Grade 2 Math Measurement Unit Plan

 

 

 Grade: 2

 

Strand: Measurement 

 

Specific Focus: Recording measurements, perimeter, and area

 

Overall Expectation OE 1:  Estimate, measure, and record length, perimeter, area, mass, capacity, time, and temperature, using non-standard units and standard units;

OE 2:  Compare, describe, and order objects, using attributes measured in non-standard units and standard units.

                                                      

Specific Expectations: SE 1.3: Estimate and measure length, height, and distance, using standard units (i.e., centimetre, metre) and non-standard units record and represent measurements of length, height, and distance in a variety of ways (e.g., written, pictorial, concrete) (Sample problem: Investigate how the steepness of a ramp affects the distance an object travels. Use cash-register tape for recording distances.);

• SE 1.6: Estimate, measure, and record the distance around objects, using non-standard units (Sample problem: Measure around several different doll beds using string, to see which bed is the longest around.);

• SE 1.7: Estimate, measure, and record area, through investigation using a variety of non-standard unit

 

Process Expectations (7 Expectations)

●      Reasoning & Proving

●      Reflecting

●      Connecting

●      Representing

●      Communicating

●      Problem Solving

●      Selecting Tools & Computational Strategies

 

 

Lesson 1: Measuring with non-standard units
Curriculum Expectations:   Overall: ●     OE1: Estimate, measure, and record length, perimeter, area, mass, capacity, time, and temperature, using non-standard units and standard units;   Specific: ●     SE 1.3: Estimate and measure length, height, and distance, using standard units (i.e., centimetre, metre) and non-standard units record and represent measurements of length, height, and distance in a variety of ways (e.g., written, pictorial, concrete) (Sample problem: Investigate how the steepness of a ramp affects the distance an object travels. Use cash-register tape for recording distances.);		Process Expectations: Selecting tools and computation strategies Reasoning and proving
Learning Activity:   Minds On: Class Discussion The teacher will gather students on the carpet at the start of class  The teacher will use the smartboard to show two images, the teacher will ask the students how far apart the two images are The class will determine that they need to measure the distance between the two images The teacher will use a square image on the smartboard replicated to measure the distance between the two objects and then record the distance on the smart board (i.e. the dog and the house are five squares apart)  The teacher will discuss the different factors that make a unit of measurement suitable (must be uniform size, must be solid, must be an appropriate size) and discuss rules for measuring (use the same unit the whole time, ensure that you start and end at the correct points, ensure that you follow the line you are measure exactly, record your measurement using the unit of measurement)		Materials: snap cubes Base 10 ones blocks Pattern blocks 3 pieces of ribbon cut at 5 cm 10 cm and 7 cm Data recording sheets   Guiding Questions for Minds On Class Discussion: What would I have to do to find out how far apart the dog and the house are?  What can I use to measure the distance? Can I measure the distance with anything? What makes something a good unit of measurement?
Action / Core Learning Activity:    The students will measure the length across their desks, and the length of ribbons taped to the teacher's desk The students will be given the choice of 3 different materials to measure these objects (snap cubes, ones blocks, and pattern blocks)  The students will be measuring the objects in pairs and recording the information individually.  The students will be evaluated on their ability to select an appropriate measuring tool and to measure with a reasonable degree of accuracy.		Guiding Questions for Action / Core Learning Activity: Which tool would be best for measuring the distance across your desk? It’s a larger distance Why might the snap cubes and ones be better than the pattern blocks for measuring? Is there a way you can use some of the pattern blocks to measure?
Consolidation:  The class will come together to report their findings and they will practice recording their findings as a class The class will discuss why we need to measure things		Guiding Questions for Consolidation: Why might some people have gotten different findings? Did the unit you used change your measurement? What can we measure? Why do we measure things?
Indicators of Learning:  Math Content: ●     students will learn how to measure a set length or distance using a variety of tools Math Process: Selecting tools and computation strategies Reasoning and proving LSWH: Independent work Collaboration
Lesson 1 Assessment Strategies
Assessment Task/Strategy:    What evidence (observation, product, conversations) will I collect to know my students are successful?   Identify and describe what students will be doing to address the learning goals for this lesson.	Assessment For Learning o   Diagnostic o   Formative Assessment As Learning o   Formative Assessment Of Learning Summative   Achievement Chart Categories:	Assessment Tools:   Identify and describe the tool that will be used to record the information for the assessment task, and use to help analyze what students are able to do against the established success criteria. (Anecdotal Record, Rating Scale, Checklist, Rubric, etc)
Evidence:  Observations, conversations, and measurement records	Assessment For Learning Diagnostic   Achievement Chart Categories:  Knowledge Application	Tool:  Hand-out

