Assessment Timeline

Formative Summative
Entry Level
Quiz – proving algebra
Survey- Using Quizlet, students propositions (for understanding Project- Students will GeoGebra
will identify congruence, parallel the proof steps) and identifying to discover a geometric
lines the properties that follow. special parallelograms. relationship.

Group activity- students will Test- Comprehensive unit exam

identify whether the proof is will cover identifying, proving
correct and correct them as solving parallelograms
needed

Graphic organizer- proving the

properties of parallelograms
and the relationship with
rectangles, rhombi and squares

Worksheet – apply the

properties of parallelograms to
solve problems
Students will be assessed using a variation of methods following the above Assessment Plan. For entry level assessment, we will take
a brief survey in class in which students will you use prior information from pervious courses to answer the questions. The questions
consist of geometry terms, a couple of proofs and triangle congruence. The purpose of this assessment is to determine if students are
mathematically ready to begin parallelograms. After the teacher lecture and completion of the guided notes, I will answer any
questions students have. Students will be sent home with homework. The homework will be graded in during the next class period
class using what I call a “class grading” format. During this session, we will discuss any questions or comments that arise from the
homework. After questions are answered, students will take a short quiz about the pervious lessons: proving techniques, what is a
parallelogram, triangle congruences, and algebraic properties. This quiz will help determine if students have begun to form the
targeted concepts as intended. We will then move on to a Group Activity in which students will be given a variety of proposed proofs
and determine if the proof is correct. If the proof needs revising, students, as a group, will revise the proof and present their revisions
to the class. The class will provide feedback to the group based on their regions. The next opportunity for assessment will come when
we begin the graphic organizer on lesson 3. Once turned in and graded, the I will be able to determine the areas in which students are
excelling and see if students are ready to move on to the comprehensive examination for the final part of the unit. Extra worksheets
will be sent home to ensure that students have the opportunity ask questions and discuss with their peers (as well as the teacher) before
the examination. For our summative assessment, students will have the opportunity to create a “new geometry theorem”. Students will
use the knowledge of what you have learned from geometry (and other classes) to make a discovery about parallelograms. The
discovery could be as simple as constructing and adjoining the midpoints of the parallelogram and observing that shape constructed is
another parallelogram or the discovery could be as complex as creating a variety of shapes, connecting them to the parallelogram and
see what happens. Students will be required to present their new theorem and discuss their findings to the class. This will indicate to
the teacher how much understanding they have. Lastly, students will take a comprehensive exam on the entire unit in which they will
need a 70% or higher to pass. This will be the teacher's main indicator that the "Big Ideas" were met and that the students did form the
targeted concepts.