MINISTRY OF EDUCATION

CURRICULUM PLANNING AND DEVELOPMENT DIVISION

CONTINUOUS ASSESSMENT COMPONENT

SEA - MATHEMATICS

CURRICULUM PLANNING AND DEVELOPMENT DIVISION

MATHEMATICS UNIT

AUGUST 2012

I hear, I forget I see, I remember

I do, I understand
Old Chinese Proverb
 TABLE OF CONTENTS

Page Number

Rationale for CAC of the SEA Mathematics ............................................................................ 1

Curriculum Objectives of CAC in SEA Mathematics .................................................................. 2

General Objectives ............................................................................................................. 2
Specific Objectives ............................................................................................................. 2

Features of CAC Mathematics ................................................................................................... 3

Content and Pedagogy ..................................................................................................... 3
CAC Mathematics Curriculum Objectives ........................................................................ 3
Pre-Knowledge ................................................................................................................. 4
Assessment Objectives ...................................................................................................... 4
Requirements for Performance Tasks in CAC Mathematics .............................................. 4
Criteria for Assessment .................................................................................................... 5

Scoring Rubrics ......................................................................................................................... 6

The Geoboard ........................................................................................................................... 7

Use in Teaching and Learning ......................................................................................... 7
Basic Features of the Geoboard ....................................................................................... 7
Key concepts in Geoboard Use ......................................................................................... 8

Introducing the Geoboard in the classroom ................................................................................ 9

General Teacher Instructions ................................................................................................... 12

Assessment Samples Performance Tasks and Rubrics ............................................................. 13

Wooden Fence ............................................................................................................... 13
Vegetable Garden .......................................................................................................... 20

Appendix ................................................................................................................................ 29
Sample Unit of Work for Mathematics Project ................................................................ 30
Glossary of Terms .......................................................................................................... 31
Teacher Reflection Sheet ................................................................................................ 33
Student Reflection Sheet ................................................................................................. 34
Checklist: Developing Performance Tasks ..................................................................... 35
Additional Sample Teaching and Learning Tasks for classroom use ............................... 36
Rationale for CAC of the SEA Mathematics
Mathematics is a key to the development of concepts and skills in all other curriculum areas, and
therefore, poor Mathematics performance can hinder students from achieving their full potential
not only in Mathematics but in all subject areas.
Data Analysis of student examination performance identifies the following areas of concern:
Student underperformance in the Number, Measurement and Geometry Strands.
Underachievement of male students in the Number, Measurement and Geometry Strands.
The factors contributing to the underperformance of students in Mathematics at the Primary
School level include three key factors:
Curriculum implementation is set in an exam-driven context where a regimented drill and
practice style is used to deliver the curriculum with a focus on passing examinations.
Children are not provided with opportunities to enjoy Mathematics through explorations
and hands-on experiences with resources.
More often than not, the children in our Mathematics classrooms experience what
researchers call Mathematics anxiety which creates a mental block to the learning of
Mathematics and this learning barrier often spans their entire careers.
Testing methods are often limited to summative assessments.
A paradigm shift in the teaching and assessment of Mathematics is needed, where greater
emphasis can be placed on
the deepening of understanding, through hands-on tasks using resources such as
Geoboards, Folding Geo-solids, Math Link Cubes, Tangrams, Centimetre Cubes,
Fraction Stax and teacher-made resources.
the development of higher order thinking skills through problem-solving approaches in
real world contexts.
the assessment of students both in the process and product of their learning.
A student support approach to the teaching and learning of Mathematics can yield benefits that
can contribute to the improvement in student learning at the Primary Level. The CAC in SEA
Mathematics is an opportunity to bring about this shift in the approach to teaching and learning
in Mathematics as it focuses on those curriculum objectives which support activity-based
assessment, rich feedback and a greater delight in logical, procedural thinking.

1
Curriculum Objectives of CAC in SEA Mathematics

General Objective
To provide opportunities for students to demonstrate their knowledge, skills and
understanding of Mathematics in a variety of contexts.

Specific Objectives
To introduce a variety of instructional strategies to cater to the range of learning styles of
pupils.
To engage students in authentic assessment strategies such as Performance Tasks.
To use a variety of manipulative materials to enhance the understanding of mathematical
concepts and principles and to enjoy Mathematics through fun-filled activities involving
team work, investigations and outdoor activities.
To provide opportunities for students to connect Mathematics with other subject areas
and to everyday life.
To promote creative and critical thinking; spatial, logical and algebraic reasoning in
problem solving in real world situations.
To provide opportunities for students to communicate their Mathematical thinking in
writing and with diagrams.
To develop qualities of persistence, flexibility, collaboration and cooperation through
problem solving.

