Running head: MIAA 330 Assessment Data

Assessment Data: K 8th

Christina L Hambleton
Teachers College of San Joaquin
Jan 1st, 2015

Abstract
ThefollowingunitdesignforK8thiscomprisedoflessonsandassessmentson
Geometry,fromavarietyofreputable,commoncorealigned,sources.Thelessonsaredesigned
tobeimplementedinaclassroomofpredominantlylowscoring,Englishspeakingstudents.
Questionsfromlessonsandquizzescanbeeasilyomittedoraddedinordertoaccommodate
specificstudentneeds.

Assessment Data: K 8th Grade

Delta Charter School is located in the farm lands of Tracy. Although as a charter,
its enrollment is open to all, student body tends to consist of students previously home
schooled, students who have been bullied, students with IEPs/504s, and students of local
farming parents. Demographics are as follows:

The following data represents SES and EL numbers for all grades at Delta
Charter:
K/1
26
students
504

2/3
25
students

4th/5th
25
students

6th
23
students
3

7th
27
students

8th
29
students
3
3

IEP

EL
Free Meal

5
10

3
10

3
12

The following data represents fall 2014 Measures of Academic Progress (MAP)
mathematics testing for all grades at Delta Charter:

Far Below
Basic
Below Basic
Basic
Proficient
Advanced
Kindergarten

K/1
26
students
12%

2/3
25
students
24%

4th/5th
25
students
20%

6th
23
students
22%

7th
27
students
26%

8th
29
students
6%

30%

0%

24%

9%

48%

45%

46%
12%
0%

8%
27%
40%

20%
28%
8%

47%
22%
0%

15%
7%
4%

35%
11%
3%

Geometry
K.G.1
Describe objects in the environment using names of shapes, and describe the relative
positions of these objects using terms such as above, below, beside, in front of, behind, and
next to.
I chose the following assignment (KG task 1a) for its combination of shape naming and use of
appropriate prepositional vocabulary. The lesson is suitable for the class as it is at a suitable
academic level. In addition, the lesson has a built in rubric for summative assessing.

Identify and describe shapes. (K.G.1 - K.G.3)

1st Grade

Geometry
Reason with shapes and their attributes.

1.G.1 Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus
non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess
defining attributes.
The attached tasks (1G task 1a & 1b) are simple enough for all range of learners. The lesson plan
also includes a summative assessment for after lesson delivery.
http://commoncoretasks.ncdpi.wikispaces.net/1.G+Tasks

2nd Grade

Geometry
Reason with shapes and their attributes.
2.G.1 Recognize and draw shapes having specified attributes, such as a given number of angles
or a given number of equal faces. Identify triangles, quadrilaterals, pentagons, hexagons, and
cubes. (Sizes are compared directly or visually, not compared by measuring.)

The following tasks (2G task 1a.1b, & 1c) are specific to standards requirement while being
easily modifiable for the wide span of learners in this 2nd/3rd grade combo class. Summative
assessments are built in for simple and accurate records.
5

http://commoncoretasks.ncdpi.wikispaces.net/2.G+Tasks

3rd Grade
Geometry
Reason with shapes and their attributes
3.G1 Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may
share attributes (e.g., having four sides), and that the shared attributes can define a larger
category (e.g. quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of
quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these
subcategories.
The following lesson (comparing pattern blocks) was chosen as it incorporates writing with
mathematics. Children are asked to differentiate between similarities and differences. Formative
assessments can be obtained by reading the student writings.
http://www.orecity.k12.or.us/staff/curriculum_resources/mathematics/third_grade

4th Grade
4.G1
Draw points, lines, line segments, rays, angles (right, acute, obtuse), and
perpendicular and parallel lines. Identify these in two-dimensional figures.

The attached lesson on angles is an extremely comprehensive lesson. It is designed for

independent and group activities; as well as hands-on games. Although a predominantly low
scoring class, the high engagement level of these activities would assist with the lesson
comprehension.

http://bridges1.mathlearningcenter.org/files/media/Bridges_Gr4_OnlineSupplement/
B4SUP-C4_GeomTriang_0410.pdf
The attached assessment incorporates selected, constructed, and extended
responses. The difficulty level appears high for this particular class. However, problems
could be modified and/or omitted to accommodate student needs.
http://www.orecity.k12.or.us/files/4th_Grade_Assessment_4_9_Angles&Measuremen
t.doc.pdf

5th Grade
5.G2
Represent real world and mathematical problems by graphing points in
the first quadrant of the coordinate plane, and interpret coordinate values of
points in the context of the situation.

The attached lesson for graphing of points is very short in nature. However, it can be used as
both a quick lesson and a formative assessment for the teacher. All levels of students should be
able to complete the assignment.
http://www.k-5mathteachingresources.com/supportfiles/geometricshapesonthecoordinategrid.pdf
6th Grade
Solve real-world and mathematical problems involving area, surface area, and volume.
The following lesson for 6th grade comes from an online curriculum (Edgenuity.com). The
program is common core aligned. Students watch videos and then complete the assignment;
followed by an extensive and comprehensive quiz. It is an interactive software. Students can
click on the transform button to watch the shapes transform shapes. Although meant for all
students, teachers can easily omit and/or add questions and assessments as needed for their
student population.
7

Surface Area of Prisms Assignment

Surface Area of Prisms Quiz

7th Grade

Solve real-life and mathematical problems involving angle measure, area, surface area,
volume.
For the 7th grade assignment I used a previous assignment of mine which is common core
aligned. It encompassed a variety of angle measures. Graphics incorporated into the worksheet
made it easier for students to comprehend. The majority of my students are visual learners and
require drawings to assist with comprehension.
The assessment following the lesson was designed by me. It too was common core aligned. The
assessment was successful. Mastery of concept was demonstrated by over 80% of my class.
TrianglesPractice
1. Find the value of x in the triangle. Then classify the triangle as acute, right, or
obtuse.

