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Geometry EOC

Item Specifications

The release of the updated FSA Test Item Specifications is intended to provide greater specificity for item writers in

developing items to be field tested in 2016. The revisions in the specifications will NOT affect the Spring 2015

Florida Standards Assessments. The enhanced explanations, clarifications, and sample items should assist item

writers and other stakeholders in understanding the Florida Standards and the various types of test items that can

be developed to measure student proficiency in the applicable content areas for 2016 and beyond.

**Geometry EOC Item Specifications
**

Florida Standards Assessments

**The draft Florida Standards Assessments (FSA) Test Item Specifications
**

(Specifications) are based upon the Florida Standards and the Florida Course

Descriptions as provided in CPALMs. The Specifications are a resource that defines

the content and format of the test and test items for item writers and reviewers.

Each grade-level and course Specifications document indicates the alignment of

items with the Florida Standards. It also serves to provide all stakeholders with

information about the scope and function of the FSA.

Item Specifications Definitions

Also assesses refers to standard(s) closely related to the primary standard

statement.

Clarification statements explain what students are expected to do when

responding to the question.

Assessment limits define the range of content knowledge and degree of difficulty

that should be assessed in the assessment items for the standard.

Item types describe the characteristics of the question.

Context defines types of stimulus materials that can be used in the assessment

items.

2|Page

March 24, 2015

**Geometry EOC Item Specifications
**

Florida Standards Assessments

**Florida Standards Assessments
**

Modeling Cycle

The basic modeling cycle involves (1) identifying variables in the situation and

selecting those that represent essential features, (2) formulating a model by

creating and selecting geometric, graphical, tabular, algebraic, or statistical

representations that describe relationships between the variables, (3) analyzing

and performing operations on these relationships to draw conclusions, (4)

interpreting the results of the mathematics in terms of the original situation, (5)

validating the conclusions by comparing them with the situation, and then either

improving the model or, if it is acceptable, (6) reporting on the conclusions and

the reasoning behind them. Choices, assumptions, and approximations are

present throughout this cycle.

http://www.cpalms.org/Standards/mafs_modeling_standards.aspx

3|Page

March 24, 2015

They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize—to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own. Older students might. graph data. and Algebra 2. Geometry. relationships.K12. verbal descriptions. depending on the context of the problem.1: 4|Page Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. without necessarily attending to their referents—and the ability to contextualize. and they continually ask themselves.MP. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. Mathematically proficient students can explain correspondences between equations. 2015 . Mathematically proficient students check their answers to problems using a different method.2. These practices are an important part of the curriculum. MAFS. They consider analogous problems. transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Algebra 1. “Does this make sense?” They can understand the approaches of others to solving complex problems and identify correspondences between different approaches. The Mathematical Practices will be assessed throughout.1: MAFS.Geometry EOC Item Specifications Florida Standards Assessments Mathematical Practices: The Mathematical Practices are a part of each course description for Grades 3-8. tables.1. and search for regularity or trends. to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. constraints. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. and goals. They monitor and evaluate their progress and change course if necessary. Mathematically proficient students make sense of quantities and their relationships in problem situations. Reason abstractly and quantitatively.MP. They analyze givens. Quantitative reasoning entails habits of creating a coherent March 24. and try special cases and simpler forms of the original problem in order to gain insight into its solution. Make sense of problems and persevere in solving them. and graphs or draw diagrams of important features and relationships.K12.

Geometry EOC Item Specifications Florida Standards Assessments representation of the problem at hand.4.1: MAFS. and actions. and the workplace. drawings. realizing that these may need revision later. decide whether they make sense. They justify their conclusions. a student might apply proportional reasoning to plan a school event or analyze a problem in the community. and ask useful questions to clarify or improve the arguments. communicate them to others. this might be as simple as writing an addition equation to describe a situation. Elementary students can construct arguments using concrete referents such as objects. diagrams. By high school. They routinely interpret their mathematical results in the context of the March 24. and previously established results in constructing arguments. In early grades. two-way tables.MP. a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. not just how to compute them. Construct viable arguments and critique the reasoning of others. 2015 . MAFS. They can analyze those relationships mathematically to draw conclusions. society. definitions. They reason inductively about data. Model with mathematics. considering the units involved. attending to the meaning of quantities. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life. and can recognize and use counterexamples. They are able to analyze situations by breaking them into cases. graphs. Such arguments can make sense and be correct. students learn to determine domains to which an argument applies. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments. Students at all grades can listen or read the arguments of others. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation. They make conjectures and build a logical progression of statements to explore the truth of their conjectures.K12. Later.MP. distinguish correct logic or reasoning from that which is flawed. flowcharts and formulas. even though they are not generalized or made formal until later grades. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams. In middle grades.K12.3. and respond to the arguments of others. and knowing and flexibly using different properties of operations and objects.1: 5|Page Mathematically proficient students understand and use stated assumptions. and—if there is a flaw in an argument—explain what it is. making plausible arguments that take into account the context from which the data arose.

March 24. a spreadsheet. For example. a computer algebra system. explore consequences. a calculator. and labeling axes to clarify the correspondence with quantities in a problem. Use appropriate tools strategically. They are able to use technological tools to explore and deepen their understanding of concepts. including using the equal sign consistently and appropriately. recognizing both the insight to be gained and their limitations. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful. 2015 .1: 6|Page Mathematically proficient students try to communicate precisely to others. such as digital content located on a website. a protractor. or dynamic geometry software. They try to use clear definitions in discussion with others and in their own reasoning. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources. a statistical package. In the elementary grades. mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. they know that technology can enable them to visualize the results of varying assumptions.K12. These tools might include pencil and paper.MP. a ruler. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models.6. They state the meaning of the symbols they choose. By the time they reach high school they have learned to examine claims and make explicit use of definitions. They calculate accurately and efficiently.K12.1: Mathematically proficient students consider the available tools when solving a mathematical problem.Geometry EOC Item Specifications Florida Standards Assessments situation and reflect on whether the results make sense. concrete models.MP. and use them to pose or solve problems. possibly improving the model if it has not served its purpose. students give carefully formulated explanations to each other. They are careful about specifying units of measure. express numerical answers with a degree of precision appropriate for the problem context. MAFS. Attend to precision. and compare predictions with data. MAFS.5.

K12. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. students will see 7 × 8 equals the well remembered 7 × 5 + 7 × 3. Mathematically proficient students notice if calculations are repeated. March 24. and (x – 1)(x³ + x² + x + 1) might lead them to the general formula for the sum of a geometric series. for example. or they may sort a collection of shapes according to how many sides the shapes have. older students can see the 14 as 2 × 7 and the 9 as 2 + 7. in preparation for learning about the distributive property.Geometry EOC Item Specifications Florida Standards Assessments Look for and make use of structure. and look both for general methods and for shortcuts. For example. while attending to the details. In the expression x² + 9x + 14.7. middle school students might abstract the equation (y – 2)/(x – 1) = 3.8. MAFS. (x – 1)(x² + x + 1). They also can step back for an overview and shift perspective.1: MAFS. As they work to solve a problem. By paying attention to the calculation of slope as they repeatedly check whether points are on the line through (1. Noticing the regularity in the way terms cancel when expanding (x – 1)(x + 1). 2) with slope 3. Look for and express regularity in repeated reasoning. mathematically proficient students maintain oversight of the process. They continually evaluate the reasonableness of their intermediate results. Young students.MP. 2015 . they can see 5 – 3(x – y)² as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers x and y. and conclude they have a repeating decimal. Later. as single objects or as being composed of several objects. They can see complicated things.1: 7|Page Mathematically proficient students look closely to discern a pattern or structure.K12.MP. might notice that three and seven more is the same amount as seven and three more. Upper elementary students might notice when dividing 25 by 11 that they are repeating the same calculations over and over again. such as some algebraic expressions.

