1 / 29

Assessment Photo Album

Assessment Photo Album. Subject: Geometry, Technology, and Family & Consumer Sciences Grade: 9 – 10 By: Julie Owens. Unit: 2-Dimensional Objects Polygons & Circles. Polygons and Circles Interdisciplinary Unit.

metea
Download Presentation

Assessment Photo Album

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Assessment Photo Album Subject: Geometry, Technology, and Family & Consumer Sciences Grade: 9 – 10 By: Julie Owens Unit: 2-Dimensional Objects Polygons & Circles

  2. Polygons and CirclesInterdisciplinary Unit This unit investigates properties, perimeter, and area of 2-dimensional objects, as they related to the real world, with the assistance of the Pythagorean Theorem, technology and interior designs.

  3. Students will know… • properties of 2-dimensional objects including triangles, quadrilaterals, regular polygons and circles • formulas for unknown values including side length, radius, perimeter, circumference, and area (literal equations) • calculators are tools to simplify formulas and verify exact and approximate values • units of measure and conversions between units • optimization, maximization of area and perimeter using real-world materials (fence, carpet, tile) including waste • relationships of congruent 2-dimensional objects including angles, side lengths and radii • application of the Pythagorean Theorem in right triangles and special right triangles • presentations are enhanced with computer software

  4. Students will be able to… • calculate lengths, perimeter, and area of congruent objects • apply Pythagorean Theorem to find unknown side lengths of triangles • use properties of squares, equilateral triangles, and Pythagorean Theorem to discover the 45-45-90 and 30-60-90 triangles • discover formulas for perimeter, circumference and area using properties of triangles, squares and circles • calculate using literal equations and formulas to find the area of polygons and circles given the perimeter or circumference as exact values and approximate values with and without the aid of calculators • use appropriate units of measure to distinguish between perimeter, circumference and area • maximize area using properties of polygons, such as dimensions, optimizing perimeter using real world materials as carpet, fence and tile

  5. Essential Questions • Does the same perimeter always give the same area? • When does a mathematical value contradict a logical solution? • Why is reducing waste good for the environment? • How many diameters does it take to create the circumference of a circle? • Why would an exact value be difficult to use in the real world? • How can the Pythagorean Theorem be used in construction? • Are objects seen in nature accidental, or do they have an important role in the development of their environment? • How can properties of polygons be used to design real-life models? • How can using technology tell a math story?

  6. Learning Goal 1OK PASS 2.3a: Identify, describe, and analyze polygons (for example, convex, concave, regular, pentagonal, hexagonal, n-gonal). 2-dimensional polygons are found in real-world such as nature, art, architecture, and design models.

  7. Learning Goal 2OK PASS 2.3d: Use properties of 2-dimensional figures and side length, perimeter or circumference, and area to determine unknown values and correctly identify the appropriate unit of measure of each. Changing a geometric shape in one or more dimension affects area. Solutions can be written in decimal form and as an exact value, such as in terms of π.

  8. Learning Goal 3OK PASS 2.5b: Use the relationships of congruency of 2-dimensional figures to determine unknown values, such as angles, side lengths, perimeter or circumference, and area. Relationships between congruent objects begin with determining dimensions of objects.

  9. Learning Goal 4OK PASS 3.1: Use the Pythagorean Theorem and the converse to find missing side lengths. Pythagorean Theorem is used in solving for missing side lengths a variety of situations involving right triangles. Solutions can be written in decimal form and as an exact value.

  10. Learning Goal 5OK PASS 3.2: Apply the 45-45-90 and 30-60-90 right triangle relationships to solve problems Special Right Triangles come from properties found in squares, equilateral triangles, and patterns within the Pythagorean Theorem.

  11. Learning Goal 6:Family and Consumer Science 11.3.3 Apply housing and interior design knowledge, skills and processes that include demonstrate measuring, estimating, ordering, purchasing, and pricing skills. Logic plays an important role in solving problems involving geometric objects, including those related to real world situations.

  12. Learning Goal 7Technology 8.2 Apply reasoning, problem solving, imagining, creating and constructing design and technology tools. Students will digital cameras to collect and create a presentation that represents geometry in the real world.

