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HOLY ANGEL UNIVERSITY School of Education

Angeles City

HAU MISSION AND VISION

We, the academic community of Holy Angel University, declare ourselves to be a Catholic University. We dedicate ourselves to our core purpose, which is to provide accessible quality education that transforms students into persons of conscience, competence, and compassion.

We commit ourselves to our vision of the University as a role--‐model catalyst for countryside development and one of the most influential, best--‐managed Catholic universities in the Asia--‐Pacific region.

We will be guided by our core values of Christ--‐ centeredness, integrity, excellence, community, and societal responsibility. All these we shall do for the greater glory of God. LAUS DEO SEMPER!

SCHOOL OF EDUCATION

Mission

To provide quality education that enables students to be critical thinkers, mindful of their responsibilities to society and equipped with the holistic education catering to the heart and soul as well as to the mind and body.

Vision

The School of Education envisions itself to be the premier teacher training institution whose graduates exemplify quality teaching, leadership, scholarship, community service and Catholic virtues that fosters sustainable and just development across the world.

Goals

To offer programs and projects that promote Christ centeredness, integrity, excellence, community and societal responsibility, leadership, scholarship, lifelong learning, effective communication, innovation, gender sensitivity and technological integration

Objectives

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1. To provide students with the opportunities and exposure to develop them and become highly competent educators, leaders and experts who

continuously work for the advancement of educational thinking and practice

2. To instill in the students the spirit of community involvement through relevant programs/projects and become more responsive to the challenges of a progressive and dynamic society

3. To continuously hire academically and professionally qualified and competent faculty equipped with expertise and exposure needed in the practice of

the profession

4. To serve as a benchmark for quality instruction, research and best teaching learning practices

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Teacher Education Program Outcomes

1. Have the basic and higher level literacy, communication, numeracy, critical thinking, learning skills needed for higher learning

2. Have a deep and principled understanding of the learning processes and the role of the teacher in facilitating these processes in their students

3. Have a deep and principled understanding of how educational processes relate to a larger historical, social, cultural, and political processes

4. Have a meaningful and comprehensive knowledge of the subject matter they will teach

5. Can apply a wide range of teaching process skills ( including curriculum development, lesson planning, materials development, educational

assessment, and teaching approaches)

6. Have direct experience in the field/classroom ( e.g. classroom observation, teaching assistant, practice teaching)

7. Can demonstrate and practice the professional and ethical requirements of the teaching profession

8. Can facilitate learning of diverse types of learners, in diverse types of learning environments, using a wide range of teaching knowledge and skills

9. Can reflect on the relationships among the teaching process skills, the learning processing in the students, the nature of the content/subject matter,

and the broader social forces encumbering the school and educational process in order to constantly improve their teaching knowledge, skills, and

practices

10. Can be creative and cooperative in thinking of alternative teaching approaches, take informed risks in trying out these innovative approaches, and

evaluate the effectiveness of such approaches in improving student learning ; and

11. Are willing and capable to continue learning in order to better fulfill their mission as teachers.

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COURSE SYLLABUS IN PLANE AND SOLID GEOMETRY (2PSOGEO)

Faculty: SHERLY C. ABIHAY Course Title: PLANE AND SOLID GEOMETRY Course Code: 2PSOGEO Number of Units: 3 UNITS Contact Hours Per Week: 3 HOURS Pre-requisite subject/s: 2ALGEBRA COURSE DESCRIPTION:

This course deals with plane and solid geometric figures particularly their properties, relations, measurement and construction. It covers the basic concepts used in geometry, parallelism, ratio and proportion, polygons, perimeter and area, circle, and surface area and volume of geometric solids. It focuses on logical reasoning, problem solving, measurement and application to real- life situation. After completing this course, the students will demonstrate geometric thinking and reasoning skills that can be applied to mathematical and real- world problem contexts.

COURSE LEARNING OUTCOMES:

At the end of the course, the students are expected to: 1. Demonstrate an adequate knowledge of two-dimensional and three-dimensional structures. 2. Use geometric figures and relationships to describe model mathematical idea. 3. Understand the role of axiomatic system, logical reasoning and proofs.

