Texas Education Agency Student Assessment Division Fall 2010

Total

Taught in
1 st
CSCOPE
, 2 nd and 4 th nine weeks
Units 1, 2, 4, 5, 6, 11, 12
Readiness G.2.B
(2) Geometric structure. The student analyzes geometric relationships in order to make and verify conjectures. The student is expected to:
(B) make conjectures about angles, lines, polygons, circles, and three-dimensional figures and determine the validity of the conjectures, choosing from a variety of approaches such as coordinate, transformational, or axiomatic.
Number of steps it takes to solve the problem.
2 – 3 steps
DOK: Level (Evidence)
Level 3, provide mathematical justifications.
Academic Vocabulary
Write (S) it is stated and (I) if it is implied
Collinear (S)
Inductive reasoning (I)
Euclidean geometry (I)
What part of the SE is being tested?
Make conjectures to determine which mathematical statement is correct about the given figure.
How is it being tested?
Students must select the appropriate answer by making conjectures about the given figure.
What do the students need to know in order to answer the question correctly?
Students must understand that if they connect point x and z with a line that it will be smaller than twice the length of XY.

Taught in
1 st
CSCOPE
, 2 nd and 4 th nine weeks
Units 1, 3, 4, 5, 11
Readiness G.3.C
(3) Geometric structure. The student applies logical reasoning to justify and prove mathematical statements. The student is expected to:
(C) use logical reasoning to prove statements are true and find counter examples to disprove statements that are false;
Number of steps it takes to solve the problem.
Level 2
DOK: Level (Evidence)
Academic Vocabulary
Write (S) it is stated and (I) if it is implied
What part of the SE is being tested?
How is it being tested?
What do the students need to know in order to answer the question correctly?

Taught in
CSCOPE
1 st and 4 th nine weeks
Units 1, 3, 11, 12
Supporting G.3.E
(3) Geometric structure.
The student applies logical reasoning to justify and prove mathematical statements. The student is expected to:
(E) use deductive reasoning to prove a statement.
Number of steps it takes to solve the problem.
DOK: Level (Evidence)
Academic Vocabulary
Write (S) it is stated and (I) if it is implied
What part of the SE is being tested?
How is it being tested?
What do the students need to know in order to answer the question correctly?

1 st
Taught in
CSCOPE
, 2 nd , 3 rd and 4 th nine weeks
Units 2, 4, 5, 7, 9, 11
Readiness G.5.A
(5) Geometric patterns. The student uses a variety of representations to describe geometric relationships and solve problems. The student is expected to:
(A) use numeric and geometric patterns to develop algebraic expressions representing geometric properties;
Number of steps it takes to solve the problem.
DOK: Level (Evidence)
Academic Vocabulary
Write (S) it is stated and (I) if it is implied
What part of the SE is being tested?
How is it being tested?
What do the students need to know in order to answer the question correctly?
.

Taught in
CSCOPE
1 st and 4 th nine weeks
Units 2, 11, 12
Supporting G.5.C
(5) Geometric patterns. The student uses a variety of representations to describe geometric relationships and solve problems. The student is expected to:
(C) use properties of transformations and their compositions to make connections between mathematics and the real world, such as tessellations;
Number of steps it takes to solve the problem.
DOK: Level (Evidence)
Academic Vocabulary
Write (S) it is stated and (I) if it is implied
What part of the SE is being tested?
How is it being tested?
What do the students need to know in order to answer the question correctly?

Taught in
CSCOPE
2 nd and 4 th nine weeks
Units 5, 11, 12
Readiness G.5.D
(5) Geometric patterns. The student uses a variety of representations to describe geometric relationships and solve problems. The student is expected to:
Number of steps it takes to solve the problem.
DOK: Level (Evidence)
(D) identify and apply patterns from right triangles to solve meaningful problems, including special right triangles (45-45-90 and 30-60-90) and triangles whose sides are Pythagorean triples.
Academic Vocabulary
Write (S) it is stated and (I) if it is implied
What part of the SE is being tested?
How is it being tested?
What do the students need to know in order to answer the question correctly?

Taught in
CSCOPE
3 rd and 4 th nine weeks
Units 9, 11
Supporting G.6.A
(6) Dimensionality and the geometry of location. The student analyzes the relationship between three-dimensional geometric figures and related twodimensional representations and uses these representations to solve problems. The student is expected to:
(A) describe and draw the intersection of a given plane with various three-dimensional geometric figures;
Number of steps it takes to solve the problem.
DOK: Level (Evidence)
What part of the SE is being tested?
Academic Vocabulary
Write (S) it is stated and (I) if it is implied
How is it being tested?
What do the students need to know in order to answer the question correctly?

