Carefully examine each of the three rectangles shown below.
A
B
C
D
= 1 square
cm
Calculate the perimeter and the area of each rectangle above. Label
each answer.
RECTANGLE
PERIMETER
AREA
A
B
C
D
And Even More Area and Perimeter Practice
Examine rectangles A, B, and C below.
Calculate the perimeter and the area of each one.
Complete the chart below. Don't forget to label your
answers.
6 ft.
A
5 in.
B
7ft.
2 in.
C
25 in.
RECTANGLE
PERIMETER
AREA
A
B
C
Covering Box Tops with Paper The pink and orange rectangles below are the tops
of gift boxes. You want to cover each of them with fancy paper. How
much paper will you need to cover each one?
33 cm
2 cm
12 cm
5 cm
Answer: To cover the pink rectangle you need
To cover the orange rectangle you need
Thanksgiving Dinner
Aunt Mary is preparing her table
for Thanksgiving dinner. She wants her tablecloth to hang 6 inches over all
sides of the tabletop. The table measures 60 inches long and 30 inches wide.
What is the area of the tablecloth that Aunt Mary needs?
A. Decide on concepts that could be assessed using open-ended questions.
B. Make a list of three or four ideas.
C. Plan the purpose and decide what part of your lesson would be best
for using open-ended questions.
2) Decide what you want students to do.
A. Consider many different possibilities to determine the best format to
use. (Do you want students to compare, contrast, to describe, to evaluate,
to predict, etc.?)
B. Decide if there is a match between the content and the expectations
you have for students.
3) Use the RAMPS procedure for constructing the prompt.
A. Write a scenario for the prompt. (a description of the situation).
1. What is the student's role? (R)
2. Is there a particular audience? (A)
3. What is the context (setting) for the problem? (S) Other
considerations (optional):
4. What is the problem?
5. What assumptions (if any) should be included?
B. Write the expectations related to students responding to the
question.
1. Decide the mode (or form) that students are to use (i.e. a letter, a
plan, a summary, explanation, etc.) (M)
2. Decide the purpose (i.e. to evaluate, compare, explain, predict,
etc.) (P) Other considerations.
3. Make sure expectations are specific.
4. Include any specific content/concepts you want the student to
explain.
5. Decide if students should include representations such as charts,
diagrams, or pictures with their explanations.
In tracking OR questions, students use the 4 column method to read the
question critically, think through a plan, and write an outline for an
answer.
Columns 1 & 2 require reading
Column 3 requires integration of process and content
Column 4 makes connections and moves students beyond proficiency
Knowledge (KNOW)
Processes (DO)
Level of Proficiency
Connections
What are we talking about
Students write down what the questions is about--using the language
from the question
This involves a look at critical vocabulary and sets the parameters for
the first step of reading and thinking
What do I have to do?
How many questions do I have to answer?
How many times do I need to do it?
Students write down power verbs, key words, and numbers
This delineates processes, content and amount needed
What do I know that can answer these questions?
Students focus on the content & the number of requirements in the
questions to assure a complete answer
This moves students to the proficient level--they must answer all parts
for proficiency
How can I make this answer better?
How does this apply to other things? What other examples or effects can
I think of?
Students make connections with previous knowledge
This process enhances breadth and depth of answers and may prompt
additional ideas if the student was "stuck."
Four Column Method Continued:
Students will need multiple experiences with the 4 column method to
develop proficiency with the need skills. Teachers can provide those
experiences by following the suggested process below:
1-Students work in triads (groups of 3) to analyze an OR question using
the 4 column method and then write a proficient response. Using existing
KIRIS questions and their rubrics allows students to see immediately if
their group response was proficient.
2-Students continue to work in triads, responding to cued OR prompts
(questions that relate to material recently covered in the class). They
complete the four column model together and write an answer together.
Students remain at this step until, as a group, they can write proficient
responses.
3-Students respond individually to cued OR prompts on an individual
basis, using the four column model. With completed answers, the triad
members share their responses and assist in reshaping answers to improve
quality. This step would also be repeated as necessary.
4-Students respond individually to cued prompts and then triad members
score the responses with the rubric. This process would also be repeated
several times.
5-Students respond individually to independent (non-cued)
prompts--scrimmage for the KIRIS test. This process would also occur several
times, with feedback provided by the teacher, extra assistance through ESS,
etc.
Focus on the content and the number of requirements in the questions to
assure a complete answer..
