Rivers Morgan

Teacher Work Sample

Rivers Morgan
 Rivers Morgan

TWS Introduction
Hi there! My name is Rivers Morgan, and I am a 10th grade geometry teacher. Below is my work

sample on the Circles unit. This includes lesson skeletons, half lesson plans, and full-blown lesson plan

templates. I am creating this for references of my work ethic and organization for future job opportunities.

But before we dive into the unit, I wanted to say a little about me.

I grew up in Colorado and have loved math since high school and have had a passion for teaching

since I can remember. My philosophy in a short description is “I believe that everyone can do math …”.

In short, everyone can do math as long as the environment and community they are doing it with is

accepting and welcoming. Below will be a link for my full detailed teaching philosophy.

What we will see in this sample may seem a little extensive but in fact it is quite concise. We will

see full blown lesson plans. These include a template with premade questions made for the teacher to

understand the deeper meanings of the lesson. These templates will have the questions answered and the

other strategies filled out so that all ground is covered and ready for the day. The second type of plan will

be a half plan. This will include a description of what we will be doing in the class that day and also all of

the resources linked for the lesson as well. It is similar to the full-blown plan, just no inquiry questions for

the teacher, just the plan. The last type of plan is the skeleton. My skeleton plans have a good start by

describing what we will do during class that day and will not include the links or questions as seen in the

other plans. Just the description. Starting below we will see a calendar for the unit and when everything is

assigned. If there are any ordering questions you can refer to the calendar for the order of the lessons and

assignments.
 Rivers Morgan

- This is a calendar based on a block schedule where they have 90-minute class periods. And topics will be
pulled from Colorado Standards. Links to worksheets given. Times will vary based on class feeling.
- This schedule is estimated to last three weeks, give or take a couple days based on class feeling.

Chapter 10: Circles Calendar

Topic Standards Goal of the Day Day Plan! Worksheets
(If done early then Needed
homework time)
-Lines and HS.G.CO.A.1, Students will be able to Lesson Plan with None
segments that HS.G.C.A.2, identify, draw, and use exact info below.
intersect the properties of line segments and
HS.G.C.A.4 tangent lines.
circle
-Finding Arc HS.G.C.A.1, -Students will be able to find Go over how to find arc None
Measures HS.G.C.A.2, arc measures, congruent arcs lengths and use chords to
and prove circles are similar. describe circles.
-Using HS.G.C.A.2, -Students will also be able to After that we will do
Chords HS.G.MG.A.3 use chords to solve for lengths example problems to gain
and arc measures. more understanding.

-Review -Review the load of Group quiz

content from the first handout
three sections.
-Group Quiz -Do a group quiz in
second half of class.
-Inscribed HS.G.CO.D.13, Students will be able to use -Assign Project Project
Angles and HS.G.C.A.2, inscribes angles and use handout!
inscribed polygons to find The pre drawn
polygons HS.G.C.A.3 characteristics about circles. circle handout.

-Angle HS.G.C.A.2 Students will be able to find -Assign Homework Homework

Relationships angle and arc measures, and
use circumscribes angles.
in circles
-Segment HS.G.C.A.2, Students will be able to use
Relationships HS.G.MG.A.1 segments of chords, tangents,
and secants to find missing
in circles variables.
-Circles in the HS.G.GPE.A.1, -Students will be able to write -Homework due
Coordinate HS.G.GPE.B.4 and graph equations of circles.
Plane -Students will also be able to
solve real-life problems using
graphs and circles.
-Full Review -Answer Questions for
Day anything over the unit
and review work sheet
time.
-Unit Exam -Full class for unit exam

-Project due
 Rivers Morgan

Lesson 1: (Full Plan)

Lesson Title
First Day of Circles!
Topic, Lesson Title & #: Level(s): 10th grade Geometry
Lines and segments that intersect circles. Duration (Classes & Hours): 90 minutes
Teachers: Rivers Morgan
Coherence: How does this lesson connect to previous or future work?
This lesson will tie into early geometry by connecting earlier lessons of line segments and
their definitions to be able to define a circle. We will also use angles and other definitions of
relationships with lines to also help define. This will then be built to use circles in other
applications.

