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Description

Overview:
This lesson unit is intended to help teachers assess how well students can: Understand the concepts of length and area; use the concept of area in proving why two areas are or are not equal; and construct their own examples and counterexamples to help justify or refute conjectures.
Level:
Lower Primary, Upper Primary, Middle School, High School
Grades:
Kindergarten, Grade 1, Grade 2, Grade 3, Grade 4, Grade 5, Grade 6, Grade 7, Grade 8, Grade 9, Grade 10, Grade 11, Grade 12
Material Type:
Assessment, Lesson Plan
Provider:
Shell Center for Mathematical Education, U.C. Berkeley
Provider Set:
Mathematics Assessment Project (MAP), Mathematics Assessment Project (MAP)
Date Added:
04/26/2013
License:
Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Creative Commons Attribution-NonCommercial-NoDerivs 3.0
Media Format:
Downloadable docs, Text/HTML

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Anonymous on Aug 03, 02:09am

Designing Candy Cartons (Grade 6): Students represent three-dimensional candy cartons using nets. They design a box to fit a given an upper limit (the total surface area must fit on a single sheet of paper) that will hold a given volume of candy.

Students are required to draw either an accurate full sized or scale drawing net including flaps necessary for carton construction.

After completing the task, students can analyze sample student work to deepen conceptual understanding.

6.G.4: Rating 3

Applying Angle Theorems (Grade 7):

Students use geometric properties to solve problems. The assessment problems provides information about students understanding of geometric properties. Misconceptions are addressed as students analyze peer solutions. Analysis of student work incorporates Standards for Mathematical practice 3: students critique the reasoning of others.

7.G.6: Rating 2

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Average Score (3 Points Possible)
Degree of Alignment2.5 (1 user)
Quality of Explanation of the Subject Matter2 (1 user)
Utility of Materials Designed to Support Teaching2 (1 user)
Quality of AssessmentsN/A
Quality of Technological InteractivityN/A
Quality of Instructional and Practice ExercisesN/A
Opportunities for Deeper LearningN/A

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