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TEACHER EDITIONMathMission Assessments Answer KeyGRADE8TEACHER EDITIONMathGRADE 8TEACHER EDITIONGrade 8 | Mission Assessments Answer Key
© 2023 Zearn. Licensed to you pursuant to Zearn’s Terms of Use.This work is a derivative of Open Up Resources’ 6-8 Math curriculum, which is available to download for free at openupresources.org and used under the CC BY 4.0 license.MISSION ASSESSMENTS ANSWER KEYGRADE 8
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© 2023 Zearn. Licensed to you pursuant to Zearn’s Terms of Use.This work is a derivative of Open Up Resources’ 6-8 Math curriculum, which is available to download for free at openupresources.org and used under the CC BY 4.0 license.ZEARN MATH AssessmentsTable of ContentsMISSION 1Mid-Mission Assessment 3End-of-Mission Assessment 21MISSION 2End-of-Mission Assessment 41MISSION 3Mid-Mission Assessment 65End-of-Mission Assessment 85MISSION 4Mid-Mission Assessment 107End-of-Mission Assessment 121MISSION 5Mid-Mission Assessment 147End-of-Mission Assessment 171MISSION 6End-of-Mission Assessment 189MISSION 7Mid-Mission Assessment 213End-of-Mission Assessment 229MISSION 8Mid-Mission Assessment 245End-of-Mission Assessment 259iii
GRADE 8Mission 1Rigid Transformations and CongruenceASSESSMENT ANSWER KEY© 2023 Zearn. Licensed to you pursuant to Zearn’s Terms of Use.This work is a derivative of Open Up Resources’ 6-8 Math curriculum, which is available to download for free at openupresources.org and used under the CC BY 4.0 license.
© 2023 Zearn. Licensed to you pursuant to Zearn’s Terms of Use.This work is a derivative of Open Up Resources’ 6-8 Math curriculum, which is available to download for free at openupresources.org and used under the CC BY 4.0 license.PAGE 1Name: Date: GRADE 8 / MISSION 1Mid-Mission AssessmentNote: Students may use tracing paper, graph paper, colored pencils, scissors, ruler, protractor, and/or an index card to complete this assessment.1. For each of the following, name the transformation (translation, rotation or reection) that takes Figure A to Figure B. Explain your reasoning.a. b. c. ABℓℓABℓAB
G8M1 Mid-Mission Assessment© 2023 Zearn. Licensed to you pursuant to Zearn’s Terms of Use.This work is a derivative of Open Up Resources’ 6-8 Math curriculum, which is available to download for free at openupresources.org and used under the CC BY 4.0 license.2. Identify all of the triangles that are translations of Triangle A.3. Triangle ABC is shown on the grid below.a. Translate triangle ABC to the right 4 units and up 5 units and label the image A′B′C′.Original Point Translated PointA (-7, -3) A′B (-7, -7) B′C (-2, -5) C′b. Complete the table to show the coordinates of A′B′C′.A BCDEFG-8-6-4-202468864-8 -6 -4 -2 2yxABCPAGE 2
G8M1 Mid-Mission Assessment© 2023 Zearn. Licensed to you pursuant to Zearn’s Terms of Use.This work is a derivative of Open Up Resources’ 6-8 Math curriculum, which is available to download for free at openupresources.org and used under the CC BY 4.0 license.4. Triangle ABC is shown on the grid below.a. Rotate triangle ABC 90° counter clockwise using (0, 0) as the center of rotation and label the image A′B′C′.Original Point Translated PointA (1, 1) A′B (3, 7) B′C (4, 2) C′b. Complete the table to show the coordinates of A′B′C′.5. Quadrilateral QRST is shown on the grid below.a. Reect quadrilateral QRST over the y-axis, and label the image that results as Q′R′S′T′.b. Reect quadrilateral Q′R′S′T′ over the x-axis, and label the image that results as Q′′R′′S′′T′′.Original PointPoints aer reecting QRST over y-axisPoints aer reecting Q'R'S'T' over x-axisQ (-5, 7) Q′ Q′′R (-2, 7) R′ R′′S (-1, 2) S′ S′′T (-5, 2) T′ T′′c. Complete the table to show the coordinates of Q′R′S′T′ and Q′′R′′S′′T′′.-8-6-4-202468864-8 -6 -4 -2 2yxABC-8-6-4-202468864-8 -6 -4 -2 2yxQ RSTPAGE 3
G8M1 Mid-Mission Assessment© 2023 Zearn. Licensed to you pursuant to Zearn’s Terms of Use.This work is a derivative of Open Up Resources’ 6-8 Math curriculum, which is available to download for free at openupresources.org and used under the CC BY 4.0 license.6. Describe a sequence of transformations for which Triangle B is the image of Triangle A.7. Quadrilateral A′B′C′D′ is the image of the quadrilateral ABCD under a rigid transformation.a. Label all vertices on quadrilateral A′B′C′D′.b. On both gures, label all known sides lengths and angle measures.-8-6-4-202468864-8 -6 -4 -2 2yxABBCD3.95.4A155°90°45°70°7.55.2PAGE 4
G8M1 Mid-Mission Assessment© 2023 Zearn. Licensed to you pursuant to Zearn’s Terms of Use.This work is a derivative of Open Up Resources’ 6-8 Math curriculum, which is available to download for free at openupresources.org and used under the CC BY 4.0 license.8. Points A′, B′, and C′ are the images of 180 degree rotations of A, B, and C, respectively, around point O. Complete the table to nd the unknown measure of each angle. Show your work and/or explain your reasoning.Angle Angle Measure Work / RationalBOC 30° Provided in the diagramB′OA′ 45° Provided in the diagramBOAC′OB′AOC′COA′A30°45°BCC'B'A'OPAGE 5
