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.
TEST ITEM SPECIFICATIONS
This benchmark may be assessed using:
- Assessment Limits :
Items may require the student to be familiar with using the algebraic
description for a translation, and
for a dilation when given the center of dilation.
Items may require the student to be familiar with the algebraic
description for a 90-degree rotation about the origin,
for a 180-degree rotation about the origin,
and for a 270-degree rotation about the origin,
Items that use more than one transformation may
ask the student to write a series of algebraic descriptions.
Items must not use matrices to describe transformations.
Items must not require the student to use the distance formula.
Items may require the student to find the distance between two
points or the slope of a line.
In items that require the student to represent transformations, at
least two transformations should be applied
- Calculator :
- Clarification :
Students will use rigid motions to transform figures.
Students will predict the effect of a given rigid motion on a given
Students will use the definition of congruence in terms of rigid
motions to determine if two figures are congruent.
Students will explain triangle congruence using the definition of
congruence in terms of rigid motions.
Students will apply congruence to solve problems.
Students will use congruence to justify steps within the context of a
- Stimulus Attributes :
Items may be set in a real-world or mathematical context.
Items may require the student to determine the rigid motions that
show that two triangles are congruent.
- Response Attributes :
Items may ask the student to name corresponding angles and/or
Items may require the student to use a function, e.g.,
y=k(f(x+a))+b , to describe a transformation.In items in which the student must write the line of reflection, any
line may be used.
Items may require the student to be familiar with slope-intercept
form of a line, standard form of a line, and point-slope form of a line.
Items may require the student to name corresponding angles or
Items may require the student to determine the transformations
required to show a given congruence.
Items may require the student to list sufficient conditions to prove
triangles are congruent.
Items may require the student to determine if given information is
sufficient for congruence.
Items may require the student to give statements to complete formal
and informal proofs.
SAMPLE TEST ITEMS (1)
- Test Item #: Sample Item 1
Evelyn is designing a pattern for a quilt using polygon EQFRGSHP shown.
Evelyn transforms EQFRGSHP so that the impage of E is at (2,0) and the image of R is at (6,-7). Which transformation could Evelyn have used to show EQFRGSHP and its image are congruent?
- Difficulty: N/A
- Type: MC: Multiple Choice