1
128
BENCHMARK MA.C.1.3.1
Strand C Geometry and Spatial Sense
Standard 1 The student describes, draws, identifies, and analyzes two- and
three-dimensional shapes.
Benchmark MA.C.1.3.1 The student understands the basic properties of, and
relationships pertaining to, regular and irregular geometric
shapes in two and three dimensions. This benchmark also
assesses C.1.2.1.
13
13
The complete text of Benchmark C.1.2.1 is “[The student], given a verbal description, draws and/or models two-and three-
dimensional shapes, and uses appropriate geometric vocabulary to write a description of a figure or a picture composed of
geometric figures.”
129
Item Types At grade 6, this benchmark will be assessed using MC and GR
items.
Benchmark Clarification Students will identify and/or analyze two- and three-
dimensional shapes using their basic properties and
relationships.
Content Limits Items will assess identifying points, parallel and perpendicular
lines, planes, rays, parts of a circle, diagonals, and types of
angles.
Items assessing three-dimensional figures should use
rectangular prisms or right circular cylinders only.
Items should utilize only a single figure, with no comparisons
to other figures or transformations.
Stimulus Attributes Items should be set in a real-world or mathematical context.
Items assessing three-dimensional figures will use various
types of drawings and perspectives (e.g., flat patterns, isometric
drawings).
Graphics should be used in 100% of these items.
Response Attributes Not applicable.
130
A
Sample MC Item The map below shows a portion of downtown Washington,
D.C. Angle A, at the intersection of 4
th
Street and Pennsylvania
Avenue, represents which type of angle?
A. right
# B. acute
C. obtuse
D. straight
Item Context: Social Studies
131
Sample GR Item The map below shows the Merino farm, which is the shape of a
B
C
A
D
60
o
One corner of the farm has an obtuse angle. What is the
measure, in degrees, of the obtuse angle?
Item Context: Mathematics
0
1
2
3
4
5
7
8
0 0 0 0
1 1 1 1
2 2 2 2
3 3 3 3
4 4 4 4
5 5 5 5
6 6 6 6
7 7 7 7
8 8 8 8
9 9 9 9 9
. . . . .
/ / /
6
132
Item Types At grade 7, this benchmark will be assessed using MC and GR
items.
Benchmark Clarification Students will identify and/or analyze two- and three-
dimensional shapes using their basic properties and
relationships.
Content Limits Items will assess identifying basic properties of lines,
congruent figures, various types of angles, and angle
relationships (including complementary, supplementary, and
vertical angles).
Items will assess attributes of regular and irregular polygons,
such as parallelograms, trapezoids, pentagons, hexagons,
Items should utilize only a single figure, with no comparisons
to other figures or transformations.
Items assessing three-dimensional figures will use rectangular
prisms, right circular cylinders, pyramids, cones, spheres, or
hemispheres.
Stimulus Attributes Items should be set in a real-world or mathematical context.
Items assessing three-dimensional figures will use various
types of drawings and perspectives (e.g., flat patterns, isometric
drawings).
Graphics should be used in 100% of these items.
Response Attributes Not applicable.
133
Sample MC Item What is the measure of ∠C?
A
D C
B
115°
?
A. 25°
# B. 65°
C. 75°
D. 90°
Item Context: Mathematics
134
Sample GR Item The Pentagon building in Washington, D.C., houses the federal
offices of the armed forces. The building is a regular pentagon.
In a regular pentagon, what is the measure, in degrees, of each
interior angle?
Item Context: Social Studies
0
1
2
3
4
5
7
8
0 0 0 0
1 1 1 1
2 2 2 2
3 3 3 3
4 4 4 4
5 5 5 5
6 6 6 6
7 7 7 7
8 8 8 8
9 9 9 9 9
. . . . .
/ / /
6
PENTAGON
135
Item Types At grade 8, this benchmark will be assessed using MC and GR
items.
Benchmark Clarification Students will identify and/or analyze two- and three-
dimensional shapes using their basic properties and
relationships.
Content Limits Items will assess identifying basic properties of lines,
congruent figures, various types of angles, and angle
relationships (including complementary, supplementary, and
vertical angles).
Items will assess attributes of regular and irregular polygons
represented as flat patterns, isometric drawings, nets, and three-
dimensional figures.
Items assessing three-dimensional figures will use rectangular
prisms, right circular cylinders, pyramids, cones, spheres, or
hemispheres.
