Student Pre Assessment _/3 During Assessment _/2 Post Assessment _/3 Low performing 0 1 2 Average Performing 1 1 2 High

performing 3 1 3 4 2 1 2 5 2 1 2 6 2 1 1 7 2 1 1 8 2 1 2 9 2 1 3 10 2 1 3 11 2 1 3 12 3 2 2 13 1 1 3 14 1 1 2 15 3 1 3 16 0 1 1 17 2 1 2 18 2 1 3 19 1 1 3 20 2 1 2 21 3 1 3 22 3 1 2 Average 1.863636364 1.045454545 2.272727273

Average 21 19 17 15 13 11 9 7 5 High performing Low performing 0 1 2 3

Post Assessment _/3 During Assessment _/2 Pre Assessment _/3

Whole Class: This table and graph shows the pre-, during and post-assessment of my 5th grade class. 50% of my students scored 2 out of 3 on pre-assessment. All they were asked to do was give examples of square units and cubic units. Most of them got it correct, while two students did not get any of them. The students had already gone over what these units were, so this was sort of a review. They should have learned these terms in previous chapters. For the during assessment, I walked around and observed students work and ability to stay on task. I also graded them on if they were actually attempting the problems and engaging in the lesson with their partner. If they were on task, I gave them a one and if they were not engaged and not on task I gave them a two. 21 out of the 22 students received a 1 on the during assessment. The one student that did not was off task and was not focused on the lesson.

For my post-assessment, 45% of the students increased their scores. If the student went down, it was a simple mistake such as not putting their units correctly. With that being said, I know that the students grasped the concept, because they got the number correct, but not the units. That is why I reiterate to the students to not forget their units. Overall, I was satisfied with my students work. All of the students made an effort at trying the problems and solving them. Minor errors still occurred by not putting their units or simple counting errors. The students, with the exception of a few scored at least 2 out of 3 on both the pre- and post-assessments. Individuals: Student one was my low performer scoring a zero out of three on the pre-assessment. He could not recall what square or cubic units were, so therefore he could not give me any examples. During the lesson, I had him sit closer to me and he paid close attention and was on task. I would walk around and ask him questions to access if he was grasping the concept. On the post assessment, he scored two out of three, which he seemed to be very confident with answering the discussion questions. Student two was my average performer, scoring a one out of three. This student knew what square units were, but did not know what cubic units were, nor could he give me any examples. Throughout the lesson, he asked many questions and were giving different examples. I also asked him questions as I walked around and they worked on their prisms. On his postassessment, he could tell me what each one were, but would leave off his units when giving me the volume of his prisms.

Student three was the high performing learner. He was perfect on both the pre- and postassessment. He could recall from previous lessons what square and cubic units and give examples. He was able to go into depth as to why a square unit is called a square unit and what we use to measure square units, as well as cubic units giving the same data. This student is a well-rounded student and performs well on all tasks. He also asks questions to further his knowledge and challenge me or his classmates.