
Multiple Math Ideas to
Create an Interior
Design

Friday
Kids Day Performance
No Math

Thursday
Ch.10 Team Test

Friday
Ch.10 Individual Test

Thursday
All-School Outing
No Math

Friday
Last Day of School
Half-Day

Week of Aril 27-May 1

Monday
Lesson 10.2.1
Detecting Bias in
Survey Questions

Tuesday
No Math

Wednesday
Lesson 10.2.2
Representative Samples

Week of May 4-8

Monday
Lesson 10.3.1 Using
Multiple Math Ideas to
Make Predictions

Tuesday
No Math

Wednesday
Lesson 10.3.2 Finding
Unknowns

Week of May 11-15

Monday
Lesson 10.3.4
Analyzing Data to
Identify a Trend

Tuesday
No Math

Wednesday
Ch. 10 Closure
Review for Ch.10 Tests

Week of May 18-22

Monday
Make-Up Day (if
necessary)
End of the year party

Tuesday
8th Grade Graduation
No Math

Wednesday
End of Year Homeroom
Class Parties
No Math

Pre-Assessment
Chapter 9: Percents, Proportions, and Geometry
By the time of the beginning of this unit plan students would have already covered percents and proportions. This pre-assessment
would be for the section on geometry.
How do they COMPARE?
Obtain a Lesson 9.3.1 Resource Page from your teacher. Cut out each of the triangles on the page and label the bolded side of each
triangle base. Then work with your team to investigate relationships among the triangles. Specifically, make a list of all the ways in
which they are the same and the ways in which they are different. Be prepared to share your findings with the class.
Post-Assessment
Calculate the area of each triangle described below.
a. Base: 6 cm, Height: 8 cm
b. Base: 4 inches, Height: 3 inches

Post-Assessment for Chapter 9:

1. Compute each of the following portions:
a. 20% of 57
b. 85% of 17
2. A ski jacket that usually costs $85 is on sale for 25% off. What is the sale price?
3. Robert took his family out to dinner to celebrate his recent promotion. The bill was $65. If he wants to leave a 15% tip, how
much total money should he pay?

4. Mels Grocery is selling three cans of soup for $5. Use this information to complete the table at right and graph the
relationship between the number of cans you could buy and the price.
Cans
0
3
6

Price (in
dollars)
0
5
15

30
45
5. Solve each of the following proportions.
a. x/24 = 30/36
b. 5/7 = x/3
c. If Joan read 75 pages in 4 hours how long will it take her to read 250 pages?
6. Calculate the circumference of a circle with a radius of 14 cm.
7. Calculate the area of each figure shown in the diagrams below.
a.
2 ft
10 ft

b.
7

8. Calculate the volume of each figure.

a. Right rectangular prism

8.9
in.
3 in.
5 in.

b.

8 cm
10 cm

9. Chad, Parissa, and Lila are designing a book cover. Chad created an image of a guitar, and although Parissa and Lila love the
picture, they disagree on how big the image should be. Parissa thinks they should change the image by using the multiplier
21/20, and Lila thinks they should adjust the size by using 32% as the scale factor. Describe how Parissa and Lilas multipliers
would each change the size of the image.
10. Draw a right triangle on grid paper that has a base of 12 units and a height of 15 units. Then reduce it so that each side is 2/3
the length of the original.
11. Without a calculator, find the following quotients.
a. 3/7 2/3
b. 1.2 0.04
c. 8 2/3 4 1/2
12. Maureen and Michael want to make cupcakes for their teachers. They have 6 tubes of frosting, and each cupcake requires 2/7
of tube of frosting. How many cupcakes can they make? Show how you know.
Formative Assessments:
Learning Log:

In your Learning Log, show all of the methods you know to find probabilities for multiple events. Title your entry Finding
Probabilities of Compound Events and label it with todays date.
Examples of In-Class Formative Assessment:
1) Through the next few class periods, you will work with a partner to participate in a survey project. Your teacher will assign
you and your partner a survey question to work with. Work with your partner to analyze your question by answering the
questions in parts (a) and (b) below.
a. Is your survey question open or closed?
b. Is it possible for you to get too many different answers to your questions to analyze your results well? If so, how could you
reword your question so that your answers could be grouped and analyzed? Work with your partner to rewrite or change your
question, if necessary. Ask your teacher to approve your new question.
2) To determine whether a sample is representative of a larger population, it is useful to keep track of some characteristics
(features or qualities) of the sample. For example, a few characteristics of the sample of people you might find waiting for the
bus alone early in the morning are that they take the bus, they have jobs or go to school, and they are adolescents or adults.
Work with your partner to decide on four characteristics of your respondents you will monitor in order to determine how
representative your sample is. Be prepared to share your ideas with the class.

Poster:
Work with your partner to complete your survey project and prepare your presentation. In order for your project to be complete,
you need to do each of the following tasks:
a. Finish surveying students and prepare your tally sheet.
b. Create a graphical display of student responses. Note that you may need to categorize your data. Your graph should be clear
and easy to read from a distance.
c. Prepare responses to these questions.
i.
Calculate the percent of your sample that gave each of the possible responses. For example, you might calculate that
27% of the people in your sample prefer winter to all other seasons.
ii.
How did you attempt to find a random, representative sample of the population? For example, did you make sure to
survey an equal number of boys and girls?

iii.

iv.

