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New York Regents Geometry August 2010

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GEOMETRY The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION GEOMETRY Wednesday, August 18, 2010 8:30 to 11:30 a.m., only Student Name: ______________________________________________________________ School Name: _______________________________________________________________ Print your name and the name of your school on the lines above. Then turn to the last page of this booklet, which is the answer sheet for Part I. Fold the last page along the perforations and, slowly and carefully, tear off the answer sheet. Then fill in the heading of your answer sheet. This examination has four parts, with a total of 38 questions. You must answer all questions in this examination. Write your answers to the Part I multiple-choice questions on the separate answer sheet. Write your answers to the questions in Parts II, III, and IV directly in this booklet. All work should be written in pen, except graphs and drawings, which should be done in pencil. Clearly indicate the necessary steps, including appropriate formula substitutions, diagrams, graphs, charts, etc. The formulas that you may need to answer some questions in this examination are found at the end of the examination. This sheet is perforated so you may remove it from this booklet. Scrap paper is not permitted for any part of this examination, but you may use the blank spaces in this booklet as scrap paper. A perforated sheet of scrap graph paper is provided at the end of this booklet for any question for which graphing may be helpful but is not required. You may remove this sheet from this booklet. Any work done on this sheet of scrap graph paper will not be scored. When you have completed the examination, you must sign the statement printed at the end of the answer sheet, indicating that you had no unlawful knowledge of the questions or answers prior to the examination and that you have neither given nor received assistance in answering any of the questions during the examination. Your answer sheet cannot be accepted if you fail to sign this declaration. Notice A graphing calculator, a straightedge (ruler), and a compass must be available for you to use while taking this examination. The use of any communications device is strictly prohibited when taking this examination. If you use any communications device, no matter how briefly, your examination will be invalidated and no score will be calculated for you. DO NOT OPEN THIS EXAMINATION BOOKLET UNTIL THE SIGNAL IS GIVEN. GEOMETRY Part I Answer all 28 questions in this part. Each correct answer will receive 2 credits. No partial credit will be allowed. For each question, write on the separate answer sheet the numeral preceding the word or expression that best completes the statement or answers the question. [56] Use this space for computations. 1 In the diagram below, ABC XYZ. X B Y C A Z Which two statements identify corresponding congruent parts for these triangles? __ __ (2) AB YZ and C X __ (3) BC XY and A Y __ (1) AB XY and C Y (4) BC YZ and A X 2 A support beam between the floor and ceiling of a house forms a 90 angle with the floor. The builder wants to make sure that the floor and ceiling are parallel. Which angle should the support beam form with the ceiling? (1) 45 (3) 90 (2) 60 (4) 180 Geometry August 10 [2] 3 In the diagram below, the vertices of DEF are the midpoints of the sides of equilateral triangle ABC, and the perimeter of ABC is 36 cm. Use this space for computations. B E D A C F _ What is the length, in centimeters, of EF ? (1) 6 (3) 18 (2) 12 (4) 4 4 What is the solution of the following system of equations? y = (x + 3)2 4 y = 2x + 5 (1) (0, 4) (3) ( 4, 3) and (0,5) (2) ( 4,0) (4) ( 3, 4) and (5,0) Geometry August 10 [3] [OVER] _ 5 One step in a construction uses the endpoints of AB to create arcs with the same radii. The arcs intersect above and below the segment. _ What is the relationship of AB and the line connecting the points of intersection of these arcs? (1) collinear (2) congruent (3) parallel (4) perpendicular 6 If ABC ZXY, m A = 50, and m C = 30, what is m X ? (1) 30 (3) 80 (2) 50 (4) 100 Geometry August 10 [4] Use this space for computations. 