Common Assessment Task Cover Sheet

Subject: Math Band: Level 8 Topic: Measurement & Geometry

Student Name:

This COMMON ASSESSMENT TASK will be used to measure your growth and achievement against the skills and understandings
in the unit of work studied before this assessment.
There are three sections to this assessment task. All parts are designed to help you achieve a successful outcome. This
assessment task needs to finish within the timeline allocated.
Your teacher will read through the entire assessment task with the class. Make sure you make a note of all elements you need
explained further, so that you can ask your teacher at the end of the reading.
Use your instructional rubric as a guide to help you determine the accuracy of your responses and the nature of the response
required.
You need to ask your teacher for feedback, and gain the teacher’s approval, before you move from one section of the
assessment to the next.
This is an independent task but you may ask questions to clarify the requirements of the task, at any time during this
assessment. Remember that your teacher will NOT do the work for you; he/she will help you with the thinking you need to
employ to complete the work.
Remember to organise your time appropriately so you can complete as much of the assessment task as possible in the time
given.
You are permitted to bring the following to class during this assessment task:

Common Assessment Task Overview

Section 1: Will check your understanding of Measurement & Geometry
Section 2: Will be a series of activities that will check your ability to apply your knowledge of Measurement & Geometry in
both familiar and unfamiliar problem solving contexts.
Section 3: Will be a set of written review, create and reflect questions that will test your reasoning and thinking skills
related to Measurement & Geometry.

Student Declaration:
I declare that this assessment is my individual work after seeking and receiving feedback from my peers and teacher.
I have not copied from another student’s work or from any other source, except where due acknowledgement is made
explicit, nor has any part being written or completed for me by another person.
Student Name:

Student Signature:

Date:
Section 1: Fluency and Understanding

Rubric Point 1: Can choose appropriate units of measurement for area and volume and convert from one unit
to another

1. For each of the following examples, state which unit of measurement would be most appropriate:

a) The area of a tennis court

b) The volume of a water bottle

c) The area of a town

d) The volume of swimming pool

e) The area of a piece of paper

2. Each of the shapes below give you some key information. Use this to calculate the answer specified
in brackets.

(Area in m²)
a)

(Volume in cm³)
b)

c)
(Area in m²)
 Rubric Point 2: Can find perimeters and areas of parallelograms, trapeziums, rhombuses and kites

3. For each of the following shapes, provide the name and calculate the perimeter and area.

a) Name of Shape:

Perimeter:

Area:

Name of Shape:

b) Perimeter:

Area:

Name of Shape:

c) Perimeter:

Area:

Name of Shape:

d) Perimeter:

Area:
Rubric Point 3: Can solve problems involving determining radius, diameter, circumference and area of circles

4. Calculate the area and circumference of the following circles, rounded to 2 decimal places:

a) Circumference Area

b) Circumference Area

Rubric Point 4: Can use formulas to solve problems involving the volume of rectangular and triangular prisms

5. Calculate the volume of the following rectangular prisms:

a)

b)
6. Calculate the volume of the following triangular prisms:

a)

b)

Rubric Point 5: Can solve problems involving duration, including using 12- and 24- hour time within a single
time zone

7. Work out the amount of time elapsed between the times stated below:

a) 1:16am to 9:42am

b) 7:32am to 4:16pm

c) 12:16pm to 3:04am

d) 6:17am to 4:32am

8. If a trip takes exactly 8 hours and 33 minutes to make from Melbourne to Adelaide, calculate the
arrival time in Adelaide given the following departure times from Melbourne:

a) 7:30am

b) 1:15pm

c) 5:50pm
 Rubric Point 6: Can develop the conditions for congruence of triangles

9. Find the three pairs of congruent triangles from the shapes below. Write a short statement about why
you chose each pair:

Pair 1:

Pair 2:

Pair 3:

Rubric Point 7: Can establish properties of quadrilaterals using congruent triangles and properties

10. Thinking about a parallelogram, which of the following properties are true. Place a tick in the
appropriate box:

Property True False

Both pairs of opposite sides are equal in length
All angles are right angles
The diagonals are equal in length
Both pairs of opposite angles are equal

11. Thinking about a rectangle, which of the following properties are true. Place a tick in the appropriate
box:

Property True False

Both pairs of opposite sides are equal in length
All angles are right angles
The diagonals are equal in length
Both pairs of opposite angles are equal
Section 2: Problem Solving
The following section will assess your ability to apply the skills you have developed during the measurement
& geometry topic. In particular it will require you to solve problems involving area and volume. You must
show all working out. You must also complete all questions before moving on to Section Three.

1. A perfectly circular sporting field has an area of 11,309.73m². The

groundsman is trying to work out how many metres worth of paint he will
require to repaint the boundary, which goes around the circumference of the
oval. He estimates the circumference to be 300 metres and buys enough
paint to cover this.

Has the groundsman bought enough paint to complete the entire

circumference? Show all working out.