Items should utilize only a single figure, with no comparisons
to other figures or transformations.
Stimulus Attributes Items should be set in a real-world or mathematical context.
Items assessing three-dimensional figures will use various
types of drawings and perspectives (e.g., flat patterns, isometric
drawings, nets).
Graphics should be used in 100% of these items.
Response Attributes Not applicable.
136
Sample MC Item Triangle ABC is an isosceles triangle.
C
A
14 cm
8 cm
44°
B
What is the measure of ∠A?
A. 44°
# B. 68°
C. 112°
D. 136°
Item Context: Mathematics
Sample GR Item 1 Lou is studying the design of a honeycomb. The honeycomb
design is made up of regular hexagons, as shown below.
a
What is the measure, in degrees, of ∠a above?
Sample Response: 120
Item Context: Science
0
1
2
3
4
5
7
8
0 0 0 0
1 1 1 1
2 2 2 2
3 3 3 3
4 4 4 4
5 5 5 5
6 6 6 6
7 7 7 7
8 8 8 8
9 9 9 9 9
. . . . .
/ / /
6
137
44°
A B 6 cm
8 cm
C
Sample GR Item 2 Triangle ABC is an isosceles triangle with base AB.
What is the measure, in centimeters (cm), of BC ?
Sample Response: 8
Item Context: Mathematics
0
1
2
3
4
5
7
8
0 0 0 0
1 1 1 1
2 2 2 2
3 3 3 3
4 4 4 4
5 5 5 5
6 6 6 6
7 7 7 7
8 8 8 8
9 9 9 9 9
. . . . .
/ / /
6
138
BENCHMARK MA.C.2.3.1
Strand C Geometry and Spatial Sense
Standard 2 The student visualizes and illustrates ways in which shapes can
be combined, subdivided, and changed.
Benchmark MA.C.2.3.1 The student understands the geometric concepts of symmetry,
reflections, congruency, similarity, perpendicularity,
parallelism, and transformations, including flips, slides, turns,
and enlargements. This benchmark also assesses B.1.3.3,
14
C.1.2.1,
15
C1.3.1,
16
and C.3.3.1.
17
14
The complete text for benchmark B.1.3.3 is “[The student] understands and describes how the change of a figure in such
dimensions as length, width, height, or radius affects its other measurements such as perimeter, area, surface area, and
volume.”
15
The complete text for Benchmark C.1.2.1 is “[The student], given a verbal description, draws and/or models two- and
three-dimensional shapes and uses appropriate geometric vocabulary to write a description of a figure or a picture
composed of geometric figures.”
16
The complete text for Benchmark C.1.3.1 is “[The student] understands the basic properties of, and relationships
pertaining to, regular and irregular geometric shapes in two and three dimensions.”
17
The complete text for Benchmark C.3.3.1 is “[The student] represents and applies geometric properties and relationships
to solve real-world and mathematical problems.”
139
Item Type At grade 6, this benchmark will be assessed using MC items.
Benchmark Clarification Students will identify and/or apply various geometric concepts,
including symmetry, congruency, similarity, and
transformations, including reflections, translations, or rotations.
Content Limits Items should assess only geometric concepts of two-
dimensional figures.
Stimulus Attributes Items may use coordinate planes.
Items should be set in either a real-world or mathematical
context.
Graphics should be used in at least 70% of these items.
Response Attributes Not applicable.
Sample MC Item 1 Which two triangles appear to be similar?
A. triangle 1 and triangle 2
B. triangle 2 and triangle 5
C. triangle 3 and triangle 4
# D. triangle 1 and triangle 5
Item Context: Mathematics
1
2
3 4
5
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140
Sample MC Item 2 The museum planned a triangular space represented by Figure
1 Ior an outdoor art exhibit. This location was too close to a
walkway. so the exhibit was moved as shown by Figure 2.
What term best describes the transIormation oI Figure 1 to
Figure 2?
5 A. translation
B. rotation
C. reIlection
D. dilation
Item Context: Art
Figure 2
Figure 1
Walkway
0
1
2
3
4
5
6
7
8
9
10
11
1 2 3 4 5 6 7 8 9 10 1112
y
x
141
Item Type At grade 7, this benchmark will be assessed using MC items.
Benchmark Clarification Students will identify and/or apply various geometric concepts,
including parallelism, perpendicularity, symmetry, congruency,
similarity, and transformations, including reflections,
translations, or rotations.
