##
* *Reflection: Perseverance
Parallel Lines Unit Assessment - Section 4: Unit Test

*Reflection on the Unit*

*Parallel Lines Unit Assessment*

# Parallel Lines Unit Assessment

Lesson 5 of 5

## Objective: SWBAT demonstrate mastery of this unit's concepts.

## Big Idea: Test time! Students demonstrate their knowledge of parallel lines, the relationships among angles of a triangle and the angle sums of a triangle, constructions, and logic statements.

*90 minutes*

#### Warm-up

*15 min*

I ask the students take out their Anticipation Guide for Unit 3. (They completed this the first time after taking the Unit 2 Test.) To begin, the students read the questions on the front of the anticipation guide and make any corrections to their answers. We discuss the correct answers as a class. Then I ask the students to look over the vocabulary on the back, and to let me know if there are any words with which they are still unfamiliar. If so, we discuss those as a class.

For more information on the merits of the Anticipation Guide see my video on the Anticipation Guide.

*expand content*

#### Going Over the Homework

*15 min*

In their groups, the students compare and discuss their answers to the Review Before the Test. If there are problems on which a group is unable to agree on the answer, we discuss these problems as a class.

There were also opportunities in the previous class period to discuss some of the problems. (In the previous lesson I reflect on our experience with problem #6.) There is also some time now for any last minute questions from individuals!

#### Resources

*expand content*

#### Unit Test

*50 min*

Before handing out the test, I distribute compasses, straight edges, calculators, and make sure everyone has a pencil. I also make colored pencils available to the students. Then I hand out the Unit Test on Parallel Lines.

#### Resources

*expand content*

#### Post-Test Activities

*10 min*

Some students always seem to finish way before others. To ensure quiet and to encourage students to use their brains (it can be fun!) and to persevere in solving problems (**MP1**), I often provide an assortment of the following:

Ken-Ken: My students are hooked on Ken-Ken! It's similar to Sudoku, but with mathematical operations. Will Shortz books are my favorite because they are just the right size to photocopy, but there are lots of sources available. Here's a sample. Ken-Ken can also be found on NCTM's Illuminations site.

NPR's Sunday Puzzle: Freshmen and sophomores really enjoy the categories puzzles, while my juniors and seniors seem to like the more challenging puzzles.

Car Talk Puzzlers: Occasionally these puzzlers are mathematical in nature. I have included one example.

NCTM's magazines: The NCTM magazines always include challenging problems. In Mathematics Teaching in the Middle School, it's the Palette of Problems; in Mathematics Teacher, it's the Calendar Problems. Another NCTM source is Problems to Ponder.

24 Game: I use the original single digit set (there are many different varieties of cards available), and write the numbers from one card of each level on the board or on a handout. I believe it is now an iTunes app as well.

Set Game: This also can be purchased as cards or as an iTunes app. The New York Times also publishes Set problems each day.

*expand content*

##### Similar Lessons

###### Human Conics: Circles and Ellipses

*Favorites(1)*

*Resources(23)*

Environment: Urban

###### Reasoning About Rigid Motions

*Favorites(1)*

*Resources(18)*

Environment: Rural

###### Proving It

*Favorites(8)*

*Resources(25)*

Environment: Suburban