SRPSD Common Math Assessment · SRPSD Common Math Assessment Grade 9 . ... Approaching (2)...
Transcript of SRPSD Common Math Assessment · SRPSD Common Math Assessment Grade 9 . ... Approaching (2)...
Name: ___________________________
Page | 1
Instructions
Materials: Make sure you have the following materials: Calculator Ruler Pencil Eraser Formulas:
Surface area of a cylinder
Surface area of a cube 6s2
Pythagorean theorem
Area of a circle Administering the Assessments
1. This assessment has been developed with the intention of being split up into individual
outcomes and given upon completion of instruction/units throughout the year and not as
a comprehensive test in June.
2. The division expectation is for the assessment to be given as both a pre (formative) and
post (summative) assessment which will be entered into SRPSD database.
3. Use professional judgment on whether this assessment is given orally or in written form.
The intent is to assess mathematical understanding.
4. Refer to the last few pages for any paper manipulatives needed to administer certain
questions. Teachers will have to print off a copy for their class.
5. Calculator use is only allowed where indicated.
6. In the case that a student answers a level 4 question correctly but misses the level 2 or 3,
the teacher will need to:
a) reassess
b) use professional judgment (teacher knows student best).
7. This assessment is not intended to assess ELA reading or writing outcomes therefore
questions can be read to students and answers can be scribed when needed.
8. The corrected pre-tests are not to be showed to the students as it will affect post -test
results.
Checkpoint: If you cannot set up a question then ask your teacher for the equation. This means you will not achieve a 4 but can still get a 3.5.
Name: ___________________________
Page | 2
Teacher Information
Level 2
Correctly answered #1.
Level 3
Correctly answered #1, 2, 3,
and 5a.
Level 4
All questions are correct.
Outcome N9.1A Students will be able to demonstrate understanding of powers with
integral bases (excluding 0) and whole number exponents .
Beginning (1) Approaching (2) Proficiency (3) Mastery (4)
I need more help with becoming consistent with the criteria.
I can evaluate powers with positive bases with or without technology. (1)
I can evaluate powers (including those with an exponent of 0) with or without technology. (2,3,5a)
I can analyze the role of brackets in powers. I can justify why a power with exponent zero is 1. (4, 5b)
1. Evaluate 35
243
2. Evaluate (-2)4
16
3. Evaluate -24
-16
4. Are your answers from 2 and 3 different, why or why not?
Yes
Possible explanation – Brackets indicate what the sign of
the base.
5. a) Evaluate 50.
1
b) Justify your answer.
Patterns ie: 53 = 125
52 = 25
51 = 5
50 = 1
____
Name: ___________________________
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Teacher Information
Level 2
Correctly answered #1(a).
Level 3
Correctly answered #1(a) and
#1(b).
Level 4
All questions are correct.
Outcome N9.1B Students will understand and apply the exponent laws.
1. Write as a single exponent, do not evaluate.
a) (53)7 b)
521 27
2. a) Determine if there is an error in the following question,
explain your justification.
43 + 45 = 48
There is an error. There is no exponent law for addition.
b) Write a correct solution.
64 + 1024 = 1088
Beginning (1) Approaching (2) Proficiency (3) Mastery (4)
I need more help with
becoming consistent
with the criteria.
I can write an expression
as a single power that
involves one step. (1a)
I can write an expression
as a single power that
involves multiple laws.
(1b)
I can perform error analysis. I can
show why laws do not apply to
sums or differences of powers with
the same base. (2)
____
Name: ___________________________
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Teacher Information
Level 2
Correctly answered #1.
Level 3
Correctly answered #1 and #2
using the original rational
numbers.
Level 4
Correctly answered all the
questions.
Outcome N9.2A Students will demonstrate an understanding of how to order rational
numbers.
1. Order the following numbers.
1.3, - 1.6, 0.4, -1.3, ̅̅̅̅
-1.6, -1.3, 0.4, 1.3, ̅̅̅̅ OR ̅̅̅̅ , 1.3, 0.4, -1.3, -1.6
2. Order these rational numbers.
-2.3,
, 0.5, √ ,
,
, -2.3,
, 0.5, √ ,
OR
, √ , 0.5,
, -2.3,
3. Which is larger? Explain how you know.
Closer to zero…
Further to the right on the number line.
Beginning (1) Approaching (2) Proficiency (3) Mastery (4)
I need more help with
becoming consistent
with the criteria.
