iRubric: Measurement, Fractions & Geometry Construction rubric

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Measurement, Fractions & Geometry Construction

Create one of the following, using your knowledge of Space, Geometric shapes, lines, angles, planes, points, rays, fractions, area and perimeter: -- A basic board game (not creating your own rules and game), e.g. reflects shapes and angles, such as in checkers, snakes and ladders, backgammon and chess. - Design of a garden - Model of a new playground - Design a house/model of a house This task may be completed in pairs. It needs to reflect as much information as possible about Space and Geometry areas learned An explanation needs to be provided by the end of the product to reflect the reasons for your design and creation. You need to have a summary of the mathematics that are involved. We will be completing a gallery walk or watching your pairs video at the end of the 3 sessions. You must be able to explain the math and terms that reflect your understanding of Measurement and Geometry.

Rubric Code: TXW658C

By cbancroft

Ready to use

Public Rubric

Subject: Math

Type: Assignment

Grade Levels: K-5

Product/Design
	High 3 pts	Sound 2 pts	Basic 1 pts	No Evidence 0 pts
2D 2.5 pts	High Use a variety of 2D shapes, able to name the shapes and identify the number of sides and vertices.	Sound Use a variety of 2D shapes, demonstrating some understanding of the edges and vertices.	Basic Refer to a limited number of 2D shapes, little knowledge of any detail.	No Evidence No reflection of 2D shapes or understanding of the concepts of 2D shapes.
3D 2.5 pts	High Use a variety of 3D shapes, able to name the shapes and identify the number of sides, edges, faces and vertices.	Sound Use a variety of 3D shapes, demonstrating some understanding of the edges, sides, faces or vertices.	Basic Refer to a limited number of 3D shapes, little knowledge of any detail.	No Evidence No reflection of 3D shapes or understanding of the concepts of 3D shapes.
Length 10 pts	High Justify the reasons for the length of sides, heights, depths, etc. Realistic reflection of the life size object and refer to scale of objects. Use correct unit of measurement, e.g. m, cm, mm.	Sound Attempt to use scale to reflect that the model represents a larger object. Use correct unit of measurement, e.g. m, cm, mm.	Basic Attempt to use correct unit of measurement, e.g. m, cm, mm. Refers to scale, but may be limited.	No Evidence No representation or reference to the unit of measurement. No understanding of scale.
Area 10 pts	High A clear understanding of what area is, how it is calculated and show the area of the objects involved in assignment, including irregular objects.	Sound Demonstrate an understanding of what area is, how it is calculated and show the area of the objects involved in assignment.	Basic Limited knowledge of area, but attempt to refer to it in reflection.	No Evidence No understanding or reference to area in assignment.
Lines and angles 10 pts	High Demonstrate knowledge of purpose for lines, names them and the angles involved in their creation. Able to identify the degrees of angles.	Sound Demonstrate some knowledge of purpose for lines, names them and the angles involved in their creation.	Basic Limited knowledge of purpose for lines or the angles involved in their creation.	No Evidence No knowledge of lines or angles.
Design brief 5 pts	High Design brief provides a complete record of planning and materials. Illustration of measurements included with labeling.	Sound Design brief provides quite a bit detail about planning and materials. Plan is neat with clear measurements and labeling for most components.	Basic Design brief provides little detail of planning and materials. Plan provides clear measurements and labeling for most components.	No Evidence Design brief provides very little detail of planning and materials.
Fraction use 10 pts	High Demonstrate knowledge of purpose for fractions, names them and the fractions involved in their creation. Able to identify equivalent fractions.	Sound Demonstrate some knowledge of purpose for fractions, names them and the fractions involved in their creation.	Basic Limited knowledge of purpose for fractions or the reason involved in their creation.	No Evidence No knowledge of fractions.

Keywords:

points, lines, planes, linesegments, rays, angles, measurement, polygons, triangles, quadrilaterals, area perimeter, fractions, equivalent

Subjects:

Math

Types:

Assignment

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