Evidence of learning
The teacher uses students’ work samples (covered shapes, estimates and records of the number of units needed to cover shapes, student reflections, drawings (Tier 2 only), covering devices (Tier 3 only)), anecdotal notes from observations, and checklists of indicators and checklists of target language to determine whether students have made progress as a result of the learning experiences.
Criteria for assessment
Students are assessed on their ability to:
Tier 1
- count informal units to measure area and describe the area left over
- estimate, compare and order two or more areas using informal units
- record area by referring to the number and type of units used, eg the area of this surface is 20 tiles
- select and use appropriate informal units to measure an area
- determine which shapes cover better when measuring a surface
Tier 2
- measure area by placing identical informal units in rows or columns without gaps or overlaps
- count informal units to measure area and describe the area left over
- record area by referring to the number and type of units used, eg the area of this surface is 20 tiles
- describe why the area remains constant when units are rearranged
- select and use appropriate informal units to measure an area
- explain the structure of the unit tessellation in terms of rows and columns
Tier 3
- estimate, measure and record the size of a small area in square centimetres
- measure and compare small areas using a square centimetre grid overlay
- record area using the abbreviation for square centimetres (cm2)
- use efficient strategies for counting a large number of square centimetres.