Name: ______Date: ______
4.G.1
Look at angle BAN.
IsBAN a right, acute, or obtuse angle?
______
Add segment BK that is perpendicular to segment BA.
Explain how you know that segment BK is perpendicular to segment BA.
______
______
______
Name: ______Date: ______
4.G.1
Look at angle BAN.
Is BAN a right, acute, or obtuse angle?
______
Add segment BK that is perpendicular to segment BA.
Explain how you know that segment BK is perpendicular to segment BA.
______
______
______
Elementary Mathematics Office • Howard County Public School System • 2013-2014
Teacher notes:• For this task, students will need a ruler to draw segment BK.
• Students should identify angle BAN as acute.
• The target concept for this task is identifying angle types, drawing a segment, and drawing perpendicular figures. When students draw segment BK, they may draw it extending towards the top of the paper or down towards the bottom of the paper. They may also draw a segment that extends up towards the top andand down towards the bottom. While this is not ideally what is intended by the directions, the overriding question while assessing the student’s work is – Does the student’s figure show an understanding of what perpendicular figures look like?
• The student’s segment does not need to have a large, distinguishable “point” to be recognized as a segment; the figure simply needs to not have arrows at either end. If a student’s figure does not have a point labeled as K, but the figure is recognizibly a segment and is perpendicular to segment BA, that student’s work can still be considered to show understanding of the target concept.
Not yet: Student shows evidence of misunderstanding, incorrect concept or procedure / Got It: Student essentially understands the target concept.
0 Unsatisfactory:
Little Accomplishment
The task is attempted and some mathematical effort is made. There may be fragments of accomplishment but little or no success. Further teaching is required. / 1 Marginal:
Partial Accomplishment
Part of the task is accomplished, but there is lack of evidence of understanding or evidence of not understanding. Further teaching is required. / 2 Proficient:
Substantial Accomplishment
Student could work to full accomplishment with minimal feedback from teacher. Errors are minor. Teacher is confident that understanding is adequate to accomplish the objective with minimal assistance. / 3 Excellent:
Full Accomplishment
Strategy and execution meet the content, process, and qualitative demands of the task or concept. Student can communicate ideas. May have minor errors that do not impact the mathematics.
Adapted from Van de Walle, J. (2004) Elementary and Middle School Mathematics: Teaching Developmentally. Boston: Pearson Education, 65
Elementary Mathematics Office • Howard County Public School System • 2013-2014