**Subject Area:**Mathematics

**Grade:**7

**Domain-Subdomain:**Geometry

**Cluster:**Level 2: Basic Application of Skills & Concepts

**Cluster:**Draw, construct, and describe geometrical figures and describe the relationships between them. (Additional Cluster) -

Clusters should not be sorted from Major to Supporting and then taught in that order. To do so would strip the coherence of the mathematical ideas and miss the opportunity to enhance the major work of the grade with the supporting clusters.

**Date Adopted or Revised:**02/14

**Date of Last Rating:**02/14

**Status:**State Board Approved - Archived

**Assessed:**Yes

**Assessment Limits :**

Given conditions should not focus on similarity or congruence or that the sum of angles in a triangle is 180 degrees. Be aware of the scoring capabilities for the GRID tool when designing these items. To distinguish from other grades, conditions should include factors other than parallel/perpendicular lines and angle measure, such as symmetry and side length.**Calculator :**Neutral

**Context :**Allowable

**Test Item #:**Sample Item 1**Question:**Use the Connect Line tool to draw a figure that has at least one pair of parallel sides and two side lengths of 5 units and 7 units.

**Difficulty:**N/A**Type:**GRID: Graphic Response Item Display

**Test Item #:**Sample Item 2**Question:**Nathan wants to draw a triangle. He knows that two of the side lengths are 5 inches and 7 inches.What is a possible length for the third side?

**Difficulty:**N/A**Type:**EE: Equation Editor

**Test Item #:**Sample Item 3**Question:**Use the Connect Line tool to draw a quadrilateral that has exactly two lines of symmetry.

**Difficulty:**N/A**Type:**GRID: Graphic Response Item Display

## Related Courses

## Related Access Points

## Related Resources

## Formative Assessments

## Image/Photograph

## Lesson Plans

## Perspectives Video: Professional/Enthusiast

## Perspectives Video: Teaching Idea

## Tutorials

## MFAS Formative Assessments

Students are asked to draw a triangle with given angle measures, and explain if these conditions determine a unique triangle.

Students are asked to draw a triangle given the measures of two angles and a non-included side and to explain if these conditions determine a unique triangle.

Students are asked to draw a triangle given the measures of two angles and their included side and to explain if these conditions determine a unique triangle.

Students are asked to draw a triangle given the measures of two sides and their included angle and to explain if these conditions determine a unique triangle.

Students are asked to draw a triangle given the lengths of two of its sides and the measure of a nonincluded angle and to decide if these conditions determine a unique triangle.

Students are asked to draw a triangle with given side lengths, and explain if these conditions determine a unique triangle.

## Student Resources

## Tutorials

This video discusses constructing a right isosceles triangle with given constraints and deciding if the triangle is unique.

Type: Tutorial

This video demonstrates drawing a triangle when the side lengths are given.

Type: Tutorial

## Parent Resources

## Image/Photograph

In this lesson, you will find clip art and various illustrations of polygons, circles, ellipses, star polygons, and inscribed shapes.

Type: Image/Photograph