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.

b. draw/construct geometric shapes

6

3

9

c. relationships among shapes (hierarchical)

4

3

7

d. congruence and similarity

7

5

12

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

f. lines and properties

6

2

8

g. polygons, circles, Pythagorean Theorem

6

3

9

12. Us the Pythagorean Theorem to find length of a segment.

h. networks

1

2

3

i. intersections of lines

1

0

1

j. topology

0

1

1

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

d. intersections of planes

1

0

1

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 .

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

e. examine shapes through graphing

2

3

5

f. examine properties of shapes through graphing

2

3

5

g. tessellations

0

2

2

4. Measurement

a. use appropriate techniques and skills for measuring

6

5

11

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.

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.

g. surface area and volume

3

3

6

h. use benchmarks for estimating

5

4

9

5. Identify estimates for metric units .

i. rates and derived measurements

5

1

6

j. angles

5

1

6

k. measurements beyond geometric measurements

3

3

6

l. indirect measurement

3

2

5

m. limit, maximum, minimum

1

4

5

n. differentiation & integration

0

3

3

o. polar coordinates

2

0

2

p. role of pi

0

2

2

q. history of measurement systems

0

2

2

r. relationships between types of measurements

2

0

2

u. trigonometry

0

1

1