Carla Fowler

Students will find the value of missing segments of similar triangles. These are "triangles within triangles." Students will use their understanding of parallel lines and angles to prove/understand why the triangles are similar.

Students will either find the volume of a cylinder given the radius or diameter and the height or find the radius or height given the total volume. Students will leave their answers in terms of pi. Some problems include pictures of cylinders while others give the information in words.

Formative Assessment to use when students have mastered the following concepts: Parallel Lines Transversals Names of Angle Pairs Relationship of Angle Pairs Supplementary Angles Algebraic Equations Interior Angles of Triangles Exterior Angles of Triangles Triangle Congruency Statements Congruent Triangles

Students will be given a picture or description of a cone in which they will be asked to calculate the total volume or a missing height or radius. Answers will be left in terms of pi.

Formative assessment to be given when students have mastered the following concepts: Volume of Cylinders Volume of Cones Volume of Spheres Finding an unknown radius or height when total volume is given Relationship between the volume of a cylinder and a cone The effect on volume when the radius or height is doubled Volume of composite figures Comparing volumes of cones, cylinders, and spheres

Students will determine the shape of the base of prism, calculate area of the base, multiply by the height to find total volume. Students will also be given the total volume of a prism, and they must calculate the missing height.

Students will be given one of three ratios; either the similarity ratio, the perimeter ratio, or the area ratio of similar figures. From that ratio, students will determine the other two ratios. Students will also be given two similar figures with missing perimeters and missing areas. Using a calculated ratio, the students will determine the missing ratios.

Students will calculate area of squares graphed on graph paper. The first 3 squares are standard squares. The rest of the squares are tilted on the graph paper. The students must find a way to accurately calculate the area. The students will then compare the area of each square to its side length and determine the relationship.

Formative assessment to be given after students have mastered the concepts of similar figures and scale factors. Students are asked to calculate scale factors, use scale factors to find missing side lengths, and calculate perimeter and area ratios of similar figures.

From the Utah Middle School Math Project, Grade 8, this is the third formative assessment for Chapter 1. The student materials that correlate with this assessment may be found at www.utahmiddleschoolmath.org. The materials are free, open source, printable, and licensed under Creative Commons. This quiz assesses the following skills: - Solving Linear Equations with Variables on Both Sides - Putting all the steps together to Solving Linear Equations The assessment itself is a word docume

Formative assessment to be given after students have mastered the following concepts: Dilations Similar Figures Proportions Scale Factor Enlargement Reduction Coordinate Notation Similar Triangles Similarity Ratios Perimeter Ratios Area Ratios

Formative assessment to be given after students have mastered the following concepts: Irrational Numbers Rational Numbers Estimating Irrational Numbers Estimating Irrational Numbers on a Number Line Simplify Radicals Simplify Perfect Squares and Cubes

Formative assessment to use after students have mastered the concept of angle pairs created from parallel lines and transversals. Corresponding Alternated Interior Same-Side Interior Vertical Adjacent Supplementary Linear Pair Students must name the angle pairs, calculate missing angle measures (some angles are algebraic expressions) and find a value that will make lines parallel.

Formative assessment to be given after the students have mastered the concept of volume of cylinders. Students must also be able to calculate either the radius or height of the cylinder given the volume. Finally, students must know and understand the effect on total volume when the radius or height is doubled.

Students will use their knowledge of volume of cylinders, cones and spheres to calculate total volume in application problems.

From the Utah Middle School Math Project, Grade 8, this is the complete package of assessment for Chapter 2. The student materials that correlate with this assessment may be found at www.utahmiddleschoolmath.org. The materials are free, open source, printable, and licensed under Creative Commons. This package assesses the following skills: - Proportional vs. Linear Relationships - Rate of Change in a Linear Relationship - Representations of a Linear Relationship - Finding Slope from Graphs, Poi

Given the volume of a sphere, students will calculate the radius. Volume is given in terms of pi. Then students will calculate the volume of a given sphere, then double the radius and calculate the new volume. Students will determine the relationship between the original volume and the new volume.

From the Utah Middle School Math Project, Grade 8, this is a package of all the assessments for Chapter 3. The student materials that correlate with this assessment may be found at www.utahmiddleschoolmath.org. The materials are free, open source, printable, and licensed under Creative Commons. This assesses the following skills: - Graphing Linear Equations - Writing Linear Equations The assessments are word documents so you can personalize/edit to suit your needs. The answer keys are pdf fil

Students must determine if two figures are similar by checking for congruent corresponding angles and proportional sides. If the figures are similar, the students must calculate the scale factor from the small figure to the large figure and from the large figure to the small figure.

Students will graph a given polygon using coordinates. Then they will apply a dilation to create a new image. The origin is the center of dilation. Students will compare the coordinates of the original image and the coordinates of the new image and determine how the scale factor shows up in the coordinates. Students will also determine what scale factor makes a figure larger and what scale factor makes a figure smaller.