2
Features of CAC Mathematics

Content and Pedagogy

The recommended pedagogical approach to implementing the CAC in SEA Mathematics is to

incorporate more aspects of hands-on tasks or explorations (Performance Tasks) using
Mathematics resources. These tasks should be set in problem-solving contexts to achieve
optimum benefits to students.

The Programme of Work for the CAC in SEA Mathematics Project will focus on three specific
strands:
Number
Measurement
Geometry
It will comprise sections of the Mathematics syllabus which lend themselves to hands-on
activities.

CAC Mathematics Curriculum Objectives

1. Calculate the perimeter of shapes using estimation and formulae

2. Estimate the area of shapes using a grid
3. Calculate the area of shapes using formulae
4. Calculate volumes of cubes and cuboids
5. Use algorithmic thinking to solve problems
6. Describe the properties of prisms
- Constructing frames using straws, sticks and plasticine

3
Pre-knowledge

The above objectives rest on student mastery of the following: two (2) digit number bond theory,
formulae for perimeter, area, circumference, volume and relevant vocabulary.

Assessment Objectives
1. Calculate perimeter of shapes outlined on Geoboards and Geoboard dot paper
2. Calculate area of shapes outlined on Geoboards and Geoboard dot paper, including
triangles rectangles and simple compound shapes
3. Represent on Geoboards a real life situation requiring knowledge and understanding of
perimeter and area
4. Draw nets of solids
5. Construct solids from their nets

Requirements for Performance Task in CAC Mathematics

CAC Mathematics will require the use of resources such as
Geoboards and Geoboard dot paper
Geo-Reflectors
Pattern Blocks
Folding Geo-Solids
Math Link Cubes
Tangram Sets
Centimetre Cubes
Fraction Stax

4
Criteria for Assessment

The following skills and mathematical processes will be assessed in each performance task.

Use of Manipulative
Work with appropriate manipulative to solve a problem

Problem Solving
Make a plan, based on the information supplied
Select a strategy (steps to solve the problem)
Apply the strategy (multiple solutions may exist)
Verify that solutions satisfy criteria

Representation
Transfer abstract thinking to concrete representations to table/visual or symbolic
representations

Communication
Use multiple representations to express mathematical concepts and solutions (e.g.
pictorial, tabular, graphical)
Use mathematical language and symbolism appropriately
Present results in written form

The four profiles are weighted in the ratio:

Use of Manipulative Problem Solving Representation Communication

2 4 2 2

Relevant scoring rubrics are developed for each assessment task under the above profiles.

5
Scoring Rubrics

A rubric is a scoring guide that seeks to evaluate a student's performance based on the sum of a
full range of criteria rather than a single numerical score. A rubric is a working guide for students
and teachers, usually handed out before the assignment begins in order to get students to think
about the criteria on which their work will be judged. When students receive rubrics beforehand,
they understand how they will be evaluated and can prepare accordingly.

Common Features of Rubrics

Rubrics can be created in a variety of forms and levels of complexity, however, they all contain
three common features which:
focus on measuring a stated objective (performance, behaviour, or quality).
use a range to rate performance.
contain specific performance criteria arranged in levels indicating the degree to which
the criteria have been met.

Advantages of Rubrics

Improve student learning by clearly showing the student how their work will be evaluated
Help students become better judges of the quality of their own work
Allow assessment to be more objective and consistent
Clarify in specific terms the criteria used by the teacher to evaluate students work
Reduce the amount of time teachers spend evaluating student work
Provide students with more informative feedback about their strengths and areas in need
of improvement
Accommodate heterogeneous classes by offering a range of quality levels
Are easy to use and easy to explain

6
 The Geoboard

The focus of the following CAC Mathematics Assessments is based, initially, on the use of the
Geoboard to introduce a hands-on approach to Mathematics. The Geoboard allows the
exploration of basic concepts in Measurement, Number and Geometry such as perimeter, area or
the characteristics of geometrical figures and to apply knowledge, skills and competencies
gained to solve real-world problems.

