In this performance assessment, students will identify line-symmetric figures and draw lines of symmetry. Specifically, students will be asked to create a symmetrical figure (an ornament) and identify on the back of the ornament where the lines of symmetry are.
Students should have prior knowledge of identifying line-symmetric figures before this assessment is used.
In this performance assessment, students will identify line-symmetric figures and draw lines of symmetry. Specifically, students will be asked to create a symmetrical figure (an ornament) and identify on the back of the ornament where the lines of symmetry are.
Students should have prior knowledge of identifying line-symmetric figures before this assessment is used.
| 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. |
Symmetry 1Students can identify line-symmetric figures and draw lines of symmetry. |
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 ToolsWhat is the evidence that the student can create or interpret a representation that captures mathematical concepts or relationships and uses tools strategically to solve real-world math problems? The student created poster shows 3 shapes with identified lines of symmetry and within the student recording sheet, the student accurately identified lines of symmetry for shapes created by classmates. |
No exemplars at this time.
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No exemplars at this time.
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