the options highlight. which reveals a drop-down menu containing options for correcting an error as well as the highlighted word or phrase as it is shown in the sentence to indicate that no correction is needed. Technology-Enhanced Item Types – Mathematics 1. Currently. see the FSA Training Tests. Selectable Hot Text – Excerpted sentences from the text are presented in this item type. items that require students to type or write a response.Geometry EOC Item Specifications Florida Standards Assessments Technology-Enhanced Item Descriptions: The Florida Standards Assessments (FSA) are composed of test items that include traditional multiple-choice items. and for students with an IEP or 504 plan that specifies a paper-based accommodation. For paperbased assessments. the item is modified so that it can be scanned and scored electronically. This indicates that the text is selectable (“hot”). The student fills in a circle to indicate the correct word or phrase. Hot Text – a. phrases. Editing Task Choice – The student clicks a highlighted word or phrase. construct. there are nine types of TEIs that may appear on computer-based assessments for FSA Mathematics. 3. 2. and/or support their answers. which will be paper-based tests in 2014-2015. The directions in the text box direct the student to replace the highlighted word or phrase with the correct word or phrase. Technology-enhanced items are computer-delivered items that require students to interact with test content to select. which reveals a text box. For paper-based assessments. TEIs will be modified or replaced with test items that can be scanned and scored electronically. The student then selects the correct word or phrase from the drop-down menu. this item type may be replaced with another item type that assesses the same standard and can be scanned and scored electronically. For samples of each of the item types described below. Editing Task – The student clicks on a highlighted word or phrase that may be incorrect. The student can then 8|Page March 24. and technology-enhanced items (TEI). 2015 . or sentences. For Grades 3 and 4 assessments. When the student hovers over certain words.

For paper-based assessments. this item type may be replaced with another item type that assesses the same standard and can be scanned and scored electronically. 8. this item type may be replaced with a modified version of the item that can be scanned and scored electronically or replaced with another item type that assesses the same standard and can be scanned and scored electronically. These items appear in the online and paper-based assessments. words. or equation. variable. Matching Item – The student checks a box to indicate if information from a column header matches information from a row. which allow the student to select only one correct answer. Responses may be in the form of a number. phrases. expression. the text highlights. 5. 7. Equation Editor – The student is presented with a toolbar that includes a variety of mathematical symbols that can be used to create a response. 4. as appropriate to the test item. b. Multiselect – The student is directed to select all of the correct answers from among a number of options. a “selectable” hot text item is modified so that it can be scanned and scored electronically. For paper-based assessments. or sentences may be designated “draggable” in this item type. These items can usually be answered in a sentence or two. For paper-based assessments. When the student hovers over these areas.Geometry EOC Item Specifications Florida Standards Assessments click on an option to select it. For paper-based assessments. 2015 . This item type may also require the student to use the point. For paper-based assessments. the student fills in a circle to indicate a selection. drag-and-drop hot text items will be replaced with another item type that assesses the same standard and can be scanned and scored electronically. Open Response – The student uses the keyboard to enter a response into a text field. hold down the mouse button. Graphic Response Item Display (GRID) – The student selects numbers. words. phrases. These items are different from Multiple Choice items. 6. and drag it to a graphic or other format. The student can then click on the option. 9|Page March 24. this item type may be replaced with another item type that assesses the same standard and can be scanned and scored electronically. line. or images and uses the drag-and-drop feature to place them into a graphic. this item type may be replaced with another item type that assesses the same standard and can be scanned and scored electronically. For paper-based assessments. In this version. or arrow tools to create a response on a graph. Drag-and-Drop Hot Text – Certain numbers.

this item type may be replaced with another item type that assesses the same standard and can be scanned and scored electronically. 10 | P a g e March 24.Geometry EOC Item Specifications Florida Standards Assessments 9. The student may complete the entire table or portions of the table depending on what is being asked. For paper-based assessments. 2015 . Table Item – The student types numeric values into a given table.

Calculators that allow these prohibited functionalities may not be used. Grades 7–8 • Online scientific calculator provided in the CBT platform for Sessions 2 and 3 of the Grades 7 and 8 FSA Mathematics tests. • Students with paper-based accommodations must be provided a handheld scientific calculator for Sessions 2 and 3. Calculators that allow these prohibited functionalities may not be used. See below for a list of prohibited functionalities for handheld scientific calculators.Geometry EOC Item Specifications Florida Standards Assessments Calculators: General Designations: Calculator: Items only appear on Calculator Sessions. See below for a list of prohibited functionalities for handheld scientific calculators. and Geometry tests. Algebra 2. See below for a list of prohibited functionalities for handheld scientific calculators. Calculators that allow these prohibited functionalities may not be used. • Students with paper-based accommodations must be provided a handheld scientific calculator for Session 2. See below for a list of prohibited functionalities for handheld scientific calculators. • CBT students may request and use a handheld scientific calculator during Session 2. • Online calculator may be accessed in the FSA Portal for use in the classroom. No Calculator: Items only appear on No Calculator Sessions. Calculator Neutral: Items appear on Calculator and No Calculator Sessions. • CBT students may request and use a handheld scientific calculator during Sessions 2 and 3. Calculators that allow these prohibited functionalities may not be used. End-of-Course (EOC) • Online scientific calculator provided in the CBT platform for Session 2 of the Algebra 1. 2015 . • Online calculator may be accessed in the FSA Portal for use in the classroom. Types of Calculators: Grades 3–6 • No calculator permitted for paper-based or computer-based tests. 11 | P a g e March 24.

. cut. 2015 . and paste) • the ability to perform operations with complex numbers • the ability to perform prime factorization • the ability to find gcd or lcm • wireless or Bluetooth capability or Internet accessibility • QWERTY keyboard or keypad • need for an electrical outlet • calculator peripherals 12 | P a g e March 24.g. feet to inches) • ability to simplify radicals • graphing capability • matrices • a display of more than one line • text-editing functionality (edit. copy.Geometry EOC Item Specifications Florida Standards Assessments Calculator Functionality: Students will need access to the following calculator functions: • ?? • x2 • Square root (√) • x 3 or x y for Grade 8 and EOCs • e x for Algebra 1 and Algebra 2 • Trigonometric functions for Geometry and Algebra 2 • log and/or ln for Algebra 2 Students may not use a handheld calculator that has ANY of the following prohibited functionalities: • CAS (an ability to solve algebraically) or a solver of any kind • regression capabilities • a table • unit conversion other than conversions between degrees and radians (e.

and 7. A paper version will be available for paper-based tests. • Reference sheets with conversions will be provided for FSA Mathematics assessments in Grades 4–8 and EOC Mathematics assessments.Geometry EOC Item Specifications Florida Standards Assessments Reference Sheets: • Reference sheets and z-tables will be available as online references (in a pop-up window). however. some formulas may be included with the test item if needed to meet the intent of the standard being assessed. some formulas will be provided on the reference sheet. 6. • For Grades 4. • For Algebra 2. • For Grade 8. conversions will be available on a reference sheet. no formulas will be provided. • For Grade 5 and Algebra 1. Geometry. • There is no reference sheet for Grade 3. and Algebra 2. a z-table will be available. Grade 3 4 5 6 7 8 Algebra 1 Algebra 2 Geometry 13 | P a g e Conversions No On Reference Sheet On Reference Sheet On Reference Sheet On Reference Sheet On Reference Sheet On Reference Sheet On Reference Sheet On Reference Sheet Some Formulas No On Reference Sheet With Item On Reference Sheet On Reference Sheet No With Item On Reference Sheet On Reference Sheet March 24. 2015 z-table No No No No No No No Yes No .

