GEOMETRY (Common Core)
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- Clementine Wade
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1 The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION GEOMETRY (Common Core) Tuesday, June 2, :15 to 4:15 p.m. MODEL RESPONSE SET Table of Contents Question Question Question Question Question Question Question Question Question Question Question Question
2 Question Use a compass and straightedge to construct an inscribed square in circle T shown below. [Leave all construction marks.] Score 2: The student drew a correct construction showing all appropriate construction marks and the square was drawn. Geometry (Common Core) June 15 [2]
![] Score 2: The student drew a correct construction showing all](/docs-images/48/23796109/images/page_2.jpg "appropriate construction marks and the square was drawn.")
3 Question Use a compass and straightedge to construct an inscribed square in circle T shown below. [Leave all construction marks.] Score 2: The student drew a correct construction showing all appropriate construction marks and the square was drawn. Geometry (Common Core) June 15 [3]
![] Score 2: The student drew a correct construction showing all](/docs-images/48/23796109/images/page_3.jpg "appropriate construction marks and the square was drawn.")
4 Question Use a compass and straightedge to construct an inscribed square in circle T shown below. [Leave all construction marks.] Score 1: The student drew a correct construction showing all appropriate construction marks, but the square was not drawn. Geometry (Common Core) June 15 [4]
![] Score 1: The student drew a correct construction showing all](/docs-images/48/23796109/images/page_4.jpg "appropriate construction marks, but the square was not drawn.")
5 Question Use a compass and straightedge to construct an inscribed square in circle T shown below. [Leave all construction marks.] Score 1: The student made an error by correctly constructing a circumscribed square around circle T. Geometry (Common Core) June 15 [5]
6 Question Use a compass and straightedge to construct an inscribed square in circle T shown below. [Leave all construction marks.] Score 0: The student made a drawing that is not a construction. Geometry (Common Core) June 15 [6]
7 Question Use a compass and straightedge to construct an inscribed square in circle T shown below. [Leave all construction marks.] Score 0: The student incorrectly drew a circumscribed square around circle T. Geometry (Common Core) June 15 [7]
8 Question The diagram below shows parallelogram LMNO with diagonal LN, m M 118, and m LNO 22. L M O N Explain why m NLO is 40 degrees. Score 2: The student has a complete and correct response. Geometry (Common Core) June 15 [8]
9 Question The diagram below shows parallelogram LMNO with diagonal LN, m M 118, and m LNO 22. L M O N Explain why m NLO is 40 degrees. Score 2: The student has a complete and correct response. Geometry (Common Core) June 15 [9]
10 Question The diagram below shows parallelogram LMNO with diagonal LN, m M 118, and m LNO 22. L M O N Explain why m NLO is 40 degrees. Score 2: The student has a complete and correct response. Geometry (Common Core) June 15 [10]
11 Question The diagram below shows parallelogram LMNO with diagonal LN, m M 118, and m LNO 22. L M O N Explain why m NLO is 40 degrees. Score 1: The student mathematically justified the angle measure, but did not provide an explanation in words. Geometry (Common Core) June 15 [11]
12 Question The diagram below shows parallelogram LMNO with diagonal LN, m M 118, and m LNO 22. L M O N Explain why m NLO is 40 degrees. Score 1: The student gave an incomplete explanation, because a geometric relationship between 118 and 22 was not established. Geometry (Common Core) June 15 [12]
13 Question The diagram below shows parallelogram LMNO with diagonal LN, m M 118, and m LNO 22. L M O N Explain why m NLO is 40 degrees. Score 1: The student had one computational error with an appropriate explanation. Geometry (Common Core) June 15 [13]
14 Question The diagram below shows parallelogram LMNO with diagonal LN, m M 118, and m LNO 22. L M O N Explain why m NLO is 40 degrees. Score 0: The student gave a completely incorrect explanation. Geometry (Common Core) June 15 [14]
15 Question The coordinates of the endpoints of AB are A( 6, 5) and B(4,0). Point P is on AB. Determine and state the coordinates of point P, such that AP:PB is 2:3. [The use of the set of axes below is optional.] Score 2: The student has a complete and correct response. The student showed correct work that was not necessary. Geometry (Common Core) June 15 [15]
16 Question The coordinates of the endpoints of AB are A( 6, 5) and B(4,0). Point P is on AB. Determine and state the coordinates of point P, such that AP:PB is 2:3. [The use of the set of axes below is optional.] y x Score 2: The student has a complete and correct response. Geometry (Common Core) June 15 [16]
