d
Geometry and Measurement Concepts: The student
determines and understands length, area, and volume (as well as
the differences among these measurements), including perimeter and
surface area; uses units, square units, and cubic units of measure
correctly; computes areas of rectangles, triangles, and circles;
computes volumes of prisms.
Work on
the first question illustrates understanding of volume.
In Sample
4, the student is demonstrated understanding and determining length,
area, and volume, as well as square units, and cube units of measure
correctly.
Work on the second question illustrates understanding of surface
area.
In Sample
1, though, equals signs (=) are used a little carelessly. Colons
(:) or arrows
(>) would be more appropriate links. Equals signs could have
been retained while clarifying just what is equal or the same, for
example, “Area of 1 side = 9 sq. cm.”
In Sample
4, the equals sign is used correctly. 3
In Sample
3, the labeling of only one side of the cube demonstrates an understanding
of the concept of a cube and its relationship with its measurements.
In Sample
3, equals signs are used appropriately although the student missed
labeling the equations for area.
h
Geometry and Measurement Concepts: The student
chooses appropriate units of measure with ease.
In Sample 4 (a) and (b), the student correctly chose
and
as the unit of measure for volume and area respectively.
f
Mathematical Skills and Tools: The student
uses…formulas…appropriately.

Sample 2
Sample 2
Sample 2 Translation
Sample 3
Sample 3 Translation

b
Mathematical Communication: The student organizes
work, explains facets of a solution orally and in writing, labels
drawings, and uses other techniques to make meaning clear to the
audience.
In Sample
1, the explanation of the answer “27 cubic centimeters”
is very clear and concise. A minor observation is that the student
labeled three edges of the cube “3,” but did so in only
two of its three dimensions.
In Sample
3, the explanation of the answer “27 ”
is also very clear and concise.
The student’s
understanding of the concept of the properties of a cube is clear
when you note that only one side of each cube is labeled with a
measurement.
In Samples
1, 2, and 3 the students gave several examples to counter Eddie’s
claim. Not only is Eddie’s claim not true for all cubes, it
is false for most cubes.
d
Mathematical Communication: The student exhibits
developing reasoning abilities by justifying statements and defending
work.
In Sample 3, the small error (“sierto” instead of “cierto”)
does not detract from the quality of the work.
Sample 4
Sample 4 Translation
