Unit Rubric: Length, Perimeter, and Area

Transcription

1 Master 9.1 Unit Rubric: Length, Perimeter, and Area Level 1 Level 2 Level 3 Level 4 Problem solving chooses and carries out a range of strategies (estimating with a referent, using grid paper, using manipulatives, making a model) to solve problems involving length, perimeter, and area with assistance, chooses and carries out a limited range of appropriate strategies, rarely resulting in an accurate solution with limited assistance, chooses and carries out some appropriate strategies that frequently result in an accurate solution chooses and carries out appropriate strategies to solve problems that usually result in an accurate solution chooses and carries out appropriate strategies to solve problems accurately; may be innovative Understanding of concepts shows understanding by appropriately demonstrating and explaining: the use and relationships of standard units of linear measure selection of the most appropriate unit to measure length measurement and comparison of linear dimensions, perimeters, and areas may be unable to demonstrate or explain: standard linear units selection of most appropriate unit measurement and comparisons of linear dimensions, perimeters, or areas partially able to demonstrate or explain: standard linear units selection of most appropriate unit measurement and comparisons of linear dimensions, perimeters, or areas appropriately demonstrates or explains: standard linear units selection of most appropriate unit measurement and comparisons of linear dimensions, perimeters, or areas in various contexts, consistently and appropriately demonstrates or explains: standard linear units selection of most appropriate unit measurement and comparisons of linear dimensions, perimeters, or areas Application of mathematical procedures uses appropriate procedures to make reasonable estimates, and accurately measure and record: linear dimensions perimeter area makes major errors in estimating, measuring, and recording: linear dimensions perimeter area makes frequent minor errors in estimating, measuring, and recording: linear dimensions perimeter area makes few errors in estimating, measuring, and recording: linear dimensions perimeter area makes no errors in estimating, measuring, and recording: linear dimensions perimeter area accurately compares and orders objects by linear dimensions, perimeters, and areas makes major errors in comparing and ordering objects by linear dimensions, perimeters, and areas makes frequent minor errors in comparing and ordering objects by linear dimensions, perimeters, and areas makes few errors in comparing and ordering objects by linear dimensions, perimeters, and areas makes no errors in comparing and ordering objects by linear dimensions, perimeters, and areas Communication explains reasoning and procedures clearly, including appropriate terminology (e.g., perimeter, area, square units) needs assistance to explain reasoning and procedures; often unclear and imprecise explains reasoning with some clarity and precision explains reasoning and procedures clearly and precisely explains reasoning and procedures clearly, precisely, and confidently presents work clearly including appropriate units and symbols presents work with little clarity; rarely uses appropriate units and symbols presents work with some clarity; uses some appropriate units and symbols presents most work clearly and precisely; uses appropriate units and symbols presents work clearly and precisely; uses appropriate units and symbols Copyright 2004 Pearson Education Canada Inc. 41

2 Master 9.12 Step-by-Step 1 Lesson 1, Question 6 Use a ruler. Step 1 Find something that is about 20 cm wide. Draw a picture. Step 2 Find something that is about 10 cm wide. Draw a picture. Step 3 The item in Step 1 is 10 cm wider than the item in Step 2. How do you know this? 52 Copyright 2004 Pearson Education Canada Inc.

3 Master 9.13 Step-by-Step 2 Lesson 2, Question 9 Use a metre stick and a new pencil. Step 1 Start at one end of the metre stick. Place the pencil against the stick. Estimate how many pencils fit along the stick. Step 2 Move the pencil along the stick. How many pencils fit? Step 3 Draw a picture to show how many pencils fit along a metre stick. Step 4 Suppose you do not have a pencil or a metre stick. You know that a pencil is about 20 cm long. The metre stick is 100 cm long. About how many pencils fit? How do you know? Explain. Copyright 2004 Pearson Education Canada Inc. 53

4 Master 9.14 Step-by-Step 3 Lesson 3, Question 4 Step 1 How far is it from your home to the corner store? Step 2 How far is it from the corner store to your home? Step 3 How far do you walk from home to the store, then back home? Step 4 How many metres in 1 km? Step 5 Compare your answers to Steps 3 and 4. Did you walk 1 km? Explain. 54 Copyright 2004 Pearson Education Canada Inc.

5 Master 9.15 Step-by-Step 4 Lesson 4, Question 6 A rectangle has equal opposite sides. The perimeter of the rectangle is 16 cm. So, the length + width + length + width = 16 cm Step 1 Suppose the width is 1 cm. Step 2 Suppose the width is 2 cm. Step 3 Suppose the width is 3 cm. Step 4 Suppose the width is 4 cm. Step 5 Can you draw any more rectangles with perimeter 16 cm? Explain. Copyright 2004 Pearson Education Canada Inc. 55

6 Master 9.16 Step-by-Step 5 Lesson 5, Question 5 Use 1-cm grid paper. Let 1 cm represent 1 m. The perimeter of a rectangle is 20 m. Step 1 Suppose the width of the rectangle is 1 m. Step 2 Suppose the width of the rectangle is 2 m. Step 3 Suppose the width of the rectangle is 3 m. Step 4 Suppose the width of the rectangle is 4 m. Step 5 Suppose the width of the rectangle is 5 m. Step 6 Can you draw any more rectangles with perimeter 20 m? Explain. 56 Copyright 2004 Pearson Education Canada Inc.

7 Master 9.17 Step-by-Step 6 Lesson 6, Question 4 Use triangular grid paper. Step 1 Use 6 green Pattern Blocks to make a figure. Draw it on grid paper. How did you make the figure? Step 2 Make a different figure using 6 green Pattern Blocks. Draw it on grid paper. How do you know it is different? Step 3 Continue to make different figures with 6 green Pattern Blocks. Draw each figure on grid paper. Step 4 How many different figures did you make using 6 green Pattern Blocks? Copyright 2004 Pearson Education Canada Inc. 57

8 Master 9.18 Step-by-Step 7 Lesson 7, Question 4 The area of the tabletop is the number of squares needed to cover it. Step 1 Jan said the area is 8 square units. Sketch a picture to show Jan s tabletop. Step 2 Madhu said the area is 50 square units. Sketch a picture to show Madhu s tabletop. Step 3 Can both Jan and Madhu be correct? Explain. 58 Copyright 2004 Pearson Education Canada Inc.

9 Master 9.19 Step-by-Step 8 Lesson 8, Question 7 Use grid paper. A rectangle has an area of 18 square units. Step 1 Suppose the width is 1 unit. Draw a rectangle with 1 row of 18 squares. Step 2 Suppose the width is 2 units. Draw a rectangle with 2 rows of squares. The total number of squares is 18. Step 3 Suppose the width is 3 units. Draw a rectangle with 3 rows of squares. The total number of squares is 18. Step 4 Can you draw a rectangle with 4 rows of squares, and the total number of squares is 18? Step 5 How do you know you have drawn all possible rectangles? Copyright 2004 Pearson Education Canada Inc. 59

10 Master 9.20 Step-by-Step 9 Lesson 9, Question 4 Use 1-cm grid paper. Step 1 Draw a square that has sides 2 units long. Write its area. How did you find the area? Write its perimeter. How did you find the perimeter? Step 2 Draw a square that has sides 4 units long. Write its area. Write its perimeter. Step 3 Look at the two areas. How do they compare? Step 4 Look at the two perimeters. How do they compare? 60 Copyright 2004 Pearson Education Canada Inc.