Learn Assess Repeat

Looking for high-quality assessment questions to support your instruction? This product includes pre-assessment questions, formative checks, mastery-level questions, and an extension challenge. Use these questions before, during, or after your instruction to effectively gauge students' understanding and mastery throughout your unit. This particular resource is specifically aligned with the Texas 8th Grade Math Standard 8.7A: Solve problems involving the volume of cylinders, cones, and spheres.

This was used for students to track their MAP Scores throughout the year. It starts with their scores from the previous Spring, and then they fill in their Fall, Winter and Spring throughout the school year. You would need to get the students their scores for Spring using an excel spreadsheet and autocrat/mail merge, then when they complete their MAP session in your classroom throughout the year, they can record their scores before they shut down the computers. File is a word document so tha

This activity is a lower level of rigor intro or reteach of translations. Students will be given a map with a starting point and then verbal and algebraic directions of where to move. Answer key Included

1st page is an example of the process of a snowball fight. Students will use the word problem or model to write the equation. Then throw it like a snowball. A student will pick up a random snowball, check the equation, then perform the first step. They will then throw it like a snowball. They repeat checking and working a step until all steps are done! It doesn't matter which one they start with or pick up. Make multiple copies of the 5 problems so that you have enough for each person or p

This circuit activity can be used after introducing the TI Calculators to students. It goes through small tasks like asking them to use Square root buttons, or convert numbers to fractions. Since it is a circuit, it is self paced/ self checking freeing up you as the teacher to work with students on other tasks.

This item supports Personalized Learning Goals! This item starts students with a pathway in their learning about circles. Parts of a circleCircumferenceAreaComposite figuresIt includes a Circuit, Task Cards, and Practice Worksheets. Although it can be used in many different ways, the purpose behind creating this is to pair it with some digital learning opportunities. Students are first able to see where they are going when learning about circles. They can then work at their own pace and bou

Each corner represents a different representation where students will identify rate of change and y-intercept. One page can be used for notes and the other for practice or a check for understanding. Goal is for students to get used to identifying/calculating rate of change and y-intercept from multiple representations.

This activity provides students with specific characteristics and they have to sketch the parabola and using their knowledge of symmetry and other facts, they have to answer the question. Ex. Given the axis of symmetry is x = 3 and One root is (0, 0) The student must determine that the other root is (6,0).

2 Part activity about translating Inequalities from Word Problems. Students can sort the key words such as "Maximum of" and "At Least" into columns labeled with the inequality signs. Then they can go through and start writing the inequalities.

This worksheet requires students to check to see if an ordered pair is a solution to a Linear Inequality. They must check it Algebraically and Graphically. It provides support in the beginning and then slowly takes it away as they progress through the problems.

Students are given a page of Linear Inequality Graphs. They must go through the Inequalities given and pick the graph that represents the solution set. They can reason through some by narrowing down using their knowledge of Dashed/Solid Line, Positive/Negative Slopes, Y-intercepts, etc. KEY included!

I Do / You Do Teaching Worksheet Teacher examples of graphing Linear Inequalities and examples for students to try. There is a checklist for each problem that students can go through to decide if the line will be dashed or solid and if they will shade above or below. There are some inequalities in standard form where they must solve for y and flip the inequality symbol.

I Do / You Do - Teaching Worksheet Students will be able to write equations of Parallel and Perpendicular lines. There are 2 examples of Parallel and 2 examples of Perpendicular.

I Do / You Do - Worksheet Setup This worksheet goes through the following types of problems: Writing an equation given Slope and the Y-intercept Writing an equation by finding slope on a table and identifying y-intercept on the table Writing an equation by finding slope from 2 points, where one is the y-intercept Writing an equation of a line from 2 points that have a zero slope and the y-intercept is given.

This foldable has a great choice of questions that would be asked when finding the equations of Perpendicular and Parallel Lines. It shows a great visual for students when they are trying to remember what happens to the slopes for each of them. It also organizes their thinking by asking for the m, b and equation for every question. Great tool for introducing the concept.

These puzzles show 4 different representations of slope. Students will find the slope of all 4 and match the like ones together. The printout is the key, so be sure to pre-cut these as a class set before handing them to the students. You could also use this as a graphic organizer for teaching slope from multiple representations. Great Review Activity for finding slope.

Transforming Standard Form Linear equations into Slope Intercept form equations has always been a struggle for students. This activity has students physically picking up terms and moving them, changing the signs and cutting pieces apart to demonstrate that everything gets divided by the number in front of y. I have had many students begin to understand the process after doing this activity with them!

Fall Themed Graphing Linear Equations from Slope-Intercept Form as well as some practice with graphing Points. It creates a picture of a leaf that students can color and cut out if desired.

Examples for students to determine "Yes it is a function" or "No, it is not because..." Have students use response cards that say yes or no OR they can write on markerboards. You can also ask questions like, "What would we change to make it become a function?"

One Page is a matching of Continuous graphs to their Domain or Range. The 2nd page is a mixture of Continuous and Discrete representations. They also have to determine if the relation is a function or not.