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4. Apply critical thinking skills in area, surface and volume analyses of various figures. 5. Demonstrate analytical and imaginative thinking skills in problem solving activities. 6. Demonstrate skills in logical reasoning critical and analytical thinking. 7. Demonstrate desirable attitudes like curiosity, perseverance and competence in one’s work. 8. Develop orderliness and logical reasoning in writing proofs. 9. Cooperate actively in group activities. 10. Perform basic construction and measurement of geometric figures. 11. Handle and manipulate measuring and calculating devises.

COURSE CONTENT:

Time Table (No. of Hours)

Desired Learning Outcomes

Course Content/Subject Matter Teaching and Learning Activities

(Methodology)

Assessment Task/Student

Output

Evaluation Tool

Resource Materials

1

Discuss the importance of a well-managed and organized classroom environment that is conducive to learning.

Classroom Management and Administration

Interactive discussion of classroom rules and expectations

Course outline seen and signed by student

Student Handbook

2

1. Explain the history of geometry. 2. Define the basic concepts in Geometry. 3.Identify the Structure of Geometry 4. Differentiate kinds of reasoning 5. Apply inductive and deductive reasoning in real-

I. Introduction of Geometry A. Brief History of Geometry B. Meaning and Structure of Geometry C. Kinds of Reasoning

Lecture Discussion Exercises/drills Problem Posing

Quiz Reporting on a Mathematician

Must attain a 60% passing rate

Scoring rubric

Basic Geometry for College Students by Allan Tussy http://geomhistory.com/home.html

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life situations

7

1. Describe the basic geometric figures. 2.Give an object that best describe/ represent a geometric figure 3. Solve the measurement of a line segment. 4. Explain the postulates concerning points, lines, and angles. 5. Draw conclusions based on definitions. 6. Prove the different theorems on congruent angles. 7. Perform basic construction using a compass and any straight edge object.

II. Points, Lines, Planes and Angles A. Points, Lines and Planes B. Line Segments and Distance C. Rays and Angles D. Postulates on Points, Lines, and Angles E. Theorems on Congruent Angles F. Basic Construction

Lecture – Discussion Constructing and Measuring an Angle Group Activity: -Line Segments and Distance -Theorems on Congruent Angles Game: Estimating an Angle

Quiz Basic Construction in Geometry

Must attain a 60% passing rate Scoring Rubric

Basic Geometry for College Students by Allan Tussy

5

1. Define parallel lines and transversal. 2. Explain the parallel postulate and the sum of the angle theorem. 3. Solve problems using the parallel postulate and the sum of the angle

III. Parallelism A. Parallel Lines and Transversal B. Theorems on Proving Lines Parallel

Lecture-Discussion Math Investigation Peer Exchange

Quiz

Exercises/Drills

Must attain 60% of the total score

Basic Geometry for College Students by Allan Tussy

www.mathwarehouse.com/geom

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theorem.

etry/.../parallel-lines-cut-transversal.php

3

1. Define ratio and proportion. 2. Cite-real-life situations where ratio and proportion are used. 3.Identify the properties of proportion 4.Define proportional line segments 5.Solve word-problems involving proportional line segments

IV. Ratios and Proportions A. Ratios and Proportions B. Proportional Segments

Lecture- Discussion Engaged Recitation

Quiz

Exercises/Drills

Must attain 60% of the total score

Basic Mathematical Skills with Geometry by Stefan Baratto

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PRELIMINARY EXAMINATION

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1.Define and classify polygons 2. Determine the measurement of the angles of a polygon using the appropriate formula. 3.Identify the corresponding parts of two polygons 4. Solve the missing part of similar and congruent

V. Polygons A. Definition and Classification B. Angles of Polygons C. Similar and Congruent Polygons D. Triangles, Congruence and Similarity E. Quadrilaterals F. Special Parallelograms

Lecture – Discussion Math Investigation Peer Exchange

Quiz Exercises/Drills Project: Tessellations in Nature Checklist: Properties of Special

Must attain 60% of the total score Scoring Rubric

Basic Mathematical Skills with Geometry by Stefan Baratto www.mathsisfun.com/geometry/tessellation.html

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polygons. 5. Identify the postulates on congruency and similarity of triangles. 6. Enumerate the different kinds of quadrilateral. 7. Identify the properties of special parallelograms 8. Solve word problems involving the properties of parallelograms 9. Create an art project using quadrilaterals.

