General Information
Subject Area: X-Mathematics (former standards - 2008)
Grade: 8
Body of Knowledge: Geometry
Idea: Level 3: Strategic Thinking & Complex Reasoning
Supporting Idea: Geometry and Measurement - Geometry and Measurement
Date Adopted or Revised: 09/07
Content Complexity Rating:
Level 3: Strategic Thinking & Complex Reasoning
-
More Information
Date of Last Rating: 06/07
Status: State Board Approved - Archived
Assessed: Yes
Test Item Specifications
- units of capacity, mass, weight, and temperature between different measurement systems;
- dimensions, including area and volume, within the same system to solve real-world problems; and
- derived units to solve problems within the same system (e.g., mi/hr to ft/sec).
N/A
Clarification :
Students will compare, contrast, and convert:
Students will compare, contrast, and convert:
Content Limits :
The majority of the items addressing dimensions should focus on area, volume, and capacity.
Items may involve mixed units within each system, such as converting hours and minutes to seconds.
Only items assessing derived units will convert time measurements.
Items may include conversion from customary to metric or vice versa, using only the conversions found on the conversion sheet.
Items may include up to three conversions within the same system of measurement (e.g., converting cups to gallons).
Gridded-response items may only involve conversions within the same system of measurement.
The majority of the items addressing dimensions should focus on area, volume, and capacity.
Items may involve mixed units within each system, such as converting hours and minutes to seconds.
Only items assessing derived units will convert time measurements.
Items may include conversion from customary to metric or vice versa, using only the conversions found on the conversion sheet.
Items may include up to three conversions within the same system of measurement (e.g., converting cups to gallons).
Gridded-response items may only involve conversions within the same system of measurement.
Stimulus Attributes :
Items should be set in a real-world context.
Items should be set in a real-world context.
Sample Test Items (2)
Test Item # | Question | Difficulty | Type |
Sample Item 1 | A carpenter purchased 7 feet (ft) 10 inches (in.) of window trim. The table shows the length and number of pieces he needs to cut from the window trim. How much of the original window trim will the carpenter have left after cutting off the pieces he needs? |
N/A | MC: Multiple Choice |
Sample Item 2 | A farmer needs to calculate the number of cubic yards in 837 cubic feet of soil. How many cubic yards are equivalent to 837 cubic feet? | N/A | GR: Gridded-Response |
Related Resources
Teaching Idea
Name | Description |
Absolute Zero | A PBS/NOVA lesson (with optional accompanying video) for which students will build and calibrate a thermometer, demonstrate the concept of temperature, measure temperature, and learn the history of the invention of the thermometer and the idea of absolute zero. |
Tutorial
Name | Description |
Converting Speed Units | In this lesson, students will be viewing a Khan Academy video that will show how to convert ratios using speed units. |
Student Resources
Tutorial
Name | Description |
Converting Speed Units: | In this lesson, students will be viewing a Khan Academy video that will show how to convert ratios using speed units. |