##
* *Reflection:
Inventory Testing - Section 2: Inventory Test

*Reflection: Investing time and effort into assessing students arithmetic and algebra skills*

*Pre-Tests: Inventory Testing*

# Inventory Testing

Lesson 10 of 14

## Objective: SWBAT identify a variety of resources they can use to get help with this class. Students will understand the purpose of an inventory assessment.

## Big Idea: Assessments are a part of schooling. Let's plan an inventory test early so that we can see where students are and guide them to get extra help if needed.

*54 minutes*

#### Lesson Open

*5 min*

Today's warm-up prompt asks students to explain what assessments are and why they are part of school. This gives me an opportunity to explain the purpose of the assessment students are about to take, which is to see where students are and identify those who might need additional help this year.

The lesson opener follows our Team Warm-up routine. I display the prompt using the slideshow for the lesson.

**Goal-Setting**

Following the warm-up, I display the agenda and learning targets for today's lesson. Today, we are going to take an inventory test to see where our arithmetic and algebra skills are. This test will not go into the gradebook, but I will use it to identify students who may need extra support this year.

I briefly go over some of the resources which are available to students at our school. I encourage students who think they will need extra help in Geometry to consider enrolling in the Response-to-Intervention Geometry course, which gives students additional time to work on the concepts and skills we will be learning in Geometry as well as an opportunity to work toward personal learning goals in mathematics. I am also available to provide one-on-one instruction most days after school.

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**Individual Size-Up**

The lesson close follows our Individual Size-Up Routine. The prompt asks students to name at least two different ways they can get help with this course.

**Homework**

Homework Set 2 problem #25 provides practice in vocabulary and geometric notation. Problem #26 is a modeling problem: the emphasis should be in how well students *explain* their choice of model. Problem #27 is practice in constructions: constructing a triangle using three given sides.

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Hi Tom,

I was wondering if there was an answer key for this pre-test?

| 11 days ago | Reply

Hi Tom,

I was wondering if there was an answer key for this pre-test?

| 11 days ago | Reply

Hi Tom,

I was wondering if there was an answer key for this pre-test?

| 11 days ago | Reply

Hi Tom,

I was wondering if there was an answer key for this pre-test?

| 11 days ago | Reply

Hi Tom,

I was wondering if there was an answer key for this pre-test?

| 11 days ago | Reply

Hi Tom,

I was wondering if there was an answer key for this pre-test?

| 11 days ago | Reply*expand comments*

- UNIT 1: Models and Constructions
- UNIT 2: Dimension and Structure
- UNIT 3: Congruence and Rigid Motions
- UNIT 4: Triangles and Congruence
- UNIT 5: Area Relationships
- UNIT 6: Scaling Up- Dilations, Similarity and Proportional Relationships
- UNIT 7: Introduction to Trigonometry
- UNIT 8: Volume of Cones, Pyramids, and Spheres

- LESSON 1: Welcome to Geometry!
- LESSON 2: Preview and Goal-Setting
- LESSON 3: Mystery of the Nazca Lines
- LESSON 4: Cell Phone Towers
- LESSON 5: Cell Phone 9-1-1
- LESSON 6: Submarine Smart Phone
- LESSON 7: Reviewing Geometric Models
- LESSON 8: Introduction to Constructions
- LESSON 9: Going Halvesies
- LESSON 10: Inventory Testing
- LESSON 11: Flexing Our Bisectors
- LESSON 12: Finding Your Center
- LESSON 13: Reviewing Constructions
- LESSON 14: Models & Constructions Unit Quiz