I can order and compare
rational numbers in
decimal form (1)
I can order and compare
rational numbers in any
form. (2)
I am able to explain why a
group of rational numbers are
in order. (3)
____
Name: ___________________________
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The temperature increases because it moves closer to zero or
further up the thermometer or further right of the number
line.
Teacher Information
Level 2
Correctly answered all of #1.
Level 3
-Correctly answered #1 and
2a.
Level 4
Correctly answered all
questions.
Answers do not have to be
reduced.
Outcome N9.2B Students will demonstrate an understanding of how to add and subtract
rational numbers including those in situational questions.
1. Evaluate the following. (Show your work)
a)
b) (
) (
)
2. a) The temperature outside changed from -16.1 degrees to -14.7
degrees. By how much did the temperature change?
1.4°C OR -1.4°C
b) Is this an increase or decrease in temperature? Explain
how you know.
Beginning (1) Approaching (2) Proficiency (3) Mastery (4) I need more
help with
becoming
consistent with
the criteria
I can add AND
subtract rational
numbers. (1)
I can determine which
operation to use in a
situational problem that
involves addition and/or
subtraction. (2a)
I can solve situational questions that
involve addition or subtraction of rational
numbers. I can interpret my answer to a
situational problem. I can explain my
strategy for adding or subtracting rational
numbers. (2b)
____
Name: ___________________________
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Teacher Information
Level 2
Correctly answered all of #1.
Level 3
-Correctly answered #1 and
2a.
Level 4
Correctly answered all
questions.
Answers do not have to be
reduced.
Outcome N9.2C Students will demonstrate an understanding of how to multiply and divide
rational numbers including those in situational questions.
Beginning (1) Approaching (2) Proficiency (3) Mastery (4)
I need more help
with becoming
consistent with
the criteria
I can multiply
AND division
rational numbers.
(1)
I can determine which
operation to use in a
situational problem that
involves multiplication
and/or division. (2a)
I can solve situational questions that involve
multiplication and division of rational numbers.
I can interpret my answer to a situational
problem. I can perform error analysis. I can
explain my strategy for multiplying and dividing
rational numbers. (2b)
1. Solve the following rational expressions. (Show your work)
a) (
) (
) b)
2. a) On February 15th, 2012 the price of a share in I Heart Candy
changed by +$0.75. A person owns 122 shares. By how much did
the shares change in value that day?
$91.50
b) Did the person make money or lose money. Why do you think
so?
The person made money because the shares increased by
$0.75.
____
Name: ___________________________
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Teacher Information
Level 2
Correctly answered #1.
Level 3
Correctly answered #1 and #2.
Level 4
Correctly answered all questions.
Outcome N9.2D Students will demonstrate an understanding of how to apply the order of
operations to rational numbers.
1. a) Circle the first step necessary to solve this problem. DO NOT SOLVE
(0.6) – 3 [6.3 + (-3.4)]
b) Explain why you selected the operation.
BEDMAS - you need to simplify inside the brackets first
2. Evaluate (Show your work)
(
)
3. Bill solved the following question.
a) Find Bill’s mistake
(
)
(
)
Bill multiplied before doing the exponents.
(
)
b) Write the correct solution.
OR -0.4
Beginning (1) Approaching (2) Proficiency (3) Mastery (4)
I need more help with
becoming consistent
with the criteria.
I can choose and explain
the operation that needs
to be done first. (1)
I can apply order of
operations to rational
numbers. (2)
I am able to perform error
analysis questions that involve
order of operations with
rational numbers. (3)
____
Name: ___________________________
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Teacher Information
It doesn’t matter how many
decimal places students use.
Level 2
Correctly answered the
evaluation column.
Level 3
Correctly answered the whole
chart.
Level 4
Correctly answered all the
questions.
Outcome N9.3 Students will demonstrate an understanding of square roots.
1 2 3 4 I need more help with
becoming consistent
with the criteria.
I can evaluate square roots
of positive rational
numbers. (Evaluate
column)
I can determine if a rational
number is a perfect or non-
perfect square root (Perfect
and Non-perfect columns)
I can explain why a rational
number is a perfect or non-
perfect square. (1b)
1. a) Find the square roots and determine which are perfect and non-perfect?
b) Explain your reasoning for determining perfect or non-perfect
square roots.