17 Question The coordinates of the endpoints of AB are A( 6, 5) and B(4,0). Point P is on AB. Determine and state the coordinates of point P, such that AP:PB is 2:3. [The use of the set of axes below is optional.] Score 1: The coordinates of P were not stated as a point. Geometry (Common Core) June 15 [17]
18 Question The coordinates of the endpoints of AB are A( 6, 5) and B(4,0). Point P is on AB. Determine and state the coordinates of point P, such that AP:PB is 2:3. [The use of the set of axes below is optional.] y x Score 1: The student made an error in determining the y-coordinate. Geometry (Common Core) June 15 [18]
19 Question The coordinates of the endpoints of AB are A( 6, 5) and B(4,0). Point P is on AB. Determine and state the coordinates of point P, such that AP:PB is 2:3. [The use of the set of axes below is optional.] Score 1: The student determined the coordinates of P such that AP:PB is in a 3:2 ratio. Geometry (Common Core) June 15 [19]
20 Question The coordinates of the endpoints of AB are A( 6, 5) and B(4,0). Point P is on AB. Determine and state the coordinates of point P, such that AP:PB is 2:3. [The use of the set of axes below is optional.] y x Score 1: The student made an error by multiplying by 2 3 instead of 2 5. Geometry (Common Core) June 15 [20]
21 Question The coordinates of the endpoints of AB are A( 6, 5) and B(4,0). Point P is on AB. Determine and state the coordinates of point P, such that AP:PB is 2:3. [The use of the set of axes below is optional.] y x Score 0: The student s use of the midpoint formula was irrelevant to the question. Geometry (Common Core) June 15 [21]
22 Question The diagram below shows a ramp connecting the ground to a loading platform 4.5 feet above the ground. The ramp measures feet from the ground to the top of the loading platform. Ramp 4.5 ft ft Determine and state, to the nearest degree, the angle of elevation formed by the ramp and the ground. Score 2: The student has a complete and correct response. Geometry (Common Core) June 15 [22]
23 Question The diagram below shows a ramp connecting the ground to a loading platform 4.5 feet above the ground. The ramp measures feet from the ground to the top of the loading platform. Ramp 4.5 ft ft Determine and state, to the nearest degree, the angle of elevation formed by the ramp and the ground. Score 1: The student wrote a correct equation, but the angle of elevation was found incorrectly. Geometry (Common Core) June 15 [23]
24 Question The diagram below shows a ramp connecting the ground to a loading platform 4.5 feet above the ground. The ramp measures feet from the ground to the top of the loading platform. Ramp 4.5 ft ft Determine and state, to the nearest degree, the angle of elevation formed by the ramp and the ground. Score 1: The student made an error by using the wrong trigonometric function, but found an appropriate angle of elevation. Geometry (Common Core) June 15 [24]
25 Question The diagram below shows a ramp connecting the ground to a loading platform 4.5 feet above the ground. The ramp measures feet from the ground to the top of the loading platform. Ramp 4.5 ft ft Determine and state, to the nearest degree, the angle of elevation formed by the ramp and the ground. Score 1: The student wrote a correct equation, but no further correct work was shown. Geometry (Common Core) June 15 [25]
26 Question The diagram below shows a ramp connecting the ground to a loading platform 4.5 feet above the ground. The ramp measures feet from the ground to the top of the loading platform. Ramp 4.5 ft ft Determine and state, to the nearest degree, the angle of elevation formed by the ramp and the ground. Score 0: The student had a completely incorrect response. Geometry (Common Core) June 15 [26]
27 Question In the diagram below of circle O, the area of the shaded sector AOC is 12π in 2 and the length of OA is 6 inches. Determine and state m AOC. Score 2: The student has a complete and correct response. Geometry (Common Core) June 15 [27]
28 Question In the diagram below of circle O, the area of the shaded sector AOC is 12π in 2 and the length of OA is 6 inches. Determine and state m AOC. Score 2: The student has a complete and correct response. Geometry (Common Core) June 15 [28]
29 Question In the diagram below of circle O, the area of the shaded sector AOC is 12π in 2 and the length of OA is 6 inches. Determine and state m AOC. Score 2: The student has a complete and correct response. Geometry (Common Core) June 15 [29]
30 Question In the diagram below of circle O, the area of the shaded sector AOC is 12π in 2 and the length of OA is 6 inches. Determine and state m AOC. Score 1: The student made an error by finding the central angle for the unshaded sector. Geometry (Common Core) June 15 [30]
31 Question In the diagram below of circle O, the area of the shaded sector AOC is 12π in 2 and the length of OA is 6 inches. Determine and state m AOC. Score 1: The student made an error when reducing Geometry (Common Core) June 15 [31]
