| Middle School Geometry/Measurement Item Specification Chart | |||||||
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S | T | A | Type I | Type II | Type III | Type IV | |
1. Two-Dimensional Geometry | |||||||
a. two-dimensional shapes | 7 | 5 | 12 |
| 6. Determine which shape has the given properties of diagonals. |
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b. draw/construct geometric shapes | 6 | 3 | 9 | ||||
c. relationships among shapes (hierarchical) | 4 | 3 | 7 | ||||
d. congruence and similarity | 7 | 5 | 12 |
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| 11. Prove angles or segments of a shape are congruent. | 16. Identify student misconception about over-generalizing congruence or similarity because of specific cases. |
e. angles, sides, perimeter, area | 7 | 3 | 10 | 1.State definition of lines, rays, angles, points, midpoint |
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f. lines and properties | 6 | 2 | 8 | ||||
g. polygons, circles, Pythagorean Theorem | 6 | 3 | 9 |
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| 12. Us the Pythagorean Theorem to find length of a segment. |
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h. networks | 1 | 2 | 3 |
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i. intersections of lines | 1 | 0 | 1 |
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j. topology | 0 | 1 | 1 |
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2. Three-Dimensional Geometry | |||||||
a. three-dimensional shapes | 7 | 5 | 12 | 2. Indicate the number of edges or faces in a pyramid or prism. | 8. Given 2-D net, identify cube. | 13. Given cube combinations, identify 3-D shape that could be formed. | 17. Describe how to help a student with difficulty in identifying cross-sections. 18. Address student misconception about naming edges, vertices, and faces. |
b. 2-D representations of 3-D shapes | 6 | 2 | 8 | ||||
c. spherical geometry | 1 | 2 | 3 |
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d. intersections of planes | 1 | 0 | 1 |
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3. Transformational/Coordinate Geometry | |||||||
a. flips, slides, turns, scaling, dilations | 7 | 5 | 12 |
| 7. Identify information needed for transformations. 9. Identify the transformation of a figure. . | 14. Verify that two shapes are congruent through identification of transformations . |
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b. congruence, similarity, properties | 5 | 5 | 10 | ||||
c. rotation and reflection point symmetry | 5 | 2 | 7 |
| 10. Identify shapes with rotation and reflection symmetry. |
| 19. Address student misconception about over-generalizing rotation and reflection symmetries based on limited examples. |
d. numerical/algebraic relationships | 3 | 2 | 5 |
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e. examine shapes through graphing | 2 | 3 | 5 |
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f. examine properties of shapes through graphing | 2 | 3 | 5
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g. tessellations | 0 | 2 | 2 |
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4. Measurement | |||||||
a. use appropriate techniques and skills for measuring | 6 | 5 | 11 |
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| 20. Explain strategy for correcting misconception about finding area. |
b. select appropriate units | 7 | 3 | 10 | 3. Put metric measurements in order from greatest to least or least to greatest. |
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c. use metric and customary units | 4 | 5 | 9 | ||||
d. units within systems | 6 | 2 | 8 | ||||
e. measurable attributes | 4 | 3 | 7 | ||||
f. appropriate measurement formulas | 4 | 3 | 7 | 4. Identify formula for area or perimeter. |
| 15. Explain how doubling or multiplying an edge affects volume or surface area. |
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g. surface area and volume | 3 | 3 | 6 | ||||
h. use benchmarks for estimating | 5 | 4 | 9 | 5. Identify estimates for metric units . |
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i. rates and derived measurements | 5 | 1 | 6 |
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j. angles | 5 | 1 | 6 |
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k. measurements beyond geometric measurements | 3 | 3 | 6 |
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l. indirect measurement | 3 | 2 | 5 |
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m. limit, maximum, minimum | 1 | 4 | 5 |
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n. differentiation & integration | 0 | 3 | 3 |
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o. polar coordinates | 2 | 0 | 2 |
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p. role of pi | 0 | 2 | 2 |
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q. history of measurement systems | 0 | 2 | 2 |
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r. relationships between types of measurements | 2 | 0 | 2 |
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u. trigonometry | 0 | 1 | 1 |
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