In this performance assessment, students will demonstrate their understanding of what a quadrilateral is by drawing quadrilaterals and non-quadrilaterals. Specifically, students will be asked to follow specific directions about where to draw or trace quadrilateral and non-quadrilateral shapes.
Students will follow directions to draw (or trace) quadrilaterals and non-quadrilaterals to create a monster picture. All parts of the monster must be drawn using only quadrilaterals. The monster must include at least 1 square, 1 rectangle, 1 rhombus, and 1 quadrilateral that is not a square, rectangle, or rhombus. The picture must also contain 2 additional objects or designs (e.g. tree, building, plant, animal, background design, etc.). These two objects or designs must be drawn entirely from non-quadrilateral shapes. The student will draw the picture with a pen, pencil, or black marker and will use specific colors for each of four quadrilateral shapes. If students are going to upload their pictures for scoring, using a number two pencil, ink pen, or marker is advised. Light pencil marks are difficult to see.
This assessment may be used any time of the school year. It may be fun to do during Halloween time, after an art unit about artists who use geometric shapes in their designs, or tied to a social emotional learning unit on feelings. Students should have knowledge of the terms and defining characteristics of quadrilateral, square, rectangle, and rhombus. They should have experienced visual and/or physical examples and non-examples of these shapes, especially for students with a visual impairment.
In this performance assessment, students will demonstrate their understanding of what a quadrilateral is by drawing quadrilaterals and non-quadrilaterals. Specifically, students will be asked to follow specific directions about where to draw or trace quadrilateral and non-quadrilateral shapes.
Students will follow directions to draw (or trace) quadrilaterals and non-quadrilaterals to create a monster picture. All parts of the monster must be drawn using only quadrilaterals. The monster must include at least 1 square, 1 rectangle, 1 rhombus, and 1 quadrilateral that is not a square, rectangle, or rhombus. The picture must also contain 2 additional objects or designs (e.g. tree, building, plant, animal, background design, etc.). These two objects or designs must be drawn entirely from non-quadrilateral shapes. The student will draw the picture with a pen, pencil, or black marker and will use specific colors for each of four quadrilateral shapes. If students are going to upload their pictures for scoring, using a number two pencil, ink pen, or marker is advised. Light pencil marks are difficult to see.
This assessment may be used any time of the school year. It may be fun to do during Halloween time, after an art unit about artists who use geometric shapes in their designs, or tied to a social emotional learning unit on feelings. Students should have knowledge of the terms and defining characteristics of quadrilateral, square, rectangle, and rhombus. They should have experienced visual and/or physical examples and non-examples of these shapes, especially for students with a visual impairment.
| Big Ideas | Competencies |
|---|---|
D. Geometric ReasoningStudents can analyze, evaluate and generate explanations about their world by exploring the properties and relationships of points, lines, shapes, space, and the positions of figures. |
Classifying 2-D Shapes 1Students can recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories. |
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 |
|---|---|---|---|
Modeling and Using Tools |
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No exemplars at this time.
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