32 Question In the diagram below of circle O, the area of the shaded sector AOC is 12π in 2 and the length of OA is 6 inches. Determine and state m AOC. Score 0: The student had a completely incorrect response. Geometry (Common Core) June 15 [32]
33 Question After a reflection over a line, A B C is the image of ABC. Explain why triangle ABC is congruent to triangle A B C. Score 2: The student has a complete and correct response. Geometry (Common Core) June 15 [33]
34 Question After a reflection over a line, A B C is the image of ABC. Explain why triangle ABC is congruent to triangle A B C. Score 2: The student has a complete and correct response. Geometry (Common Core) June 15 [34]
35 Question After a reflection over a line, A B C is the image of ABC. Explain why triangle ABC is congruent to triangle A B C. Score 1: The student wrote an incomplete explanation. Geometry (Common Core) June 15 [35]
36 Question After a reflection over a line, A B C is the image of ABC. Explain why triangle ABC is congruent to triangle A B C. Score 0: The student did not provide an explanation. Geometry (Common Core) June 15 [36]
37 Question A flagpole casts a shadow meters long. Tim stands at a distance of meters from the base of the flagpole, such that the end of Tim s shadow meets the end of the flagpole s shadow. If Tim is 1.65 meters tall, determine and state the height of the flagpole to the nearest tenth of a meter. Score 2: The student has a complete and correct response. Geometry (Common Core) June 15 [37]
38 Question A flagpole casts a shadow meters long. Tim stands at a distance of meters from the base of the flagpole, such that the end of Tim s shadow meets the end of the flagpole s shadow. If Tim is 1.65 meters tall, determine and state the height of the flagpole to the nearest tenth of a meter. Score 2: The student has a complete and correct response. Geometry (Common Core) June 15 [38]
39 Question A flagpole casts a shadow meters long. Tim stands at a distance of meters from the base of the flagpole, such that the end of Tim s shadow meets the end of the flagpole s shadow. If Tim is 1.65 meters tall, determine and state the height of the flagpole to the nearest tenth of a meter. Score 2: The student has a complete and correct response. Geometry (Common Core) June 15 [39]
40 Question A flagpole casts a shadow meters long. Tim stands at a distance of meters from the base of the flagpole, such that the end of Tim s shadow meets the end of the flagpole s shadow. If Tim is 1.65 meters tall, determine and state the height of the flagpole to the nearest tenth of a meter. Score 1: The student wrote an incorrect equation based on an incorrectly labeled diagram, but solved it appropriately. Geometry (Common Core) June 15 [40]
41 Question A flagpole casts a shadow meters long. Tim stands at a distance of meters from the base of the flagpole, such that the end of Tim s shadow meets the end of the flagpole s shadow. If Tim is 1.65 meters tall, determine and state the height of the flagpole to the nearest tenth of a meter. Score 1: The student made an error using the incorrect trigonometric function, and found an incorrect angle measure for x. The student made the same error in finding the height. Geometry (Common Core) June 15 [41]
42 Question A flagpole casts a shadow meters long. Tim stands at a distance of meters from the base of the flagpole, such that the end of Tim s shadow meets the end of the flagpole s shadow. If Tim is 1.65 meters tall, determine and state the height of the flagpole to the nearest tenth of a meter. Score 1: The student wrote a correct system of equations, but no further work was shown. Geometry (Common Core) June 15 [42]
43 Question A flagpole casts a shadow meters long. Tim stands at a distance of meters from the base of the flagpole, such that the end of Tim s shadow meets the end of the flagpole s shadow. If Tim is 1.65 meters tall, determine and state the height of the flagpole to the nearest tenth of a meter. Score 1: The student wrote a correct proportion, but no further correct work was shown. Geometry (Common Core) June 15 [43]
44 Question A flagpole casts a shadow meters long. Tim stands at a distance of meters from the base of the flagpole, such that the end of Tim s shadow meets the end of the flagpole s shadow. If Tim is 1.65 meters tall, determine and state the height of the flagpole to the nearest tenth of a meter. Score 0: The student did not subtract from The student also wrote an incorrect proportion. Geometry (Common Core) June 15 [44]
45 Question A flagpole casts a shadow meters long. Tim stands at a distance of meters from the base of the flagpole, such that the end of Tim s shadow meets the end of the flagpole s shadow. If Tim is 1.65 meters tall, determine and state the height of the flagpole to the nearest tenth of a meter. Score 0: The student had a completely incorrect response. Geometry (Common Core) June 15 [45]