Parallelogram

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1. Solve for the perimeter of plane figures. 2. Solve for the areas of plane figures, shaded figures and composite figures. 3. Derive formulas for the area of plane figures. 4. Solve real-life problems involving plane figures.

VI. Perimeter and Area of Plane and Composite Figures A. Perimeter of Plane Figures B. Shaded Part and Composite Figures C. Application to Word Problems

Lecture-Discussion Geoboard Derivation of Formula

Quiz Exercises/Drills Oral report

Must attain 60% of the total score Scoring Rubric

Basic Mathematical Skills with Geometry by Stefan Baratto

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1. Define circle. 2. Identify the different parts and lines of circle. 3. Solve for the

VII. Circles A. Definition and Parts B. Circumference of a Circle C. Area of a Circle

Lecture – Discussion Lesson/Video viewing

Quiz Exercises/Drills

Must attain 60% of the total score

Basic Mathematical Skills with Geometry by

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circumference and area of a circle. 4. Solve real-life problems involving circle.

Logo Project Scoring Rubric

Stefan Baratto

1

MIDTERM EXAMINATION

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1. Identify and describe geometric Solids. 2. Identify kinds of polyhedrons. 3. Define cylinder, cone and sphere.

VIII. Geometric Solids A. Polyhedrons: Concepts, Parts and Kinds B. Cylinder, Cone and Sphere: Concepts, Parts and Kinds.

Group Presentation/Lesson Demonstration -Musical -Video (with power point presentation)

Quiz Exercises/Drills Lesson Presentation Learning Paper

Must attain 60% of the total score Scoring Rubric

Basic Mathematical Skills with Geometry by Stefan Baratto

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1. Define surface area. 2. Derive formulas of surface area of geometric solids. 3. Apply knowledge and skills on solids to solve word problems.

IX. Surface Area A. Terms, Concepts and Derivation of Formulas B. Prism C. Pyramid D. Cylinder E. Cone F. Sphere G. Composite Figures

Group Presentation/Lesson Demonstration -Role Play -Talk show (with power point presentation)

Quiz Exercises/Drills Lesson Presentation Learning Paper

Must attain 60% of the total score Scoring Rubric

Basic

Mathematical Skills with

Geometry by Stefan Baratto

www.austincc.edu/vpayne/Documents/.../Volume%20Formulas.pdf

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1. Define volume. 2. Derive formulas of volume of geometric solids. 3. Apply knowledge and skills on solids to solve word problems.

X. Volume A. Terms, Concepts and Derivation of Formulas B. Solids for which V=Bh a. Cube c. Cylinder b. Prisms C. Solids for which V=1/3 Bh a. Pyramid b. Cone D. Sphere E. Composite Figures

Group Presentation/Lesson Presentation -News casting -Game Show (with power point presentation)

Quiz Exercises/Drills Lesson Presentation Learning Paper

Must attain 60% of the total score Scoring Rubric

Basic Mathematical Skills with Geometry by Stefan Baratto www.virtualnerd.com/geometry/surface-area-volume-solid

1 FINAL EXAMINATION

Course Requirements:

Class Standing: quizzes, drills/exercises, written and oral report, learning paper, projects, lesson demonstration Major Exams: Prelim, Midterm, Finals

Classroom Policies:

1. Attendance and Punctuality. The student is expected to come to class regularly and on time. For absences, please refer to Policy on Absences below.

2. Active class participation/Group Activity. The student is expected to participate actively in class recitations, discussions, and other activities as the case maybe. The student is also expected to work harmoniously with her group mates and contribute to the preparation of their group work.

3. Projects and Other Requirements. The student is expected to submit all projects and other requirements on time.

4. Lesson Demonstration/Lesson Presentation The student is expected to prepare and present the assigned topic/lesson on the scheduled date.

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5. Electronic Devices. Students are not permitted to use any electronic devices with the exception of approved calculators anytime during class. This includes the wearing of headsets and cellular telephone earpieces as well as laptop computers. All electronic devices other than those approved must be in the OFF position during exams and quizzes.

