Rich Learning Tasks

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Rubric
Level 1 Level 2 Level 3 Level 4
The student struggles
to sort the shapes
with two attributes
simultaneously to allow
for overlap.
The student does not
necessarily demonstrate
an understanding that
naming a shape is one
way to sort shapes.
When shown two
arbitrary shapes, the
student often cannot
think of a way they are
alike that relates to a
geometric attribute.
The student correctly
sorts/names the
attributes so that each
section of the Venn
diagram includes
appropriate shapes in
one way.
The student
demonstrates an
understanding that
naming a shape is one
way to sort shapes.
When shown two
arbitrary shapes, the
student often cannot
think of a way they are
alike that relates to a
geometric attribute.
The student correctly
sorts/names the
attributes so that each
section of the Venn
diagram includes
appropriate shapes in
at least two or three
ways. There could be at
least one pair of ways
that are very similar in
nature.
The student
demonstrates an
understanding that
naming a shape is
sometimes a way to
sort shapes.
When shown two
arbitrary shapes, the
student cannot always
think of a way they are
alike that relates to a
geometric attribute.
The student correctly
sorts/names the
attributes so that each
section of the Venn
diagram includes
appropriate shapes. He/
she does this in at least
two ways that do not
relate to colour or size
or at least four different
ways that might make
reference to colour or
size. [Different means
not red vs. square and
blue vs. square or large
vs. red and large vs.
blue or small vs. blue.]
The student clearly
demonstrates an
understanding that
naming a shape is a
way to sort shapes.
When shown two
arbitrary shapes, the
student can think of at
least one way they are
alike that relates to a
geometric attribute.
What Goes Where? Geometry