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Name: ___________________ Group: _____ Teacher: ________

Some
of
the
questions
in
this
part
have
to
do
with
things
you
will
learn
in
the
7irst
unit
this
year,
Problem
Solving
&
Precision.
Some
problems
should
relate
to
your
summer
math
project.
Problems
will
be
do-able,
while
others
might
look
unfamiliar.
Try
your
hardest
---
we'll
use
this
to
7igure
out
how
much
you've
learned
after
the
7irst
unit.
**
Note:
L.T.
=
Learning
Target
** Frequently
Asked
Questions
(FAQ): Is
this
a
test?
Yes
and
no.
It’s
a
diagnostic
test:
it
tests
what
you
remember
from
last
year,
and
how
you
are
thinking
about
math
you
haven’t
seen
before.
It’s
not
a
“normal”
test
because
there’s
no
penalty
for
wrong
answers.
If
there’s
no
penalty
for
wrong
answers,
how
is
this
assignment
graded?
You
are
graded
on:
1)
your
effort
on
the
assignment,
2)
how
well
you
show
your
work
and
3)
your
ability
to
follow
classroom
test-taking
procedures.
For
summer
project
L.T’s,
I
am
looking
for
improvement
on
the
work
we
begun
last
year.
Any
L.T’s
you
do
not
meet
on
this
diagnostic
will
be
given
to
you
again
until
you
master
those
targets Does
this
grade
go
in
my
quarter
grade?
Yes.
It
is
one
of
many
assignments
contributing
to
that
grade.
Do
I
have
to
answer
every
question?
Yes!
That
is
one
way
you
can
show
effort
(#1
above).
Remember,
wrong
answers
are
okay,
as
long
as
you’ve
shown
your
work. What’s
going
to
happen
to
this
assignment?
It
will
be
kept
in
your
math
portfolio
to
show
what
math
skills
and
strengths
you
started
the
year
with Skill Level

L.T. 1: I can use the equation (x-h)2 + (y-k)2 = r2 to describe any circle on a graph.

1 1 1 1 1

2 2 2 2 2

3 3 3 3 3

4 4 4 4 4

L.T. 2: I can use the Pythagorean Theorem

L.T.3: I can solve linear equations

L.T.4: I can determine trigonometric ratios using SOHCAHTOA. L.T.5: I can use problem-solving techniques to understand important details of a problem L.T.6: I can use the important details of a problem to come up with a plan to solve the problem.

1

2 3

4

**L.T. 1: I can use the equation (x-h)2 + (y-k)2 = r2 to describe any circle on a graph.
**

Show work here:

Grading: 4: no mistakes, shows work on the side 3: doesn't simplify r2, but otherwise correct 2: (x + 1)2 + (y +6)2= 9 2 2 2 or (x + 6) + (y +1) = 3 1. has negatives in answer instead of positive signs. clearly shows lack of understanding

The equation for this circle is:

2 + (y +1)2= 9 (x + 6)

Skill Level

1

2 3

4

L.T. 2: I can simplify radicals (Put final answer in box below)

a.

Grading: 4: all 3 problems are correct 3: 2 out of 3 problems are correct; incorrect problem has minor errors but does show understanding overall 2: gets problem (a) correct, but is unable to do (b) or (c) 1. indicates little to no understanding of target. no correct answers.

25

b.

4x3y2

y

c.

25x2y

5

Skill Level

1

2

3

4

2 2 2 L.T.2: I can use the Pythagorean theorem a + b = c in problems

a.

b.

92 + 72 = c2 81 + 49 = 130 = c2 130 = c2

a2 + 82 = 132 a2 + 64 = 169 a2 = 169 - 64 = 105 2 a = 105

130 = c

Grading: 4: SHOWS work as shown or similar correctly step by step and gets correct answers to both 3: shows work but skips steps. gets answers correctly for both 2: gets one answer correct, does not show clear, lucid work. indicates some confusion 1: gets both answers incorrect, minimal to no work

a=

105

missing side =

130

missing side =

105

Skill Level

1

2

3

4

**L.T.3: I can solve linear equations
**

Grading: 4: SHOWS work as shown or similar correctly step by step and gets correct answers to both 3: shows work but skips steps. gets answers correctly for both 2: gets one answer correct, does not show clear, lucid work. indicates some confusion 1: gets both answers incorrect, minimal to no work

- 12

- 15 x = - 8 x + 70

- 12

8x

- 7x = 70 x = 70/-7 = 10

8x

x = -10

+4

+4

6x = 7x - 2

-7x -7x

x=

2

Skill Level

-x=-2

x = -2/-1 = 2

1

2

3

4

L.T.4: I can determine trigonometric ratios using SOHCAHTOA.

