##
* *Reflection: Unit Exams
Transformations Unit Assessment - Section 2: Unit Test

On the whole, I was pleased with how the test went. I was surprised, however, by the number of students who got Problem_3 wrong. Those students who got it wrong universally responded that it was the placement of the question that was the problem; they thought the letters referred to the diagram below (the diagram for #4). I will keep this in mind next year, and will change the placement of this question in order to eliminate confusion.

The last question, the one with the cutout that asks the students to find compositions of transformations, went quite well. The one thing that struck me, though, was that two students (both of whom are really bright) tried to use a rotation of 90 degrees with a reflection. They didn't understand the implications of a rotation of 90 degrees on the positioning of the object on the paper, and this surprised me. It think this is something that I will need to emphasize more strongly next year.

*Unit Exams: Some Thoughts on the Unit Test*

# Transformations Unit Assessment

Lesson 6 of 6

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

## Big Idea: Test time! Students take the unit assessment, demonstrating their ability to apply their knowledge of transformations.

*90 minutes*

#### Warm-up Before the Test

*15 min*

As the students enter the room, I hand out the warm-up. The purpose of this exercise is to help generate last minute questions and to focus the students attention on the concepts needed to succeed on the unit test.

I allow the students sufficient time to finish the warm-up and then we go over the answers as a class.

#### Resources

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#### Unit Test

*55 min*

I hand out the Transformations Unit Test. In addition to the test, each student has a straight edge, calculator, scrap graph paper, and a cut-out that they can use to assist in answering the last question on the test. For an explanation of the cutouts on the test, see my video.

This test requires that the students reason, make sense of problems, and persevere (**MP 1**). It also asks them to explain and justify their answers (**MP 3**), to pay close attention to structure (**MP 7**) and to be precise in their use and application of notation (**MP 6**).

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#### Post-Test Activities

*10 min*

When a student is finished with a test, there is the question of how to keep him or her busy while others are still working. I discuss my approach to this in my video narrative. I also think the activities I use are a great way to help students persevere in solving problems (**MP1**).

Some of my sources for post-test activities and problems include:

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 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.

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After all of the students have turned in their test, I hand out an Anticipation Guide that encompasses a lot of the vocabulary and concepts in the upcoming unit. Many of the concepts are not new to the students; however some are new and unfamiliar.

I ask the students to do the true/false questions on the first page by themselves. Then I ask them to discuss their responses to these questions within their groups. I stress that they don't need to agree with each other, but that they do need to hear and respect each other's point of view **(MP3)**.

We then repeat the process with the vocabulary on the second page. In this latter section, the students indicate their familiarity with each term.

As a class, we talk only briefly about the material on the anticipation guide. Instead, I explain that this exercise helps to give them an idea of the topics that we will be working on, helps to reactivate prior knowledge, and will also serve as a great review at the end of the unit, when I ask the students look over their initial responses and make corrections **(MP1)**.

#### Resources

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