1st Grade GeometryInformal Assessment Tasks

M.O. 1.3.1 draw, label and sort circle rectangles including squares triangles

according to sides and vertices

At the above mastery level, the children draw, label, and analyze plane figures.

At the distinguished level, the children write about the shapes using numbers or words.

Task 1Materials: geoboard and rubber bands

Direct students to make various plane figures on the geoboard. Students may also draw the shapes on the student page.

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Name______________________ Date _________Task 1-Student Page

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This is a __________.

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This is a __________.

Task 2

Name______________________ Date _________

M.O. 1.3.1 draw, label and sort circle rectangles including squares triangles

according to sides and vertices

1. Draw these shapes. Describe the shapes. Tell how many sides and vertices/corners each shape has.

____sides ____sides ____vertices ____vertices

____sides ____sides ____vertices ____vertices

Task 3

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triangle square

circlerectangle

Name______________________ Date _________

M.O. 1.3.1 draw, label and sort circle rectangles including squares triangles

according to sides and vertices

Draw and compare a rectangle and a square.

a. Tell how a square and a rectangle are alike?

b. Tell how a square and a rectangle are different?

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M.O.1.3.2 use physical materials to construct, identify and classify three-dimensional figures:

Cube Cone Sphere Rectangular solid Pyramid Cylinder

At the above mastery level, the children construct, identify and classify three-dimensional objects and connect these shapes to the environment.

At the distinguished level, the children construct representations of real-world three-dimensional shapes.

Task 1

Academic Prompt-Writing a Geometry Lesson is Fun!

You are a Tutor. You have been hired to help students with 2-D and 3-D geometry. Write a lesson plan that you will use when teaching these lessons. List the materials you will use in each lesson.

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Name______________________ Date _________

Student Page for the Academic Prompt

Lesson Plan for 2-D Geometry

Materials:___________________________________

Students will know…

Students will be able to do…

NAME______________________ DATE _________Student Page for the Academic Prompt

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Lesson Plan for 3-D Geometry

Materials:___________________________________

Students will know…

Students will be able to do…

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Academic Prompt Rubric- Writing a Geometry Lesson is Fun!Distinguis

hedExceeds the objectives of the task. Students demonstrate a high level of understanding of what the students should know about 2-D and 3-D geometry in their lesson plans. They should be able to write at least two things the students should be able to do. 2-D (Construct planes, draw planes, describe planes, count the sides & vertices.) 3-D (Construct solids, count the faces, count the edges, tell about the properties of each solid, etc.) The students construct, identify and classify three-dimensional objects and connect these shapes to the environment. They construct representations of real-world three-dimensional shapes.

Above Mastery

Exceeds the objectives of the task. Students demonstrate a high level of understanding of what the students should know about 2-D and 3-D geometry in their lesson plans. They should be able to write at least two things the students should be able to do. 2-D (Construct planes, draw planes, describe planes, count the sides & vertices.) 3-D (Construct solids, count the faces, count the edges, tell about the properties of each solid, etc.) The students construct, identify and classify three-dimensional objects and connect these shapes to the environment.

Mastery Meets objectives of the task. Students can identify materials needed to teach 2-D and 3-D geometry. Students demonstrate a proficient level of understanding of what the students should know about 2-D and 3-D geometry in their lesson plans. They should be able to write at least two things the students should be able to do. 2-D (Construct planes, draw planes, describe planes, count the sides & vertices.) 3-D (Construct solids, count the faces, count the edges, tell about the properties of each solid, etc.)

PartialMastery

Partially meets the objectives of the task. Demonstrates some understanding of 2-D and 3-D geometry.

Novice Attempts parts of the task, but does not meet the objectives of the task. Demonstrates poor or incorrect understanding.

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M.O.1.3.2 use physical materials to construct, identify and classify three-dimensional figures:

Cube Cone Sphere Rectangular solid Pyramid Cylinder

Task 2Students are presented physical materials to identify the three-dimensional figures: cube, cone, sphere, rectangular solid, pyramid, and cylinder.

