Pennsylvania Standard 2.9.8 J. Geometry Standard

Analyze geometric patterns (e.g., tessellations, sequences of shapes) and develop descriptions of the patterns.

Step 1: Evidence to Excellence Process

  Why study geometry?

The Standard

What is the intent of the standard?Identify the essential

understandings.What prior knowledge and

understandings must students havein order to achieve this standard bygrade 8?

Can students--

recognize, draw, construct, visualize, compare and analyze real and abstract geometric shapes that have one, two, and/or three-dimensional features?

identify the characteristics that are necessary to classify and name geometric shapes and can they differentiate one shape from another?

Can students--

describe geometric shapes in terms of their relationships (relative size, position, orientation, congruence, similarity, and symmetry) with other shapes?

compose or decompose geometric shapes into other geometric shapes?

Can students--discover and express constant

relationships within and between geometric shapes through measuring and looking for patterns and can students connect and relate these constant relationships to formulas?

Can students--

discover and express constant relationships within and between geometric shapes through measuring and looking for patterns and connect and relate these constant relationships to formulas?

The Standard Identify and describe the lessons/activities

used to equip students with the needed knowledge and skills to achieve understanding?

What would be acceptable as evidence that students understand?

Step 2: The Task

      Was the language of the task clear?

      Does the task provide an opportunity for students to have

a relevant and meaningful experience that actively engages them in constructing their own knowledge?

The Task

Does the task stimulate higher order thinking and

discussion? Explain.

Did the task provide students an opportunity to work with

significant ideas and relationships that are included in the standard?

The Task

     If you would have given this task, what evidence would you use to determine if the student

understood the content of the lesson?

Step 3: Student Work

     Analyze the student work samples and provide their assessment of each sample of work.

      What is the evidence that the student used good thinking

and reasoning skills in completing the task?

The Student Work

     How does the student connect the mathematics they were learning to the real world?

The Student WorkWhat is the evidence that the

student achieved the goal of the task?

  How would you assess the work?    Which pieces of student work

achieve the understandings intended in the standard?

The Student Work     What is the evidence that the

student achieved the goal of the task?

How would you assess the work?

Which pieces of student work achieve the understandings intended

in the standard?

Step 4: The Assessment

      Does the assessment fairly reflect the objectives of the task?

  Based on the student work that you saw, and what you read and understood of the assessment, do

you agree or disagree with the assessment of the task?

The Rubric

Advanced - Student demonstrates comprehensive understanding of a geometric pattern by consistently identifying correct extensions of the pattern and clearly explaining its rationale.

Proficient - Student demonstrates general understanding of the pattern by consistently identifying the correct extensions or by clearly explaining its rationale.

The Rubric Basic - Student shows basic

understanding of the concept of the pattern by identifying an adequate number of correct extensions.

Below Basic - Student shows minimal understanding of the pattern.

Step 5: The Reflection

      How can the task be improved?

       How can the assessment of the

work be improved?  

The Reflection

What additional evidence is needed to make this a

more complete picture of student understanding of the concepts addressed?

The Reflection

      What interventions should be considered to help students who do not yet understand the concepts?  

      As a result of looking at the student's work, are there things you will

consider in your classroom in making assignments and in assessing student work?