Using the Geoboard in Teaching and Learning

The Geoboard is a mathematical manipulative used to explore basic concepts in Plane

Geometry. Geoboards were invented and popularized in the 1950s by Egyptian
mathematician Caleb Gattegno (1911-1988). It consists of a physical board with a certain
number of nails half-driven in, around which are wrapped rubber bands. Each square of the
Geoboard has dimensions 1 unit x 1 unit.

Basic Features of the Geoboard

1 unit of length in
horizontal direction

1 unit of length
Geoboard pin in
vertical direction

1 square unit
of
area each area encloses
an estimate
of
square unit

Total area of shape is

5 square units

7
 GEOBOARD DOT PAPER

Topics which can be explored using the Geoboard include:

perimeter reflection counting scaling
plane shapes similarity angles position
translation area patterns congruence
rotation fractions polygons classification

Key concepts in Geoboard Use

Linear Unit
Each side of a square on the Geoboard has unit length.
Straight Lines
Investigate various orientations of Straight Lines using rubber bands of different
colours
Estimate, verify and record the length of each line by counting (number of units)
Enhance Numeracy Skill in applying Number Concepts
Reinforce the Language of Geometry parallel, equal, horizontal, vertical etc.
Plane Shapes
Create Squares, Rectangles, Triangles etc. vary size and orientation
Angles
An angle is a measure of turn. A Turn has a reference point called the centre of
turn/rotation e.g. Human skeleton at the joints. A Turn has a direction - Clockwise or
Anticlockwise.
Form and review types of Angles acute, obtuse, reflex
Form angles of turn, turn, turn, 1 turn

8
 INTRODUCING THE GEOBOARD IN THE CLASSROOM

Finding Area and Perimeter of a Rectangle made on Geoboard

1. Form a RECTANGLE of your choice.
2. Count the TOTAL NUMBER OF UNITS AROUND THE SHAPE. This is the
PERIMETER. Record the Perimeter in units.
3. Count the TOTAL NUMBER OF SQUARES INSIDE THE SHAPE. This is the AREA.
Record the Area in square units.

Geoboard Activities

Instructional Objectives:
Students will explore activities on the geoboard to compare area and perimeter
Instructional Materials: Geoboards, rubber bands

Activity I: Determine lengths of paths

Students choose any two pegs on the Geoboard.

Students explore all the different paths from the first peg to the second peg.
Students determine which path is the longest and which is the shortest.

Activity II: Comparison of triangles

Each student creates a triangle

Students compare their triangles s to identify differences and similarities
Students estimate the area of their triangles
Students compare the estimates of the areas

Activity III: To show that the area of a triangle is half the area of a rectangle.
Form a rectangle with the base having an even number of units
Form a triangle with same base and apex at the top centre of rectangle
Insert the height of the triangle

9
 Reasoning: Area of Rectangle is divided into four equal parts. Two parts make up area of
triangle. Conclusion: Area of triangle is half area of rectangle

Activity IV: To reinforce the concept of the height of a Triangle.

Form a few triangles with base on either one of the two parallel lines, including scalene
triangles
Ask students to indicate heights using rubber bands of different colours
Reinforce concept that height is perpendicular distance from the vertex to the base
Repeat exercise with different orientations of bases

Activity V

Place student in pairs

Ask each student to create a 4-sided shape
Students compare with partners to identify what is the same and what is different about
their shapes
Students estimate the area of shapes
They compare the area of shapes

Activity VI: Comparison of area and perimeter

Students are challenged to make a figure that has a perimeter of 10 units and an area of 4
units

Activity VII: Comparison of area and perimeter

Students explore to determine the maximum area that can be enclosed if the perimeter is
36 units

Activity VIII: Comparison of area

Determine the different ways to divide the geoboard into 4 equal parts

10
Activity IX: Comparison of area

Students use rubber bands to divide the geoboard into different areas
Students express each area as a fraction (decimal, percent) of the whole area

Activity X: Reflection

Students design a shape on one half of the geoboard

Students construct a reflection of the shape formed in a mirror line

Activity XI: Area and Perimeter of a Rectangle

Form a RECTANGLE having a Perimeter = 24 units
Form other rectangles having a Perimeter = 24 units
Options Possible
11 x 1 [Reasoning Perimeter = 12. To make 2 sides with a sum of 12
10 x 2 we have 11 + 1, 10 + 2, 9 + 3, 8 + 4, 7 + 5, 6 + 6]
9x3
8x4
6x6

Activity XII: Make 3-D shapes using Geoboard e.g. cubes, cuboids

11
 General Teacher Instructions

1. Teachers are required to have the resources, task sheets, manipulative and scoring rubrics

ready prior to the administration of the task.