Common Core State Standards © 2010. National Governors Association Center for Best Practices and Council of Chief State School Oicers. All rights reserved.ZEARN MATH AssessmentsMid-Mission Standards G8M1© 2023 Zearn. Licensed to you pursuant to Zearn’s Terms of Use.This work is a derivative of Open Up Resources’ 6-8 Math curriculum, which is available to download for free at openupresources.org and used under the CC BY 4.0 license.Mid-Mission AssessmentStandards Addressed in Topics A-BStandardProblem NumberUnderstand congruence and similarity using physical models, transparencies, or geometry soware.8.G.1Verify experimentally the properties of rotations, reections, and translations:a. Lines are taken to lines, and line segments to line segments of the same length.b. Angles are taken to angles of the same measure.c. Parallel lines are taken to parallel lines.1, 2, 78.G.3Describe the eect of dilations, translations, rotations, and reections on two-dimensional gures using coordinates.3, 4, 5, 68.G.5Use informal arguments to establish facts about the angle sum and exterior angle of triangles, about the angles created when parallel lines are cut by a transversal, and the angle-angle criterion for similarity of triangles. For example, arrange three copies of the same triangle so that the sum of the three angles appears to form a line, and give an argument in terms of transversals why this is so.88
G8M1 Mid-Mission RubricZEARN MATH Assessments© 2023 Zearn. Licensed to you pursuant to Zearn’s Terms of Use.This work is a derivative of Open Up Resources’ 6-8 Math curriculum, which is available to download for free at openupresources.org and used under the CC BY 4.0 license.Mid-Mission RubricMid-Mission Assessment - A Progression Towards UnderstandingA Progression Towards Understanding is provided to describe steps that illuminate the gradually increasing learnings that students develop on their way to full understanding. In this chart, this progress is presented from le to right. The learning goal for students is to achieve full understanding as described on the right. A student’s score is the sum of points earned on all problems out of 100 possible points. If a response doesn’t fall on the rubric or there is a lack of response, the score for that problem is zero points.INITIATING UNDERSTANDING Missing or incorrect answer and little evidence of reasoning or application of mathematics to solve the problem.DEVELOPING UNDERSTANDING Missing or incorrect answer but evidence of some reasoning or application of mathematics to solve the problem.NEARING UNDERSTANDING A correct answer with some evidence of reasoning or application of mathematics to solve the problem, OR an incorrect answer with substantial evidence of solid reasoning or application of mathematics to solve the problem.FULL UNDERSTANDING A correct answer supported by substantial evidence of solid reasoning or application of mathematics to solve the problem.ProblemINITIATING UNDERSTANDINGDEVELOPING UNDERSTANDINGNEARING UNDERSTANDING FULL UNDERSTANDING1a, 1b, 1c8.G.1The student is unable to correctly identify the transformations but produces reasoning that serves as evidence that she is initiating understanding of scaled drawings.For example, the student mistakenly thinks part (a) shows a rotation, because the gure changes its orientation.(3 points)The student correctly identies 1 of the 3 transformations and provides suicient reasoning to support her choice.(4 points)The student correctly identies all 3 transformations but provides insuicient and/or incomplete reasoning to support her choice.ORThe student correctly identies 2 of the 3 transformations and provides suicient reasoning to support her choice.(5 points)The student correctly identies all 3 transformations and provides suicient reasoning to support her choice.(6 points)28.G.1The student correctly identies 1 of the 3 triangles that are a translation of Triangle A and at least 1 that is not.For example, the student chooses Triangle G and mistakenly chooses Triangle B as well.(1 points)The student correctly identies 1 of the 3 triangles that are a translation of Triangle A and none that are not.ORThe student correctly identies 2 of the 3 triangles that are a translation of Triangle A and 1 that is not.(2 points)The student correctly identies 2 of the 3 triangles that are a translation of Triangle A and none that are not.ORThe student correctly identies all 3 triangles that are a translation of Triangle A and 1 that is not.(3 points)The student correctly identies all 3 triangles that are a translation of Triangle A and none that are not.(4 points)9
G8M1Mid-Mission RubricZEARN MATH Assessments© 2023 Zearn. Licensed to you pursuant to Zearn’s Terms of Use.This work is a derivative of Open Up Resources’ 6-8 Math curriculum, which is available to download for free at openupresources.org and used under the CC BY 4.0 license.ProblemINITIATING UNDERSTANDINGDEVELOPING UNDERSTANDINGNEARING UNDERSTANDING FULL UNDERSTANDING3a8.G.3The student is unable to correctly translate Triangle ABC but produces work that serves as evidence that she is initiating understanding of transformations on the coordinate plane.For example, the student creates a drawing with multiple errors.(7 points)The student is unable to correctly translate Triangle ABC but produces work that serves as evidence that she is developing understanding of transformations on the coordinate plane.For example, the student either translates the gure right 4 units or up 5 units, not both.(8 points)The student correctly translates Triangle ABC but either neglects to or makes an error when labeling the image.ORThe student shows suicient evidence of understanding how to translate the gure but makes a simple error, leading to an incorrect image.For example, the student mistakenly translates the gure up 4 units instead of 5.(9 points)The student correctly translates Triangle ABC and correctly labels the image A′B′C′.