How can I make this answer better?
How have I experienced this before?
How does this apply to other things?
AUTOMOBILE IMPACT
The automobile has become the main means of transportation in the United
States. As more people use automobiles, there are benefits as well as
problems, discuss the ADVANTAGES and DISADVANTAGES of using automobiles. Be
sure to include at least two examples of advantages and two examples of
disadvantages.
TEAM LEADER
You would like to be chosen as a team leader for a class project. Think
about what you want the team to know about you. Describe three of your
strengths and explain why each of these strengths is important for
leadership.
BACK AND FORTH
When some things change, they cannot change back. For example, a person
who has grown up cannot become a child again. Other things can change and
then return to the way they were before. For example, you can tie a knot in
a rope and then untie it.
a. Give two or more examples of things that change so they can never
change back to what they were. Tell why these changes cannot be reversed.
b. Give two or more examples of things that can change and then can
change back to be as they were. Tell why such changes can be reversed.
MATHEMATICS
SCORING RUBRIC: A GUIDE TO SCORING EXTENDED-RESPONSE ITEMS
Score Level
MATHEMATICAL KNOWLEDGE
Knowledge of mathematical principles and concepts which
result in a correct solution to a problem.
STRATEGIC KNOWLEDGE
Identification of important elements of the problem and the
use of models, diagrams, symbols and /or algorithms to systematically
represent and integrate concepts.
EXPLANATION
Written explanation and rationales that translate into words
the steps of the solution process and provide justification for each step.
Though important, the length of response, grammar and syntax are not the
critical elements of this dimension.
4
shows complete understanding of the
problem’s mathematical concepts and principles
uses appropriate mathematical terminology & notations including
labeling the answer if appropriate; that is, whether or not the unit is
called for in the stem of the item
executes algorithms completely and correctly
identifies all the important elements of
the problem and shows complete understanding of the relationships among
elements
reflects an appropriate and systematic strategy for solving the
problem
gives clear evidence of a complete and systematic solution process
gives a complete written explanation of the solution process employed;
explanation addresses both what was done and why it was done
may include a diagram with a complete explanation of all its elements
3
shows nearly complete understanding of the problem’s mathematical
concepts and principles
uses nearly correct mathematical terminology and notations
executes algorithms completely;
computations are generally correct but may contain minor errors
identifies most of the important elements of the problem and shows
general understanding of the relationships among them
reflects an appropriate strategy for solving the problem
solution process is nearly complete
gives a nearly complete written explanation of the solution process
employed; clearly explains what was done and begins to address
why it was done
may include a diagram with most of the elements explained
2
shows some understanding of the problem’s mathematical concepts and
principles
may contain major computational errors
identifies some important elements of the problem but shows only
limited understanding of the relationships among them
appears to reflect an appropriate strategy but the application of
strategy is unclear, or a related strategy is applied logically and
consistently
gives some evidence of a solution process
gives some written explanation of the solution process employed,
either explains what was done or addresses why it was done;
explanation is vague or difficult to interpret
may include a diagram with some of the elements explained
1
shows limited to no understanding of the problem’s mathematical
concepts and principles
may misuse or fail to use mathematical terms
may contain major computational errors
fails to identify important elements or
places too much emphasis on unimportant elements
may reflect an inappropriate or inconsistent strategy for solving the
problem
gives minimal evidence of a solution process; process may be difficult
to identify
may attempt to use irrelevant outside information
gives minimal written explanation of the solution process; may fail to
explain what was done and why it was done
explanation does not match the presented solution process
may include minimal discussion of the elements in a diagram;
explanation of significant elements is unclear
0
no answer attempted
no apparent strategy
no written explanation of the solution
process is provided
Adapted from Lane (1993)
ASSESSMENT RUBRIC
TAKEN FROM THE STANFORD 9 OPEN-ENDED ASSESSMENTS. BASED ON
A 4 POINT SCALE
3--PROFICIENT; WELL SUPPORTED; SHOWS UNDERSTANDING
2--PARTIALLY CORRECT; DOES NOT FULLY ADDRESS THE QUESTION; LACKS
SUPPORTING EVIDENCE
1--MINIMAL RESPONSE; FRAGMENTED; SUPERFICIAL
0--DOES NOT SHOW EVEN RUDIMENTARY UNDERSTANDING ; MAY BE ASSOCIATED ONLY
TO AN ISOLATED WORD OR PHRASE
= 1 square
cm
