MA.912.G.2.3Archived Standard

loading spinner
Export Print
Use properties of congruent and similar polygons to solve mathematical or real-world problems.

Remarks

Example: Suppose a building is in the shape of a regular hexagon.  The architect wants to put walkways as indicated.  Show that the triangles formed are equal in size and shape. 
General Information
Subject Area: X-Mathematics (former standards - 2008)
Grade: 912
Body of Knowledge: Geometry
Idea: Level 3: Strategic Thinking & Complex Reasoning
Standard: Polygons - Identify and describe polygons (triangles, quadrilaterals, pentagons, hexagons, etc.), using terms such as regular, convex, and concave. Find measures of angles, sides, perimeters, and areas of polygons, justifying the methods used. Apply transformations to polygons. Relate geometry to algebra by using coordinate geometry to determine transformations. Use algebraic reasoning to determine congruence, similarity, and symmetry. Create and verify tessellations of the plane using polygons.
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
  • Item Type(s): This benchmark may be assessed using: MC , FR item(s)
    • Also Assesses:

    MA.912.G.2.1     Identify and describe convex, concave, regular, and irregular polygons.

    MA.912.G.4.1 Classify, construct, and describe triangles that are right, acute, obtuse, scalene, isosceles, equilateral, and equiangular.

    MA.912.G.4.2 Define, identify, and construct altitudes, medians, angle bisectors, perpendicular bisectors, orthocenter, centroid, incenter, and circumcenter.

    MA.912.G.4.4 Use properties of congruent and similar triangles to solve problems involving lengths and areas.

    MA.912.G.4.5     Apply theorems involving segments divided proportionally.
  • Clarification :
    Students will use properties of congruent and/or similar polygons to solve problems.
  • Content Limits :

    All angle measurements will be in degrees.

    Items may require statements and/or justifications to complete formal and informal proofs.

  • Stimulus Attributes :
    Graphics should be used in these items, as appropriate.
Sample Test Items (2)
  • Test Item #: Sample Item 1
  • Question:

    The owners of a water park want to build a scaled-down version of a popular tubular water slide for the children’s section of the park. The side view of the water slide, labeled ABC, is shown below.

     

    Points A', B' and C ', shown above, are the corresponding points of the scaled-down slide. Which of the following would be closest to the coordinates of a new point C ' that will make slide A'B'C ' similar to slide ABC ?

  • Difficulty: N/A
  • Type: MC: Multiple Choice
  • Test Item #: Sample Item 2
  • Question:

    Malik runs on the trails in the park. He normally runs 1 complete lap around trail ABCD. The length of each side of trail ABCD is shown in meters (m) in the diagram below.

     

    If trail EFGH is similar in shape to trail ABCD, what is the minimum distance, to the nearest whole meter, Malik would have to run to complete one lap around trail EFGH ?

  • Difficulty: N/A
  • Type: FR: Fill-in Response

Related Access Points

Alternate version of this benchmark for students with significant cognitive disabilities.

Related Resources

Vetted resources educators can use to teach the concepts and skills in this benchmark.

Student Resources

Vetted resources students can use to learn the concepts and skills in this benchmark.

Parent Resources

Vetted resources caregivers can use to help students learn the concepts and skills in this benchmark.