MATHEMATICS

Name Peri Capacity Measurement Test Angles Most Transform Rotation Transform Comments
.WS Reading Test (before corrections Booklet Wanted Intro Exit Slip Maze
WS corrections) Polygons
Poster

Adian * 9/9 20/20 16/18 yes 8/8 3 3 2/2 3 Great understanding of units
and very good at problem
solving with perimeter. Can
communicate the process and
reasoning for perimeter well.
Strong understanding of
measurement with volume and
capacity- writing descriptions of
her answers and processes.
Great definitions of volume
versus capacity (stuff to fit in
with space, versus stuff to fill
completely) . Able to self-correct
errors quite easily. Can get
frustrated with failure and work
herself up. Strong
understandings of polygons -
making connections with how
words and definitions give hints
and simplify things - still writing
explanations for WHY she has
the answer she has, and it helps
show her thinking process, and
often helps her workout when
she is making a mistake. Really
good at identifying and
 manipulating transformations
even after intro level things.
Some confusion on wording and
asks. A little confused on
rotations as based on a single
turning point but quickly
learning to self-correct

Allison * 8.5/ 20/20 17/18 yes 7/8 3 3 2/2 3 Applied solid logic and reasoning
9 when using referents for
measurement, even when they
were units we hadn’t done yet.
Gaps in understanding (taking
measurements on the page very
literally). Risk-taking behavior in
math - trying things out and
challenging her understandings.
Often making connections to
things not addressed, so seeing
that transfer of knowledge
occuring. Starting to make
connections quicker -
conversions of units, trying to
find strategies that suit her and
constantly pushing herself. Very
strong with polygons - is able to
logically debate understandings
and correct herself - great
understanding of polygons.
Communicating transformation
understanding really well and
going far beyond introductory.
 Very easy progress through
transformations - strong grasp
on rotations.

Ben * 2/9 11/20 17/18 yes 4/8 2 3 1/2 2 Enjoying measurement, actively
participating in group
discussions, asked another
student to be quiet because he
was “really enjoying and liking
what we are doing in math”,
wants to finish worksheets and
find answers. Is using his own
strategies for solving (counting
on ruler) and can communicate
reasoning and processes with
ease. Does struggle with new
information, but incredibly
eager to learn and really
enjoying the challenge. Needs
hands-on reinforcement and
additional support. Thrived in
the hands-on capacity labs - able
to explain exactly why we were
doing what we were doing and
how. Struggling a bit with
polygon identification, with all
the vocabulary, but actively
engaged and trying. Getting
quite strong with his definitions
of polygons, and with his
drawings now. Sometimes gets
lost in wording of questions. A
 little confused on rotations but
is trying to learn and challenge
himself - very impressive how
excited he is and his work has
been flawless when he focuses
in. A little trouble with rotations,
but can talk you through each
transformation.

Braxden 2.5/ 11/20 14/18 yes 6/8 N/A 2 1/2 2 Needs a lot of support to go
* 9 (catching through a worksheet – needs
up) reassurance constantly .
Simplifies the process to make it
easier on himself, and can
explain reasoning. Can read
capacity on a graduated
cylinder, uncomfortable with
larger measurements. Needs
assistance, but does become
more comfortable with support
and practice. Excited by hands-
on inquiry - able to
communicate importance, but
not write it yet. Really strong
with angles and lines, and
coming up with his own
strategies for remembering
them - “Fence posts are parallel
lines because they all go one
direction and never will come
together...if the farmer puts
them all in straight I guess”.
 needs angle reinforcement for
transformations but catching on
quick.

Burhan

Caleb

Chloe

Delena

Drayden 9/9 3/20 15/18 no 4/8 2 2 absent 1 Seems frustrated with a new
* unit and not willing to engage
yet. Needs motivation. Is
beginning to make connections.
Unwilling to participate in new
lessons every single time - will
gather info as it goes on, but
often does not what to engage
right away. Needs very specific
examples to understand
concepts. Extremely able to
communicate his
understandings of concepts, but
unwilling to write any of it
down. Can tell me exactly what
polygons are what and explain
the origins of the prefix and
make important connections,
but cannot/will not draw or
write anything on the topic. Has
expressed an interest in how
polygons shape our world (video
 games, architecture). Needs a
push (laziness? Boredom?),
basic understanding of
transformations but NEEDS to
show it not just say it. Excelled
with reflections.

Hailey * 8.5/ missing 14/18 yes 7/8 3 3 1/2 3 can easily stumble over herself,
9 WS and needs in review/ activation
before starting something new -
but once she gets it she is
confident and really goes for it.
Very strong when given the
opportunity to create and
extend her knowledge with
diagrams - saw a lot of
improvement with the wanted
posters for shapes, and she took
time out of her break to make
her own shapes with
descriptions. Some confusion on
rotations and reflections BUT is
really pushing and trying now.
Some confusion on rotation
around a single point.

Hudson * 9/9 20/20 18/18 n/a 8/8 3 4 2/2 4 Great understanding of forms of
measurement, and able to
problem solve situations within
the unit. Able to communicate
verbally and in written form his
understandings, and is being
diligent in his own learning
 (making little notes on WS’s, or
in his journal). Some confusion
of that idea that volume is
container-based. Able to reflect
back on definitions and root his
understanding to able to other
things - “By definition a
parallelogram is this, so a
rectangle must be a
parallelogram by definition too”,
nicely extending his knowledge.
Already pushing way beyond on
transformations. Challenged
himself with many different
polygons and shapes for
transformations. When asked to
create his own maze he started
making a maze with a 3D cube
within it.

