[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-detail-168393-en":3,"doc-seo-168393-105":30,"detail-sidebar-cat-1-en-105":90},{"code":4,"msg":5,"data":6},0,"success",{"doc_id":7,"user_id":8,"nickname":9,"user_avatar":10,"doc_module":11,"category_id":12,"category_name":13,"doc_title":14,"doc_description":15,"doc_content":16,"file_id":17,"file_url":18,"file_type":19,"file_size":20,"view_count":4,"is_deleted":4,"is_public":11,"is_downloadable":11,"audit_status":11,"page_count":21,"language":22,"language_code":23,"site_id":24,"html_lang":23,"table_of_contents":25,"faqs":26,"seo_title":27,"seo_description":15,"update_tm":28,"read_time":29},168393,1374391974468,"Eden","https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0",1,21,"Paper Templates","WA20% Rubrics","WA20% rubrics provide a structured set of assessment indicators for workplace and apprenticeship mathematics outcomes. The guidance emphasizes selecting and evaluating strategies for solving puzzles and winning games, including pattern searching, systematic listing, modeling, elimination, working backwards, and developing alternatives. It also covers analyzing solution errors, creating problem variations, and applying reasoning. Additional sections specify decimal and fraction arithmetic constraints, appropriate workplace or apprenticeship measurement units, and tasks involving surface area, volume, capacity, and right-triangle geometry.","Indicators – please select and assess as appropriate to your unit, bold text indicates possible key indicators.\na. Determine, explain, and verify strategies to solve a puzzle or to win a game such as:\n• guess and check\n• look for a pattern\n• make a systematic list\n• draw or model\n• eliminate possibilities\n• solve a simpler problem\n• work backwards\n• develop alternative approaches.\nb. Observe and analyze errors in a solution to a puzzle or in a strategy for winning a game and explain the reasoning.\nc. Create a variation on a puzzle or a game, and describe a strategy for solving the puzzle or winning the game\nRefer to the Saskatchewan Curriculum Guide \u0013 HYPERLINK \"http://www.curriculum.gov.sk.ca/index.jsp?view=indicators&lang=en&subj=mathematics&level=apprenticeship20&outcome=1.2\" \u0014Workplace and Apprenticeship 10\u0015.\nIndicators – please select and assess as appropriate to your unit, bold text indicates possible key indicators.\nNote: It is intended that contextual situations involve the four arithmetic operations on decimals or on fractions, and that students do not convert from one to the other when performing calculations unless required within the particular question.\nIt is also intended that units of measure should be those that are appropriate to the workplace or apprenticeship context being considered. These units include:\nmetres, grams, litres, and seconds along with appropriate prefixes such as kilo, hecto, deci, centi, and milli, as well as hectare, tonne, and degrees Celsius (SI system).\ninch, foot, board foot, yard, mile, acre, teaspoon, tablespoon, cup, pint, quart, gallon, bushel, ton, and degrees Fahrenheit (British and US systems where appropriate).\nObserve, analyze, generalize, and explain using examples including nets, the relationships between area, surface area, and volume.\nObserve, analyze, and compare volume and capacity using examples.\nCritique the statement: “Volume and capacity represent the same attribute to measure so the same units of measure can be used for either volume or capacity”.\nIdentify and describe situations in which given SI or imperial volume or capacity units would be used.\nJustify and compare the choice of personal referents for surface area, volume, and capacity measurements in both SI and imperial units, (e.g., The bottom half of a two-litre carton of milk has a capacity of one litre, a surface area of 500 cm² or if a top was added to make a prism it would have a surface area of 600 cm² and a volume of about 1000 cm³, or the volume of a box for hockey helmets is approximately 1 ft³ [1800 in³] and the surface area is about 6 ft² [900 in²]).\nJustify and apply strategies including use of personal referents to estimate the surface area and volume of 3-D objects, and the capacity of containers.\nSolve situational questions that involve:\nthe volume of 3-D objects and composite 3-D objects in a variety of contexts\nthe capacity of containers.\nConvert given volume, surface area, and capacity measurements:\nexpressed in one SI unit to another SI unit (including units squared and units cubed)\nexpressed in one imperial unit to another imperial unit (including units squared and units cubed).\nDetermine the surface area and volume of prisms, cones, cylinders, pyramids, spheres, and composite 3-D objects, using a variety of measuring tools such as rulers, tape measures, callipers, and micrometers and explain the strategy used including the manipulation of formulae.