Overview

In this performance assessment, students will have to critique other students’ answers about lines of symmetry. Then, they will have to create their own shapes with certain given number of lines of symmetry. They will be drawing their own shapes in the student booklet.

Students should have to have learned what are lines of symmetry before this assessment is used 

Download Teacher Booklet Download Student Booklet

Details

Big Ideas & Competencies

Big Ideas Competencies

D. Geometric Reasoning

Students 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.

Symmetry 1

Students can identify line-symmetric figures and draw lines of symmetry.

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 attempt to identify and draw shapes with specific lines of symmetry, but I am not accurate.
No exemplars at this time.
  • I can correctly identify and draw shapes with specific lines of symmetry with 1 or 2 errors.
No exemplars at this time.
  • I can correctly identify and draw shapes with specific lines of symmetry.
No exemplars at this time.

Reasoning and Explaining
  • My explanations are inaccurate or require a lot of inference on the part of the reader.
No exemplars at this time.
  • My explanations are clear and easy to understand or requires minor inferences on the part of the reader.
No exemplars at this time.
  • My explanations are clear and include precise math vocabulary.
No exemplars at this time.

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