Name: Date: Grade 4 Master 3.1
Unit Rubric: Geometry Level 1 Level 2 Level 3 Level 4 makes and carries out a plan using a limited range of appropriate strategies to investigate and create geometric problems involving shapes and figures; usually results in an inaccurate solution makes and carries out a plan using some appropriate strategies to investigate and create geometric problems involving shapes and figures; usually results in a partially accurate solution makes and carries out a plan using appropriate strategies to investigate and create geometric problems involving shapes and figures; usually results in an accurate solution makes and carries out a plan using appropriate strategies to investigate and create geometric problems involving shapes and figures accurately; may offer an innovative approach demonstrates very limited understanding; may be unable to: – dentify and describe – compare, sort, and classify shapes and figures – explain or demonstrate relationships demonstrates limited demonstrates general understanding; may only understanding; is clearly be partially able to: able to: – identify and describe – identify and describe – compare, sort, and – compare, sort, and classify shapes and classify shapes and figures figures – explain or – explain or demonstrate demonstrate relationships relationships demonstrates in­depth understanding in various contexts; is able to precisely and effectively: – identify and describe – compare, sort, and classify shapes and figures – explain or demonstrate relationships Thinking • makes and carries out a plan to investigate and create geometric problems involving shapes and figures, using a variety of strategies Knowing and Understanding • demonstrates understanding of shapes and figures by: – dentifying and describing – comparing, sorting, and classifying shapes and figures – explaining or demonstrating relationships Application • accurately identifies with limited effectiveness: with some effectiveness: with considerable with a high degree of and classifies shapes – identifies and – identifies and effectiveness: effectiveness: and figures according classifies shapes classifies shapes – identifies and – identifies and to their geometric and figures and figures classifies shapes and classifies shapes and properties – represents shapes, – represents shapes, figures figures figures, and figures, and – represents shapes, – represents shapes, • represents shapes, properties properties figures, and figures, and properties figures and properties – describes geometric – describes geometric properties – describes geometric accurately properties in properties in – describes geometric properties in everyday • describes examples in everyday everyday properties in experiences everyday experiences experiences experiences everyday experiences Communication • expresses mathematical thinking and organizes ideas with limited effectiveness, expresses mathematical thinking and organizes ideas with some effectiveness, expresses mathematical thinking and organizes ideas with considerable effectiveness, expresses mathematical thinking and organizes ideas with a high degree of effectiveness, expresses mathematical thinking and organizes ideas • uses appropriate geometric vocabulary, terms, and symbols in oral, visual, and written forms uses simple or inappropriate geometric vocabulary, terms, and symbols in oral, visual, and written forms uses somewhat appropriate geometric vocabulary, terms, and symbols in oral, visual, and written forms uses appropriate geometric vocabulary, terms, and symbols in oral, visual, and written forms uses a range of appropriate geometric vocabulary, terms, and symbols in oral, visual, and written forms This page may have been modified from its original. Copyright © 2007 Pearson Education Canada 1 Name: Date: Grade 4 Master 3.2
Ongoing Observations: Geometry The behaviours described under each heading are examples; they are not intended to be an exhaustive list of all that might be observed. More detailed descriptions are provided in each lesson under Assessment for Learning. STUDENT ACHIEVEMENT: Geometry Student Thinking Knowledge and Understanding Application Communication § Makes and carries out § Describes geometric § Uses geometric § Expresses a plan to solve and create problems involving shapes and figures, using appropriate strategies (including constructions) properties § Explains geometric relationships properties to sort and classify shapes and figures mathematical thinking and organizes ideas clearly § Uses mathematical language, conventions, and symbols (e.g., attributes) Level 1 – limited; Level 2 – some/somewhat; Level 3 – considerable effectiveness; Level 4 – high degree of effectiveness 2 This page may have been modified from its original. Copyright © 2007 Pearson Education Canada Name: Date: Grade 4 Master 3.3
