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SUMMATIVE ASSESSMENT: LESSON EIGHT

Stage- 3
Activity Name- Shape your Facebook
Context- This summative assessment task is an hour long project, that aims to incorporate all of the content
students have learnt up until this point. This task will take the form of a social network page. Resources
include Computer on Wheels (COW) access, alternatively A3 prints of blank Facebook profiles are easily
sourced or created.
Description of activityUsing the Fakebook tool http://www.classtools.net/FB/home-page, or something similar, students are asked
to create a character profile of a shape/s. This profile is to include the following A profile picture, essentially a creative sketch of the shape chosen. Other photos and a Facebook
header can be added, giving further description.
A place of birth, should be relative to the purpose of the shape in the real work context, see appendix 3
Family, this is relevant to the shape, for example a member of the prism family.
An About Me section. This should include at least 10 facts about the shape, drawing upon the content
covered over the course of the unit. This may include the elements a shape is made from, comments
about its cross section, number of edges and so on. Students should consider shape properties and
functions within a real world context.
o Facts should include I have, I dont have, and comparisons such as I have more than this
shape etc.
The website is very intuitive to use, however if it is preferred printed templates are also very easily sourced.
Dependant on the formative assessment collected over the course of the unit will determine how many
Facebook profiles the students are expected to create over the course of the 60-minute lesson. If students
have grasps concepts easily, they should manage 2 or 3 profiles in the allocated time.
Students should be encouraged to approach the more complex shapes such as a hexagonal based pyramid,
however if this is an unachievable expectation for some students less complicated shapes can be chosen.
Ensure a wide variety of shapes are chosen, these projects have the potential to be displayed around the
class as future reference material.
OutcomesMA3-14MG- identifies three-dimensional objects, including prisms and pyramids, on the basis of their
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properties, and visualises, sketches and constructs them given drawings of different views.
MA3-2WM- selects and applies appropriate problem-solving strategies, including the use of digital
technologies, in undertaking investigations.
MA3-1WM- describes and represents mathematical situations in a variety of ways using mathematical
terminology and some conventions
Criteria for assessing learningThrough this project, students should be exhibiting competence and fluency in their understanding and use
of mathematical terminology. This terminology includes: object, shape, three-dimensional object (3D object),
prism, cube, pyramid, base, uniform cross-section, face, edge, vertex (vertices), apex, top view, front view,
side view, depth, net.
Students should show competency in their ability to comprehend perspective, and can represent a threedimensional shape through the medium of sketch.
Recording evidence of learningBy the completion of this task, every student will have at least one complete character profile for a shape of
his or her choosing (or allocation, dependant on skill level).
These should be printed at the completion of the lesson on A3 paper (if digital route was chosen).
Look for correct use of facts, regardless of the selected shape, students should still be employing most of the
terminology covered in the unit, with the possible exception of apex.
Refer back to the qualitative notes taken from early lessons when looking at students final summative tasks,
and look for growth and fluency.
Use rubric below to establish grade and give comprehensive feedback.

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Appendix 3