46 Question In the diagram below, EF intersects AB and CD at G and H, respectively, and GI is drawn such that GH IH. E A G B C H I D F If m EGB 50 and m DIG 115, explain why AB CD. Score 4: The student has a complete and correct response. Geometry (Common Core) June 15 [46]
47 Question In the diagram below, EF intersects AB and CD at G and H, respectively, and GI is drawn such that GH IH. E A G B C H I D F If m EGB 50 and m DIG 115, explain why AB CD. Score 3: The student stated correct angle measures, but did not have an explanation for m AGH and m GIH. Geometry (Common Core) June 15 [47]
48 Question In the diagram below, EF intersects AB and CD at G and H, respectively, and GI is drawn such that GH IH. E A G B C H I D F If m EGB 50 and m DIG 115, explain why AB CD. Score 3: The student stated correct angle measures with explanations, but did not explain why AB CD. Geometry (Common Core) June 15 [48]
49 Question In the diagram below, EF intersects AB and CD at G and H, respectively, and GI is drawn such that GH IH. E A G B C H I D F If m EGB 50 and m DIG 115, explain why AB CD. Score 2: The student made one computational error in finding m HIG. The student made an error in the explanation by identifying EGB and GHI as alternate interior angles. Geometry (Common Core) June 15 [49]
50 Question In the diagram below, EF intersects AB and CD at G and H, respectively, and GI is drawn such that GH IH. E A G B C H I D F If m EGB 50 and m DIG 115, explain why AB CD. Score 2: The student made one conceptual error using alternate interior angles of parallel lines to prove the same lines parallel. Geometry (Common Core) June 15 [50]
51 Question In the diagram below, EF intersects AB and CD at G and H, respectively, and GI is drawn such that GH IH. E A G B C H I D F If m EGB 50 and m DIG 115, explain why AB CD. Score 2: The student had appropriate angle measures stated correctly, but was missing the explanation. Geometry (Common Core) June 15 [51]
52 Question In the diagram below, EF intersects AB and CD at G and H, respectively, and GI is drawn such that GH IH. E A G B C H I D F If m EGB 50 and m DIG 115, explain why AB CD. Score 1: The student found appropriate angle measures based on a mislabeled diagram, and the explanation was missing. Geometry (Common Core) June 15 [52]
53 Question In the diagram below, EF intersects AB and CD at G and H, respectively, and GI is drawn such that GH IH. E A G B C H I D F If m EGB 50 and m DIG 115, explain why AB CD. Score 0: The student did not show enough work on which to base the explanation. Geometry (Common Core) June 15 [53]
54 Question Given: Quadrilateral ABCD is a parallelogram with diagonals AC and BD intersecting at E A B E D C Prove: AED CEB Describe a single rigid motion that maps AED onto CEB. Score 4: The student has a complete and correct proof, and a correct rigid motion is stated. Geometry (Common Core) June 15 [54]
55 Question Given: Quadrilateral ABCD is a parallelogram with diagonals AC and BD intersecting at E A B E D C Prove: AED CEB Describe a single rigid motion that maps AED onto CEB. Score 4: The student has a complete and correct proof, and a correct rigid motion is described. Geometry (Common Core) June 15 [55]
56 Question Given: Quadrilateral ABCD is a parallelogram with diagonals AC and BD intersecting at E A B E D C Prove: AED CEB Describe a single rigid motion that maps AED onto CEB. Score 3: The student wrote an incomplete description of the rigid motion. Geometry (Common Core) June 15 [56]
57 Question Given: Quadrilateral ABCD is a parallelogram with diagonals AC and BD intersecting at E A B E D C Prove: AED CEB Describe a single rigid motion that maps AED onto CEB. Score 3: The student had an incorrect reason for the last step, but a correct rigid motion was stated. Geometry (Common Core) June 15 [57]
58 Question Given: Quadrilateral ABCD is a parallelogram with diagonals AC and BD intersecting at E A B E D C Prove: AED CEB Describe a single rigid motion that maps AED onto CEB. Score 2: The student was missing the reason 1 2 and wrote an incomplete description of the rigid motion. Geometry (Common Core) June 15 [58]
59 Question Given: Quadrilateral ABCD is a parallelogram with diagonals AC and BD intersecting at E A B E D C Prove: AED CEB Describe a single rigid motion that maps AED onto CEB. Score 1: The student had some correct statements about the proof. The description of the rigid motion was incomplete. Geometry (Common Core) June 15 [59]
60 Question Given: Quadrilateral ABCD is a parallelogram with diagonals AC and BD intersecting at E A B E D C Prove: AED CEB Describe a single rigid motion that maps AED onto CEB. Score 0: The student wrote only the given information, and an incomplete description of the rigid motion. Geometry (Common Core) June 15 [60]