2. Each student should be provided with a task sheet, scoring rubrics and manipulative for the

task.

3. Assistance with the reading of instructions for struggling learners should be provided.

4. Support personnel for the visually impaired students should be arranged in a timely

manner.

5. Teachers must allow sufficient time for students to complete the task.

6. Practice assessments are opportunities to provide feedback and additional time to improve

attempts at the different activities in each task.

7. Practice assessments are also opportunities to apply CAC scoring rubrics to assess

students learning and provide qualitative feedback to students and parents.

12
CONTINUOUS ASSESSMENT COMPONENT
FOR SEA MATHEMATICS

STANDARD FOUR

PRACTICE ASSESSMENT #1

WOODEN FENCE

This task carries a total of 10 marks.

13
 TEACHERS SHEET

Specific Content Objectives:

Students will
1. Demonstrate an understanding of the concepts of area and
perimeter of rectangles
2. Identify and use number combinations of two digit numerals
3. Determine the perimeter of rectangles by counting units around the
shape and by calculation.
4. Determine the area of rectangles by counting squares and by
calculation.
Specific Performance Objectives:
Students will
1. Work with manipulative (Geoboard and rubber bands) appropriate
for the task
2. Make different rectangles having the same perimeter using the
Geoboard
3. Explain, in words, how they made different rectangles having the
same perimeter
4. Represent the rectangles made on the Geoboard using Geoboard dot
paper
5. Demonstrate a high level of individual engagement and persistence
to complete the task successfully
6. Work independently and successfully

Resources
Geoboard and Rubber bands Student Task Sheets
Geoboard dot paper Ruler

14
ACTIVITY 1: Creating Rectangles using the Geoboard

Gary wants to make a wooden fence along the perimeter of his model
farm to enclose the toy animals. The fence is to be rectangular in
shape with a perimeter of 18 units.

Use your Geoboard and rubber bands to show Gary all the different
rectangular shapes he can make.
Your shapes should satisfy the following criteria:
Perimeter = 18 units
Your rectangles may overlap.
[Remember Geoboard pins are 1 unit apart]

Allow your teacher to score your drawing for Activity 1.

Explain, in at least two sentences, how you made all the different
rectangles having the same perimeter.

Explanation:

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

15
 ACTIVITY 2: Representing length, width and area of rectangles
using a table

Gary wishes to select the rectangle which gives the largest area for
his model farm with perimeter of 18 units.

Complete the table below to show the length, the width and the area of
each rectangle you made in Activity 1.

Length in units Width in units Area in square units

What will be the largest area, in square units, of the model farm?

Largest area ______________________________

16
ACTIVITY 3: Materials needed for the Wooden Fence

Gary wants to use 3 rows of horizontal bars along the entire

perimeter of the farm. The horizontal bars are made of flat wooden
strips.

What is the total length of wooden strips, in units, Gary would need to
complete the horizontal bars along his model fence?

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

END OF ASSESSMENT

17
 SOLUTIONS: WOODEN FENCE

ACTIVITY 1: Perimeter of Geoboard Rectangles

Student applies criteria for making rectangles

8 units by 1 unit
7 units by 2 units
6 units by 3 units
5 units by 4 units

Explanation: Students explanation to include

- selecting sides to give Perimeter of 18 units.
- using smaller or larger sides to make new rectangle and checking that
perimeter stays 18 units.

ACTIVITY 2: Finding the largest area

Length of Rectangle Width of Rectangle Area of Rectangle in square units

in units in units [Counting squares/Calculations]

8 1 8

7 2 14

6 3 18

5 4 20

Largest area = 20 square units

ACTIVITY 3: Determine the Quantity of Wood needed for the

Wooden Fence

Total length of wooden strips = 3 x 18 = 54 units

18
 Teacher Scoring Rubric Practice Assessment #1 Wooden Fence

Use of Manipulative [2] Problem Solving [4] Representation [2] Communication [2]

Attempted Demonstrated Drew Drew one Calculated Calculated Completed Showed Selecting Using
task in persistent on- rectangle other largest area correctly table correct sides to smaller or
given time task behaviour with largest rectangle in square students showing areas of give larger sides
[1] [1] area and with units total length students rectangles Perimeter to make new
Perimeter Perimeter of wooden correct in table of 18 rectangle and
Last name First name of 18 units 18 units [1] strips in length and [1] units checking
on [1] units width of [1] that
Geoboard [1] rectangles perimeter
[1] constructed stays 18 units
on [1]
Geoboard
[1]

19
CONTINUOUS ASSESSMENT COMPONENT FOR
SEA MATHEMATICS

STANDARD FOUR FINAL ASSESSMENT

VEGETABLE GARDEN

This task carries a total of 10 marks.