Lesson Objective (s)

Students will be able to identify, draw, and use properties of line segments and tangent lines.
Content Standards to be addressed:
HS.G.CO.A.1,
HS.G.C.A.2,
HS.G.C.A.4
Essential Questions
What are the definitions of the lines and the segments that intersect a circle?

Standard of Mathematical Practices to be addressed: Check all that apply

MP1. Make sense of problems and persevere in solving them.

MP2. Reason abstractly and quantitatively.

MP3. Construct viable arguments and critique the reasoning of others.

MP4. Model with mathematics.

MP5. Use appropriate tools strategically.

MP6. Attend to precision.

 Rivers Morgan

MP7. Look for and make use of structure.

MP8. Look for and express regularity in repeated reasoning.

Elements of Rigor
Which aspect(s) of Rigor do the targeted Standard(s) require?*
Conceptual understanding of key concepts
Procedural skill and fluency
Rigorous application of mathematics in real-world contexts
Tools of Instruction: (manipulatives, technology etc. )
Tools needed: Pencils, large scratch paper, strings, and large straight edges!
Content Specific Vocabulary to be introduced:

 Tangent lines
 Point of Tangency
 Secant lines
 Chords
 Diameter
 Radius
Introduction: How will students make connections between content and their goals?
How will students know the purpose for this lesson?
Students will be able to see the connections to the recognition of these types of line segments.
My hopes are to have them build confidence in the unit by starting with definitions that will be
helpful. Explaining what the use for the lesson will be before will hopefully build importance
and excitement during the lesson. I will show that this lesson is important for upcoming
lessons and the purpose is to show them the importance of the segment types.
Activity/Body of the Lesson

 First thing is to ask the question of the day to take attendance. I will ask the question
would you rather fly or breathe underwater? Then I will go around and take attendance
while everyone is answering.
 After that I will have large butcher paper, markers, and straight rulers up at the front for
students to come up and grab.
 I will then use the textbook to pull the types of lines and use that to explain what each
type of line is and what it looks like. The textbook will have all of the resources needed
to pull the lesson off. I will use it as a reference, but if a substitute is needed, they can
 Rivers Morgan

use it to guide the lesson.

 Once they have been guided into drawing the different line segments then they can be
instructed to decorate their posters however they would like. Once they are decorated,
we can instruct them to hang the posters up on the walls for references.
 Once all of the posters are hung up, they will get the time to work on homework for the
rest of the class and have a de-stressing class before this next unit officially kicks off.
 This whole lesson should be very short but is not too short.

Evidence of Learning
I will know that a student will have learned the content when they understand the names and
structure of the different segments, where if asked to identify a segment on a picture they will
be able to identify it.
Differentiation
Creative control to decorate the poster and size of circle!
 Rivers Morgan

Lesson 2: (Skeleton)

Lesson 2 is content-heavy, covering how to find arc lengths and using chords to extract

information about circles. Therefore, I would like to conduct a class on finding arc lengths and

provide examples for the students to work on in groups. As using chords is also time-consuming,

switching between group work and lectures will help keep the information fresh.

After the lecture and group work, we will go over examples, and the students can present

their findings or work in groups or individually, based on their preference. This can be decided at

the moment during the class.

In the next class, we will conduct the quiz, so the rest of the 90-minute class period can

be utilized for addressing questions and other types of homework. I will not assign homework

until after the quiz.

 Rivers Morgan

Lesson 3: (Half plan)

Today's lesson will begin with a review of the first half of the class. The length of the

review will depend on the class's understanding of the content. If any students are struggling

with the material, I will go over those sections and address any questions that arise. I have

prepared a calendar and notes to help guide the review and ensure that we cover all the topics we

have discussed in an organized manner.

Following the review, I will assign a quiz to be completed either individually or in

groups. The quiz is brief but covers essential topics needed for upcoming lessons. If working in a

group, I request that each member contributes by writing the work for at least one problem, and

all external work should be stapled together.

Group Quiz: TWS Group Quiz

 Rivers Morgan

Lesson 4: (Full plan)

Robot Activity Day! CEP Lesson Plan below!

Teacher: Rivers Morgan Date:05/05/2023

School: High school Grade Level: 10 Content Area:

Geometry
Title: Robot activity Lesson #:4 of 7

Lesson Idea/Topic I am going to teach how students can use angles and polygons using
and robots to find arc lengths and other descriptors of a circle. This is
Rational/Relevance: relevant to them because they will use current programming tech in
the TI calculator robots!
Student Profile: My students are fully engaged and are ready for the activities with
an open mindset and ready to learn!