61 Question In the diagram below, the line of sight from the park ranger station, P, to the lifeguard chair, L, on the beach of a lake is perpendicular to the path joining the campground, C, and the first aid station, F. The campground is 0.25 mile from the lifeguard chair. The straight paths from both the campground and first aid station to the park ranger station are perpendicular. P Lake 0.55 mi F L 0.25 mi C If the path from the park ranger station to the campground is 0.55 mile, determine and state, to the nearest hundredth of a mile, the distance between the park ranger station and the lifeguard chair. Gerald believes the distance from the first aid station to the campground is at least 1.5 miles. Is Gerald correct? Justify your answer. Score 4: The student has a complete and correct response. Geometry (Common Core) June 15 [61]
62 Question In the diagram below, the line of sight from the park ranger station, P, to the lifeguard chair, L, on the beach of a lake is perpendicular to the path joining the campground, C, and the first aid station, F. The campground is 0.25 mile from the lifeguard chair. The straight paths from both the campground and first aid station to the park ranger station are perpendicular. P Lake 0.55 mi F L 0.25 mi C If the path from the park ranger station to the campground is 0.55 mile, determine and state, to the nearest hundredth of a mile, the distance between the park ranger station and the lifeguard chair. Gerald believes the distance from the first aid station to the campground is at least 1.5 miles. Is Gerald correct? Justify your answer. Score 3: The student did not state if Gerald is correct. Geometry (Common Core) June 15 [62]
63 Question In the diagram below, the line of sight from the park ranger station, P, to the lifeguard chair, L, on the beach of a lake is perpendicular to the path joining the campground, C, and the first aid station, F. The campground is 0.25 mile from the lifeguard chair. The straight paths from both the campground and first aid station to the park ranger station are perpendicular. P Lake 0.55 mi F L 0.25 mi C If the path from the park ranger station to the campground is 0.55 mile, determine and state, to the nearest hundredth of a mile, the distance between the park ranger station and the lifeguard chair. Gerald believes the distance from the first aid station to the campground is at least 1.5 miles. Is Gerald correct? Justify your answer. Score 2: The student made one computational error and one rounding error in finding the distance between the park ranger station and the lifeguard chair. Geometry (Common Core) June 15 [63]
64 Question In the diagram below, the line of sight from the park ranger station, P, to the lifeguard chair, L, on the beach of a lake is perpendicular to the path joining the campground, C, and the first aid station, F. The campground is 0.25 mile from the lifeguard chair. The straight paths from both the campground and first aid station to the park ranger station are perpendicular. P Lake 0.55 mi F L 0.25 mi C If the path from the park ranger station to the campground is 0.55 mile, determine and state, to the nearest hundredth of a mile, the distance between the park ranger station and the lifeguard chair. Gerald believes the distance from the first aid station to the campground is at least 1.5 miles. Is Gerald correct? Justify your answer. Score 2: The student showed correct work to find 0.49, but no further correct work was shown. Geometry (Common Core) June 15 [64]
65 Question In the diagram below, the line of sight from the park ranger station, P, to the lifeguard chair, L, on the beach of a lake is perpendicular to the path joining the campground, C, and the first aid station, F. The campground is 0.25 mile from the lifeguard chair. The straight paths from both the campground and first aid station to the park ranger station are perpendicular. If the path from the park ranger station to the campground is 0.55 mile, determine and state, to the nearest hundredth of a mile, the distance between the park ranger station and the lifeguard chair. Gerald believes the distance from the first aid station to the campground is at least 1.5 miles. Is Gerald correct? Justify your answer. Score 1: The student made one rounding error, and no further correct work was shown. Geometry (Common Core) June 15 [65]
66 Question In the diagram below, the line of sight from the park ranger station, P, to the lifeguard chair, L, on the beach of a lake is perpendicular to the path joining the campground, C, and the first aid station, F. The campground is 0.25 mile from the lifeguard chair. The straight paths from both the campground and first aid station to the park ranger station are perpendicular. P Lake 0.55 mi F L 0.25 mi C If the path from the park ranger station to the campground is 0.55 mile, determine and state, to the nearest hundredth of a mile, the distance between the park ranger station and the lifeguard chair. Gerald believes the distance from the first aid station to the campground is at least 1.5 miles. Is Gerald correct? Justify your answer. Score 0: The student had a completely incorrect response. Geometry (Common Core) June 15 [66]
