Summative Assessment 1: Fifth Grade Perimeter, Volume, and Area Assessment

Name of the project: Design a Pool

Burning issue or big idea: The relationship between area, volume, and perimeter; when
measuring area is appropriate and when it is appropriate to measure perimeter and volume.

Teachers involved (ESL, bilingual, general education): General Education Teacher; if available,
a bilingual teacher would be beneficial to this instruction as well.

Grade level or grade-level cluster(s): 5th

Duration of assessment: 2-3 days

I. Planning: The Parameters for Assessment
A. Content
1. Content area(s), academic content standards, and performance indicators assessed:
Mathematics: SOL Mathematics Objective 5.8: The student will find perimeter, area, and
volume in standard units of measure; differentiate among perimeter, area, and volume and
identify whether the application of the concept of perimeter, area, or volume is appropriate
for a given situation;
Language Arts: SOL Language Objective 5.7 The student will write for a variety of
purposes: to describe, to inform, to entertain, to explain, and to persuade.
SOL Language Objective 5.1 The student will listen, draw conclusions, and share
responses in subject-related group learning activities.
Science: SOL Science Objective 5.1 The student will demonstrate an understanding of
scientific reasoning, logic, and the nature of science by planning and conducting
investigations in which models are constructed to clarify explanations, demonstrate
relationships, and solve needs

2. Content objectives:
Mathematics: Students will design an area with a given perimeter. Students will find the
volume of a created area.
Language Arts: Students will compose a paragraph describing their created pool. Students
will use appropriate content vocabulary in describing the dimensions of their ideal pool.
Science: Students will construct a two-dimensional model of a pool using square pieces of
construction paper.

3. Language(s) of instruction and assessment: English and when possible bilingual teacher
will provide native language instruction

B. Language
1. Language domains, English language proficiency standards, and performance indicators
assessed:
Level 1:
Students will use pieces of paper to create a geometric shape for a swimming pool.
Students will calculate the area, perimeter, and volume of a pool using a Formula
Reference Guide and bilingual glossary.
Students will identify (by pointing) which measure represents each term: perimeter, area,
and volume.
Students will draw a picture/the shape of their ideal pool.
Students will complete a cloze task description (which may be dictated) of their ideal pool.

Level 2:
Students will follow oral directions in arranging pieces of paper to create a pool.
Students will calculate the area, perimeter, and volume of a pool using a Formula
Reference Guide, as needed.
Students will identify the area, perimeter, and volume of their ideal pool.
Students will draw a picture to scale of their ideal pool.
Students will complete a cloze written task describing the dimensions of their ideal pool.

Level 3:
Students will follow oral directions in designing pools with dictated dimensions.
Students will calculate and describe the area, perimeter, and volume dimensions of
different pools using the Formula Reference Guide, as needed.
Students will draw a picture to scale of their ideal pool and label the dimensions.
Students will construct sentence responses to short answer questions concerning the
physical attributes of their created pool.

Levels 4:
Students will follow oral directions in designing pools according to certain attributes.
Students will calculate and record the area, perimeter, and volume dimensions of different
pools.
Students will compare and contrast the dimensions of various pools.
Students will draw a picture to scale of their ideal pool and label the dimensions.
Students will compose a paragraph describing the dimensions and shape of their created
pool.

Level 5:
Students will participate in discourse with peers while constructing pools with varying
dimensions.
Students will find and appropriately record the measurements for each pools area,
perimeter, and volume.
Students will compare and contrast the dimensions as well as the functionality of pools of
varying sizes.
Students will compose a paragraph describing the dimensions and physical features of their
ideal pool.

2. Language objectives:
Listening:
Students will listen to oral directions.
Students will listen and respond to questions and ideas from peers during group/partner
work.

Speaking:
Students will identify/name the dimensions of various swimming pools.
Students will compare the sizes of various swimming pools.
Students will describe their ideal pool to a partner.

Reading:
Students will read questions and directions for each task.
Students will read and evaluate peer work according to a checklist.

