# ASSESSMENT TASK OVERVIEW & PURPOSE:

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1 Performance Based Learning and Assessment Task A Place at the Table I. ASSESSMENT TASK OVERVIEW & PURPOSE: Students will create a blueprint for a decorative, non rectangular picnic table (top only), and then use their blueprint to create a scaled model using craft sticks, balsa wood, stock paper, etc. Each picnic table will need to seat at least 5 people, with each person having at least 2 square feet of space. Once students complete their models, they will compile a list of supplies and submit a cost proposal. II. III. IV. UNIT AUTHORS: Gretchen Shaw, Patrick Henry High School, Hanover County Public Schools Kristin White, Varina High School, Henrico County Public Schools COURSE: Geometry CONTENT STRAND: Geometry (Polygons & Circles, Three Dimensional Figures) V. OBJECTIVES: The learner will be able to create a blueprint and a scale model of an everyday item (picnic table). The learner will be able to calculate the area of a non rectangular polygon. The learner will be able to determine the angles at which to cut pieces of wood to be used to create a picnic table. The learner will be able to identify congruent angles by using properties of parallel and perpendicular lines. The learner will be able to identify/calculate the total amount of interior and exterior angles in a polygon. VI. VII. REFERENCE/RESOURCE MATERIALS: Graph paper, calculators, computers, building materials for model picnic table (craft sticks, glue, balsa wood, stock paper, scissors, etc.) Access to websites of various home improvement/hardware store (Lowes, Home Depot, Ace Hardware, Harbor Freight, etc). PRIMARY ASSESSMENT STRATEGIES: Students will be assessed on 3 aspects of this project: the blueprint, the model, and the cost proposal. They will have an opportunity to self assess using the same rubric the teacher will use for grading.

2 VIII. EVALUATION CRITERIA: Students will be assessed on their blueprints, the actual model, and the cost proposal. A scoring rubric will be used as a guideline for students to follow as well as for the teacher to calculate a grade. IX. INSTRUCTIONAL TIME: Four 90 minute blocks (1.5 for planning and design, 1.5 for construction of model, 1 for research or prices and completion of cost proposal).

3 A Place at the Table Strand Geometry Mathematical Goals and Objective(s) Students will be able to apply their ability to calculate the area of polygons to a real world situation Students will be able to use their knowledge of interior and exterior angles to determine angle measures of inscribed shapes in the polygon. Students will use their knowledge of parallel and perpendicular lines to determine angle measures of inscribed shapes in the polygon. Related SOL G.5 a (order the sides by length, given the angle measures), b (order the angles by degree measure, given the side lengths), c (determine whether a triangle exists), d (determine the range in which the length of the third side must lie) G.9 (The student will verify characteristics of quadrilaterals and use properties of quadrilaterals to solve real world problems.) G.10 (The student will solve real world problems involving angles of polygons. ) G.11 a (investigate, verify, and apply properties of circles), b (solve real world problems involving properties of circles), c (find arc lengths and areas of sectors in circles) G.13 (The student will use formulas for surface area and volume of three dimensional objects to solve real world problems) G.14d (solve real world problems about similar geometric objects.) NCTM Standards Analyze properties and determine attributes of two and three dimensional objects Explore relationships (including congruence and similarity) among classes of two and three dimensional geometric objects, make and test conjectures about them, and solve problems involving them Draw and construct representations of two and three dimensional geometric objects using a variety of tools Use geometric ideas to solve problems in, and gain insights into, other disciplines and other areas of interest such as art and architecture Build new mathematical knowledge through problem solving Solve problems that arise in mathematics and in other contexts Apply and adapt a variety of appropriate strategies to solve problems Monitor and reflect on the process of mathematical problem solving Organize and consolidate mathematical thinking through communication Communicate mathematical thinking coherently and clearly to peers, teachers, and others Analyze and evaluate the mathematical thinking and strategies of others Use the language of mathematics to express mathematical ideas precisely Recognize and use connections among mathematical ideas Recognize and apply mathematics in contexts outside of mathematics Create and use representations to organize, record, and communicate mathematical ideas Select, apply, and translate among mathematical representations to solve problems Use representations to model and interpret physical, social, and mathematical phenomena

