474 Unit 6 Progress Check 6

The Mid-Year Assessment in the Assessment Handbook is a written assessment that you may use to determine how children are progressing toward a range of Grade-Level Goals.

Input children’s data from Progress Check 6 and the Mid-Year Assessment into the Assessment Management System.

Materials � Home Link 6�12

� Assessment Handbook, pp. 92–99, 172–176, 207, and 248–251

� Mid-Year Assessment (Assessment Handbook, pp. 213–216 and 225)

� base-10 blocks; ruler or tape measure; slate; index card; straightedge

Identify and draw points, intersecting and parallel line segments, and lines, rays, and right angles. [Geometry Goal 1]

6�1–6�12 3–5 4 1, 3, 4 17–19�

Identify and describe plane and solid figures. [Geometry Goal 2]

6�4–6�12 1, 2 1–3 2, 7–10 19–21�

Locate lines of symmetry and complete 2-D symmetric designs. [Geometry Goal 3]

6�9, 6�10, 6�12

6 5 15, 16

Model decimals through hundredths. [Number and Numeration Goal 1]

6�1–6�8, 6�10 11, 12, 13

Order decimals through hundredths. [Number and Numeration Goal 6]

6�2, 6�4, 6�6, 6�8

14

Use equal sharing to model division. [Operations and Computation Goal 6]

6�4, 6�6, 6�8, 6�9, 6�11

6

Describe angle rotations. [Measurement and Reference Frames Goal 1]

6�5, 6�7–6�9, 6�11

4 22

ASSESSMENT ITEMSSELF ORAL/SLA OPEN

RESPONSETE WRITTEN

CONTENT ASSESSED LESSON(S)

PART BPART A

Math Boxes 6�13

Home Link 6�13: Unit 7 Family Letter

Materials � Math Journal 1, p. 155

� Math Masters, pp. 202–205

Looking Back: Cumulative AssessmentL

Looking Ahead: Preparing for Unit 7L

Objective To assess children’s progress on mathematical

content through the end of Unit 6.

Oc

Progress Check 6�������

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Name Date Time

LESSON

6�13 Written Assessment Progress Check 6

Part A

1. Use a straightedge.

Draw line segments

to form a quadrangle.

2. Use the points to write

one letter name for

the quadrangle.

3. Which letter names the right angle? Angle

4. Circle the pairs of line segments that are parallel.

Underline the pairs of line segments that intersect.

a. b. c. d.

5. Draw the line of symmetry

for the trapezoid.

6. 36 books. 6 children.

How many books per child?

Answer:

Number model:

D

Q

U

A

children books

in allbooks

per child

(unit)

6 × ? = 36 or 36 ÷ 6 = ?

6 books

6 ? 36

Sample answer: QUAD

D

EM3cuG3AH_172-176_U06.indd 173 1/15/11 3:03 PM

Assessment Handbook, p. 173

Assessment Master

Lesson 6 �13 475

Name Date Time

LESSON

6�13 Self Assessment Progress Check 6

Check one box for each skill.

1. Name polygons.

2. Name 3-D shapes.

3. Draw line segments,

rays, and lines.

4. Identify right angles.

5. Identify parallel and

intersecting line

segments.

6. Find and draw lines

of symmetry.

Skills I can do this on my I can do I can do this if own and can explain this on I get help or look how to do it. my own. at an example.

EM3cuG3AH_172-176_U06.indd 172 1/15/11 3:26 PM

Assessment Handbook, p. 172

Assessment Master

1 Looking Back: Cumulative Assessment

� Math Message Follow-Up INDEPENDENTACTIVITY

(Self Assessment, Assessment Handbook, p. 172)

The Self Assessment offers children the opportunity to reflect upon their progress.

� Oral and Slate Assessments WHOLE-CLASS ACTIVITY

Problems 1 and 3 provide summative information and can be used for grading purposes. Problems 2 and 4 provide formative information that can be useful in planning future instruction.

Oral Assessment 1. Identify 2-dimensional and 3-dimensional shapes. For

example, hold up a book and ask: What kind of shape is this? rectangular prism Draw a rectangle on the board and ask: What kind of shape is this? rectangle

2. Describe the characteristics of 2-dimensional and 3-dimensional shapes. For example, hold up a cylinder and ask children for a description. It has a curved surface and 2 bases that are circles. The two bases are parallel. Ask children to describe a hexagon. It has 6 sides, 6 vertices, and 6 angles.

Slate Assessment 3. Draw a quadrangle, a pentagon, a triangle, and a trapezoid.

Draw a rectangle that is not a square. Draw a triangle with three equal sides, and a triangle with two equal sides. Draw a quadrangle that is not a square, a rhombus, or a rectangle.

4. Draw an angle greater than a right angle. Draw an angle smaller than a right angle. Draw an angle that measures about 90° (a right angle).

Getting Started

Home Link 6�12 Follow-Up Display a prism made from the net on Home Link 6-12. Review the answers to each of the questions posed on the Home Link. The shape is a pentagonal prism. The shape of each of the faces is a rectangle, and the bases are pentagons. The prism has 15 edges and 10 vertices.

Math Message • Self Assessment Complete the Self Assessment (Assessment Handbook, page 172).