(10 points)3b8.G.3N/A The student correctly identies the coordinates of 1 of the 3 translated points (either based on her image from part (a) or based on the ordered pairs shown in the table).(3 points)The student correctly identies the coordinates of 2 of the 3 translated points (either based on her image from part (a) or based on the ordered pairs shown in the table).(4 points)The student correctly identies the coordinates of all 3 translated points (either based on her image from part (a) or based on the ordered pairs shown in the table).(5 points)4a8.G.3The student is unable to correctly rotate Triangle ABC but produces work that serves as evidence that she is initiating understanding of transformations on the coordinate plane.For example, the student creates a drawing with multiple errors.(7 points)The student is unable to correctly rotate Triangle ABC but produces work that serves as evidence that she is developing understanding of transformations on the coordinate plane.For example, the student mistakenly rotates the gure about point A instead of about the origin.(8 points)The student correctly rotates Triangle ABC but either neglects to or makes an error when labeling the image.ORThe student shows suicient evidence of understanding how to rotate the gure but makes a simple error, leading to an incorrect image.For example, the student mistakenly rotates the gure clockwise instead of counterclockwise.(9 points)The student correctly rotates Triangle ABC and correctly labels the image A′B′C′.(10 points)4b8.G.3N/A The student correctly identies the coordinates of 1 of the 3 rotated points (either based on her image from part (a) or based on the ordered pairs shown in the table).(3 points)The student correctly identies the coordinates of 2 of the 3 rotated points (either based on her image from part (a) or based on the ordered pairs shown in the table).(4 points)The student correctly identies the coordinates of all 3 rotated points (either based on her image from part (a) or based on the ordered pairs shown in the table).(5 points)10
G8M1 Mid-Mission RubricZEARN MATH Assessments© 2023 Zearn. Licensed to you pursuant to Zearn’s Terms of Use.This work is a derivative of Open Up Resources’ 6-8 Math curriculum, which is available to download for free at openupresources.org and used under the CC BY 4.0 license.ProblemINITIATING UNDERSTANDINGDEVELOPING UNDERSTANDINGNEARING UNDERSTANDING FULL UNDERSTANDING5a8.G.3The student is unable to correctly reect Quadrilateral QRST but produces work that serves as evidence that she is initiating understanding of transformations on the coordinate plane.For example, the student creates a drawing with multiple errors.(7 points)The student is unable to correctly reect Quadrilateral QRST but produces work that serves as evidence that she is developing understanding of transformations on the coordinate plane.(8 points)The student correctly reects Quadrilateral QRST but either neglects to or makes an error when labeling the image.ORThe student shows suicient evidence of understanding how to reect the gure but makes a simple error, leading to an incorrect image.For example, the student mistakenly reects the gure over the x-axis instead of over the y-axis.(9 points)The student correctly reects Quadrilateral QRST and correctly labels the image Q′R′S′T′ .(10 points)5b8.G.3The student is unable to correctly reect Quadrilateral Q′R′S′T′ but produces work that serves as evidence that she is initiating understanding of transformations on the coordinate plane.For example, the student creates a drawing with multiple errors.(7 points)The student is unable to correctly reect Quadrilateral Q′R′S′T′ but produces work that serves as evidence that she is developing understanding of transformations on the coordinate plane.(8 points)The student correctly reects Quadrilateral Q′R′S′T′ but either neglects to or makes an error when labeling the image.ORThe student shows suicient evidence of understanding how to reect the gure but makes a simple error, leading to an incorrect image.For example, the student mistakenly reects the gure over the y-axis instead of over the x-axis.(9 points)The student correctly reects Quadrilateral Q′R′S′T′ and correctly labels the image Q′′R′′S′′T′′.(10 points)5c8.G.3The student correctly identies the coordinates of 1-3 of the 8 reected points (either based on her images from parts (a) and (b) or based on the ordered pairs shown in the table).(5 points)The student correctly identies the coordinates of 4-5 of the 8 reected points (either based on her images from parts (a) and (b) or based on the ordered pairs shown in the table).(6 points)The student correctly identies the coordinates of 6-7 of the 8 reected points (either based on her images from parts (a) and (b) or based on the ordered pairs shown in the table).(7 points)The student correctly identies the coordinates of all 8 reected points: all 4 points reected over the y-axis and all 4 points reected over the x-axis (either based on her images from parts (a) and (b) or based on the ordered pairs shown in the table).(8 points)11
