Saskatchewan Common Mathematics Assessments
Post Assessment
Outcome: SS6.1



I am able to identify and classify angles in triangles and then connect this knowledge to
measure angles in quadrilaterals.
I am able to estimate and measure angles.
I am able to draw angles.
1. Using the picture below, arrange the numbered angles in order from least to greatest.
Level
2
1
1
3
2.
What is the measurement of this angle?
Level
2
3. Estimate the measure of the angles. Explain which referent angles you used. Tell
whether each angle is acute, obtuse, straight or reflex. Give reasons for your
choice of angles.
Level
3
B.
A.
4. A student measured this angle and found it to be 55. Do you agree? Explain your answer.
5.
Measure and name the following angles and the lengths of each side. Describe
the tools and process you used to find the measurements.
Level
4
6. Find the measures of the angles labeled m and n without the use of a protractor. Explain a
3
strategy you used to find the answer.

n
60
65
m
122
m
n
7. Draw 2 different quadrilaterals. Measure and record each angle. Find the sum of the measures
for each quadrilateral.
8. Think about the angles formed by the hour hand and the minute hand on a clock, write a
time when the angle is:
a) An acute angle
______
b) A reflex angle
______
c) An obtuse angle ______
Level
4
9. Determine if a quadrilateral can be drawn with the angle measures given. If it can be drawn,
draw and label it.
a) 50, 45, 70, 120
b) 125, 70, 85, 80
10. Is it possible to draw ΔPQR with these measures? Explain.
PQ = 5.6 cm
PR = 4 cm
QR = 6 cm
<Q= 45°
<R = 45°
11.
A quadrilateral has three angles that measure 70°, 125°, and 35°. A student says the
measure of the fourth angle is 120°. Is the student correct? Explain how you know.
Level
3
Teacher Section
Teacher Notes: Students will need protractors and rulers
Question 4, 7, 8, and 9 are adapted from MMS.
1
2
3a
SS6.1 d
3b
SS6.1 d
4
SS6.1 SS6.1 d l
3
5
SS6.1 f,j,k
4
6
SS6.1g,i
3
7
8a
SS6.1 i,k
SS6.1 l
3
3
SS6.1g
Answer
Level
Indicator
Question
Answer Key:
1
2
3
1, 3, 2
124o
Answers will vary depending on student background. Looking for
understanding of referent and of triangle classification.
Answers will vary depending on student background. Looking for
understanding of referent and understanding of triangle classification.
Should know that this angle is closer to 180 rather than 90 and therefore
not even close to 55. Perhaps using wrong measurement of protractor.
Answers will vary. May state 2 parallel sides and parallel angles are the
same.
First < n is 56
First < m is 58
Second < n is 30
Second < m is 90
The measures should total 360
Answers will vary
8b
Answers will vary
8c
Answers will vary
9
SS6.1 k
4
a cannot be drawn but b can be.
10
SS6.1h
4
It is not possible to draw a triangle with these measurements. Two equal
angles need two equal sides.
11
SS6.1i
3
The total sum should equal 360 and these numbers equal more than
360.
Bold indicates essential indicators.
Outcome: SS6.1
 I am able to identify and classify angles in triangles and then connect this knowledge to measure angles in
quadrilaterals.
 I am able to estimate and measure angles.
 I am able to draw angles.
up to Level 1
up to Level 2
up to Level 3
up to Level 4
There is a
No major errors
No major errors or omissions
In addition to level 3
partial
or omissions
regarding any of the information
performance, in-depth
understanding regarding the
and/or processes that were explicitly
inferences and
applications go beyond
Description of some of the simpler details or taught.
simpler details processes, but
what was explicitly
of Levels:
This is the target level for
(based on and processes. major errors or
taught.
proficiency.
Marzano,
Prior
omissions
2007)
knowledge is
regarding the
understood.
complex
processes may be
present.
SS6.1 d,1 ,g, i, k
SS6.1 f, j, k
d) Identify referents for angles of
f) Measure angles in
45°, 90°, and
different orientations
180° and use the referents to
using a protractor.
approximate the measure of other
j) Generalize a
angles and to classify the angles as
relationship for the sum
acute, obtuse, straight, or reflex.
of the measures of the
g) Measure angles in different
angles in any
orientations
quadrilateral.
Indicators
using a protractor
k) Provide a visual,
and
i) Generalize a relationship for the
concrete, and/or oral
Learning
sum of the
informal proof for the
Targets for
measures of the angles in any triangle
sum of the measures of
each Level:
k) Provide a visual, concrete, and/or
the angles in a
oral informal proof for the sum of the
quadrilateral being 360°
measures of the angles in a
(assuming that the sum
quadrilateral being 360° (assuming
of the measures of the
that the sum of the measures of the
angles in a triangle is
angles in a triangle is 180°).
180°).
l) Solving situational questions
involving angles in triangles and
quadrilaterals.
d) Choose either a 45, 90, or 180 as a f) Describe how
guide to estimate and group the angles measuring an angle is
as acute, obtuse, straight, or reflex.
different from
g) Measure angles in different
measuring a length.
Studentpositions using
j) Explain the sum of
friendly
a protractor
angle measures of the
descriptions
i) Explain the sum of angle measures angles in any
of learning
of the angles in any triangle.
quadrilateral
targets.
l) Solve real life problems with angle k) Show and explain
in triangles and quadrilaterals.
by using a picture or
k) Show and explain by using a
object to prove the sum
picture or object to prove the sum of
of measures of the
measures of the angles in a
angles in a quadrilateral
quadrilateral being 360°.
being 360°.