20
 TEACHERS SHEET

Specific Content Objectives

Students will
1. Differentiate between the properties of plane geometrical shapes
2. Calculate the areas of plane geometrical shapes using formulae
3. Use strategies to estimate the areas of plane shapes

Specific Performance Objectives

Students will
1. Work with manipulative appropriate for the task
2. Make plane shapes to a given specification using the Geoboard
3. Explain how different shapes were made to a given specification
4. Represent the shapes made using Geoboard dot paper
5. Demonstrate a high level of individual engagement and persistence to
complete the task successfully
6. Work independently and successfully

Resources

Geoboard and Rubber bands

Student Task Sheets
Geoboard dot paper
Ruler

21
 ACTIVITY 1: Dividing the vegetable garden into sections

Grandmother has a vegetable garden in the shape of a square, measuring

10 units by 10 units. She wants to divide the vegetable garden into 4
sections to grow different vegetables.

The rules for making the 4 sections are as follows:

The sections must have no spaces between them.
The hot pepper section measures 10 units by 2 units and will be located
along the length of the backyard.
The cabbage section is rectangular in shape and measures 8 units by 4
units.
The bodi section is a triangle whose area is half the area of the
cabbage section.
Lettuce is planted in the remaining area which must be a four sided
plane shape.
The sum of the areas of the 4 sections must be equal to the area of the
vegetable garden which measures 10 units by 10 units.

Use your Geoboard and rubber bands to show one way Grandmother can
make the 4 sections of her vegetable garden.
[Geoboard pins are 1 unit apart]

Allow your teacher to score your drawing for Activity 1.

22
Explain how you made the 4 sections of Grandmothers vegetable garden.
Name the shape of the remaining area.

___________________________________________________________________________________________

__________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

23
 ACTIVITY 2: Drawing the sections of the vegetable garden

Use the Geoboard dot paper to draw the 4 sections of the vegetable
garden.

Label each section with the name of the vegetable grown in it.

Estimate the area of each section of the vegetable garden by counting

squares.

Area of Hot Pepper Section = ____________________________

Area of Cabbage Section = ______________________________

Area of Lettuce Section = ______________________________

Area of Bodi Section = _________________________________

END OF ASSESSMENT

24
 SOLUTIONS - VEGETABLE GARDEN

ACTIVITY 1: Dividing the vegetable garden into sections

The shape of the remaining area is a trapezium.

25
Explanation to divide shape into vegetable garden

- Place hot pepper section measuring 10 units by 10 units along one end of
vegetable garden
- Select orientations of cabbage and bodi sections so that bodi section is half
the area of the cabbage section
- Check that a remaining shape is present
OR
- Total area of vegetable garden is 100 square units
- Hot pepper section uses 20 square units of area
- Remaining sections will add up to 80 square units
- Bodi section is 16 square units
- Remaining shape is trapezium

Problem Solving:
Estimation of any area
Hot Pepper section: 20 square units
Cabbage section: 32 square units
Lettuce section: 32 square units
Bodi section: 16 square units

26
Drawing the shapes of four (4) sections on Geoboard dot paper

Possible layout of vegetable garden on Geoboard dot paper

HOT
PEPPER

BODI
CABBAGE
LETTUCE

27
 Teacher Scoring Rubric Practice Assessment #2 Vegetable Garden

Use of Manipulative [2] Problem Solving [4] Representation [2] Communication [2]

Attempted Demonstrated Drew all Named the Estimated Estimated Represented Labelled Placed hot Made bodi
task in persistent on- 4 sections remaining correctly correctly correctly 4 at least pepper section half
given time task behaviour correctly shape area of area of Geoboard two section 10 the area of
Last name First name [1] [1] on correctly student student sections sections units by 10 the cabbage
Geoboard [1] bodi lettuce using correctly units along section and
[1] section section Geoboard [1] one end of checked that
[1] [1] dot paper vegetable a remaining
[1] garden shape has 4
[1] sides.
[1]

