Saskatchewan Common Mathematics Assessments
Post Assessment
Outcome: SS7.1 Demonstrate an understanding of circles including circumference and central
angles.
1. A dog on a leash is tied to a peg stuck in the ground. What is the shape of the area that
the dog can move around in? Draw a picture to illustrate your answer.
Level
1
2. Explain how you could use paper-folding to find the following:
a. The diameter of a circle.
b. The radius of a circle.
c. The center of a circle.
3. Jack and Jill each drew a radius for their circles. Jill argued that hers was drawn correctly
and that Jack’s was not.
Level
2
Jack's
Jill's
Who is correct and why?
4. Draw one example of a central angle in the circle below. Explain why the angle is a central
angle.
5. Draw one non-example of a central angle in the circle below. Explain why the angle is not a
central angle.
6. Find the missing values:
a.
?=
?
75°
b.
?=
100°
?
130°
c.
?=
? cm
4 cm
d.
?=
12 cm
? cm
7. The value of pi (π) is often approximated as 3.14. Where does this value come from?
Level
3
8. When working on their math assignment, Marissa noticed that Kye-Lynn used the formula
C =  d while she was using the formula C = 2  r . Who was using the correct formula
and why?
9. Anna says that doubling the diameter of a circle produces a circle twice as big. Do you
agree or disagree? Explain your reasoning and use an example to support your answer.
10. Sylvester the Spider started to crawl up the wheel of a bicycle. Before he went very
far, the bike started to move. After one rotation of the wheel, how far had Sylvester
travelled? Use the information supplied on the diagram below.
Diameter of wheel (35 cm)
Sy lv ester
Distance Sy lv ester Trav els in 1 turn of the wheel
Level
4
Teacher Section
Teacher Notes:
Questions #2 – Students can be supplied with a paper circle for use with this question.
Level
Indicator
Question
Answer Key:
Answer
1
SS7.1 a
1
A circle (the centre is the peg and the leash is the radius)
2a
SS7.1 a
1
Fold the circle in half and the fold line will be the diameter.
2b
SS7.1 a
1
2c
SS7.1 a
1
3
SS7.1 c
2
4
SS7.1 i
2
A correct example of a central angle should be drawn.
5
SS7.1 i
2
An incorrect example of a central angle should be drawn.
6a
SS7.1 j
2
195 degrees
6b
SS7.1 j
2
130 degrees
6c
SS7.1 b,f
2
8 cm
6d
SS7.1 b,f
2
6 cm
7
SS7.1 h
3
Π is the ratio of the Circumference of a circle divided by its diameter.
8
SS7.1 g
3
Either formula is acceptable as twice the radius is the same as the diameter
9
SS7.1 g
3
10
SS7.1 l
4
Fold the Fold the diameter in half to find the midpoint. The distance from
the midpoint to the edge of the circle is the radius.
Either use the midpoint of the diameter or find another diameter. The
intersection of diameters is the center.
Student should explain that the radius is simply a segment joining the center
with the circle. Infinitely many different radii can be drawn.
Look for reference to circumference formula ( C =  d or 2C = 2  d )
Advanced students may consider area.
The distance Sylvester travels is equal to the circumference of the wheel.
(109.9 or 110 cm)
Outcome N9.2 Demonstrate understanding of rational numbers including:
 comparing and ordering
 relating to other types of numbers
 solving situational questions.
Description
of Levels:
(based on
Marzano,
2007)
Indicators
and
Learning
Targets for
each Level:
Studentfriendly
descriptions
of learning
targets.
up to Level 1
up to Level 2
up to Level 3
up to Level 4
There is a partial
understanding of
some of the
simpler details
and processes.
Prior knowledge
is understood.
No major errors or
omissions regarding the
simpler details or
processes, but major errors
or omissions regarding the
complex processes may be
present.
No major errors or
omissions regarding any of
the information and/or
processes that were
explicitly taught.
This is the target level for
proficiency.
In addition to
level 3
performance,
in-depth
inferences and
applications go
beyond what
was explicitly
taught.
a) Identify the
characteristics
of a circle
b) Define and
illustrate the
relationship
between the
diameter and
radius of a
circle.
c) Answer the question
“how many radii does a
circle have and why”
d)Answer the question
“how many diameters
does a circle have a why”
i) Sort a set of angles as
central angles of a circle
j) Demonstrate that the
sum of the central angles
of a circle is 360.
f) Illustrate and explain
the relationship between
a radius and a diameter
of a circle.
e) Explain (with
illustrations) why a
specified point and radius
length (or diameter
length) describes exactly
one circle.
g) Generalize, from
investigations, the
relationship between the
circumference and the
diameter of a circle.
h) Define pi and explain
how it is related to circles
l) Solve problems
involving circles
I can
understand and
visualize the
parts of a
circle.
I understand
relationships between
radius and diameters.
I can define, illustrate and I can solve
construct a circle.
both simple
and complex
I understand the value of word problems
I understand the central
pi and it’s relation to a
involving
angles of a circle and that circle
circles and
they add up to 360.
circumference.
I can solve problems
involving circles.