67 Question The water tower in the picture below is modeled by the two-dimensional figure beside it. The water tower is composed of a hemisphere, a cylinder, and a cone. Let C be the center of the hemisphere and let D be the center of the base of the cone. E F D G 25 ft B C K 8.5 ft A Source: Question 35 is continued on the next page. Geometry (Common Core) June 15 [67]
68 Question 35 continued If AC 8.5 feet, BF 25 feet, and m EFD 47, determine and state, to the nearest cubic foot, the volume of the water tower. The water tower was constructed to hold a maximum of 400,000 pounds of water. If water weighs 62.4 pounds per cubic foot, can the water tower be filled to 85% of its volume and not exceed the weight limit? Justify your answer. Score 6: The student had a complete and correct response. Geometry (Common Core) June 15 [68]
69 Question The water tower in the picture below is modeled by the two-dimensional figure beside it. The water tower is composed of a hemisphere, a cylinder, and a cone. Let C be the center of the hemisphere and let D be the center of the base of the cone. E F D G 25 ft B C K 8.5 ft A Source: Question 35 is continued on the next page. Geometry (Common Core) June 15 [69]
70 Question 35 continued If AC 8.5 feet, BF 25 feet, and m EFD 47, determine and state, to the nearest cubic foot, the volume of the water tower. The water tower was constructed to hold a maximum of 400,000 pounds of water. If water weighs 62.4 pounds per cubic foot, can the water tower be filled to 85% of its volume and not exceed the weight limit? Justify your answer. Score 5: The student used 3.14 instead of π to calculate the volume. Geometry (Common Core) June 15 [70]
71 Question The water tower in the picture below is modeled by the two-dimensional figure beside it. The water tower is composed of a hemisphere, a cylinder, and a cone. Let C be the center of the hemisphere and let D be the center of the base of the cone. E F D G 25 ft B C K 8.5 ft A Source: Question 35 is continued on the next page. Geometry (Common Core) June 15 [71]
72 Question 35 continued If AC 8.5 feet, BF 25 feet, and m EFD 47, determine and state, to the nearest cubic foot, the volume of the water tower. The water tower was constructed to hold a maximum of 400,000 pounds of water. If water weighs 62.4 pounds per cubic foot, can the water tower be filled to 85% of its volume and not exceed the weight limit? Justify your answer. Score 4: The student found the correct volume, but did not justify the answer No. Geometry (Common Core) June 15 [72]
73 Question The water tower in the picture below is modeled by the two-dimensional figure beside it. The water tower is composed of a hemisphere, a cylinder, and a cone. Let C be the center of the hemisphere and let D be the center of the base of the cone. E F D G 25 ft B C K 8.5 ft A Source: Question 35 is continued on the next page. Geometry (Common Core) June 15 [73]
74 Question 35 continued If AC 8.5 feet, BF 25 feet, and m EFD 47, determine and state, to the nearest cubic foot, the volume of the water tower. The water tower was constructed to hold a maximum of 400,000 pounds of water. If water weighs 62.4 pounds per cubic foot, can the water tower be filled to 85% of its volume and not exceed the weight limit? Justify your answer. Score 4: The student rounded early with x 9.1, and did not state if the water tower can be filled to 85%. Geometry (Common Core) June 15 [74]
75 Question The water tower in the picture below is modeled by the two-dimensional figure beside it. The water tower is composed of a hemisphere, a cylinder, and a cone. Let C be the center of the hemisphere and let D be the center of the base of the cone. E F D G 25 ft B C K 8.5 ft A Source: Question 35 is continued on the next page. Geometry (Common Core) June 15 [75]
76 Question 35 continued If AC 8.5 feet, BF 25 feet, and m EFD 47, determine and state, to the nearest cubic foot, the volume of the water tower. The water tower was constructed to hold a maximum of 400,000 pounds of water. If water weighs 62.4 pounds per cubic foot, can the water tower be filled to 85% of its volume and not exceed the weight limit? Justify your answer. Score 3: The student made one conceptual error by finding the area of half of a circle instead of the volume of a hemisphere. The height of the cone was rounded incorrectly. The student used the answer from the first part to answer the second part appropriately. Geometry (Common Core) June 15 [76]
77 Question The water tower in the picture below is modeled by the two-dimensional figure beside it. The water tower is composed of a hemisphere, a cylinder, and a cone. Let C be the center of the hemisphere and let D be the center of the base of the cone. E F D G 25 ft B C K 8.5 ft A Source: Question 35 is continued on the next page. Geometry (Common Core) June 15 [77]