7 _the _ In diagram below of AGE and OLD, GAE LOD, and AE OD. G A Use this space for computations. L E O D To prove that AGE and OLD are congruent by SAS, what other information is needed? _ _ _ _ (1) GE LD (3) AGE OLD (2) AG OL (4) AEG ODL 8 Point A is not contained in plane B. How many lines can be drawn through point A that will be perpendicular to plane B? (1) one (3) zero (2) two (4) infinite 9 The equation of a circle is x 2 + (y 7)2 = 16. What are the center and radius of the circle? (1) center = (0,7); radius = 4 (2) center = (0,7); radius = 16 (3) center = (0, 7); radius = 4 (4) center = (0, 7); radius = 16 Geometry August 10 [5] [OVER] 10 What is an equation of the line that passes through the point (7,3) and is parallel to the line 4x + 2y = 10? 1 1 (1) y = __ x __ 2 (3) y = 2x 11 2 13 1 (2) y = __ x + ___ 2 (4) y = 2x + 17 2 11 In ABC, AB = 7, BC = 8, and AC = 9. Which list has the angles of ABC in order from smallest to largest? (1) A, B, C (3) C, B, A (2) B, A, C (4) C, A, B _ _ 12 Tangents PA and _ are _ PB drawn to circle O from an external point, P, and radii OA and OB are drawn. If m APB = 40, what is the measure of AOB? (1) 140 (3) 70 (2) 100 (4) 50 13 What is the length of the line segment with endpoints A( 6,4) and B(2, 5)? ___ ___ (1) 13 (3) 72 (2) 17 (4) 145 ___ Geometry August 10 ____ [6] Use this space for computations. 1 14 The lines represented by the equations y + __ x = 4 and 3x + 6y = 12 2 are Use this space for computations. (1) the same line (2) parallel (3) perpendicular (4) neither parallel nor perpendicular 15 A transformation of a polygon that always preserves both length and orientation is (1) dilation (3) line reflection (2) translation (4) glide reflection 16 In which polygon does the sum of the measures of the interior angles equal the sum of the measures of the exterior angles? (1) triangle (3) octagon (2) hexagon (4) quadrilateral Geometry August 10 [7] [OVER] _ _ 17 In the diagram below of circle O, chords AB and CD intersect at E. C A E O D B _ If CE = 10, ED = 6, and AE = 4, what is the length of EB ? (1) 15 (3) 6.7 (2) 12 (4) 2.4 __ _ 18 In the diagram below of ABC, medians AD, BE, and CF intersect at G. A F B G E D C _ If CF = 24, what is the length of FG? (1) 8 (3) 12 (2) 10 (4) 16 Geometry August 10 [8] Use this space for computations. 19 If a line segment has endpoints A(3x +_3y) and B(x 1, y), what 5, are the coordinates of the midpoint of AB ? (1) (x + 3, 2y) (3) (2x + 3, y) (2) (2x + 2, y) Use this space for computations. (4) (4x + 4, 2y) 20 If the surface area of a sphere is represented by 144 , what is the volume in terms of ? (1) 36 (3) 216 (2) 48 (4) 288 21 Which transformation of the line x = 3 results in an image that is perpendicular to the given line? (1) rx-axis (3) ry = x (2) ry-axis (4) rx = 1 Geometry August 10 [9] [OVER] _ 22 In the diagram below of regular pentagon ABCDE, EB is drawn. A B E C D What is the measure of AEB? (1) 36 (3) 72 (2) 54 (4) 108 _ 23 ABC is similar to DEF. The ratio of the length of AB to the length _ of DE is 3:1. Which ratio is also equal to 3:1? m A (1) _____ a __________ (3) _rea of ABC m B (2) _____ perimeter of ABC (4) ________________ m D m F area of DEF perimeter of DEF 24 What is the slope of a line perpendicular to the line whose equation is 2y = 6x + 8? (1) 3 1 (3) __ 1 (2) __ (4) 6 6 Geometry August 10 3 [10] Use this space for computations. 25 In the diagram below of circle C, mQT = 140 and m P = 40. Use this space for computations. Q R P C S T What is mRS ? (1) 50 (3) 90 (2) 60 (4) 100 26 Which statement is logically equivalent to If it is warm, then I go swimming ? (1) If I go swimming, then it is warm. (2) If it is warm, then I do not go swimming. (3) If I do not go swimming, then it is not warm. (4) If it is not warm, then I do not go swimming. Geometry August 10 [11] [OVER] _ Use this space for computations. _ 27 In the diagram below of ACT, BE AT. C B E A T _ If CB = 3, CA = 10, and CE = 6, what is the length of ET? (1) 5 (3) 20 (2) 14 (4) 26 28 Which geometric principle is used in the construction shown below? B A C (1) The intersection of the angle bisectors of a triangle is the center of the inscribed