and for a 270-degree rotation about the origin. y ) → (kx. GRID – May require creating circles.1 Item Types Prove that all circles are similar. Hot Text – May require dragging and dropping values or relationships to prove circles are similar. Response Attribute Calculator Items may be set in a real-world or mathematical context. ( x. Equation Editor – May require writing an algebraic description of a transformation or giving a value. Students will use a sequence of transformations to prove that circles are similar. y + b) for a translation.− x) . Multiple Choice – May require selecting a value or an expression from a list. ky ) for a dilation when given the center of dilation. Items should not require the student to use the distance or midpoint formula. for a 180-degree rotation about the origin. y ) → (− y.G-C. ( x. Multiselect – May require selecting responses. Items may require the student to use or choose the correct unit of measure.− y ) .Geometry EOC Item Specifications Florida Standards Assessments MAFS. Items should not require the student to write an equation of a circle. Items may require the student to be familiar with the algebraic description for a 90-degree rotation about the origin.912. y ) → ( x + a. y ) → ( y. Stimulus Attributes Items should not use matrices to describe transformations. and ( x. x) . Students will use the measures of different parts of a circle to determine similarity. Circles should not be given in equation form. Open Response – May require describing relationships. Clarifications Assessment Limits Table Item – May require generating tables. Items may require the student to be familiar with using the algebraic description ( x. 2015 . Items that use more than one transformation may ask the student to write a series of algebraic descriptions.1. y ) → (− x. ( x. Neutral 14 | P a g e March 24.

Geometry EOC Item Specifications Florida Standards Assessments Sample Item 15 | P a g e Item Type Equation Editor March 24. 2015 .

Students will solve problems related to circles using the properties of central angles. Clarification Assessment Limit Stimulus Attribute Response Attribute Calculator 16 | P a g e Open Response – May require describing relationships. Equation Editor – May require creating numeric values or expressions. Multiple Choice – May require selecting a value or an expression from a list. and tangents. the radius of a circle is perpendicular to the tangent where the radius intersects the circle. GRID – May require creating circles with specific features. radii. circumscribed angles.G-C. Items may include finding or describing the length of arcs when given information. chords.1. Multiselect – May require selecting responses. inscribed. Neutral March 24. inscribed angles on a diameter are right angles. and chords. 2015 . inscribed angles.Geometry EOC Item Specifications Florida Standards Assessments MAFS.2 Item Types Identify and describe relationships among inscribed angles. Include the relationship between central. Items may be set in a real-world or mathematical context. and circumscribed angles.912. radii. Items may require the student to use or choose the correct unit of measure. diameters.

Geometry EOC Item Specifications Florida Standards Assessments Sample Item 17 | P a g e Item Type Equation Editor March 24. 2015 .

or equations. Neutral March 24. Calculator 18 | P a g e Items may require the student to give statements and/or justifications to complete formal and informal proofs. Clarifications Open Response – May require explaining the validity of a proof. Students will construct a circle inscribed inside a triangle. Items may include problems that use the incenter and circumcenter of a triangle. Equation Editor – May require creating numerical values. Hot Text – May require dragging text to complete a justification or to reorder steps.3 Item Types Construct the inscribed and circumscribed circles of a triangle. and prove properties of angles for a quadrilateral inscribed in a circle. Item may be set in real-world or mathematical context. GRID – May require creating a circle or ordering steps or properties. Multiple Choice – May require selecting a value or an expression from a list. expressions. Items may require the student to provide steps for a construction. Matching Item – May require identifying properties of inscribed and circumscribed circles of a triangle. 2015 . Assessment Limit Stimulus Attribute Response Attributes Students will use or justify properties of angles of a quadrilateral that is inscribed in a circle.1.912. Multiselect – May require selecting responses.G-C. Editing Task Choice – May require choosing a step in construction or a property within an informal argument. Students will solve problems using the properties of inscribed and circumscribed circles of a triangle. Items may require the student to use or choose the correct unit of measure. Students will construct a circle circumscribed about a triangle.Geometry EOC Item Specifications Florida Standards Assessments MAFS.

Geometry EOC Item Specifications Florida Standards Assessments Sample Item 19 | P a g e Item Type GRID – Hot Spot March 24. 2015 .

Students will derive the formula for the area of a sector. Items may require the student to use or choose the correct unit of measure. Multiselect – May require selecting responses. and define the radian measure of the angle as the constant of proportionality. Equation Editor – May require creating numerical values. Items may be set in a real-world or mathematical context. or equations.912.Geometry EOC Item Specifications Florida Standards Assessments MAFS. 2015 . and define the radian measure as the constant of proportionality. Editing Task Choice – May require choosing a step in a derivation. Multiple Choice – May require selecting a value or an expression from a list. GRID – May require creating circles or completing a proof. Clarifications Open Response – May require explaining the validity of a proof. expressions. The center of dilation must be given. Students will use similarity to derive the fact that the length of the arc intercepted by an angle is proportional to the radius.5 Item Types Derive using similarity the fact that the length of the arc intercepted by an angle is proportional to the radius. Hot Text – May require dragging text to complete a proof or ordering steps in a derivation.G-C. derive the formula for the area of a sector. Neutral March 24.2. Students will apply similarity to solve problems that involve the length of the arc intercepted by an angle and the radius of a circle. Assessment Limit Stimulus Attribute Response Attribute Calculator 20 | P a g e Students will use the formula for the area of a sector to solve problems.

Geometry EOC Item Specifications Florida Standards Assessments Sample Item 21 | P a g e Item Type Equation Editor March 24. 2015 .

Neutral March 24. Multiple Choice – May require selecting a definition. perpendicular lines. GRID – May require drawing a figure. and line segments.Geometry EOC Item Specifications Florida Standards Assessments MAFS. and translations as steps to a formal definition. Response Attribute Calculator 22 | P a g e Items may require the student to use properties of rotations.912. basing the definitions on the undefined notions of point.G-CO. Students will use the precise definitions of angles. based on the undefined notions of point. and distance around a circular arc. Multiselect – May require selecting responses. parallel lines.1 Item Types Know precise definitions of angle. reflections. Clarification Assessment Limit Stimulus Attributes Open Response – May require explaining the validity of a definition. circles. Items may be set in a real-world or mathematical context Items may require the student to analyze possible definitions to determine mathematical accuracy. 2015 . parallel line. Hot Text – May require dragging text to complete a justification. distance along a line. circle. line. line. Matching Item – May require choosing precise definitions. distance along a line.1. Items may require the student to use definitions for justifications when choosing examples or nonexamples. Editing Task Choice – May require choosing a definition from an informal argument. and line segment. perpendicular line. and distance around a circular arc.

**Geometry EOC Item Specifications
**

Florida Standards Assessments

Sample Item

23 | P a g e

Item Type

Open Response

March 24, 2015

**Geometry EOC Item Specifications
**

Florida Standards Assessments

MAFS.912.G-CO.1.2

Also assesses

MAFS.912.G-CO.1.4

Item Types

**Represent transformations in the plane using, e.g., transparencies and
**

geometry software; describe transformations as functions that take points in

the plane as inputs and give other points as outputs. Compare

transformations that preserve distance and angle to those that do not (e.g.,

translation versus horizontal stretch).

Develop definitions of rotations, reflections, and translations in terms of

angles, circles, perpendicular lines, parallel lines, and line segments.

Editing Task Choice – May require choosing a definition of rotation,

reflection, or translation from an informal or formal geometric argument.

