After a discussion about patterns and their
use as plans for making various objects (e.g., clothing, model boats,
planes, etc.) the students were given the following instructions:
Create a pattern for making a solid. This type of pattern is often
called a “net.” The net should be in one piece, and the
figure may not have any overlapping sides. As part of your work, you
must also:
1. Make the solid figure.
2. Tell how you arrived at your final plan.
3. Explain any rules which you may have discovered during your work.
In order to complete the task, students were given access to the following
materials:
|
 |
• rulers
• markers
• wooden cubes
• graph paper
• construction paper
• scissors
• paper squares, circles, triangles, etc.
• tape |
| This sample of student work was produced
under the following conditions: |
| - alone |
in a group |
| - in class |
as homework |
| - with teacher feedback |
with peer feedback |
| timed |
- opportunity for revision |
This work sample illustrates a standard-setting
performance for the following parts of the standards:
|
 a |
Geometry and
Measurement Concepts: Give and respond to directions about location. |
| b |
Geometry and
Measurement Concepts: Visualize and represent two dimensional
views of simple rectangular three dimensional shapes. |
 b |
Mathematical
Skills and Tools: Estimate numerically and spatially. |
| c |
Mathematical
Skills and Tools: Measure accurately. |
| e |
Mathematical
Skills and Tools: Refer to geometric shapes and terms correctly. |
| h |
Mathematical
Skills and Tools: Use measuring devices and manipulatives. |
 a |
Mathematical
Communication: Use appropriate mathematical terms, vocabulary,
and language. |
| c |
Mathematical
Communication: Explain solutions to problems clearly and logically. |
|
a
Geometry and Measurement Concepts: The student gives and responds
to directions about location, e.g., by using words such as “in
front of,” “right,” and “above.”
 The
student used location words to explain thinking and understanding,
e.g., “right side,” “left side,” “bottom,”
and “top.”
 b
Geometry and Measurement Concepts: The student
visualizes and represents two dimensional views of simple rectangular
three dimensional shapes, e.g., by showing the front view and side
view of a building made of cubes.
  The
student produced two dimensional views of a three dimensional object—a
cube.
 b
Mathematical Skills and Tools: The
student estimates…spatially.
c
Mathematical Skills and Tools: The
student measures accurately.
|
|
|
 The student
measured the squares accurately since all the sides were 5 cm. The
successful completion of the cube provides further evidence that
the student measured correctly.
e
Mathematical Skills and Tools: The
student refers to geometric shapes and terms correctly.
 The student
referred correctly to face, square, cube, and pattern.
h
Mathematical Skills and Tools: The student
uses measuring devices, pencil and paper, and manipulatives.
|
 |
|
The
student used paper, pencil, and scissors to construct a cube. As
part of the construction, the student also had to use a ruler.
 a
Mathematical Communication: The student uses
appropriate mathematical terms, vocabulary, and language, based
on prior conceptual work.
The
student used location words (e.g., “back,” “front,”
and “the left side”) and shape words (e.g., “cube,”
and “square”) correctly.
c
Mathematical Communication: The student
explains solutions to problems clearly and logically, and supports
solutions with evidence, in both oral and written work.
 The
student used examples of nets that work and that do not work as
evidence of the solution presented.
|
There is a small error on the last page (“its” is repeated unnecessarily).
This does not detract from the work. |
