##
* *Reflection: Unit Exams
Volume Mastery Assessment (Day 2) - Section 1: Launch

This PROFICIENCY RUBRIC is used at my school to help teachers determine a student’s level of proficiency on a given standard/benchmark. We use it to score tasks and assessments. A students score on the rubric serves as evidence of what a student knows and is able to do in relation to a specific standard/benchmark.

When I am going to use a rubric, I always give it to my students and explain it to them. If the qualities listed in the rubric are important, I want to give my students the opportunity to review and revise their own work based on a self-assessment with the rubric. I believe that this gives students the opportunity to become more self-directed.

Although the essence of using a scoring guide or rubric is somewhat altered when it is used to convert to a number grade, in our school we are required to do so. The number grade has been included in the scoring guide. I recommended that mid level scores be used.

Secondary math teachers at our school meet periodically to discuss student work and the use of this rubric. We individually assess a piece of student work and then debate and discuss its score. This helps us develop common ground with respect to using the rubric. I strongly recommend this practice to all teachers.

# Volume Mastery Assessment (Day 2)

Lesson 7 of 7

## Objective: SWBAT demonstrate mastery of the skills required to calculate the volumes of cones, cylinders, and spheres.

## Big Idea: Students are given choices to answer written response questions including higher order thinking problems.

*50 minutes*

#### Launch

*5 min*

Today my students will complete Part 2 of our Volume Unit Assessment. Yesterday was a partner assessment. I add a new wrinkle to Part 2 of the Assessment as well. Today I will give students a choice in each part of the exam. Students have options in each part of the exam giving them more opportunities to demonstrate learning.

The exam is divided into four sections. Each section is titled with a color. The white and blue sections are intended to be less challenging than the green and red sections. My students are to answer 2 of the 3 problems in each section of the exam. For the assessment, they must answer a total of 8 problems.

Before we begin the test I stress the fact that I want to see all of the work that my students complete as they complete each problem. I will also remind my students that they should write complete sentences when answering questions. To help my students get a sense of what I mean, I give students a few minutes to look over the PROFICIENCY RUBRIC. I will use the rubric when I correct the exam (See my **Scoring Rubric** reflection for more on this tool).

#### Resources

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#### The Test

*45 min*

Before I hand each student a copy of Test on Volume I write all volume formulas on the board. I also ask students to take out their calculators. I inform students that they should round answers to the nearest tenth. Finally, I remind all students that they are to answer only 2 of the 3 questions in each section of the exam. I write this information on the board as well!

#### Resources

*expand content*

*Responding to Katie Sok*

Hi Katie,

Thanks for tuning into our team's lessons, mine in particular. I looked at the question you are asking about. The answer to the 2nd part of question 3 in the Red volume section is that you must multiply the radius by the square root of 2.

Try it by giving any value to r and to h. Find the volume using V = pi x r(squared) x h

Then double the volume and solve for r leaving the height unchanged: You will see that the new r is multiplied by square root of 2.

It will be difficult to see this if you stick with using the calculator and getting a decimal answer. Rather, use "exact values" to simplify when taking the square root of the value that equals r squared....like for example the square root of 200 would be 10 x square root of 2

| one year ago | Reply

Quick question: How did you solve #3 on the Red Volume part of the assessment? The first question about what to do with the height is pretty straightforward, but what about the radius?

| one year ago | Reply*expand comments*

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- UNIT 1: Number Sense
- UNIT 2: Solving Linear Equations
- UNIT 3: Relationships between Quantities/Reasoning with Equations
- UNIT 4: Powers and Exponents
- UNIT 5: Congruence and Similarity
- UNIT 6: Systems of Linear Equations
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- UNIT 8: Advanced Equations and Functions
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