a. 41, right
b. 131, obtuse
2.

c. 31, acute
d. 51, acute

Find the value of x in the triangle. Then classify the triangle as acute, right, or
obtuse.

a. 93, acute
b. 98, obtuse

c. 108, acute
d. 97, right

3. Draw an acute isosceles triangle.

4. Draw an acute scalene triangle.

5. Classify the triangle by its angles and by its sides.

a. acute scalene
b. obtuse scalene

c.
d.

acute equilateral
right scalene

6. Classify the triangle by its angles and by its sides.

a. right isosceles
b. acute scalene

c. right scalene
d. obtuse scalene

7. Find the value of x in the triangle. Then classify the triangle as acute, right, or obtuse.

a. 155, obtuse
b. 65, right

c. 55, acute
d. 75, acute

8. If the three angles of the triangle are given below, find the value ofx:
Angle 1 = 2x
Angle 2 = 7x
Angle 3 = (2x + 15)
(Hint: what do the three angles of a triangle need to add up to?)

a. 165
b. 90

c. 15
d. 45

ANSWERS
1. A
2. B
3.
4.
5. A

10

6. A
7. B

8. c

Triangles Quiz
1. Find the value of x in the triangle. Then classify the triangle as acute, right,
or obtuse.

a.
b.

41, right
131, obtuse

c.
d.

31, acute
51, acute

2. Find the value of x in the triangle. Then classify the triangle as acute, right,
or obtuse.

a. 93, acute
b. 98, obtuse

c. 108, acute
d. 97, right

3. Find the value of x in the triangle. Then classify the triangle as acute, right,
or obtuse.

a. 80, obtuse
b. 85, acute

c. 84, obtuse
d. 95, right

4. Classify the triangle by its angles and by its sides.

11

a. right isosceles
b. acute isosceles

c. obtuse isosceles
d. acute equilateral

5. Classify the triangle by its angles and by its sides.

a. right isosceles
b. acute scalene

c. right scalene
d. obtuse scalene

6. Classify the triangle by its angles and by its sides.

a. right isosceles
b. acute scalene

c. acute isosceles
d. obtuse isosceles

7. If the three angles of the triangle are given below, find the value of x:
Angle 1 = x
Angle 2 = 85
Angle 3 = (x + 5)

ANSWERS
1. A
2. B
3. B
12

4.
5.
6.
7.

D
A
C
D

8th Grade
Solve real-world and mathematical problems involving volume of cylinders, cones, and
spheres.
For the 8th grade lesson on volume, I used my previous common core aligned lesson from last
year. The assignment was a success as the 3-D graphics made it easier for students to visualize
what they were actually solving.
For the assessment, I created my own; based on what we had studied and mastered in class. The
assessment was useful. Only 60% of my class mastered the concepts so I retaught the lesson to
reinforce comprehension.
VolumePyramids,Cones,SpheresPractice
Find the volume of the square pyramid to the nearest cubic unit.

a. 28 m3

b. 9 m3

c. 37 m3

d. 14 m3

Find the missing dimension. Round to the nearest unit. Use 3.14 for .

V=150.72
Height = ?
13

a. 2.7 cm

b. 12.56 cm

c. 4 cm

d. 1.3 cm

The diagram shows the dimensions of a teepee. Find the volume of the building to the
nearest cubic whole unit.Use 3.14 for .

a. 1,779 ft3

b. 1,382 ft3

c. 21,363 ft3

d. 5,341 ft3

Find the volume of the cone to the nearest cubic unit. Use a calculator.

a. 1,810 in.3

b. 151 in.3

c. 452 in.3

d. 276 in.3

Find the volume of the sphere to the nearest whole number. Use = 3.14.

a. 11,494 in.3

b. 1,436 in.3

c. 1,078 in.3

d. 359 in.3

Find the volume of the sphere to the nearest whole number. Use = 3.14.

a. 523 in.3

b. 131 in.3

c. 4,189 in.3

d. 393 in.3

Find the volume of the square pyramid to the nearest cubic unit.
14

a.

14 m3

b.

27 m3

c.

36 m3

d.

9 m3

ANSWERS
1.
2.
3.
4.
5.
6.
7.

B
C
A
B
B
A
D

VolumePyramid,Cones,SpheresQuiz
1.

a.

Find the volume of the square pyramid to the nearest cubic unit.

72 m3
2.

c.

27 m3

d.

54 m3

b. 9 m3

c. 37 m3

d. 14 m3

Find the volume of the cone to the nearest cubic unit. Use a calculator.

a. 29 in.3
4.

18 m3

Find the volume of the square pyramid to the nearest cubic unit.

a. 28 m3
3.

b.

b. 352 in.3

c. 88 in.3

d. 101 in.3

Find the volume to the nearest cubic unit. Use 3.14 for .

15

a. 1,810 ft3
b. 7,238 ft3
c. 603 ft3
d. 716 ft3
5. Find the volume of the sphere to the nearest whole number. Use = 3.14.

a. 2,144 in.3

b. 17,157 in.3

c. 1,608 in.3

d. 536 in.3

6. What is the volume of a sphere with radius of 2.75 m, to the nearest cubic meter?
a. 87 m3
b. 90 m3

c. 95 m3
d. 101 m3

ANSWERS
1.
2.
3.
4.
5.
6.

B
B
A
C
A
A

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