 

 

Lesson 2: Measuring with standard units
Curriculum Expectations:                            Overall: ●     OE1:  Estimate, measure, and record length, perimeter, area, mass, capacity, time, and temperature, using non-standard units and standard units;   Specific: ●     SE 1.3: Estimate and measure length, height, and distance, using standard units (i.e., centimetre, metre) and non-standard units record and represent measurements of length, height, and distance in a variety of ways (e.g., written, pictorial, concrete) (Sample problem: Investigate how the steepness of a ramp affects the distance an object travels. Use cash-register tape for recording distances.);		Process Expectations: Selecting tools and computation strategies Reasoning and proving
Learning Activity:    Minds On: The teacher will gather the students on the carpet to discuss units of measurement The class will review what they previously learned about non-standard units and the teacher will present the students with standard units The teacher will tell the students that she measured how tall she is and she is 8 shoes tall, she will then explain discuss with the class that if they do not know which shoe was used to measure her height they cannot know what that height means so they need to choose a standard unit that everyone knows The teacher will then explain the use of centimeters and meters in most countries around the world so if she says she is 175 cm then people all over the world cab know how tall she is The class will practice measuring the length of a book in the classroom to review the measurement criteria from the previous class in relation to the new forms of measurement. The students will review that they still need to select a unit that is an appropriate size, they still need to start and end in the correct place, exct.		Materials: Rulers Meter sticks 3 pieces of ribbon cut at 5cm 10 cm and 7 cm Data recording sheets Math monsters video https://www.youtube.com/watch?v=OetmuNyzblQ      Guiding Questions for Minds On: If I tell someone on the phone that I am 8 shoes tall will they know how tall I am? Why not? Why do you think it is important for us to use standard measurements?
Action/Core Learning Activity:   The students will be repeating the measuring activity from the previous lesson measuring their desks and ribbons The students will be given the choice of  a ruler or a meter stick to measure the objects  The students will be measuring the objects in pairs and recording the information individually.  The students will be evaluated on their ability to select an appropriate measuring tool and to measure with a reasonable degree of accuracy.		Guiding Questions for Action / Core Learning Activity: Why might the ruler be better for measuring the ribbons than the meter stick? Which object might make it easier to measure the height of your desk?
Consolidation:   The class will come together to report their findings and they will practice recording their findings as a class The class will discuss the different objects we can measure and watch a Math Monsters video on standard and non-standard measurement to reinforce the learning		Guiding Questions for Consolidation: Which tools did you find were easier to use for each measurement? What problems did the math monsters face when they were trying to build their clubhouse? Why didn’t the construction ant know how big they wanted the clubhouse at first?
Indicators of Learning:  Math Content: ●     students will learn how to measure a set length or distance using a variety of tools Math Process: Selecting tools and computation strategies Reasoning and proving LSWH: Independent work Collaboration
Lesson 2 Assessment Strategies
Assessment Task/Strategy:    What evidence (observation, product, conversations) will I collect to know my students are successful?   Identify and describe what students will be doing to address the learning goals for this lesson.	Assessment For Learning o   Diagnostic o   Formative Assessment As Learning o   Formative Assessment Of Learning Summative   Achievement Chart Categories:	Assessment Tools:   Identify and describe the tool that will be used to record the information for the assessment task, and use to help analyze what students are able to do against the established success criteria. (Anecdotal Record, Rating Scale, Checklist, Rubric, etc)
Evidence:  Observations, conversations, and measurement records	Assessment For Learning Formative   Achievement Chart Categories Knowledge  Application	Tool: Hand out

 

 