Equation Editor – May require entering the x-coordinate or y-coordinate.

Hot Text – May require completing a table.

GRID – May require constructing transformations, mapping vertices to each

other, or graphing a figure or a line of reflection.

Multiple Choice – May require selecting a value or an expression from a list.

Multiselect – May require selecting responses.

Open Response – May require explaining the differences and similarities

between different transformations.

Clarifications

**Table Item – May require completing a table of values.
**

Students will represent transformations in the plane.

Students will describe transformations as functions that take points in the

plane as inputs and give other points as outputs.

Students will compare transformations that preserve distance and angle to

those that do not.

Assessment Limits

**Students will use definitions of rotations, reflections, and translations in
**

terms of angles, circles, perpendicular lines, parallel lines, and line segments.

Items may require the student to be familiar with using the algebraic

description ( x, y ) → ( x + a, y + b) for a translation, and ( x, y ) → (kx, ky )

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, ( x, y ) → (− y, x) , for a 180-degree rotation about the

origin, ( x, y ) → (− x,− y ) , and for a 270-degree rotation about the origin,

( x, y ) → ( y,− x) . 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.

24 | P a g e

March 24, 2015

**Geometry EOC Item Specifications
**

Florida Standards Assessments

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.

Stimulus Attributes

**In items that require the student to represent transformations, at least two
**

transformations should be applied.

Items may be set in real-world or mathematical context.

Items may ask the student to determine if a transformation is rigid.

Response Attributes

**Items may ask the student to determine if steps that are given can be used to
**

develop a definition of an angle, a circle, perpendicular lines, parallel lines, or

line segments by using rotations, reflections, and translations.

Items may require the student to give a coordinate of a transformed figure.

Items may require the student to use a function, e.g., y = k ( f ( x + a )) + b ,

to describe a transformation.

Items may require the student to determine if a verbal description of a

definition is valid.

Items may require the student to determine any flaws in a verbal description

of a definition.

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 give a line of reflection and/or a degree of

rotation that carries a figure onto itself.

Calculator

25 | P a g e

**Items may require the student to draw a figure using a description of a
**

translation.

Neutral

March 24, 2015

Geometry EOC Item Specifications Florida Standards Assessments Sample Item 26 | P a g e Item Type Editing Task Choice March 24. 2015 .

y ) → (− y. Items must not use matrices to describe transformations.G-CO.3 Item Types Given a geometric figure and a rotation. y + b) for a translation. Hot Text – May require reordering steps of a transformation.1. trapezoid. Equation Editor – May require creating an algebraic description for a transformation. Items should not require the student to find the distance between points. y ) → ( y. tracing paper.Geometry EOC Item Specifications Florida Standards Assessments MAFS.912. draw the transformed figure using e. Matching Item – May require choosing transformations that will carry a figure onto another. ( x. ky ) for a dilation when given the center of dilation. Clarifications Table Item – May require completing a table of values for a transformation that will carry a figure onto another figure. 27 | P a g e March 24. Open Response – May require describing rotations and reflections. GRID – May require constructing a transformed figure or graphing a figure or a line of reflection. Multiselect – May require selecting responses. y ) → ( x + a. or translation.G-CO. Assessment Limits Students will describe rotations and reflections that carry a geometric figure onto itself. Items that use more than one transformation may ask the student to write a series of algebraic descriptions.− y ) . Students will apply two or more transformations to a given figure to draw a transformed figure. Multiple Choice – May require selecting a value or an expression from a list. ( x.912.1.g. Specify a sequence of transformations that will carry a given figure onto another. for a 180-degree rotation about the origin. y ) → (− x. reflection. ( x. and ( x. y ) → (kx. Items may require the student to be familiar with using the algebraic description ( x. describe the rotations and reflections that carry it onto itself.5 Also assesses MAFS. Items may require the student to be familiar with the algebraic description for a 90-degree rotation about the origin. Given a rectangle.− x) .. 2015 . and for a 270-degree rotation about the origin. graph paper. parallelogram. or geometry software. Students will specify a sequence of transformations that will carry a figure onto another. x) . or regular polygon.

Geometry EOC Item Specifications Florida Standards Assessments In items in which the line of reflection is given. If the line is not a vertical line or a horizontal line. y = k ( f ( x + a )) + b . Items may require the student to provide a sequence of transformations. and point-slope form of a line. In items in which the student has to write the line of reflection. it must be in slope-intercept form. any line may be used. Items may require the student to graph a figure using a description of a rotation and/or reflection. Calculator 28 | P a g e Items may require the student to give a degree of rotation that will carry a figure onto itself. Items may require the student to be familiar with slope-intercept form of a line. Stimulus Attributes In items in which the line of reflection is given. Items may require the student to give a line of reflection and/or a degree of rotation that carries a figure onto itself. Response Attributes Items may require the student to determine if an attribute of a figure is the same after a sequence of transformations has been applied. Items may require the student to write a line of reflection that will carry a figure onto itself. Items may require the student to use a function. to describe a transformation. any form of a line may be used. e.. Items may require the student to draw a figure using a description of a transformation. standard form of a line. Neutral March 24. 2015 . then the line of reflection must be graphed as a dotted line. Items may be set in a real-world or mathematical context.g.

Geometry EOC Item Specifications Florida Standards Assessments Sample Item 29 | P a g e Item Type Multiselect March 24. 2015 .

Students will use rigid motions to transform figures. Multiple Choice – May require selecting a value. If the line is not a vertical line or a horizontal line.912. Items may require the student to justify congruence using the properties of rigid motion. 2015 .2. any form of the line may be used.912. Students will use the definition of congruence in terms of rigid motions to determine if two figures are congruent. Explain how the criteria for triangle congruence (ASA. Clarifications Open Response – May require justifying why two figures are congruent. SSS. Assessment Limits Students will use congruence to justify steps within the context of a proof. In items in which the line of reflection is given.2.2. GRID – May require constructing a transformed figure.G-CO. 30 | P a g e March 24. Editing Task Choice – May require choosing text to complete a viable geometric argument.G-CO. and Hypotenuse-Leg) follow from the definition of congruence in terms of rigid motions.912. an expression from a list.7 Also assesses MAFS. given two figures. or from choices of transformations. Students will predict the effect of a given rigid motion on a given figure. then the line of reflection should be graphed as a dotted line.8 Item Types Use geometric descriptions of rigid motions to transform figures and to predict the effect of a given rigid motion on a given figure. Equation Editor – May require creating an algebraic description for a transformation. Hot Text – May require reordering steps of a transformation or selecting text that proves congruence between triangles. Students will explain triangle congruence using the definition of congruence in terms of rigid motions.G-CO.Geometry EOC Item Specifications Florida Standards Assessments MAFS. Use the definition of congruence in terms of rigid motions to show that two triangles are congruent if and only if corresponding pairs of sides and corresponding pairs of angles are congruent. Students will apply congruence to solve problems. Multiselect – May require identifying transformed figures. use the definition of congruence in terms of rigid motions to decide if they are congruent. SAS.6 Also assesses MAFS.

y = k ( f ( x + a )) + b . Neutral March 24.. standard form of a line. for a 180-degree rotation about the origin. Response Attributes Items may require the student to determine the rigid motions that show that two triangles are congruent. ky ) for a dilation when given the center of dilation. Calculator 31 | P a g e Items may require the student to give statements to complete formal and informal proofs.− x) . any line may be used. Items may ask the student to name corresponding angles and/or sides. In items in which the student must write the line of reflection. y ) → (kx. Items may require the student to be familiar with the algebraic description for a 90-degree rotation about the origin. and ( x. ( x.− y ) . Items may require the student to use a function. Items may require the student to determine the transformations required to show a given congruence. and point-slope form of a line. y ) → (− x. Items may require the student to determine if given information is sufficient for congruence. Items may require the student to list sufficient conditions to prove triangles are congruent.g. y ) → ( y. Items may require the student to be familiar with slope-intercept form of a line. 2015 . e. x) . Items may require the student to name corresponding angles or sides. y + b) for a translation. y ) → (− y.Geometry EOC Item Specifications Florida Standards Assessments Items should not require the student to use the distance formula. Items may require the student to be familiar with using the algebraic description ( x. ( x. Items that use more than one transformation may ask the student to write a series of algebraic descriptions. Stimulus Attributes Items should not use matrices to describe transformations. and for a 270-degree rotation about the origin. Items may be set in a real-world or mathematical context. y ) → ( x + a. ( x. to describe a transformation.

