Theodora Zaimis

Dr. Shapiro
EDSN 640
3 April 2022

Formative Assessment

Standards

CCSS.MATH.CONTENT.4.G.A.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.

Making Connections
Learners build, reinforce, and expand their knowledge of other disciplines while using the
language to develop critical thinking and to solve problems creatively

Learning Targets

Knowledge: Students will understand what parallel lines are.

Knowledge: Students will understand what perpendicular lines are.
Knowledge: Students will recognize that certain shapes have parallel lines.
Knowledge: Students will recognize that certain shapes have perpendicular lines.
Reasoning: Students will be able to compare and contrast shapes based on the presence or
absence of parallel or perpendicular lines.

Developmentally Appropriate Learning Targets

I understand what parallel lines are.

I understand what perpendicular lines are.
I notice when a shape has parallel lines and can name the shape.
I notice when a shape has perpendicular lines and can name the shape.
I can compare and contrast shapes depending on whether they have parallel or perpendicular
lines.
 Formative Assessment

This lesson will start with learning about parallel and perpendicular lines. Students will
try to identify things in the classroom that have parallel or perpendicular lines and explain their
thinking. During this lesson, the class will talk about quadrilaterals that can be classified based
on the types of lines they have. The teacher will ask them, based on what they know about
parallel lines, what are some quadrilaterals that have parallel lines. The teacher will also ask
them the same about quadrilaterals with perpendicular lines.
After the lesson, students will be given pattern blocks of quadrilaterals. Students will
work in pairs or groups of three in order to place the shapes in a Venn diagram depending on
whether they have parallel lines and/or perpendicular lines. During this time, the teacher will
walk around and meet with the pairs or groups to see if they can explain their thinking. After
completing the Venn diagram, students will at random select two shapes from the pattern blocks
and compare them using the vocabulary they have learned.
By having students look inside the classroom for examples of shapes with parallel and
perpendicular lines, the teacher is able to engage students who are both visual and kinesthetic
learners. By having students discuss and explain their thinking, the characteristics of
perpendicular lines and parallel lines will be reinforced for the auditory learners. Finally, using
pattern blocks and a Venn diagram will allow kinesthetic and visual learners to show their
understanding of the topic.

Rubric

Criteria Full Marks Proficient Novice No Marks

(3 points) (2 points) (1 point) (0 points)

Criteria 1 Student can identify Student can identify Student can identify Student cannot
Students can three or more two pairs of parallel one pair of parallel identify any parallel
identify parallel parallel lines in the lines in the lines in the lines in the
lines in the classroom. classroom. classroom. classroom.
classroom.

Criteria 2 Student can identify Student can identify Student can identify Student cannot
Students can three or more sets of two sets of one set of identify any
identify perpendicular lines perpendicular lines perpendicular lines perpendicular lines
perpendicular in the classroom. in the classroom. in the classroom. in the classroom.
lines in the
classroom.
Criteria 3 Student completely Student explains Student gives a Student cannot
Students can explains why lines why lines are partial explanation explain why lines
explain why lines are parallel using parallel using math for why lines are are parallel.
are parallel. math vocabulary. vocabulary. parallel.
Explanation gives Explanation gives Explanation only
(Their explanation all three two characteristics gives one
should mention characteristics of of parallel lines. characteristic of
that they are parallel lines. Elaborates by using parallel lines.
straight lines, that Elaborates by using their classroom
are the same their classroom example.
distance apart, and example.
if you continue the
lines they will
never meet.)

Criteria 4 Student completely Student explains Student gives a Student cannot

Students can explains why lines why lines are partial explanation explain why lines
explain why lines are perpendicular perpendicular for why lines are are perpendicular.
are perpendicular. using math using math perpendicular.
vocabulary. vocabulary. Explanation only
(Their explanation Explanation gives Explanation gives gives one
should mention all three two characteristics characteristic of
that they are characteristics of of perpendicular perpendicular lines.
straight lines that parallel lines. lines.
intersect to make a Elaborates by using Elaborates by using
right angle (90 their example. their classroom
degree angle) example.

Criteria 5 All the Most of the Some of the Student is unable to

Students can quadrilaterals are quadrilaterals are quadrilaterals are complete the task.
compare and accurately placed in accurately placed in accurately placed in Either no attempt
contrast the venn diagram the venn diagram the venn diagram has been made or
quadrilaterals depending on depending on depending on three or more shapes
depending on whether the shapes whether the shapes whether the shapes are misplaced.
whether they have have parallel lines, have parallel lines, have parallel lines,
parallel or perpendicular lines perpendicular lines perpendicular lines
perpendicular or both. or both. One shape or both. Two shapes
lines using a venn is misplaced. are misplaced.
diagram.

Criteria 6 Student compares Student compares Student compares Student does not
Students can two quadrilaterals, two quadrilaterals, two quadrilaterals, compare two
compare and by comparing by comparing by comparing quadrilaterals.
contrast whether they have whether they have whether they have
quadrilaterals parallel lines and parallel lines and parallel lines or
depending on perpendicular lines. perpendicular lines. perpendicular lines.
whether they have Student notes the
parallel or number of parallel
perpendicular lines and
lines using perpendicular lines
vocabulary. the shapes have.