Task 3

Students use physical materials to construct three-dimensional figures: cube, cone, sphere, rectangular solid, pyramid, and cylinder of the three-dimensional figures. Students name the figure represented by the model. Some physical materials students may use are: straws, pretzel sticks, marshmallows, gumdrops, clay, etc.

Task 4

Students classify three-dimensional figures.

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Name______________________ Date_________

1. Sort the solid figures.

a. Write the name of the solid with only one face.

________________________________

b. Write the names of the solids that have 6 faces.

________________________________

c. Write the names of the solids that roll.

_________________________________

d. Write the name of the solids that slide.

_________________________________

e. Write the names of the solids that will not stack.

_________________________________

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cube sphere rectangular solid

cone pyramid cylinder

M.O. 1.3.3 recognize three-dimensional shapes in the environment.

At the above mastery level, the children recognize and describe three-dimensional shapes in the environment and describe spatial relationships.

At the distinguished level, the children recognize and describe three-dimensional shapes in the environment and describe spatial relationships.

Task 1

Match an object from the environment with the name of a three-dimensional shape.

Real Object Geometric Shape Baseball rectangular solid Cereal box pyramid

Soup can sphere Tent cube Gift cylinder Birthday party hat cone

The following student page may also be used.

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NAME______________________ DATE _________

Match an object from List A with the picture of a three-dimensional shape

from List B.

LIST A (Object) LIST B (Shape)

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Task 2

M.O. 1.3.3 recognize three-dimensional shapes in the environment.

Students use clear mathematical language to identify objects in the classroom, around the school, or in the home that represent three-dimensional figures: cube, cone, sphere, rectangular solid, pyramid, and cylinder.

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Task 3

Name______________________ Date _________

M.O. 1.3.3 recognize three-dimensional shapes in the environment.

Circle the cylinders with a yellow crayon.Circle the rectangular prisms with a blue crayon.Circle the cones with a red crayon.

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Task 4Name______________________ Date _________

M.O. 1.3.3 recognize three-dimensional shapes in the environment.

Circle the name of the shape that answers the questions.

1. Bill’s dad opened a can of soup.

What shape would the can be?

rectangular prism sphere cylinder

2. Jill is wearing a party hat.

What shape would this party hat be?

cone cylinder sphere

3. Tim is holding a marble.

What shape would this marble be?

cone sphere cylinder

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M.O.1.3.4 draw and identify Open and closed figures Congruent plane shapes

At the above mastery level, the children classify shapes as open, closed and congruent shapes.

At the distinguished level, the children classify shapes as open and closed and congruent shapes, justifying their classification orally.

Task 1

Students are given pictures of geometric shapes. Students identify and differentiate between examples of open and closed figures.

Task 2

Students are asked to draw an example of an open figure.

Task 3

Students are asked to draw an example of a closed figure.

Task 4

Students are presented plane shapes. They are asked to identify shapes that are congruent. They are asked to draw a shape that is congruent to another shape.

Task 5

Draw a picture of plane shapes that are congruent. Students use clear mathematical language to explain why the shapes are congruent.

Task 6

Students are presented pattern blocks. Students use the blocks to draw two or more congruent shapes. Examples:

a. Students are presented a blue pattern block. Students use green pattern blocks to form a figure that is exactly the same size and shape as the blue pattern block.

b. Students are presented a yellow pattern block. Students build a congruent figure using another color pattern block (red, blue, green). Students may be challenged to use more than one color pattern block to form a figure that is congruent to the yellow block.

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Task 7Name______________________ Date_________

M.O.1.3.4 draw and identify Open and closed figures Congruent plane shapes

Color each closed figure.

m s

3

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Task 8Students could also draw these examples on an interactive white board.

Name______________________ Date _________

M.O.1.3.4 draw and identify Open and closed figures Congruent plane shapes

Draw an example of an open figure in the space below.

Draw an example of a closed figure in the space below.

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Task 9

Name______________________ Date _________M.O.1.3.4 draw and identify Open and closed figures Congruent plane shapes

Draw lines to the shapes that are congruent.

