Mathematics 10-3 Performance Assessment: Learner Outcomes and Criteria

STUNTMAN
ASSESSMENT AND EVALUATION OF STUDENT LEARNING
This performance task addresses the following learner outcomes (shown in Times New Roman font) from the Mathematics Program of Studies: NOTE: Where text is grey, that portion of the outcome is not specifically addressed in this task. Math 10-3 General Outcome: Geometry
4. Demonstrate an understanding of primary trigonometric ratios (sine, cosine, tangent) by: applying similarity to right triangles generalizing patterns from similar right triangles applying the primary trigonometric ratios solving problems. [CN, PS, R, T, V] Solve a contextual problem that involves right triangles, using the primary trigonometric ratios. Criteria for Evaluation* Students provide evidence of their learning as they:

General Outcome: Measurement

1. Demonstrate an understanding of the Systme International (SI) by: describing the relationships of the units for length, area, volume, capacity, mass and temperature applying strategies to convert SI units to imperial units. [C, CN, ME, V] 2. Demonstrate an understanding of the imperial system by: describing the relationships of the units for length, area, volume, capacity, mass and temperature comparing the American and British imperial units for capacity applying strategies to convert imperial units to SI units. [C, CN, ME, V] Convert from imperial to SI units or vice versa.

* Criteria statements appear again in the first column of the evaluation tools (checklists, rating scales and/or rubrics) and are the basis on which student evaluation is made relative to the learner outcomes.

Mathematics 10-3 Performance Assessment: Student Task

STUNTMAN
Your school has recently won a radio contest to have a stuntman come and perform stunts in your gym.

To perform his stunts, he will need to run a support wire from the gym roof in the top corner where the wall meets the roof down an anchor point on the gym floor, 10 m from the base of the wall as shown in the diagram. wire gym wall

gym floor 10 m Your job is to calculate the height of the wall, and the length of the wire he needs to install. Since the stuntman is American, you will need to provide the measurements to him in feet and inches. Build a clinometer using the attached file, and measure the angle of elevation to use in your calculations. For this activity, you will submit: Your calculations, including diagrams of the height of the gym wall and the length of the wire. Your conversion(s) so that you can provide the stuntman with imperial measurements for his wires.

Mathematics 10-3 Performance Assessment: Rubric

STUNTMAN
Student _____________________________________ Date _____________________

Level Criteria

4 Excellent

3 Proficient

2 Adequate

1 Limited *

Insufficient/ Blank *

Solve a contextual problem that involves right triangles, using the primary trigonometric ratios (Geometry 4) [CN, PS, R, T, V]

Selects correct trig ratios, substitutes correctly, and manipulates to find the required values correctly.

Selects correct trig ratios, substitutes correctly, and manipulates to find the required values in a substantially correct manner.

Selects correct trig ratios, substitutes correctly, and unable to manipulate correctly to find the required values.

Unable to select and substitute into the correct trig ratios.

No score is awarded because there is insufficient evidence of student performance based on the requirements of the assessment task.

Criteria

Description of Criteria The student has correctly converted units to provide the answer in feet.

Yes

Not Yet

Teacher Comment

Convert from imperial to SI units or vice versa (Measurement 1,2) [C, CN, ME, V]

When work is judged to be limited or insufficient, the teacher makes decisions about appropriate intervention to help the student improve

Mathematics 10C Performance Assessment: Learner Outcomes and Criteria

STUNTMAN
ASSESSMENT AND EVALUATION OF STUDENT LEARNING

This performance task addresses the following learner outcomes (shown in Times New Roman font) from the Mathematics Program of Studies: Math 10C General Outcome: Measurement
4. Develop and apply the primary trigonometric ratios (sine, cosine, tangent) to solve problems that involve right triangles. [C, CN, PS, R, T, V] Solve a problem by applying the primary trigonometric ratios. Criteria for Evaluation* Students provide evidence of their learning as they:

2. Apply proportional reasoning to problems that involve conversions between SI and imperial units of measure. [C, ME, PS]

Solve a problem that involves the conversion of units within or between SI and imperial systems.

1. Solve problems that involve linear measurement, using: SI and imperial units of measure estimation strategies measurement strategies. [ME, PS, V]

Justify the choice of units used for determining a measurement in a problem-solving context.

* Criteria statements appear again in the first column of the evaluation tools (checklists, rating scales and/or rubrics) and are the basis on which student evaluation is made relative to the learner outcomes.

Mathematics 10C Performance Assessment: Student Task

The STUNTMAN
Your school has recently won a radio contest to have a stuntman come and perform stunts in your gym.

To perform his stunts, he will need to run a support wire from the gym roof in the top corner where the wall meets the roof down an anchor point on the gym floor as shown in the diagram. wire gym wall

gym floor Your job is to calculate the height of the wall, and the length of the wire he needs to install. You will determine where the anchor point should be from the wall, and include this measurement in your calculations. Since the stuntman is American, you will need to provide the measurements to him in imperial, and your principal wants the measurements in metric. Build a clinometer using the attached file, and measure the angle of elevation to use in your calculations. For this activity, you will submit: Your calculations, including diagrams of the height of the gym wall and the length of the wire. Your conversion(s) so that you can provide the stuntman with imperial measurements for his wires. A justification of why you chose to measure and report in the units that you did.

Mathematics 10C Performance Assessment: Rubric

STUNTMAN
Student _____________________________________ Date _____________________

Level Criteria

4 Excellent

3 Proficient

2 Adequate

1 Limited *

Insufficient/ Blank *

Solve a problem by applying the primary trigonometric ratios. (Measurement 4) [CN, PS, R, T, V] Justify the choice of units used for determining a measurement in a problemsolving context. (Measurement 1) [C, CN, ME, V]

Selects correct trig ratios, substitutes correctly, and manipulates to find the required values correctly.

Selects correct trig ratios, substitutes correctly, and manipulates to find the required values in a substantially correct manner.

Selects correct trig ratios, substitutes correctly, and unable to manipulate correctly to find the required values.

Unable to select and substitute into the correct trig ratios.

Provides an insightful justification of the choice of units.

Provides a credible justification of the choice of units.

Provides a simplistic justification of the choice of units.

Provides a weak justification of the choice of units.

No score is awarded because there is insufficient evidence of student performance based on the requirements of the assessment task.

Criteria

Description of Criteria The student has correctly converted units to provide the answer in feet.

Yes

Not Yet

Teacher Comment

Solve a problem that involves the conversion of units within or between SI and imperial systems. (Measurement 2) [C, CN, ME, V]

When work is judged to be limited or insufficient, the teacher makes decisions about appropriate intervention to help the student improve.