# Assessment 4.2: Design Vocabulary Check

**Unit:** Unit 4, Spaces We Live In (Environmental Design and Management)
**Topic:** 4.2 Design: Elements, Principles, Color (Lessons 4.6 to 4.10)
**When:** The last 12 minutes of Lesson 4.10 Day 2 (day 105), starting at minute 28 of the period. Step 5 of that lesson's procedure holds the slot.
**Category:** Topic assessments (25 percent). One retake after a review; best score counts (see the retake note at the end).
**Points:** 24
**Allowed:** a pencil, and a calculator on items 10 and 11. The unit word bank stays up on the wall. Handouts, folders, and notes go away.
**Time:** 12 minutes. Extended time: finish in the first ten minutes of Lesson 4.11, where the do now is a sketch, so nothing is missed.

This is the second of the two formal checks for Topic 4.2. The first is the Color in the Home frosting lab, scored on the Lab Rubric pattern printed inside Lesson 4.8. This check is the ticket to the client cards in Lesson 4.11 in the sense that it tells me who needs two minutes at the elbow on day 106. No student is held out of the project for the score.

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# Design Vocabulary Check

Name: ______________________________ Date: ______________ Period: ______

**Directions:** Twelve items, twelve minutes. Items 1 to 5 are matching; write one letter on each line. Items 6 to 9 are short answer; a word or a phrase is enough. Items 10 and 11 are math; show your work and you may use a calculator. Item 12 asks for two sentences. Pencil only.

## Part A: Matching (items 1 to 5)

Each description below is a room you can picture. Write the letter of the design word that fits it best. Each letter is used once or not at all. Three letters are not used.

**Word bank:** A. symmetrical balance   B. rhythm   C. proportion   D. focal point   E. visual texture   F. actual texture   G. line   H. pattern

| Item | The room | Letter |
|---|---|---|
| 1. | Two matching lamps sit on two matching nightstands, one on each side of the bed. | ______ |
| 2. | Three framed photos, all the same size, hang in an evenly spaced row above the couch. Your eye walks along them. | ______ |
| 3. | A king-size bed fills a room that is barely bigger than the bed. There is no room left to walk. | ______ |
| 4. | You walk in the door and your eye goes straight to the stone fireplace before you see anything else. | ______ |
| 5. | A wall is printed to look like rough brick, but when you put your hand on it, it is smooth. | ______ |

## Part B: Color (items 6 to 8)

6. Fill in the three secondary colors and the two primary colors that mix to make each one. (3 points)

| Secondary color | Mix these two primaries |
|---|---|
| ______________ | __________ + __________ |
| ______________ | __________ + __________ |
| ______________ | __________ + __________ |

7. Finish the two sentences, then answer the question. (2 points)

A tint is a color plus __________________.

A shade is a color plus __________________.

You want a pale pink wall. You start with red. Is that a tint or a shade? __________________

8. Write **W** for warm or **C** for cool beside each color. (2 points)

red ______   blue ______   yellow ______   green ______

## Part C: Texture and pattern (item 9)

9. Two parts. (4 points)

**9a.** Write **V** for visual texture or **A** for actual texture.

A photograph of a wood floor printed on a vinyl tile: ______

A wool blanket knitted in thick loops: ______

**9b.** Name the pattern type. Choose from: stripe, plaid, floral, geometric, solid.

A curtain with thin green lines running top to bottom: __________________

A pillow covered in triangles and circles that repeat in rows: __________________

## Part D: Scale (items 10 and 11)

You are drawing on quarter-inch graph paper. Every square is 1/4 inch, and the scale is **1/4 inch = 1 foot**, so one square is one foot. Show your work. A calculator is allowed.

10. A bedroom wall is 13 feet long. (2 points)

How many squares long do you draw it? __________ squares

How many inches long is that line on the paper? __________ inches

11. Two parts. (3 points)

A path in a bedroom has to be at least 36 inches wide. How many squares wide is that on your plan? Show the step from inches to feet.

36 inches = __________ feet = __________ squares

A dresser on a plan is drawn 3 squares by 1 square. What is its real size in feet?

__________ feet by __________ feet

## Part E: Short answer (item 12)

12. A student designs a bedroom that is supposed to feel calm. They put in a big floral curtain, a big floral rug, and a big floral pillow, and all three florals are in different colors. (3 points)

Name **two** of the three layering rules this breaks, and say **one** thing you would change. Two sentences.