Lesson 3: Perimeter
Curriculum Expectations:   Overall: ●    OE 1:  Estimate, measure, and record length, perimeter, area, mass, capacity, time, and temperature, using non-standard units and standard units; Specific: ●    SE 1.6: Estimate, measure, and record the distance around objects, using non-standard units (Sample problem: Measure around several different doll beds using string, to see which bed is the longest around.);		Process Expectations: Reasoning & Proving Reflecting Connecting Communicating  Problem Solving
Learning Activity:    Minds On:   Introduce the student to the website Estimation 180, set the stage for today's lesson.  Introduce Day 214 on Estimation 180: the cereal problem. The task involves students estimating the perimeter of the inner part of a plate with cereal pieces. Students will work with elbow partner in estimating the perimeter of the plate. Students will have 5 mins to work with a partner and write down their estimation on the given sticky notes. The teacher will collect students' answer and enter an overestimation and an underestimation in the system and enter the class estimation. The teacher will go over the result with students and officially introduce the concept of perimeter. The teacher will ask students to point out some example of the perimeter in the classrooms.		Materials: SMARTtboard Sticky Note pads  Pencils  Cereal:  Cheerio, Rice Crispy, Reese's Puff, Pop Tarts and Corn Flakes  Paper plates  Napkins  Perimeter worksheet  Esitimation 180 (Day 214):http://www.estimation180.com/day-214.html Guiding Questions for Minds On: How many pieces of cereals will cover the the plate?  Which  number would be too low or too high and how can you tell that number might be wrong? Look around the classroom, can anyone show me some example of area?  Why would us use perimeter and area in our daily life? Look at this layout of a room, which part of it is an example of perimeter and which part of it is an example of area?
Action / Core Learning Activity:   Day 1: Becoming a Cereal Investigator  Introduce students to today's worksheet: students need to work with a partner and investigate the perimeter of  5 classroom objects with 2 different kinds of cereals.  Use cereal pieces to measure the perimeter of given objects: Cheerio, Rice Crispy, Reese's Puff, Pop Tarts and Corn Flakes  The 5 classroom objects are the perimeter of the teacher's desk, the perimeter of one student's desk, the perimeter of your math textbox, the perimeter of your easer, the perimeter of the U shape table.  Talk about why Corn Flakes would not be a good choice as measurement unit (because they are in different shapes); they are not a good example of a non-standard measurement unit.   Students will work in pairs in measuring different classroom objects; early finishers can find extra objects in the classroom and ask the teacher for extra sticky notes to record their data.		Guiding Questions for Action / Core Learning Activity: What is perimeter? If I have a piece of string, how can I measure the perimeter of my table, can anyone show me? So we have four kinds of cereal for our activity today? What are some difference you see between cheero and corn flakes?  Will corn flakes be a good non-standard unit for measurement? Does corn flakes come in different shapes?  Why is it necessary to keep all of our measurement the same size and shape?  What are some expectations when we are doing group work?   Can we predict on some perimeter?
Consolidation: ●    Gather the class on the carpet, ask each group to share their finding.  Students will share success, challenges, and tips. The whole class will create an anchor chart on the perimeter, invite students to contribute to the anchor chart.   Highlight the difference between using a bigger non-standard unit and a smaller non-standard unit.		Guiding Questions for Consolidation: Is measuring perimeter very easy?  What are some ways you found effective in count the perimeter?  What happened to the number of cereal you used of your perimeter when you change the size of your perimeter?
Indicators of Learning: Math Content: ●    Students will learn to estimate the perimeter of a given shape. Students will use different sizes of non-standard unit to measure the perimeter of given objects. Students will measure and record the distance around a given object using non-standard unit. Math Process: ●     Reasoning and proving  LSWH: ●     Collaboration: responding positively to the ideas and opinions of others while working with partners.
Lesson 3 Assessment Strategies
Assessment Task/Strategy:    What evidence (observation, product, conversations) will I collect to know my students are successful?   Identify and describe what students will be doing to address the learning goals for this lesson.	Assessment For Learning o   Diagnostic o   Formative Assessment As Learning o   Formative Assessment Of Learning Summative   Achievement Chart Categories:	Assessment Tools:   Identify and describe the tool that will be used to record the information for the assessment task, and use to help analyze what students are able to do against the established success criteria. (Anecdotal Record, Rating Scale, Checklist, Rubric, etc)
Observation and Product -  Individual worksheet	Assessment For Learning Formative   Achievement Chart Categories Knowledge/Understanding Thinking Communication	Tool: Anecdotal Record During core-activity time, the teacher will walk around the classroom and talk to each pair and make an anecdotal record about students' progress and cooperation skills.