G8M1Mid-Mission RubricZEARN MATH Assessments© 2023 Zearn. Licensed to you pursuant to Zearn’s Terms of Use.This work is a derivative of Open Up Resources’ 6-8 Math curriculum, which is available to download for free at openupresources.org and used under the CC BY 4.0 license.ProblemINITIATING UNDERSTANDINGDEVELOPING UNDERSTANDINGNEARING UNDERSTANDING FULL UNDERSTANDING68.G.3The student is unable to correctly describe a sequence of transformations that would carry Triangle A to Triangle B but produces work and/or reasoning that serves as evidence that she is initiating understanding of transformations on the coordinate plane.For example, the student attempts to draw the image of the triangle but is unable to use her drawing to complete the problem.(7 points)The student provides a complete but inaccurate sequence of transformations that would carry Triangle A to Triangle B.For example, the student mistakenly says to reect over the y-axis and translate 4 units to the right.(8 points)The student provides an accurate but incomplete sequence of transformations that would carry Triangle A to Triangle B.For example, the student simply says to reect then translate, neglecting to name the axis about which to reect and the direction and magnitude of the translation.(9 points)The student provides an accurate and complete sequence of transformations that would carry Triangle A to Triangle B.(10 points)7a, 7b8.G.1The student is unable to accurately label the gures but produces work that serves as evidence that she is initiating understanding of the properties of rigid transformations. For example, the student accurately labels the 90 degree angle and the 155 degree angle in both gures but mislabels the 45 and 70 degree angles.(7 points)The student does 1 of the 3: accurately labels all 4 vertices of quadrilateral A′B′C′D′, accurately labels the 4 missing side lengths, or accurately labels the 4 missing angle measures.(8 points)The student does 2 of the 3: accurately labels all 4 vertices of quadrilateral A′B′C′D′, accurately labels the 4 missing side lengths, and/or accurately labels the 4 missing angle measures.(9 points)The student does all 3: accurately labels all 4 vertices of quadrilateral A′B′C′D′, accurately labels the 4 missing side lengths, and accurately labels the 4 missing angle measures.(10 points)12
G8M1 Mid-Mission RubricZEARN MATH Assessments© 2023 Zearn. Licensed to you pursuant to Zearn’s Terms of Use.This work is a derivative of Open Up Resources’ 6-8 Math curriculum, which is available to download for free at openupresources.org and used under the CC BY 4.0 license.ProblemINITIATING UNDERSTANDINGDEVELOPING UNDERSTANDINGNEARING UNDERSTANDING FULL UNDERSTANDING88.G.5The student provides the correct angle measure for 1 of the 4 of the unknown angles and provides suicient work and/or reasoning to support her answers.ORThe student is unable to correctly nd the unknown angle measures but produces work that serves as evidence that she is initiating understanding of angle relationships.For example, the student accurately identies angles AOC′ and A′OC as vertical angles but is unable to use this fact to determine the unknown angle measure.(9 points)The student provides the correct angle measure for 2 of the 4 of the unknown angles and provides suicient work and/or reasoning to support her answers.(10 points)The student provides the correct angle measure for all 4 of the unknown angles but provides insuicient and/or incomplete work and/or reasoning to support her answers. ORThe student provides the correct angle measure for 3 of the 4 of the unknown angles and provides suicient work and/or reasoning to support her answers.(11 points)The student provides the correct angle measure for all 4 of the unknown angles and provides suicient work and/or reasoning to support her answers.(12 points)Total Score = the sum of points earned out of 100 possible points13
ZEARN MATH AssessmentsG8M1Mid-Mission Rubric© 2023 Zearn. Licensed to you pursuant to Zearn’s Terms of Use.This work is a derivative of Open Up Resources’ 6-8 Math curriculum, which is available to download for free at openupresources.org and used under the CC BY 4.0 license.G8M1 Mid-Mission Assessment - Student Score SheetSTUDENT1a, 1b, 1c2 3a 3b 4a 4b 5a 5b 5c 6 7a, 7b 8TOTAL SCORE14
© 2023 Zearn. Licensed to you pursuant to Zearn’s Terms of Use.This work is a derivative of Open Up Resources’ 6-8 Math curriculum, which is available to download for free at openupresources.org and used under the CC BY 4.0 license.ZEARN MATH AssessmentsName: Date: GRADE 8 / MISSION 1Mid-Mission Answer KeyNote: Students may use tracing paper, graph paper, colored pencils, scissors, ruler, protractor, and/or an index card to complete this assessment.1. For each of the following, name the transformation (translation, rotation or reection) that takes Figure A to Figure B. Explain your reasoning.a. b. c. ABℓℓABℓABPAGE 1AndreiReflectionFlipping Figure A over line ℓ would put it directly atop Figure BRotationTurning Figure A about the vertex on line ℓ would put it directly atop Figure BTranslationFigure A can slide to the right to sit atop Figure B15
© 2023 Zearn. Licensed to you pursuant to Zearn’s Terms of Use.This work is a derivative of Open Up Resources’ 6-8 Math curriculum, which is available to download for free at openupresources.org and used under the CC BY 4.0 license.G8M1 Mid-Mission Answer KeyZEARN MATH Assessments2. Identify all of the triangles that are translations of Triangle A.3. Triangle ABC is shown on the grid below.a. Translate triangle ABC to the right 4 units and up 5 units and label the image A′B′C′.Original Point Translated PointA (-7, -3) A′B (-7, -7) B′C (-2, -5) C′b. Complete the table to show the coordinates of A′B′C′.A BCDEFG-8-6-4-202468864-8 -6 -4 -2 2yxABCPAGE 2A'B'C'(-3, 2)(-3, -2)(2, 0)16