Taught in
CSCOPE
3 rd and 4 th nine weeks
Units 9, 10, 11
Supporting G.6.C
(6) Dimensionality and the geometry of location. The student analyzes the relationship between three-dimensional geometric figures and related two-dimensional representations and uses these representations to solve problems.
The student is expected to:
(C) use orthographic and isometric views of three-dimensional geometric figures to represent and construct three-dimensional geometric figures and solve problems.
Number of steps it takes to solve the problem. What part of the SE is being tested?
DOK: Level (Evidence)
Academic Vocabulary
Write (S) it is stated and (I) if it is implied
How is it being tested?
…
What do the students need to know in order to answer the question correctly?

Taught in
1 st
CSCOPE
, 2 nd and 4 th nine weeks
Units 2, 4, 6, 11, 12
Readiness G.7.B
(7) Dimensionality and the geometry of location. The student understands that coordinate systems provide convenient and efficient ways of representing geometric figures and uses them accordingly. The student is expected to:
(B) use slopes and equations of lines to investigate geometric relationships, including parallel lines, perpendicular lines, and special segments of triangles and other polygons;
Number of steps it takes to solve the problem.
DOK: Level (Evidence)
Academic Vocabulary
Write (S) it is stated and (I) if it is implied
What part of the SE is being tested?
How is it being tested?
…
What do the students need to know in order to answer the question correctly?
.

Taught in
CSCOPE
3 rd and 4 th nine weeks
Units 8, 10, 11, 12
Supporting G.8.F
(8) Congruence and the geometry of size. The student uses tools to determine measurements of geometric figures and extends measurement concepts to find perimeter, area, and volume in problem situations. The student is expected to:
(F) use conversions between measurement systems to solve problems in real-world situations.
Number of steps it takes to solve the problem.
DOK: Level (Evidence)
Academic Vocabulary
Write (S) it is stated and (I) if it is implied
What part of the SE is being tested?
How is it being tested?
…
What do the students need to know in order to answer the question correctly?

Taught in
2 nd
CSCOPE
, 3 rd and 4 th nine weeks
Units 4, 6, 7, 11
Supporting G.9.B
(9) Congruence and the geometry of size. The student analyzes properties and describes relationships in geometric figures. The student is expected to:
(B) formulate and test conjectures about the properties and attributes of polygons and their component parts based on explorations and concrete models;
Number of steps it takes to solve the problem.
DOK: Level (Evidence)
Academic Vocabulary
Write (S) it is stated and (I) if it is implied
What part of the SE is being tested?
How is it being tested?
What do the students need to know in order to answer the question correctly?
.

Taught in
CSCOPE
2 nd and 4 th nine weeks
Units 4, 11, 12
Readiness G.10.B
(10) Congruence and the geometry of size. The student applies the concept of congruence to justify properties of figures and solve problems. The student is expected to:
(B) justify and apply triangle congruence relationships.
Number of steps it takes to solve the problem.
DOK: Level (Evidence)
Academic Vocabulary
Write (S) it is stated and (I) if it is implied
What part of the SE is being tested?
How is it being tested?
What do the students need to know in order to answer the question correctly?
.

Taught in
1 st
CSCOPE
, 2 nd and 4 th nine weeks
Units 2, 4, 5, 11, 12
Supporting G.11.A
(11) Similarity and the geometry of shape. The student applies the concepts of similarity to justify properties of figures and solve problems. The student is expected to:
(A) use and extend similarity properties and transformations to explore and justify conjectures about geometric figures;
Number of steps it takes to solve the problem.
DOK: Level (Evidence)
Academic Vocabulary
Write (S) it is stated and (I) if it is implied
What part of the SE is being tested?
How is it being tested?
What do the students need to know in order to answer the question correctly?

Taught in
CSCOPE
2 nd and 4 th nine weeks
Units 5, 11
Readiness G.11.C
(11) Similarity and the geometry of shape. The student applies the concepts of similarity to justify properties of figures and solve problems.
The student is expected to:
(C) develop, apply, and justify triangle similarity relationships, such as right triangle ratios, trigonometric ratios, and Pythagorean triples using a variety of methods;
Number of steps it takes to solve the problem.
DOK: Level (Evidence)
Academic Vocabulary
Write (S) it is stated and (I) if it is implied
What part of the SE is being tested?
How is it being tested?
What do the students need to know in order to answer the question correctly?
.

Taught in
CSCOPE
3 rd and 4 th nine weeks
Units 8, 11, 12
Readiness G.11.D
(11) Similarity and the geometry of shape. The student applies the concepts of similarity to justify properties of figures and solve problems. The student is expected to:
(D) describe the effect on perimeter, area, and volume when one or more dimensions of a figure are changed and apply this idea in solving problems.
Number of steps it takes to solve the problem.
DOK: Level (Evidence)
Academic Vocabulary
Write (S) it is stated and (I) if it is implied
What part of the SE is being tested?
What do the students need to know in order to answer the question correctly?
How is it being tested?