Grade 4 Unit 11 Constructed Response Geometry Description Task

1. Parallel and Perpendicular Lines

2. Classify Quadrilaterals and Triangles

3. Symmetry

Common Core State Standard for Mathematical Content (MC)

Standards for Mathematical Practice (MP)

4.G.1 Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures. 4.G.2 Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size. Recognize right triangles as a category, and identify right triangles.

MP.1 MP.3 MP.4 MP.6 MP.7 MP.8

4.G.2 Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size. Recognize right triangles as a category, and identify right triangles.

MP.1 MP.3 MP.4 MP.6 MP.7 MP.8

4.G.3 Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. Identify linesymmetric figures and draw lines of symmetry.

MP.1 MP.3 MP.4 MP.6 MP.7 MP.8

Note to Teacher: The following scoring rubric should be used as a guide to determine points given to students for each question answered. Students are required to show the process through which they arrived at their answers for every question involving problem solving. For questions involving a written answer, full points should be given to answers that are written in complete sentences which address each component of the questions being asked.

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Scoring Rubric Question 1. a. Student accurately draws ⃡𝐒𝐓 parallel to ⃡𝐌𝐍. Line position may vary. See sample response below. Use teacher judgment. b. Student accurately draws ⃡𝐆𝐇 perpendicular to ⃡𝐌𝐍. Line position may vary. See sample response below. Use teacher judgment.

Points 1 1

H

M S

2. Student accurately identifies and correctly rewrites the incorrect statements. Wording may vary. Sample responses: C. Quadrilaterals: All parallelograms and trapezoids have at least one pair of parallel sides. D. Triangles: No triangles have parallel sides. E. Rectangles (including squares) have parallel and perpendicular sides. H. Rectangles and squares have perpendicular sides. Trapezoids can have perpendicular sides too.

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4

Total

3. Student accurately identifies whether each shape has parallel and/or perpendicular lines (1 point per shape).

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4. Student gives accurate explanations. Wording may vary. Sample responses:

Quadrilateral

Explanation Yes, this square is a rectangle because it has two pairs of parallel sides and the corners are right angles formed by perpendicular

rectangle

lines. No, this rectangle is not a square. A square is a special type of rectangle that has four sides of equal length. This rectangle has

square

two pairs of sides that are of equal length.

Yes, this rhombus is a parallelogram because the opposite sides are parallel. parallelogram Yes, this is a trapezoid because it has one pair of parallel sides. trapezoid

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5. Student accurately names and positions each triangle on the grid.

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6. Student accurately completes the sentence. Wording may vary. Sample responses: identical halves, matching parts.

1

7. Student correctly identifies the shapes that have one or more lines of symmetry.

2

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8. Student correctly draws the lines of symmetry.

3

Total

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