© 2023 Zearn. Licensed to you pursuant to Zearn’s Terms of Use.This work is a derivative of Open Up Resources’ 6-8 Math curriculum, which is available to download for free at openupresources.org and used under the CC BY 4.0 license.G8M1 Mid-Mission Answer KeyZEARN MATH Assessments4. Triangle ABC is shown on the grid below.a. Rotate triangle ABC 90° counter clockwise using (0, 0) as the center of rotation and label the image A′B′C′.Original Point Translated PointA (1, 1) A′B (3, 7) B′C (4, 2) C′b. Complete the table to show the coordinates of A′B′C′.5. Quadrilateral QRST is shown on the grid below.a. Reect quadrilateral QRST over the y-axis, and label the image that results as Q′R′S′T′.b. Reect quadrilateral Q′R′S′T′ over the x-axis, and label the image that results as Q′′R′′S′′T′′.Original PointPoints aer reecting QRST over y-axisPoints aer reecting Q'R'S'T' over x-axisQ (-5, 7) Q′ Q′′R (-2, 7) R′ R′′S (-1, 2) S′ S′′T (-5, 2) T′ T′′c. Complete the table to show the coordinates of Q′R′S′T′ and Q′′R′′S′′T′′.-8-6-4-202468864-8 -6 -4 -2 2yxABC-8-6-4-202468864-8 -6 -4 -2 2yxQ RSTPAGE 3(-1, 1)(-7, 3)(-2, 4)(5, 7) (5, -7)(1, 2) (1, -2)(2, 7) (2, -7)(5, 2) (5, -2)B'C'A'S'S''T'T''Q'Q''R'R''17
© 2023 Zearn. Licensed to you pursuant to Zearn’s Terms of Use.This work is a derivative of Open Up Resources’ 6-8 Math curriculum, which is available to download for free at openupresources.org and used under the CC BY 4.0 license.G8M1 Mid-Mission Answer KeyZEARN MATH Assessments6. Describe a sequence of transformations for which Triangle B is the image of Triangle A.7. Quadrilateral A′B′C′D′ is the image of the quadrilateral ABCD under a rigid transformation.a. Label all vertices on quadrilateral A′B′C′D′.b. On both gures, label all known sides lengths and angle measures.-8-6-4-202468864-8 -6 -4 -2 2yxABBCD3.95.4A155°90°45°70°7.55.2PAGE 4Reflect over x-axis then translate 4 units to the right7.55.43.945°70°90°155°5.2B'C'D'A'18
© 2023 Zearn. Licensed to you pursuant to Zearn’s Terms of Use.This work is a derivative of Open Up Resources’ 6-8 Math curriculum, which is available to download for free at openupresources.org and used under the CC BY 4.0 license.G8M1 Mid-Mission Answer KeyZEARN MATH Assessments8. Points A′, B′, and C′ are the images of 180 degree rotations of A, B, and C, respectively, around point O. Complete the table to nd the unknown measure of each angle. Show your work and/or explain your reasoning.Angle Angle Measure Work / RationalBOC 30° Provided in the diagramB′OA′ 45° Provided in the diagramBOAC′OB′AOC′COA′A30°45°BCC'B'A'OPAGE 545°45°Vertical angle to A'OB'Vertical angle to AOC'Vertical angle to COB180 – (45 + 30)180 – (75)10530°30°105°105°19
© 2023 Zearn. Licensed to you pursuant to Zearn’s Terms of Use.This work is a derivative of Open Up Resources’ 6-8 Math curriculum, which is available to download for free at openupresources.org and used under the CC BY 4.0 license.PAGE 1Name: Date: GRADE 8 / MISSION 1End-of-Mission AssessmentNote: Students may use tracing paper, graph paper, colored pencils, scissors, ruler, protractor, and/or an index card to complete this assessment.1. Figure B is the image of Figure A when rotated about Point O. Are Figure A and Figure B congruent? Explain your reasoning. 2. Describe a sequence of rigid transformations that shows that shape ABCD is congruent to shape PQRS.AOByxA PBCDSRQ
G8M1 End-of-Mission Assessment© 2023 Zearn. Licensed to you pursuant to Zearn’s Terms of Use.This work is a derivative of Open Up Resources’ 6-8 Math curriculum, which is available to download for free at openupresources.org and used under the CC BY 4.0 license.3. Describe a sequence of rigid transformations that shows that shape ABCDE is congruent to shape PQRST.EBCDPSTRQyxAPAGE 2
G8M1 End-of-Mission Assessment© 2023 Zearn. Licensed to you pursuant to Zearn’s Terms of Use.This work is a derivative of Open Up Resources’ 6-8 Math curriculum, which is available to download for free at openupresources.org and used under the CC BY 4.0 license.4. The diagram shows two parallel lines cut by a transversal. One angle measure is shown. Complete the table to nd the unknown measure of each angle. Show your work and/or explain your reasoning.Angle Angle Measure Work / Rationalbcdwxyzd°b°c°z°w°x°y°a = 36°PAGE 3
G8M1 End-of-Mission Assessment© 2023 Zearn. Licensed to you pursuant to Zearn’s Terms of Use.This work is a derivative of Open Up Resources’ 6-8 Math curriculum, which is available to download for free at openupresources.org and used under the CC BY 4.0 license.5. Lines AC and DE are parallel, and AB and CB are transversals.a. What is the sum of the measures of angles d, b, and e? Explain your reasoning.b. Describe the relationship between angles a and d and between angles c and e.c. Explain how you can use your answer to part (a) and part (b) to determine the sum of the measures of angles a, b, and c.Ab°c°a°d°e°EBCDPAGE 4
G8M1 End-of-Mission Assessment© 2023 Zearn. Licensed to you pursuant to Zearn’s Terms of Use.This work is a derivative of Open Up Resources’ 6-8 Math curriculum, which is available to download for free at openupresources.org and used under the CC BY 4.0 license.6. Find the measure of angle c. Show your work.7. In this diagram, lines CB and DE are parallel. The measure of angle BCA is 50° and the measure of angle BAE is 110°. Find the measure of angle BAC. Show your work and/or explain your reasoning. A85°43°BC50°110°CBADEPAGE 5