Content Limits Items should assess only geometric concepts of two-
dimensional figures.
Stimulus Attributes Items may use coordinate planes.
Graphics should be used in at least 70% of these items.
Items should be set in either a real-world or mathematical
context.
Response Attributes Not applicable.
Sample MC Item 1 Which of these letters has both a vertical and horizontal line of
symmetry?
A. M
B. T
C. E
# D. X
Item Context: Mathematics
Sample MC Item 2 How many degrees would you rotate the letter
to look like the letter ?
A. 45 degrees
B. 90 degrees
# C. 180 degrees
D. 360 degrees
Item Context: Mathematics
142
Item Types At grade 8, this benchmark will be assessed using MC, GR,
and ER items.
Benchmark Clarification Students will identify, apply and/or explain various geometric
concepts related to spatial generalization, including parallelism,
perpendicularity, symmetry, congruency, similarity, and
transformations, including reflections, translations, rotations, or
dilations.
Content Limits Items should assess only geometric concepts of two-
dimensional figures.
Items may include graphics of three-dimensional objects.
Items may involve applications of the Pythagorean theorem.
Items involving circumference and area of circles should use
numbers compatible with
7
22
as a representation of π, even
though students may use 3.14 to solve the problem.
Items involving π should be either MC or ER items.
Stimulus Attributes Items may use coordinate planes.
Items should be set in either a real-world or mathematical
context.
Graphics should be used in at least 70% of these items.
Response Attributes In MC items, answers for the circumference or area of a circle
may be given in terms of π if the problem is set in a
mathematical context.
143
Sample MC Item Before she can enter a race, Jasmine needs to know the height
of her sailboat. Jasmine is 5 feet tall and casts a shadow 6 feet
long, as shown below.
the same time of day are known, which of the following
properties could be used to find the height (h), in feet, of the
sailboat?
A. congruency
B. parallelism
C. symmetry
# D. similarity
Item Context: Health/Physical Education
5 ft
6 ft 42 ft
h
144
Sample GR Item A surveyor needs to find the distance from point A to point B
across a small inlet on a lake, as shown below.
The surveyor sets a stake at point C so that ∠B is a right angle.
She measures the distance from point B to point C to be 40
meters, and from point A to point C to be 50 meters. What is
the distance, in meters, across the inlet from point A to point
B?
Sample Response: 30
Item Context: Workplace
0
1
2
3
4
5
7
8
0 0 0 0
1 1 1 1
2 2 2 2
3 3 3 3
4 4 4 4
5 5 5 5
6 6 6 6
7 7 7 7
8 8 8 8
9 9 9 9 9
. . . . .
/ / /
6
A
C
B
145
Sample ER Item Look at the figures below showing a floor tile design. Figure 1
was transformed to make the new design in Figure 2 using only
two steps.
Complete the following in the Answer Book:
Part A
Explain in words how Figure 1 can be transformed to Figure 2
in only two steps. Use mathematical terms to describe the
transformation.
Part B
On the grid, draw Figure 3 by making the following
transformations to Figure 2: Rotate Figure 2 ninety degrees
clockwise around point D and reflect the rotated figure over
vertical line n. Be sure to label this new figure as Figure 3, and
also label points A, B, C, and D.
Part C
Explain in words whether Figures 1, 2, and 3 are congruent or
not, and why.
n
A B
C' B'
D' A'
D C
Figure 1
Figure 2
146
Part A Explain in words
Part B
Part C Explain in words
Note – In student book, this item would appear on facing pages.
Item Context: Workplace
n
A B
C' B'
D' A'
D C
Figure 1
Figure 2
147
Correct and Complete A correct and complete response includes appropriate
Response explanations and an appropriate drawing.
Part A
• An explanation similar to the following:
First I reflected Figure 1 over line n. Then I rotated it
1
.
• OR
I rotated Figure 1 90° counterclockwise about point C and
reflected it over line n.
• OR other valid explanation
AND
Part B
• Correctly drawn and labeled figure, as shown on the grid.
AND
Part C
• An explanation similar to the following:
All three figures are congruent because their size and shape
are exactly the same; only their positions are different.
• OR other valid explanation.