Grading: 4: all 3 problems are correct 3: 2 out of 3 problems are correct; incorrect problem has minor errors but does show understanding overall 2: gets 1 out of 3 problems correct, but reflects confusion overall 1. indicates little to no understanding of target. no correct answers.

cos (A) = 39/89

tan (A) =

20/29

sin (A) = 15/17

Skill Level

1

2 3

4

L.T.5: I can use problem-solving techniques to understand important details of a problem

Madison was determined to help clean her local park. She collected one bag of trash the ﬁrst week, 2 bags the second week, 3 bags the third week, and continued at the same rate. Assuming she continues this process, how many bags of trash will she collect in 26 weeks? How many bags of trash will she collect in n weeks?

Read the problem below. What are the important details in this problem? Why?

Answer on next page

L.T.6: I can use the important details of a problem to come up with a plan to solve the problem. Describe how you plan on solving this problem. Use complete sentences

Show all work below:

Skill Level

1

2

3

4

Madison was determined to help clean her local park. She collected one bag of trash the ﬁrst week, 2 bags the second week, 3 bags the third week, and continued at the same rate. Assuming she continues this process, how many bags of trash will she collect in 26 weeks? How many bags of trash will she collect in n weeks?

Important details are: 1 bag/ 1st wk, 2 bags/ 2nd week, n bags/n week We are looking for how many bags she has collected IN TOTAL will she collect in 26 weeks.

Plans: Diagram, table, pictorial representation, algebra...etc

**No work, or misunderstanding (grading 1)
**

Simplistic: 1 + 2 + 3 + 4 + 5 +...... 24+ 25 + 26 = 351 (grading 2) Higher order pattern finding: Notice that 25 + 1 = 26, 24 + 2 = 26, so on and so forth. (grading 4) Written out this means that: 26 + (1 + 25) + (2 + 24) + (3 + 23) + .......... (12 + 14) + 13 (grading 4) by repeated addition: we have 13 26's, and one undouble counted 13which means 13 * 26 + 13 = 351 Algebra: 2 Rule is: 1/2 (n + n) (grading 4)

Solution:

L.T.5: I can use problem-solving techniques to understand important details of a problem

Read the problem below. What are the important details in this problem? Why?

**Question: What is 1 + 2 + 3 + 4 + … + 99 + 100? ( “…” means all the numbers in between are included as well)
**

L.T.6: I can use the important details of a problem to come up with a plan to solve the problem. Describe how you plan on solving this problem. Use complete sentences

** It's a question you may have heard about, but there are ways to solve it that are easier than what you might think of first. We'll be learning different problemsolving strategies to be able to solve problems like this one.

Show all work below:

Skill Level

1

2 3 4

Question: What is 1 + 2 + 3 + 4 + … + 99 + 100? ( “…” means all the numbers in between are included as well) Important details: We are summing ALL the numbers from 1 through 100.

Plans: Diagram, table, pictorial representation, algebra...etc

Solution:

No work, or misunderstanding (grading 1) Simplistic: 1 + 2 + 3 + 4 + 5 +...... + ..... 98 + 99 + 100 = 5050 (grading 2)

Higher order pattern finding: Notice that 100 + 1 = 101, 99 + 2 = 101, so on and so forth. (grading 4) Written out this means that: 101 + (2 + 99 ) + (3 + 98) + ... + (50 + 51) (grading 4) by repeated addition: we have 50 101's which means 50 * 101 = 5050 Algebra: 2 Rule is: 1/2 (n + n) (grading 4)

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