28
APPENDIX

29
 Sample Unit of Work for Mathematics Project

Curriculum Topic Objectives Geoboard Activities Assessment

Level & Strand
Measurement 1. Calculate the perimeter of plane
geometrical shapes having only
vertical and horizontal sides using
Linear estimations and formulae
Measure
2. Use informal/non-standard units
of length to measure and record
dimensions
1. Calculate the area of shapes
using formulae
Area 2. Use informal/non-standard units
of area to measure and record areas
of plane shapes
Geometry 1. Draw solid shape given
dimensions of faces
Volume/
2. Use the Volume formula to
Capacity
calculate volume based on lengths
of edges of cubes and cuboids
1. Describe the properties of prisms
and pyramids
Solids
Draw plane geometrical shapes using rubber
bands and the Geoboard
Problem-solving
Performance Task
Obtain measurements of length by counting
units horizontally or vertically
Draw plane geometrical shapes using rubber
bands and the Geoboard
Problem-solving
Obtain measurements of area by counting Performance Task
squares inside the plane shape
Draw solid shapes using Geoboard
Problem-solving
Performance Task
Construct prisms from their faces using
Folding Geometric solids and paper cut-outs Problem-solving
Construct frames of prisms using straws, Performance Task
sticks and plasticine

Number Number 1. Identify and use the Activities involving number bonds e.g. Problem-solving
Combinations combinations of two-digit numbers Towers of numbers Performance Task

30
Glossary of Terms

Terms Meanings
Assessment In schools, assessment is concerned with observing learners and collecting
information about those observations. Assessment of learners is a way of finding out
what they know, understand and can do. Teachers gather information informally by
observation or by assigning students specific activities related to the curriculum and
by analyzing the students performance on those activities.
Assessment Activity or exercise used for finding out what learners know and can do. Sometimes
Activity called an Assessment Task.
Checklists A list of objectives, skills, competencies and understandings of learners. Teachers
indicate learner performance on the checklist to show achievement or an
unsuccessful attempt.
Classroom- Assessment that takes place in the classroom, usually carried out by the teacher.
based
Assessment
Constructed An answer, a question or a problem that the student must make up on their own as
Response opposed to recalling information or choosing from given information.
Continuous Periodic observation of learners to find out what learners know and can do. This is
Assessment usually done when teachers ask students to perform activities that have been drawn
from the curriculum. The teacher uses assessment to adapt instructions to the
learners needs.
Dimensions Measurements associated with attributes of physical objects. Examples: length,
height.
Enrichment Providing extra learning opportunities for those who have achieved the required
lesson objectives.
Estimate An approximate calculation
Evaluation Making a judgment on the learners performance based on the assessment results.
Feedback Giving information about learners performance or product back to the learner.
Telling a learner how he/she is progressing.
Geoboard A mathematical manipulative used to explore basic concepts in plane geometry such
as perimeter, area and the characteristics of triangles and other polygons. It consists
of a physical board with a certain number of nails half-driven in, around which are
wrapped rubber bands.
Geoboard dot A grid comprising dots used with Geoboard Activities.
paper

31
Grading Assigning numbers or letters to student assessment activities.
Group Assessing learners for the work they complete in a group.
Assessment
Individual Examines what an individual learner knows and can do. This can be compared with
Assessment a group assessment when learners working in a group are assessed together. Even if
learners work in a group they can sometimes be assessed individually.
Manipulative Manipulative is concrete material commonly used in teaching Mathematics. It
includes blocks, tiles, geometric shapes of different colours and sizes, etc.
Marking Checking learner assessment for quality. This requires reading and observing. A
mark or grade is assigned.
Non- Non-standard units are objects that are used to make rough measurements.
Standard Example: hand span, thickness of a book, but these vary in size which makes it more
Units difficult to use for an accurate measurement
Performance An activity in which a teacher observes and makes a judgment about the students
Task demonstration of a skill or competency in creating a product, constructing a
response, or making a presentation.
Processes in Skills and competencies used in the teaching and learning of Mathematics.
Mathematics Examples are Problem-solving, Communication, Representation.
Product of Learning outcome or product of learning activity.
learning
Problem- Numerous ways of solving problems in Mathematics
solving
Strategies
Process of Involves the actual task performance rather than the output or product of the
learning activity.
Remediation Providing learning opportunities to address any deficiencies in student learning to
prevent students from falling behind in their development of content and skill
Rubric A scoring guide for grading learners work that indicates the specific criteria for
attaining each possible score for a particular assessment activity
Standard Standard units are common units that can be re-measured easily. Examples:
Units centimetres, metres, miles, grams, seconds, etc.

