Overview

In this performance assessment, students will apply their knowledge of three-dimensional nets and surface area to create shipping boxes for a company. Students will be asked to draw a net for a rectangular prism, given the measurements for its contents, and to solve for the surface area. Students will be asked to analyze a real-world situation that contains nets and surface area.   

Specifically, students will be asked to design a box used to ship binders for a company. They will be given the dimensions of a rectangular prism, and the students will have to draw a net for the template of the box. Students will also need to figure out the surface area to know how much cardboard is needed for each box. Students will need to justify their answers with reasoning and labeled drawings. Students will be asked higher order thinking questions that will question them on if nets can look differently and if two binders can fit in the box. 

This assessment might be best used after a unit about three dimensional nets and finding surface area has been taught. 

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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.

Solving Measurement Problems 1

Students can solve real-world and mathematical problems using the nets to find the surface area of three-dimensional figures.

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
  • I can solve part of the problem, but I am confused in some places and have calculation mistakes. 
  • I can solve the problem using the strategies that make sense with few calculation mistakes.
  • I can solve the problem efficiently and accurately without any calculation mistakes.

Reasoning and Explaining
  • I can explain some of how I solved the problem.
  • I can explain the thinking I used to solve the problem using some math vocabulary.
  • I can explain the thinking I used to solve the problem using precise math vocabulary in a way that another person can easily understand the math reasoning.

Modeling and Using Tools
  • I can interpret a model and/or create a partial model to represent a real-world math concept or relationship, but it is inaccurate or incomplete.  
  • I can create and/or interpret a model to represent a real-world math concept or relationship.
  • I can use appropriate math tools to solve problems.
  • I can accurately create and/or interpret a model to represent a real-world math concept or relationship.
  • I can use a variety of math tools to solve problems.  

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