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Quadrilaterals

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

Examples of Whole Class/Group Assessment  

B. One-on-One Assessment

Examples of One on One Assessment  

C. Applied Learning

Provide opportunities for students to use their understanding of parallel, intersecting, perpendicular, vertical and horizontal as well as the different quadrilaterals in practical situations and notice whether or not this understanding transfers. For example, have the students find a 3‑D object in the real world that has a face shaped like a square. Does the student:

• find a suitable object?
• explain why the face on the object is a square?
• explain the connection between a square corner and perpendicular sides of a square when asked?
• find two parallel edges on the object when asked?
• provide other names for a square when asked?
• find two parallel faces on the object or explain why two faces are not parallel?

Related Resources

• Assessment in the Mathematics