Saskatchewan Common Mathematics Assessments
Post Assessment
Outcome: SS9.2 Extend understanding of area to surface area of right rectangular
prisms, right cylinders, right triangular prisms, to composite 3-D
objects.
Name: ______________________________________________________
1. What is the area of this triangle?
Level
1
2. What is the area of this cylinder? It has a radius of 5 cm and a height of 6 cm. Round
off to the nearest tenth.
3. Suppose that each edge of a cube is 8 cm. Find the surface area of the cube.
2
Level
4. Determine the surface area of this rectangular prism.
3
5. This composite object is made using centimetre cubes. Determine its surface area.
6. This object is made from 3 identical right rectangular prisms. Each prism is 55 cm
long and has square ends of side length 25 cm. What is the surface area of the object?
7. Determine the surface area of the object, to the nearest square centimetre.
4
Teacher Section
Teacher Notes: Students will need a calculator and the following formulas:
Square A=s 2
Circle A= d
Rectangle A=L X W
Triangle A=
1
bh
bh or
2
2
Cylinder SA=2  r 2 + 2  rh
Question
Indicator
Level
Pythagorean Theorem h = a + b
Answer Key:
1
2
3
4
5
6
7
SS9.2
SS9.2
SS9.2
SS9.2 g
SS9.2 b, c, d
SS9.2 b, c, d
SS9.2 b, c, d, g
1
2
2
3
3
3
4
Answer
9 cm
345.6 cm 2
384 cm 2
568 cm 2
22 cm 2
14, 750 cm 2
553 cm 2
Outcome: SS9.2 Extend understanding of area to surface area of right rectangular prisms, right cylinders,
right triangular prisms, to composite 3-D objects.
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
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.
(a) Describe 3-D
composite objects
from the natural
and constructed
world, including
objects relevant to
First Nations and
Métis people (e.g.,
Mesoamerican
pyramids).
Terminology:
rectangle,
cylinder,
prism, 2D/3D,
surface area,
area formulas
(rectangle,
square,
triangle, circle)
(a)I can describe
natural and
constructed 3-D
objects including
objects relevant to
First Nations and
Métis people.
up to Level 3
No major errors or omissions regarding any of
the information and/or processes that were
explicitly taught.
This is the target level for proficiency.
(b) Analyze a composite 3-D object to identify
areas of overlap and explain the impact of these
areas on determining the surface area of the
composite 3-D object.
(c) Critique the statement “To find the surface
area of a composite 3-D object, add together the
surface areas of the individual 3-D objects from
which the composite 3-D object is comprised”
(d) Determine the surface area of composite 3-D
objects.
(e) Solve situational questions involving the
surface area of composite 3-D objects.
(f) Give dimensions for a single 3-D object that
will have the same surface area as a composite
3-D object.
(g) Approximate the surface area of a 3-D
object from the natural environment using
composites of standard 3-D objects such as right
rectangular prisms, right cylinders, and right
triangular prisms.
(b)I can identify areas of overlap.
(c)I can analyze the statement “To find the
surface area of a composite 3-D object, add
together the surface areas of the individual 3-D
objects from which the composite 3-D object is
comprised”
(d)I can find the area of a composite 3-D object.
(e)I can solve situational questions involving the
surface area of composite 3-D objects.
(f)I can give dimensions for a single 3-D object
that will have the same surface area a composite
3-D object.
(g)I can approximate the surface area of
rectangular prisms, right cylinders, and right
triangular prisms.
up to Level
4
In addition to
level 3
performance,
in-depth
inferences and
applications
go beyond
what was
explicitly
taught.