Perfect square roots terminate or repeat.
Non-perfect square roots do not terminate or repeat.
Square Root Evaluate Perfect Non-perfect
√
0.90138..
√
0.7 OR
√
1.8027…
√
7.5
____
Name: ___________________________
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Teacher Information
Level 2
Correctly answered #1
Level 3
Correctly answered #1 and #2.
Level 4
Correctly answered all questions.
Outcome P9.1A Students will demonstrate an understanding of linear relations by
analyzing, interpolating and extrapolating graphs.
1. a) Circle which graphs represent a linear relation?
b) How do you know?
They are straight lines or form a straight line.
Beginning (1) Approaching (2) Proficiency (3) Mastery (4)
I need more help
with becoming
consistent with
the criteria.
I can determine if a
graph is a linear or non-
linear relation and can
explain why. (1)
I can interpolate and
extrapolate to determine a
value from a graph of a
linear relation. (2)
I am able to verify an interpolated or
extrapolated value from a graph. I am
able to show understanding of
interpolation and extrapolation. (3)
____
Name: ___________________________
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Teacher Information
Please refer to the previous
page for marking criteria.
2. This graph shows how the price of a new game console changes with time.
Cost of a Game Console
a) Estimate the cost of the game console 5 months after it is
released. $550 Acceptable range- $540 - $560 b) How many months is it until the console costs $500? 10 months c) Estimate the price of the console 16 months after it was released. $450 Acceptable range - $440 - $460 3. What problems might there be if you extrapolate far beyond the last data point?
Might not continue to be linear.
4 8 12 16 0
200
400
600
0
Cost
($)
Name: ___________________________
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Teacher Information
Accept dots or joined line
for question 1.
Level 2
Correctly answered #1
Level 3
Correctly answered #1 and
#2.
Level 4
Correctly answered all the
questions.
Outcome P9.1B Students will demonstrate an understanding of linear relations by graphing.
1. Graph the following linear relation.
2. a) Graph the following equation.
y = -3x + 6
b) Is this a horizontal, vertical,
or oblique line?
Oblique
Beginning (1) Approaching (2) Proficiency (3) Mastery (4)
I need more help
with becoming
consistent with
the criteria.
I can graph a linear
relation given a table
of values. (1)
I can graph a linear relation
and determine what type of
line it is. (2)
I can explain my work for graphing
linear relations. I can graph a
situational question and interpret the
results. (3)
X Y
1 3
4 5
7 7
10 9
13 11
____
Name: ___________________________
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Teacher Information
Question 3b
Dots cannot be joined with a
line.
3. A pizza with tomato sauce and cheese costs $9.00. Each additional topping costs $0.75. a) Create a table that shows the costs of a pizza from 0 to 5 toppings.
b) Graph the equation. Label the axes.
c) Suppose a pizza costs $15.00. How many toppings were
ordered?
15 = 9 + .75x
6 = .75x
8 = x
8 toppings were ordered.
# $
0 9
1 9.75
2 10.50
3 11.25
4 12
5 12.75
Cost
Number
Name: ___________________________
Page | 13
321minutes
minutes
Teacher Information
Level 2
Correctly answered #1a
Level 3
Correctly answered #1.
Level 4
Correctly answered all questions.
In this multi-step problem a
simple calculation error could
give a 2 but not a 4.
Checkpoint
If you cannot set up a question
then ask your teacher for the
equation. This means you will
not achieve a 4 but can still get a
3.5.
Outcome P9.2A Students will be able to solve linear equations with variables on one side of
the equation including those involved in situational questions.
1. Solve
a) 2(a + 6.5) = 20 b)
2a + 13 = 20 3.2 = -5x
2a = 7 -0.64 = x
a = 3.5
2. A cell phone company charges $10.25 per month plus $0.05 per
minute of use.
a) Write an equation to determine how long a person would have
to talk to be charged a total of $26.30. (Checkpoint)
10.25 + 0.05x = 26.30
b) Solve it.
0.05x = 16.05
x = 321
c) Verify
10.25 + 0.05(321) = 26.30
10.25 + 16.05 = 26.30
26.30 = 26.30
d) How long would the person have talked to get $26.30 charge?
Beginning (1) Approaching (2) Proficiency (3) Mastery (4) I need more help
with becoming
consistent with
the criteria.