Common Core State Standards © 2010. National Governors Association Center for Best Practices and Council of Chief State School Oicers. All rights reserved.© 2023 Zearn. Licensed to you pursuant to Zearn’s Terms of Use.This work is a derivative of Open Up Resources’ 6-8 Math curriculum, which is available to download for free at openupresources.org and used under the CC BY 4.0 license.G8M1End-of-Mission StandardsZEARN MATH AssessmentsEnd-of-Mission AssessmentStandards Addressed in Topics C-EStandardProblem NumberUnderstand congruence and similarity using physical models, transparencies, or geometry soware.8.G.2Understand that a two-dimensional gure is congruent to another if the second can be obtained from the rst by a sequence of rotations, reections, and translations; given two congruent gures, describe a sequence that exhibits the congruence between them.1, 2, 38.G.5Use informal arguments to establish facts about the angle sum and exterior angle of triangles, about the angles created when parallel lines are cut by a transversal, and the angle-angle criterion for similarity of triangles. For example, arrange three copies of the same triangle so that the sum of the three angles appears to form a line, and give an argument in terms of transversals why this is so.4, 5, 6, 726
© 2023 Zearn. Licensed to you pursuant to Zearn’s Terms of Use.This work is a derivative of Open Up Resources’ 6-8 Math curriculum, which is available to download for free at openupresources.org and used under the CC BY 4.0 license.G8M1 End-of-Mission RubricZEARN MATH AssessmentsEnd-of-Mission Assessment - A Progression Towards UnderstandingA Progression Towards Understanding is provided to describe steps that illuminate the gradually increasing learnings that students develop on their way to full understanding. In this chart, this progress is presented from le to right. The learning goal for students is to achieve full understanding as described on the right. A student’s score is the sum of points earned on all problems out of 100 possible points. If a response doesn’t fall on the rubric or there is a lack of response, the score for that problem is zero points.INITIATING UNDERSTANDING Missing or incorrect answer and little evidence of reasoning or application of mathematics to solve the problem.DEVELOPING UNDERSTANDING Missing or incorrect answer but evidence of some reasoning or application of mathematics to solve the problem.NEARING UNDERSTANDING A correct answer with some evidence of reasoning or application of mathematics to solve the problem, OR an incorrect answer with substantial evidence of solid reasoning or application of mathematics to solve the problem.FULL UNDERSTANDING A correct answer supported by substantial evidence of solid reasoning or application of mathematics to solve the problem.ProblemINITIATING UNDERSTANDINGDEVELOPING UNDERSTANDINGNEARING UNDERSTANDING FULL UNDERSTANDING18.G.2The student is unable to correctly identify the gures as congruent but produces reasoning that serves as evidence that she is developing understanding of congruence.For example, the student claims the gures are not congruent, because they have dierent orientations.(5 points)The student correctly identies the gures as congruent but provides no reasoning to support her answer.(6 points)The student correctly identies the gures as congruent but provides insuicient and/or incomplete reasoning to support her answer.For example, the student simply states that Figure A and B are the same shape.(7 points)The student correctly identies the gures as congruent and provides suicient reasoning to support her answer.(8 points)28.G.2The student is unable to correctly describe a sequence of transformations that would carry ABCD to PQRS but produces work and/or reasoning that serves as evidence that she is initiating understanding of congruence.For example, the student attempts to draw the image of the shape but is unable to use her drawing to complete the problem.(9 points)The student provides a complete but inaccurate sequence of transformations that would carry ABCD to PQRS.For example, the student mistakenly says to rotate counterclockwise and translate 5 units to the right.(10 points)The student provides an accurate but incomplete sequence of transformations that would carry ABCD to PQRS.For example, the student simply says to rotate then translate, neglecting to name the point about which to rotate and the direction and magnitude of the translation.(11 points)The student provides an accurate and complete sequence of transformations that would carry ABCD to PQRS.(12 points)27
© 2023 Zearn. Licensed to you pursuant to Zearn’s Terms of Use.This work is a derivative of Open Up Resources’ 6-8 Math curriculum, which is available to download for free at openupresources.org and used under the CC BY 4.0 license.G8M1End-of-Mission RubricZEARN MATH AssessmentsProblemINITIATING UNDERSTANDINGDEVELOPING UNDERSTANDINGNEARING UNDERSTANDING FULL UNDERSTANDING38.G.2The student is unable to correctly describe a sequence of transformations that would carry ABCDE to PQRST but produces work and/or reasoning that serves as evidence that she is initiating understanding of congruence.For example, the student attempts to draw the image of the shape but is unable to use her drawing to complete the problem.(9 points)The student provides a complete but inaccurate sequence of transformations that would carry ABCDE to PQRST.For example, the student mistakenly says to reect over the y-axis and translate 5 units to the le.(10 points)The student provides an accurate but incomplete sequence of transformations that would carry ABCDE to PQRST.For example, the student simply says to reect then translate, neglecting to name the axis about which to reect and the direction and magnitude of the translation.