Leveled Indicators

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Outcome SS6.2
Extend and apply understanding of perimeter of polygons, area of rectangles, and volume of right rectangular
prisms (concretely, pictorially, and symbolically) including:






relating area to volume
comparing perimeter and area
comparing area and volume
generalizing strategies and formulae
analyzing the effect of orientation
solving situational questions.
[CN, PS, R, V]
a) Generalize formulae and strategies for determining the perimeter of polygons, including rectangles and
squares.
b) Generalize a formula for determining the area of rectangles.
c) Explain, using models, the relationship between the area of the base of a right rectangular prism and
the volume of the same 3-D object.
d) Generalize a rule (formula) for determining the volume of right rectangular prisms.
e) Analyze the effect of orientation on the perimeter of polygons, area of rectangles, and volume of right
rectangular prisms.
f) Solve a situational question involving the perimeter of polygons, the area of rectangles, and/or the
volume of right rectangular prisms.
g) Critique the following statements using concrete or pictorial models:
 “For any two right rectangular prisms, the one with the greater volume will be the prism that has
the greatest base area”.
 “For any two rectangles, the rectangle with the greatest perimeter will also have the greatest
area”.
Level
Scale
Pre-Requisite
Knowledge
Descriptor

Students who are
not able to be
independently
successful with
level 1 questions
will be given an E.
Indicators


Student-Friendly
Language
Addition and multiplication
of whole and decimal
numbers.
Linear measurement.
NN6 – Checkpoint 11
The student understands that a
measurement unit is an amount,
rather than an object, a shape,
or a mark on a scale.
NN6 – Checkpoint 12
The student uses multiplication
to find perimeter, area, and
volume.
1
B - Beginning
There is a partial
understanding of
some of the simpler
details and
processes.
Prior knowledge is
understood.
2
A–
Approaching
No major errors or
omissions regarding
the simpler details or
processes, but
assistance may be
required with the
complex processes.
3
M – Meeting
No major errors or
omissions regarding
any of the
information and/or
processes that were
explicitly taught.
This is the target
level for proficiency.






Knowledge and
Comprehension
Students who are
successful with
level 1 questions
or those who are
successful with
level 1 or 2
questions with
assistance will be
given a B.
Applying and
Analysing
Students who are
able to be
successful with
level 1 and level 2
questions, or
those who are
successful with
higher-level
questions with
assistance, will be
given an A.
Evaluating and
Creating
Students who are
independently
successful with
level 3 or level 4
questions are
given an M.
a) Generalize formulae and
strategies for determining
the perimeter of
polygons, including
rectangles and squares
I know how to find the
perimeter of any given
shape.
b) Generalize a formula for
determining the area of
rectangles.
c) Explain, using models, the
relationship between the
area of the base of a right
rectangular prism and the
volume of the same 3-D
object.
I understand the formula
for the area of a rectangle.
d) Generalize a rule
(formula) for determining
the volume of right
rectangular prisms.
e) Analyze the effect of
orientation on the
perimeter of polygons,
area of rectangles, and
volume of right
I understand the formula
for the volume of a
rectangular object.
I understand the
differences and
relationships between
perimeter and area.
I understand the
relationship between the
area of the base of an
object and the volume.
I know that no matter how
an object is sitting, the
perimeter, area and
volume will remain the
same.
rectangular prisms.
f) Solve a situational
question involving the
perimeter of polygons,
the area of rectangles,
and/or the volume of
right rectangular prisms.
g) Critique the following
statements using concrete or
pictorial models:
 “For any two right
rectangular prisms,
the one with the
greater volume will be
the prism that has the
greatest base area”.
 “For any two
rectangles, the
rectangle with the
greatest perimeter
will also have the
greatest area”.
4
In addition to level 3
performance, indepth inferences
and applications go
beyond what was
explicitly taught.

Students
successful at level
4 will receive
supplementary
comments specific
to their
achievement in
addition to the M.
I can solve problems
involving perimeter, area
and volume.
I can apply my knowledge
of perimeter, area, and
volume to real-life
problems or occurrences.
Outcome SS6.2
Extend and apply understanding of perimeter of polygons, area of rectangles, and volume of right rectangular
prisms (concretely, pictorially, and symbolically) including:






relating area to volume
comparing perimeter and area
comparing area and volume
generalizing strategies and formulae
analyzing the effect of orientation
solving situational questions.
Meeting
Approaching
I understand the
formula for the
area of a rectangle.
Beginning
I know how to find the
perimeter of any given
shape.
I understand the
differences and
relationships
between perimeter
and area.
I understand the
relationship
between the area
of the base of an
object and the
volume.
I understand the
formula for the
volume of a
rectangular
object.
I know that no
matter how an
object is sitting,
the perimeter,
area and volume
will remain the
same.
I can solve
problems
involving
perimeter, area
and volume.
I can apply my
knowledge of
perimeter, area,
and volume to
real-life problems
or occurrences.
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