Level V, Unit III: Summative Assessment
Unit Title: What goes around comes around
Unit Question:
How can I be a part of the solution?
Significant Concept:
Finding the solution to a problem helps us develop a plan to resolve it.
Area of Interaction:
Community and Service
Texts/Resources:
Computers, Calculators, Compass, Straightedge
Your Task:
Using your knowledge of triangles, quadrilaterals, and circles you will design a community garden.
Your garden must meet certain zoning requirements and contain allotted spaces for certain plants.
Laws of Geometry will be used to make sure all requirements are met.
Grading:
Students will be assessed on Criterion C: Communication in Mathematics and Criterion D:
Reflection in Mathematics.
Criterion: Communication in mathematics
Maximum: 6
Achiev
ement
Level
0
1-2
Level Descriptor
 The student does not reach a standard described by
any of the descriptors below.
 The student shows basic use of mathematical language
and/or forms of mathematical representation.
 The lines of reasoning are difficult to follow.
3-4
 The student shows sufficient use of mathematical
language and forms of mathematical
representation.
 The lines of reasoning are clear though not always
logical or complete.
 The student moves between different forms of
representation with some success.
5-6
 The student shows good use of mathematical
language and forms of mathematical
representation.
 The lines of reasoning are concise, logical and
complete.
 The student moves effectively between different
forms of representation.
Final
Grade
Indicators
 Attempt was made, but correct use of
terminology or symbols was shown
 Student uses some correct math
symbols. Several mistakes are
present, but attempt was made.
 Student attempts to use correct
vocabulary, but many mistakes are
present.
 Answers are wordy and not clear.
-OR Answers are incomplete and not clear.
 Student attempts to explain choices
made in design
 Student uses correct math symbols.
One or two mistakes may be present
 Student use of math vocabulary is for
the most part correct. One or two
mistakes or misuse of terms may be
present
 Answers are clear but not concise
-OR Answers are not clear but concise
 Written terminology and symbol
terminology match with only one or
two errors
 Student attempts to explain choices
made in design and why they were
made but is not fully clear
 Student uses all correct math symbols
throughout the proposal/ plan and
final product for garden design
 Student uses all correct math
terminology/ vocabulary throughout
the proposal/ plan, and final garden
design
 Answers clear and concise
 Written terminology and symbol
terminology match
 Student clearly communicates choices
made in design and why they were
made
Criterion: Reflection in Mathematics
Maximum: 6
Achiev
ement
Level
0
1-2
3-4
5-6
Level Descriptor
The student does not reach a standard
described by any of the descriptors
below.
The student attempts to explain
whether his or her results make sense in
the context of the problem.
The student attempts to describe the
importance of his or her findings in
connection to real life where
appropriate.
The student correctly but briefly
explains whether his or her results
makes sense in the context of the
problem.
The student describes the importance
of his or her findings in connection to
real life where appropriate.
The student attempts to justify the
degree of accuracy of his or her results
where appropriate.
The student critically explains whether
his or her results make sense in the
context of the problem.
The student provides a detailed
explanation of the importance of his or
her findings in connection to real life
where appropriate.
The student justifies the degree of
accuracy of his or her results where
appropriate.
The student suggests improvements to
his or her method where appropriate.
Final
Grade
Indicators
 The student makes an attempt to address
reflecting in mathematics but answers are
incoherent and incorrect.
 The student attempts to explain whether or
not the final product makes sense in the
realm of being a community garden
 The student attempts to explain the choices
behind design and plant placement in the
context of space.
 The student explains whether or not the
final product makes sense in the realm of
being a community garden
 The student is able to explain the choices
behind design and plant placement in the
context of space.
 The student attempts to use geometric
evidence to support answers
 The student clearly explains whether or not
the final product makes sense in the
realm of being a community garden
 The student is able to explain the
importance of choices behind design and
plant placement in the context of space.
 Explanations are supported with geometric
evidence
 The student is able to explain possible
changes or improvements that could be
made to any problems encountered