Expectations from students:

The student’s responsibility is to come to each class prepared. She is also expected to take all examinations on the date scheduled. She is expected to attend each class and participate actively in the discussions. ACADEMIC DISHONESTY:

All students are expected to be academically honest. Cheating, lying and other forms of immoral and unethical behavior will not be tolerated. Any student found guilty of cheating in examinations or plagiarism in submitted course requirements will (at a minimum) receive an F or failure in the course requirement or in the course. Plagiarism and cheating refer to the use of unauthorized books, notes or otherwise securing help in a test; copying tests, assignments, reports or term papers; representing the work of another person as one’s own; collaborating without authority, with another student during an examination or in preparing academic work; signing another student’s name on an attendance sheet; or otherwise practicing scholastic dishonesty. POLICY on ABSENCES:

The allowed maximum number of absences for this course ten(10). Request for excused absences or waiver of absences must be presented upon reporting back to class. Special examinations will be allowed only in special cases, such as prolonged illness. It is the responsibility of the student to monitor her own tardy incidents and absences that might be accumulated leading to a grade of “FA.” It is also her responsibility to consult with the teacher, chair or dean should her case be of special nature.

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Grading System: CSP- Class Standing in the Prelim Period Transmutation Table For the Average* CSM- Class Standing in the Midterm Period Average Point-Grade Equivalent CSF- Class Standing in the Final Period 97-100 1.00 P - Prelim Exam 94-96 1.25 M - Midterm Exam 91-93 1.50 F - Final Exam 88-90 1.75 85-87 2.00 Midterm Average= 70%( Class Standing)+ 30%(Major Exam. Ave.) 82-84 2.25

Class Standing=2

CSMCSP 79-81 2.50

Major Exam Ave.=2

MP 76-78 2.75

Final Average= 70%(Class Standing) +30% (Major Exam. Ave.) 75 3.00

Class Standing=3

CSFCSMCSP BELOW 75 5.00

Major Exam Ave.=3

FMP *Manual input for the computerized class record program

Note: Raw scores will be transmuted using the department’s transmutation table. Passing is 60% for Major Subject References:

Baratto, Stefan, Basic Mathematical Skills with Geometry, Boston: Mc Graw Hill, 2008 Ross, Debra Anne, Master Math:Gemetry, Delmar Learning Thomson, 2005

Tussy, Alan S., Basic Geometry for College Students,Australia: Thomson,2003 http://www.math.com/Practice/Geometry.html www.austincc.edu/vpayne/Documents/.../Volume%20Formulas.pdf www.virtualnerd.com/geometry/surface-area-volume-solid

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CONSULTATION HOURS:

Days Time Room

MWF 7:00a-9:00a Consultation Room

MWF 1:30p-2:30p Consultation Room

TTH 11:40a-12:10p Consultation Room

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LESSON PRESENTATION RUBRIC

Criteria Greatly Exceeds Expectations

(Excellent) 5 points

Exceeds Expectations (Good) 4 points

Meets Expectations (Satisfactory)

3 points

Below Expectations (Fair)

2 points

Does Not Meet Expectations (Poor) 1 point

Knowledge of Subject Matter

Demonstrates masterful knowledge of the subject matter.

Demonstrates above average knowledge of the subject matter.

Demonstrates adequate/ average knowledge of the subject matter.

Demonstrates below average knowledge of the subject matter.

Demonstrates a very poor knowledge of the subject matter.

Communication Skills/Clarity

Demonstrates a superior ability to communicate with the class/audience, and the presenter/teacher is clearly and easily understood.

Demonstrates an above average ability to communicate with the class/audience, and the presenter/teacher is clearly and easily understood.

Demonstrates an adequate/average ability to communicate with the class/audience, and the presenter/teacher is understood.

Demonstrates a below average ability to communicate with the class/audience, and the presenter/teacher is not easily understood.

Demonstrates a very poor ability to communicate with the class/audience, and the presenter/teacher is not easily understood.

Poise/Confidence

Demonstrates an extremely poised and confidence demeanor while presenting the lesson.

