Common Core Geometry
Unit 4: Extending to Three Dimensions
PARCC Exam Notes
Unit 4: Assessment Clarifications
Standard
M/S/A
G.GMD.B.4
G.GMD.A.1
G.GMD.A.3
Calc?
MP
Notes
A
PBA/
EOY?
PBA No
N/A
N/A
N/A
Neutral
7
A
EOY
Yes
PBA No
Yes
1, 4, 5
Identify the shapes of two-dimensional cross-sections of three-dimensional objects, and identify three-dimensional objects generated by rotations
of two-dimensional objects.
Connected to Evidence Statement HS.D.2-1
Solve multi-step contextual problems with degree of difficulty appropriate to the course involving perimeter, area, or volume that require solving
a quadratic equation.
i) To make the tasks involve strategic use of tools, in this case, the quadratic formula (see e.g., PARRC Model Content Frameworks, P.81, final
paragraph on the sense in which the quadratic formula is a tool) - tasks do not cue students that a quadratic equation is involved in the task, do
not cue use of the quadratic formula, etc.
ii) For example,
An artist wants to build a right-triangular frame in which one of the legs exceeds the other in length by 1 unit, and in which the hypotenuse
exceeds the longer leg in length by 1 unit. Use algebra to show that there is one and only one such right triangle, and determine its side lengths.”
The SBAC Sample HS Items “cake problem” in their item specs
Yes
1, 4, 5
Neutral
3, 6, 7
Yes
1, 4, 5
Yes
1, 4, 5
A
EOY
Yes
PBA
Yes
Connected to Evidence Statement HS.D.2-2
Solve multi-step contextual problems with degree of difficulty appropriate to the course involving perimeter, area, or volume that require finding
an approximate solution to a polynomial equation using numerical/graphical means.
i) Tasks may or may not have a context.
ii) Tasks may involve coordinates (G-GPE.7)
iii) Refer to A-REI.11 for some of the content knowledge from the previous course relevant to these tasks.
iv)Cubic polynomials are limited to ones in which linear and quadratic factors are available
v) To make the tasks involve strategic use of tools (MP.5), calculation and graphing aids are available but tasks do not prompt the student to use
them.
vi) See for example the “Propane Tanks” task in ITN Appendix F.
Give an informal argument for the formulas for the circumference of a circle, area of a circle, volume of a cylinder, pyramid, and cone. Use
dissection arguments, Cavalieri’s principle, and informal limit arguments.
Connected to Evidence Statement HS.D.2-1
Solve multi-step contextual problems with degree of difficulty appropriate to the course involving perimeter, area, or volume that require solving
a quadratic equation.
i) To make the tasks involve strategic use of tools, in this case, the quadratic formula (see e.g., PARRC Model Content Frameworks, P.81, final
paragraph on the sense in which the quadratic formula is a tool) - tasks do not cue students that a quadratic equation is involved in the task, do
not cue use of the quadratic formula, etc.
ii) For example,
An artist wants to build a right-triangular frame in which one of the legs exceeds the other in length by 1 unit, and in which the hypotenuse
exceeds the longer leg in length by 1 unit. Use algebra to show that there is one and only one such right triangle, and determine its side lengths.”
The SBAC Sample HS Items “cake problem” in their item specs
Connected to Evidence Statement HS.D.2-2
Solve multi-step contextual problems with degree of difficulty appropriate to the course involving perimeter, area, or volume that require finding
an approximate solution to a polynomial equation using numerical/graphical means.
G.MG.A.3
G.MG.A.1
Major
Major
EOY
Yes
PBA No
Item
Spec
N/A
4
i) Tasks may or may not have a context.
ii) Tasks may involve coordinates (G-GPE.7)
iii) Refer to A-REI.11 for some of the content knowledge from the previous course relevant to these tasks.
iv)Cubic polynomials are limited to ones in which linear and quadratic factors are available
v) To make the tasks involve strategic use of tools (MP.5), calculation and graphing aids are available but tasks do not prompt the student to use
them.
vi) See for example the “Propane Tanks” task in ITN Appendix F.
Use volume formulas for cylinders, pyramids, cones, and spheres to solve problems.
N/A
N/A
EOY
Yes
Item
Spec
1, 2,
5, 6, 4
PBA No
EOY
Yes
N/A
Item
Spec
N/A
1, 2,
5, 6, 4
Connected to Evidence Statement G-Int.1
Solve multi-step contextual word problems with degree of difficulty appropriate to the course, requiring application of course-level knowledge
and skills articulated in G-MG and G-GPE.7.
i) G-MG is the primary content
ii) See examples at http://illustrativemathematics.org for G-MG.
N/A
Connected to Evidence Statement G-Int.1
Solve multi-step contextual word problems with degree of difficulty appropriate to the course, requiring application of course-level knowledge
and skills articulated in G-MG and G-GPE.7.
i) G-MG is the primary content
ii) See examples at http://illustrativemathematics.org for G-MG.
PBA/
EOY?
PBA
Yes
EOY
Yes
PBA No
EOY
Yes (for
Int)
Calc?
MP
Notes
Neutral
6
Neutral
6
N/A
Item
Spec
N/A
1, 2,
5, 6, 4
Know precise definitions of angle, circle, perpendicular line, parallel line, and line segment, based on the undefined notions of point, line,
distance along a line, and distance around a circular arc.
Know precise definitions of angle, circle, perpendicular line, parallel line, and line segment, based on the undefined notions of point, line,
distance along a line, and distance around a circular arc.
N/A
Connected to Evidence Statement G-Int.1
Solve multi-step contextual word problems with degree of difficulty appropriate to the course, requiring application of course-level knowledge
and skills articulated in G-MG and G-GPE.7.
i) G-MG is the primary content
ii) See examples at http://illustrativemathematics.org for G-MG.
N/A
Connected to Evidence Statement G-Int.1
Solve multi-step contextual word problems with degree of difficulty appropriate to the course, requiring application of course-level knowledge
and skills articulated in G-MG and G-GPE.7.
i) G-MG is the primary content
ii) See examples at http://illustrativemathematics.org for G-MG.
N/A
Connected to Evidence Statement G-Int.1
Solve multi-step contextual word problems with degree of difficulty appropriate to the course, requiring application of course-level knowledge
and skills articulated in G-MG and G-GPE.7.
i) G-MG is the primary content
ii) See examples at http://illustrativemathematics.org for G-MG.
Overarching Standards:
Standard
M/S/A
G.CO.A.1
Supp
G.MG.A.1
Major
G.MG.A.2
Major
PBA No
EOY
Yes (for
Int)
N/A
Item
Spec
N/A
1, 2,
5, 6, 4
G.MG.A.3
Major
PBA No
EOY
Yes (for
Int)
N/A
Item
Spec
N/A
1, 2,
5, 6, 4
PARCC Abbreviation Key:
PBA: Performance-Based Assessment
EOY: End of Year Assessment
M/S/A: Indicates whether this standard is considered Major, Supporting, or Additional Content
MP: Standards for Mathematical Practice
* Indicates a modeling standard
PARCC Sub-Claims:
Sub-Claim A: Information on how PARCC will assess major content
Sub-Claim B: Information on how PARCC will assess additional and supporting content
Sub-Claim C: Information on how PARCC will assess reasoning
Sub-Claim D: Information on how PARCC will assess modeling