circle. (2) The intersection of the angle bisectors of a triangle is the center of the circumscribed circle. (3) The intersection of the perpendicular bisectors of the sides of a triangle is the center of the inscribed circle. (4) The intersection of the perpendicular bisectors of the sides of a triangle is the center of the circumscribed circle. Geometry August 10 Geometry [12] Part II Answer all 6 questions in this part. Each correct answer will receive 2 credits. Clearly indicate the necessary steps, including appropriate formula substitutions, diagrams, graphs, charts, etc. For all questions in this part, a correct numerical answer with no work shown will receive only 1 credit. All answers should be written in pen, except for graphs and drawings, which should be done in pencil. [12] __ _ _ 29 The diagram below shows isosceles trapezoid ABCD with AB DC and AD BC. If m BAD = 2x and m BCD = 3x + 5, find m BAD. B A (2x) (3x + 5) D Geometry August 10 C [13] [OVER] 30 A right circular cone has a base with a radius of 15 cm, a vertical height of 20 cm, and a slant height of 25 cm. Find, in terms of , the number of square centimeters in the lateral area of the cone. Geometry August 10 [14] _ 31 In the diagram below of HQP, side HP is extended through P to T, m QPT = 6x + 20, m HQP = x + 40, and m PHQ = 4x 5. Find m QPT. Q (x + 40) (4x 5) (6x + 20) T P H (Not drawn to scale) Geometry August 10 [15] [OVER] 32 On the line segment below, use a compass and straightedge to construct equilateral triangle ABC. [Leave all construction marks.] B A Geometry August 10 [16] 33 In the diagram below, car A is parked 7 miles from car B. Sketch the points that are 4 miles from car A and sketch the points that are 4 miles from car B. Label with an X all points that satisfy both conditions. Car A Geometry August 10 Car B [17] [OVER] 34 Write an equation for circle O shown on the graph below. y O x Geometry August 10 [18] Part III Answer all 3 questions in this part. Each correct answer will receive 4 credits. Clearly indicate the necessary steps, including appropriate formula substitutions, diagrams, graphs, charts, etc. For all questions in this part, a correct numerical answer with no work shown will receive only 1 credit. All answers should be written in pen, except for graphs and drawings, which should be done in pencil. [12] _ 35 In the diagram below of quadrilateral ABCD with diagonal BD, m A = _ m ADB =_ 93, 43, m C = 3x + 5, m BDC = x + 19, and m DBC = 2x + 6. Determine if AB is parallel to DC. Explain your reasoning. A 93 B (2x + 6) 43 (x + 19) (3x + 5) D Geometry August 10 C [19] [OVER] 36 The coordinates of the vertices of ABC are A(1,3), B( 2,2), and C(0, 2). On the grid below, graph and label A B C , the result of the composite transformation D2 T3, 2. State the coordinates of A , B , and C . Geometry August 10 [20] 37 In the diagram below, RST is a 3-4-5 right triangle. The altitude, h, to the hypotenuse has been drawn. Determine the length of h. T 3 4 h b R Geometry August 10 a 5 [21] S [OVER] Part IV Answer the question in this part. A correct answer will receive 6 credits. Clearly indicate the necessary steps, including appropriate formula substitutions, diagrams, graphs, charts, etc. A correct numerical answer with no work shown will receive only 1 credit. The answer should be written in pen. [6] 38 Given: Quadrilateral ABCD has vertices A( 5,6), B(6,6), C(8, 3), and D( 3, 3). Prove: Quadrilateral ABCD is a parallelogram but is neither a rhombus nor a rectangle. [The use of the grid below is optional.] Geometry August 10 [22] Tear Here Reference Sheet V Cylinder Bh where B is the area of the base 1 Bh 3 where B is the area of the base V Pyramid Volume Right Circular Cone 1 Bh 3 where B is the area of the base V Sphere V 4 r3 3 Right Circular Cylinder L 2 rh L rl Lateral Area (L) Right Circular Cone Sphere SA Tear Here Surface Area Geometry August 10 where l is the slant height [23] 4 r2 Tear Here Tear Here Tear Here Tear Here Scrap Graph Paper This sheet will not be scored. Scrap Graph Paper This sheet will not be scored. Tear Here Tear Here The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION Tear Here GEOMETRY Wednesday, August 18, 2010 8:30 to 11:30 a.m., only ANSWER SHEET Student . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Sex: Male Female Grade . . . . . . . . Teacher . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Your answers to Part I should be recorded on this answer sheet. Part I Answer all 28 questions in this part. 1 ................ 8 ................ 15 . . . . . . . . . . . . . . . . 22 . . . . . . . . . . . . . . . . 2 ................ 9 ................ 16 . . . . . . . . . . . . . . . . 23 . . . . . . . . . . . . . . . . 3 ................ 10 . . . . . . . . . . . . . . . . 17 . . . . . . . . . . . . . . . . 24 . . . . . . . . . . . . . . . . 4 ................ 11 . . . . . . . . . . . . . . . . 18 . . . . . . . . . . . . . . . . 25 . . . . . . . . . . . . . . . . 5 ................ 12 . . . . . . . . . . . . . . . . 19 . . . . . . . . . . . . . . . . 26 . . . . . . . . . . . . . . . . 6 ................ 13 . . . . . . . . . . . . . . . . 20 . . . . . . . . . . . . . . . . 27 . . . . . . . . . . . . . . . . 7 ................ 14 . . . . . . . . . . . . . . . . 21 . . . . . . . . . . . . . . . . 28 . . . . . . . . . . . . . . . . Your answers for Parts II, III, and IV should be written in the test booklet. Tear Here The declaration below must be signed when you have completed the examination. I do hereby affirm, at the close of this examination, that I had no unlawful knowledge of the questions or answers prior to the examination and that I have neither given nor received assistance in answering any of the questions during the examination. Signature Geometry August 10 [27] GEOMETRY Rater s/Scorer s Name (minimum of three) GEOMETRY Maximum Credit Part I 1 28 56 Part II 29 2 30 2 31 2 32 2 33 2 34 2 35 4 36 4 37 4 38 6 Maximum Total 86 Part IV Rater s/Scorer s Initials Total Raw Score Part III Credits Earned Checked by Tear Here Question Scale Score (from conversion chart) Tear Here Printed on Recycled Paper [28] GEOMETRY Geometry August 10 FOR TEACHERS ONLY The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION GEOMETRY Wednesday, August 18, 2010 8:30 to 11:30 a.m., only SCORING KEY AND RATING GUIDE Mechanics of Rating The following procedures are to be followed for scoring student answer papers for the Regents Examination in Geometry. More detailed information about scoring is provided in the publication Information Booklet for Scoring the Regents Examinations in Mathematics. Use only red ink or red pencil in rating Regents papers. Do not attempt to correct the student s work by making insertions or changes of any kind. Use check marks to indicate student errors. Unless otherwise specified, mathematically correct variations in the answers will be allowed. Units need not be given when the wording of the questions allows such omissions. Each student s answer paper is to be scored by a minimum of three mathematics teachers. On the back of the student s detachable answer sheet, raters must enter their initials in the boxes next to the questions they have scored and also write their name in the box under the heading Rater s/Scorer s Name. Raters should record the student s scores for all questions and the total raw score on the student s detachable answer sheet. Then the student s total raw score should be converted to a scale score by using the conversion chart that will be posted on the Department s web site http://www.emsc.nysed.gov/osa/ o n Wednesday, August 18, 2010. The student s scale score should be entered in the box provided on the student s detachable answer sheet. The scale score is the student s final examination score. G EOMETRY continued Part I Allow a total of 56 credits, 2 credits for each of the following. Allow credit if the student has written the correct answer instead of the numeral 1, 2, 3, or 4. (1) 4 (8) 1 (15) 2 (22) 1 (2) 3 (9) 1 (16) 4 (23) 4 (3) 1 (10) 4 (17) 1 (24) 3 (4) 3 (11) 4 (18) 1 (25) 2 (5) 4 (12) 1 (19) 2 (26) 3 (6) 4 (13) 4 (20) 4 (27) 2 (7) 2 (14) 2 (21) 3 (28) 1 [2] G EOMETRY continued Updated information regarding the rating of this examination may be posted on the New York State Education Department s web site during the rating period. Check this web site http://www.emsc.nysed.gov/osa/ and select the link Examination Scoring Information for any