Download Performance Task – Rationale Level 3 Applied

Measurement and Geometry
Performance Task: Part B: Geometry – Parallel or Not?
LEVEL 1 Anchor
Knowledge and Understanding
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demonstrates limited understanding of the concept of parallel lines in optical
illusions, and reveals misunderstanding about which lines are/are not parallel
by tracing and identifying alternate lines
demonstrates limited knowledge of the concept of parallel lines and
transversals and does not identify angle pairs created by transversals and
parallel lines that can be used to justify parallelism
Thinking
• demonstrates limited understanding of the problem of identifying parallel
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lines in the optical illusions and showing that the identified lines are parallel
chooses a strategy to show that the lines are parallel, but provides incomplete
or weak reasoning
shows no evidence of a plan to use a different strategy for each optical
illusion
Communication
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provides limited explanations that lack clarity for both optical illusions
communicates with limited effectiveness about the diagrams
Application
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demonstrates limited ability to apply properties of parallel lines to show
correctly that a pair of lines on the diagram in part a) are parallel and to state
that an appropriate pair of angles formed by these lines and a transversal are
equal
demonstrates limited ability to apply properties of parallel lines to show
correctly that a pair of lines on the diagram in part b) are parallel
Measurement and Geometry
Performance Task: Part B: Geometry – Parallel or Not?
LEVEL 2 Anchor
Knowledge and Understanding
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demonstrates some understanding of the concept of parallel lines in optical illusions
demonstrates some knowledge of the concept of parallel lines and transversals, but does not
clearly identify and state a pair of corresponding or alternate angles that are equal to justify
parallelism
Thinking
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•
demonstrates some understanding of the problem of identifying parallel lines in the optical
illusions and showing that the identified lines are parallel
chooses strategies to show that the identified lines are parallel, but provides incomplete or
weak reasoning
carries out a plan to some extent to use a different strategy for each optical illusion, although
the strategy for part a) shows limited understanding of the constant distance between the
parallel lines
Communication
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provides a partial explanation that shows some clarity for part b), but the explanation for
part a) is incomplete and unclear
communicates with some effectiveness about the diagram in part b)
Application
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demonstrates some ability to apply properties of parallel lines to show correctly that a pair of
lines on the diagram in part a) are parallel, but does not make any reference to the distance
between the lines remaining the same
demonstrates some ability to apply properties of parallel lines to show correctly that a pair of
lines on the diagram in part b) are parallel and to state that an appropriate pair of angles
formed by these lines and a transversal are equal; however, uses a perpendicular line to show
both angles are right angles, which is not strictly necessary
Measurement and Geometry
Performance Task: Part B: Geometry – Parallel or Not?
LEVEL 3 Anchor
Knowledge and Understanding
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demonstrates considerable understanding of the concept of parallel lines in optical illusions
demonstrates considerable knowledge of the concept of parallel lines and transversals, but
does not clearly identify and state a pair of corresponding or alternate angles that are equal to
justify parallelism
Thinking
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demonstrates considerable understanding of the problem of identifying parallel lines in the
optical illusions and showing that the identified lines are parallel
chooses appropriate strategies to show that the identified lines are parallel
carries out a plan effectively to use a different strategy for each optical illusion
Communication
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provides a complete, clear, and logical explanation for part b), but the explanation for part a)
is less clear since it is not completely clear which angles the student used to justify
parallelism
communicates with considerable effectiveness about the diagrams
Application
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demonstrates considerable ability to apply properties of parallel lines to mark a pair of
parallel lines correctly on the diagram in part a) and to state that an appropriate pair of angles
formed by these lines and a transversal are equal
demonstrates considerable ability to apply properties of parallel lines to show correctly that a
pair of lines on the diagram in part b) are parallel and to state that the distance between the
lines is the same at each end
Measurement and Geometry
Performance Task: Part B: Geometry – Parallel or Not?
LEVEL 4 Anchor
Knowledge and Understanding
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demonstrates thorough understanding of the concept of parallel lines in optical illusions
demonstrates thorough knowledge of the concept of parallel lines and transversals by
identifying and stating a pair of appropriate angles that are equal to justify parallelism
Thinking
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demonstrates thorough understanding of the problem of identifying parallel lines in the
optical illusions and showing that the identified lines are parallel
demonstrates evidence of a thorough plan to use appropriate strategies to show that the
identified lines are parallel
shows insight when carrying out a plan to use a different strategy for each optical illusion
Communication
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provides an effective and clear explanation using proper terminology
communicates with a high degree of effectiveness, showing measurements for both strategies
on the diagram, and uses the strategies to provide appropriate conclusions
Application
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demonstrates a sophisticated ability to apply properties of parallel lines to show correctly that
a pair of lines on the diagram in part a) are parallel and to state that an appropriate pair of
angles formed by these lines and a transversal are equal
demonstrates a sophisticated ability to apply properties of parallel lines to show correctly that
a pair of lines on the diagram in part b) are parallel and to state that the distance between the
lines is the same at each end