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| |Name: | |Date: | |

Grade 4

Unit Rubric: Transformational Geometry

| |Level 1 |Level 2 |Level 3 |Level 4 |

|Thinking | | | | |

|( makes and carries out a |makes and carries out a plan |makes and carries out a plan|makes and carries out a plan |makes and carries out a plan|

|plan to investigate and |to investigate and create |to investigate and create |to investigate and create |to investigate and create |

|create problems involving |problems involving |problems involving |problems involving |problems involving |

|transformations, using a |transformations, using a |transformations, using some |transformations, using |transformations accurately, |

|range of appropriate |limited range of appropriate |appropriate strategies; |appropriate strategies; |using appropriate |

|strategies, including using |strategies; usually results |usually results in a |usually results in an |strategies; may offer an |

|grids and diagrams, and |in an inaccurate solution |partially accurate solution |accurate solution |innovative approach |

|making models | | | | |

|Knowledge and Understanding | | | | |

|• shows understanding by |shows very limited |shows limited understanding;|shows general understanding; |shows in-depth understanding|

|demonstrating, explaining, |understanding; may be unable |may only be partially able |is clearly able to |in a variety of contexts; is|

|and using concepts of: |to demonstrate, explain, or |to demonstrate, explain, and|demonstrate, explain, and |able to precisely and |

|– geometric properties |use: |use: |use: |effectively demonstrate, |

|(i.e., lines of symmetry) |– geometric properties (i.e.,|– geometric properties |– geometric properties (i.e.,|explain, and use: |

|– location and movement |lines of symmetry) |(i.e., lines of symmetry) |lines of symmetry) |– geometric properties |

|(e.g., coordinate grids, |– location and movement |– location and movement |– location and movement |(i.e., lines of symmetry) |

|translations, reflections, |(e.g., coordinate grids, |(e.g., coordinate grids, |(e.g., coordinate grids, |– location and movement |

|and rotations) |translations, reflections, |translations, reflections, |translations, reflections, |(e.g., coordinate grids, |

| |and rotations) |and rotations) |and rotations) |translations, reflections, |

| | | | |and rotations) |

|Application | | | | |

|• with accuracy: |with limited effectiveness: |with some effectiveness: |with considerable |with a high degree of |

|– describes location and |– describes location and |– describes location and |effectiveness: |effectiveness: |

|movement on a grid |movement on a grid |movement on a grid |– describes location and |– describes location and |

|– identifies, performs, and |– identifies, performs, and |– identifies, performs, and|movement on a grid |movement on a grid |

|describes reflections |describes reflections |describes reflections |– identifies, performs, and |– identifies, performs, and|

|– draws lines of symmetry |– draws lines of symmetry |– draws lines of symmetry |describes reflections |describes reflections |

| | | |– draws lines of symmetry |– draws lines of symmetry |

|Communication | | | | |

|• expresses mathematical |expresses mathematical |expresses mathematical |expresses mathematical |expresses mathematical |

|thinking clearly |thinking unclearly |thinking with some clarity |thinking clearly |thinking clearly and |

| | | | |precisely |

|• uses appropriate terms and|uses few appropriate |uses some appropriate |uses appropriate mathematical|uses a range of appropriate |

|symbols related to location,|mathematical terms or symbols|mathematical terms and |terms and symbols related to |mathematical terms and |

|movement, and geometric |related to location, |symbols related to location,|location, movement, and |symbols related to location,|

|properties |movement, and geometric |movement, and geometric |geometric properties |movement, and geometric |

| |properties |properties | |properties |

| |Name: | |Date: | |

Grade 4

Ongoing Observations:

Transformational 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: Transformational Geometry |

|Student |Thinking |Knowledge and Understanding |Application |Communication |

| |Makes and carries out a plan |Demonstrates understanding |Describes location and |Expresses mathematical |

| |to solve/create problems |of geometric properties |movement on a grid |thinking |

| |involving transformations |(symmetry) and location and |Identifies, performs, and |Uses appropriate terms and |

| | |movement (reflections) |describes reflections |symbols |

| | | |Draws lines of symmetry | |

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Level 1 – limited; Level 2 – some/somewhat; Level 3 – considerable effectiveness; Level 4 – high degree of effectiveness

| |Name: | |Date: | |

Grade 4

Performance Assessment Rubric:

At the Fun House!

| |Level 1 |Level 2 |Level 3 |Level 4 |

|Thinking | | | | |

|( uses critical/creative |uses critical/creative |uses critical/creative |uses critical/creative |uses critical/creative |

|processes (e.g., makes and |processes, and simple or |processes, and somewhat |processes, and appropriate |processes, and appropriate, |

|carries out a plan), and |inappropriate strategies to |appropriate strategies, with|and effective strategies to |often innovative, strategies|

|appropriate strategies to |design: |partial success, to design: |design: |to design: |

|design: |– a front wall pattern |– a front wall pattern |– a front wall pattern |– a front wall pattern |

|– a pattern using |– fun house rooms |– fun house rooms |– fun house rooms |– fun house rooms |

|transformations | | | | |

|– fun house rooms using | | | | |

|transformations | | | | |

|Knowledge and Understanding | | | | |

|• shows understanding of |shows very limited |shows limited understanding;|shows general understanding; |shows in-depth |

|relevant geometric concepts |understanding; unable to |may only be partially able |explains and applies concepts|understanding; thoroughly |

|of: |explain or apply concepts of:|to explain or apply concepts|of: |and effectively explains and|

|– reflections |– reflections |of: |– reflections |applies concepts of: |

|– symmetry |– symmetry |– reflections |– symmetry |– reflections |

|– coordinate grids |– coordinate grids |– symmetry |– coordinate grids |– symmetry |

| | |– coordinate grids | |– coordinate grids |

|Application | | | | |

|• with accuracy: |with limited effectiveness: |with some effectiveness: |with considerable |with a high degree of |

|– performs required |– performs required |– performs required |effectiveness: |effectiveness: |

|transformations |transformations |transformations |– performs required |– performs required |

|– draws lines of symmetry |– draws lines of symmetry |– draws lines of symmetry |transformations |transformations |

|– uses map coordinates to |– uses map coordinates |– uses map coordinates |– draws lines of symmetry |– draws lines of symmetry |

|describe room location | | |– uses map coordinates |– uses map coordinates |

|Communication | | | | |

|• expresses mathematical |expresses mathematical |expresses mathematical |expresses mathematical |expresses mathematical |

|thinking clearly |thinking unclearly and |thinking with some clarity |thinking clearly and |thinking clearly, precisely,|

| |imprecisely |and precision |precisely |and confidently |

|• uses appropriate terms and|uses few appropriate |uses some appropriate |uses appropriate mathematical|uses a range of appropriate |

|symbols related to |mathematical terms or symbols|mathematical terms and |terms and symbols |mathematical terms and |

|geometric concepts and | |symbols | |symbols with precision |

|properties | | | | |

| |Name: | |Date: | |

Grade 4

Unit Summary: Transformation 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: |Thinking |Knowledge and |Application |Communication |Overall |

|Geometry and Spatial Sense | |Understanding | | | |

|Ongoing Observations | | | | | |

|Strategies Toolkit | | | | | |

|(Lesson 7) | | | | | |

|Work samples or portfolios; | | | | | |

|conferences | | | | | |

|Show What You Know | | | | | |

|Unit Test | | | | | |

|Unit Problem | | | | | |

|At the Fun House! | | | | | |

|Achievement Level for reporting | |

*Use Ontario Achievement Levels R, 1, 2, 3, 4.

|Self-Assessment: |

|Comments (Strengths, Needs, Next Steps): |

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Master 7.1

Master 7.2

Master 7.3

Master 7.4

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