STEP Standard 3 - Assessment and Data Literacy

Pre-Assessment - Copy and paste the pre-assessment you plan to use to assess the students’
knowledge of the topic prior to implementing the unit lessons. Include the scoring criteria used
to determine whether the student Exceeds, Meets, Approaches, or Falls Far Below the learning
goal and measurable objectives.

Standard SMP 5: Use appropriate tools strategically.

Benchmark
M.117: Use appropriate tools strategically.
Score
F (0-1) C (2-2.75) B (3-3.25) A (3.5-4)
The student
There is LITTLE OR The student The student
USUALLY
NO ATTEMPT to OCCASIONALLY CONSISTENTLY
demonstrates an
Rubric show/demonstrate demonstrates an demonstrates an
understanding of
understanding of the understanding of the understanding of the
the outcome. (7-8
outcome. (1-4 checks) outcome. (5-6 checks) outcome. (9 checks)
checks)
 Interpret angle measures based on diagram geometric markings (q1___)
 Use an accurate method to solve for the unknown quantity (q1___)
 Accurately determine the unknown angle measure (q1a-b___:2cks)
Success  Plot the coordinates accurately on a plane (q2___)
Criteria  Determine the type of triangle (q2___)
 Determine the slope of segments (q2___)
 Definition/Explanation uses mathematical vocabulary (q2___) and is clear and
concise (q2___)

1. Use the given information to determine the unknown measures of each angle in the triangle.

𝑚∠𝐴 = 2𝑥
𝑚∠𝐵 = 3𝑥 − 10

𝑚∠𝐴 = __________

𝑚∠𝐵 = __________

© 2018. Grand Canyon University. All Rights Reserved. Page 1 of 5

 2. Is the triangle with vertices at (-2, 5), (4, 10), and (3, -1) a right triangle? Draw this triangle in
the coordinate plane provided and use slopes to justify your answer.

Pre-Assessment Data: Whole Class - Once you have assessed your students’ knowledge on the topic,
collect and analyze the pre-assessment data to determine if you will need to modify the standards,
learning goal, or measurable objectives that will be addressed during instruction.

Number of Students

Highly Proficient (90%-100%) 0

Proficient
(80%-89%) 0

Partially Proficient
(70%-79%) 3

© 2018. Grand Canyon University. All Rights Reserved. Page 2 of 5

 Minimally Proficient
(69% and below) 22

Pre-Assessment Analysis: Whole Class

No changes, I believe that the measurable objectives and learning goals are high, but attainable.
Based on the data above, the effects that the data could have on planning, delivering the lesson, and
assessment is making sure that differentiation strategies are being used. There is a big gap between
students’ knowledge and abilities, but the goal is to bridge the gap. Because of the student demographic, I
will be using a lot of graphic organizers and other visual aids so that students can refer to it if they need
to. Students will be grouped strategically in order to be able to support each other and collaborate.

Post-Assessment – Copy and paste the post-assessment you plan to use to assess the students’ knowledge
of the topic after implementing the unit lessons. The post-assessment can be the same as the pre-
assessment, a modified version, or something comparable that measures the same concepts. Include the
scoring criteria used to determine whether the student Exceeds, Meets, Approaches, or Falls Far Below the
learning goal and measurable objectives.
Copy and paste, or insert a picture of the post-assessment.
Standard SMP 5: Use appropriate tools strategically.
Benchmark
M.117: Use appropriate tools strategically.
Score
F (0-1) C (2-2.75) B (3-3.25) A (3.5-4)
The student
There is LITTLE OR The student The student
USUALLY
NO ATTEMPT to OCCASIONALLY CONSISTENTLY
demonstrates an
Rubric show/demonstrate demonstrates an demonstrates an
understanding of
understanding of the understanding of the understanding of the
the outcome. (7-8
outcome. (1-4 checks) outcome. (5-6 checks) outcome. (9 checks)
checks)
 Interpret angle measures based on diagram geometric markings (q1___)
 Use an accurate method to solve for the unknown quantity (q1___)
 Accurately determine the unknown angle measure (q1a-b___:2cks)
Success  Plot the coordinates accurately on a plane (q2___)
Criteria  Determine the type of triangle (q2___)
 Determine the slope of segments (q2___)
 Definition/Explanation uses mathematical vocabulary (q2___) and is clear and concise
(q2___)

2. Use the given information to determine the unknown measures of each angle in the triangle.

© 2018. Grand Canyon University. All Rights Reserved. Page 3 of 5

 𝑚∠𝐴 = 2𝑥
𝑚∠𝐵 = 3𝑥 − 10

𝑚∠𝐴 = __________

𝑚∠𝐵 = __________

3. Is the triangle with vertices at (-2, 5), (4, 10), and (3, -1) a right triangle? Draw this triangle in the
coordinate plane provided and use slopes to justify your answer.

© 2018. Grand Canyon University. All Rights Reserved. Page 4 of 5

© 2018. Grand Canyon University. All Rights Reserved. Page 5 of 5