Assessment - Instructional Planning: Part 2

 EDBE 8Y01 Instructional Planning: Part Two

NAME:     Ella Wiernikowski
Grade:  5	Subject: Math Strands: Measurement	Mini Unit: Area & Perimeter
Overall Expectation(s): Estimate, measure, and record perimeter, area, temperature change, and elapsed time, using a variety of strategies.	Specific Expectation(s): Solve problems requiring the estimation and calculation of perimeters and areas of rectangles.	Achievement Chart Categories addressed in this lesson: ✓   Knowledge & Understanding ð      Thinking ð      Communication ✓   Application Rationale: Students will be demonstrating their knowledge and understanding of calculating area to answer the first question of the exit ticket, then students will be applying their knowledge of area to an extension question on real life situations to answer the second question of the exit ticket.
LEARNING SKILLS AND WORK HABITS: Which LSWH(s) will be addressed in this lesson? Responsibility       Independent Work         Collaboration         Organization        Initiative        Self-Regulation Rationale: Students are to complete the exit ticket independently and applying their knowledge in an extension question to the best of their own abilities.
LEARNING GOAL(S) We are learning how to solve real-life problems that require us to estimate and calculate the area of a rectangle. We are learning to rely on our own knowledge of a subject to work independently.	TASK Students will be completing an exit ticket with two questions.   The first question will be as follows:  Bruno Mars is coming to Toronto! You are helping with setting up the stage.  Bruno is very specific, and wants the stage he performs on to be covered entirely in velvet.  Below is a diagram of what his stage will look like (irregular polygon).  It is your job to figure out how many square meters of velvet to purchase to cover the stage. Velvet costs $1.75 per square meter. Be sure estimate first, check for reasonableness, and show all your work when doing all your calculations. The second question will be as follows: Can you describe two real-life situations where you will have to calculate the area of a regular and an irregular polygon (1 each)? What is the PURPOSE of the task: For  As  Of               What is the NATURE of the task: Diagnostic Formative Summative The task will provide evidence of student learning from which SOURCE? Observation Conversation Product		SUCCESS CRITERIA Knowledge & Understanding: I can estimate the area of a regular and irregular polygon by converting units to friendly numbers. I can use my estimation to see if my calculation is reasonable. I can use the formula to accurately calculate the area of a regular and irregular polygon. I can show all of my work and clearly represent each step of my problem solving. I can solve this problem independently. Application: I can make a deep connection to area in real-life situations. I can create twoaccurate and relevant real-life situations in which I will have to calculate area. -       One for a regular polygon -       One for an irregular polygon I can solve this problem independently.
ASSESSMENT TOOL    Anecdotal Record, Rating Scale, Checklist, Rubric, Other

Knowledge & Understanding Finding the Area of an Irregular Polygon
	4 Was Able	3 Was Somewhat Able	2 Approaching Able	1 Not Yet Able	Next Steps:
Student estimates the area by converting units to friendly numbers
Student uses their estimation to check for the reasonableness of their calculation.
Student correctly writes the formula for calculating area
Student accurately calculates the area of an irregular polygon
Student shows all work & steps
Student works independently
Application Making Connections With Area & Real Life
	4 Was Able	3 Was Somewhat Able	2 Approaching Able	1 Not Yet Able	Next Steps:
Student creates a relevant and appropriate connection between calculating the area of a regular polygonand a real-life situation
Student creates a relevant and appropriate connection between calculating the area of an irregular polygon and a real-life situation
Student works independently