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Where, how and why does mathematics shape our world

Students will be able to name and differentiate between geometric shapes and demonstrate an understanding of their relationship with their world.

Rubric Code: VX2932X

By lvieira

Ready to use

Public Rubric

Subject: Math

Type: Assignment

Grade Levels: (none)

Geometric Shape Identification The student should be able to demonstrate their understanding geometric shapes and their relationship to their world.
	E - Elementary The student has an elementary knowledge and understanding in few areas of the content and has achieved very limited competence in some of the processes and skills. 6 pts	D - Developing The student has a basic knowledge and understanding of the content and has achieved a limited level of competence in the processes and skills. 12 pts	C - The student has a sound knowledge and understanding of the main areas of content and has achieved an adequate level of competence in the processes and skills. 18 pts	B The student has a thorough knowledge and understanding of the content and a high level of competence in the processes and skills. In addition, the student is able to apply this knowledge and these skills to most situations. 24 pts	A The student has an extensive knowledge and understanding of the content and can readily apply this knowledge. In addition, the student has achieved a very high level of competence in the processes and skills and can apply these skills to new situations. 30 pts
List and naming Shapes 5 pts Students list the many different mathematical shapes that you see in your world.	E - Elementary Students list five or less mathematical shapes and do not demonstrate any differentiation or deep understanding.	D - Developing Students list between five and ten mathematical shapes and do not demonstrate any differentiation or deep understanding.	C - Students list between five and ten mathematical shapes and demonstrate some differentiation but little deep understanding.	B Students list between ten and twenty mathematical shapes, demonstrate good differentiation and some deep understanding.	A Students list between ten and twenty mathematical shapes, demonstrate excellent differentiation and deep understanding.
Capturing the Shapes 5 pts Students capture these shapes in order to demonstrate their understanding of their mathematical properties.	E - Elementary Students capture five or less shapes using pictures, descriptions or drawings without any demonstration of their understanding of mathematical properties.	D - Developing Students capture between five and ten shapes using pictures, descriptions or drawings without any demonstration of their understanding of mathematical properties.	C - Students capture between five and ten shapes using pictures, descriptions or drawings and demonstrate some understanding of their mathematical properties.	B Students capture between ten and twenty shapes using pictures, descriptions or drawings and demonstrate good understanding of their mathematical properties.	A Students capture between ten and twenty shapes using pictures, descriptions or drawings and demonstrate excellent understanding of their mathematical properties.
Drawing and labelling properties 5 pts Students are able to demonstrate their understanding of geometrical shapes by drawing and labelling their properties.	E - Elementary Students draw and label five or less shapes with little accuracy and without the inclusion of any geometrical properties.	D - Developing Students draw and label between five and ten shapes with some accuracy but without the inclusion of any geometrical properties.	C - Students accurately draw and label between five and ten shapes and include some geometrical properties.	B Students accurately draw and label between ten and twenty shapes and include a good demonstration of geometrical properties.	A Students accurately draw and label between ten and twenty shapes and include a n excellent demonstration of geometrical properties including Euler's formula.
Listing the shapes in a table 5 pts Students need to demonstrate that they understand various ways of organizing geometrical shapes into a table.	E - Elementary Students list shapes in a simple table with only one or two columns, therefore demonstrating little or no understanding of the differences between geometrical shapes.	D - Developing Students list shapes in a simple table with only two or three columns that demonstrate some understanding of the differences between geometrical shapes.	C - Students list shapes in a a more complex table with more than three columns that demonstrate sound understanding of the differences between geometrical shapes.	B Students list shapes in a complex table with at least five columns that demonstrate a good understanding of the differences between geometrical shapes.	A Students list shapes in a complex table with at least five columns that demonstrate an excellent understanding of the differences between geometrical shapes.
Writing a paragraph 10 pts Each student must write fifteen (15) lines in answer to the question, "where, how and why does mathematics shape our world".	E - Elementary Student writes a paragraph of less than fifteen (15) lines that demonstrates an elementary knowledge of the properties of geometrical shapes. It includes the 'where' but not the 'how' or the 'why'.	D - Developing Student writes a paragraph of fifteen (15) lines that demonstrates a basic knowledge of the properties of geometrical shapes. It includes the 'where', an attempt of the 'how' but nothing about the 'why'.	C - Student writes a paragraph of fifteen (15) lines that demonstrates a sound knowledge of the properties of geometrical shapes. It includes the 'where', the 'how' and an attempt at the 'why'.	B Student writes a paragraph of fifteen (15) lines that demonstrates a thorough knowledge of the properties of geometrical shapes. It includes the 'where', the 'how' and a good attempt at the 'why'.	A Student writes a paragraph of fifteen (15) lines that demonstrates an extensive knowledge of the properties of geometrical shapes. It includes the 'where', the 'how' and an excellent attempt at the 'why'.

Keywords:

geometrical shapes, polygon, polyhedra, Platonic solids, Euler's formula

Subjects:

Math

Types:

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