32
TEACHER REFLECTION SHEET Standard Four

Todays reflection

Student engagement

My Planning nts engagement

Quality of assessment
Curriculum coverage

Feedback for Lesson Adaptation

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

33
STUDENT REFLECTION SHEET Standard Four

As I reflect on todays activity

I particularly remember I gained new knowledge of

I did new things

I did some thinking about

I enjoyed __________________________________________________________

___________________________________________________________________

34
 CHECKLIST

Developing Performance Tasks

Tick Areas of Focus

Title

Strands assessed
Specific Objectives (Measurable)
Content Objectives (appropriate cognitive level)
Performance Objectives
Value Outcomes
Resources/Manipulative
Task Description Presentation of Challenge
Instructions
Variables to be measured
Use of manipulative
Critical Thinking
Problem-solving
Worked Solutions
Teacher Scoring Rubric focuses on measuring
- Use of manipulative - Problem solving
- Representation - Communication
Is the task written in child friendly language?

Is the task attainable?

Is the task authentic?

Are the instructions clear?

Is the scaffolding adequate?

Is sufficient time given for the completion of the task?

Are the assessment criteria clearly stated?

Is a student scoring rubric included?

35
 Additional Sample Teaching and Learning Tasks for Classroom Use

TRANSFORMATIONS

Transformation means change.

Under a Geometrical Transformation, the position and dimension of a shape are

sometimes changed.

The image of a shape is the figure that results after the Transformation.

Types of transformation

1. Slide

2. Flip

3. Turn

A Slide is a movement of the shape along a straight line. Every point in the shape

moves through the same distance. Movements may be described in directions:

to the right, to the left, vertically up, vertically down, or combinations of these.

A Flip is a mirror image of the shape. A point and its image are equal distances

from the mirror line. The shape is laterally reversed after the flip.

A Turn is a movement about a fixed point through an angle in a clockwise or an

anticlockwise direction. The fixed point is called the centre of rotation. Every

line in the shape is turned through the same angle.

Under the Transformations, Slide, Flip and Turn, the dimensions of the shape

remain unchanged.

36
 APPROACHES TO THE TEACHING OF TRANSFORMATIONS

1. Computer aided drawings 2. Geoboard

Grid Paper Game

#1 Topic - Transformations in Geometry

Task: Flip using the Geoboard

Plane Shapes

Instructions:
1. Make a vertical mirror line to divide the Geoboard into two equal parts
2. Select ONE of the shapes (object shape) shown above and make it on the left
side of your Geoboard.
3. Flip your object shape in the mirror line to obtain your image shape.

Variable to be measured: Quality of image shape

Criteria: - Quality of image produced
Shape of image
Size of image
Distance of image and object from the mirror line
Sense of lateral inversion

Scoring Rubric based on Performance Levels

All 4 conditions met .................... [4 marks]
3 conditions met ........................... [3 marks]
2 conditions met ........................... [2 marks]
1 condition met .. [1 mark]
No condition satisfied [0 mark]

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#2 Topic-Transformations in Geometry:

Task: Turn using the Geoboard

1. Make a right-angled triangle on the left side of your Geoboard as shown below

1.

2. Transform your object by making one quarter of a turn in a clockwise direction. Make
image on Geoboard.
3. Transform your object by making one - half of a turn in a clockwise direction. Make
image on Geoboard.
4. Transform your object by making three - quarters of a turn in a clockwise direction.
Make image on Geoboard.
5. Transform your object by making a whole turn in a clockwise direction. Make image on
Geoboard.
Solution

1. 2.

4. 3.

Scoring Rubric based on Performance Levels

Variable to be measured: Number of images made
All 4 images correctly made ................. [4 marks]
3 images correctly made ....................... [3 marks]
2 images correctly made ....................... [2 marks]
1 image correctly made ............................. [1 mark]
No correct image made ............................ [0 mark]

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# 3 Topic Spatial Reasoning in Geometry

Task - Tangram Puzzle

Instructions:

THIS IS A LARGE TRIANGLE:

[Teacher customizes size to fit size of Tangram pieces used at school]

All the pieces of the Tangram can fit exactly like this triangle when placed
close together (without spaces between them).