2015 .Geometry EOC Item Specifications Florida Standards Assessments Sample Item 32 | P a g e Item Type Multiple Choice March 24.

two-column proofs.912. Students will use theorems about lines to solve problems. or informal proofs. Theorems include: vertical angles are congruent. 2015 .Geometry EOC Item Specifications Florida Standards Assessments MAFS. congruent supplements. Stimulus Attribute Response Attributes In items that require the student to justify.9 Item Types Prove theorems about lines and angles. special angles formed by parallel lines and transversals.G-CO. the student should not be required to recall from memory the formal name of a theorem. Students will prove theorems about angles. alternate interior angles are congruent and corresponding angles are congruent. Multiple Choice – May require selecting from choices. Editing Task Choice – May require choosing a statement in a narrative proof. angle bisectors. 33 | P a g e March 24. Matching Item – May require choosing true statements about lines and angles in a diagram. Assessment Limits Students will use theorems about angles to solve problems. Clarifications Open Response – May require explaining a proof in a narrative paragraph or providing a justification. congruent complements. expressions. points on a perpendicular bisector of a line segment are exactly those equidistant from the segment’s endpoints. Items may include narrative proofs. Items may require the student to give statements and/or justifications to complete formal and informal proofs. Students will prove theorems about lines. use theorems about lines and angles to solve problems. Items may be set in a real-world or mathematical context. flow-chart proofs. Items may assess relationships between vertical angles. Multiselect – May require identifying statements or values. Hot Text – May require completing a proof by selecting statements. Equation Editor – May require creating numerical values. Items may require the student to justify a conclusion from a construction. GRID – May require completing a proof as a diagram. such as a flowchart. Items may have multiple sets of lines and angles. when a transversal crosses parallel lines. or equations.3. and a perpendicular bisector of a line segment.

Geometry EOC Item Specifications Florida Standards Assessments Calculator Neutral Sample Item 34 | P a g e Item Type Hot Text – Drag and Drop March 24. 2015 .

2015 . mid-segment of a triangle. flow-chart proofs. Neutral March 24. base angles of isosceles triangles are congruent. Stimulus Attribute Response Attributes Calculator 35 | P a g e In items that require the student to justify. or informal proofs. the medians of a triangle meet at a point. base angles of isosceles triangles. triangle inequality. Items may require the student to give statements and/or justifications to complete formal and informal proofs. Items may require the student to justify a conclusion from a construction. concurrency of perpendicular bisectors. Multiple Choice – May require selecting from choices.10 Item Types Prove theorems about triangles. Items may assess theorems and their converses for interior triangle sum.Geometry EOC Item Specifications Florida Standards Assessments MAFS. Items may be set in a real-world or mathematical context.912. the student should not be required to recall from memory the formal name of a theorem. Students will prove theorems about triangles. GRID – May require completing a proof as a diagram. use theorems about triangles to solve problems. concurrency of medians. Items may include narrative proofs. and the Hinge Theorem.G-CO. Editing Task Choice – May require choosing a statement in a narrative proof. concurrency of angle bisectors. Clarifications Assessment Limits Open Response – May require explaining a proof in a narrative paragraph or providing a justification. Hot Text – May require completing a proof by selecting statements. Multiselect – May require identifying statements or values. Students will use theorems about triangles to solve problems. the segment joining midpoints of two sides of a triangle is parallel to the third side and half the length. two-column proofs.3. Theorems include: measures of interior angles of a triangle sum to 180°. such as a flowchart.

2015 .Geometry EOC Item Specifications Florida Standards Assessments Sample Item 36 | P a g e Item Type Hot Text – Drag and Drop March 24.

squares and rectangles). Theorems include: opposite sides are congruent. Stimulus Attribute 37 | P a g e In items that require the student to justify. Items may assess theorems and their converses for rectangles and rhombuses. use theorems about parallelograms to solve problems.11 Item Types Prove theorems about parallelograms. two-column proofs. the student should not be required to recall from memory the formal name of a theorem. Items may include narrative proofs. the diagonals of a parallelogram bisect each other. or informal proofs. Editing Task Choice – May require choosing a statement in a narrative proof.3. expressions. Items may require the student to identify a specific parallelogram. Multiple Choice – May require selecting from choices. such as a flowchart. rectangles are parallelograms with congruent diagonals. Multiselect – May require identifying statements or values. or equations. GRID – May require completing a proof as a diagram. 2015 . Students will prove theorems about parallelograms. Hot Text – May require completing a proof by selecting statements. and consecutive angles of a parallelogram. Clarifications Assessment Limits Open Response – May require explaining a proof in a narrative paragraph or providing a justification. Matching Item – May require choosing true statements about a parallelogram. flow-chart proofs. Items may be set in real-world or mathematical context. and conversely.Geometry EOC Item Specifications Florida Standards Assessments MAFS.G-CO. Students will use properties of parallelograms to solve problems. opposite angles of a parallelogram.. Items may assess theorems and their converses for opposite sides of a parallelogram. opposite angles are congruent. Equation Editor – May require creating numerical values. diagonals of a parallelogram. Items may require the student to be familiar with similarities and differences between types of parallelograms (eg. March 24.912.

Neutral Sample Item 38 | P a g e Item Type Hot Text – Drag and Drop March 24.Geometry EOC Item Specifications Florida Standards Assessments Response Attributes Calculator Items may require the student to classify a quadrilateral as a parallelogram based on given properties or measures. Items may require the student to prove that a quadrilateral is a parallelogram. 2015 .

bisecting an angle. a square. constructing perpendicular lines. constructing perpendicular lines.912. bisecting a segment. Stimulus Attribute Response Attributes Items should not ask student to find values or use properties of the geometric figure that is constructed. Constructions are limited to the use of a formal compass and a straightedge. Items may require the student to justify why a construction results in the geometric figure. etc. 2015 .4. copying an angle. Items may be set in a real-world or mathematical context. Constructions are limited to copying a segment. and a regular hexagon inscribed in a circle.13 Item Types Make formal geometric constructions with a variety of tools and methods (compass and straightedge.12 Also assesses MAFS.912. Students will determine the steps of a formal geometric construction. Editing Task Choice – May require choosing a statement in a description of a construction. paper folding. Calculator 39 | P a g e Items may require the student to provide steps for a construction. and a regular hexagon inscribed in a circle. dynamic geometric software. Clarifications Assessment Limits Open Response – May require explaining the steps of a construction. Students will identify the result of a formal geometric construction. bisecting an angle. reflective devices. and constructing a line parallel to a given line through a point not on the line. including the perpendicular bisector of a line segment. Items may require the student to use or choose the correct unit of measure.G-CO. Construct an equilateral triangle. Multiselect – May require identifying the steps of a construction from a stem animation.4. copying an angle. constructing a square inscribed in a circle. string.G-CO. constructing a line parallel to a given line through a point not on the line. constructing an equilateral triangle inscribed in a circle. Hot Text – May require dragging and dropping text to complete a viable geometric argument. GRID – May require sequencing the steps of a construction or dragging and dropping steps to complete a viable geometric argument. Copying a segment. including the perpendicular bisector of a line segment. Neutral March 24.). bisecting a segment.Geometry EOC Item Specifications Florida Standards Assessments MAFS.

