Beruflich Dokumente
Kultur Dokumente
Assessment:
Open Task: This assignment is all about constructed responses, tasks with different possible answers, and tasks
with different possible processes.
During this assignment I asked the students to activate prior knowledge about how to find the area of
simple shapes. Then they were instructed to identity the different shapes and as a class we discussed all the
shapes. We also discussed how the different shapes combined can make other shapes. This allowed me to see if
the students could think outside the box. Classwork sheet was given out during the lesson so I could make an
assessment based off of their past knowledge and how they applied new knowledge. This was a chance for me
to see how students took notes during the lesson, and how they worked with their students. The point of this
assignment was to show the students that they can solve a problem even if they dont have the exact formula.
There are ways for them to think outside the box, and find a way to get the work done. Each group was given
out different triangles, and different rectangles. We solved the area for 8 different isosceles trapezoids with just
the help from each other. There were different ways to find the area, different solutions, and different
discussions. In the end the students combined all of the information learned to see that it was familiar. This also
allowed me to see that each student was participating, and working together.
This assessment was successful because I used a variety of assessments to come to a final assessment. It
allowed me to see where the students true strengths were. They were able to make connections based off of
prior knowledge they learned. This included the area formula for a rectangle and the area formula for a triangle.
I was able to move thorough the introduction fast, and guide them to solve the area of a new introduced
isosceles trapezoid. I allowed the students to cut out different shapes, and solve for the area any way they felt
easiest. This allowed me to compare the different isosceles trapezoids, and all the different ways to solve for the
area. Students applied what they were taught about an isosceles trapezoid, and all of its properties. When a
student felt confused I would go over to assist them or their peers would jump in to help. It was a great lesson,
with a lot of group effort.
Category
Student
followed
directions and
listed
formulas at
the beginning
Student used
the
appropriate
area formula
to solve for
the given
Student
followed
instructions
throughout
the entire
assignment.
Student
wrote the
correct
labels where
needed.
Student
worked with
their group
members
together.
Student did
not rewrite
any formulas
as directed.
Student
rewrote
formulas, but
confused
them.
Student wrote
the formulas
with minor
errors.
Student
wrote the
formulas
correctly.
Student did
not express
knowledge of
using any
formula to
solve for area.
Student
wrote the
correct
formula, but
did not solve
for area
Student
wrote the
wrong
formula, but
solved
correctly for
Student used
the correct
formula and
solved for the
area correctly.
Student
followed no
instruction.
Student
followed
minimal
instruction.
Student
followed
almost all
instruction.
Student
followed
every
instruction
listed.
Student did
not use any
labels.
Student
placed
labels in the
wrong
place.
Student
placed some
labels
correctly
and some
incorrectly.
Student
labeled all
parts
correctly.
Student did
not work
with other
group
members.
Student sat
in their
group, but
did not
participate.
Student
worked with
their group,
but provided
false
Student
worked with
group
members
well, all work
Draw, construct, and describe geometrical figures and describe the relationships between them.
Solve real-life and mathematical problems involving angle measure, area, surface area, and volume.
Homework Worksheet
Follow up:
Draw construct, and describe geometrical figures and describe the relationships
between them.
CCSS.Math.Content.7.G.A.1
Solve problems involving scale drawings of geometric figures, including computing actual lengths and
areas from a scale drawing and reproducing a scale drawing at a different scale.
Students with disabilities or special education needs will be given the formulas. They will not be
responsible for drawing the figure on their own. Students will only determine the area.
Classwork
How can we find the area of an isosceles trapezoid without knowing its area formula?
Name_____________________________
What is a trapezoid? A trapezoid is a 4-sided flat shape with straight sides that has a
pair of opposite sides parallel.
What do we remember about parallel lines? Parallel lines never intersect.
What is an isosceles trapezoid? An Isosceles trapezoid has four sides. Two sides are
parallel (base 1 and base 2) and the two sides that aren't parallel are equal in length.
Isosceles Trapezoids
Formulas we know
Area of a triangle =
1
2
xbxh
Area of a square = w x h
Area of a trapezoid