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Sir Frederick Banting International School Unit # 1 Unit Task Assessment: 7 Strategy for Assessment and Evaluation – Product/Observation/Conversation Assessment Tool- Rubric/Marking Scheme Date: _________________ Student Name: __________________________________ Course Title: Principles of Mathematics Grade: 10 Course Code: MPM 2D Expectations: B1 B2 Assessment Categories Knowledge and Understanding Thinking and Inquiry Communication Application Marks Obtained Max. Marks 15 10 10 15 Total Marks: 50 Total Marks Earned: ______ Percentage: _______ Comments: _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ Teacher: _________________________ Date: _________________ GRAPH IT!!! Grade 10: Unit 1 Unit Task Create a Geometric structure using Various shapes and sizes a. Triangles b. Quadrilaterals c. Circles Expectations • Include at least one of each type of triangle a. equilateral b. scalene c. Isosceles d. right angled • Include at least one of each type of one quadrilateral a. Parallelogram b. Trapezoid c. Rectangle d. Square • Include at least one circle • All the vertices must be labeled. • All line segments must be labelled Complete the following Tasks. 1. Find the slopes and length of line segments using formulae and verify measurements on geometric software? 2. Locate the centroid in each triangle and find its coordinates. 3. Verify the following properties in case of a Triangle. a. Prove that triangle is scalene, Isosceles, or Equilateral? b. Find the slopes of all sides of right- angled triangle. What relationship did you observe? c. Use Pythagorean theorem to prove If the triangle is right angled triangle. 4. Verify the following properties in case of a quadrilateral. a. Parallelogram: Locate the point of intersection of diagonals. Find the mid point of diagonals of a parallelogram. What did you observe? b. Rectangle: Find slope of all sides and diagonals of a rectangle. What did you observe? c. Square: What did you observe about length and slopes of the sides and diagonals? d. Trapezoid: Find the mid point of nonparallel sides. Join them. 5. Verify the properties of circle a. Find the diameter and radius of the circle. b. Verify that perpendicular bisector of the chord passes through the center of circle. Checklist ❖ Did you explain your thinking clearly? ❖ Did you justify your answers mathematically? ❖ Did you show all work and calculations? ❖ Did you check your calculations? ❖ Did you label your sketch properly? ❖ Your Rubric is your guide the way you will be graded. Rubric Assessment of Learning: What is Teacher Looking for in Student Work Assessment Strategy: Interview/ Observation and Product Marking Level of Performance Level 1 Level 2 Level 3 Level 4 Knowledge and Understanding /15 Knowledge of content Understanding of mathematical concepts demonstrates limited knowledge of content demonstrates limited understanding of concepts (e.g., students are unable to find all factors of the given polynomial) demonstrates some knowledge of content demonstrates some understanding of concepts (e.g., students are able to find some of the factors by guessing and checking) demonstrates considerable knowledge of content demonstrates considerable understanding of concepts (e.g., students methodically factor out the first factor by using synthetic division) demonstrates thorough knowledge of content demonstrates thorough understanding of concepts (e.g., students use synthetic division to completely factor the given polynomial) Thinking /10 Understanding the problem and making a plan for solving the problem Carrying out a plan and looking back at the solution Use of critical creative thinking processes uses planning skills with limited effectiveness uses processing skills with limited effectiveness uses critical creative skills with limited effectiveness uses planning skills with some effectiveness uses processing skills with some effectiveness uses critical creative skills with some effectiveness uses planning skills with considerable effectiveness uses processing skills with considerable effectiveness uses critical creative skills with considerable effectiveness uses planning skills with a high degree of effectiveness uses processing skills with a high degree of effectiveness uses critical creative skills with a high degree of effectiveness Level of Performance Level 1 Level 2 Level 3 Level 4 Communication /10 Expression and organization of ideas and mathematical thinking (oral, visual, written forms) Communication for different audiences and purposes (oral, visual, written forms) Use of conventions, vocabulary, and terminology of the discipline (oral, visual, written forms) expresses and organizes mathematical thinking with limited effectiveness communicates for different audiences and purposes with limited effectiveness uses conventions, vocabulary, and terminology of the discipline with limited effectiveness (e.g., students do not address the end behaviour of the polynomial) expresses and organizes mathematical thinking with some effectiveness communicates for different audiences and purposes with some effectiveness uses conventions, vocabulary, and terminology of the discipline with some effectiveness (e.g., students describe the end behaviour of the graph using incorrect notation) expresses and organizes mathematical thinking with considerable effectiveness communicates for different audiences and purposes with considerable effectiveness uses conventions, vocabulary, and terminology of the discipline with considerable effectiveness (e.g., students accurately describe the end behaviour and use correct notation) expresses and organizes mathematical thinking with a high degree of effectiveness communicates for different audiences and purposes with a high degree of effectiveness uses conventions, vocabulary, and terminology of the discipline with a high degree of effectiveness (e.g., students correctly describe the end behaviour using correct notation and use it to graph the polynomial) Application /15 Application of knowledge and skills in familiar contexts Transfer of knowledge and applies knowledge and skills in familiar contexts with limited effectiveness (e.g., students do not draw a graph that reflects the given function) transfers knowledge and applies knowledge and skills in familiar contexts with some effectiveness (e.g., students draw a graph that models some aspects of the given function, such as y- intercept) transfers knowledge and applies knowledge and skills in familiar contexts with considerable effectiveness (e.g., students draw a graph that reflects most or all of the properties of the given function) transfers knowledge and applies knowledge and skills in familiar contexts with a high degree of effectiveness (e.g., students draw a completely correct graph and label the graph accurately and choose an appropriate scale) transfers knowledge and skills to new contexts Making connections within and between various contexts skills to new contexts with limited effectiveness makes connections within and between various contexts with limited effectiveness skills to new contexts with some effectiveness makes connections within and between various contexts with some effectiveness skills to new contexts with considerable effectiveness makes connections within and between various contexts with considerable effectiveness skills to new contexts with a high degree of effectiveness makes connections within and between various contexts with a high degree of effectiveness