MIAA 330

Assessment Data
Katie Chock
Teachers College of San Joaquin
January 22, 2015

The following graphics are the demographics and testing data for Brookside
School Brookside is a K-8 school in the Lincoln Unified School District. Additionally,
Brookside School is the only school in the district that does not fall under the Title 1
category. We are located on 2961 Brookside Road in Stockton California.
Our comprehensive school math plan utilizes the EngageNy curriculum. The topic
I choose is the Geometry. I choose this topic because there is a definite progression of
curriculum within the geometry unit. It develops the Concepts of Geometry from the K8th grade levels.
The majority of the population at Brookside School is wither White (32%) or
Hispanic/Latino (30%) The next highest population is Asian (18.8%) Then there are the
miscellaneous small percentages of American Indian or Alaskan, Native Hawaiian/Pacific
Islander, Filipino, and African American.
The demographic for my class is 28% White, 48% Mexican/Latino, 12% African
American and Asian. Compared to the district, I have around the same amount of White
students, comparative numbers for the Hispanic and African American students, and a
slightly less amount of Asian students.
I have a population of 20% English Learners and 80% English only as compared
to my school which has 15.2% English Learners and 84.8% English only. Below are the
graphs that represent and support my claims.
Following the data is the geometry progression of our district adopted EngageNy
curriculum. I think the curriculum is very versatile, and provides many opportunities for

students to be original and creative. Students are not limited to certain answers, there are
a variety of ways to solve and answer questions. This way of learning is providing the
students many discourse opportunities. Students are constantly having thoughtful math
discussions with each other. There is not only one-way of learning and teaching; there are
multiple outlooks on problems. With each lesson and class, I am constantly learning.
Students are always teaching me new ways of solving problems, and I love sharing this
knowledge with my math colleagues, and other students. This curriculum forces me to be
clear in my directions and it allows the students to be creative in their thinking. There is a
lot of modeling with the concepts, and directions. I do a lot reading apprentice skills with
the students. I am not only working on math concepts, but we are also practicing our
language arts skills and not even knowing it. This is extremely useful for my English
language learners. They struggle with reading the directions, and actually understanding
what they mean. We practice that in class, and strengthen their English and mathematical
skill set.
Students also love the hands on activities. They enjoy using rulers, protractors,
and compasses. This curriculum allows me to use tools we would not normally use.
Students are being exposed to a variety of tools, and they are having fun. Learning is now
fun to them. Getting up and sharing their ideas with the entire class is something they
love to do. I thought it would be difficult to get students to share their ideas and strategies
of solving a problem, but they all want to get up and tell the rest of the class their
strategy. This curriculum is promoting participation in a way that makes learning fun, and
make learning feel not so much like school.

GeometryProgression:
The following progression is for Geometry in grades Kindergarten through 8th
Grade Algebra. There are varying amounts of Modules and lessons per grade level. Each
module builds upon the previous grade level. Students should be introduced to topics and
an earlier age, and go further in depth with each grade level. We have adopted Common
Core as our curriculum, and take the SBAC for our official testing.

AnothergreatprogramtouseisSTmath.Thisprogramstrengthensandtailors
curriculumtothebasicsofmath.Iliketheformatofitbecauseitisverysimilartoour
MAPtesting.

Kindergarten findings: Kindergarten Module 2 Lesson 5: Describe and communicate

positions of all flat shapes using the words above, below, beside, in front of, next to,
and behind.
CCSS: Geometry
https://www.engageny.org/resource/kindergarten-mathematics-module-2-topic-lesson-5
Module 2 explores two-dimensional and three-dimensional shapes. Students learn about
flat and solid shapes independently as well as how they are related to each other and to
shapes in their environment. Students begin to use position words when referring to and
moving shapes. Students learn to use their words to distinguish between examples and
non-examples of flat and solid shapes.
1st grade findings: Grade 1 Module 5 Lesson 2: Find and name twodimensional
shapes including trapezoid, rhombus, and a square as special rectangle, based on
defining attributes of sides and corners.
CCSS: Geometry
https://www.engageny.org/resource/grade1mathematicsmodule5topiclesson2

In Module 5, students consider partwhole relationships through a geometric lens. The

module opens with students identifying the defining parts, or attributes, of two- and
three-dimensional shapes, building on their kindergarten experiences of sorting,
analyzing, comparing, and creating various two- and three-dimensional shapes and
objects. Students combine shapes to create a new whole: a composite shape. They also
relate geometric figures to equal parts and name the parts as halves and fourths. The
module closes with students applying their understanding of halves to tell time to the
hour and half hour.