recently posted information regarding this examination. This site should be checked before the rating process for this examination begins and several times throughout the Regents examination period. General Rules for Applying Mathematics Rubrics General Principles for Rating The rubrics for the constructed-response questions on the Regents Examination in Geometry are designed to provide a systematic, consistent method for awarding credit. The rubrics are not to be considered all-inclusive; it is impossible to anticipate all the different methods that students might use to solve a given problem. Each response must be rated carefully using the teacher s professional judgment and knowledge of mathematics; all calculations must be checked. The specific rubrics for each question must be applied consistently to all responses. In cases that are not specifically addressed in the rubrics, raters must follow the general rating guidelines in the publication Information Booklet for Scoring the Regents Examinations in Mathematics, use their own professional judgment, confer with other mathematics teachers, and/or contact the State Education Department for guidance. During each Regents examination administration period, rating questions may be referred directly to the Education Department. The contact numbers are sent to all schools before each administration period. II. Full-Credit Responses A full-credit response provides a complete and correct answer to all parts of the question. Sufficient work is shown to enable the rater to determine how the student arrived at the correct answer. When the rubric for the full-credit response includes one or more examples of an acceptable method for solving the question (usually introduced by the phrase such as ), it does not mean that there are no additional acceptable methods of arriving at the correct answer. Unless otherwise specified, mathematically correct alternative solutions should be awarded credit. The only exceptions are those questions that specify the type of solution that must be used; e.g., an algebraic solution or a graphic solution. A correct solution using a method other than the one specified is awarded half the credit of a correct solution using the specified method. III. Appropriate Work Full-Credit Responses: The directions in the examination booklet for all the constructed-response questions state: Clearly indicate the necessary steps, including appropriate formula substitutions, diagrams, graphs, charts, etc. The student has the responsibility of providing the correct answer and showing how that answer was obtained. The student must construct the response; the teacher should not have to search through a group of seemingly random calculations scribbled on the student paper to ascertain what method the student may have used. Responses With Errors: Rubrics that state Appropriate work is shown, but are intended to be used with solutions that show an essentially complete response to the question but contain certain types of errors, whether computational, rounding, graphing, or conceptual. If the response is incomplete; i.e., an equation is written but not solved or an equation is solved but not all of the parts of the question are answered, appropriate work has not been shown. Other rubrics address incomplete responses. IV. Multiple Errors Computational Errors, Graphing Errors, and Rounding Errors: Each of these types of errors results in a 1-credit deduction. Any combination of two of these types of errors results in a 2-credit deduction. No more than 2 credits should be deducted for such mechanical errors in any response. The teacher must carefully review the student s work to determine what errors were made and what type of errors they were. Conceptual Errors: A conceptual error involves a more serious lack of knowledge or procedure. Examples of conceptual errors include using the incorrect formula for the area of a figure, choosing the incorrect trigonometric function, or multiplying the exponents instead of adding them when multiplying terms with exponents. A response with one conceptual error can receive no more than half credit. If a response shows repeated occurrences of the same conceptual error, the student should