Rich Learning Tasks

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Rubric
Level 1 Level 2 Level 3 Level 4
The student is unable
to determine a set
of rectangular prism
dimensions with a
reasonable surface
area.
The student cannot
explain why the surface
area could not have
been exactly 75 cm2
if whole number
dimensions were used.
The student is not
able to describe how
changes in a dimension
affect changes in
surface area.
The student determines
a set of rectangular
prism dimensions with
a reasonable surface
area.
The student uses the
grid to help him/her
determine the surface
area and does not use
too much reasoning.
The student cannot
explain why the surface
area could not have
been exactly 75 cm2
if whole number
dimensions were used.
The student is not
able to describe how
changes in a dimension
affect changes in
surface area.
The student determines
a set of rectangular
prism dimensions with
a reasonable surface
area.
The student explains
how the surface area is
determined and uses
some formulas in that
determination.
The student can explain
why the surface area
could not have been
exactly 75 cm2 if whole
number dimensions
were used.
The student is
somewhat vague
on how changes in
a dimension affect
changes in surface area.
The student determines
at least two or three
sets of rectangular
prism dimensions with
a reasonable surface
area.
The student clearly
explains how the
surface area is
determined and
is efficient in that
determination (e.g.
using formulas and/or
realizing that each area
is repeated twice).
The student can clearly
explain why the surface
area could not have
been exactly 75 cm2
if whole number
dimensions were used.
The student can clearly
explain how changes
in a dimension affect
changes in surface area.
Wrapping a Prism Measurement