2nd grade findings: Grade 2 Module 8 Lesson 1: Time, Shapes, and Fractions as Equal
Parts of Shapes
CCSS: Geometry:
https://www.engageny.org/resource/grade-2-mathematics-module-8-topic-lesson-1
In Module 8, the final module of the year, students extend their understanding of part
whole relationships through the lens of geometry. As students compose and decompose
shapes, they begin to develop an understanding of unit fractions as equal parts of a whole.
In Topic A, students build on their prior knowledge of a shapes defining attributes
(1.G.1) to recognize and draw categories of polygons with specified attributes: the
number of sides, corners, and angles (2.G.1). For example, students see that a rectangle
has four straight sides, four right angles, and opposite sides with equal length. Students
then relate the square, a special rectangle, to the cube by building a cube from six
congruent squares. They describe the cube in terms of its attributes, counting the number
of edges, faces, and corners (2.G.1). Once students are able to describe and analyze
polygons and the cube according to their attributes in Topic A, they are ready to combine
shapes and build composite shapes in Topic B.
3rd grade findings: Grade 3: Module 2 Lesson 5: Place Value and Problem Solving
With Units of Measure
CCSS: Geometry
https://www.engageny.org/resource/grade3mathematicsmodule2topiclesson5
Module 2 uses place value to unify measurement, rounding skills, and the standard
algorithms for addition and subtraction. The module begins with plenty of hands-on
experience using a variety of tools to build practical measurement skills and conceptual
understanding of metric and time units. Estimation naturally surfaces through
application; this transitions students into rounding. In the modules final topics students
round to assess whether or not their solutions to problems solved using the standard
algorithms are reasonable.
4th grade findings: Grade 4 Module 4 Lesson 4: Identify, Define, and Draw Parallel
Lines

CCSS: Geometry
https://www.engageny.org/resource/grade-4-mathematics-module-4-topic-lesson-4
This 20-day module introduces points, lines, line segments, rays, and angles, as well as
the relationships between them. Students construct, recognize, and define these geometric
objects before using their new knowledge and understanding to classify figures and solve
problems. With angle measure playing a key role in their work throughout the module,
students learn how to create and measure angles, as well as create and solve equations to
find unknown angle measures. In these problems, where the unknown angle is
represented by a letter, students explore both measuring the unknown angle with a
protractor and reasoning through the solving of an equation. Through decomposition and
composition activities as well as an exploration of symmetry, students recognize specific
attributes present in two-dimensional figures. They further develop their understanding of
these attributes as they classify two-dimensional figures based on them.
5th grade findings: Grade 5 Module 5 Lesson 1: Addition and Multiplication with
Volume and Area
CCSS: Geometry
https://www.engageny.org/resource/grade-5-mathematics-module-5-topic-lesson-1
In this 25-day Module, students work with two- and three- dimensional figures. Volume
is introduced to students through concrete exploration of cubic units and culminates with
the development of the volume formula for right rectangular prisms. The second half of
the module turns to extending students understanding of two-dimensional figure.
Students combine prior knowledge of area with newly acquired knowledge of fraction
multiplication to determine the area of rectangular figures with fractional side lengths.
They then engage in hands-on construction of two-dimensional shapes, developing a
foundation for classifying the shapes by reasoning about their attributes. This module fills
a gap between grade4s work with two-dimensional figures and grade 6s work with
volume and area.
6th grade findings: Grade 6 Module 5 Lesson 13: Develop, understand, and apply
formulas for finding the volume of right rectangular prisms and cubes.
CCSS: Geometry
https://www.engageny.org/resource/grade-6-mathematics-module-5-topic-c-lesson-13
In this module, students utilize their previous experiences in order to understand and
develop formulas for area, volume, and surface area. Students use composition and
decomposition to determine the area of triangles, quadrilaterals, and other polygons.
Extending skills from Module 3 where they used coordinates and absolute value to find
distances between points on a coordinate plane, students determine distance, perimeter,
and area on the coordinate plane in real-world contexts. Next in the module comes reallife application of the volume formula where students extend the notion that volume is
additive and find the volume of composite solid figures. They apply volume formulas

and use their previous experience with solving equations to find missing volumes and
missing dimensions. The final topic includes deconstructing the faces of solid figures to
determine surface area. To wrap up the module, students apply the surface area formula
to real-life contexts and distinguish between the need to find surface area or volume
within contextual situations.
7th grade findings: Grade 7 Module 6 Lesson 1: Complementary and Supplementary
Angles
CCSS: Geometry
https://www.engageny.org/resource/grade-7-mathematics-module-1-topic-lesson-6
In Module 6, students delve further into several geometry topics they have been
developing over the years. Grade 7 presents some of these topics, (e.g., angles, area,
surface area, and volume) in the most challenging form students have experienced yet.
Module 6 assumes students understand the basics. The goal is to build a fluency in these
difficult problems. The remaining topics, (i.e., working on constructing triangles and
taking slices (or cross-sections) of three-dimensional figures) are new to students.

8th grade findings: Grade 8 Module 2 Lesson 8: Definition of Translation, and Three
Basic Properties
CCSS: Geometry
https://www.engageny.org/resource/grade-8-mathematics-module-2-topic-b-lesson-8
In this module, students learn about translations, reflections, and rotations in the plane
and, more importantly, how to use them to precisely define the concept of congruence.
Throughout Topic A, on the definitions and properties of the basic rigid motions, students
verify experimentally their basic properties and, when feasible, deepen their
understanding of these properties using reasoning. All the lessons of Topic B demonstrate
to students the ability to sequence various combinations of rigid motions while
maintaining the basic properties of individual rigid motions. Students learn that
congruence is just a sequence of basic rigid motions in Topic C, and Topic D begins the
learning of Pythagorean Theorem.