Below is an example of a student who did not meet expectations on the preassessment.

She was unable to color and label the shapes in the picture on problem number one. Meaning she was unaware of how shapes build off of one another to create the world around us. She was also unable to determine what a triangle was and how to proof the shape was a triangle based off of its distinct characteristics. However, she had an understanding of five of the six basic shapes that they students were asked to label. Meaning she had heard and seen the shapes, but had never synthesized the information. There were many students who showed the same level of understanding of shapes. From this information I collected I knew I needed to create lessons that would involve the students in creating bigger objects out of shapes, labeling, and sorting shapes.

After the geometry unit, this student had a 13% growth from pre to post assessment. She gained the understanding that the corners and sides of shapes are what define the specific shape. On problem number three, she was also able to color and label all of the shapes but the hexagon correctly. I am very proud of all of my students. I believe because of my analyze of the student pre-assessment scores, I was able to create meaningful lessons that help them develop an understanding of geometry shapes that aligned with the common core state standards.