2. Michelle lives in Melbourne and is planning on visiting her family on the Gold Coast. She is afraid
of flying, so she is going to make the long journey by driving. She sets off at 6:00 am Monday
morning and completes the trip in 4 separate legs, each time stopping for exactly 45 minutes to have
a break. Each leg and the time to drive it are as follows:

Melbourne to Albury – 3 hours and 50 minutes

Albury to Wollongong – 5 hours and 6 minutes
Wollongong to Port Macquarie – 5 hours and 21 minutes
Port Macquarie to Gold Coast – 5 hours and 29 minutes

Use the information to fill out the table below:

Arrival Time Arrival Time Departure Time Departure Time

City / Town
(12 hour) (24 hour) (12 hour) (24 hour)
Melbourne - -
Albury
Wollongong
Port Macquarie
Gold Coast - -

What was the total drive time (not including breaks) of the Melbourne to Gold Coast journey?

3.
3. A family is packing their possessions as they prepare to move into another
house. They have a large cardboard box measuring 180cm x 150 cm x 80cm.
They also have a large supply of the same sized smaller boxes that measure
60cm x 30cm x 40cm. Their plan is to fill the smaller boxes, then place each
of those into the larger box.

How many of the smaller boxes can they fit into the larger ones?

What is the total volume of the larger box?

4. Capacity is the word used when describing how much of a substance (such
as water) a container can hold. It has a direct link with volume, with 1cm² of
volume equating to 1 millilitre in capacity.

A homeowner has a rectangular water tank that collects rain water. The tank
measures 30cm wide, 50 cm long and 1 metre high. During three heavy days
of rain, the homeowner measure how high up the tank the water reached at
the end of each day. It was completely empty prior to the first day of rain.

After Day 1 – 12cm high

After Day 2 – 37cm high
After Day 3 – 74cm high

a) How many litres of water were collected over the 3 days?

b) How many litres were collected on Day 1?

c) How many litres were collected on Day 2?

d) How many litres were collected on Day 3?

Section 3: Reasoning
 The following section requires that you provide reasons, justifications and explanations for your
working out.
 It is recommended that you engage in discussion with your peers and teacher and then write your
answers.

1. When a simple conversion is carried out to change metres into centimetres, the number is multiplied
by 100. When a metre squared is changed to centimetres squared, the number is multiplied by
10,000. Justify, using calculations why the area conversion is different to the length conversion.

2. The formula for calculating the volume of a cylinder is πr²h. Given the volume of a prism can be
also be found by calculating the area of one end and multiplying by the length, explain how the
formula of a cylinder works.

3. If a circle is drawn inside a square and touches the edges on all sides (see example),
the area of the circle will always be 78.53% of the area of the square. Prove this with
calculations.
 Measurement & Geometry Common Assessment Task Year 8 Rubric
Strand Emerging skills Working towards the At the level At the level At the level
level 1st complexity 2nd complexity 3rd complexity
You have provided your You have provided your teacher You have completed the Understanding and You have completed the Problem solving You have completed the Reasoning
teacher with evidence with evidence that you have Fluency components of the CAT to a component of the CAT to a satisfactory component of the CAT to a
that you have completed completed most set classwork satisfactory standard and have standard and have demonstrated a satisfactory standard and have
some set classwork leading up to the CAT and that demonstrated a satisfactory understanding satisfactory understanding and ability to demonstrated a satisfactory ability to
leading up to the CAT that you have demonstrated some and ability to work with assessed skills. problem solve with the assessed skills. work and reason with the assessed
you have some basic understanding and ability to skills.
awareness and ability to work with the assessed skills.
work with the content You have attempted the  Can choose appropriate units of  Can verify that your answers are  Can justify why different the
Understanding and Fluency measurement for area and volume and reasonable when investigating the conversion formulas for length and
component of the CAT, convert from one unit to another measurement of circles area are different
however, there are several
 Can find perimeters and areas of  Can apply a range of strategies to solve  Can explain your reasoning and
inaccuracies in your responses
parallelograms, trapeziums, rhombuses realistic problems investigating everyday justify why the formula for volume
and/or some of your responses
and kites situations involving time, by interpreting works
are incomplete, too brief
and solving worded problems
Measurement & and/or you may have  Can solve problems involving determining
completed it with guidance.  Can apply strategies already developed  Can constructively evaluate area
Geometry radius, diameter, circumference and area
of circles for solving problems involving formulas and comment on the
measurement of volumes elements required to calculate the
 Can use formulas to solve problems correct answer
involving the volume of rectangular and  Can able to apply existing strategies to
triangular prisms seek solutions when investigating the
 Can solve problems involving duration, relationship that exists between volume
including using 12- and 24-hour time and capacity
within a single time zone
 Can develop the conditions for
congruence of triangles
 Can establish properties of quadrilaterals
using congruent triangles and angle
properties