_______________________________________________________________________

_______________________________________________________________________

**Grade 8 stretch (no points):** The same room is 9 feet by 11 feet. What is its floor area in square feet? __________

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## Teacher key

Total 24 points.

| Item | Answer | Points | Standard line checked |
|---|---|---|---|
| 1 | A (symmetrical balance) | 1 | EDM 2. c); National FCS 11.2.1. Taught in Lesson 4.7 |
| 2 | B (rhythm) | 1 | EDM 2. c); National FCS 11.2.1. Taught in Lesson 4.7 |
| 3 | C (proportion) | 1 | EDM 2. c); National FCS 11.2.1. Taught in Lesson 4.7 |
| 4 | D (focal point) | 1 | EDM 2. c); National FCS 11.2.1. Taught in Lesson 4.7 |
| 5 | E (visual texture) | 1 | EDM 2. c); National FCS 11.2.3. Taught in Lessons 4.6 and 4.9 |
| 6 | Orange = red + yellow; green = yellow + blue; purple = red + blue. One point per complete row (the color named and both primaries correct). Order of the three rows does not matter. Accept violet for purple. | 3 | EDM 2. c); National FCS 11.2.1. Taught in Lesson 4.8 |
| 7 | A tint is a color plus white (1 point for both blanks: a shade is a color plus black, or a touch of a dark color, which is what we used in the frosting lab). Pale pink from red is a tint (1 point). | 2 | EDM 2. c); National FCS 11.2.2. Taught in Lesson 4.8 |
| 8 | red W, blue C, yellow W, green C. Two points for four correct, one point for three correct, zero for two or fewer. | 2 | EDM 2. c); National FCS 11.2.2. Taught in Lesson 4.8 |
| 9a | Vinyl tile printed like wood = V (visual). Thick knitted wool = A (actual). One point each. | 2 | EDM 2. c); National FCS 11.2.3, 11.3.1. Taught in Lesson 4.9 |
| 9b | Thin green lines top to bottom = stripe. Triangles and circles repeating in rows = geometric. One point each. Accept "striped" and "geometric pattern." | 2 | EDM 2. c); National FCS 11.2.3, 11.3.1. Taught in Lesson 4.9 |
| 10 | 13 squares (1 point). 13 squares x 1/4 inch = 13/4 = 3.25 inches, so 3 and 1/4 inches (1 point). Accept 3.25 or 3 1/4. If the student writes 13 squares and then 13 inches, that is 1 point, and it is the most common error. | 2 | EDM 2. b); CDOS 3a Basic Skills; National FCS 11.4.3. Taught in Lesson 4.10 |
| 11 | 36 inches = 3 feet = 3 squares (2 points: one for the feet, one for the squares). Dresser drawn 3 by 1 squares is 3 feet by 1 foot (1 point, both numbers needed). | 3 | EDM 2. b); CDOS 3a Basic Skills; National FCS 11.4.3, 11.2.4. Taught in Lesson 4.10 |
| 12 | Two rules named, one point each, from the three: (1) vary the scale, because all three florals are big, so no scale changes; (2) repeat one color, because the three are in different colors and nothing ties them together; (3) let one pattern lead and keep the others quiet, because three big florals all try to lead. One change, one point: swap two of the three for a solid, or shrink one floral to a small print, or repeat one color in all three, or keep the curtain floral and make the rug and the pillow solid. Accept a change that names a specific piece and what it becomes. "Make it less busy" is not a change and earns no point. | 3 | EDM 2. c); PSI 2. a) b.; CDOS 3a Thinking Skills; National FCS 11.2.3. Taught in Lesson 4.9 |

Grade 8 stretch: 9 x 11 = 99 square feet. No points.

**Scoring bands:** 22 to 24 got it. 17 to 21 approaching, no retake needed unless the student wants one. 16 or below, retake after the review.

**Retake, per the grading plan:** one retake after a review, best score counts. Both fit inside Lesson 4.14, the build lesson, where students work on their own for most of the period. The review is four slides (the principles, the wheel, tint and shade, the scale conversion) at a side table in the first five minutes of Lesson 4.14 Day 1 for the students who need it. The retake is taken at the same side table during Lesson 4.14 Day 2 while the rest of the class builds. A student who misses the check entirely takes it during the do now of the next period they attend, as the unit plan's missed-days rule says.

**Reading the results:**
- If more than a third of the class misses item 10's second blank (squares to inches on paper), put the conversion line back on the board for Lesson 4.12 and say it out loud before the Day 1 demo: six squares at the project scale is three feet is thirty-six inches.
- If items 1 to 4 are weak, the principles did not land, and Rubric 04 criterion 4 will be weak too. Fix it in Lesson 4.12 Day 2 Step 1, where the principles check on the plan takes two extra minutes for the whole class.
- If item 12 is weak, students will put three loud patterns on one model. Say the three-part rule once more on Lesson 4.14 Day 2 before the color scheme and the texture go on.
- If item 7 is weak, the frosting lab taught the mixing but not the words. The color card in each project folder from Lesson 4.8 already has the words on it; point every student at their own card on day 106.