Scoring Rubric See Appendix D for the Extended-Response Scoring Rubric.
n
A B
C' B'
D' A'
D C
Figure 1
Figure 2
C D
B A
Figure 3
148
BENCHMARK MA.C.2.3.2
Strand C Geometry and Spatial Sense
Standard 2 The student visualizes and illustrates ways in which shapes can
be combined, subdivided, and changed.
Benchmark MA.C.2.3.2 The student predicts and verifies patterns involving
tessellations (a covering of a plane with congruent copies of the
same pattern with no holes and no overlaps, like floor tiles).
149
150
Item Type At grade 7, this benchmark will be assessed using MC items.
Benchmark Clarification Students will predict and/or verify a pattern involving
tessellations and/or identify figures that have been or can be
tessellated.
Content Limits Items will assess tessellations or figures to be tessellated.
Stimulus Attributes Graphics should be used in 100% of these items.
Items should be set in either a real-world or mathematical
context.
Response Attributes Not applicable.
Example MC Item Which of the following figures will NOT tessellate?
A.
B.
# C.
D.
Item Context: Mathematics
151
Item Type At grade 8, this benchmark will be assessed using MC items.
Benchmark Clarification Students will predict and/or verify a pattern involving
tessellations and/or identify figures that have been or can be
tessellated.
Content Limits Items will assess tessellations or figures to be tessellated.
Stimulus Attributes Graphics should be used in 100% of these items.
Items should be set in either a real-world or mathematical
context.
Response Attributes Not applicable.
Sample MC Item Carmen is using the shape shown below to tile a kitchen floor
for one of her customers.
The tile will form the tessellation shown below. Which corner
of the tile shown above should be placed at the point shown by
the arrow to continue the tessellation?
A. P
B. Q
# C. R
D. S
Item Context: Workplace
Q
R
S
P
152
BENCHMARK MA.C.3.3.1
Strand C Geometry and Spatial Sense
Standard 3 The student uses coordinate geometry to locate objects in both
two and three dimensions and to describe objects.
Benchmark MA.C.3.3.1 The student represents and applies geometric properties and
relationships to solve real-world and mathematical problems.
This benchmark also assesses C.2.3.1.
18
Note: Coordinate geometry items may involve the use of
algebraic properties to solve geometric problems.
18
The complete text for benchmark C.2.3.1 is “[The student] understands the geometric concepts of symmetry, reflections,
congruency, similarity, perpendicularity, parallelism, and transformations, including flips, slides, turns, and enlargements.”
153
Item Type At grade 6, this benchmark will be assessed using MC items.
Benchmark Clarification Students will apply geometric properties and relationships to
solve problems.
Content Limits Items should assess the geometric properties and concepts
described in C.1.3.1 and C.2.3.1. (These are properties of and
relationships pertaining to regular and irregular figures, and the
concepts of symmetry, reflections, congruency, similarity,
perpendicularity, parallelism, and transformations.)
Items will not assess three-dimensional figures.
Stimulus Attributes Graphics should be used in at least 70% of these items.
Items that use a coordinate grid will be restricted to quadrant 1.
However, all four quadrants may be shown.
Items may be set in either a real-world or mathematical
context.
Response Attributes Not applicable.
154
Sample MC Item The Swedish flag is drawn below.
What kind of angle is formed by the intersection of the stripes
on the Swedish flag?
A. acute
B. obtuse
# C. right
D. straight
Item Context: Social Studies
155
Item Type At grade 7, this benchmark will be assessed using MC items.
Benchmark Clarification Students will apply geometric properties and relationships to
solve problems.
Content Limits Items should assess the geometric properties and concepts
described in C.1.3.1 and C.2.3.1. (These are properties of and
relationships pertaining to regular and irregular figures, and the
concepts of symmetry, reflections, congruency, similarity,
perpendicularity, parallelism, and transformations.)
Items will not assess three-dimensional figures.
Stimulus Attributes Graphics should be used in at least 70% of these items.
Items may be shown on a coordinate grid.
Items may be set in either a real-world or mathematical
context.
Response Attributes Not applicable.
156
Sample MC Item Triangles ABC and DEF are congruent.
Which statement below must also be true about triangles ABC
and DEF?
A. They are right triangles.
# B. They are similar triangles.
C. They are scalene triangles.
D. They are equilateral triangles.
Item Context: Mathematics
B
A C
E
D F
157
Item Types At grade 8, this benchmark will be assessed using MC and SR
items.
Benchmark Clarification Students will apply algebraic and geometric properties and
relationships to solve geometric problems.
