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* *Reflection: Standards Alignment
Introducing Geometry Unit Assessment - Section 2: Individual Test

One of my favorite questions on this test is problem #10, which asks students to first name and classify a given quadrilateral, then use the figure’s symmetry to deduce that the opposite sides of the quadrilateral are congruent. This kind of question reinforces the transformations lens that I want students to use throughout the entire year.

For similar reasons, I like problem #13b. In #13a, students are given the fact that a given quadrilateral’s two diagonals are congruent; then in #13b, the problem asks students to identify which special quadrilateral it must be if the diagonals also perpendicularly bisect each other. Several students used line symmetry and even rotational symmetry to explain why the quadrilateral must be a square. For example, “if both diagonals are congruent and perpendicularly bisect each other, this is true in a square because the diagonals act as lines of symmetry” or, “a rhombus has diagonals that perpendicularly bisect each other, but since the diagonals are also equal, it must be a square, which has four lines of symmetry not just two.”

*Bringing Back the Transformations*

*Standards Alignment: Bringing Back the Transformations*

# Introducing Geometry Unit Assessment

Lesson 8 of 8

## Objective: Students will be able to define foundational geometry terms and answer questions that ask them to apply their understanding of foundational geometry terms.

*80 minutes*

#### Return Group Tests

*20 min*

Since yesterday was the first Group Test of the year, I make sure to explain how I graded all of the tests and give time for students to learn from their mistakes. I give students the opportunity to re-explain to each other after they have seen my feedback and to ask questions if they are still confused.

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#### Individual Test

*60 min*

I grade tests by identifying the foundational, application, and extension items on the Introducing Geometry Unit Assessment. Typically, I ensure that the foundational items on the test are worth 70% of all the points earned; this way, a student with a foundational understanding of the unit's objectives can earn a passing grade on the test. From this point, application and extension items, both weighing in at 15%, boost students grades into the B or A range.

Problems 9, 10, and 11 are examples of Foundations items since students have to recall basic information like the definition of "non-collinear" or use appropriate symbols to mark a diagram.

Problem 12 is an example of an Application problem since students apply their understanding of the terms "concave" and "polygon," and then explain their thinking.

Problem 7 is an example of an Extension problem since students identify what they know from the symbols given in the picture to draw a conclusion about how to classify the given quadrilateral.

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- UNIT 1: Creating Classroom Culture to Develop the Math Practices
- UNIT 2: Introducing Geometry
- UNIT 3: Transformations
- UNIT 4: Discovering and Proving Angle Relationships
- UNIT 5: Constructions
- UNIT 6: Midterm Exam Review
- UNIT 7: Discovering and Proving Triangle Properties
- UNIT 8: Discovering and Proving Polygon Properties
- UNIT 9: Discovering and Proving Circles Properties
- UNIT 10: Geometric Measurement and Dimension
- UNIT 11: The Pythagorean Theorem
- UNIT 12: Triangle Similarity and Trigonometric Ratios
- UNIT 13: Final Exam Review

- LESSON 1: Definitely, Maybe
- LESSON 2: Who's a Widget? Making Sense of Definitions
- LESSON 3: Recyled Definitions
- LESSON 4: Investigating Special Quadrilaterals
- LESSON 5: Presenting Special Quadrilaterals
- LESSON 6: Special Quadrilateral Clean Up
- LESSON 7: Introducing Geometry Review and Group Test
- LESSON 8: Introducing Geometry Unit Assessment