Task #2: Teacher Work Sample
Competency 603.2.3: Teacher Work Sample
Objective 603.2.3-02
Jennifer Moore
Western Governor’s University
As an educator, I have numerous learning goals for my students. In this unit, I have four that are the most significant. Students will be learning about descriptive statistics using the Engage NY curriculum. They will be deepening their understanding of descriptive statistics concepts they learned in sixth, seventh, and eighth grade. Since this is a complex topic, the learning goals I created for my students are very specific and direct. These goals are aligned to the Common Core State Standards, have measurable objectives, and also have a condition, a behavior, and a criterion.
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The first learning goal I have created for this unit is, “The students will use mathematical language to describe the shape, center, and variability of a distribution of multiple representations with a score of at least a 3 out of 4 on the rubric.” The district where this two-week unit will be taking place uses Engage NY as their mathematical curriculum.
This district is also moving towards standards based grading, which is the reason that the criterion for this standard is a 3 out of 4 on the rubric. The assessments have a rubric to grade them with, and a three represents the student is competent on this rubric. This learning goal has two lessons that teach the students this information, but they use the information about the shape, center, and variability throughout the unit. The lesson in this unit that is aligned with this learning goal has t five student outcomes. Colorado is also a state that has adopted the Common Core State Standards. This learning goal is aligned to the Common Core State Standard S-ID.A.3, which states, “Interpret differences in shape, center, and spread in the context of the data sets, accounting for possible effects of extreme data points (outliers)” (Engage NY, 2014). This standard is one of the three focus standards of this unit. This learning goal will be assessed in multiple ways and at different times throughout the …show more content…
unit. The second learning goal I have created for this unit is, “Using a calculator, the students will calculate the central tendencies for various data sets and data representations with a score of at least a 3 out of 4 on the rubric.” This goal has two lessons that align with it, and these lessons have eight student outcomes that are aligned with this goal. This learning goal is aligned to Common Core State Standard S-ID.A.2, which says, “Use statistics appropriate to the shape of the data distribution to compare center (median, mean) and spread (interquartile range, standard deviation) of two or more different data sets” (Engage NY, 2014). This is the second of the three focus standards that are addressed in this two-week unit. This objective will be assessed in the post-test and throughout the unit using Accelerated Math. The third learning goal I have created for this unit is, “Using a calculator, the students will calculate the variance and standard deviation for multiple sets of data with a score of at least a 3 out of 4 on the rubric.” This goal has three lessons that are aligned with this learning goal.
The three lessons that are addressed under this learning goal have a total of three student outcomes. This learning goal is aligned to Common Core State Standard S-ID.A.2, which states, “Use statistics appropriate to the shape of the data distribution to compare center (median, mean) and spread (interquartile range, standard deviation) of two or more different data sets” (Engage NY, 2014). This learning goal will be assessed multiple ways and throughout the unit of instruction, which include exit tickets, homework, and other means of
assessment. The fourth learning goal I have created for this unit is, “Given the standard deviation, the students will interpret the standard deviation as a typical distance from the mean (Engage NY, 2014) with a score of at least 3 out of 4 on the rubric.” This goal has five lessons that are aligned with this learning goal, which has six student outcomes in the lessons that are also aligned with this learning goal. This learning goal is supported by the Common Core State Standard S-ID.A.2, which states, “Use statistics appropriate to the shape of the data distribution to compare center (median, mean) and spread (interquartile range, standard deviation) of two or more different data sets” (Engage NY, 2014). This learning goal is aligned with the third learning goal, and they are taught simultaneously. The fifth and final learning goal that I created for this unit is “Given a data set, the students will be able to calculate the 5-number summary, calculate the interquartile range, represent the data using a box plot and other ways of representation, and identify outliers of the data set with a score of at least 3 out of 4 on the rubric.” This learning goal has two lessons that support it. These lessons have six student outcomes that are aligned with this goal. Common Core State Standard S-ID.A.1, which states, “Represent data with plots on the real number line (dot plots, histograms, and box plots)” (Engage NY, 2014) is the standard that supports this learning goal. Common Core State Standard S-ID.A.2, which states, “Use statistics appropriate to the shape of the data distribution to compare center (median, mean) and spread (interquartile range, standard deviation) of two or more different data sets” (Engage NY, 2014) also supports this learning goal. This last learning goal along with the other four goals will be assessed in a post assessment that will be given to assess all five goals at the end of the unit. This two-week unit has five learning goals that were created using the eight lessons that will be taught during this unit. These eight lessons will come from the Engage NY curriculum that is aligned with Common Core State Standards, which is what Ignacio Middle School uses as a mathematics curriculum. Ignacio Middle School uses Renaissance Learning and Accelerated Math as one way to assess students and allow them to practice these objectives until they have mastered the concept with a score of 3.2 out of 4 on the rubric. Accelerated Math is a way to assess each student individually, and is available for use on the computer. The classroom I will be teaching in has a classroom set of computers, so that each student can use this form of assessment. Using this during my two-week unit, I will be able to do a daily check on the students understanding throughout the unit on each of the learning goals that have been discussed above. References Engage NY. (2014, July 10). Descriptive Statistics. Retrieved September 25, 2015, from https://www.engageny.org/file/113801/download/algebra-i-m2-teacher-materials.pdf?token=I7NhCKivAWmqMMxLN9ajN_SOaSKpxWgFsSzrNIbA0Ww
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students grades. The goals for all student learning should be on the same level but seems
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...and values to be acquired by the learner (learning objectives), (2) how these objectives are to be accomplished (learning resources and strategies), (3) the target date for their accomplishment, (4) what evidence will be presented to demonstrate that the objectives have been accomplished, and (5) how this evidence will be judged or validated.
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Using manipulatives to teach mean, median, and mode was very helpful. Instead of just reading the definition in the textbook, I have a conceptual or hands on application of how to define the term statistics. Using different types of graphs or diagrams to show statistics is a great way to visualize the data. I rather enjoy creating charts and diagrams to show data, I can understand these types of models more than I can understand written data in a paragraph form. Using pictur...