 

 

 

 

 

 

 

 

 

Investigator’s name:____________________________ Day 1: Becoming a Cereal Investigator
👀Make sure you measure the perimeter using two kinds of cereal😄
𑂽Cheerio	𑂽Rice Crispy
𑂽Reese's Puff	𑂽Pop Tarts
Object	Perimeter (Cereal pieces)
Teacher’s Desk
Student’s Desk
Math Textbook
Your Eraser
U Shape Table

 

Anecdotal  Record 

Subjects: Using Non-Standard Unit for Perimeter 

Students can estimate the perimeter of a given shape. Students can use different sizes of non-standard unit to measure the perimeter of given objects. Students can measure and record the distance around a given object using non-standard unit. Students can work with partner in a friendly and positive manner.
Student name:  𑂽 Estimation  𑂽 Using non standard unit 𑂽 Measure  𑂽 Record  𑂽 Cooperation  Comments:	Student name:  𑂽 Estimation  𑂽 Using non standard unit 𑂽 Measure  𑂽 Record  𑂽 Cooperation  Comments:	Student name:  𑂽 Estimation  𑂽 Using non standard unit 𑂽 Measure  𑂽 Record  𑂽 Cooperation  Comments:	Student name:  𑂽 Estimation  𑂽 Using non standard unit 𑂽 Measure  𑂽 Record  𑂽 Cooperation  Comments:
Student name:  𑂽 Estimation  𑂽 Using non standard unit 𑂽 Measure  𑂽 Record  𑂽 Cooperation  Comments:	Student name:  𑂽 Estimation  𑂽 Using non standard unit 𑂽 Measure  𑂽 Record  𑂽 Cooperation  Comments:	Student name:  𑂽 Estimation  𑂽 Using non standard unit 𑂽 Measure  𑂽 Record  𑂽 Cooperation  Comments:	Student name:  𑂽 Estimation  𑂽 Using non standard unit 𑂽 Measure  𑂽 Record  𑂽 Cooperation  Comments:
Student name:  𑂽 Estimation  𑂽 Using non standard unit 𑂽 Measure  𑂽 Record  𑂽 Cooperation  Comments:	Student name:  𑂽 Estimation  𑂽 Using non standard unit 𑂽 Measure  𑂽 Record  𑂽 Cooperation  Comments:	Student name:  𑂽 Estimation  𑂽 Using non standard unit 𑂽 Measure  𑂽 Record  𑂽 Cooperation  Comments:	Student name:  𑂽 Estimation  𑂽 Using non standard unit 𑂽 Measure  𑂽 Record  𑂽 Cooperation  Comments:
Student name:  𑂽 Estimation  𑂽 Using non standard unit 𑂽 Measure  𑂽 Record  𑂽 Cooperation  Comments:	Student name:  𑂽 Estimation  𑂽 Using non standard unit 𑂽 Measure  𑂽 Record  𑂽 Cooperation  Comments:	Student name:  𑂽 Estimation  𑂽 Using non standard unit 𑂽 Measure  𑂽 Record  𑂽 Cooperation  Comments:	Student name:  𑂽 Estimation  𑂽 Using non standard unit 𑂽 Measure  𑂽 Record  𑂽 Cooperation  Comments:
Student name:  𑂽 Estimation  𑂽 Using non standard unit 𑂽 Measure  𑂽 Record  𑂽 Cooperation  Comments:	Student name:  𑂽 Estimation  𑂽 Using non standard unit 𑂽 Measure  𑂽 Record  𑂽 Cooperation  Comments:	Student name:  𑂽 Estimation  𑂽 Using non standard unit 𑂽 Measure  𑂽 Record  𑂽 Cooperation  Comments:	Student name:  𑂽 Estimation  𑂽 Using non standard unit 𑂽 Measure  𑂽 Record  𑂽 Cooperation  Comments:

 

