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3-D Objects/2-D Shapes

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

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?

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

Note: Performance-based assessment tasks are under development.

1. Give each student a series of photographs or illustrations of common objects and ask them to sort and glue the objects onto pages that have at the top the related 2-D shape.
2. Give each student enough modelling clay to build one or two objects. Ask them to build 3-D objects with the clay based on models you show; e.g., sphere, cylinder, cube.

B. One-on-One Assessment

Assessment activities can be used with individual students, especially students who may be having difficulty with the outcome.

1. Give a student a series of 3-D shapes and ask him or her to sort the shapes into two groups, telling you how he or she decided to sort them. Make sure the objects are clearly related in at least two ways so that the student has some obvious choices; e.g., objects with rounded parts and objects with straight edges only, or very large objects and very small objects.
2. Ask the student to look at a series of 2-D shapes and 3-D objects. Ask him or her to place the 3-D object on top of the 2-D shape that it is related to and then ask him or her to explain why; e.g., use circle and sphere, cone and cylinder, triangle and pyramid, square and cube, rectangle and rectangular solid as examples.

C. Applied Learning

Provide opportunities for students to use addition and subtraction in a practical situation and notice whether or not the strategies transfer.

1. Have students create a shape book by drawing, cutting out magazine photographs or photographing 3-D objects with a digital camera. Include a page with the name of the object and an illustration of each object as a title, then have students fill the pages with objects they find.
2. Have students create mosaic artwork, using only 2-D shapes. You may purchase stickers in basic 2-D shapes or you may cut out brightly coloured shapes.
3. Have the class create a mathematics walk in their community. They will identify 2-D shapes and 3-D objects during the walk. Students can take digital pictures and construct a math poster.

Related Resources

• Assessment in the Mathematics