| Mathematical Knowledge | Communication | Presentation | |
| 4 |
Both tessellations' construction show complete understanding of mathematical concepts and
principles. Uses appropriate mathematical terminology and notation (e.g. transformation, translation, rotation, interior angles, angle measure, segment length, fundamental region). Entries in the comparison chart suggest a thorough understanding of the constraints, similarities, and differences between tiling a plane and a sphere. |
Gives a complete written explanation of the process involved in designing and producing the
tessellation. Diagrams, where appropriate, are included and facilitate understanding of the process involved in tessellating the space. |
The visual impact of the tessellations are highly effective. The tessellations completely cover the fundamental regions with no overlap or gaps. |
| 3 |
Both tessellations' constructions show a nearly complete understanding of mathematical concepts
and principles. Uses appropriate mathematical termininology and notation (e.g. transformation, translation, rotation, interior angles, angle measure, segment length, fundamental region). Entries in the comparison chart suggest a substantial understanding of the constraints, similarities, and differneces between tiling a plane and a sphere. |
Gives a nearly complete written explanation of the process involved in designing and producing the
tessellation. Explanations of the solutions process employed may contain some minor gaps. Includes at least one diagram, withmost of the elements explained. |
The visual impact of the tessellations is effective. The tessellations completely cover the fundamental regions with no overlap or gaps. |
| 2 |
Both tessellations' construction show limited to no understanding of mathematical concepts and
principles. May misuse or fail to use mathematical terminology and notation (e.g. transformation, translation, rotation, interior angles, angle measure, segment length, fundamental region). Entries in the comparison chart suggest a partial understanding of the constraints, similarities, and differences between tiling a plane and a sphere. |
Gives an explanation of the process involved in designing and producing the tessellation, but communication
is vague or difficult to interpret. May include a diagram, with most of the elements explained. |
The visual impact of the tessellation is moderately effective. The tiles could cover the fundatmental region with no overlap or gaps, but the execution may not be precise or consistent. |
| 1 |
Tessellation's construction show limited to no understanding of the mathematical
concepts and principles. May misuse or fail to sue mathematical terminology and notation (e.g. transformation, translation, rotation, interior angles, angle measure, segment length, fundamental region). Entries in the comparison chart suggest serious misconceptions with regard to the constraints, similarities, and differences between tiling a plane and a sphere. |
Provides minimal explanation of the process involved in designing and producing the
tessellation; may fail to explain or may omit significant part of the problem. Explanation does not match the presented solution process. There are no diagrams or there may be minimal discussion of elements in the diagram, or the diagram does not facilitate understanding of the tessellation process. |
The diagram is unclear or non-existents. The model does not match the diagram or is nonexistent. |