Rich Learning Tasks

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Rubric
Level 1 Level 2 Level 3 Level 4
The student is unable
to come up with
dimensions that work.
The student assumes
that the triangle must
be taller and wider.
The student does
not have a strategy
for drawing a
representation to show
the measurement
relationships.
The student determines
at least one possible
pair of dimensions
that work.
The student does not
have a clear strategy for
getting more answers.
The student assumes
that the triangle must
be taller and wider.
The student does
not have a strategy
for drawing a
representation to show
the measurement
relationships.
The student determines
at least two possible
pairs of dimensions
that work.
The student does not
have a clear strategy for
getting more answers.
The student realises
that the triangle does
not have to be both
taller and wider than
the rectangle, so it can
be the same height or
shorter or the same
width or less wide.
The student draws a
representation of his/
her solution, but what
it actually shows about
the relationships may
not be clear.
The student determines
at least four possible
pairs of dimensions
that work.
The student explains
that other answers can
be created either by
using a different pair of
numbers that multiply
to 12 as multipliers of
the original dimensions
and/or by multiplying all
dimensions by a factor.
The student realises
that there are an
endless number of
solutions.
The student realises
that the triangle does
not have to be both
taller and wider than
the rectangle, so it can
be the same height or
shorter or the same
width or less wide.
The student can draw
a good representation
of the situation to show
visually why his/her
answer made sense.
Related Areas Measurement