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FORMATIVE ASSESSMENT TASK
Instructions for Implementing the Task
This task can be implemented individually, with small groups, or with the whole class.
 The teacher asks the student to complete the problems on the Sphere Formula worksheet.
 The teacher asks followup questions, as needed.
Note: This task assesses students’ knowledge of the volume of a sphere formula. Reference sheets should not be used.
TASK RUBRIC
Getting Started 
Misconception/Error The student does not know the formula for the volume of a sphere. 
Examples of Student Work at this Level The student cannot correctly identify a formula for finding the volume of a sphere. The student writes an incorrect expression and imprecisely describes the meaning of the variables.

Questions Eliciting Thinking What are the parts of a sphere? What makes it threedimensional? What is the difference between a sphere and a circle?
What is a variable?
What terms describe the dimensions of the sphere? 
Instructional Implications Ensure that the student is familiar with spheres and the terms radius and diameter. Provide the student with the formula for finding the volume of a sphere, V = . Be sure the student can identify both the diameter and radius of a sphere on a threedimensional model and in a drawing. Address any misconceptions about the meaning of (i.e., clarify that is not a variable).
Provide specific examples of a sphere and ask the student to identify the relevant formula and calculate the volume. Provide feedback. 
Making Progress 
Misconception/Error The student does not understand the variables in the formula. 
Examples of Student Work at this Level The student correctly identifies a formula for finding the volume of a sphere but:
 Does not specifically explain the meaning of each variable.
 Does not correctly label the diagram.
 Includes and/or in the list of variables.

Questions Eliciting Thinking Can you identify any parts of a sphere? How does the formula you wrote correspond to the diagram?
What is a variable? Is (or ) a variable? Why or why not? 
Instructional Implications Review the terms diameter and radius and discuss their relationship. Be sure the student can identify both the diameter and radius of a sphere on a threedimensional model and in a drawing. Address any misconceptions about the meaning of (i.e., clarify that is not a variable).
Provide specific examples of a sphere and ask the student to identify a relevant formula and calculate the volume. Provide feedback. 
Got It 
Misconception/Error The student provides complete and correct responses to all components of the task. 
Examples of Student Work at this Level The student writes:
 V=
 V is volume and r is the radius of the sphere.
 The student correctly labels the radius on the diagram.

Questions Eliciting Thinking How are diameter and radius related?
What is the difference between a sphere and a circle? 
Instructional Implications Provide opportunities to solve mathematical and realworld problems by calculating volumes of cylinders, cones, and spheres. Include some figures that are composites of these solids.
Consider implementing other MFAS tasks for this standard (8.G.3.9). 
ACCOMMODATIONS & RECOMMENDATIONS
Special Materials Needed:
SOURCE AND ACCESS INFORMATION
Contributed by:
MFAS FCRSTEM
Name of Author/Source: MFAS FCRSTEM
District/Organization of Contributor(s): Okaloosa
Is this Resource freely Available? Yes
Access Privileges: Public
* Please note that examples of resources are not intended as complete curriculum.