I can solve up to three step equations
that do not contain fractions or variables
in the denominator (other than the basic
x/3 + 2 = 5 type of fraction). (1a)
I can solve all types of
equations with a variable
on one side. (1b)
I can solve situational
questions. I can verify
my answers (2) ____
Name: ___________________________
Page | 14
Teacher Information
Level 2
Correctly answered #1a.
Level 3
Correctly answered #1.
Level 4
Correctly answered all questions.
Simple calculation errors could
get a 2 but not a 4.
Outcome P9.2B Students will be able to solve linear equations with variables on both sides
of the equation including those involved in situational questions.
Beginning (1) Approaching (2) Proficiency (3) Mastery (4) I need more help
with becoming
consistent with
the criteria
I can solve up to three step equations
that do not contain fractions or
variables in the denominator (other
than the basic x/3 + 2 = 5 type of
fraction) (1a)
I can solve all types of
equations with a
variable on both sides.
(1b,c)
I can solve situational
questions. I can verify my
answers. I can explain my
steps. (2)
1. a) 13 – 3x = 4 – 2x b) 3.6(2a – 1) = 1.2(a + 3)
-x = -9 7.2a – 3.6 = .2a + 3.6
x = 9 6a = 7.2
a = 1.2
c)
10n – 6 = 9n + 24
n = 30
____
Name: ___________________________
Page | 15
Teacher Information
Checkpoint
If you cannot set up a
question then ask your
teacher for the equation. This
means you will not achieve
a 4 but can still get a 3.5.
2. Skateboards can be rented from two shops in a park.
Shop Y charges $14.25 + $3.50 per hour
Shop Z charges $12 + $4.25 per hour
a) Determine an equation that represents the time in hours for
which the rental charges are equal. (Checkpoint)
14.25 + 3.5x = 12 + 4.25x
b) Solve your equation.
2.25 = 0.75x
3 = x
c) Verify your solution.
14.25 + 3.5(3) = 12 + 4.25(3)
14.25 + 10.5 = 12 + 12.75
24.75 = 24.75
d) What does your solution represent?
My solution represents that at 3 hours the cost will be equal.
Name: ___________________________
Page | 16
Teacher Information
Level 2
Correctly answered all of #1.
Level 3
Correctly answered #1 and
#2a.
Level 4
Correctly answered all
questions.
Outcome P9.3 Students will demonstrate an understanding of linear inequalities.
1. Graph the given inequality:
x > -3 2. a) Solve the following inequality:
-5x + 3 < -25.2
-5x < -28.2
x > 5.64
b) Verify. Is 2.5 a solution of the above equation?
2.5 > 5.64
No, because 2.5 is less than 5.64.
OR
-5x + 3 < -25.2
-5(2.5) + 3 < -25.2
-9.5 < -25.2
Beginning (1) Approaching (2) Proficiency (3) Mastery (4) I need more help
with becoming
consistent with the
criteria.
I can graph a given
inequality. (1)
I can:
solve a linear inequality
write an inequality for a given statement write an inequality given a graph (2a)
I can verify my
answer. (2b) ____
Name: ___________________________
Page | 17
Teacher Information
Level 2
Correctly answered #1.
The coefficient cannot have
a variable in it.
Level 3
Correctly answered #1 and
#2a.
Level 4
Correctly answered all
questions.
Outcome P9.4A Students will be able to recognize, write and classify polynomials.
1. For the following polynomial 3x2 + 7x + 2 determine
3x2 + 7x + 2
a) Variable x
b) Coefficient 3 , 7
c) Constant 2
d) Degree 2
e) Is it a monomial, binomial, or trinomial?
trinomial
2. a) Circle the equivalent polynomials
5x2 – 2x + 7 -2m – 5m2 + 7 7 – 5b2 – 2b
b) How do you know which polynomials are equivalent?
They would be represented by the same set of algebra tiles.
They have the same degrees, numbers just different
variables.
The terms are the same just different order and variables.
Beginning (1) Approaching (2) Proficiency (3) Mastery (4)
I need more help
with becoming
consistent with
the criteria.
I can:
identify monomials, binomials, trinomials
identify the variable state the degree state the number of terms state the coefficients state the constant term (1)
I can:
•write a monomial binomial or trinomial •compare/write equivalent polynomials (2a)
I can describe relationships
between a variable in degree 1
and a variable in degree 2. I can
analyze polynomials and discuss
the significance of parts of the
polynomial. (2b)
____
Name: ___________________________
Page | 18
Teacher Information
Level 2
Correctly answered #1
Level 3
Correctly answered #1 and
#2.