Ivan * 8.5/ 20/20 17/18 yes 7/8 3 2 1/2 2 Needs to work on

9 comprehension of questions –
what are they asking of me.
Strong mathematical
computation of measurements,
but needs to work on verbal and
written communication, and
common sense problem solving.
Will work on when challenged
and expanded. Good at
identifying polygons by counting
their sides, but struggles when
 going from a definition to a
drawing. Overall, strong
showing but needs to work on
recall and automation of
polygons. Confusion over
rotations and reflections.

Jakob

Jared

Jeremiah 8.5/ 20/20 14/18 no 7/8 2 3 0/2 2 Good grasp on conversions and
* 9 the common sense aspect of
choosing a unit of
measurement. Great at solving
and communicating his process
in this unit during hands on
activities - often rushes answers
otherwise and stumbles, but
self-corrects. Very good with
hands-on work - quick and
logical thoughts and
explanations for why he has
gotten an answer are well-
thought out. Really strong
reasoning when determining
polygons by definition - able to
ground himself and work
forward. Hard time with written
instructions for drawing shapes -
can’t seem to wrap his head
around all the terminology and
what it is asking him. Good basis
 of transformations - needs more
help with rotations.

Jeremy

Kassandr
a

Keenan

Ken * 9/9 20/20 17/18 no 8/8 3 3 1/2 2 Highly participatory. Wants to

move on to higher level
questions – will have to
challenge. Can overcomplicate
things and ruin his
understanding at times. With
volume and capacity, often
wanted to “challenge” himself
and makes up problems that are
illogical (“I want to find the
volume or capacity of 1D
shapes”) - needs to slow down.
Grasp on content is good, but
can get muddled in his constant
desire for more. Definitions lack
actual knowledge base - very
simplistic. Still trying to
overcomplicate things (on a
number line for capacities, he
asks to put cm and m as a
challenge but doesn’t
understand why that can’t be).
Very strong with shape and side
 identification (highly concrete
terms), and has already
demonstrated an understanding
of transformations for
shapes.Making good
connections with
transformations and has a solid
understanding to begin from.
Trying to complicate things but
not going too far or unrealistic
now… watch that. Did well with
transformations but
overcomplicating rotations and
missing the idea

Kyla * 7/9 14/20 9/18 no 7/8 2 3 1/2 3 Understood measuring, needed

prompting to take risks and
perform trial and error
measurements. Participated
more once she was confident.
Solid understanding of capacity -
can verbally communicate the
difference between volume and
capacity. Showing a real
confidence with math in this
unit. During the capacity
experiment she was able to
teach others, and create her
own strategies (“I couldn’t find
the difference on the jug so I
used smaller cylinders because I
was more comfortable with
 adding - yes it may take more
time, but I feel my answer is
more accurate and I am
confident we are doing it right”).
Can overcomplicate concepts
(volume) and work herself into
something more complicated
than it needs to be. Enjoying
shape identification and creating
her own versions of polygons to
better her understanding. Highly
visual. Beginning to label and
communicate and trying new
things. Needed zero help with
transformations. Really fantastic
at rotations - drawing complete
diagrams with curves of
rotations and labelling them.
Worked really hard on her maze,
being very clear and meticulous
with her instructions.

La’Zaria * 9/9 missing 16/18 no 6/8 2 2 0/2 2 Used ruler the wrong way often
WS (starting at 30cm). Needed a lot
of prompting to engage. Needs
calculator. Understanding grew
with hands on task – low risk,
and become actively involved
and excited in the work. Getting
stronger and more confident
with polygons - able to properly
label them with lines, angles,
 and lengths. - but needs to work
on her recall. Will come with
repetition. Making many
connections (L has a right angle)
but needed help going beyond
(rotations and translations).
Having a hard time with
rotations - doesn’t understand
how to know when to stop.

Loreal

Niall

Racquel 9/9 missing 14/18 no 6/8 absent 2 1/2 2 Understands the needs for
* WS measure and the units, but has
difficulty understanding
referents even when they are
directly in front of her
(measuring a water bottle with a
ruler or a meter stick) Needs
calculator. Forgetting units.
Needs to be caught up on
polygons (missed many days).
Gets definitions and
identification for
transformations but needs more
direction to create. Getting
better with thorough practice
but needs guidance. Can identify
a rotation but needed a lot of
help. Having difficulty with
rotations, thinking you can
 rotate steps and not
understanding clockwise and
counter cw.

Raven

Sarah

Sarai * 8/9 20/20 16/18 yes 8/8 3 3 1/2 3 Understood conversions before
being prompted. Introduction to
perimeter was understood but
Sarai overthinks and loses her
confidence in that. Becoming
more confident and taking risks
with the hands on activity (low-
risk!). Very worried about
academic competition, but still
willing to engage. good
understanding of the differences
between capacity and volume
(can’t define volume without
the word) which can be
communicated verbally and in
written form. Getting very
caught up in little details (why
are angles named the way they
are). Making leaps with her
knowledge in terms of lines and
shapes before prompted - “that
shape has two sets of parallel
lines”. Pushing understanding
and has unique strategies
(rotation drawing on a grid).
 really pushing her
understandings and making
important connections -
questioning instruction and
engaging in higher level
thinking. Needs to work on
communicating WHY her
solution is correct in
mathematical terms.

Sophia

Taniah

Tasmia

Vaughn

William

Yebin * 6/9 20/20 incomplete n/a 4/8 2 2 ESL ESL Engaged with measurement –
(ill) understood how to read ruler
cm and mm. Can often confuse
units of measure for certain
measurements but corrects
when pointed out. Coming out
of her shell with risk-taking
behavior, individually and with
groups. She is trying to
contribute and doesn’t groan
when challenged. Getting much
better at communicating
understanding. confusion with
rotations. (thinks its a
 reflection). Able to identify the
different transformations. Able
to be lead through movements
and tell you which
transformation is occurring.

Zach B.

Zaiser

Zenah