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ELED 533

Formative Assessment Analysis Assignment

Product 1: Assessment Tool and Anticipation

1. Mathematical Focus

a. Third Grade Measurement: Perimeter and Area: Math Connections Unit

2. Learning Objectives (UKDs from Unit Planning Project)

Understand

Know

Do

**U1: Students will understand that smaller
**

parts of area can be used to find the whole

area of a polygon and smaller parts of

perimeter can be used to find the entire

perimeter of a polygon.

U2: Students will understand that

perimeter and area can be used as

measuring tools to help us work efficiently

in our daily lives.

U3: Students will understand that polygons

with the same area can sometimes have

different perimeters.

Vocabulary:

What students will measure:

K1: Polygon- A closed geometric figure

with at least three straight-line segments that

do not cross. (Kid-friendly definition)

(All of the edges are segments, every vertex

is the endpoint of two sides, and no two

sides cross each other. Polygons are

classified according to the number of sides

they have, which equals the number or

vertices.)

K2: Perimeter- measures the distance

around a polygon. Measured in units.

K3: Area- The number of iterations of a

two-dimensional unit needed to cover a

surface.

D1: Students wi

variety of polyg

the sides to dete

polygon.

D2: Students wi

(add) or multiply

of square units n

to determine the

D3: Students wi

that involve area

D4: Students wi

multiplication an

**Students will measure perimeter and area
**

using:

K4: Units- A quantity used as a standard of

measurement. Used for perimeter. (cm, m,

in, ft)

K5: Square units- The unit of measure for

area. (Square cm, square m, square in,

square ft, and improvised units)

K6: Area model- A model for math

problems where the length and width are

configured using multiplication to figure out

the size of an area.

K7: Additive area- Finding areas of straightlined figures by decomposing them into

non-overlapping rectangles and adding the

areas of the non-overlapping parts.

K8: Tools: graph paper, tiles

K9: Symbols: the symbol for square units.

**3. Assessment tool: Performance Based Assessment
**

Name: ___________________________________

Helping Principal Kelly Measure the School Garden

Principal Kelly has decided to turn part of the playground into a

vegetable garden. She has divided the garden into different patches

where she is growing a certain type of vegetable.

The School Vegetable

Garden

**1 square unit = 1 foot.
**

1. How would you measure the area and perimeter of each type of

vegetable patch? How would you measure the perimeter and

area of the entire vegetable garden? Explain and solve your

answer.

**2. Estimate the area of the patch of green grass that is beside the
**

playground. Then, find the perimeter.

1 square unit = 1 foot.

**3. Estimate the area of the flower patch that is beside the
**

playground. Then, find the perimeter.

1 square unit = 1 foot

**4. Can polygons with the same area sometimes have different
**

perimeters? If so, prove it by illustrating an example.

**5. How can perimeter and area help us work efficiently in our daily
**

lives?

4. Anticipatory Mistakes

Students may not answer every part of the task. For example, they may just find

the total area or the total perimeter, instead of the perimeter and area of each

vegetable patch. Students may forget to explain how they got their answers.

Students may forget to show their work.

Students may not correctly find the perimeter and area of each of the vegetable

patches and the entire garden. Students may add or multiply incorrectly. If

students choose to count, they may miscount the unit squares.

Students may get the perimeter and area concepts confused and they may mislabel

them as they show their work and record their answers.

Students may use the wrong unit of measurement when they write their answers.

For example, they may not remember to put “feet squared or square feet” when

they find the areas.

**For question 2 and 3, students may not know how to determine the area of a
**

triangle or a trapezoid by counting and estimating to find out how many square

units make up the area. Students may not realize that they need to add the unit

square halves to make a whole. Students may not know how to determine the

length of the slant of the triangle and trapezoid. They may add incorrectly for both

perimeter and area, which could cause them to have the incorrect answer.

Students may not have grasped the concept of how polygons with the same area

sometimes have different perimeters. When students answer question 4, they may

answer it wrong by answering “no” to the question. Students may answer “yes”

but they could potentially provide an incorrect example or illustration.