Geometry EOC Item Specifications Florida Standards Assessments Sample Item 40 | P a g e Item Type Multiple Choice March 24. 2015 .

Hot Text – May require selecting text. volume of a cylinder. and a cone.Geometry EOC Item Specifications Florida Standards Assessments MAFS. area of a circle. Items may ask the student to analyze an informal argument to determine mathematical accuracy. and informal limit arguments.1 Item Types Give an informal argument for the formulas for the circumference of a circle. Informal arguments are limited to dissection arguments. 2015 .912.1. and informal limit arguments. pyramid. Cavalieri’s principle. Editing Task Choice – May require choosing a statement in an informal argument. Students will give an informal argument for the formulas for the circumference of a circle.G-GMD. Use dissection arguments. Items may require the student to use or choose the correct unit of measure. Cavalieri’s principle. Neutral March 24. Clarification Assessment Limits Stimulus Attributes Response Attribute Calculator 41 | P a g e Open Response – May require writing an informal argument or explaining how to derive a formula. the area of a circle. Multiselect – May require identifying the steps of an informal argument from a stem animation. or the volume of a cylinder. Items may require the student to recall the formula for the circumference and area of a circle. a pyramid. and cone. Items may be set in a real-world or mathematical context. GRID – May require sequencing an informal argument.

Geometry EOC Item Specifications Florida Standards Assessments Sample Item 42 | P a g e Item Type Multiselect March 24. 2015 .

cylinders. Items that involve cones. Clarification Assessment Limits Open Response – May require drawing a conclusion about a given situation. cones.3 Item Types Use volume formulas for cylinders. Multiple Choice – May require selecting from choices. Calculator Items may require the student to apply the basic modeling cycle. Items may include composite figures. Items must be set in a real-world context.912. and spheres to solve problems.Geometry EOC Item Specifications Florida Standards Assessments MAFS. Equation Editor – May require expressing a numeric value or creating an expression.1. and spheres to solve problems. 2015 . pyramids. Response Attributes Items may require the student to apply the basic modeling cycle. including three-dimensional figures previously learned.G-GMD. Multiselect – May require identifying a value or a statement. Items may not include oblique figures. Items may require the student to recall the formula for the volume of a sphere. Stimulus Attributes Items may require the student to find a dimension when the volume is changed. cones. Neutral 43 | P a g e March 24. and spheres should require the student to do more than just find the volume. Students will use volume formulas for cylinders. Items may require the student to find the volume when one or more dimensions are changed. Items may require the student to use or choose the correct unit of measure. Items may require the student to find a dimension. pyramids.

Geometry EOC Item Specifications Florida Standards Assessments Sample Item 44 | P a g e Item Type Equation Editor March 24. 2015 .

2015 . Students will identify the shape of a two-dimensional cross-section of a three-dimensional object. Items may include vertical. Stimulus Attributes Items may include more than one three-dimensional shape. Assessment Limits Students will identify a three-dimensional object generated by a rotation of a two-dimensional object. horizontal. Items may be set in a real-world or mathematical context. Neutral March 24. Multiple Choice – May require selecting from choices. Response Attribute Calculator 45 | P a g e A verbal description of a cross-section or a three-dimensional shape may be used. Items may require the student to draw a line that shows the location of a cross-section. Hot Text – May require selecting the word or figure that describes the threedimensional figure made from the two-dimensional figure or sorting threedimensional figures with their two-dimensional cross-sections and vice versa.2. or other cross-sections.G-GMD.4 Item Types Identify the shapes of two-dimensional cross-sections of three-dimensional objects. GRID – May require creating a line to show the location of the cross-section of three-dimensional figures or drawing two-dimensional shapes.912. Matching Item – May require sorting three-dimensional figures with their two-dimensional cross-sections and vice versa.Geometry EOC Item Specifications Florida Standards Assessments MAFS. and identify three-dimensional objects generated by rotations of two-dimensional objects. Clarifications Multiselect – May require identifying statements.

2015 .Geometry EOC Item Specifications Florida Standards Assessments Sample Item 46 | P a g e Item Type Multiple Choice March 24.

1 Item Types Derive the equation of a circle of given center and radius using the Pythagorean Theorem.G-GPE. Students will use the Pythagorean theorem. 2015 . Items may require the student to draw a circle that matches an equation in general form. Items may be set in a real-world or mathematical context. and the circle’s radius to derive the equation of a circle. Multiple Choice – May require selecting from choices. Hot Text – May require reordering steps of a derivation.1.912. the coordinates of a circle’s center. Editing Task Choice – May require choosing steps in completing the square of the standard form of a circle expression or in the derivation of an equation of a circle using the Pythagorean theorem.Geometry EOC Item Specifications Florida Standards Assessments MAFS. GRID – May require creating circles. Students will determine the center and radius of a circle given its equation in general form. complete the square to find the center and radius of a circle given by an equation. In items where the student has to complete the square to find the center and radius of the circle. Clarifications Assessment Limit Stimulus Attribute Response Attribute Calculator Multiselect – May require identifying statements. coefficients of quadratic terms should equal one and all other terms should have integral coefficients. Neutral Sample Item 47 | P a g e Item Type Editing Task Choice March 24. Equation Editor – May require constructing an equation of a circle.

G-GPE. 2015 . Clarification Assessment Limits Open Response – May require writing an informal argument or explanation. and properties of regular polygons.2. prove or disprove that a figure defined by four given points in the coordinate plane is a rectangle. Multiple Choice – May require selecting from choices. Neutral March 24. GRID – May require graphically showing that a set of points does or does not create a specified polygon. properties of quadrilaterals.4 Item Types Use coordinates to prove simple geometric theorems algebraically. Items may require the student to determine if the algebraic proof is correct. Equation Editor – May require showing steps of an algebraic proof. 2). prove or disprove that the point (1. Students will use coordinate geometry to prove simple geometric theorems algebraically. Items may require the student to use slope or to find the distance between points. For example. Items may require the student to prove properties of triangles. Stimulus Attribute Response Attribute Calculator 48 | P a g e Items may require the student to use coordinate geometry to provide steps to a proof of a geometric theorem. √3) lies on the circle centered at the origin and containing the point (0. Items may be set in a real-world or mathematical context. Editing Task Choice – May require choosing a statement in an informal argument.Geometry EOC Item Specifications Florida Standards Assessments MAFS.912. properties of circles.

2015 .Geometry EOC Item Specifications Florida Standards Assessments Sample Item 49 | P a g e Item Type Editing Task Choice March 24.

Students will prove the slope criteria for parallel lines.5 Item Types Prove the slope criteria for parallel and perpendicular lines and use them to solve geometric problems (e. 2015 Stimulus Attribute Response Attribute .2. Equation Editor – May require constructing an equation. Clarifications Open Response – May require explaining the slope criteria. Students will prove the slope criteria for perpendicular lines. Assessment Limits Students will find equations of lines using the slope criteria for parallel and perpendicular lines.. Multiple Choice – May require selecting from choices.g. Items may be set in a real-world or mathematical context. find the equation of a line parallel or perpendicular to a given line that passes through a given point).Geometry EOC Item Specifications Florida Standards Assessments MAFS. and point-slope form of a line.G-GPE. Calculator Items may not ask the student to provide only the slope of a parallel or perpendicular line. standard form of a line.912. Lines may include horizontal and vertical lines. Neutral 50 | P a g e March 24. Items may require the student to be familiar with slope-intercept form of a line.

