Name: Date: Grade 4 Master 9.1
Unit Rubric: Length, Perimeter, and Area Level 1 Level 2 Level 3 Level 4 makes and carries out a plan to solve and create measurement problems, using a limited range of appropriate strategies; usually results in an inaccurate solution makes and carries out a plan to solve and create measurement problems, using some appropriate strategies; usually results in a partially accurate solution makes and carries out a plan to solve and create measurement problems, using appropriate strategies; usually results in an accurate solution makes and carries out a plan to solve and create measurement problems accurately, using appropriate strategies; may offer an innovative approach shows very limited understanding; may be unable to demonstrate, explain, or apply: – the measurements of linear dimensions, perimeter, and area – the relationships between linear dimensions and perimeter, and perimeter and area shows limited understanding; may only be partially able to demonstrate, explain, and apply: – the measurements of linear dimensions, perimeter, and area – the relationships between linear dimensions and perimeter, and perimeter and area shows general understanding; is clearly able to demonstrate, explain, and apply: – the measurements of linear dimensions, perimeter, and area – the relationships between linear dimensions and perimeter, and perimeter and area shows in­depth understanding in a variety of contexts; is able to precisely and effectively demonstrate, explain, and apply: – the measurements of linear dimensions, perimeter, and area – the relationships between linear dimensions and perimeter, and perimeter and area makes major errors; needs assistance when: – estimating, measuring, and recording linear dimensions, perimeter, and area – selecting and justifying appropriate units – relating mm, cm, dm, m, km makes several minor errors; needs limited assistance when: – estimating, measuring, and recording linear dimensions, perimeter, and area – selecting and justifying appropriate units – relating mm, cm, dm, m, km makes few minor errors in:
– estimating, measuring, and recording linear dimensions, perimeter, and area – selecting and justifying appropriate units – relating mm, cm, dm, m, km makes no errors in: – estimating, measuring, and recording linear dimensions, perimeter, and area – selecting and justifying appropriate units – relating mm, cm, dm, m, km with considerable effectiveness, compares various shapes with the same perimeter and area with a high degree of effectiveness, compares various shapes with the same perimeter and area Thinking • makes and carries out a plan to solve and create measurement problems, using a range of appropriate strategies Knowledge and Understanding • shows understanding by demonstrating, explaining, and applying concepts of measurement sense and relationships (e.g., linear dimensions, perimeter, and area) • explains the relationships between linear dimensions and perimeter, and perimeter and area Application • with accuracy: – estimates and accurately measures and records linear dimensions, perimeter, and area – selects and justifies appropriate units and identifies their relationships to other units • compares various with limited effectiveness, with some effectiveness, shapes with the same compares various shapes compares various perimeter and area with the same perimeter shapes with the same and area perimeter and area Communication • expresses mathematical thinking clearly, using appropriate terminology and symbols needs assistance to express mathematical thinking clearly and precisely expresses mathematical expresses mathematical thinking with some thinking clearly and clarity and precision precisely expresses mathematical thinking clearly, precisely, and confidently • presents diagrams, calculations, and results clearly presents work with little clarity presents work with some presents work clearly and presents work clearly, clarity precisely precisely, and confidently This page may have been modified from its original. Copyright © 2007 Pearson Education Canada 1 Name: Date: Grade 4 Master 9.2
Ongoing Observations: Length, Perimeter, and Area 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: Length, Perimeter, and Area Student Thinking Knowledge and Understanding Application Communication § Makes and carries out a plan to identify and solve problems involving length, perimeter, and area, using a range of strategies § Selects and justifies the most appropriate units § Estimates, measures, records, orders, and compares length, perimeter, and area § Expresses mathematical thinking clearly, using appropriate language and symbols § Explains measurable attributes and relationships among metric units 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 9.3
Performance Assessment Rubric: Design a Backyard Level 1 Level 2 Level 3 Level 4 uses critical/creative processes and simple or inappropriate strategies to design a backyard; may omit features or exceed the required dimensions uses critical/creative processes and somewhat appropriate strategies, with partial success, to design a backyard that includes most of the required features and is close to fitting within the required dimensions; several features may be of unrealistic size uses critical/creative processes and appropriate and effective strategies to design a backyard that includes the required features and fits within the required dimensions; some features may be of unrealistic size uses critical/creative processes and appropriate, often innovative, strategies to design a backyard that includes the required features and fits within the required dimensions; includes at least one additional feature shows very limited understanding; may be unable to: – choose appropriate procedures – select reasonable dimensions shows limited understanding by: – usually choosing appropriate procedures – selecting reasonable dimensions for some features shows general understanding by: – choosing appropriate procedures, in most cases – selecting reasonable dimensions for most features shows in­depth understanding by: – choosing appropriate procedures – selecting reasonable dimensions for all features Thinking
· uses critical/creative processes (i.e., makes and carries out a plan) and appropriate strategies, including estimating, to design a backyard that meets specifications Knowledge and Understanding • shows understanding of measurement sense and relationship concepts by choosing appropriate procedures, and selecting reasonable dimensions for each required feature Application • with accuracy: – accurately calculates the perimeter and area of each feature, including units – draws and labels dimensions on grid paper with limited effectiveness: with some effectiveness: with considerable – calculates and records – calculates and effectiveness: perimeter and area records perimeter and – calculates and records – draws and labels area perimeter and area dimensions on grid – draws and labels – draws and labels paper dimensions on grid dimensions on grid paper paper with a high degree of effectiveness: – calculates and records perimeter and area – draws and labels dimensions on grid paper presents plan unclearly and imprecisely presents plan with some presents plan clearly and clarity and precision precisely presents plan clearly, precisely, and confidently uses some appropriate mathematical terms and symbols uses a range of appropriate mathematical terms and symbols with precision Communication • presents plan clearly, including labels and units • uses mathematical uses few appropriate terminology, numbers, mathematical terms and and symbols correctly symbols uses appropriate mathematical terms and symbols This page may have been modified from its original. Copyright © 2007 Pearson Education Canada 3 Name: Date: Grade 4 Master 9.4
Unit Summary: Length, Perimeter, and Area 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: Measurement Thinking Knowledge and Application Understanding Ongoing Observations Strategies Toolkit (Lesson 4) Work samples or portfolios; conferences Show What You Know Unit Test Unit Problem Design a Background 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