Name Date Grade 3 Master 9.1
Unit Rubric: Length, Perimeter, and Area Level 1 Level 2 Level 3 Level 4 Thinking • uses planning and processing skills (e.g., estimating with a referent, using grid paper, using manipulatives, making a model) to solve problems involving length, perimeter, and area uses planning and processing skills with limited effectiveness to solve problems involving length, perimeter, and area uses planning and processing skills with some effectiveness to solve problems involving length, perimeter, and area uses planning and processing skills with considerable effectiveness to solve problems involving length, perimeter, and area uses planning and processing skills with a high degree of effectiveness to solve problems involving length, perimeter, and area demonstrates limited understanding of the concepts: – standard linear units – selection of most appropriate unit – measurement and comparisons of linear dimensions, perimeters, or areas demonstrates some understanding of the concepts: – standard linear units – selection of most appropriate unit – measurement and comparisons of linear dimensions, perimeters, or areas demonstrates considerable understanding of the concepts: – standard linear units – selection of most appropriate unit – measurement and comparisons of linear dimensions, perimeters, or areas demonstrates thorough understanding of the concepts: – standard linear units – selection of most appropriate unit – measurement and comparisons of linear dimensions, perimeters, or areas applies knowledge and skills with limited effectiveness when: – estimating, measuring, and recording: – linear dimensions – perimeter – area; and – comparing and ordering objects by linear dimensions, perimeters, and areas applies knowledge and skills with some effectiveness when: – estimating, measuring, and recording: – linear dimensions – perimeter – area; and – comparing and ordering objects by linear dimensions, perimeters, and areas applies knowledge and skills with considerable effectiveness when: – estimating, measuring, and recording: – linear dimensions – perimeter – area; and – comparing and ordering objects by linear dimensions, perimeters, and areas applies knowledge and skills with a high degree of effectiveness when: – estimating, measuring, and recording: – linear dimensions – perimeter – area; and – comparing and ordering objects by linear dimensions, perimeters, and areas • uses mathematical conventions, vocabulary, and terminology (e.g., perimeter, area, square units) when explaining reasoning and procedures uses mathematical conventions, vocabulary, and terminology with limited effectiveness when explaining reasoning and procedures uses mathematical conventions, vocabulary, and terminology with some effectiveness when explaining reasoning and procedures uses mathematical conventions, vocabulary, and terminology with considerable effectiveness when explaining reasoning and procedures uses mathematical conventions, vocabulary, and terminology with a high degree of effectiveness when explaining reasoning and procedures • expresses and expresses and organizes mathematical thinking and work with limited effectiveness expresses and organizes mathematical thinking and work with some effectiveness expresses and organizes mathematical thinking and work with considerable effectiveness expresses and organizes mathematical thinking and work with a high degree of effectiveness Knowledge and Understanding • demonstrates understanding of the following concepts: – the use and relationships of standard units of linear measure – selection of the most appropriate unit to measure length – measurement and comparison of linear dimensions, perimeters, and areas Application • applies knowledge and skills effectively to make reasonable estimates, and measure and record: – linear dimensions – perimeter – area; and • compare and order objects by linear dimensions, perimeters, and areas Communication organizes mathematical thinking and work effectively This page may have been modified from its original. 41 Copyright © 2007 Pearson Education Canada Name Date Grade 3 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 § Uses planning and processing skills to Identify and solve problems involving length, perimeter, and area § Chooses the most appropriate unit to measure length § Demonstrates understanding of the relationships of standard units of linear measure, and the concepts of perimeter and area § Applies knowledge and skills to measure, record, order, and compare length, perimeter, and area § Communicates effectively, using appropriate mathematical conventions, vocabulary, and terminology Level 1 – limited; Level 2 – some/somewhat; Level 3 – considerable effectiveness; Level 4 – high degree of effectiveness 42 This page may have been modified from its original. Copyright © 2007 Pearson Education Canada Name Date Grade 3 Master 9.3
Performance Assessment Rubric: Design a Playground Level 1 Level 2 Level 3 Level 4 Thinking • uses planning skills effectively to develop and use a plan that accommodates spaces for all activities within a reasonable perimeter (not unrealistically large) and allows sufficient space between them uses planning skills, including estimating, with limited effectiveness, to develop a workable plan for a playground that meets the requirements uses planning skills, including estimating, with some effectiveness, to develop a workable plan for a playground that meets the requirements uses planning skills, including estimating, with considerable effectiveness, to develop a workable plan for a playground that meets the requirements uses planning skills, including estimating, with a high degree of effectiveness, to develop a workable plan for a playground that meets the requirements demonstrates limited understanding of the concept of area and perimeter by selecting a reasonable area for each activity and explaining the plan demonstrates some understanding of the concept of area and perimeter by selecting a reasonable area for each activity and explaining the plan demonstrates considerable understanding of the concept of area and perimeter by selecting a reasonable area for each activity and explaining the plan demonstrates thorough understanding of the concept of area and perimeter by selecting a reasonable area for each activity and explaining the plan applies knowledge and skills with limited effectiveness to make appropriate calculations, including appropriate units in: – perimeters – areas – fencing required applies knowledge and skills with some effectiveness to make appropriate calculations, including appropriate units in: – perimeters – areas – fencing required applies knowledge and skills with considerable effectiveness to make appropriate calculations, including appropriate units in: – perimeters – areas – fencing required applies knowledge and skills with a high degree of effectiveness to make appropriate calculations, including appropriate units in: – perimeters – areas – fencing required • uses mathematical conventions, vocabulary, and terminology (e.g., metre, perimeter, area, square units) effectively in plan, table, and explanation uses mathematical conventions, vocabulary, and terminology with limited effectiveness in plan, table, and explanation uses mathematical conventions, vocabulary, and terminology with some effectiveness in plan, table, and explanation uses mathematical conventions, vocabulary, and terminology with considerable effectiveness in plan, table, and explanation uses mathematical conventions, vocabulary, and terminology with a high degree of effectiveness in plan, table, and explanation • expresses and organizes mathematical thinking and presents plan and table effectively expresses and organizes mathematical thinking and presents plan and table with limited effectiveness expresses and organizes mathematical thinking and presents plan and table with some effectiveness expresses and organizes mathematical thinking and presents plan and table with considerable effectiveness expresses and organizes mathematical thinking and presents plan and table with a high degree of effectiveness Knowledge and Understanding • demonstrates understanding of the concept of area and perimeter by selecting a reasonable area for each activity and explaining the plan Application • applies knowledge and skills effectively to: – calculate the perimeter of each section and the whole playground using appropriate units (metres) – calculate the area of each section and the whole playground using appropriate units (square units) – calculate the units of fencing required in appropriate units (metres) Communication This page may have been modified from its original. 43 Copyright © 2007 Pearson Education Canada Name Date Grade 3 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 10) Work samples or portfolios; conferences Show What You Know Unit Test Unit Problem Design a Playground Achievement Level for reporting *Use Ontario Achievement Levels R, 1, 2, 3, 4. Self­Assessment: Comments: (Strengths, Needs, Next Steps) 44 This page may have been modified from its original. Copyright © 2007 Pearson Education Canada Communication Overall