Demonstrates an above average display of poise and confidence demeanor while presenting the lesson.

Demonstrates an average display of poise and confidence demeanor while presenting the lesson.

Demonstrates a below average display of poise and confidence demeanor while presenting the lesson.

Demonstrates a very poor display of poise and confidence demeanor while presenting the lesson.

Method of Presentation

Demonstrates a superior ability to use creative and effective teaching methods during the lesson.

Demonstrates an above average ability to use creative and effective teaching methods during the lesson.

Demonstrates an adequate/average ability to use creative and effective teaching methods during the lesson.

Demonstrates a below average ability to use creative and effective teaching methods during the lesson.

Demonstrates a very poor ability to use creative and effective teaching methods during the lesson.

Voice Speaks using a superior volume level and clarity. Also speaks without the repetition of words or phrases.

Speaks using an above average volume level and with clarity. Also speaks without using repetition of words or phrases.

Speaks using an adequate/average volume level and with adequate clarity. Also speaks without using many repetitious words or phrases.

Speaks using an below average volume level and is difficult to understand. Speaks using many repetitious of words or phrases.

Speaks using a poor volume level and is very difficult to understand. Speaks using many repetitious words or phrases.

Visual Contact Demonstrates a superior ability to maintain eye contact with the class/ audience throughout the lesson.

Demonstrates an above average ability to maintain eye contact with the class/ audience throughout the lesson.

Demonstrates an adequate/average ability to maintain eye contact with the class/ audience throughout the lesson.

Demonstrates a below above average ability to maintain eye contact with the class/ audience throughout the lesson.

Demonstrates a very poor ability to maintain eye contact with the class/ audience throughout the lesson.

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Evidence of Preparation

Demonstrates a superior ability to organize and execute the lesson.

Demonstrates an above average ability to organize and execute the lesson.

Demonstrates an adequate/ average ability to organize and execute the lesson.

Demonstrates a below average ability to organize and execute the lesson.

Demonstrates a very poor ability to organize and execute the lesson.

Orderly Sequence

The logical progression of the lesson topics is demonstrated with superior mastery. The lesson easily flows well from topic to topic.

The logical progression of the lesson topics is demonstrated with above average mastery. The lesson easily flows well from topic to topic.

The logical progression of the lesson topics is demonstrated with average/adequate competency. The lesson adequately flows from topic to topic.

The logical progression of the lesson topics is demonstrated with below average competency. The lesson does not adequately flow from topic to topic.

The logical progression of the lesson is demonstrated with poor competency. The lesson does not adequately flow from topic to topic.

Criteria _______________ Professional Appearance and Conduct

Greatly Exceeds Expectations

(Excellent) 5 points ______________________ The teacher demonstrates superior professionalism in terms of his/her attire and conduct throughout the lesson.

Exceeds Expectations (Good)

4 points _______________________ The teacher demonstrates above average professionalism in terms of his/her attire and conduct throughout the lesson.

Meets Expectations (Satisfactory)

3 points __________________________ The teacher demonstrates average professionalism in terms of his/her attire and conduct throughout the lesson.

Below Expectations (Fair)

2 points _______________________ The teacher demonstrates below average professionalism in terms of his/her attire and conduct throughout the lesson.

Does Not Meet Expectations (Poor)

1 point _______________________ The teacher demonstrates poor, unprofessional attire and conduct throughout the lesson.

Use of Audio-Visuals/ Demonstrations

The teacher has a superior ability to effectively use audiovisual aids in order to enhance learning during a lesson. &/OR The teacher demonstrates a superior ability to organize and conduct in class activities/demonstrations.

The teacher has an above average ability to effectively use audiovisual aids in order to enhance learning during a lesson. &/OR The teacher demonstrates an above average ability to organize and conduct in class activities and demonstrations.

The teacher has an adequate/average ability to effectively use audiovisual aids in order to enhance learning during a lesson. &/OR The teacher demonstrates an above average ability to organize and conduct in class activities and demonstrations.

The teacher has a below average ability to effectively use audiovisual aids in order to enhance learning during a lesson. &/OR The teacher demonstrates a below average ability to organize and conduct in class activities and demonstrations.

