 Assessment Criteria - Year 8 - Maths, Geometry

 KS3 Level Geometry Projected KS4 Grades 6 I understand and can use and apply alternate angles and corresponding angles on parallel lines to solve problems. I can explain how to find, calculate and use the sums of the interior and exterior angles of triangles and quadrilaterals. I can use the sum of angles in a triangle, to deduce the angle sum of any polygon. I can distinguish between regular and irregular polygons based on reasoning about sides, angles and symmetries. I can find the midpoint of the line segment AB, given the coordinates of points A and B and solve geometrical problems on a 2D coordinate axes. I can solve geometrical problems using properties of angles, triangles and circles and are able to justify arguments and solutions using deductive reasoning. I can use geometric properties of cuboids and shapes made from cuboids to solve problems. I can describe and draw nets of more complex 3-D shapes e.g. irregular polyhedra. I can draw simple 3D shapes on a 3-D coordinate grid. I can identify and describe congruent shapes including on a coordinate axes by reference to sides and angles. I can dentify and describe similar shapes including on a coordinate axes by reference to sides and angles. I know the formula for Pythagoras' theorem and can use it to find a missing side of a triangle. I can describe a reflection of a 2D shape on a co-ordinate grid using the line of reflection. I can draw a reflection of a 2D shape on a co-ordinate grid using a given line of reflection 9 5 I can use a method for finding the centre of rotation and select the most efficient/accurate method. I can visualise, explore, describe and construct on grids the rotation of a shape on a 2D coordinate axis. I can prove that translations preserve length and angle and can describe the change a translation will have on a shape (congruency) I can visualise, explore, describe and construct on a coordinate grid where a 2D shape will be after translation, including use of ICT. I can describe the effect on the coordinates of a 2D shape after a translation. I can construct and reason enlargements of 2D Shapes with a positive scale factor and a centre on coordinate grid (Centre at the origin and centre other than (0,0). I understand and can use the language and notation to find and describe scale factor and centre of enlargements. I understand how to transform 2D shapes by simple combinations of transformations in order to analyse and solve geometrical problems on coordinate axes. I can solve problems involving measurements in a variety of contexts, convert between area measures (e.g. mm2 to cm2, cm2 to m2, and vice versa) and between volume measures (e.g. mm3 to cm3, cm3 to m3, and vice versa) I can write lengths, areas and volumes of two shapes as ratios in its simplest form. I can interpret and use compound measures, including from other subjects and real life and calculate average speed, distance and time in both metric and imperial measures. 8 4 I can understand a proof that the angle sum of a triangle is 180°and use this to calculate missing angles. •     I can understand a proof that the angle sum of a quadrilateral is 360° and use this to calculate angles. •     I can understand a proof that the exterior angle of a triangle is equal to the sum of the two interior opposite angles. •     I can identify alternate angles and corresponding angles on parallel lines. I can solve geometrical problems using side and angle properties of triangles (including equilateral and isosceles) explaining and justifying reasoning with diagrams and text. •     I can use the properties of squares and rectangles to identify similar facts, find missing lengths and angles. I can solve geometrical problems using side and angle properties of quadrilaterals explaining and justifying reasoning with diagrams and text. •     I can construct 2-D shapes by plotting coordinates of points based on geometric information. •     I can draw circles and arcs from a given radius or diameter. •     I can visualise and sketch simple 3-D shapes from 2-D projections. •     I can use the language of vertices, faces and edges. •     I can recognise and draw; views, plans and elevations of simple 3D shapes. I can understand and know that if two 2-D shapes are congruent, corresponding sides and angles are equal. I know and can use the criteria for congruence of triangles. I can identify congruent triangles. 7 3 I can visualise, explore, describe and construct on grids of different types where a shape will be after reflection in any mirror line. I can prove that reflections preserve length and angle (congruency). •     I can construct and reason a simple symmetric figure with respect to a specific rotational symmetry. •     I can construct a rotation around a given point on a grid. •     I can prove that rotations preserve length and angle (congruency). •     I can determine and describe a shape following a translation using the appropriate language. •     I can identify and explain the scale factor of an enlargement as the ratio of the lengths of any two corresponding line segments. •     I can construct and give reason for enlargements of 2-D shapes, with a positive scale factor and a centre (not on axes). I can recognise and explore the similarity of resultant shapes following an enlargement. Prove that enlargements preserve angle but not length. •     I can explore combinations of transformations by construction, not necessarily on axis. •     I can record estimates to a suitable degree of accuracy. •     I understand the relationship between metric units and can convert between them. E.g. 1cm = 10mm •     I can compare durations of events [for example to calculate the time taken by