Content Standard(s) addressed by this lesson: (Write Content Standards directly from the
standard) HS.G.CO.D.13, HS.G.C.A.2, HS.G.C.A.3
These three standards states “Identify and describe relationships among inscribed angles, radii,
and chords. Include the relationship between central, inscribed, and circumscribed angles;
inscribed angles on a diameter are right angles; the radius of a circle is perpendicular to the
tangent where the radius intersects the circle.”, and “Construct the inscribed and circumscribed
circles of a triangle and prove properties of angles for a quadrilateral inscribed in a circle.”.

Understandings: (Big Ideas)

Students will understand how inscribed angles and polygons can help us find characteristics of a
circle. SWU how to use python code on the TI calculator robot to create these polygons and
angles!
 Rivers Morgan

Inquiry Questions: (Essential questions relating knowledge at end of the unit of instruction,
select applicable questions from standard)
How are inscribed angles related to their intercepted arcs? How are the angles of an inscribed
polygon related to each other?

Evidence Outcomes: (Learning Targets)

Students will be able to apply coding to construct inscribed angles and polygons to find arc
length.

Every student will be able to: (Create your own lesson objectives from the standard using
student voice)
I can: Use the TI robot to construct inscribed angles and polygons.
This means: Using python code to create a path which describes polygons.

I can: Find arc length of a circle using inscribed polygons and angles.
This means: I can use angles and relationships of polygons in a formulaic way to find the
specific arc length of a circle.

Students will be able to (Learning Objectives in lesson plan):

 Use inscribed angles and polygons to find corresponding arc lengths in the circle.
 Use the TI robot to draw polygons and angles in the circle.
(Not in student voice)

List of Assessments: (Write the number of the learning targets associated with each
assessment)

 Monitor to see how code is going.

 Ask assessing and advancing questions to help push the relationship between the angles/
polygons and their opposite arc length.
 Rivers Morgan

Planned Lesson Activities

Name and Robot activity Day! This lesson students will have a TI calculator robot
Purpose of help them draw angles and polygons for finding corresponding arc lengths
Lesson in a circle!

Co-Teaching Which model(s) will be used?

Will co-teaching NA
models be Why did you choose this model(s) and what are the teachers’ roles?
utilized in this NA
lesson?
NO

Approx. Time 90 minutes, pencils, robots, large butcher paper, and notebooks!
and Materials
Anticipatory The strategy I intend to use is: Introduction to the robots
Set I am using this strategy here because: As a student, knowing that the
application involves advanced technology brings excitement to the topic
and brings the narrative away from boring lectures and notes. Students will
engage a lot more than before.

Procedures The strategy I intend to use is: Guided practice.

I am using this strategy here because: The students will not know how to
code the robots the first time. I will help guide them into making an angle
and a couple polygons so they can start to make their shapes for the guided
activity as well.

Teacher Actions Student Actions Data Collected

I will teach the students The students will follow After all of this I
how to code the robots the code that I put up on will see who was
to make a polygon of the screen. And then use able to illustrate
their choice. After they that example to make their the drawings and
create their own own polygon. The students keep the
polygon, we will use will then follow along to knowledge by
that to find different see the relationships looking at the
relationships of angles between the angles and posters and if there
and other lengths by lengths while following are any pieces
guidance with lecture through the lesson from missing, or any
from textbook. Once the board. Once done they questions a student
done we will hang these will hang them up next to may have for me.
up next to the other the other posters!
posters!

Closure The strategy I intend to use is: Connections!

I am using this strategy here because: It will be nice to find the rest of the
content and connect it to the rest of the stuff we covered before this lesson.
 Rivers Morgan

Differentiation Content Process Product Environment

Modifications: NA NA Having NA
the
creativity
to make
their own
shapes
colors
and
angles.
Extensions: Links and Another link NA Be able to
resources to that dives move
applications deeper into anywhere in
and further the coding of the
info on the the TI robots classroom
topic. For or python in that has a
interest. general. sufficient
amount of
space.
Assessment I will be able to take formative assessments when I collect their sheets to
see all of the different types of polygons on the paper. If needed I can ask
questions about their papers during homework time.