\nDetermine the capacity of prisms, cones, pyramids, spheres, and cylinders, using a variety of measuring tools and methods, such as graduated cylinders, measuring cups, measuring spoons, and displacement and explain the strategy used.\nAnalyze and generalize the relationship between the volumes of:\ncones and cylinders with the same base and height\npyramids and prisms with the same base and height.\nAnalyze and illustrate, using examples, the effect of dimensional changes on area, surface area, and volume.\nSolve using a variety of strategies, includi","cbCaiiVrwacZnFht","https://ap.wps.com/l/cbCaiiVrwacZnFht","docx",224743,11,"English","en",105,"# Assessment Indicators for Problem Solving\n## Strategies for Puzzles and Games\n## Analyzing Errors and Reasoning\n## Creating Variations and Describing Strategies\n# Measurement Contexts and Unit Systems\n## Decimal and Fraction Arithmetic Guidance\n## Workplace/Apprenticeship Units\n# Volume, Surface Area, and Capacity\n## Relationships Between Area, Surface Area, and Volume\n## Comparing and Justifying Units\n## Estimating and Measuring 3-D Objects\n## Converting Units (SI and Imperial)\n# Geometric Representation and Right-Triangle Reasoning\n## Sketching and Modeling 2-D/3-D Views\n## Trigonometric Ratios for Situational Angles\n## Sorting and Justifying Right Triangles","[{\"question\":\"What problem-solving strategies are students expected to demonstrate in WA20% rubrics?\",\"answer\":\"Students should determine, explain, and verify strategies such as guess and check, looking for patterns, making systematic lists, drawing or modeling, eliminating possibilities, solving simpler problems, working backwards, and developing alternative approaches.\"},{\"question\":\"How should students handle arithmetic involving decimals and fractions?\",\"answer\":\"Contextual situations are intended to involve operations on decimals or on fractions, and students should not convert between decimals and fractions unless the specific question requires it.\"},{\"question\":\"Which topics related to volume, surface area, and capacity are included?\",\"answer\":\"The rubrics cover observing and analyzing relationships between area, surface area, and volume; comparing volume and capacity; justifying and applying strategies to estimate and measure 3-D objects and container capacity; and converting units across SI and imperial systems, including squared and cubed units.\"}]","WA20% Rubrics | DOCX",1788230606,4,{"code":4,"msg":31,"data":32},"ok",{"site_id":24,"language":23,"slug":33,"title":14,"keywords":34,"description":15,"schema_data":35,"social_meta":85,"head_meta":87,"extra_data":89,"updated_unix":28},"wa20-rubrics","",{"@graph":36,"@context":84},[37,53,67],{"@type":38,"itemListElement":39},"BreadcrumbList",[40,44,48,51],{"item":41,"name":42,"@type":43,"position":11},"https://docshare.wps.com","Home","ListItem",{"item":45,"name":46,"@type":43,"position":47},"https://docshare.wps.com/template/","Template",2,{"item":49,"name":13,"@type":43,"position":50},"https://docshare.wps.com/template/paper-templates/",3,{"item":52,"name":14,"@type":43,"position":29},"https://docshare.wps.com/template/wa20-rubrics/168393/",{"url":52,"name":14,"@type":54,"author":55,"headline":14,"publisher":57,"fileFormat":60,"inLanguage":23,"description":15,"dateModified":61,"datePublished":61,"encodingFormat":60,"isAccessibleForFree":62,"interactionStatistic":63},"DigitalDocument",{"name":9,"@type":56},"Person",{"url":41,"name":58,"@type":59},"DocShare","Organization","application/vnd.openxmlformats-officedocument.wordprocessingml.document","2026-09-01",true,{"@type":64,"interactionType":65,"userInteractionCount":11},"InteractionCounter",{"@type":66},"ViewAction",{"@type":68,"mainEntity":69},"FAQPage",[70,76,80],{"name":71,"@type":72,"acceptedAnswer":73},"What problem-solving strategies are students expected to demonstrate in WA20% rubrics?","Question",{"text":74,"@type":75},"Students should determine, explain, and verify strategies such as guess and check, looking for patterns, making systematic lists, drawing or modeling, eliminating possibilities, solving simpler problems, working backwards, and developing alternative approaches.","Answer",{"name":77,"@type":72,"acceptedAnswer":78},"How should students handle arithmetic involving decimals and fractions?",{"text":79,"@type":75},"Contextual situations are intended to involve operations on decimals or on fractions, and students should not convert between decimals and fractions unless the specific question requires it.",{"name":81,"@type":72,"acceptedAnswer":82},"Which topics related to volume, surface area, and capacity are included?",{"text":83,"@type":75},"The rubrics cover observing and analyzing relationships between area, surface area, and volume; 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