Calculate the percent of your sample with each of the four characteristics you monitored. For each of them, how do
they compare to the percentages of the entire student population with each of these characteristics? For example, you
might say that 54% of the sample is made up of students who you know, and you know approximately 20% of the
students at the school.
What are some possible sources of bias to think about when looking at the results of your own survey?
Materials and Supplies Needed:

Resource pages from CPM Teachers Edition

Scissors
Rulers
Tape
Popcorn kernels
Small beaker or graduated cylinder (ml or cc)
Small colored manipulatives (blue, green, yellow, and red)
Poster paper
Markers
Coins
Number cubes
Envelope
Sticky dots
Index cards
Colored pencils
Glue
Base Ten Block unit cubes
Centimeter graph paper
Pattern blocks
Resources Needed:

Dietiker, Leslie, et al. Making Connections: Foundations for Algebra Course 1, Volume 2. CPM Educational Program: Sacramento,

CA, 2011. Print.

Results and Reflection:
Preface:
This unit plan focused on the pre-scheduled lesson plans of the Student Teacher. Since the Student Teacher was already solo
teaching prior to student teaching, the lessons were based off what students had already covered that year. During the time of solo
teaching, the Student Teacher had scheduled to finish up Chapter 9 in the curriculum as well as cover the last chapter of the book,
Chapter 10. Therefore, the unit plan covered concepts dealing with geometry as well as with statistics. The Student Teacher was
able to cover the entire textbook due to managing time wisely and the cooperation of the students. This reflection, however, only
summarizes what was taught during the time of solo teaching (March 30 to May 1). This means that during solo teaching, the
students finished Chapter 9 and the assessments for Chapter 9 as well as about 70% of Chapter 10. Students will finish up Chapter
10 in the last few weeks of the school year.
Post-Assessment Introduction:
This reflection refers to the post-assessment from Chapter 9, which covered percents, proportions, and geometry. At the start
of the solo teaching period, students had already covered percents and proportions and were covering geometry. This chapter
covered the following common core standards:
6.RP.
2

6.RP.
3

Understand the concept of a unit rate a/b associated with a ratio a:b with b ? 0, and use rate
language in the context of a ratio relationship. For example, This recipe has a ratio of 3 cups of
flour to 4 cups of sugar, so there is 3/4 cup of flour for each cup of sugar. We paid $75 for 15
hamburgers, which is a rate of $5 per hamburger. (Note: Expectations for unit rates in this grade
are limited to non-complex fractions.)
Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning
about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations.
a. Make tables of equivalent ratios relating quantities with whole-number measurements, find
missing values in the tables, and plot the
pairs of values on the coordinate plane. Use tables to compare ratios.
b. Solve unit rate problems including those involving unit pricing and constant speed. For
example, if it took 7 hours to mow 4 lawns,
then at that rate, how many lawns could be mowed in 35 hours? At what rate were lawns being
mowed?

c. Find a percent of a quantity as a rate per 100 (e.g., 30% of a quantity means 30/100 times the
quantity); solve problems involving finding the whole, given a part and the percent.
d. Use ratio reasoning to convert measurement units; manipulate and transform units
appropriately when multiplying or dividing quantities.
6.G.1

Find 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.

6.G.2

Find the volume of a right rectangular prism with fractional edge lengths by packing it with unit
cubes of the appropriate unit fraction edge lengths, and show that the volume is the same as
would be found by multiplying the edge lengths of the prism. Apply the formulas V = l w h and V
= b h to find volumes of right rectangular prisms with fractional edge lengths in the context of
solving real-world and mathematical problems.

At the end of the chapter, students took an individual test consisting of questions dealing with percents, proportions, and
geometry to demonstrate their understanding of the concepts. The test looked like the Chapter 9 post-assessment above. Not only
did the post-assessment require students to demonstrate their understanding of the concepts, it also aligned with the standards so
students could demonstrate they met the standards as well.
Method:
As the pre-assessment above shows, students were required to demonstrate their previous knowledge of triangles by cutting
out various-shaped triangles and finding the similarities between them. The goal was for students to realize that although they all
looked different, the base and height were the same. All of the students were able to realize that each triangle had the same base and
height. I did have to scaffold how to find the height for some of the triangles, especially those that were obtuse triangles. This led
them to realize that their areas were also the same. This introduced how to find the area of a triangle using the formula A = 1/2 x b x
h. Most the pre-assessments done throughout the unit were in the form of questioning from the teacher. The Student Teacher used
questions to gauge student understanding. If students responded and were able to explain their reasoning, the teacher knew to go
on. If students were not able to answer the questions, the teacher knew the material needed to be reviewed or covered more indepth.
With the implemented curriculum, College Preparatory Math, students work in assigned groups. Students are assigned
according to their ability so there is a mixture of students. The goal is for students to collaborate with each other using critical

