To make sure that my results were accurate as possible, my pre-test and post-test are the exact same test. Before instruction was given on the chapter of Geometry, I had my students take a 14 question pre-test to determine common Geometry struggles before giving instruction. My students would then complete the same 14 question test again at the end of the Unit, as part of their summative assessment in Geometry. I kept the test fairly short to make sure that my students did not become overwhelmed or stressed. I also aligned each instructional plan with the particular Geometry standard. The pre-test and post-test included 1-2 questions from each chapter in the Geometry Unit. The students would go through and read each question, to choose answer A,B,C or D to put on the line or draw what the questions asked. 

Day 1: On day 1, students learned about what a line, ray, line segment, point and endpoint look like. Students practiced this concept through white board practice,and had to either draw or lable each figure. 

Day 2: For day 2, I had students learn about the different types of lines which included, perpendicular, intersecting, and parallel lines. I had students practice this concept with some independent practice problems, and introduced a review sheet called  "Lines, Rays and Line Segments" to have more practice with identifying/labeling lines. Students also completed a "Skating Lines" graded sheet where each student scored at or above a 7 out of 10.

 Day 3: For day 3, students learned how to measure angles using a protractor. Each student received a "Angle Measure/Draw" cheat sheet to help review the steps of measuring. I also created different angle stations where students had to move around the room to measure the different angle degrees.

 Day 4: For day 4, students learned how to draw angles using a protractor. Each student turned over their cheat sheet to help them through the steps of drawing angles as we through some independent practice problems. We also reviewed the different figures through a whiteboard practice like we did on day 1. Students also recieved a "Trap It" page where they worked with a partner to practice the labeling the different figures and angles.

Day 5: For day 5, I created review stations on measuring and drawing angles to help students practice this concept. I created four stations where students moved around the room to practice measuring and drawing angles. I also did a "Check My Progress" sheet to assess my students to see if the interventions that have been set into place were effective. My students scored an average score of 85% on the 15 question assessment.

 Since the results of my pre-test were scored at a an average low score of 40%, I decided to take a look into what specific questions students missed the most on. My intensive instruction focused on the 14%, 16%, 28% and 30% answered questions which had to do with lines and angles  My instruction is based upon how the majority of students learn best. I used a variety of interactive and engaging activities such as white boards, learning stations, visuals, movement, and interactive practice sheets. We spent 2-3 days on each line, and angle concept depending on the students progress. The concepts were also integrated into some of the other lessons to get consistent practice.