Level 4
Correctly answered all
questions.
Outcome P9.4B Students will be able to add and subtract polynomials.
1. Add the polynomials
(-4y2 + 6y – 3) + (2y2 – 3y+5)
-2y2 + 3y +2
2. Subtract the polynomials
(6x2 – 4) – (-3x2 + 4x – 4)
9x2 – 4x
3. A rectangle has dimensions of 2m and 5m + 3. Find the
perimeter of the rectangle.
14m + 6
Beginning (1) Approaching (2) Proficiency (3) Mastery (4)
I need more help with
becoming consistent with
the criteria
I can add polynomials
(1)
I can subtract polynomials
(2)
I can solve situational
questions. (3) ____
Name: ___________________________
Page | 19
Teacher Information
Level 2
Correctly answered #1 and #2.
Level 3
Correctly answered #1, #2, and
#3.
Level 4
Correctly answered all questions.
Simple calculation errors could
get a 2 but not a 4.
Outcome P9.4C Students will be able to multiply and divide polynomials.
1. Multiply
3(-5z + 4)
-15z + 12
2. Divide
2x2+3x-1
3. Simplify
a) -4c(5c – 1) b)
-20c2 + 4c -2y + 1
4. The area of rectangular deck is (20n2 + 15n) square meters. The
deck is 5n meters long.
a) Determine the polynomial that represents the width of the
deck.
4n + 3
b) If n =5 what are the dimensions of the deck.
25m x 23m
Beginning (1) Approaching (2) Proficiency (3) Mastery (4) I need more help with
becoming consistent
with the criteria
I can multiply a constant by a
polynomial.
I can divide a polynomial by a
constant (1,2)
I can multiply a monomial by
a polynomial.
I can divide a polynomial by a
monomial. (3)
I can solve situational
questions. (4) ____
Name: ___________________________
Page | 20
Teacher Information
Level 2
Correctly answered #1.
Level 3
Correctly answered #1 and #2.
Level 4
Correctly answered all questions.
Outcome SS9.1A Students will demonstrate an understanding of the properties of tangents to a circle.
1. Point P is a point of tangency. Point O is the centre of the circle. What is the value of x°?
x = 90°
2. Point O is the centre of the circle.
Point P is a point of tangency.
Determine the values of x and y.
Triangle sum property
X = 64°
Pythagorean Theorem
Y = 4.359 or √
3. A line may look as if it is a tangent to a circle but it may not be.
How can you determine if the line is a tangent?
Determine the angle between the radius drawn to the point of
tangency to see if it is 90°.
Beginning (1) Approaching (2) Proficiency (3) Mastery (4) I need more help with
becoming consistent
with the criteria
I can determine the angle
measure between a tangent and
the radius to the point of
tangency. (1)
I can find missing angles and
sides in a diagram using the
tangent-radius angle property.
(2)
I can justify why a
line is tangent to a
circle at a specific
point. (3) ____
Name: ___________________________
Page | 21
Teacher Information
Level 2
Correctly answered #1a.
Level 3
Correctly answered #1a and
#1b.
Level 4
Correctly answered all
questions.
Outcome SS9.1B Students will demonstrate an understanding of the properties of chords in
a circle.
1. A horizontal pipe has a circular cross section, with center O. Its radius is 20 cm. Water fills
less than one half of the pipe. The surface of the water AB is 24 cm wide.
a) What is the length of AC?
AC = 12 cm
b) Determine the length of CO.
122 + x2 = 202
144 + x2 = 400
x2 = 256
x = 16
CO = 16cm
c) Determine the maximum depth of the water.
20 – 16 = 4
The depth of the water is 4cm.
Beginning (1) Approaching (2) Proficiency (3) Mastery (4) I need more help
with becoming
consistent with the
criteria
I can use the property of a chord to
find the length of one side of the
chord given either the other side
length or the length of the entire
chord. (1a)
I can solve using the property of chords for missing angles and sides in inscribed triangles. (1b)
I can extend my knowledge
of inscribed right triangles
to find additional
measurements. (1c)
____
Name: ___________________________
Page | 22
Teacher Information
Level 2
Correctly answered #1.
Level 3
Correctly answered #1 and
#2.
