Overview

Most sixth-grade classrooms experience geometry instruction sometime toward the end of the school year. If a classroom did not have an opportunity to provide sixth grade geometry lessons prior to the administration of this performance assessment, it may be prudent to cover the following topics beforehand: quadrant geometry, quadrant planes, shapes (rectangle, right triangle), plotting points, calculating distance between points, distance formula and knowledge of an incomplete graph.   

For the assessment prompts, students will show their work on a sheet of coordinate plane paper found in their Student Booklet. Their work should resemble a rectangular backyard fence given two letter point coordinates. Once the four coordinates have been plotted, lines will be drawn to find the length of each side. After the task is completed, each student will explain, in writing, their thought processes for completing the performance assessment.   

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Details

Big Ideas & Competencies

Big Ideas Competencies

D. Geometric Reasoning

Students can collect and organize data to interpret, model, and investigate issues connected to their communities, lived experiences, and cultural identities.

Distance Between Two Points 2

Students can solve real-world and mathematical problems requiring them to draw polygons in the coordinate plane given coordinates for the vertices and using coordinates to find the length of a side joining points on the horizontal or vertical axis.

NOTE ABOUT ASSESSMENT RUBRICS

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.

Teacher Rubric

Dimensions Not Yet Meeting Expectations Meeting Expectations Exceeding Expectations

Concepts and Procedures
  • Applies some appropriate mathematical processes and/or strategies demonstrating partial understanding of the required concepts and procedures.
  •  A basic or partially correct approach is used to solve the problem, but provides insufficient evidence of the ability to carry out the necessary procedures. 
  • Calculation errors are present. Solutions may be incomplete, failing to address some of the mathematical components presented in the task.  
  • Applies appropriate mathematical processes and strategies demonstrating complete understanding of the required concepts and procedures.
  • Uses a logical approach to solve the problem.
  • Few and minor calculation errors, if any.
  • Solutions are complete and address all mathematical components presented in the task.
  • Fully and thoroughly addresses the expectations of the prompt.
  • The memo contains a heading, recipient, sender, date, subject line, and detailed message.
  • Uses a coherent and sophisticated body structure and text features to organize and group related ideas, concepts, and information into broader categories. 

Reasoning and Explaining
  • Provides a weak explanation of the evidence demonstrating minimal understanding of the topic or text(s).
  • Appropriately explains the solution(s) so that the reader does not have to infer how the task was completed.
  • Justifies the conclusion(s) appropriately at multiple decision points.
  • Uses accurate and appropriate mathematical terminology and notation.
  • Clearly and effectively communicates the solution(s) to convey advanced conceptual understanding of the mathematical content. 
  • Justifies the conclusion(s) effectively at multiple decision points and may evaluate the efficiency or adequacy of differing approaches.
  • Uses precise and sophisticated mathematical terminology and notation.

Modeling and Using Tools
  • Attempts to use an appropriate representation to model the mathematical concepts or relationships, but the model contains inaccuracies or is incomplete, and/or analyzes and interprets a math model in a limited way. 
  • Selects tools and applies with partial accuracy. 
  • Uses accurate representations to correctly model the mathematical concepts or relationships, and/or accurately analyzes and interprets a math model.
  • Uses an appropriate tool to solve a problem. 
  • Uses and accurate and effective representation to clearly model the mathematical concepts or relationships, and/or accurately analyzes and interprets a math model. 
  • Uses an appropriate tool to solve a problem and is able to justify the tool selection. Uses an appropriate tool to solve a problem and is able to justify the tool selection. 

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