The teacher has a very poor ability to effectively use audiovisual aids in order to enhance learning during a lesson. &/OR The teacher demonstrates a very poor ability to organize and conduct in class activities and demonstrations.

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ORAL PRESENTATION RUBRIC

NOV-VERBAL/VERBAL SKILLS

5 3-4 1-2 0

ENTHUSIASM Demonstrates a strong, positive feeling about topic during entire presentation.

Occasionally shows positive feelings about topic.

Shows some negativity toward topic presented.

Shows absolutely no interest in topic presented.

ELOCUTION Student uses a clear voice and correct, precise pronunciation of terms so that all audience members can hear presentation.

Student’s voice is clear. Student pronounces most words correctly. Most audience members can hear presentation.

Student’s voice is low. Student incorrectly pronounces terms. Audience members have difficulty hearing presentation.

Student mumbles, incorrectly pronounces terms, and speaks too quietly for a majority of students to hear.

BODY LANGUAGE Movements seem fluid and help the audience visualize.

Made movements or gestures that enhances articulation.

Very little movement or descriptive gestures.

No movement or descriptive gestures.

CONTENT 9-10 6-8 3-5 0-2

SUBJECT KNOWLEDGE Student demonstrates full knowledge by answering all class questions with explanations and elaboration.

Student is at ease with expected answers to all questions, without elaboration.

Student is uncomfortable with information and is able to answer only rudimentary questions.

Student does not have grasp of information; student cannot answer questions about subject.

ORGANIZATION Student presents information in logical, interesting sequence which audience can follow.

Student presents information in logical sequence which audience can follow.

Audience has difficulty following presentation because student jumps around.

Audience cannot understand presentation because there is no sequence of information.

MECHANICS Presentation has no misspellings or grammatical errors.

Presentation has no more than two misspellings and/or grammatical errors.

Presentation has three misspellings and/or grammatical errors.

Student’s presentation has four or more spelling and/or grammatical errors.

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RUBRIC FOR LEARNING PAPER

Criterion Standard

Responsiveness to Topic Score ________/5

5 – clearly addresses the topic and responds effectively to all aspects of the assignment; 4 – clearly address the topic, but may respond to some aspects of the assignment more effectively than others 3 – addresses the topic, but may slight some aspects of the topic 2 – indicates confusion about the topic or neglects important aspects of the assignment 1 – suggests an inability to comprehend the assignment or to respond meaningfully to the topic

Communication of Ideas Score _______/ 5

5 – explores the issues showing thorough comprehension of the text; goes beyond the obvious or class discussion 4 – shows some depth and complexity of thought 3– may treat the topic simplistically or repetitively; doesn’t demonstrate sufficient comprehension of the text 2– lacks focus, demonstrates confused or simplistic thinking, or fails to communicate ideas 1 – is unfocused, illogical, incoherent or disorganized

Organization Score _____/ 5

5 – is coherently organized (i.e. stays on target with the topic), with ideas supported by apt reasons 4 – is well organized and developed with appropriate reasons and examples 3 – is adequately organized and developed, generally supporting ideas with reasons and examples 2 – is poorly organized and/or undeveloped; lacks support from the text 1– is undeveloped; provides little or no relevant support

Math Content Score _____ /25

21-25 Demonstrates masterful knowledge of the subject matter. 16-20 Demonstrates above average knowledge of the subject matter. 11-15 Demonstrates adequate/ average knowledge of the subject matter. 6-10 Demonstrates below average knowledge of the subject matter. 0-5 Demonstrates a very poor knowledge of the subject matter.

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SCORING RUBRIC (REPORTING ON A MATHEMATICIAN) The project will be worth a maximum of 25 points. It will be rated on its own merits based on the requirements detailed above. The grade will ultimately be determined by the teacher according to the following chart.

Factor Weak ---------- Strong Creativity 0 1 2 3 4 5 Difficulty Rating 0 1 2 3 4 5 Math Content 0 1 2 3 4 5 Neatness 0 1 2 3 4 5 Presentation 0 1 2 3 4 5

Creativity is a measure of originality. The difficulty rating is based on the type of project that is chosen. Math content is a value determined by the amount of subject matter that is within the project. Neatness is a number that represents organization and cleanliness. Presentation is determined by the report that is given in front of the class.