Content Limits Items should assess the geometric properties and concepts
described in C.1.3.1 and C.2.3.1. (These are properties of and
relationships pertaining to regular and irregular figures, and the
concepts of symmetry, reflections, congruency, similarity,
perpendicularity, parallelism, and transformations.)
Items will not assess three-dimensional figures.
Items may assess vertical distance, horizontal distance, and
simple applications of the Pythagorean theorem.
Stimulus Attributes Graphics should be used in at least 70% of these items.
Items should be shown on a coordinate grid and should use
coordinate geometry to locate and/or describe objects.
Items that ask students to identify a location on a coordinate
grid should use wording similar to “Which point (or
coordinates) best represent(s) the location of _____?”
Items may be set in either a real-world or mathematical
context.
Response Attributes Not applicable.
158
Sample MC Item Jack wants to make ∆LMN similar to ∆PQR. He has plotted
points L and M on the grid below and needs to place point N.
Which of the following coordinates of point N would make
∆LMN similar to ∆PQR?
5 6 7 8 4 3 2 1
1
2
3
4
5
6
7
8
5
6
7
8
L
M
P
Q
R
4
3
2
1
1 2 3 4
x
y
5 6 7 8
A. ( 0,
-
4)
B. (
-
1,
-
4)
# C. (
-
2,
-
4)
D. (
-
3,
-
4)
Item Context: Mathematics
159
Sample SR Item You are designing a camping tent with an octagon-shaped base
and have drawn a diagram of the base on the coordinate grid
below.
5 6 7 4 3 2 1
1
2
3
4
5
6
7
5
6
7
4
3
2
1
1 2 3 4
x
y
5 6 7
Complete the following in the Answer Book:
Part A
How many lines of symmetry does this diagram have?
Part B
Draw all the lines of symmetry on the diagram and determine
the coordinates for the point at which the lines intersect.
160
In the Answer Book Part A
Lines of symmetry _______________
Part B
Coordinates _______________
Item Context: Workplace
5 6 7 4 3 2 1
1
2
3
4
5
6
7
5
6
7
4
3
2
1
1 2 3 4
x
y
5 6 7
161
Correct and Complete A correct and complete response includes the correct
Response number of lines of symmetry, a correct drawing of the lines of
symmetry on the grid, and the correct coordinates for the point
of intersection as shown below.
Part A
• Lines of symmetry = 4
AND
Part B
• Four lines of symmetry correctly drawn on the diagram
• AND Coordinates = (4, 3)
5 6 7 4 3 2 1
1
2
3
4
5
6
7
5
6
7
4
3
2
1
1 2 3 4
x
y
5 6 7
Scoring Rubric See Appendix D for the Short-Response Scoring Rubric.
162
BENCHMARK MA.C.3.3.2
Strand C Geometry and Spatial Sense
Standard 3 The student uses coordinate geometry to locate objects in both
two and three dimensions and to describe objects algebraically.
Benchmark MA.C.3.3.2 The student identifies and plots ordered pairs in all four
quadrants of a rectangular coordinate system (graph) and
applies simple properties of lines.
163
Item Type At grade 6, this benchmark will be assessed using MC items.
Benchmark Clarification Students will identify the coordinates of a point or identify a
point, given its coordinates.
Content Limits Items will assess the first quadrant only, but will allow for the
Stimulus Attributes Items should be shown on a coordinate grid and use coordinate
geometry to locate and/or describe objects.
Items that ask students to identify a location on a coordinate
grid should use wording similar to “Which point (or
coordinate) best represents the location of _____?”
Items may be set in either a real-world or mathematical
context.
Graphics should be used in 100% of these items.
Response Attributes Not applicable.
164
Sample MC Item Which point on the grid best represents the location of ordered
pair (4, 3)?
5 4 3 2 1
1
2
3
4
5
5
W
X
Y
Z
4
3
2
1
1 2 3 4
x
y
5
A. point W
B. point X
# C. point Y
D. point Z
Item Context: Mathematics
165
Item Type At grade 7, this benchmark will be assessed using MC items.
Benchmark Clarification Students will identify the coordinates of a point, identify a
point, given its coordinates, and/or identify characteristics of
Content Limits Items will assess all four quadrants.
Stimulus Attributes Graphics should be used in 100% of these items.
Items should be shown on a coordinate grid and use coordinate
geometry to locate and/or describe objects.