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476 Unit 6 Progress Check 6

Name Date Time

Written Assessment continued LESSON

6�13

17. Draw a ray, ��� IJ , that is parallel 18. Draw a line, � �� EF , that

to ��� KL . intersects

��� HG .

19. Draw a triangle with one right 20. This is a picture of a

angle. Label the points. Use the 3-D shape. It has

right angle symbol to show the

right angle.

21.

faces

base

edges

There are many names for this shape.

Write some of them on the lines.

22. Draw a picture of each turn. Draw a curved arrow to show the direction

of each turn. The vertex of the angle and one side have already been

drawn for you.

a. 1

_ 2 turn clockwise b.

1

_ 4 turn counterclockwise

G

H

K L

A

B

C

Sample answer:

518

rectangle, quadrilateral,

Sampleanswers:

quadrangle, parallelogram, polygon

J I

E F

EM3cuG3AH_172-176_U06.indd 175 1/15/11 3:26 PM

Assessment Handbook, p. 175

Assessment Master

Name Date Time

Fill in the ovals to identify each figure.

7. prism 8. sphere

pyramid cone

cylinder cylinder

9. prism 10. The base of this figure is a

pyramid triangle

cylinder square

pentagon

11. Color 0.4 of the grid. 12. Color 0.04 of the grid. 13. Color 0.34 of the grid.

14. Write 0.4, 0.04, and 0.34

in order from smallest to largest.

Use the grids to help.

15. Draw the other half to make 16. Draw as many lines of symmetry

it a symmetric shape. as you can.

Part B

Written Assessment continued LESSON

6�13

0.04 0.34 0.4

EM3cuG3AH_172-176_U06.indd 174 1/15/11 3:26 PM

Assessment Handbook, p. 174

Assessment Master

� Written Assessment INDEPENDENTACTIVITY

(Assessment Handbook, pp. 173–175)

Part A Recognizing Student AchievementProblems 1–14 provide summative information and may be used for grading purposes.

Problem(s) Description

1, 3 Draw line segments to form a quadrangle. Identify a right angle.

2 Use letters to name a quadrangle.

4 Identify parallel and intersecting line segments.

5 Draw a line of symmetry.

6 Solve an equal-sharing problem.

7–10 Identify and describe plane and solid figures.

11–13 Model decimals through hundredths.

14 Order decimals through hundredths.

Part B Informing InstructionProblems 15–22 provide formative information that can be useful in planning future instruction.

Problem(s) Description

15–16 Complete a symmetrical design and draw lines of symmetry.

17–18 Draw parallel rays and an intersecting line and ray.

19 Draw a right triangle.

20 Identify the faces, base, and edges of a pyramid.

21 Describe a rectangle.

22 Describe angle rotations.

Use the checklists on pages 249 and 251 of the Assessment Handbook to record results. Then input the data into the Assessment Management System to keep an ongoing record of children’s progress toward Grade-Level Goals.

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Assessment Handbook, p. 176

Assessment Master

5. Write 4 division facts you need

to practice.

3. Solve.

5 � 4 �

2 � 7 �

� 3 � 10

� 7 � 10

3 � 5 � 15

70

30

14

20

Date Time

2. Solve.

Double 3

Double 30

Double 300

Double 7

Double 70

Double 700 1,400

140

14

600

60

6

4. Write 4 multiplication facts you

need to practice.

6. Complete the Fact Triangle.

Write the fact family.

45 � 5 � 9

45 � 9 � 5

9 � 5 � 45

5 � 9 � 45

1. Solve.

2 � 2 �

5 � 5 �

3 � 3 �

4 � 4 � 16

9

25

4

Math BoxesLESSON

6 � 13

52 53

52 53

55

5 9

45

�,�

Answers vary.

Answers vary.

Math Journal 1, p. 155

Student Page

Lesson 6 �13 477

� Mid-Year Assessment(Assessment Handbook, pp. 213–216)

The Mid-Year Assessment (Assessment Handbook, pages 213–216) provides an additional assessment opportunity that you may use as part of your balanced assessment plan. This assessment covers some of the important concepts and skills presented in Third Grade Everyday Mathematics. It should be used to complement the ongoing and periodic assessments that appear within the lessons and at the end of the units. Please see pages 100–101 of the Assessment Handbook for further information.

� Open Response INDEPENDENTACTIVITY

(Assessment Handbook, p. 176)

Writing Directions The open-response item requires children to apply skills and concepts from Unit 6. See the Assessment Handbook, pages 95–99 for rubrics and children’s work samples for this problem.

2 Looking Ahead: Preparing for Unit 7

� Math Boxes 6�13 INDEPENDENTACTIVITY

(Math Journal 1, p. 155)

Mixed Practice This Math Boxes page is a preview of content in Unit 7.

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Copyright

© W

right

Gro

up/M

cG

raw

-Hill

Assessment Masters 173

Name Date Time

LESSON

6�13 Written Assessment Progress

Check 6

Part A

1. Use a straightedge.

Draw line segments

to form a quadrangle.

2. Use the points to write

one letter name for

the quadrangle.

3. Which letter names the right angle? Angle

4. Circle the pairs of line segments that are parallel.

Underline the pairs of line segments that intersect.

a. b. c. d.

5. Draw the line of symmetry

for the trapezoid.

6. 36 books. 6 children.

How many books per child?

Answer:

Number model:

D

Q

U

A

children books

in allbooks

per child

(unit)

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