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SCORING RUBRIC (BASIC CONSTRUCTION)

Advanced Proficient Proficient Below Proficient

Neatness

3 points Extremely neat; no visible erasure marks or smudges

2 points Very neat; only slight distortions can be seen

1 point Somewhat neat; obvious marks or stains

6 Constructions 1. Duplication of a line segment

2. Line segment whose measure equals 3

times the given line segment

3. Duplication of an angle

4. Divide an angle into 4 equal parts

5. An angle whose measure equals twice a

given angle

6. Perpendicular bisector

5 points each 2 pts:

compass and straightedge are used (no freehand lines or arcs) with arcs shown 2 pts:

construction is accurate 1 pt:

construction is properly labeled

2 points each Partial credit

given for arcs

or accuracy

Construction is

labeled

1 points each Partial credit given for arcs

or accuracy

Instructions followed 1. This grading rubric is attached

2. With compass and any straight edge

object.

2 points 2 requirements met

1 points 1 requirement is met

0 points neither requirement is met

TOTAL POINTS EARNED (35 possible)

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RUBRIC FOR THE TESSELLATION PROJECT

Criteria 0 1 2 3 4

Appearance

No colors were used. Lines were drawn by hand and the paper is

in very poor shape.

Very little color was used (2 to 3). Some lines were drawn with rulers and

others by hand. The paper is in poor shape. The

coloring of the tiles appears rushed.

A little more color was used (4 or more). Most of the lines were

drawn with a ruler and the paper is in fair shape. The coloring was satisfactory

(stayed mostly within the lines and filled the shapes). Different colors could have been chosen to better suite the tessellation.

5 to 7 well chosen colors were used. All the lines were drawn with a ruler and the paper is in good shape. Although minor

imperfections in the coloring can be seen, clearly a solid attempt

was made to minimize mistakes.

More than 7 well chosen colors were used. All the lines were drawn with a

ruler. Very difficult to see coloring mistakes and the colors themselves

were extremely well chosen.

Creativity

No effort was put into improving the artistic

appeal of the tessellation.

Small attempt was made to increase the artistic appeal

of the tessellation.

A fair attempt was made to increase the artistic appeal of

the tessellation. The tiles somewhat resemble real world

object(s) or icon(s).

A fair attempt was made to increase the artistic appeal of

the tessellation. The tiles resemble real world object(s) or

icon(s).

An excellent attempt was made to create an appealing piece of art. The

tiles clearly resemble real world objects or icon(s).

Consistency No attempt was

made to replicate the tiles.

The tiles vaguely resemble one another.

The tiles resemble one another

but clearly more of an effort could have been made to

reduce the number of inconsistencies.

Although minor inconsistencies can be seen, clearly solid

attempt was made to minimize inconsistencies.

Very difficult to see any inconsistencies among the tiles.

Complexity

The final product does not meet the

minimum requirements of a

tessellation.

Very simple geometric shapes were used to create the tessellation. Also minor

inconsistencies can be observed.

Basic geometric shapes were used to create the tessellation, however, minor modifications

were made in attempts to increase the complexity of the tessellation (has 4 – 5 sides).

Each tile consists of 5 to 7 sides. Some of the sides may have curved sections. It takes the

average person at least a couple of seconds to fully appreciate the

complexity of the tiles.

The tiles don’t resemble simple shapes at all (more than 7 sides or

contains many irregular curved sections). The tessellation

demonstrates a high level of sophistication.

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Logo Project Rubric

Element Possible Points

Earned Assessment

Peer Teacher

Completeness The project contains all of the required parts: Rubric, four corporate logos (one with circle) and their explanations, your logo and its explanation

10

Technical Accuracy The project follows the directions given correctly. All logos are copied, the explanation on the same page, etc.

10

Mathematical Accuracy Your researched circle logo have circle. Your researched logo and your own logo have circles.

10

Neat and Presentable The project is very neat and presentable.

10

Drawings and Illustrations Any illustrations, photographs, and drawings add to the purpose and interest of the project.

5

Creativity The project is highly original and creative.

5

Did I do my best work? Y/N

Total: 50

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