Items that ask students to identify a location on a coordinate
grid should use wording similar to “Which point (or
coordinate) best represents the location of _____?”
Items may be set in either a real-world or mathematical
context.
Response Attributes Not applicable.
166
Sample MC Item On the grid below, which point is best represented by the
coordinates (
-
3,
-
4)?
5 4 3 2 1
1
2
3
4
5
5
P
Q
R
S
4
3
2
1
1 2 3 4
x
y
5
A. point P
B. point Q
C. point R
# D. point S
Item Context: Mathematics
167
Item Types At grade 8, this benchmark will be assessed using MC and SR
items.
Benchmark Clarification Students will identify and/or plot coordinates of a point, apply
simple properties of lines, explain the procedure used, and/or
interpret the results.
Content Limits Items will assess all four quadrants.
Items may involve finding the x-intercept, the y-intercept, the
midpoint of a horizontal or vertical line segment, or the
intersection of two lines.
Items may assess the slope of lines (including the slope of
vertical and horizontal lines) and determine the x- and y-
intercepts of a line.
Items may assess parallel or perpendicular properties of lines.
Stimulus Attributes Items should be shown on a coordinate grid and use coordinate
geometry to locate and/or describe objects.
Items that ask students to identify a location on a coordinate
grid should use wording similar to “Which point (or
coordinates) best represents the location of _____?”
Items may be set in either a real-world or mathematical
context.
Graphics should be used in 100% of these items.
Response Attributes Not applicable.
168
Sample MC Item What are the coordinates of the y-intercept of line QR?
5 6 7 4 3 2 1
1
2
3
4
5
6
7
5
6
7
Q
R
4
3
2
1
1 2 3 4
x
y
5 6 7
A. (2, 0)
B. (0, 2)
C. (
-
1, 0)
# D. (0,
-
1)
Item Context: Mathematics
169
Sample SR Item 1 Line AB is drawn on the graph below.
5 6 7 4 3 2 1
1
2
3
4
5
6
7
5
6
7
A
B
4
3
2
1
1 2 3 4
x
y
5 6 7
8
8
8 8
0
Complete the following in the Answer Book:
Part A
On the grid, draw line CD so that it passes through points
(
-
3,
-
7) and (6, 1).
Part B
Explain in words how you know line CD is or is not parallel to
line AB.
170
In the Answer Book Part A
Use the information from the test book to draw line CD.
5 6 7 4 3 2 1
1
2
3
4
5
6
7
5
6
7
A
B
4
3
2
1
1 2 3 4
x
y
5 6 7
Part B
Explain in words.
Item Context: Mathematics
171
Correct and Complete A correct and complete response includes a correct line drawn
Response and an appropriate explanation.
• Correct line drawn
5 6 7 4 3 2 1
1
2
3
4
5
6
7
5
6
7
4
3
2
1
1 2 3 4
x
y
5 6 7
A
B
C
D
AND
• Explanation similar to the following:
I know the two lines are not parallel because when I drew
line CD on the graph, I could see that the two lines would
eventually intersect.
• OR other valid explanation.
Scoring Rubric See Appendix D for the Short-Response Scoring Rubric.
172
Sample SR Item 2 The temperature in some countries is measured in degrees
Celsius. In the United States, the temperature is usually
measured in degrees Fahrenheit. The table of ordered pairs
below compares equivalent Fahrenheit (F) and Celsius (C)
temperatures.
° °° °F ° °° °C
14
-
10
23
-
5
32 0
41 5
50 10
Complete the following in the Answer Book:
Part A
On the grid, plot the ordered pairs to compare the temperatures.
Part B
Use the completed grid from Part A to predict the temperature
in degrees Celsius if the temperature is 25° Fahrenheit.
173
In the Answer Book Part A
60 50 40 30 20 10
5
5
10
°C
°F
10
10 20 30 40 50 60
Part B
Prediction in degrees Celsius __________________
Item Context: Science
174
Correct and Complete A correct and complete response includes the correctly plotted
Response ordered pairs and a reasonable prediction as shown below.
60 50 40 30 20 10
5
5
10
°C
°F
10
10 20 30 40 50 60
• A correct plot
(Note: It is not necessary to draw the line through the points.)
AND
A prediction of
-
3 < x <
-
5 degrees, where x = prediction
Scoring Rubric See Appendix D for the Short-Response Scoring Rubric.