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FORMATIVE ASSESSMENT TASK
Instructions for Implementing the Task
This task can be implemented individually, with small groups, or with the whole class.
 The teacher asks the student to complete the problem on the Camping Calculations worksheet.
 The teacher asks followup questions, as needed.
TASK RUBRIC
Getting Started 
Misconception/Error The student cannot correctly apply relevant theorems. 
Examples of Student Work at this Level The student understands the need to determine the sum of the measures of the interior angles of the model. However, the student:
 Determines the sum of the measures of the angles of the pentagon model to be .
 Correctly finds the sum of the interior angles of a pentagon, but divides by five, as if the pentagon were regular.
 Views the shape as composed of a rectangle and a triangle, but miscalculates the measures of the base angles of the triangle.

Questions Eliciting Thinking How did you determine the sum of the measures of the interior angles?
Is this pentagon regular?
How many angles does the triangle have? How did you calculate the measures of the base angles?
Is there another model you could use other than an nonregular pentagon? How could you decompose the pentagon into other familiar polygons? 
Instructional Implications Review how to find the sum of the measures of the interior angles of polygons. Provide feedback to the student concerning any errors made in calculating the angle measure. Allow the student to revise his or her response. Provide additional problems in a modeling context that require the student to determine interior angle measures of polygons.
Consider exploring NCTM Illuminations to find lessons or interactive activities involving modeling such as Ice Cream Puddle, Dynamic Paper, and Geometric Solids (http://illuminations.nctm.org/). 
Making Progress 
Misconception/Error The student uses incorrect notation or writes supporting work incorrectly. 
Examples of Student Work at this Level The student correctly calculates the measure of the indicated angle but writes:
 rather than x = 130.
 Represents as equal, numerical expressions that are not equal.

Questions Eliciting Thinking What is x? Is it the name of an angle or the measure of an angle?
Is 180 – 100 equal to ? Is equal to 40 + 90?
Is there another model you could use other than an nonregular pentagon? How could you decompose the pentagon into other familiar polygons? 
Instructional Implications Provide feedback to the student concerning errors in notation and written work. Allow the student to revise his or her work. Emphasize the importance of precision in written mathematical work.
Consider implementing the MFAS tasks Estimating Volume (GMG.1.1), Estimating Area (GMG.1.1), and Size It Up (GMG.1.1). 
Got It 
Misconception/Error The student provides complete and correct responses to all components of the task. 
Examples of Student Work at this Level The student correctly applies the definitions and theorems to calculate the measures of the indicated angle.

Questions Eliciting Thinking What important definitions or theorems did you use to determine the measure of the angle?
What would you need to know in order to calculate the height of the tent at its tallest point?
What other models could you use to solve this problem? 
Instructional Implications Challenge the student with additional modeling problems using technology. Consider exploring NCTM Illuminations to find lessons or interactive activities involving modeling such as Ice Cream Puddle, Dynamic Paper, and Geometric Solids (http://illuminations.nctm.org/).
Consider implementing the MFAS tasks Estimating Volume (GMG.1.1), Estimating Area (GMG.1.1), and Size It Up (GMG.1.1). 
ACCOMMODATIONS & RECOMMENDATIONS
Special Materials Needed:
 Camping Calculations worksheet
SOURCE AND ACCESS INFORMATION
Contributed by:
MFAS FCRSTEM
Name of Author/Source: MFAS FCRSTEM
District/Organization of Contributor(s): Okaloosa
Is this Resource freely Available? Yes
Access Privileges: Public
* Please note that examples of resources are not intended as complete curriculum.