Measurement and Geometry Performance Task: Part B: Geometry Parallel or Not? LEVEL 1 Anchor

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Shavonne Todd
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1 Measurement and Geometry Performance Task: Part B: Geometry Parallel or Not? LEVEL 1 Anchor Knowledge and Understanding demonstrates limited understanding of the concept of parallel lines in optical illusions, and reveals misunderstanding about which lines are/are not parallel by tracing and identifying alternate lines demonstrates limited knowledge of the concept of parallel lines and transversals and does not identify angle pairs created by transversals and parallel lines that can be used to justify parallelism Thinking demonstrates limited understanding of the problem of identifying parallel lines in the optical illusions and showing that the identified lines are parallel chooses a strategy to show that the lines are parallel, but provides incomplete or weak reasoning shows no evidence of a plan to use a different strategy for each optical illusion Communication provides limited explanations that lack clarity for both optical illusions communicates with limited effectiveness about the diagrams Application demonstrates limited ability to apply properties of parallel lines to show correctly that a pair of lines on the diagram in part a) are parallel and to state that an appropriate pair of angles formed by these lines and a transversal are equal demonstrates limited ability to apply properties of parallel lines to show correctly that a pair of lines on the diagram in part b) are parallel

4 Measurement and Geometry Performance Task: Part B: Geometry Parallel or Not? LEVEL 2 Anchor Knowledge and Understanding demonstrates some understanding of the concept of parallel lines in optical illusions demonstrates some knowledge of the concept of parallel lines and transversals, but does not clearly identify and state a pair of corresponding or alternate angles that are equal to justify parallelism Thinking demonstrates some understanding of the problem of identifying parallel lines in the optical illusions and showing that the identified lines are parallel chooses strategies to show that the identified lines are parallel, but provides incomplete or weak reasoning carries out a plan to some extent to use a different strategy for each optical illusion, although the strategy for part a) shows limited understanding of the constant distance between the parallel lines Communication provides a partial explanation that shows some clarity for part b), but the explanation for part a) is incomplete and unclear communicates with some effectiveness about the diagram in part b) Application demonstrates some ability to apply properties of parallel lines to show correctly that a pair of lines on the diagram in part a) are parallel, but does not make any reference to the distance between the lines remaining the same demonstrates some ability to apply properties of parallel lines to show correctly that a pair of lines on the diagram in part b) are parallel and to state that an appropriate pair of angles formed by these lines and a transversal are equal; however, uses a perpendicular line to show both angles are right angles, which is not strictly necessary

7 Measurement and Geometry Performance Task: Part B: Geometry Parallel or Not? LEVEL 3 Anchor Knowledge and Understanding demonstrates considerable understanding of the concept of parallel lines in optical illusions demonstrates considerable knowledge of the concept of parallel lines and transversals, but does not clearly identify and state a pair of corresponding or alternate angles that are equal to justify parallelism Thinking demonstrates considerable understanding of the problem of identifying parallel lines in the optical illusions and showing that the identified lines are parallel chooses appropriate strategies to show that the identified lines are parallel carries out a plan effectively to use a different strategy for each optical illusion Communication provides a complete, clear, and logical explanation for part b), but the explanation for part a) is less clear since it is not completely clear which angles the student used to justify parallelism communicates with considerable effectiveness about the diagrams Application demonstrates considerable ability to apply properties of parallel lines to mark a pair of parallel lines correctly on the diagram in part a) and to state that an appropriate pair of angles formed by these lines and a transversal are equal demonstrates considerable ability to apply properties of parallel lines to show correctly that a pair of lines on the diagram in part b) are parallel and to state that the distance between the lines is the same at each end

10 Measurement and Geometry Performance Task: Part B: Geometry Parallel or Not? LEVEL 4 Anchor Knowledge and Understanding demonstrates thorough understanding of the concept of parallel lines in optical illusions demonstrates thorough knowledge of the concept of parallel lines and transversals by identifying and stating a pair of appropriate angles that are equal to justify parallelism Thinking demonstrates thorough understanding of the problem of identifying parallel lines in the optical illusions and showing that the identified lines are parallel demonstrates evidence of a thorough plan to use appropriate strategies to show that the identified lines are parallel shows insight when carrying out a plan to use a different strategy for each optical illusion Communication provides an effective and clear explanation using proper terminology communicates with a high degree of effectiveness, showing measurements for both strategies on the diagram, and uses the strategies to provide appropriate conclusions Application demonstrates a sophisticated ability to apply properties of parallel lines to show correctly that a pair of lines on the diagram in part a) are parallel and to state that an appropriate pair of angles formed by these lines and a transversal are equal demonstrates a sophisticated ability to apply properties of parallel lines to show correctly that a pair of lines on the diagram in part b) are parallel and to state that the distance between the lines is the same at each end

Math Released Item Grade 8. Time Printing Booklets VF655990

Math Released Item Grade 8. Time Printing Booklets VF655990 Math Released Item 2016 Grade 8 Time Printing Booklets VF655990 Rubric Score Description 3 Student response includes each of the following 3 elements. Computation component = 1 point o The student indicates