Primary Type: Formative Assessment
Status: Published
This is a resource from CPALMS (www.cpalms.org) where all educators go for bright ideas!
Resource ID#: 68855
Parallel and Perpendicular Sides
Students are asked to identify parallel and perpendicular sides and explain how they know.
Subject(s): Mathematics
Grade Level(s): 4
Intended Audience: Educators
Freely Available: Yes
Keywords: MFAS, parallel, perpendicular, 90 degrees, intersect, straight lines
Resource Collection: MFAS Formative Assessments
ATTACHMENTS
MFAS_ParallelAndPerpendicularSides_Worksheet.docx
FORMATIVE ASSESSMENT TASK
Instructions for Implementing the Task
This task may be implemented individually, in small groups, or in a whole-group setting. If the task is given in a whole-group setting, the teacher should ask each student to
explain his or her thinking and strategy.
1. The teacher provides the student with the Parallel and Perpendicular Sides worksheet and reads the following to the student:
I would like you to highlight the word parallel in number one. Now, look at the figures below. Highlight one pair of parallel sides.
2. The teacher allows adequate time for the student to complete number one. Then the teacher reads the following to the student:
Using a different color, highlight the word perpendicular in number two. Which figure also contains a set of perpendicular sides (A, B, or C)? Use your highlighter to
highlight the perpendicular sides. Explain how you know the sides are perpendicular.
3. The teacher allows adequate time for the student to complete number two and then reads the following to the student:
Ashley is having trouble identifying whether two sides in a shape are parallel to each other. Explain how you can decide if two sides in a figure are parallel.
TASK RUBRIC
Getting Started
Misconception/Error
page 1 of 3 The student makes errors identifying parallel and perpendicular sides.
Examples of Student Work at this Level
The student does not understand the meaning of parallel and perpendicular. The student:
Cannot identify the shapes that have sides that appear to be parallel (e.g., the rhombus and the trapezoid) or appear to be perpendicular (e.g., the trapezoid).
Confuses parallel, perpendicular, and intersecting sides.
Questions Eliciting Thinking
What does the word parallel mean?
What does the word perpendicular mean?
How can you tell if two sides in a shape are parallel? Perpendicular?
What is the difference between parallel and perpendicular lines?
What is the difference between perpendicular and intersecting lines?
Instructional Implications
Provide clear instruction on the meaning of parallel and perpendicular lines. Encourage the student to use a protractor or a square corner to determine if lines or sides of
figures are perpendicular. Show the student how to use a ruler to measure the distance between two lines at several points to determine if lines are parallel. Provide
numerous examples of each in a variety of figures. Show the student how to use embedded arrows to identify parallel lines and the right angle “box” to mark perpendicular
lines in figures.
Provide the student with shapes that are cut out so that the student can rotate the shape to see if any sides are parallel or perpendicular. Then provide the student with
the same shapes on paper. Encourage the student to turn the paper to check for parallel or perpendicular sides.
Have the student draw examples of intersecting, parallel, and perpendicular lines and then write an explanation of each.
Provide the student with a set of flash cards containing shapes. Have the student work with a partner to identify the shapes that have intersecting, parallel, and
perpendicular sides.
Making Progress
Misconception/Error
The student cannot clearly explain how to determine if two sides are parallel or perpendicular.
Examples of Student Work at this Level
The student correctly identifies shapes that have parallel and perpendicular sides. However, the student uses vague or overly general terminology to describe what parallel
and/or perpendicular mean.
Questions Eliciting Thinking
How did you determine if the sides are parallel? Perpendicular?
How can a protractor help to see if the sides are perpendicular?
Instructional Implications
Encourage the student to use a protractor or a square corner to determine if lines or sides of figures are perpendicular. Show the student how to use a ruler to measure
the distance between two lines at several points to determine if lines are parallel. Guide the student to explain why sides are perpendicular or parallel using mathematical
terminology (e.g., “intersect in a right angle” or “never intersect”).
page 2 of 3 Provide opportunities for the student to practice using appropriate terminology to describe parallel and perpendicular sides with a partner.
Got It
Misconception/Error
The student provides complete and correct responses to all components of the task.
Examples of Student Work at this Level
The student correctly highlights parallel and perpendicular sides and explains that parallel sides will never intersect and perpendicular sides intersect in right angles (90
degrees).
Questions Eliciting Thinking
How are intersecting and perpendicular sides the same? How are they different?
Can you have shapes that have both parallel and perpendicular sides? Can you draw a shape that shows this?
Instructional Implications
Describe a shape using mathematical terms and ask the student to draw an example. For example, ask the student to draw a figure that has five sides, at least one acute
angle and at least one obtuse angle, one pair of perpendicular sides, and one pair of parallel sides.
Consider using MFAS task Sketching Quadrilaterals (4.G.1.2) to assess whether the student can apply understanding of parallel and perpendicular sides when sketching
shapes.
ACCOMMODATIONS & RECOMMENDATIONS
Special Materials Needed:
Parallel and Perpendicular Sides worksheet
Two different colored highlighters, crayons, or colored pencils
SOURCE AND ACCESS INFORMATION
Contributed by: MFAS FCRSTEM
Name of Author/Source: MFAS FCRSTEM
District/Organization of Contributor(s): Okaloosa
Is this Resource freely Available? Yes
Access Privileges: Public
License: CPALMS License - no distribution - non commercial
Related Standards
Name
MAFS.4.G.1.1:
Description
Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify
these in two-dimensional figures.
page 3 of 3