Lesson 4: Area
Curriculum Expectations:   Overall: ●   OE 1:  Estimate, measure, and record length, perimeter, area, mass, capacity, time, and temperature, using non-standard units and standard units; Specific: ●     SE 1.7: Estimate, measure, and record area, through investigation using a variety of non-standard unit		Process Expectations: Reasoning & Proving Reflecting Connecting Communicating  Problem Solving
Learning Activity:   Minds On:   Introduce Day 215on Estimation 180 as a continuation of the last lesson: the cereal problem. The task involves students estimating the area of the entire plate with cereal pieces. Students will work with a different partner in estimating the area of the plate. Students will have 5 mins to work with a partner and write down their estimation on the given sticky notes. The teacher will collect students' answer and enter an overestimation and an underestimation in the system and enter the class estimation. The teacher will go over the result with students and officially introduce the concept of perimeter. The teacher will ask students to point out some example of an area in the classrooms. The teacher will also discuss with students about the usage of perimeter and area in our daily life The teacher will show the class a blueprint of a room to introduce the usage of perimeter and area in our life.		Materials: SMARTtboard Sticky Note pads  Pencils  Cereal:  Cheerio, Rice Crispy, Reese's Puff, Pop Tarts and Corn Flakes  Paper plates  Napkins  Perimeter worksheet  Estimation 180 (Day 214):http://www.estimation180.com/day-214.html Guiding Questions for Minds On: How many pieces of cereals will cover the inner edge of the plate? How can you guess the amount of cereal that will cover the inner part?  Which  number would be too low or too high and how can you tell that number might be wrong? Look around the classroom, can anyone show me some example of perimeter?
Action: Core Learning Activity: Day 2: Becoming a Cereal Investigator  Introduce students to today's worksheet: students need to work with a different partner this time and investigate the area of  5 classroom objects with two different kinds of cereals.  Use cereal pieces to measure the area of given objects: Cheerio, Rice Crispy, Reese's Puff, Pop Tarts and Corn Flakes  The 5 classroom objects are the perimeter of the teacher's desk, the perimeter of one student's desk, the perimeter of your math textbook, the perimeter of your easer, the perimeter of the U shape table.  Talk about why Corn Flakes would not be a good choice as measurement unit (because they are in different shapes); they are not a good example of the non-standard measurement unit.   Students will work in pairs in measuring different classroom objects, early finishers can find extra objects in the classroom and ask the teacher for extra sticky notes to record their data.		Guiding Questions for Action / Core Learning: What is the difference between perimeter and area based on what we learned from comparing the two days’ estimation? Based on what we learned from our class, what are some tips we want to share when placing the cereal to measure the shape?  What will happen if i decide to use pop tarts for my measurement unit?  Why is it necessary to keep all of our measurement the same size and shape?  What are some expectation when we are doing group work?   Can we predict on some areas?
Consolidation: Gallery Walk   ●   Gather the class on the carpet, ask each group to share their finding.  Students will share success, challenges, and tips. The teacher will create a Learned area on the whiteboard and give each student a post-it notes to write what have they learned in this unit.  Students can write words, draw or sentence to share their learning.		Guiding Questions for Consolidation:   What is the difference between perimeter and area? What are some way you found effective in counting the area?  What happened to the number of cereal you used of your perimeter when you change the size of your arear?
Indicators of Learning: Math Content: ●    Students will learn to estimate the area of a given shape. Students will use different sizes of non-standard unit to measure the area of given objects. Students will measure and record the area of a given object using non-standard unit. Math Process: ●     Reasoning and proving  LSWH: ●     Collaboration: responding positively to the ideas and opinions of others while working with partners.
Lesson 4 Assessment Strategies
Assessment Task/Strategy:    What evidence (observation, product, conversations) will I collect to know my students are successful?   Identify and describe what students will be doing to address the learning goals for this lesson.	Assessment For Learning o   Diagnostic o   Formative Assessment As Learning o   Formative Assessment Of Learning Summative   Achievement Chart Categories:	Assessment Tools:   Identify and describe the tool that will be used to record the information for the assessment task, and use to help analyze what students are able to do against the established success criteria. (Anecdotal Record, Rating Scale, Checklist, Rubric, etc)
Evidence: Conversation, Product  Individual Worksheet, and Exit Card	Assessment For Learning Formative   Achievement Chart Categories Knowledge/Understanding Thinking Communication	Tool: Anecdotal Record During core-activity time, teacher will walk around the classroom and talk to each pair and make anecdotal record about students’ progress and cooperation skills.

Investigator’s name:____________________________ Day 2: Becoming a Cereal Investigator
👀Make sure you measure the perimeter using two kinds of cereal😄
𑂽Cheerio	𑂽Rice Crispy
𑂽Reese's Puff	𑂽Pop Tarts
Object	Area (Cereal pieces)
Teacher’s Desk
Student’s Desk
Math Textbook
Your Eraser
U Shape Table
Congratulation!You are now officially a cereal investigator!