Students may have difficulty applying perimeter and area to a real life task. They

may provide an incorrect example of how they would use perimeter and area in

their daily lives.

5. Anticipatory Strategies

Students may individually count the unit squares that make up the perimeter of

the rectangles, triangle and trapezoid to measure the distance around the polygon.

Students may individually count the unit squares that cover the surface of the

rectangles, triangle and trapezoid to measure the area of the polygon.

Students may cross out or mark off each vegetable patch as they complete finding

the perimeter and area of each of the four vegetable patches.

Students may multiply to find the area of each vegetable patch as well as the

entire vegetable garden. Students could multiply the length times the width.

Students may write out the length and the width for each rectangle as they solve

to find the area.

After students find the area of each of the four vegetable patches, students can use

additive area, to find the total area of the garden. Students can add up each of the

four areas to find the total area of the garden.

When students explain how they got their answers, students can write out the

steps as they solve the problem, or they could solve the problem first, and then go

back to explain the steps they took to solve the problem.

Students may mark off each square unit, as they count the units in the triangle

patch of green grass and the flower garden trapezoid.

Students may add up the square unit halves to make a whole square unit when

determining the area of the triangle in question 2 and 3. Students may lastly, add

up the half of a square unit to determine the area of the triangular patch of grass

and the trapezoid flower garden.

Students may use multiplication to help them provide an example for question 4.

For example: Although they have the same area, a rectangle that is 2 by 6 has a

perimeter of 16; but a rectangle that is 3 by 4 has a perimeter of 14. 2x6 and 3x4

both equal 12. Students may draw pictures to help them provide an example to

answer question 4.

For question 5, students may use the garden problem as an example to how

perimeter and area can help us work efficiently in our everyday lives. Students

may think of past real world problems they have solved in or outside of school to

**help them answer this question. Students may think of a personal experience they
**

have encountered dealing with perimeter and area that helped them complete a

task efficiently.

6. Justification: Why my assessment tool is an example of a quality assessment.

My assessment tool is an example of a quality assessment because it permits

every student in the class to demonstrate his or her knowledge, skill, and

understanding of the math unit of perimeter and area. My assessment focuses on

the central math concept of perimeter and area and is aligned with the objectives

that are essential for students to know.

o My assessment is reliable because it will work in a similar fashion every

time it is completed. The questions are straightforward and easy for the

students to understand.

o The assessment is valid because it measures exactly what it says it

measures. It assesses each one of my objectives, relating to the third grade

math SOL 3.10.

o My assessment is efficient for students and teachers because the effort the

student experiences when responding to the task is the same amount of

effort it will take the teacher to assess. The assessment is limited to a few

questions, but still assesses the essential content that the students need to

know.

o The assessment is equitable because there are no biases and everyone is

easily accessible to answering the questions as well as completing the

tasks on the assessment. The provided rubric below allows for the

assessment to be equitable when scoring and providing feedback.

o The assessment tool is seamless because it provides snapshots of student

growth over time. The questions in this assessment integrate many

mathematical concepts that the students will have learned throughout the

whole unit, and the assessment allows for me to see the students apply

their knowledge of each mathematical concept. The pre-assessment, the

many formative assessments throughout the unit, and this performance

based assessment will allow me to see each students’ growth throughout

the entire unit.

o Lastly, this assessment motivates students by encouraging them to explore

the topic of perimeter and area. By asking students to help the principal

with the school garden in question 1, they may find this as a motivating

factor by wanting to take part in a project with the school and help the

principal. Question 2 provides students an opportunity to illustrate their

own example. This will allow students to be creative and apply their

knowledge. Question 3 asks students how they can apply perimeter and

area to their daily lives, which is motivating since it is a question where

they can share a personal experience when they have used perimeter and

area in a real life situation.

**7. Performance Based Assessment Rubric
**

Learning

Objectives

Little

Accomplishment

Unsatisfactory

1

Partial

Accomplishment

Marginal

2

Substantial

Accomplishment

Adequate

3

Full

Accomplishment

Excellent

4

**U1: Students will
**

understand that

smaller parts of

area can be used

to find the whole

area of a polygon

and smaller parts

of perimeter can

be used to find the

entire perimeter of

a polygon.

