SPECIFICATION OF TEST ITEMS School Level Subject Year / Semester Question Type Number of Questions Academic Year N o.

: : : : : : Junior High School Mathematics VII / 2 Multiple Choice 40 Items 2012/2013 Basic Competence Topic Algebra 4. Using the concepts of set theory and Venn diagrams in problem solving. Set 4.1 Understanding the definition and notation of a set and its expressions. Given expressions about groups, students determine whether they are sets or not. Students determine the elements of a set. Students determine the number of the set elements. Given an expression of a set in set builder notation, students express a set by listing its elements. Students determine an empty set. Students determine a subsets of a set. Students determine the number of set that have n element. Students determine the possible universal set of a set. Given two sets which intersect each other, students determine the elements of the intersection sets. Students determine the elements of the union of two sets. 1 2 3 4 5 6 7 8 Indicator Questio n Number

Competency Standard

4.2 Understanding the concept of a subset.

4.3 Doing operations of intersection, union, difference, and complement in set.

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Competency Standard

Basic Competence

Topic

Indicator Given two sets, students determine the difference of two sets. Given a set and a universal set, students determine the set complement. Students express a set in a Venn diagram. Student express two sets in a Venn diagram Students use the intersection concept in problem solving. Given a problem related to their hobbies, students use a Venn diagram to solve the problem

Questio n Number 12

4.4 Expressing a set in a Venn diagram.

13 14 15 16

4.5 Using the concept of set theory in problem solving. Geometry 5. Understanding the relationship between line and line, line and angle, and angle and angle, and determining their measures. Lines and Angles

5.1 Determining the relationship between two lines and the measure and type an angle.

5.2. Understanding the properties of angles formed by a transversal line. 5.3 Drawing an angle.

Given a cuboid, the students determine the relationship of the lines in the cuboid. Given an angle, students determine the type of the angle. Given an angle, students determine its supplementary angle Given a pair of angles, student determine the complementary angles. Given two parallel lines intersected by a transversal line, students determine the pair of equal angles. Given two parallel lines intersected by a transversal line, students determine the unknown angle. Given some angles, students determine an

17 18 19 20 21 22

23 8

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Competency Standard

Basic Competence

Topic

Indicator obtuse angle. Given an angle, students determine the steps how to bisect it. Given an angle, students estimate the measure of the angle. Given the time, students determine the smaller angle that is formed between the minute hand and the hour hand. Given a triangle with its sides, students determine the type of the triangle. Given the angle measures of a triangle in algebraic expressions, students determine the type of the triangle. Given a triangle with its angles in the form of algebraic expressions, students determine the outer angle. Given some properties of a polygon, students mention the type of the polygon. Given a rhombus with all of its angles in algebraic expressions, students determine the angle in degrees. Given a trapezoid with three angles in algebraic expressions, students determine the angles in degrees. Given a real life situation related to rectangle. Students determine the area if the length, width, and perimeter are known.

Questio n Number 24 25 26

5.4 Dividing an angle. 5.5 Estimating measure. an angle

5.6 Determining the measure of an angle to the nearest unit. 6. Understanding the concept of quadrilateral and triangle, also determining their measurement. 6.1 Identifying the properties Polygo n of a triangle based on its sides, angles, or both.

27 28 29 30 31 32

6.2 Identifying the properties of a rectangle, square, trapezium, parallelogram, rhombus, and kite.

6.3 Determining the perimeter and the area of a triangle and a quadrilateral, and

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Competency Standard

Basic Competence using them solving. in problem

Topic

Indicator Given perimeter a kite and the ratio of two sides, students find its perimeter. Given two triangles, students find the area of the two triangles. Given a shaded-figure, students find its perimeter. Given the perimeter of a square, students determine its area. Given a problem related to the area of a quadrilateral, students solve it. Given a parallelogram with the lengths of each side and height, students find the other height of the parallelogram. Given a triangle with a line inside it, students determine one altitude, bisector, median or perpendicular bisector.

Questio n Number 34 35 36 37 38 39

6.4 Drawing a triangle and its altitude, bisector, median, and perpendicular bisector.

40

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