thinking and problem solving skills to solve real world complex word problems. Lower-end students gain a better understanding of
the content when a peer explains it to them, and higher-end students gain a better understanding when they explain it to their peers.
After all of the lessons for Chapter 9, students take a team test in which they collaborate to complete a summative
assessment. It allows students to work together to solve complex problems so they understand what to do for their individual test; it
also gives them a preview of the types of problems they may see on their individual test. Therefore, the team test could be
considered a pre-assessment to the individual test. The individual test, which is the post-assessment used in this reflection, is taken
individually by students. Students are given the whole class period to work on it and do not need teacher involvement unless they
need a question clarified.
Results and Data:
The following rubric was used to evaluate the individual test. Each problem is worth up to four points depending on how
well students demonstrate their understanding.
4Contains an effective solution. Shows complete understanding of the concept or task. Addresses thoroughly the points relevant
to the solution. Contains logical reasoning and valid conclusions. Communicates effectively and clearly through writing and/or
diagrams. Includes adequate and correct computations and/or set up when appropriate.
3Contains only minor flaws. Indicates an understanding of the concept or item. Communicates adequately through writing
and/or diagrams. Generally reaches reasonable conclusions. Contains minor flaws in reasoning and/or computations, or neglects to
address some aspect of the problem.
2Indicates gaps in understanding and/or execution. Contains some combination of the following flaws: an incomplete
understanding of the concept or item; failure to address some points relevant to the solution; faulty reasoning; weak conclusions;
unclear communication in writing and/or diagrams; a poor understanding of relevant mathematical procedures or concepts.
1Indicates some effort beyond restating the item or copying given data. Contains some combination of the following flaws: little
understanding of the concept or item; failure to address most aspects of the item or solution; major flaws in reasoning that led to
invalid conclusions; a definite lack of understanding of relevant mathematical procedures of concepts; omission of significant parts
of the item and solution or response.
0A score of 0 is left blank or irrelevant answers, or examples of no mathematical understanding at all.
Exceeds Proficiency
90-100%
Results of Team Test:

Meets Proficiency
80-89%

Approaching Proficiency
70-79%

Below Proficiency
Less than 70%

Number of Students

Exceeds Proficiency

Meets Proficiency

Results of Individual Test:

Exceeds Proficiency
Number of Students

Meets Proficiency
2

Approaching
Proficiency
4

Below Proficiency

Approaching
Proficiency
1

Below Proficiency

Comparing Team and Individual Tests:

Number of Students Who Improved Their Individual Test Score 7
from Their Team Test Score
Number of Students Whose Scores Decreased from Their Team 4
Test Score to Their Individual Test
*Note: One student was absent for the team test, so he did not complete it.
The results for this test were unusual because students usually score much better. However, the content for this test was
more difficult than previous tests. Students seemed to be grasping the concepts well during the lessons. I think the issue was a lack
of studying as I noticed students got more apathetic towards the end of the school year. Students also began the chapter, then had
their mission trip and Spring Break before finishing the chapter and taking the test. Therefore, they may have forgotten some of the
content covered before break. Also, I might have made the test too difficult and did not include enough review questions from
previous chapters like other tests did. I noticed most of the students who did not do well struggled with percents. Therefore, while
they may have mastered the geometry content, they did not master the percent content. The results do show, however, that more
students improved their scores from the team test than performed worse. This means that the team test is beneficial in providing
students with a preview to the individual test and preparing students for it.
Self-Evaluation:
Since the results of the test were not desirable and show that half of the students did not demonstrate mastery of the content,
I would make some adjustments as to how we reviewed for this chapter. Before the test I would make sure to review all the material
covered in the chapter by going through sample questions with the students. Next time, I will especially focus on percents. I will

also stress the importance of studying; it is very difficult to do well when you do not review problems we covered in class and on
the homework assignments. After the team test, I will go over problems I noticed teams struggled with.
Another issue I encountered was that students do not take the responsibility to ask me for help if they do not understand a
concept. In the future, I will stress the importance of asking me for help if something is unclear. I know we covered the content
thoroughly, but I noticed students may have forgotten the content we covered in the beginning of the chapter. Therefore, it is
important to review previously covered content.
I will also reevaluate the difficulty of the questions on the test. I think I may have made the test too difficult. While the
students who consistently do well and score above proficiency continued to do so, some who usually meet or approach proficiency
scored below proficiency. Therefore, the test might have been too difficult. However, there was a student who usually scores in the
approaching proficiency range but met proficiency for this test. Next time, I think I will include more review questions from
previous chapters to make sure students still remember prior content. I will also provide students a chance to demonstrate that they
do understand the content by allowing them to make-up some of the questions they got wrong on the test. This way, they are able to
show that they now understand the content.
Overall, I thought the unit on percents, proportions, and geometry went well. The lessons were engaging and effective.
However, since test results were not as desirable as I had hoped, I will do a better job of reviewing content next time. Hopefully
students do better on the chapter we are currently covering on probability and survey design. The results of that unit will be taken at
the end of the school year after the solo teaching period.