78 Question 35 continued If AC 8.5 feet, BF 25 feet, and m EFD 47, determine and state, to the nearest cubic foot, the volume of the water tower. The water tower was constructed to hold a maximum of 400,000 pounds of water. If water weighs 62.4 pounds per cubic foot, can the water tower be filled to 85% of its volume and not exceed the weight limit? Justify your answer. Score 3: The student made one conceptual error by using 8.5 for the height of the cone, and did not state if the water tower can be filled to 85%. Geometry (Common Core) June 15 [78]
79 Question The water tower in the picture below is modeled by the two-dimensional figure beside it. The water tower is composed of a hemisphere, a cylinder, and a cone. Let C be the center of the hemisphere and let D be the center of the base of the cone. E F D G 25 ft B C K 8.5 ft A Source: Question 35 is continued on the next page. Geometry (Common Core) June 15 [79]
80 Question 35 continued If AC 8.5 feet, BF 25 feet, and m EFD 47, determine and state, to the nearest cubic foot, the volume of the water tower. The water tower was constructed to hold a maximum of 400,000 pounds of water. If water weighs 62.4 pounds per cubic foot, can the water tower be filled to 85% of its volume and not exceed the weight limit? Justify your answer. Score 2: The student made one conceptual error by using 8.5 for the height of the cone, and made an error by not dividing the volume of the sphere by 2. The student did not state if the water tower can be filled to 85%. Geometry (Common Core) June 15 [80]
81 Question The water tower in the picture below is modeled by the two-dimensional figure beside it. The water tower is composed of a hemisphere, a cylinder, and a cone. Let C be the center of the hemisphere and let D be the center of the base of the cone. E F D G 25 ft B C K 8.5 ft A Source: Question 35 is continued on the next page. Geometry (Common Core) June 15 [81]
82 Question 35 continued If AC 8.5 feet, BF 25 feet, and m EFD 47, determine and state, to the nearest cubic foot, the volume of the water tower. The water tower was constructed to hold a maximum of 400,000 pounds of water. If water weighs 62.4 pounds per cubic foot, can the water tower be filled to 85% of its volume and not exceed the weight limit? Justify your answer. Score 1: The student made two conceptual errors in finding the volume of the water tower and one computational error by not multiplying by 85%. Geometry (Common Core) June 15 [82]
83 Question The water tower in the picture below is modeled by the two-dimensional figure beside it. The water tower is composed of a hemisphere, a cylinder, and a cone. Let C be the center of the hemisphere and let D be the center of the base of the cone. E F D G 25 ft B C K 8.5 ft A Source: Question 35 is continued on the next page. Geometry (Common Core) June 15 [83]
84 Question 35 continued If AC 8.5 feet, BF 25 feet, and m EFD 47, determine and state, to the nearest cubic foot, the volume of the water tower. The water tower was constructed to hold a maximum of 400,000 pounds of water. If water weighs 62.4 pounds per cubic foot, can the water tower be filled to 85% of its volume and not exceed the weight limit? Justify your answer. Score 0: The student had a completely incorrect response. Geometry (Common Core) June 15 [84]
85 Question In the coordinate plane, the vertices of RST are R(6, 1), S(1, 4), and T( 5,6). Prove that RST is a right triangle. [The use of the set of axes on the next page is optional.] State the coordinates of point P such that quadrilateral RSTP is a rectangle. Question 36 is continued on the next page. Geometry (Common Core) June 15 [85]
86 Question 36 continued Prove that your quadrilateral RSTP is a rectangle. [The use of the set of axes below is optional.] Score 6: The student has a complete and correct response. Geometry (Common Core) June 15 [86]
87 Question In the coordinate plane, the vertices of RST are R(6, 1), S(1, 4), and T( 5,6). Prove that RST is a right triangle. [The use of the set of axes on the next page is optional.] State the coordinates of point P such that quadrilateral RSTP is a rectangle. Question 36 is continued on the next page. Geometry (Common Core) June 15 [87]
88 Question 36 continued Prove that your quadrilateral RSTP is a rectangle. [The use of the set of axes below is optional.] Score 6: The student has a complete and correct response. Geometry (Common Core) June 15 [88]
89 Question In the coordinate plane, the vertices of RST are R(6, 1), S(1, 4), and T( 5,6). Prove that RST is a right triangle. [The use of the set of axes on the next page is optional.] State the coordinates of point P such that quadrilateral RSTP is a rectangle. Question 36 is continued on the next page. Geometry (Common Core) June 15 [89]