Writing:
Students will record the various dimensions of a pool.
Students will describe the dimensions and special attributes of their ideal pool.

3. Targeted levels of English language proficiency: All

C. Type(s) of Assessment: This project represents a performance assessment. Individual student
grades will be broken down analytically according to a rubric. The selected response tasks on
the Task Checklist will be assessed as correct/incorrect directly on the assessment. Oral
assessment will occur via observation and an observation checklist.

1. Product(s) or student work sample(s): At the conclusion of the project, students will
submit a completed task list, a creative pool design on chart paper, and a paragraph
describing their created pool. Students will also submit their self and peer evaluation
checklists.

2. Type(s) of student response(s): While the assessment as a whole is performance-based,
the grades are broken down into certain constructed and selected response tasks. The
individual pool designs compose a constructed response task, while the partner work
concerning the pools with given perimeters represents a selected response task, insofar as
there is one correct answer. Students will complete the task list individually recording
both the group and individual work. The group items are largely selected response, while
the individual items allow for greater creativity.

3. Materials or resources (visual or graphic support): Students may refer to Math Glossaries
created for ELs with relevant math vocabulary and formulas. Students may also refer to
the word wall and prior work in their math journals. A reference sheet for area,
perimeter, and volume formulas is provided. ELs may also use bilingual dictionaries
and/or the tasks may be dictated as needed.

4. Type(s) of documentation (rubric) or scoring guide(s): Students will be assessed
according to an analytic scoring guide/rubric. Observation will also provide a formative
assessment concerning oral production and discourse. An observation checklist is
provided.

II. Delivering: The Instructional Assessment Sequence for a Project

Task 1: Measuring the Pool
Grouping of students: Partners
Description of what students do:
Students will use small identical pieces of square-cut paper to represent blocks of concrete
around a pool
Using a set of 20 squares for the perimeter, students must design a pool that will fit the most
people (the greatest area).
Using the same set of 20 squares, students must design a pool with the smallest area
Individually, students may use up to 50 squares to design their own pool.
Students must find the perimeter and area of their pool.
Students will use graph paper to draw a picture of their creative pool to scale

Task 2: Volume
Grouping of students: Individual and Small Group
Description of what students do:
In small groups, students will redesign a pool with 20 squares. Students will determine the
volume of the pool with 3 feet of water and the volume of a deeper pool with 9 feet of water.
Individually, students will determine how much water is needed to fill their created pool at
varying depths.
Students will choose the depth of their created pool and determine the volume of water needed to
fill the pool.

Task 3: Pool Sharing
Grouping of students: Group and Individual
Description of what students do:
Students will write a paragraph describing their ideal pool. Students will draw the shape on chart
paper, record the perimeter, area, depth, and volume, as well as describe any creative features
they would include in their swimming pool.
Students will meet with a partner and describe their created pool.
Students will peer and self-assess according to a checklist

III. Interpreting Results
Peer or student self-assessment:
Students will self-assess on the final day of production. Students will also complete a checklist
for a peer. Students will work together on the initial construction of described pools.

Teacher assessment:
The teacher will assess student work via a rubric/analytic scoring guide. All of the tasks will be
included in the one rubric. The teacher will also collect student pool designs and the writing
sample describing their work. The teacher will write individualized comments regarding student
work.

IV. Feedback and Use of Information
Peers will provide feedback via the checklist. Students will receive an opportunity to assess their
own work via the same checklist. The teacher will provide feedback via personalized comments
and individual scores on the grading rubric. The teacher will also observe students at work and
offer feedback during the process of pool creation.

From rubrics or documentation forms:
A list of tasks will be distributed at the beginning of the project. Students will also receive the
self and peer checklist prior to commencing the project. The teacher will present the grading
rubric before assessment and use the same rubric to provide feedback following completion.

From teachers:
The teacher will make comments/corrections on the paragraphs, as needed. The teacher will
provide comments on each rubric related to the tasks. The teacher will review self and peer
assessments. The teacher will conference with students as requested/needed.