**Shows some effort
**

but little or no

understanding of

how multiplication

and addition can be

used to determine

the measurement

of a polygon and

how it is a partpart whole

relationship.

**Uses some aspects
**

of multiplication or

addition but fails to

illustrate an

understanding of

how they can be

used to determine

the perimeter and

area of a polygon.

Shows evidence

that he or she does

not understand how

addition or

multiplication is

connected to

determining

perimeter and area

and how it is a partpart-whole

relationship.

Determines the

correct answer by

using an approach

that uses addition

or multiplication

as a part-part

whole relationship.

Would yield a

correct answer if

not for minor

errors.

Explanations and

reasoning are

weak.

Students will

understand that

perimeter and area

can be used as

measuring tools to

help us work

efficiently in our

daily lives.

**Shows some effort
**

but little or no

understanding of

how perimeter and

area help us work

efficiently in our

daily lives.

Provides some

points that are

partially related to

the concept of

perimeter and area,

but fails to illustrate

an understanding of

how perimeter and

area can be used to

help us work

efficiently in our

daily lives. Shoes

evidence that he or

she does not

understand how

perimeter and area

can be used to help

Determines a

correct answer or

example that

would yield a

correct answer if

not for the minor

errors.

Explanations are

reasoning are

weak.

Determines the

correct answers

to every part of

the problem.

Uses words,

pictures, and

numbers to

explain and

justify the result

and how it is

obtained.

Demonstrates

knowledge of

how

multiplication

and addition can

be used to

determine the

measurement of

a polygon and

how it is a partpart whole

relationship.

Determines a

correct answer or

example of how

perimeter and

area can be used

as measuring

tools to help us

work efficiently

in our daily

lives. Provides a

clear explanation

that

demonstrates

their

understanding of

how perimeter

and area can be

Students will

understand that

polygons with the

same area can

sometimes have

different

perimeters.

**Shows some effort
**

but little or no

understanding of

the relationship

between perimeter

and area. Does not

show evidence of

understanding how

polygons with the

same area can

sometimes have

different

perimeters.

Students will

measure each side

of a polygon and

add the measures

of the sides to

determine the

perimeter of the

polygon.

**Shows some effort
**

but little or no

understanding of

how to measure the

perimeter of a

polygon.

Students will

estimate and then

count or multiply

to determine the

number of square

units needed to

cover the surface

to determine the

area of a given

surface.

Students will use

**us in our daily
**

lives.

Provides some

points that are

partially related to

the concept of the

relationship

between perimeter

and area but fails to

illustrate an

understanding of

how polygons with

the same area can

sometimes have

different

perimeters.

**Uses some aspects
**

of measuring

perimeter, but fails

to illustrate an

understanding of

how to determine

the perimeter of a

polygon. Shows

evidence that he or

she does not

understand how to

find the perimeter

of a polygon.

Shows some effort Uses some aspects

but little or no

of measuring area,

understanding of

but fails to illustrate

how to measure the an understanding of

area of a polygon.

how to determine

the area of a

polygon. Shows

evidence that he or

she does not

understand how to

estimate or find the

Determines a

correct answer that

would yield a

correct answer if

not for minor

errors.

Explanations and

reasoning are

weak.

Determines a

correct answer that

would yield a

correct answer if

not for minor

errors.

Determines a

correct answer that

would yield a

correct answer if

not for minor

errors.

used to help us

with daily tasks.

Determines a

correct answer

that

demonstrates the

understanding

that polygons

with the same

area can

sometimes have

different

perimeters.

Provides a

correct example

that illustrates

the relationship

between

perimeter and

area. Provides an

overall clear

explanation.

Determines the

correct answers

to every part of

the problem,

which shows that

he or she can

measure a

polygon to

determine the

perimeter.

Determines the

correct answers

to every part of

the problem,

which shows that

he or she can

estimate and

measure a

polygon to

determine the

area. The answer

square units in

their answer.

(Example: 45

units squared or

45 feet squared)

area of a polygon.

contained square

units.

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