Data Collection

The data collection sheet is in the form of a table that provides a space to write anecdotal
notes based on how each student performs with each column. The columns created are based on
the learning targets. The teacher will walk around with the data collection sheet while the
formative assessment is occurring. The first part of the formative assessment requires students to
identify parallel and perpendicular lines in the classroom. While students work on finding three
examples of each, the teacher will meet with the students to ask them to explain perpendicular
and parallel lines while referencing their examples. The teacher will note the students’
explanations and understanding of parallel and perpendicular lines in the first two columns of the
data collection sheet. For the next part of the formative assessment, the students will be sorting
pattern blocks into a Venn diagram to compare them depending on whether they have either type
of lines or both. During this time the teacher will note down observations in the third column.
Depending on their abilities, the teacher should note down their errors for why the student did it
incorrectly. The teacher can also prompt students to explain their thinking during this point. This
will be repeated when students are comparing shapes based on the types of lines they have, using
the vocabulary.
The data collection sheet is based on the learning targets. Because of this, using this data
collection sheet will allow me to see how each student is doing in regard to each learning target
as well as the difficulties they are having in reaching each target. I will be able to see which
targets students still need more help in to meet. By using notes of my observations during the
formative assessment, I can jot down the specific things students seem to be having difficulties
with and if more than one student has the same confusion. The data collection will allow me to
see how to move on with instruction in the following lessons. This form of data collection is
something that can be used regularly. Data sheets should be stored in folders by subject and unit
within each subject. As the class progresses through a unit and topic the data sheets will provide
guidance on how to move forward with instruction.
 Data Collection Sample Sheet (Refer to rubric for scoring)

Student Understanding of Understanding of Recognition of Shapes Comparison of Shapes

Name Parallel Lines Perpendicular Lines with Each Type of Line Based on Type of Line
Differentiated Support

This lesson and formative assessment have a lot to do with understanding certain
mathematical vocabulary. This could be challenging for some of my students because in the
classroom where I will be conducting this formative assessment there are two students who have
emerging English proficiency and they only know a few English words. When introducing the
concept of parallel and perpendicular lines, a lot of visuals will be used in order to support their
understanding of the definitions. The vocabulary will also be reinforced when students point out
objects with each type of line. Their peers will also translate the characteristics of parallel and
perpendicular lines in Arabic. Their ability to identify these types of lines within the classroom
will also allow me to gauge how much they are understanding about the concept even if they are
unable to express their understanding verbally.
When it is time to sort quadrilaterals into a Venn diagram, the students with limited
English proficiency will receive a key with images of the quadrilaterals and their names. All the
students will use manipulatives and a Venn diagram to sort the quadrilaterals based on the types
of lines they have. All students will use their Venn diagrams to compare two randomly selected
shapes to compare and contrast. The lower ENL learners will also use the Venn diagram to do
this but they will also have a key with the names of the shapes and they will receive starter
sentences, “The two shapes ___________ and _____________ are similar because they both
____________________. They are different because
_________________________________________.”
For students with learning disabilities, checking for understanding will happen regularly
throughout the lesson. Normally in the class, we do a thumb rating, where students can express
their understanding. A thumb up means they have a solid understanding, a thumb to the side
means they are a little confused, and a thumb down means they need a lot more help. I will also
check for understanding of the task of identifying shapes with each type of line. Additionally, I
will be circulating the room during the activity and continuing to check for understanding. The
instructions for each task will be given out loud verbally before going into the activity. I will also
demonstrate the expectations of the Venn diagram activity with one example one step at a time,
so the students have a good understanding of what they have to do. Extra time will also be
provided for the students who need it. The students can receive up to double the amount of time
if needed to complete the task.

Communicating outcomes with students and families

 Depending on how students do during the formative assessment, different forms of
communication may be needed. Communicating with the student can happen during the lesson
and after by meeting with them individually. I would use my observations and my data collection
to have a conversation with them about how they are doing and provide feedback. I would
explain how they are doing in their progress toward meeting the learning targets and what they
can do to progress further. During this conference, I would focus on their strengths and struggles.
Time would be given for a student to explain their perspective and what and why they think they
are struggling with. Then together we will discuss ways to meet these needs.
This year I have been using Class Dojo for regular contact with parents/guardians when
the situation is not serious. I can either use Class Dojo or speak to parents/guardians outside
during dismissal in order to let them know about their student’s performance, progress towards
meeting learning targets, strengths, and areas of need. The feedback to parents should be
actionable, user friendly, and timely, in order to ensure the most support (Wiggins, 2012). This
will be based on my observations during the lesson and the anecdotal notes I took during the
formative assessment. When expressing the student’s area of need, I would be very specific
about where the confusion is based on the data collected and also how I am planning to address it
in class. I would also provide resources for extra practice to be done at home for extra support
that the family can provide. These resources can be parent guides on the materials, videos, and
worksheets.

The following are examples of extra work that could be provided to students and families. The
resources provided to families will be based on the student’s areas of need (struggles or
enrichment). These were received from superteacherworksheets.com and education.com.

References
Grade 4 " geometry. Grade 4 " Geometry | Common Core State Standards Initiative. (n.d.).
Retrieved February 6, 2022, from http://www.corestandards.org/Math/Content/4/G/

Wiggins, G. (2012, September 1). Seven Keys to effective feedback. ASCD. Retrieved April 3,
2022, from https://www.ascd.org/el/articles/seven-keys-to-effective-feedback