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Regents Examination in Geometry (Common Core)

Regents Examination in Geometry (Common Core). Regents Examination in Geometry (Common Core). Test Guide Question Types & Development Clarifications Sample Items & Comparisons . Test Guide. Educator Guide to the Regents Examination in Geometry (Common Core). refer to page 2.

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Regents Examination in Geometry (Common Core)

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  1. Regents Examination in Geometry (Common Core) EngageNY.org

  2. Regents Examination in Geometry (Common Core) EngageNY.org Test Guide Question Types & Development Clarifications Sample Items & Comparisons

  3. Test Guide Educator Guide to the Regents Examination in Geometry (Common Core) EngageNY.org

  4. refer to page 2 Test Guide Conceptual Categories are the highest organizing level in the high school CCLS for Mathematics. The two conceptual categories for Geometry (Common Core) are Modeling and Geometry. The Modeling conceptual category is woven throughout various standards. EngageNY.org

  5. refer to page 2 Test Guide The Geometry conceptual category is divided into domains, clusters, and standards. • Domains are larger groups of related clusters and standards. Standards from different domains may be closely related. • Clusters are groups of related standards. Note that standards from different clusters may sometimes be closely related, because mathematics is a connected subject. • Standards define what students should understand and be able to do. In some cases, standards are further articulated into lettered components. EngageNY.org

  6. refer to page 3 Test Guide Regents Examination in Geometry (Common Core) Blueprint EngageNY.org

  7. refer to page 4 Test Guide Content Chart EngageNY.org

  8. refer to page 6 Test Guide Question Format Part I – Multiple-Choice Questions Parts II, III, IV – Constructed-Response Questions EngageNY.org

  9. refer to page 7 Test Guide Mathematics Tools for the Regents Examination in Geometry (Common Core) • Graphing Calculator • Straightedge • Compass EngageNY.org

  10. refer to page 8 Test Guide • Reference Sheet • Same as Algebra I EngageNY.org

  11. Question Types & Development Question Types • Multiple-Choice Questions • Constructed-Response Questions EngageNY.org

  12. Question Types & Development Question Types • Multiple-Choice Questions • primarily used to assess procedural fluency and conceptual understanding • measure the Standards for Mathematical Content • may incorporate Standards for Mathematical Practices and real-world applications • some questions require multiple steps EngageNY.org

  13. Question Types & Development Question Types • Constructed-Response Questions (2-credit) • students are required to show their work • may involve multiple steps • the application of multiple mathematics skills • real-world applications • may require students to explain or justify their solutions and/or show their process of problem solving EngageNY.org

  14. Question Types & Development Question Types • Constructed-Response Questions (4-,6-credit) • require students to show their work in completing more extensive problems which may involve multiple tasks and concepts • students will need to reason abstractly and quantitatively • students may need to construct viable arguments to justify and/or prove geometric relationships in order to demonstrate procedural and conceptual understanding • 6-credit constructed-response questions • students will develop multi-step, extended logical arguments and proofs involving major content and/or use modeling to solve real-world and mathematical application problems EngageNY.org

  15. Development: Item-Writing Guidelines These guidelines for writing multiple-choice and constructed-response items serve to ensure that the items included on operational exams meet certain standards for alignment to curriculum, fairness, clarity, and overall quality. • Using these guidelines to draft questions is one of many steps employed to help ensure a valid, fair, and quality assessment. • Draft questions that meet these criteria are allowed to move forward in the development process. The next step is for the items to be reviewed, and edited when necessary, by a Committee of certified New York State educators.  Only items that are approved by the educator panel are allowed to be field-tested. EngageNY.org

  16. Standards Clarifications In an effort to ensure that the standards can be interpreted by teachers and used effectively to inform classroom instruction, several standards of the Geometry curriculum have been identified as needing some clarification. These clarifications are outlined below. • G-CO.3 • Trapezoid is defined as “A quadrilateral with at least one pair of parallel sides.” • G-CO.10, G-CO.11, G-SRT.4 • Theorems include but are not limited to the listed theorems. • G-CO.12 • Constructions include but are not limited to the listed constructions. • G-SRT.5 • ASA, SAS, SSS, AAS, and Hypotenuse-Leg theorem are valid criteria for triangle congruence. • AA, SAS, and SSS are valid criteria for triangle similarity. • G-C.2 • Relationships include but are not limited to the listed relationships. EngageNY.org

  17. Sample Items & Comparison EngageNY.org Let’s take an in-depth look at some of the Sample Items. We’ll look at: Selected Sample Items Annotations Rubric Compares to past regents questions

  18. refer to page 1 MC Sample Question 1 What are the coordinates of the point on the directed line segment from K(–5,–4) to L(5,1) that partitions the segment into a ratio of 3 to 2? EngageNY.org

  19. 2pt CR Sample Question refer to page 13 5 A B 3 EngageNY.org

  20. 2pt CR Sample Question refer to page 17 5 Two stacks of 23 quarters each are shown below. One stack forms a cylinder but the other stack does not form a cylinder. Use Cavalieri’s principle to explain why the volumes of these two stacks of quarters are equal. EngageNY.org

  21. 4pt CR Sample Question refer to page 29 L A C D N EngageNY.org

  22. 4pt CR Sample Question refer to page 33 9 As shown below, a canoe is approaching a lighthouse on the coastline of a lake. The front of the canoe is 1.5 feet above the water and an observer in the lighthouse is 112 feet above the water. At 5:00, the observer in the lighthouse measured the angle of depression to the front of the canoe to be 6°. Five minutes later, the observer measured and saw the angle of depression to the front of the canoe had increased by 49°. Determine and state, to the nearest foot per minute, the average speed at which the canoe traveled toward the lighthouse. EngageNY.org

  23. 4pt CR Sample Question refer to page 45 12 Trees that are cut down and stripped of their branches for timber are approximately cylindrical. A timber company specializes in a certain type of tree that has a typical diameter of 50 cm and a typical height of about 10 meters. If the density of the wood is 380 kilograms per cubic meter, and the wood can be sold by mass at a rate of $4.75 per kilogram, determine and state the minimum number of whole trees that must be sold to raise $50,000. EngageNY.org

  24. 6pt CR Sample Question refer to page 49 A B C O D EngageNY.org

  25. Questions? EngageNY.org

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