Lesson 5: Rich Performance Assessment Task
Curriculum Expectations:   Overall:  OE 1:  Estimate, measure, and record length, perimeter, area, mass, capacity, time, and temperature, using non-standard units and standard units; OE 2:  Compare, describe, and order objects, using attributes measured in non-standard units and standard units.   Specific: ●      SE 1: Estimate and measure length, height, and distance, using standard units (i.e., centimetre, metre) and non-standard units record and represent measurements of length, height, and distance in a variety of ways (e.g., written, pictorial, concrete) (Sample problem: Investigate how the steepness of a ramp affects the distance an object travels. Use cash-register tape for recording distances.); SE 2: Estimate, measure, and record the distance around objects, using non-standard units (Sample problem: Measure around several different doll beds using string, to see which bed is the longest around.); SE 3: Estimate, measure, and record area, through investigation using a variety of non-standard unit		Process Expectations: Communicating  Problem Solving  Selecting Tools & Computational Strategies
Learning Activity:   Minds On: The teacher will present the class two robots that she/he created through the game Minecraft on the SMARTboard and ask the students what they see, and invite the class to guess what how big these robots are. The teacher then will remind students of the ideas of perimeter and area, then ask students to work with elbow partner in to find out the perimeter and area of these two robots and compare their findings. Students can come up and use SMARTtools to participate in classroom discussion and explain their thinking.  The teacher will introduce the culminating task,  by telling the students they each of them now have the chance to create their own Minecraft Robot on grid papers, they will complete this individually. The students will be reminded that they need to measure carefully and label each component clearly.		Materials: -      Grid paper -      Rulers -      Protractors -      SMARTboard -     Two different size robot created via MineCraft -       Markers/pencil crayons -       Success criteria   Guiding Questions for Minds On: What do you see when you look at this picture? Which robot is bigger? How can you determine the size of each robot?  What are some math concepts that we learned recently that can help us to find out how big or small each robot is? How can we use perimeter and area to help us determine which robot is bigger?
Action / Core Learning Activity: Students will work individually for this assignment. The student will create a general outline of their robot using pencil and after the teacher check and confirm their work, students can move on to using pencil crayons and markers to decorate their robots and adding more details on them.  Students need to measure and label all the sides of the robot and add up all the numbers together to determine the perimeter of the robot.  Students then need to count the squares inside the robot and determine the area of the robot.  An assignment checklist will be given to each student to check their work.		Guiding Questions for Action / Core Learning Activity:   What are some ways that we can design our robots? Can anyone show me show to measure the length of my robot’s head? How can I find out the perimeter of my robot? How can i find out the area of my robot? Do you think labelling all the sides can help me to stay on task better?
Consolidation: After students completed their final copies, they will be divided into small groups and present their robots to their group members and explain how/where they incorporated all of the required aspects as outlined in the success criteria for the assignment. The teacher will then conduct a classroom discussion on difficulties that students experienced he/she observed during this project.  Teacher restate the concepts of measurement, perimeter, and area. The teacher will collect all of the final copies, assess them and hang all of students’ work in the classroom to showcase students’ work.		Guiding Questions for Consolidation:   Think back to your process of making this robot. What are some difficulties you experience?  It is always easy to measure all the length of the sides? What are some strategies that you use to determine the perimeter and area of your robot?
Indicators of Learning:  Math Content: ● Students create a robot on grid paper, and label all the sides of the robot and also determine and label the perimeter and area of their robot.  ●  Students apply their prior knowledge about measurement obtained throughout the lessons leading up to the culminating assignment Math Process: ● Problem-solving: understanding the problem, creating a plan ● Communicating using mathematical vocabulary LSWH: ● Students work independently and stay on task throughout work periods
Lesson 5 Assessment Strategies
Assessment Task/Strategy:    What evidence (observation, product, conversations) will I collect to know my students are successful?   Identify and describe what students will be doing to address the learning goals for this lesson.	Assessment For Learning o   Diagnostic o   Formative Assessment As Learning o   Formative Assessment Of Learning Summative   Achievement Chart Categories:	Assessment Tools:   Identify and describe the tool that will be used to record the information for the assessment task, and use to help analyze what students are able to do against the established success criteria. (Anecdotal Record, Rating Scale, Checklist, Rubric, etc)
Evidence: Product – Student Work: Students’ Robot design (Final Copy)	Assessment Of Learning (Summative)  The entire culminating project will be an assessment of the students learning throughout this unit, they incorporate concepts using non-standard unit to measure length, measuring perimeter and area.     Achievement Chart Categories Knowledge/Understanding Thinking Communication Application	Assessment Tool: Success Criteria Rubric with Feedback Anecdotal notes for students’ performance

 

  

 

 

 

 

 

 

 

Name:___________________ My Robot Success Cerita
Did I include this? 😀
	I labelled all the sides of my robot.
	I show my work in calculating the perimeter and area of my robot.
	I labelled the perimeter and area under my robot.