Performance Assessment Rubric: Under Construction Level 1 Level 2 Level 3 Level 4 with some effectiveness, makes and carries out a plan to: – construct skeletons of 3­D figures (i.e., build a castle with Plasticine and straws), using some appropriate strategies – incorporate the required shapes and figures into window design with considerable effectiveness, makes and carries out a plan to: – construct skeletons of 3­D figures (i.e., build a castle with Plasticine and straws), using appropriate and effective strategies – incorporate the required shapes and figures into window design with a high degree of effectiveness, makes and carries out a plan to: – construct skeletons of 3­D figures (i.e., build a castle with Plasticine and straws), using innovative, appropriate, and effective strategies – incorporate the required shapes and figures into window design demonstrates very limited understanding by using few of the concepts of geometric properties and relationships, and giving partial explanations of: – properties of shapes and figures, including angles – congruence – relationships between shapes and figures; skeleton and object demonstrates limited understanding by using some of the concepts of geometric properties and relationships, and giving appropriate but incomplete explanations of: – properties of shapes and figures, including angles – congruence – relationships between shapes and figures; skeleton and object demonstrates considerable understanding by using most of the concepts of geometric properties and relationships, and giving appropriate explanations of: – properties of shapes and figures, including angles – congruence – relationships between shapes and figures; skeleton and object demonstrates in­depth understanding by using all of the concepts of geometric properties and relationships, and giving appropriate and complete explanations of: – properties of shapes and figures, including angles – congruence – relationships between shapes and figures; skeleton and object with limited effectiveness: – identifies and compares shapes and figures – sketches figures on graph paper – identifies and measures angles with some effectiveness: – identifies and compares shapes and figures – sketches figures on graph paper – identifies and measures angles with considerable effectiveness: – identifies and compares shapes and figures – sketches figures on graph paper – identifies and measures angles with a high degree of effectiveness: – identifies and compares shapes and figures – sketches figures on graph paper – identifies and measures angles expresses mathematical thinking (i.e., explains skeleton and wall) unclearly and imprecisely expresses mathematical thinking (i.e., explains skeleton and wall) with some clarity expresses mathematical thinking (i.e., explains skeleton and wall) clearly and precisely expresses mathematical thinking (i.e., explains skeleton and wall) clearly, precisely, and confidently
uses few appropriate terms and symbols related to geometric properties and relationships uses some appropriate terms and symbols related to geometric properties and relationships uses appropriate terms and symbols related to geometric properties and relationships uses a range of appropriate terms and symbols related to geometric properties and relationships Thinking
· makes and carries out with limited effectiveness, a plan to: – construct skeletons of 3­D figures (i.e., build a castle with Plasticine and straws) – design windows that include the required congruent shapes and figures makes and carries out a plan to: – construct skeletons of 3­D figures (i.e., build a castle with Plasticine and straws), using limited strategies – incorporate the required shapes and figures into window design Knowledge and Understanding
· shows understanding by using concepts of geometric properties and relationships, and explaining: – properties of shapes and figures, including angles – congruence – relationships between shapes and figures (e.g., castle, wall, and sketch); skeleton and object Application
· with accuracy: – identifies and compares shapes and figures – sketches figures (e.g.,windows) on graph paper – identifies and measures angles Communication
· expresses mathematical thinking (i.e., explains skeleton and wall) clearly · uses appropriate terms and symbols related to geometric properties and relationships (e.g., names of shapes and figures, congruency, degrees) This page may have been modified from its original. Copyright © 2007 Pearson Education Canada 3 Name: Date: Grade 4 Master 3.4
Unit Summary: Geometry Review assessment records to determine the most consistent achievement levels for the assessments conducted. Some cells may be blank. Overall achievement levels may be recorded in each row, rather than identifying levels for each achievement category. Most Consistent Level of Achievement* Strand: Geometry and Spatial Sense Thinking Knowledge and Application Understanding Ongoing Observations Strategies Toolkit (Lesson 11) Work samples or portfolios; conferences Show What You Know Unit Test Unit Problem Under Construction Achievement Level for reporting *Use Ontario Achievement Levels R, 1, 2, 3, 4. Self­Assessment: Comments (Strengths, Needs, Next Steps): 4 This page may have been modified from its original. Copyright © 2007 Pearson Education Canada Communication Overall