  13. Diagnostic Assessments Not recorded as a grade Diagnostic assessments are used to identify students’ readiness levels. A pre-test will be given for each of the following: • Perimeter and area of triangles, squares, and rectangles. • Circumference and area of circles • Pythagorean Theorem • Student Survey: Using Technology and Family Assistance

  14. Sample Pythagorean Theorem Pre-Assessment Questions Solve for the missing side of the right triangle using the Pythagorean Theorem: a2 + b2 = c2 c = _______ b = _______ 4 c b 8 3 4

  15. Student Survey:Technology and Family Assistance Sample Questions: • I can download pictures from a digital camera or cell phone to the computer: • With assistance from family or friends • Without assistance • Can download and edit using computer software • Do not have a computer • I have created presentations: • Using PowerPoint • Using Internet program • Using Movie Maker • I have not made a presentation • I can get assistance using technology from: • Parents • Friends • Teachers • I do not need assistance using technology

  16. Formative Assessments Multiple Choice and Short Answer Benchmark Students will document individual results.

  17. Formative Assessments • Perimeter, circumference, and area of polygons and circles • Two assessments will be given over perimeter and area of polygons and circles. • Multiple choice and short answer using Student Response System, clickers. • Extended response and essay, allowing students to draw diagrams, infer, and calculate based on progressive knowledge. • Right triangle problems using Pythagorean Theorem • Two assessments will be given over Pythagorean Theorem. • Multiple choice and short answer using clickers. • Students will draw a diagram using a right triangle to represent the information given in written situations.

  18. Benchmark AssessmentStudents will individually track progress on standards as related to EOI test Sample End-of-Instruction question: In radical form, what is the perimeter of this trapezoid? A 30 + 6 √3 + 6 √2 in. B 34 + 6 √ 3 + 6 √ 2 in. C 30 + 8 √ 3 + 8 √ 2 in. D 38 + 8 √ 3 + 6 √ 2 in.

  19. Performance Assessments Two performance assessments will be given throughout this unit. Students will be given choice of tasks, roles, and have input on criteria used to create and evaluate slide show.

  20. Performance Task #1Learning Goals 2 and 6 Student Choice: Paint My Room or Carpet This House Students will choose one of these tasks. Goal is to measure, calculate area, and determine cost to either paint their bedroom or carpet the living room. Calculations must include waste.

  21. Performance Task #2Learning Goals 1, 3, and 7 Digital Portfolio, Journal, and Slide Show Students will work in cooperative groups to take pictures relating to geometric shapes as seen in art, architecture, and the community. They will document objects in the form of a journal, then organize their collection into a digital presentation for their final exam. Group members will be assigned various roles based on survey results, interest levels, and learning styles.

  22. Co-constructed Checklist for Digital Portfolio 2-Dimensional Objects: 3 – 5 pictures of each: Triangles ____________ Squares _____________ Rectangles ___________ Circles ______________ 4 – 5 pictures combined: Parallelogram _________ Pentagon __________ Hexagon __________ Octagon __________ Trapezoid _________ Other _____________ A variety of locations must be used in collecting pictures. Acceptable places to take pictures: Home, School, School Events, Community, Buildings, Art, Architecture, Nature, Sculptures, And Signs/Billboards Minimum of 4 pictures must come from: art/architecture, nature, school and community

  23. Rubric for Digital Presentation To view copy of how presentation will be scored, click on hyperlink. Digital Portfolio rubric.pdf

  24. Summative Assessments2 Paper/Pencil Exams Stated Proposition: Pythagorean Theorem, a2 + b2 = c2, is used to find unknown lengths, or distances between two points, when a right triangle is used to represent the situation.

  25. Sample Questions: True/False True: If a TV screen has dimensions of 80 x 60 cm, then the length of the diagonal is 100 cm. False: If a TV screen has dimensions of 80 x 60 cm, then the length of the diagonal is 140 cm. Short Answer: A TV screen has dimensions of 80 x 60 cm, what is the length of the diagonal? Draw a diagram and, using the Pythagorean Theorem, calculate the length of the diagonal.

  26. Multiple Choice A TV screen has dimensions of 80 x 60 cm. Using the Pythagorean Theorem what is the length of the diagonal? • 50 cm • 70 cm • 90 cm • 100 cm

  27. Essay A TV screen has dimensions of 80 x 60 cm, what is the length of the diagonal? Explain, in writing, how a right triangle can be used to represent the given situation. Draw a diagram that supports your response, and using the Pythagorean Theorem, calculate the length of the diagonal.

  28. Contributions to Rubric • Diagnostic Assessments: add family participation in either the diagnostic assessment or performance assessment. • Performance assessment to include creativity. • Gives students options of performance tasks based on readiness or interest levels.

  29. Evaluation Comments…. Possible Revisions….. Overall rubric score…

More Related