Level 4
Correctly answered all
questions.
Outcome SS9.1C Students will demonstrate an understanding of the properties of angles in a
circle.
1. Point O is the centre of the circle.
a) Identify a central angle
b° OR SOP
b) Identify an inscribed angle
42° OR a° STP OR SRP
c) Determine the values of ao and bo.
a° = 42° and b° = 84°
2. Point O is the center of the circle. Determine the values of x and
y.
X = 15°
Y = 75°
3. Describe the relationship between inscribed angles and the
central angle subtended by the same arc.
An inscribed angle is half the measure of the central angle.
Beginning (1) Approaching (2) Proficiency (3) Mastery (4) I need more help with
becoming consistent
with the criteria
I can identify and find the
measure of an inscribed angle
and the central angle that
subtend the same arc given
one of the values. (1)
I can use the property
of angles to solve for
missing angles and
sides.(2)
I can demonstrate and explain
the relationship between
inscribed angles and the central
angle subtended by the same
arc. (3)
S
P
T
R
____
Name: ___________________________
Page | 23
Teacher Information
Level 2
Correctly answered #1 and #2.
Level 3
Correctly answered #1, #2, and
#3.
Level 4
Correctly answered all
questions.
Outcome SS9.2 Students will determine the surface area of composite 3D objects to solve
problems.
1. Determine the surface area of the cylinder. SA = 2 2 (0.5)2 π( )( ) 1.57 + 7.85 9.42m2 OR SA = 0.785 + 7.85 8.639m2 2. Determine the surface area of the cube. SA = 6s2 OR SA - 6 x 32 54 – 0.785 54m2 53.215m2 3. Determine the surface of the composite object. SA (Cylinder) + SA (cube) – 2(Area of a circle) 9.42 + 54 – 1.57 61.85m2
4. Critique the statement: To find the surface area of a composite
object, add together the surface areas of the individual objects from which the composite 3-D object is comprised”
This statement is not correct; you need to subtract the overlap.
Beginning (1) Approaching (2) Proficiency (3) Mastery (4) I need more help with
becoming consistent
with the criteria
I can determine the surface area of
right rectangular and triangular
prisms and cylinders with given
measurements. (1,2)
I can determine the
surface area of
composite 3D objects.
(3)
I can demonstrate an understanding of surface area of composite 3D objects. (4)
____
Name: ___________________________
Page | 24
Teacher Information
Level 2
Correctly answered #1
Level 3
Correctly answered #1 and
#2a.
Level 4
Correctly answered all
questions.
Outcome SS9.3 Students will demonstrate an understanding of similarity of 2D shapes.
1. Enlarge the following rectangle using a scale factor of 2.5.
6.25cm
2.5cm
OR 62.5mm x 25.0mm
2. a) Jacquie is 1.6 m tall. When her shadow is 2.0 m long, the
shadow of the school's flagpole is 16 m long. How tall is the
flagpole, to the nearest tenth of a metre?
2x = 25.6
X = 12.8
The flagpole is 12.8m tall.
b) John says the triangles shown above are congruent. Do you
agree or disagree? Justify your decision.
I disagree, congruent means exact same dimensions and/or
similar means angles are the same but sides are in proportion.
Beginning (1) Approaching (2) Proficiency (3) Mastery (4) I need more help with
becoming consistent
with the criteria
I can draw an
enlargement/reduction given a
shape and a scale factor. (1)
I can solve for all missing
parts of similar 2D
shapes.(2a)
I can demonstrate my
understanding of similarity
involving 2-D shapes. (2b) ____
Name: ___________________________
Page | 25
Teacher Information
Level 2
Correctly answered #1a.
Level 3
Correctly answered #1.
Level 4
Correctly answered all
questions.
Can draw the line of
symmetry and point to
describe symmetry in
question #2.
Outcome SS9.4 Students will demonstrate an understanding of line and rotational symmetry
given a diagram.
Beginning (1) Approaching (2) Proficiency (3) Mastery (4) I need more help with
becoming consistent
with the criteria
I can determine if a diagram has line and/or/no rotational symmetry about the center. (1a)
I can draw any lines of symmetry
and I can state the order and
angle of rotation about the centre
of a diagram. (1b,c)
I can determine if a picture has line and/or rotational symmetry about a particular point outside the image. (2)
1. a) Identify the types of symmetry in the following picture.