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Task 10Students could also draw these examples on an interactive white board.

Name______________________ Date _________M.O.1.3.4 draw and identify Open and closed figures Congruent plane shapes

Draw a shape that is congruent to Shape A.

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M.O.1.3.5 create and describe simple symmetrical designs.

Task 1Students are presented paper models of the basic geometry shapes (triangles, squares, rectangles, and circles). Students identify the shapes that have a line(s) of symmetry; students use paper folding techniques to identify and verify the existence of the line(s) of symmetry.

Task 2Students are presented pictures of drawings of geometric shapes.

a. Students determine which shapes have a line of symmetry and draw the line(s) of symmetry.

b. Students draw a line of symmetry for each of the shapes provided below.

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Name______________________ Date _________

M.O. 1.3.5 create and describe simple symmetrical designs.

Task 1

Cut out the paper models. Fold the shapes to identify and determine if they have a line(s) of symmetry.

 

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Name______________________ Date _________

M.O. 1.3.5 create and describe simple symmetrical designs.

Task 2-Students can draw a line of symmetry on an interactive whiteboard.

Draw a line of symmetry for each of the shapes.

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M.O. 1.3.6 describe spatial relationships: over/under, left/right.

Task 1Students are asked to look at five words written on the chalkboard, overhead, or interactive white board. Students identify the location of a word (over, under, left, or right) in relation to given word.

Task 2Students are asked move objects and animals over/under, left/right of the doghouse and the clouds.http://www.meddybemps.com/9.691.html

Students can click and drag on the animals to move them around the page.

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M.O. 1.3.7 find and name locations on a first-quadrant grid.

At the above mastery level, the children find, name and describe locations on a first quadrant grid.

At the distinguished level, the children create pictures with points on a first quadrant grid.

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4

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A B C D E

Task 1 Use the coordinate grid provided above to answer the following questions.

a. Tree is in area (D, 2) on the grid. What object is in area (A, 1)? b. What is the name of the object located in area (C, 5)?c. The ordered pair (B, 3) identifies the area of star. Name the ordered

pair that tells the area of smiley? (_____, _____)

D and E are Above Mastery Leveld. To go from frog to star, you would move 1 unit to the right and 2 units

upward. Describe how you could move from tree to smiley. Above Mastery Level

e. Describe how you would move from butterfly to tree. Above Mastery Level

  

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Name_________________________________ Date _______________ M.O. 1.3.7 find and name locations on a first-quadrant grid.

Use the coordinate grid to answer the questions.

5

4

3

2

1

A B C D E

a. Tree is in area (D, 2) on the grid. What object is in area (A, 1)?

_________________

b. What is the name of the object located in area (C, 5)?

_________________

c. The ordered pair (B, 3) identifies the area of star. Name the ordered pair that

tells the area of smiley? (___,___)

d. To go from frog to star, you would move 1 unit to the right and 2 units upward.

Describe how you could move from tree to smiley.

___________________________________________________

e. Describe how you would move from butterfly to tree.

___________________________________________________________________

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M.O.1.3.8 predict the result of combining or decomposing two or more two-dimensional/three-dimensional shapes.

At the above mastery level, the children predict and draw the result of combining or decomposing two/three dimensional figures.

At the distinguished level, the children create new figures as the result of combining or decomposing two/three dimensional figures.

Task 1 Students form figures by combining pattern blocks. Students describe the

figures and identify the basic shapes that are combined to form the figures.

The students can combine online pattern blocks on this link.

http://arcytech.org/java/patterns/patterns_j.shtml

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Task 2

Name______________________ Date _________

M.O.1.3.8 predict the result of combining or decomposing two or more two-dimensional/three-dimensional shapes.

Use the diagram shown above to answer the following questions.

b. Name two different geometric shapes used to form the shape.

__________ and __________

c. Which geometric figures seem to be congruent? __________

d. The figure above the middle shape has _________ sides.

(How many?)

e. The figure to the left of the middle shape has __________ vertices/corners.

(How many?)

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