zFinal+Checklist

hey guys! i just finished a draft of the check list, have a read and see if you want to add anything? I'll make any changes on the word doc and attach it here as soon as we're happy with it :) looks awesome julia!! There was just one part that didnt make sense- I highlighted it pink :)

THIS IS THE FINAL PRODUCT!!! :)


 * Summative Assessment Checklist**

|| A
 * B || C || D || E ||
 * Outstanding || High || Sound || Basic || Limited ||


 * MS3.3** – Selects and uses the appropriate unit to estimate and measure volume and capacity, including the volume of rectangular prism.


 * **Indicators** || **Trudy** || **Loren** || **Gracie** || **Comments** ||
 * Constructing rectangular prisms using cubic centimeter blocks and counting to determine volume || A || A || A || All students were able to construct rectangular prisms using centimeter cubes and determine its volume by counting. ||
 * Estimating then measuring the capacity of rectangular containers by packing with cubic centimeter blocks || A || B || A || Most students had a well grasp on estimating capacity, Loren struggled at the start, but through extra guidance was able to complete the task. ||
 * Recognizing the need for a unit larger than the cubic centimeter || B || B || A || Gracie was very enthusiastic and had good understanding of the need for larger units. ||
 * Using the cubic metre as a formal unit for measuring larger volumes || A || B || B || All students were able to achieve this through the cubic metre task. ||
 * Using the abbreviation for cubic metre (m3) || A || A || A || Students found it quite easy in shifting from cm3 to m3. ||
 * Estimating the size of a cubic metre, half a cubic metre and two cubic metres || B || B || B || All students had a go at estimating and understood the general concept. ||
 * Selecting the appropriate unit to measure volume and capacity || B || C || A || Loren struggled quite a bit during the first lesson, however after understanding that capacity is often related to water, she picked it up quite quickly. ||
 * Using repeated addition to find the volume of rectangular prisms || A || C || B || Trudy excelled in being very using arrays, however Loren still reverted back to counting cubes. ||
 * Finding the relationship between the length, breadth, height and volume of rectangular prisms || B || D || B || Trudy and Gracie had excellent knowledge of arrays, however could not quite conceptualise the relationship once the prism was turned around. Loren had basic understanding, however needed constant prompts. ||
 * Calculating the volume of rectangular prims || A || A || A || All students were able to correctly calculate the volume of rectangular prisms. ||
 * Demonstrating that a cube of side 10 cm will displace 1L of water || C || C || B || All students were able to understand the concept after several demonstrations and explanations that 1L = 10cm x 10cm x 10cm = 1000mL. ||
 * Demonstrating, by using a medicine cup, that a cube of side 1cm will displace 1mL of water || A || A || A || All students were capable of demonstrating and understanding this concept. ||
 * Equating 1 cubic centimeter to 1mL and 1000 cubic centimetres to 1L || C || C || B || Students were able to understand the concept after several demonstrations and explanations. ||
 * Finding the volume of irregular solids in cubic centimetres using a displacement strategy || A || A || A || All students were able to use displacement to find the volume of irregular solids such as apples, pears, marbles. ||
 * Recording volume and capacity using decimal notation to three decimal places e.g. 1.275L || C || D || C || Students struggled with this concept because of their limited previous knowledge in using decimals. ||