2015 .Geometry EOC Item Specifications Florida Standards Assessments Sample Item 51 | P a g e Item Type Equation Editor March 24.

6 Item Types Find the point on a directed line segment between two given points that partitions the segment in a given ratio. Equation Editor – May require identifying a ratio. Items may require the student to find a ratio when given the endpoints of a directed line segment and a point on the line segment. GRID – May require constructing a graph. Items may be set in a real-world or mathematical context.2. 2015 . Students will find a point on a directed line segment between two given points when given the partition as a ratio. Neutral Sample Item 52 | P a g e Item Type Equation Editor March 24.G-GPE.Geometry EOC Item Specifications Florida Standards Assessments MAFS. Multiple Choice – May require selecting from choices. one endpoint.912. and a point on the directed line segment. Items may require the student to find an endpoint when given a ratio. Clarification Assessment Limit Stimulus Attribute Response Attributes Calculator Multiselect – May require identifying points on a line segment.

Items may require the use of the Pythagorean theorem. Multiple Choice – May require selecting from choices. concave. and/or irregular polygons. Stimulus Attribute Response Attributes In items that require the student to find the area. Items may require the student to use or choose the correct unit of measure. regular. Items may include convex. Items must be set in a real-world context. the polygon must be able to be divided into triangles and rectangles. e.912. Neutral March 24.Geometry EOC Item Specifications Florida Standards Assessments MAFS. Items may require the student to apply the basic modeling cycle.. Students will use coordinate geometry to find the area of triangles and rectangles. Students will use coordinate geometry to find a perimeter of a polygon.7 Item Types Clarifications Assessment Limits Use coordinates to compute perimeters of polygons and areas of triangles and rectangles. 2015 . Calculator 53 | P a g e Items may require the student to find a dimension given the perimeter or area of a polygon.g.2.G-GPE. Equation Editor – May require identifying the perimeter of a polygon or the area of a triangle or a rectangle. using the distance formula.

Geometry EOC Item Specifications Florida Standards Assessments Sample Item 54 | P a g e Item Type Equation Editor March 24. 2015 .

3. Items must be set in a real-world context.1 Item Types Use geometric shapes. Multiple Choice – May require choosing a property to describe an object. Items may include composite figures. Editing Task Choice – May require choosing a statement in a description. Items may require the student to use or choose the correct unit of measure. Equation Editor – May require expressing a numerical value or creating an equation that models a given situation. Calculator Items may require the student to apply the basic modeling cycle.g. measures.1. Stimulus Attribute Response Attributes Items must not also assess G-GMD. their measures. and their properties to describe objects (e.. Items may require the student to use knowledge of other Geometry standards. or circumference of a shape found in the real world. Multiselect – May require selecting shapes or properties that describe an object. perimeter. volume.1.Geometry EOC Item Specifications Florida Standards Assessments MAFS. and/or properties that describe an object. surface area. Students will use measures of geometric shapes to find the area. Students will use geometric shapes to describe objects found in the real world. Neutral 55 | P a g e March 24. Matching Item – May require choosing shapes. Clarifications Open Response – May require explaining properties of objects. Assessment Limits Students will apply properties of geometric shapes to solve real-world problems. modeling a tree trunk or a human torso as a cylinder).3 or G-MG.1. GRID – May require constructing a figure.G-MG. 2015 .912.

2015 .Geometry EOC Item Specifications Florida Standards Assessments Sample Item 56 | P a g e Item Type Matching Item March 24.

Multiple Choice – May require selecting from choices.1.Geometry EOC Item Specifications Florida Standards Assessments MAFS. 2015 . Items may require the student to use knowledge of other Geometry standards. Clarifications Open Response – May require explaining a model. Calculator Items may require the student to use or choose the correct unit of measure. persons per square mile. Items may require the student to apply the basic modeling cycle.912. Students will apply concepts of density based on area in modeling situations. Equation Editor – May require identifying a value.G-MG.. Matching Item – May require choosing true values and units that model density.g. Items must be set in a real-world context.2 Item Types Apply concepts of density based on area and volume in modeling situations (e. Editing Task Choice – May require choosing a statement or units. BTUs per cubic foot). Neutral Assessment Limit 57 | P a g e March 24. Stimulus Attribute Response Attributes Students will apply concepts of density based on volume in modeling situations.

Geometry EOC Item Specifications Florida Standards Assessments Sample Item 58 | P a g e Item Type Equation Editor March 24. 2015 .

Students will apply geometric methods to solve design problems.g. Items must be set in a real-world context. 2015 .G-MG.1.912.1..1.3 or G-MG. Equation Editor – May require expressing a numerical value or creating an equation that models a given situation. Items may require the student to apply the basic modeling cycle.1. designing an object or structure to satisfy physical constraints or minimize cost. Calculator 59 | P a g e Items may require the student to use or choose the correct unit of measure. Items may require the student to use knowledge of other Geometry standards. working with typographic grid systems based on ratios). GRID – May require constructing a figure.Geometry EOC Item Specifications Florida Standards Assessments MAFS.3 Item Types Apply geometric methods to solve design problems (e. Neutral March 24. Items may require the student to interpret the results of a solution within the context of the modeling situation. Stimulus Attribute Response Attributes Items that use volume should not also assess G-GMD. Hot Text – May require rearranging statements about a solution or a model. Editing Task Choice – May require choosing a statement in a description. Clarification Assessment Limits Open Response – May require explaining a model.

2015 .Geometry EOC Item Specifications Florida Standards Assessments Sample Item 60 | P a g e Item Type Equation Editor March 24.

When dilating a line that does not pass through the center of dilation. Matching Item – May require choosing true statements given a dilation’s center and scale factor. Items may give the student a figure or its dilation. The center of dilation and scale factor must be given. and scale and ask the student to verify the properties of dilation.G-SRT. Items may use line segments of a geometric figure.Geometry EOC Item Specifications Florida Standards Assessments MAFS. center. b. Open Response – May require explaining whether or not a dilation is accurate or explaining how the scale factor is determined for a given dilation. The dilation of a line segment is longer or shorter in the ratio given by the scale factor. A dilation takes a line not passing through the center of the dilation to a parallel line and leaves a line passing through the center unchanged. Stimulus Attributes Response Attribute Calculator 61 | P a g e Scale factors may be written as a rule. GRID – May require constructing lines and/or line segments to show the effects of a given dilation. students will verify that the dilated line is parallel. Clarifications Table Item – May require generating tables and creating dilations based on scale factor input values. Neutral March 24. When dilating a line that passes through the center of dilation. Assessment Limits When dilating a line segment. Items may be set in a real-world or mathematical context. 2015 .1 Item Types Verify experimentally the properties of dilations given by a center and a scale factor: a. Editing Task Choice – May require choosing a statement in a narrative description.912.1. Multiselect – May require selecting figures that show a correct dilation. students will verify that the line is unchanged. Equation Editor – May require determining the scale factor of a given dilation. students will verify that the dilated line segment is longer or shorter with respect to the scale factor.

2015 .Geometry EOC Item Specifications Florida Standards Assessments Sample Item 62 | P a g e Item Type Multiselect March 24.