Quiz assigned today: The project will also be assigned today! Links below!

TWS Unit project rubric

 Rivers Morgan

Lesson 5: (Skeleton)

This lesson will be similar to the robot day lesson, but instead of using robots, the

students will hand draw the angles. I believe that this unit heavily relies on big visuals and group

work to help students understand the concepts. While most of the math in this unit involves

procedures they have completed before, we can still use creative activities to reinforce big

concepts and improve their understanding.

We will begin with a guided lecture where students can take notes and visualize the

concepts in a larger format. Once the lecture is over, I will assign homework that covers lessons

one through three. This homework will serve as a refresher and study guide for the upcoming

unit exam.

Homework assigned today: Due one week from today which means due just before the exam
covering lessons 1,2,3, and 4.
TWS Homework
 Rivers Morgan

Lesson 6: (Half plan)

In this lesson, I would like to focus on the learning target and help students utilize secants

and tangents to find values of x in an algebraic manner. To achieve this, I will begin with a brief

lecture at the start of class to go over the necessary theorems. I will use simple examples to

illustrate their application. Afterwards, students will have the freedom to choose how they tackle

the different applied problems given in worksheet form. Each sheet will contain various simple

applications, and the expectation is that they work through as many as possible while showing all

their thinking on the worksheets.

Once they have completed all the worksheets to expectations, they can work on their

homework. I have provided a link to the different worksheets and their solutions below.

Worktime sheets: Lesson 6 Class worksheets

 Rivers Morgan

Lesson 7: (Skeleton)

This lesson will be an opportunity for students to decompress and review the math

covered in the unit before the upcoming review. I will create a worksheet that the students will

use to learn how to create equations for circles by examining their graphs. Through this exercise,

they will also see more relevant and applicable examples of circles, providing a good wrap-up of

the unit and a refresher on how the concepts tie into real-world examples.

Since the next lesson will be a review day for the upcoming exam, this class will focus

more on the conceptual side. This will help prevent the students from getting burnt out and

ensure they are prepared for questions and review during the following class period.
 Rivers Morgan

Lesson 8: (Review Skeleton)

In lesson 8, we will dedicate the class period to a comprehensive review session before

the upcoming exam. The primary focus of the session will be to clarify any doubts or questions

regarding the course material covered so far. I believe that allowing students to ask questions,

look at homework feedback, and review the content at their own pace is an effective way to

prepare their minds for the exam.

To ensure that students have enough practice, I will provide a review guide with

examples that they can use for self-study. I will also be available to answer any questions or

address any concerns that students may have. By providing ample resources and support, I hope

to create a conducive learning environment that strikes a balance between practice, questions,

and review.

In the next class period, we will cover the exam and discuss the project's due date. To

help students prepare for the exam, I have included a link to the exam and answer keys for all

assignments below.
 Rivers Morgan

Exam: TWS Unit Exam

Answer Keys:

Conclusion

Lastly, I wanted to conclude with a section describing why I chose this topic and why I

approached it in this manner. It all ties back to my philosophy. I chose to do circles because it

pushed me way outside of my comfort zone and forced me to go to a place where I had to dive

into this with full effort. I think that as a teacher If I follow that same principle, I will give all of

my students the best opportunity possible to learn the math. But not just math, life skills as well.

This was just a taste of what a teacher can do, and so I must keep building on this to

make sure that I am ready for the real job. This means taking every opportunity possible to do a

lesson in the future and take all of the feedback that I can to grow myself in this career and help

the students of the future. I am excited to move forward and get to the next level!

I also created this lesson plan to reflect my philosophy. When a student is given an

opportunity and a comfortable environment, anyone can do math. All it takes is effort. So, this

plan was created with minimal stress for a student, for the purpose of them learning math.

So, to finish off, I wanted to thank everyone that had supported me up to this moment as

well. Thank you to my family who helped raise me to give me the opportunity to go to CSU.

Thank you to my former math teachers for giving me a basis of what I may or may not want to

be when I become a teacher. Thank you to my classmates along the way for helping me through
 Rivers Morgan

problems and grow as a tremendous student. And thank you Liz for being the best professor ever.

You have supported all of the math ed majors along the way and have been the greatest role

model any of us could have asked for. And that is a wrap on my teacher work sample.