Diagnostic Test 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 2 3 4

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

1 2 3 4

L.T.3: I can solve linear equations

1 2 3 4

1 2 3 4
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
1 2 3 4

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

Skill Level

1 2 3 4
L.T. 2: I can simplify radicals (Put final answer in box below)

a.
Grading:
25
4: all 3 problems are correct

3: 2 out of 3 problems are

correct; incorrect problem has
minor errors but does show
understanding overall
b.
4x3y2 y
2: gets problem (a) correct, but
is unable to do (b) or (c)
1. indicates little to no
understanding of target. no
correct answers.

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. a2 + 82 = 132
92 + 72 = c2
a2 + 64 = 169
81 + 49 = 130 = c2
a2 = 169 - 64 = 105
130 = c2
2
a = 105
130 = c Grading:
a=
4: SHOWS work as shown or similar correctly step by 105
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

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 - 12

- 15 x = - 8 x + 70
8x 8x x = -10
- 7x = 70

x = 70/-7 = 10

+4 +4

6x = 7x - 2
-7x -7x
x= 2
-x=-2 Skill Level
1 2 3 4
x = -2/-1 = 2
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 cos (A) = 39/89
understanding of target. no
correct answers.

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

Solution:
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)
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? ** It's a question you may

have heard about, but there
are ways to solve it that are
( “…” means all the numbers in between are included as well) easier than what you might
think of first. We'll be
learning different problem-
solving strategies to be
L.T.6: I can use the important details of a problem to come up with a plan to solve the problem. able to solve problems like
this one.
Describe how you plan on solving this problem. Use complete sentences

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)