(11 points)The student provides an accurate and complete sequence of transformations that would carry ABCDE to PQRST.(12 points)48.G.5The student provides the correct angle measure for 1-2 of the 4 of the unknown angles and provides suicient work and/or reasoning to support her answers.ORThe student is unable to correctly nd the unknown angle measures but produces work that serves as evidence that she is initiating understanding of angle relationships.For example, the student accurately identies angles b and d as vertical angles but is unable to use this fact to determine the unknown angle measure.(10 points)The student provides the correct angle measure for 3-4 of the 7 of the unknown angles and provides suicient work and/or reasoning to support her answers.(12 points)The student provides the correct angle measure for all 7 of the unknown angles but provides insuicient and/or incomplete work and/or reasoning to support her answers. ORThe student provides the correct angle measure for 5-6 of the 7 of the unknown angles and provides suicient work and/or reasoning to support her answers.(14 points)The student provides the correct angle measure for all 7 of the unknown angles and provides suicient work and/or reasoning to support her answers. (16 points)5a8.G.5The student is unable to correctly determine the sum of the measures of angles d, b, and e but produces reasoning that serves as evidence that she is initiating understanding of angle relationships.For example, the student recognizes the 3 angle lie on the same line but is unable to use that fact to complete the problem.(3 points)The student provides the correct answer but provides no reasoning to support her answer.(4 points)The student provides the correct answer but provides insuicient and/or incomplete reasoning to support her answer.ORThe student correctly identies the set of angles as forming a straight angle but mistakenly thinks a straight angle has a measure other than 180 degrees.(5 points)The student provides the correct answer of 180 degrees and provides suicient reasoning to support her answer.(6 points)28
© 2023 Zearn. Licensed to you pursuant to Zearn’s Terms of Use.This work is a derivative of Open Up Resources’ 6-8 Math curriculum, which is available to download for free at openupresources.org and used under the CC BY 4.0 license.G8M1 End-of-Mission RubricZEARN MATH AssessmentsProblemINITIATING UNDERSTANDINGDEVELOPING UNDERSTANDINGNEARING UNDERSTANDING FULL UNDERSTANDING5b8.G.5N/A The student simply states that each angle pair is part of the given gure.(4 points)The student identies each pair of angles as being congruent angles but does not identify the angle pairs as alternate interior angles.(5 points)The student correctly identies each angle pair as alternate interior angles.(6 points)5c8.G.5The student is unable to provide an accurate and complete explanation of how she can use her answers to parts (a) and (b) to determine the sum of the measures of angles a, b, and c but produces work and/or reasoning that serves as evidence that she is initiating understanding of angle relationships.For example, the student simply states the sum of angles a, b, and c equals 180 degrees.(7 points)The student is unable to provide an accurate and complete explanation of how she can use her answers to parts (a) and (b) to determine the sum of the measures of angles a, b, and c but produces work and/or reasoning that serves as evidence that she is developing understanding of angle relationships.For example, the student replaces d with a and e with c on the gure, showing how the three angles form a straight angle.(8 points)The student provides an accurate but incomplete explanation of how she can use her answers to parts (a) and (b) to determine the sum of the measures of angles a, b, and c.For example, the student recognizes that alternate interior angles are congruent, meaning she can replace d with a and e with c; however, she does not connect this to the idea that the sum will equal the sum in part (a).(9 points)The student provides an accurate and complete explanation of how she can use her answers to parts (a) and (b) to determine the sum of the measures of angles a, b, and c.(10 points)68.G.5The student is unable to correctly determine the measure of the unknown angle but produces work that serves as evidence that she is initiating understanding of angle relationships.For example, the student indicates that she knows the sum of the 3 angles equals 180 degrees but is unable to use this fact to complete the problem.(8 points)The student is unable to correctly determine the measure of the unknown angle but produces work that serves as evidence that she is developing understanding of angle relationships. For example, the student makes multiple calculation erros, leading to an answer other than 52 degrees.(10 points)The student provides the correct answer but provides insuicient and/or incomplete work to support her answer.ORThe student shows suicient evidence of understanding how to nd the measure of the unknown angle but makes a simple calculation error, leading to an answer other than 52 degrees.(12 points)The student provides the correct answer of 52 degrees and provides suicient work to support her answer.(14 points)29