1. explain using similarity transformations the meaning of similarity for triangles as the equality of all corresponding pairs of angles and the proportionality of all corresponding pairs of sides. Items may require the student to be familiar with using the algebraic description ( x. ( x. 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. ( x. Multiple Choice – May require selecting from choices.− y ) . for a 180-degree rotation about the origin.2 Item Types Given two figures. Multiselect – May require identifying similar figures. Items may require the student to be familiar with the algebraic description for a 90-degree rotation about the origin.912. Students will explain using the definition of similarity in terms of similarity transformations that corresponding angles of two figures are congruent and that corresponding sides of two figures are proportional.− x) . Matching Item – May require choosing true statements that will show two figures are similar.Geometry EOC Item Specifications Florida Standards Assessments MAFS. Editing Task Choice – May require choosing a statement in an informal argument. ( x. and ( x. y + b) for a translation. ky ) for a dilation when given the center of dilation.G-SRT. y ) → ( y. 2015 . y ) → (− x. Clarifications Assessment Limit Stimulus Attribute Response Attribute Calculator 63 | P a g e Open Response – May require explaining how figures are similar. y ) → (kx. x) . Neutral March 24. Equation Editor – May require creating an algebraic description for a transformation. y ) → ( x + a. Items may be set in a real-world or mathematical context. use the definition of similarity in terms of similarity transformations to decide if they are similar. Items may ask the student to determine if given information is sufficient to determine similarity. y ) → (− y. Students will use the definition of similarity in terms of similarity transformations to decide if two figures are similar.

Geometry EOC Item Specifications Florida Standards Assessments Sample Item 64 | P a g e Item Type Multiselect March 24. 2015 .

Prove theorems about triangles. Clarifications Open Response – May require explaining properties of similar triangles or explaining a proof in a narrative paragraph. ky ) for a dilation when given the center of dilation. Multiselect – May require identifying similar triangles.− x) . Students will use triangle similarity to prove theorems about triangles.912. y ) → ( y. Theorems include: a line parallel to one side of a triangle divides the other two proportionally. y ) → ( x + a. Items may be set in a real-world or mathematical context. the Pythagorean Theorem proved using triangle similarity. y + b) for a translation. ( x.G-SRT. ( x. GRID – May require constructing a similar triangle. Assessment Limit Stimulus Attribute Response Attribute Calculator 65 | P a g e Students will prove the Pythagorean theorem using similarity. y ) → (− x. and ( x. for a 180-degree rotation about the origin. Items may require the student to be familiar with the algebraic description for a 90-degree rotation about the origin. Multiple Choice – May require selecting from choices. Students will explain using properties of similarity transformations why the AA criterion is sufficient to show that two triangles are similar.− y ) . y ) → (− y. Items may require the student to be familiar with using the algebraic description ( x. and conversely. y ) → (kx. and for a 270-degree rotation about the origin. Matching Item – May require choosing properties that will establish the AA criterion for two triangles.1.2. Hot Text – May require completing a two-column proof.Geometry EOC Item Specifications Florida Standards Assessments MAFS. x) . Items that use more than one transformation may ask the student to write a series of algebraic descriptions.912. Neutral March 24. 2015 .G-SRT. ( x.3 Also assesses MAFS. Equation Editor – May require creating an algebraic description for a transformation.4 Item Types Use the properties of similarity transformations to establish the AA criterion for two triangles to be similar.

Geometry EOC Item Specifications Florida Standards Assessments Sample Item 66 | P a g e Item Type Multiple Choice March 24. 2015 .

Items may be set in a real-world or mathematical context. Items may use geometric figures of any shape if the figure can be deconstructed to form a triangle.G-SRT. Items may require the student to use or choose the correct unit of measure.2. 2015 . Students will use similarity criteria for triangles to solve problems.5 Item Types Use congruence and similarity criteria for triangles to solve problems and to prove relationships in geometric figures. Equation Editor – May require expressing a value or an expression. Students will use congruence criteria for triangles to solve problems. Assessment Limit Stimulus Attribute Response Attribute Calculator 67 | P a g e Students will use similarity criteria for triangles to prove relationships in geometric figures. Neutral March 24. GRID – May require constructing a proof from a list of given postulates.912.Geometry EOC Item Specifications Florida Standards Assessments MAFS. Multiple Choice – May require selecting from choices. Editing Task Choice – May require choosing a statement in an informal argument or narrative proof. Students will use congruence criteria for triangles to prove relationships in geometric figures. Hot Text – May require constructing a proof or dragging and dropping steps to prove a relationship in a geometric figure. Clarifications Open Response – May require writing an informal argument or explanation.

Geometry EOC Item Specifications Florida Standards Assessments Sample Item 68 | P a g e Item Type Editing Task Choice March 24. 2015 .

2015 .8 Also assesses MAFS.3. 69 | P a g e March 24. items must be set in a real-world context. Items will assess only sine.8.8. side ratios in right triangles are properties of the angles in the triangle. Equation Editor – May require expressing a value or an expression.912.912.6 Also assesses MAFS. Items may require the student to find equivalent ratios.3. For G-SRT. Understand that by similarity.G-SRT. Students will use similarity to explain the definition of trigonometric ratios for acute angles. For G-SRT. Multiple-choice options may be written as a trigonometric equation. Clarifications Open Response – May require writing an informal argument or explanation. Hot Text – May require dragging and dropping steps to explain the definition of trigonometric ratios.3.G-SRT. Matching Item – May require matching expressions to the appropriate trigonometric ratio.3.3.7. Response Attributes For G-SRT. Students will explain the relationship between sine and cosine of complementary angles.7 Item Types Use trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems. Students will use trigonometric ratios and the Pythagorean theorem to solve right triangles in applied problems.3.6 and G-SRT. and tangent to determine the length of a side or an angle measure.3. leading to definitions of trigonometric ratios for acute angles. Editing Task Choice – May require completing an explanation of a definition or a relationship of trigonometric ratios.Geometry EOC Item Specifications Florida Standards Assessments MAFS. Explain and use the relationship between the sine and cosine of complementary angles.G-SRT.912. Items may require the student to use or choose the correct unit of measure. Multiple Choice – May require selecting from choices. Assessment Limit Stimulus Attributes Students will use the relationship between sine and cosine of complementary angles. cosine. items may require the student to apply the basic modeling cycle. items must be set in a mathematical context.

Geometry EOC Item Specifications Florida Standards Assessments Calculator Equation Editor items may require the student to use the inverse trigonometric function to write an expression. Neutral Sample Item 70 | P a g e Item Type Equation Editor March 24. 2015 .

Geometry EOC Item Specifications Florida Standards Assessments Geometry EOC FSA Mathematics Reference Sheet Customary Conversions 1 foot = 12 inches 1 yard = 3 feet 1 mile = 5.280 feet 1 mile = 1. 2015 .760 yards 1 cup = 8 fluid ounces 1 pint = 2 cups 1 quart = 2 pints 1 gallon = 4 quarts 1 pound = 16 ounces 1 ton = 2.000 pounds Metric Conversions 1 meter = 100 centimeters 1 meter = 1000 millimeters 1 kilometer = 1000 meters 1 liter = 1000 milliliters 1 gram = 1000 milligrams 1 kilogram = 1000 grams Time Conversions 1 minute = 60 seconds 1 hour = 60 minutes 1 day = 24 hours 1 year = 365 days 1 year = 52 weeks 71 | P a g e March 24.

Geometry EOC Item Specifications Florida Standards Assessments Geometry EOC FSA Mathematics Reference Sheet Formulas sin A° = cos A° = tan A° = V = Bh opposite hypotenuse adjacent hypotenuse opposite adjacent 1 V = Bh 3 4 V = π?? 3 3 ?? = ???? + ?? . where m = slope and b = y-intercept ?? − ??1 = ??(?? − ??1 ) . where m = slope and (??1 . ??1 ) is a point on the line 72 | P a g e March 24. 2015 .

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