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Sorting and Describing Shapes and Objects

Strand: Shape and Space (3-D Objects and 2-D Shapes)
Outcomes: 6 and 7

Step 4: Assess Student Learning

Guiding Questions

• Look back at what you determined as acceptable evidence in Step 2.
• What are the most appropriate methods and activities for assessing student learning?
• How will I align my assessment strategies with my teaching strategies?

Sample Assessment Tasks

In addition to ongoing assessment throughout the lessons, consider the following sample activities to evaluate the students' learning at key milestones. Suggestions are given for assessing all students as a class or in groups, individual students in need of further evaluation, and individual or groups of students in a variety of contexts.

A. Whole Class/Group Assessment

Note: Performance-based assessment tasks are under development.

Examples of Group Assessment  

B. One-on-One Assessment

1. Ask the student to sort a variety of regular and irregular triangles, quadrilaterals, pentagons, hexagons and octagons according to the number of sides.
   
   Use the following accommodations, if necessary:
   • Reduce the number and variety of polygons.
   • Prompt the student to count the number of sides of the polygons. provide moveable numerals to label the sort or encourage the student to make labels based on the number of sides.
2. Ask the student to describe a variety of 3-D objects according to the shape of the faces and the number of vertices and edges. Ask the student to find two objects that have something the same and something different about the shape of their faces or the number of their vertices or edges.
   Use the following accommodations, if necessary:
   • Ask the student to show you an example of a face on an object.
   • Ask the student to show you an example of a vertex on an object.
   • Ask the student to show you an example of an edge on an object.
   • Prompt the student to describe the shape of a face on an object.
   • Prompt the student to count the number of vertices on an object.
   • Prompt the student to count the number of edges on an object.
   • Choose two objects and ask the student to tell you something the same and something different about the shape of some of the faces of the objects.
   • Choose two objects and ask the student to tell you something the same and something different about the number of vertices or edges of the objects.

C. Applied Learning

Provide opportunities for students to describe everyday objects and the world around them in terms of faces, edges, vertices and polygons. For example, on a neighbourhood walk, ask students to identify whether or not the signs they see are true polygons and which polygons they are. Ask students:

• do the shapes have vertices and straight sides?
• how many sides do they have?

OR

Ask students as they observe objects in the school or neighbourhood:

• are the surfaces of the objects actually faces?
• do the objects have edges and vertices?
• what are the shapes of the faces?
• how many vertices are there?
• how many edges are there?

Related Resources

• Assessment in the Mathematics