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Learning Goals & Products

Learning Goals

1

Students will be able to classify and represent 2D and 3D geometric figures using sides, angles, faces, edges, and vertices in drawings, models, and classroom objects.

2

Students will be able to measure, estimate, and compare angle measures and dimensions using protractors and rulers to support accurate design decisions.

3

Students will be able to solve real-world problems involving area, circumference, surface area, and volume for a tiny house, shelter, park feature, or walking path design.

4

Students will be able to compose, decompose, and transform geometric figures to explain relationships between shapes and improve a model when dimensions change.

5

Students will be able to justify design choices using quantitative evidence from measurements, calculations, and comparison of geometric alternatives.

6

Students will be able to reflect on errors, revisions, and growth in their geometry work to identify one strength and one next step.

Products

individual

Annotated Geometry Design Portfolio with Decision Matrix

Each student creates a portfolio showing original concept sketches for a real-world geometry model, measurement notes, calculations, and a decision matrix that compares at least three design options. The portfolio ends with a written justification explaining the selected design and one revision made after testing or critique.

team

Revised Scale Model and Geometry Gallery Walk Display

Teams build and revise a functional scale model such as a tiny house, shelter, mini-park, or walking path map that includes labeled geometric features and accurate calculations. They present evidence of testing, revisions, trade-offs, and limitations during the gallery walk.

Rubric
Competency Progression Rubric Competency-first rubric
Category
Learning Goal
Stage 1
Stage 2
Stage 3
Stage 4
New York Portrait of a Graduate
Academically Prepared
  • I can identify and classify common 2D and 3D figures in models and drawings (including naming sides, angles, faces, edges, and vertices) and match them to the real object or photo being studied
  • I can solve a short geometry task by using given measurements to calculate area, circumference, surface area, and/or volume when formulas are provided or choices are guided.
  • I can represent 2D and 3D figures using labeled sketches and correctly describe the relationships between them (for example, how a net relates to a 3D shape, or how decomposing a shape helps find surface area)
  • I can measure and use angles and dimensions from a model or drawing to solve real-world design problems and compute area, circumference, surface area, and/or volume with mostly accurate work.
  • I can visualize and communicate how geometric figures connect by composing, decomposing, and transforming shapes to solve design challenges
  • I can choose appropriate measurements and use accurate angle and dimension data to calculate area, circumference, surface area, and volume, explaining my steps with correct geometry vocabulary and units.
  • I can independently solve multi-step real-world geometry problems by selecting strategies, measuring accurately, and representing figures in ways that support reasoning (sketches, labels, and organized calculations)
  • I can justify how shape relationships and transformations affect results, detect and correct errors in my measurements or calculations, and explain my solution clearly using precise angle, face/edge/vertex, and area/circumference/surface area/volume language.
New York Portrait of a Graduate
Reflective and Future Focused
  • I can reflect on my geometry work by naming one strength I used and one skill I want to improve, using specific examples from my station notes or corrections
  • I can set a simple goal for the next step of my model and explain what I will try during the gallery walk.
  • I can reflect on how my measurements and shape classifications affected my design by describing one mistake I noticed and one change I made to improve accuracy
  • I can set a goal tied to a specific next action (e.g., re-measuring an angle, labeling edges/vertices, or revising surface area calculations) and follow it with evidence from my draft work.
  • I can evaluate my progress across the project by comparing my initial and revised sketches/models and explaining how the revision improved my real-world design
  • I can choose a strategy for next steps (what to measure, what to adjust, and how to check) and justify my choices using geometry vocabulary and results.
  • I can independently use feedback and self-assessment to revise my model with confidence by clearly connecting critiques to specific measurement and reasoning changes
  • I can set meaningful goals for further improvement, explain why my solution makes sense for real space design (including relationships among angles, area/circumference/surface area/volume), and articulate a plan to test new ideas during the gallery walk.