In this performance assessment, students will identify acute, obtuse, and right angles; create right angles by adding or subtracting degrees to a given angle; hypothesize the importance of having right angles in a building; create a building with right angles from a building without right angles; and, create a building that is square, level, and plumb, given a building that isn’t yet any of these. These terms are defined as follows: level – horizontal; square – with right angles; and plumb – vertical at 90 degrees to the horizontal.
Specifically, students will be asked to measure and classify the interior angles of a house that doesn’t have right angles for its base; determine how many degrees need to be added or subtracted from the interior angles to make them right angles; and explain whether or not it's vital to build buildings with right angles and explain why.
Buildings that are level, square, and plumb tend to be easier to construct and are sturdier than those that are not level, square, and/or plumb. Buildings that don’t have right angles add challenges that have to be overcome through extra engineering (e.g., cantilevers, support beams, and the like).
Students should be able to identify and measure acute, obtuse, and right angles within three degrees of accuracy; calculate how many degrees to add/subtract to an angle in order to create a right angle; and justify whether it's important for buildings to be built mostly with right angles.
In this performance assessment, students will identify acute, obtuse, and right angles; create right angles by adding or subtracting degrees to a given angle; hypothesize the importance of having right angles in a building; create a building with right angles from a building without right angles; and, create a building that is square, level, and plumb, given a building that isn’t yet any of these. These terms are defined as follows: level – horizontal; square – with right angles; and plumb – vertical at 90 degrees to the horizontal.
Specifically, students will be asked to measure and classify the interior angles of a house that doesn’t have right angles for its base; determine how many degrees need to be added or subtracted from the interior angles to make them right angles; and explain whether or not it's vital to build buildings with right angles and explain why.
Buildings that are level, square, and plumb tend to be easier to construct and are sturdier than those that are not level, square, and/or plumb. Buildings that don’t have right angles add challenges that have to be overcome through extra engineering (e.g., cantilevers, support beams, and the like).
Students should be able to identify and measure acute, obtuse, and right angles within three degrees of accuracy; calculate how many degrees to add/subtract to an angle in order to create a right angle; and justify whether it's important for buildings to be built mostly with right angles.
| Big Ideas | Competencies |
|---|---|
C. Measurement and Data AnalysisStudents can collect and organize data to interpret, model, and investigate issues connected to their communities, lived experiences, and cultural identities. |
Solving Measurement Problems 2Students can measure angles in whole-number degrees using a protractor and sketch angles of specified measure. Solving Measurement Problems 3Students can solve addition and subtraction problems to find unknown angles on a diagram in real world and mathematical problems. |
Below are analytic teacher rubrics. The column on the left shows the dimension that is being measured in the student’s performance. The levels across the top row indicate the performance level in the dimensions. Occasionally all dimensions and performance levels are exemplified by multiple students in a single recording.
| Dimensions | Not Yet Meeting Expectations | Meeting Expectations | Exceeding Expectations |
|---|---|---|---|
Angle Measurements and Labels |
No exemplars at this time.
|
No exemplars at this time.
|
No exemplars at this time.
|
Ensuring Right Angles |
No exemplars at this time.
|
No exemplars at this time.
|
No exemplars at this time.
|
Essay |
No exemplars at this time.
|
No exemplars at this time.
|
No exemplars at this time.
|
What did you like? Did you need to revise anything? How could we make this assessment better? Our Assessments are written by teachers for you, so your feedback is important to us!
Comments about items may be moderated and/or reposted to aid item improvement and teacher learning. By leaving a comment, you agree that we can use your comment without attributing it to you.