particular events or tasks]. Record and compare time in terms of seconds, minutes and hours. I can solve problems involving converting from hours to minutes; minutes to seconds; years to months; weeks to days. 6 2 I can use straight edge and compasses to construct the bisector of an angle and explore this construction •     I can use straight edge and compasses to construct: the midpoint and perpendicular bisector of a line segment, the perpendicular from a point on a line. •     I can use a ruler and protractor to construct a triangle, given two sides and the included angle (SAS) or two angles and the included side (ASA). I can use and interpret maps and scale drawings, using a variety of scales and units. •     I can understand and use the language associated with bearings and using bearings to specify direction. •     I can give a bearing between the points on a map or scaled plan. I can recognise that shapes with the same areas can have different perimeters and vice versa. •     I can calculate the area of compound shapes made from rectangular shapes. •     I can derive and use formulae for the area of a triangle, parallelogram and trapezium. •     I can find the surface area of cubes and cuboids by counting squares of the net. •     I can find the volume of a cuboid by counting cubes. •     I can estimate volume (for example using 1cm3 blocks to include cuboids (including cubes)) and capacity (for example using water). I can calculate, estimate and compare volume of cubes and cuboids using standard units, including cubic centimetres (cm3) and cubic metres (m3), and extending to other units e.g. mm3 and km3. 5 1 I can draw and recognise parallel and perpendicular lines in grids and shapes and use correct labelling conventions for lines. I know and can identify the sum of angles on a straight line and a half turn (total 180o), a right angle (90o) and other multiples of 90o, then use to solve geometrical problems. I know and can identify the sum of angles at a point and one whole turn (total 360o) then apply to solve problems by finding missing angles. I can recognise vertically opposite angles and then use to solve problems by finding missing angles. I understand and can identify rotational symmetry of triangles and quadrilaterals. I can tessellate combinations of polygons through understanding of angles. I can identify and sketch all quadrilaterals from problems. Correctly apply the vocabulary, notation and labelling conventions for these shapes. I can investigate, compare and classify geometric shapes, including quadrilaterals and triangles, based on their properties and sizes. I know the definition of a circle and identify all parts of a circle including: centre, radius, chord, diameter, circumference, tangent, arc, sector and segment. I can identify and draw all arrangements of nets of cubes and cuboids. Describe and draw nets of simple 3-D shapes. I can identify the properties of the faces, surfaces, edges and vertices of: cubes, cuboids, prisms, cylinders, pyramids, cones and spheres. I can visualise and sketch 3-D shapes and others from real-life situations on isometric paper. 4 WT+ I know, understand and can use the term 'congruent' I know that if two 2-D shapes are congruent, corresponding sides and angles are equal. I can determine rotational symmetry in 2D shapes presented in different orientations. I understand what length, capacity, volume, mass and weight are. Recognise the standard metric units of measurement and associated abbreviations. Read scales on common measuring instruments. Interpret a reading that lies between two unnumbered divisions on a scale. I understand the conventions of the metric system and how these apply to the range of measures e.g. milligrams, grams, kilograms I understand how to convert one metric unit to another, including whole number and decimal conversions. Be able to convert larger metric units to smaller and vice versa. For example 3.25kg to 3250g and 4675m to 4.675km. I can choose and use metric units of measurement to measure, estimate, calculate and solve problems in everyday contexts. I know the number of seconds in a minute, minute in an hour, hours in a day, days in each month, year and leap year I can read and write time from an analogue and digital 12hour clock. Use vocabulary such as o’clock, a.m. /p.m.., morning, afternoon, noon and midnight. Understand how to convert time between 12 hour and 24 hour clocks. I can draw and measure any size angles using an angle measurer or protractor to a suitable degree of accuracy, to solve a geometrical problem. I can recognise angles as a property of shape or a description of a turn. Identify and understand acute, obtuse, right and reflex angle. I can estimate angles in isolation and in shapes to solve geometrical problems. I can interpret and construct scale drawings including drawing lines and shapes to scale. Estimate lengths using a scale diagram. I can calculate the perimeter compound shapes made from rectangles and triangles. Find the perimeter of regular and irregular polygons through reasoning and measuring. I can find the area of rectilinear shapes by counting squares. Understand the concept of area and use this to estimate the area of an irregular shape by counting squares. I understand and can use the formula for the area of a rectangle. I can recognise that shapes with the same areas can have different perimeters and vice versa. I understand the differences between volume and capacity and estimate volume and capacity for everyday containers. 3 WT 2 WT- 1

Each KS3 level can be subdivided into:-

• + (all of the assessment criteria are met)
• full grade (most of the criteria are met) and
•  (some criteria are met)

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