90 Question 36 continued Prove that your quadrilateral RSTP is a rectangle. [The use of the set of axes below is optional.] Score 5: The student proved RSTP is a parallelogram, but did not have a concluding statement proving RSTP is a rectangle. Geometry (Common Core) June 15 [90]
91 Question In the coordinate plane, the vertices of RST are R(6, 1), S(1, 4), and T( 5,6). Prove that RST is a right triangle. [The use of the set of axes on the next page is optional.] State the coordinates of point P such that quadrilateral RSTP is a rectangle. Question 36 is continued on the next page. Geometry (Common Core) June 15 [91]
92 Question 36 continued Prove that your quadrilateral RSTP is a rectangle. [The use of the set of axes below is optional.] Score 4: The student made one conceptual error when proving the rectangle, because no work is shown to prove that RSTP is a parallelogram. Geometry (Common Core) June 15 [92]
93 Question In the coordinate plane, the vertices of RST are R(6, 1), S(1, 4), and T( 5,6). Prove that RST is a right triangle. [The use of the set of axes on the next page is optional.] State the coordinates of point P such that quadrilateral RSTP is a rectangle. Question 36 is continued on the next page. Geometry (Common Core) June 15 [93]
94 Question 36 continued Prove that your quadrilateral RSTP is a rectangle. [The use of the set of axes below is optional.] Score 4: The student did not prove RST is a right triangle. The student found point P and stated its coordinates correctly. The student s proof for rectangle RSTP is correct. Geometry (Common Core) June 15 [94]
95 Question In the coordinate plane, the vertices of RST are R(6, 1), S(1, 4), and T( 5,6). Prove that RST is a right triangle. [The use of the set of axes on the next page is optional.] State the coordinates of point P such that quadrilateral RSTP is a rectangle. Question 36 is continued on the next page. Geometry (Common Core) June 15 [95]
96 Question 36 continued Prove that your quadrilateral RSTP is a rectangle. [The use of the set of axes below is optional.] Score 3: The student correctly proved the right triangle and stated the coordinates of P, but no further correct work was shown. Geometry (Common Core) June 15 [96]
97 Question In the coordinate plane, the vertices of RST are R(6, 1), S(1, 4), and T( 5,6). Prove that RST is a right triangle. [The use of the set of axes on the next page is optional.] State the coordinates of point P such that quadrilateral RSTP is a rectangle. Question 36 is continued on the next page. Geometry (Common Core) June 15 [97]
98 Question 36 continued Prove that your quadrilateral RSTP is a rectangle. [The use of the set of axes below is optional.] Score 2: The student was missing a concluding statement when proving the right triangle, and the coordinates of P were correctly stated, but no further correct work is shown. Geometry (Common Core) June 15 [98]
99 Question In the coordinate plane, the vertices of RST are R(6, 1), S(1, 4), and T( 5,6). Prove that RST is a right triangle. [The use of the set of axes on the next page is optional.] State the coordinates of point P such that quadrilateral RSTP is a rectangle. Question 36 is continued on the next page. Geometry (Common Core) June 15 [99]
100 Question 36 continued Prove that your quadrilateral RSTP is a rectangle. [The use of the set of axes below is optional.] Score 2: The student had an incomplete triangle proof. When graphing the triangle, the student mixed up the x- and y-coordinates, which is one graphing error. The student stated appropriate coordinates for P based on this error. No further correct work was shown. Geometry (Common Core) June 15 [100]
101 Question In the coordinate plane, the vertices of RST are R(6, 1), S(1, 4), and T( 5,6). Prove that RST is a right triangle. [The use of the set of axes on the next page is optional.] State the coordinates of point P such that quadrilateral RSTP is a rectangle. Question 36 is continued on the next page. Geometry (Common Core) June 15 [101]
102 Question 36 continued Prove that your quadrilateral RSTP is a rectangle. [The use of the set of axes below is optional.] Score 1: The student graphed point P correctly and stated its coordinates. No further work was shown. Geometry (Common Core) June 15 [102]
103 Question In the coordinate plane, the vertices of RST are R(6, 1), S(1, 4), and T( 5,6). Prove that RST is a right triangle. [The use of the set of axes on the next page is optional.] State the coordinates of point P such that quadrilateral RSTP is a rectangle. Question 36 is continued on the next page. Geometry (Common Core) June 15 [103]
104 Question 36 continued Prove that your quadrilateral RSTP is a rectangle. [The use of the set of axes below is optional.] Score 0: The student had no work to justify the statements, and the parentheses are missing on the coordinates of P. Geometry (Common Core) June 15 [104]
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