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Selected Response Assessment Unit: Volume and Surface Area of 3-D Objects Clear Purpose: The purpose of this

formative assessment is to see if students have a solid understanding of how to solve the volume and surface area of a 3-D object. The students need to show they know the difference between a cube and a rectangular prism. It is to also test whether or not students can correctly draw a net and know what a net is. Students will also be assessed on if they know the appropriate units needed when solving the volume or the surface area. State Standards: M.PS.06.02 Draw patterns (of faces) for a cube and rectangular prism that, when cut, will cover the solid exactly (nets). M.TE.06.03 Compute the volume and surface area of cubes and rectangular prisms given the lengths of their sides, using formulas. Learning Targets: I can recognize the 3-D figure that corresponds to the net. I can draw the net for a cube and rectangular prism. Using the formula, I can calculate the volume of a cube or rectangular prism given the length of the sides. Using the formula, I can calculate the surface area of a cube or rectangular prism given the length of the sides. I can recognize whether to calculate the volume or surface area in a given situation.

Directions: In class we have been studying different 3-D objects (rectangular prisms and cubes) and their nets. We have also learned how to find the volume and surface area of 3-D objects. Before we move on to our next objective, we need to first check to make sure you understand how to solve for the volume or surface area a figure when given the length, width, and height. The questions that follow will evaluate your comprehension and understanding of the material required. The first part of the assessment will consist of a variety of multiple-choice, true/false, matching, and fill in the blank questions. The second part of the test will consist of extended written response questions. The third part of the test will measure your understanding of the topics through performance. The first part of the test will contain 15 questions worth a total of 24 points. The second part contains 10 questions totaling 42 points and the third part includes 3 separate performance tasks including __________________________. Begin by writing your name at the top of the page then read and answer each question to the best of your knowledge. If you have any questions, please raise your hand and I will come to you. When you are finished with your test, please turn your test in to me. Good luck!

Part One Multiple Choice (2 points) - For each question CIRCLE the letter that best answers the question. 1. John has just moved into a new house and wants to repaint all four walls and the ceiling of his bedroom blue. What will it be useful to know for painting Johns room? a. b. c. d. perimeter of the room surface area of the room volume of the room volume of the floor

2. Choose the scenario below where volume is needed. a. b. c. d. Wrap a birthday present Paint a door Fill a cup with water Put carpet in a bedroom

3. The volume of a cube with a side length of 3 cm is a. b. c. d. 9 27 cm 9 27

4. What does the surface area of a 3-D figure measure? a. b. c. d. The total area of the bases. The total area of the faces. The total area of the bases and faces. The total area of one base and one face.

5. What does the net of a 3-D figure show? a. b. c. d. The inside of the 3-D figure. The top view of the 3-D figure. The bases and faces as a 2-D figure. The bases and faces as a 3-D figure.

6. What are the correct units used for the surface area of a figure?

a. cm b. c. d. m True or False? (1 points) - For the following questions write TRUE or FALSE in the blank provided. 7. This figure below is a cube. _____________

8. To find the volume of a 3-D object, you must add up the area of all the sides. _____________ 9. A net is a 3-D object. ___________ 10. If a cube has a side length of 4 cm, the volume is 64 . ______________

Matching (1 points) - Match the net on the left hand side with the correct net on the right hand side that makes the same prism by connecting them with a line. 11.

12.

Fill In The Blank (2 points) - Fill in the blanks with the correct word from the word box below. An answer may be used more than once. area surface area volume net

13. ____________________ is the formula to find the volume of a 3-D figure. 14. When filling up a pool with water, one must know the __________ of the pool. 15. You need a __________ to construct a cube.

Part Two Extended Written Response- Answer the following questions in complete sentences. If any calculations are needed to solve the problem, please show your work. The length of your answer is not important but be sure to answer the question completely.

16. Calculate the surface area of the figure above. (5 points)

17. Calculate the volume of the same figure used in number 9. (5 points)

18. Is this figure below a cube or a rectangular prism? Remember to explain your answer. (3 points)

19. What is the difference between

and

(3 points)

20. What 3-D object would this net below create? (3 points)

21. Is a cube a type of rectangular prism? Explain why or why not. (3 points)

22. Describe how you would find the surface area of a cube. (5 points)

23.

Using the figure above, find the volume. (5 points)

24. What is the volume of a rectangular prism with a square base of width 2.5 yards and height 4 yards? (5 points)

25.

Find the surface area of the figure above. (5 points)

Part Three Performance Task Assessment Task 1: Directions: Each group is given 3 different cereal boxes all similar in size. Use a ruler measure the dimensions of each box in centimeters. Record data in the table below. Notes: measure the dimensions of the box in centimeters. Also write in the units for volume and mass. Keep the units of the mass the same for each cereal box. Conversions may be necessary! Length (cm) Cereal Box 1 Cereal Box 2 Cereal Box 3 Width (cm) Height (cm) Volume _____ Mass (on box)

How does the volume of the cereal box compare to the amount of cereal in each box? Task 2: Directions: Students will all be given different dimensions of a prism and asked to draw the net for that object on cardstock. Once a net is constructed and checked by the teacher, the student will cut out the net and fold/tape the sides to construct the prism. Students can then find the volume and surface area of their prism. Task 3: Have students get into groups of four and go outside and find 3 examples of rectangular prisms and 3 examples of cubes. It may be helpful to fill out the table below. 3-D Shape Rectangular Prism Rectangular Prism Rectangular Prism Cube Cube Cube Example

Once each group has filled out the table, come together and play Prism Scategories. Each group of four is a team and will compete against the other teams to earn the most points. Start with rectangular prism. Each group will describe the example they found. If any other group has the same example for any of the three examples of rectangular prisms, both groups cross of the examples and they will not receive points for that example. If the example is one that no other group found, the group receives one point and the next group shares their example. After all of the groups have shared their examples of rectangular prisms, they will begin sharing their examples of cubes. Once all of groups have shared their examples, crossing off the common examples and marking points for the other examples as they go, groups can then add up their points. The winner is the group with the most points. If there happens to be a tie, the group to correctly identify three more prisms (cubes or rectangular prisms) around the room fastest wins!

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