# Playing With Sticks

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```					Assessment in the Math Classroom

Assessment is defined in the Assessment
Standards as “the process of gathering
evidence about a student’s knowledge of,
ability use, and disposition toward
mathematics and of making inferences
from that evidence for a variety of
purposes” (NCTM, 1995, p.3)
Playing With Sticks

In Triangles and Beyond (1998)
Mathematics in Context
Playing With Sticks
Roger and his sister are playing with
sticks. They decide to try to find all the
triangles that they can possibly make from
the sticks they have. They are:
3 sticks at 1 cm length
2 sticks at 3 cm length
2 sticks at 6 cm length
2 sticks at 8 cm length
2 sticks at 11 cm length
Questions:
1)   Name at least 8 different triangles that could
be formed using the above sticks.

2)   Explain how you know that the measurements
that you put above will form triangles.

3)   Next to each triangle measurements or
drawing that you included, write whether the
triangle that was created would be scalene,
isosceles, or an equilateral triangle.
Assessment Used: Playing With Sticks
Meets     Approaching                          Emerging                Limited
Expectations Expectations                                                Knowledge
4            3                                      2                   1
Creating           Student can use the    Student can use the     Student successfully     Student successfully
triangles using    property and           property and            creates 3-5 triangles.   creates 2 or less
the property:      successfully creates   successfully creates    The student may or       triangles. The
sum of two         8 triangles.           6-7 triangles. The      may not understand       student does not
sides of a                                student understands     the relationships of     understand the
triangle is                               the property but        the lengths of sides     relationships of the
greater than the                          made an error.          in a triangle.           lengths of sides in a
length of the                                                                              triangle.
third side.
Explanation of     Students can explain   Student explained       Student attempted an     Student did not
property: sum      the property using     the property but had    explanation but was      attempt an
of two sides of    accurate math terms.   an error in reasoning   incorrect in reasoning   explanation.
a triangle is                             used.                   used.
greater than the
length of the
third side.
Classifying        Student correctly      Students correctly      Student correctly        Student correctly
scalene,           identified all 8       identified 6-7          identified 4-5           identified 3 or less
isosceles, and     triangles.             triangles.              triangles.               triangles.
equilateral
triangles.
Purposes of Assessment

Modify Program

Promote Growth

Improve Instruction

Recognize Accomplishment

Evaluation is different from assessment. Evaluation is the process of determining
worth of, or assigning a value to, something on the basis of careful examination
and judgment” (NCTM, 1995, p.3)
Rubrics and Performance Indicators
   A rubric is a framework that can be
designed or adapted by the teacher for a
particular group of students or for a

   Consists of a scale of three to six points
used as a rating of performance rather
than a count of how many items are
correct or incorrect.

   A rubric is a scale to judge performance
on a single task, not a series of
exercises.

   Performance indicators are task-specific
statements that describe what
performance looks like at each level of
the rubric and establishes criteria for
acceptable performance.
Some Sample Rubrics

Van de Walle (2005). Elementary and Middle School Mathematics. Chapter 5.
Examples of Rubrics….

Van de Walle (2005). Elementary and Middle School Mathematics. Chapter 5

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