Line symmetry AND Rotational about the centre point b) If line symmetry exists draw the lines of symmetry.
c) If rotational symmetry exists, identify the order and angle of rotation.
Order= 6 Angle of rotation = 60°
2. Determine whether the shapes are related by line symmetry, by rotational symmetry, by both line and rotational symmetry, or by neither. Describe the symmetry, if any.
Line symmetry –
vertical through x = 1
Rotational about point (1,2)
____
Name: ___________________________
Page | 26
Teacher Information
Level 2
Correctly answered #1.
Level 3
Correctly answered #1 and
#2.
Level 4
Correctly answered all
questions.
Outcome SP9.1 Students will demonstrate understanding of the effect of bias, use of
language, ethics, cost, time and timing, privacy, cultural sensitivity and
population or sample on data collection.
Beginning (1) Approaching (2) Proficiency (3) Mastery (4) I need more help with
becoming consistent
with the criteria
I am able to identify problems with survey questions that have been given to me. (1)
I can discuss the significance of population and sample in situational questions. (2)
I can explain how I considered each part, and offer suggestions to improve the validity of the data collection. (3)
1. Identify a potential problem with each question when collecting data.
(ie: bias, timing, cost, cultural sensitivity, use of language, privacy,
ethics, or time)
a) Rachel asks: “What things will you ask for Christmas this year?” Cultural – not everyone celebrates Christmas.
Timing – when was this asked?
b) A dentist sends a questionnaire to her patients 6 months after
their last check-up, asking them to rate the quality of care they
received and reminding them to make an appointment for a new
check-up. Timing – 6 months later they may forget the pain they had.
Ethics – trying to drum up business, position of power
2. Courtney surveys her friends and finds that 68% of them have an
Ipod. She reports that 68% of the grade 9 students have an Ipod.
James surveys the entire grade 9 population and discovers that
51% have an Ipod.
a) Whose conclusion is more likely to be valid? Explain.
James is more valid because he surveyed the population.
b) Why might the other student’s conclusion not be valid?
Courtney only surveyed her friends.
3. For one of the two examples in question 1, offer suggestions to
improve the survey questions.
Rachel’s question – If you celebrate Christmas what are you asking for?
Dentist question – Send the survey within two weeks of the work being done.
____
Name: ___________________________
Page | 27
Teacher Information
Level 2
Correctly answered #1
identify part of the question.
Level 3
Correctly answered #1.
Level 4
Correctly answered all
questions.
Outcome SP9.3 Students will demonstrate an understanding of the role of probability in
society.
1. Explain how each decision is based on theoretical probability, experimental probability or
subjective judgment.
a) Josh is given a bag that contains 5 red marbles and 5 blue
marbles. He is to pick one marble from the bag without looking.
He decides that his chance of picking a red marble is 1 out of 2, or
50%. Theoretical because in theory there is a 50% chance.
Half of the marbles are red.
b) A quality control officer for a light bulb manufacturer tested 10
light bulbs. Nine of the bulbs burned for more than 1000 hours.
So, the manufacturer decides that 90% of the light bulbs will burn
for more than 1000 hours. Experimental because it was based off an experiment.
c) A pair of concert tickets is hidden in an envelope. There are 3
envelopes to choose from: red, green and blue. Desi chooses the
green envelope because green is his favourite colour. Subjective because it was based on an opinion or choice.
Tyson thinks he is likely to score a goal in tonight’s hockey game
since he has scored a goal in 5 of his last 6 games.
a) What assumptions is Tyson making?
He will play similar minutes he won’t get injured the goalie will about the
same caliber as the other goalies, other teams are at the same level of
ability health is the same as it has been……
b) For each assumption, explain how the predicted outcome might
be affected if the assumption changes.
Minutes – maybe he gets hurt, takes too many penalties
Goalie – has an outstanding game
The other team is stronger
Could be just getting over the flu.
Beginning (1) Approaching (2) Proficiency (3) Mastery (4) I need more help
with becoming
consistent with the
criteria
I am able to identify experimental, theoretical probability and subjective judgment. (1-Identified)
I am able to explain why the person based their prediction on experimental probability, theoretical probability or subjective judgment. (1-Explained)
I am able to analyze the meaningfulness of a probability against the limitations of assumptions associated with that probability. I can provide examples of how a single probability could be used to support opposing positions. (2)
____