4 Materials/Resources A Place at the Table Worksheet and 2x4 template Graph paper Classroom set of graphing calculators Rulers Compasses Protractors Classroom computers to access websites of various home improvement/hardware store websites Building materials for model picnic table (craft sticks, glue, tape, balsa wood, stock paper, scissors etc.) Assumption of Prior Knowledge Students know how to set up ratios and solve proportions Students know how to use scale factors to draw scale models Students know how to build scale model based on drawing of blueprint Students know how to research on the computer Students know how to calculate individual and total cost of items Students know how to determine angle measurements and side length measurements of a polygon by using measuring tools such as a ruler or protractor Students know how to calculate area of a polygon

6 Student Exploration Small Group (3 4 students per group) Students can be grouped with peers of varying ability levels. This will encourage cooperation and communication across multiple Van Hiele levels. Student/Teacher Actions: Days 1 2: Students will brainstorm and determine the shape of their picnic table. Students will complete the A Place at the Table worksheet as well as the blueprint for their table top. Students will begin to create their model for their picnic table top. Teachers will help students create the blueprint as needed. Day 3: Students will finish their picnic table top models. Teachers will help students with their constructions. Day 4: Students will research the cost of supplies for their actual picnic table. Students will determine the total cost to create one picnic table top. Teachers will give students ideas of websites to use while shopping for supplies. Monitoring Student Responses Students will complete the attached worksheet describing the shape of their picnic table, supplies they would need to create the actual picnic table, and a sketch of what the tabletop will look like with the supplies added on. Students will create a blueprint of their tabletop and use the rubric to monitor their own progress. Students will build a scale model of their tabletop and use the rubric to monitor their own progress. Students will determine the total cost of supplies needed to create one picnic table top and use the Cost Proposal worksheet and rubric to monitor their own progress. Students will share their picnic table ideas with their classmates. Assessment List and Benchmarks Students will complete the attached worksheet. Students will complete a blueprint for their tabletop. Students will create a model of their picnic table top. Students will use the attached rubrics as a guide and teacher will use them for the grade. Students will share their tabletop ideas with their classmates.

8 2x4 Template (1 cm = 4 inches)

9 Group Members Cost Proposal For each item on your supply list (question 2), please research the price and complete the following price chart. Since prices may change daily, please take a note of the date that you find the prices. Date Found Quantity Description (include website) Unit Price Total Price Total Price: Attach this cost proposal to your answers from your A Place at the Table questions.

10 Group Member Names: A Place at the Table Grading Rubrics Blueprint Student Score Teacher Score Accuracy of Design Angle measures are missing or made up. Some angle measures are accurate and appropriately labeled. All angle measures are accurate and appropriately labeled. Aesthetics of Design There is no design evident. There is a planned design, but it is sloppy, or not fully carried out. The planned design is present and neat. Functionality of Design The plan would be impossible to carry out, or use in real life. The plan would be impractical, but not impossible to use. The plan is both possible and practical. Blueprint Student Total Teacher Total Model Student Score Teacher Score Accuracy The model has multiple modifications, does not resemble the plan. The model follows the plan with a few modifications. The model follows the plan without modifications. Presentation The model is incomplete or poorly constructed. The model is complete, but has minor flaws. The model is complete and well constructed. Model Student Total Teacher Total

11 Cost Proposal Student Score Teacher Score Materials List Materials and quantities are missing or incomplete. All materials are listed, but quantities are missing. All materials are listed, including quantities. Price List Prices are made up, totals are missing Prices are accurate, but there are mistakes in totals. Prices are accurate and correctly totaled. Questions from A Place at the Table worksheet Questions are not answered, answers do not make sense. Almost all questions are answered. All questions are completely answered. Cost Proposal Student Total Teacher Total Final Score Student Scores Teacher Scores Blueprint Model Cost Proposal Total /24 /24

12 Examples of non rectangular picnic tables wooden picnic ta bles.html wooden pic nic tables.html amazing photos of borders from around the world/3/ strange pe riodic tables

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17 This model was created using craft sticks. 1.7 cm represents 4 inches, meaning 1 foot is 5.1 cm, and 6 feet (the length of each side) is 30.6 cm.

18 This is a picture of a student s work from a modified version of A Place at the Table

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Diagnostic Test Middle School Mathematics Copyright 2010 XAMonline, Inc. All rights reserved. No part of the material protected by this copyright notice may be reproduced or utilized in any form or by

Introduction: Summary of Goals GRADE ONE By the end of grade one, students learn to understand and use the concept of ones and tens in the place value number system. Students add and subtract small numbers

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### Activity 2 Multiplying Fractions Math 33. Is it important to have common denominators when we multiply fraction? Why or why not?

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### Teaching a Laboratory Section

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