© 2023 Zearn. Licensed to you pursuant to Zearn’s Terms of Use.This work is a derivative of Open Up Resources’ 6-8 Math curriculum, which is available to download for free at openupresources.org and used under the CC BY 4.0 license.G8M1End-of-Mission RubricZEARN MATH AssessmentsProblemINITIATING UNDERSTANDINGDEVELOPING UNDERSTANDINGNEARING UNDERSTANDING FULL UNDERSTANDING78.G.5The student is unable to correctly determine the measure of the unknown angle but produces work that serves as evidence that she is initiating understanding of angle relationships.For example, the student indicates that she knows the sum of angles DAC, CAB, and BAE equals 180 degrees but is unable to use this fact to complete the problem.(10 points)The student is unable to correctly determine the measure of the unknown angle but produces work that serves as evidence that she is developing understanding of angle relationships.For example, the student makes multiple calculation eros, leading to an answer other than 20 degrees.(12 points)The student provides the correct answer but provides insuicient and/or incomplete work and/or reasoning to support her answer.ORThe student shows suicient evidence of understanding how to nd the measure of the unknown angle but makes a simple calculation error, leading to an answer other than 20 degrees.(14 points)The student provides the correct answer of 20 degrees and provides suicient work and/or reasoning to support her answer.(16 points)Total Score = the sum of points earned out of 100 possible points30
© 2023 Zearn. Licensed to you pursuant to Zearn’s Terms of Use.This work is a derivative of Open Up Resources’ 6-8 Math curriculum, which is available to download for free at openupresources.org and used under the CC BY 4.0 license.G8M1 End-of-Mission RubricZEARN MATH AssessmentsG8M1 End-of-Mission Assessment - Student Score SheetSTUDENT 1 2 3 4 5a 5b 5c 6 7TOTAL SCORE31
© 2023 Zearn. Licensed to you pursuant to Zearn’s Terms of Use.This work is a derivative of Open Up Resources’ 6-8 Math curriculum, which is available to download for free at openupresources.org and used under the CC BY 4.0 license.ZEARN MATH AssessmentsName: Date: GRADE 8 / MISSION 1End-of-Mission Answer KeyNote: Students may use tracing paper, graph paper, colored pencils, scissors, ruler, protractor, and/or an index card to complete this assessment.1. Figure B is the image of Figure A when rotated about Point O. Are Figure A and Figure B congruent? Explain your reasoning. 2. Describe a sequence of rigid transformations that shows that shape ABCD is congruent to shape PQRS.AOByxA PBCDSRQPAGE 1MeiYes, they are congruent. A rotation is a rigid transformation, so they are congruent.1. Rotate ABCD 90° clockwise around point A2. Translate 5 units right33
© 2023 Zearn. Licensed to you pursuant to Zearn’s Terms of Use.This work is a derivative of Open Up Resources’ 6-8 Math curriculum, which is available to download for free at openupresources.org and used under the CC BY 4.0 license.G8M1 End-of-Mission Answer KeyZEARN MATH Assessments3. Describe a sequence of rigid transformations that shows that shape ABCDE is congruent to shape PQRST.EBCDPSTRQyxAPAGE 21. Reflect over the x-axis2. Translate 5 units left34
© 2023 Zearn. Licensed to you pursuant to Zearn’s Terms of Use.This work is a derivative of Open Up Resources’ 6-8 Math curriculum, which is available to download for free at openupresources.org and used under the CC BY 4.0 license.G8M1 End-of-Mission Answer KeyZEARN MATH Assessments4. The diagram shows two parallel lines cut by a transversal. One angle measure is shown. Complete the table to nd the unknown measure of each angle. Show your work and/or explain your reasoning.Angle Angle Measure Work / Rationalbcdwxyzd°b°c°z°w°x°y°a = 36°PAGE 3363636144144° a and b are supplementary anglesc and w are alternate interior anglesd and x are alternate interior anglesa and e are vertical anglesb and d are vertical anglesw and y are vertical anglesx and z are vertical angles36°36°36°144°144°144°144144180 – 36 = 14435
© 2023 Zearn. Licensed to you pursuant to Zearn’s Terms of Use.This work is a derivative of Open Up Resources’ 6-8 Math curriculum, which is available to download for free at openupresources.org and used under the CC BY 4.0 license.G8M1 End-of-Mission Answer KeyZEARN MATH Assessments5. Lines AC and DE are parallel, and AB and CB are transversals.a. What is the sum of the measures of angles d, b, and e? Explain your reasoning.b. Describe the relationship between angles a and d and between angles c and e.c. Explain how you can use your answer to part (a) and part (b) to determine the sum of the measures of angles a, b, and c.Ab°c°a°d°e°EBCDPAGE 4d° + b° + e° = 180° because they form a straight angleboth pairs of angles are alternate interior anglesalternate interior angles are congruent so I can replace d and e in the equation d° + b° + e° = 180° to get a° + b° + c° = 180°36
© 2023 Zearn. Licensed to you pursuant to Zearn’s Terms of Use.This work is a derivative of Open Up Resources’ 6-8 Math curriculum, which is available to download for free at openupresources.org and used under the CC BY 4.0 license.G8M1 End-of-Mission Answer KeyZEARN MATH Assessments6. Find the measure of angle C. Show your work.7. In this diagram, lines CB and DE are parallel. The measure of angle BCA is 50° and the measure of angle BAE is 110°. Find the measure of angle BAC. Show your work and/or explain your reasoning. A85°43°BC50°110°CBADEPAGE 585° + 43° + c° = 180°128° + c° = 180°–128° – 180°c° = 52°BCA + BAC + ABC = 180°50° + BAC + 110° = 180°BAC + 160° = 180°BAC = 20°52°110°20°BAE and ABC are alternate interior angles so ABC = 110°37
TEACHER EDITIONMathMission Assessments Answer KeyGRADE8TEACHER EDITIONMathGRADE 8TEACHER EDITIONGrade 8 | Mission Assessments Answer Key