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Refined from Understanding by Design

Assessment Plan Blueprint


What understandings or goals will be assessed through this lesson?

The end goal is for students to develop a strategy for deriving the area of any polygon. Though, to do
this, students will be assessed on a variety of previously learned content since the process of deriving
an area finding strategy for any polygon involves a process. Thus, students will also be assessed on
their understanding of finding interior and central angle measurements of polygons, determining the
side lengths of special right triangles, and calculating areas of various 2-dimensional shapes. Finally,
students will be working towards the goal of analyzing the strategies they, and their classmates, have
developed for deriving the area of any polygon to decide which strategy is the most efficient.

What criteria are implied in the standards and understandings regardless of the task specifics?
What qualities must student work demonstrate to signify the standards were met?

For lack of a better content standard, the curriculum my school site district requires math teachers to
use lists the standard for this assessment as the one in the accompanied lesson plan. The standard is
very broad, but it requires students to “give an informal argument,” which I think is a beneficial
criterion for students to develop. The second standard implies students to derive and use the ratios of
special right triangles. To demonstrate these standards and the lesson objectives, the quality of
students’ work should be, at first, informal when explaining strategies for deriving the area of the
hexagon, but then precise when calculating said area.

Through what authentic performance task will students demonstrate understanding?

Task Overview: Students are given a square and a regular hexagon and directed to informally develop
strategies for finding the area of both using at least two different strategies. Then, they will calculate
the area of the square and regular hexagon using the developed strategies. Once students have
completed these tasks, they will then need to analyze their strategies and determine which one is the
most efficient.

What student products and performances will provide evidence of desired understandings?

The student products of multiple strategies for deriving the area of the given polygons will provide
evidence of their ability to solve problems in multiple fashions while the performance of calculating
the areas will provide evidence of their understanding of determining interior and central angle
measurements of polygons and determining side ratios of special right triangles. Analyzing the area
finding strategies and deciding which one is the most efficient is another performance that
demonstrates the students’ understanding of how to apply geometric processes.
Refined from Understanding by Design

By what criteria will student products and performances be evaluated?

Firstly, at least two strategies of deriving the area for the given polygons is one criterion students will
be evaluated for. Secondly, students will be evaluated on their ability to use interior/central angles of
polygons and special right triangles to calculate the correct area of the given polygons. Lastly,
students will be evaluated on their explanation of how they decided which area finding strategy is the
more efficient process for finding the area of any sided polygon.

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