In this performance assessment, students will be asked to classify four two-dimensional figures based on their geometric characteristics. Specifically, students will be asked to create a “Which One Doesn’t Belong” (WODB) task, using two-dimensional figures and explain how each of the items “doesn’t belong,” but the other three do belong.
Students can create the final presentation in any appropriate way, including, but not limited to, PowerPoint or Google Slides (or another presentation tool), Microsoft Word or Google Docs, paper and colored pens/pencils/markers. Final student work should be saved as an Acrobat PDF for uploading to the virtual scoring software. This task works best as a paper/pencil task, but technology could be used.
This assessment is best used after a geometry unit in which students have learned appropriate vocabulary (e.g. parallel lines, perpendicular lines, lines, angles, right angles, etc.) to describe geometric attributes of two-dimensional figures, such as number of lines or angles, line relationships, and sizes of angles, but attributes need not be limited to these categories.
In this performance assessment, students will be asked to classify four two-dimensional figures based on their geometric characteristics. Specifically, students will be asked to create a “Which One Doesn’t Belong” (WODB) task, using two-dimensional figures and explain how each of the items “doesn’t belong,” but the other three do belong.
Students can create the final presentation in any appropriate way, including, but not limited to, PowerPoint or Google Slides (or another presentation tool), Microsoft Word or Google Docs, paper and colored pens/pencils/markers. Final student work should be saved as an Acrobat PDF for uploading to the virtual scoring software. This task works best as a paper/pencil task, but technology could be used.
This assessment is best used after a geometry unit in which students have learned appropriate vocabulary (e.g. parallel lines, perpendicular lines, lines, angles, right angles, etc.) to describe geometric attributes of two-dimensional figures, such as number of lines or angles, line relationships, and sizes of angles, but attributes need not be limited to these categories.
| 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 classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size, including right triangles. |
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 |
|---|---|---|---|
Reasoning and Explaining |
No exemplars at this time.
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No exemplars at this time.
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No exemplars at this time.
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