DECEMBER 2018

CANDIDATE
WORK
SAMPLE
An Overview and Analysis of my Planning,
Teaching, and Assessment Strategies

Prepared by Evan Ayers

Butler University College of

Education
 PIKE HIGH SCHOOL
INDIANAPOLIS, IN
Pike High School is an urban township school located in the northwest side
of Indianapolis. The school is split into two buildings: the main campus and
freshmen center. During my time at PHS, I taught six Algebra I sections in
the freshmen center.

3,275 27% MATH 57% FREE/

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Asian PIKE HIGH SCHOOL'S MISSION:

Two or More
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innovative learning environment by opening
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Black
Spec. Ed.
63%
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Graduation
UNIT TOPIC: ABSOLUTE VALUE Rate
New for Q1

FOCUS CLASS: PERIOD 7

CONTEXTUAL INFORMATION ON PIKE HIGH SCHOOL 02

 UNIT PLAN BACKWARDS MAP
LONG RANGE GOALS
Students will be able to explain and describe transformations of absolute
value equations from the parent function f(x) = |x|, solve absolute value
equations using a graph and table, solve absolute value equations
analytically, and solve systems of absolute value equations.

1. Procedural Fluency Essential

Questions
Big 2. Conceptual
Understanding What methods/tools can we use to solve
Ideas an absolute value equation?
3. Reasoning/Problem What does the absolute value parent
Solving function f(x) = |x| look like?
In what ways can we transform the
absolute value parent function?
How can we solve a system of absolute
value equations. Why can't we use
Enduring substitution or linear combination?

Understandings Assess
Student will be able to ment Learning
Not all solve
successfully things2 you've
step listed in the
baseline
equations
Students will
will be followed to the
Summative
Tasks
letter ascontinue to moves along.
the project
demonstrate their ability to Unit Exam
construct graphs, set scales, and Absolute Value Introductory Video to
verify that graphs accurately Speed Dating Absolute Value
reflect the given data Skills Check Guided Notes and Guided
Students will understand that a
system of equations requires two
Formative Practice
Math Poker Review Game
equations with two variables and Daily Kahoot
Absolute Value Systems of
that a system can be solved Quizzes
Equations Enrichment
This early, plan how you will
graphically Math Poker
Small Group Discussions
Students will bechanges
manage able to to the project
interpret Review
White board practice
and determine the reasonableness
scope, budget, or schedule with a 5 Homework Sets
problems
of theirchange
solution given
management the context
plan. This Cold Calling
of a specific problem.
ensures that any proposed. Whiteboard
Checks

AN OUTLINE OF HOW I PLAN OVERALL 03

ASSESSMENT PLAN
At the end of each unit, I give a summative exam covering
everything in the unit. However, I constantly assessed my
students and used that data to inform my instruction.

Formative Summative
Assessments Assessments
Daily group Kahoot
Comprehensive Exam
Quizzes
Solving Absolute Value
Daily Homework
Equations by a table and a
Assignments
graph "speed dating" Skills
Math Poker Review Game
Check
Whiteboard Problems

The day before the comprehensive exam,

Students work in groups of 5
to solve 3 problems over
previously covered material
in the unit. This unit, the
groups averaged a 75% on
Kahoot Bell Work.
students start with an imaginary $100 and
place bets on whether or not they will solve
the problem correctly.
My focus class performed 10% below the
median class on this assessment
In the "Speed Dating Skills Check",
students were summatively assessed on
their ability to solve absolute value
equations graphically and by a table. The
data showed that over half the class had
developed a strong conceptual
understanding of absolute value equations.

I used this to inform my instruction. When

I taught students how to solve absolute
value equations analytically, we solved
problems that they had solved by a graph
Sample student and table. Then we would compare our
work from the answers to see the conceptual connection
speed dating between all 3 methods.
assessment

An Overview of Assessment Strategies Used 04

CONTENT SPECIFIC LESSON PLANS
For each day of instruction, I create a lesson plan following the same
backwards map as outlined in my unit plan framework on page three. Below
are parts of one of my lesson plans in this unit.

I always state
objectives
before
creating
learning
activities so
that I always
have an end
goal in mind.

My objectives
are always
aligned to
specific
standards as
well as
process
standards
and
conceptual
categories.

After aligning my objectives to standards, I create a detailed

plan of what I will be doing, what my students will be doing, and
a rationale. Then, I label what higher order thinking was
assessed.
Finally, I carefully reflect on assessment data and how the
lesson impacted student learning overall.

AN INSIDE LOOK AT MY DAILY LESSON PLANNING SCHEME 05

INSTRUCTIONAL IMPACT
Algebra I students come in already familiar with absolute value, but many
forget what it is exactly. Through carefully planning how to help students
access their prior knowledge and apply it to develop a stronger conceptual
understanding, students showed they were capable of not only solving
problems they've done in class, but also exemplified the ability to solve
problems that required knowledge and procedures that were not covered in
this unit.

Example:
In the speed dating skills check, two of my
students received a problem that they
could solve by graphing, but not easily.
This student realized that his solution
would be a decimal, something we haven't
seen in our unit. Many students ran into
similar problems. This sparked a great
conversation about problem solving, and
several students shared how they felt
more confident in their ability to reason
through tough problems after the skills
check.

Example:
After our comprehensive unit
exam, we had an extra 30
minutes due to block
scheduling. To utilize the extra
time, we combined the last
topic, systems of equations,
with absolute value. Students
used white boards to graph
their two equations and then we
held a discussion on why we
had to use the graphing method
and not substitution or
elimination.

HOW MY LESSON PLANNING AND INSTRUCTION IMPACTED

06
STUDENT LEARNING AND SUCCESS
ANALYSIS AND
REFLECTION
Students will always benefit from being an active
participant in problem solving.
In this unit, I sought to give my students as many problem solving
opportunities as possible. Typically, class time is reserved for direct
instruction and passive learning. Then, the students are sent home with a
homework assignment that is graded for completion.

In this unit, students were active learners every day in our Kahoot Bell
Work activities. Furthermore, students were given even more
opportunities for hands on learning opportunities in our absolute value
speed dating activity, absolute value system of equations enrichment
activity, math poker review game, and whiteboard checks. Most of these
learning activities were differentiated so that all students, regardless of
where they stood in the class, could actively participate and build
confidence in their problem solving abilities.

Students who participated in

the enrichment activity were
Assessment Data
100
the top ten performers on the
comprehensive assessment.
These students were the most
active participants in Kahoot 75

quizzes and speed dating. All

ten students completed all
but at most one homework
assignment for the unit. All 50

ten were able to correctly

solve two system of absolute
value equations without 25
having had any practice. This
shows that the more hands on
problem solving students do,
the more capable they are of 0
ot

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io

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D
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ANALYSIS AND REFLECTION 07