able to create one set lines, but is unable to to . The student of perpendicular lines. provide solid reasoning correctly reasons that There are no sets of about why the lines are the lines are parallel parallel lines created parallel. Or, the because they are an and little reasoning student correctly equal distance apart about parallel lines. identifies parallel lines from each other. and provides solid (Drawings will vary, but reasoning as to why must contain all specific lines are required elements to parallel, but does not be considered correct.) draw the figure as directed. 4 The student is unable The student correctly The student correctly The student correctly to complete any part or completes Part (b) and completes Part (b) and completes all four 4.MD.5 is able to complete one of the three two of the three parts: only one part of the remaining parts. remaining parts. Clock hands problem. depict 3:00. Possible correct responses include 90° angle, right angle, or 270° angle 3:30. Four turns. 5 The student is unable The student correctly The student correctly The student correctly to complete either of completes one of the answers Part (a), but completes both parts 4.MD.5 the two parts. two parts. only answers one of the problem: question from Part (b) 270°. correctly. Each girl turned 90. Each turned of a full turn. A Progression Toward Mastery 6 The student correctly The student correctly The student correctly The student correctly completes four or completes five or six of completes seven or completes all nine 4.MD.5 fewer of the nine the nine components. eight of the nine components: 4.MD.6 components. components. FGD = 42° 4.G.1 DGK = 138°
able to create one set of perpendicular lines. There are no sets of parallel lines created and little reasoning about parallel lines. lines, but is unable to provide solid reasoning about why the lines are parallel. Or, the student correctly identifies parallel lines and provides solid reasoning as to why specific lines are parallel, but does not draw the figure as directed. to . The student correctly reasons that the lines are parallel because they are an equal distance apart from each other. (Drawings will vary, but must contain all required elements to be considered correct.) 4 4.MD.5 The student is unable to complete any part or is able to complete only one part of the problem. The student correctly completes Part (b) and one of the three remaining parts. The student correctly completes Part (b) and two of the three remaining parts. The student correctly completes all four parts: Clock hands depict 3:00. Possible correct responses include 90° angle, right angle, or 270° angle 3:30. Four turns. 5 4.MD.5 The student is unable to complete either of the two parts. The student correctly completes one of the two parts. The student correctly answers Part (a), but only answers one question from Part (b) correctly. The student correctly completes both parts of the problem: 270°. Each girl turned 90. Each turned of a full turn. A Progression Toward Mastery 6 4.MD.5 4.MD.6 4.G.1 The student correctly completes four or fewer of the nine components. The student correctly completes five or six of the nine components. The student correctly completes seven or eight of the nine components. The student correctly completes all nine components: FGD = 42° DGK = 138°