Instructions :

Arrange all the pieces of the Tangram to fit exactly like the large triangle
drawn above.

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 Solutions

Scoring Rubric based on performance levels

Name of Student: __________________________________

5 4 3 2 1 0

Solving All 7 6 tangram 5 tangram 4 tangram 3 tangram No

Tangram tangram pieces pieces pieces pieces attempt
Puzzle pieces correctly correctly correctly correctly at task
correctly positioned positioned positioned positioned
positioned over large over large over large over large
over large triangle triangle triangle triangle
triangle

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#4 Topic - Algebraic Thinking: Number

Task: Making Towers of Twenty

Resources: Math link cubes/ Bristol board

1. Create one strip of Math link cubes or Bristol Board to denote the number 20.

2. Using Math link cubes /Bristol board create the strips below as follows
2 ten strips 2 six strips 2 three strips
2 nine strips 2 five strips 2 two strips
2 eight strips 2 four strips 2 unit strips
2 seven strips

Instructions :

Select and arrange the strips to make 5 towers of 20 similar to the strip
of 20.
Allow your teacher to assess your towers before dismantling them.
Explain the strategy you used to obtain all possible solutions

10 10

9 9

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8 8

7 7

6 6

5 5

4 4

3 2 1

3 2 1

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 Scoring Rubric - Making Towers of Twenty (12 Marks)

Variable assessed: Number of correct towers made

Performance Levels
5 correct combinations ................... [10 marks]
4 correct combinations ..................... [8 marks]
3 correct combinations ..................... [6 marks]
2 correct combinations ..................... [4 marks]
1 correct combination ........................ [2 marks]
No correct combination ...................... [0 mark]

Explanation of strategy used to solve problem

- Use of number bonds to get numbers which add up to 20
- Selecting sets of strips to make of 20

Variable assessed: Number of aspects of strategy correctly stated

Performance Levels
Both aspects of strategy correctly stated ......... [2 marks]
One aspect of strategy correctly stated .............. [1 mark]
No aspect of strategy correctly stated ................ [0 mark]

Solutions

5 possible combinations for towers of 20

10 + 10
9+9+1+1
8+8+2+2
7+7+3+3
6+6+4+4

Explanation of Strategy used to solve problem

- recalled the number combinations of 20
- selected combinations to match pieces given

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 MATH CLUB LOGO
The Junior Math Club of a Primary School invited
Standard Five students to create a logo for a Math
Club using tiles of four different shapes.

Triangle Rhombus Trapezium Hexagon

Activity 1: Creating Logo Design

You must satisfy the following criteria in performing this activity.

1. You must select shapes suitable for use as tiles for your task and
place them on your desk top.
2. You must use at least one piece of each type of tile in your logo.
3. The tiles must be arranged to form a regular hexagon
4. The area of your hexagon must be equivalent to 24 units (24
triangles).
5. The arrangement of the tiles must show a minimum of one (1) line
of symmetry.
6. Tiles must be placed so that there are no spaces between them.
7. Tiles must not be stacked.

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Activity 2: Costing the Logo

The members of the Junior Math Club decided to

purchase tiles of the same shape and colour to make
the logo. The logo will be posted on the front wall of
the Mathematics Club Meeting Room.

A price chart for the tiles is shown below

Triangle Rhombus Trapezium Hexagon

$8.00 $10.00 $12.00 $15.00

Use the price chart above to make a bill for the Math
Club showing the cost of each type of tile used and the
total cost of the logo.

Use the sheet provided for your response.

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Bill for Math Club Logo

End of Assessment

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 Teachers Scoring Rubrics Math Club Logo

Use of Manipulative [2] Problem Solving [4] Representation [2] Communication [2]

Attempted Demonstrated Created Use of 4 Created Area of Correct Correct Bill Total
task in persistent on- hexagonal different regular 24 listing costing correctly cost
Last name First name given time task behaviour shape plane hexagon triangular of tiles of each set out stated
[1] [1] [1] shapes [1] units used in type of [1] [1]
showing [1] bill tile used
1 line of [1] [1]
symmetry
[1]

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