not be penalized twice. If the same conceptual error is repeated in responses to other questions, credit should be deducted in each response. If a response shows two (or more) different major conceptual errors, it should be considered completely incorrect and receive no credit. If a response shows one conceptual error and one computational, graphing, or rounding error, the teacher must award credit that takes into account both errors; i.e., awarding half credit for the conceptual error and deducting 1 credit for each mechanical error (maximum of two deductions for mechanical errors). I. [3] [OVER] G EOMETRY continued Part II For each question, use the specific criteria to award a maximum of two credits. Unless otherwise specified, mathematically correct alternative solutions should be awarded appropriate credit. (29) [2] 70, and appropriate work is shown. [1] Appropriate work is shown, but one computational error is made. or [1] Appropriate work is shown, but one conceptual error is made. or [1] Appropriate work is shown to find x = 35, but m BAD is not found. or [1] 70, but no work is shown. [0] A zero response is completely incorrect, irrelevant, or incoherent or is a correct response that was obtained by an obviously incorrect procedure. (30) [2] 375 , and appropriate work is shown. [1] Appropriate work is shown, but one computational error is made. or [1] Appropriate work is shown, but one conceptual error is made. or [1] Appropriate work is shown, but the answer is not given in terms of . or [1] 375 , but no work is shown. [0] A zero response is completely incorrect, irrelevant, or incoherent or is a correct response that was obtained by an obviously incorrect procedure. [4] G EOMETRY continued (31) [2] 110, and appropriate work is shown. [1] Appropriate work is shown, but one computational error is made. or [1] Appropriate work is shown, but one conceptual error is made, such as solving the equation x + 40 = 4 x 5. or [1] Appropriate work is shown to find x = 15, but no further correct work is shown. or [1] 110, but no work is shown. [0] A zero response is completely incorrect, irrelevant, or incoherent or is a correct response that was obtained by an obviously incorrect procedure. (32) [2] A correct construction is drawn showing all appropriate arcs. (Point C does not have to be labeled.) [1] All construction arcs are drawn, but the triangle is not drawn. [0] A drawing that is not an appropriate construction is shown. or [0] A zero response is completely incorrect, irrelevant, or incoherent or is a correct response that was obtained by an obviously incorrect procedure. [5] [OVER] G EOMETRY continued (33) [2] Both loci are sketched correctly, and the two points of intersection are labeled with an X. [1] Both loci are sketched correctly, but the points of intersection are not labeled or are labeled incorrectly. or [1] Appropriate work is shown, but one conceptual error is made, but appropriate points of intersection are labeled. or [1] One locus is sketched correctly, but no further correct work is shown. [0] A zero response is completely incorrect, irrelevant, or incoherent or is a correct response that was obtained by an obviously incorrect procedure. (34) [2] ( x + 1)2 + ( y 2)2 = 36. [1] Appropriate work is shown, but one computational error is made. or [1] Appropriate work is shown, but one conceptual error is made. or [1] ( 1,2) and r = 6, but no further correct work is shown. [0] ( 1,2) or r = 6, but no work is shown. or [0] A zero response is completely incorrect, irrelevant, or incoherent or is a correct response that was obtained by an obviously incorrect procedure. [6] G EOMETRY continued Part III For each question, use the specific criteria to award a maximum of four credits. Unless otherwise specified, mathematically correct alternative solutions should be awarded appropriate credit. (35) [4] Parallel, and appropriate work is shown, and an appropriate explanation is given. [3] Appropriate work is shown, but one computational error is made, but an appropriate explanation is given. or [3] Parallel, and appropriate work is shown, but the explanation is missing or is incorrect. [2] Appropriate work is shown, but two or more computational errors are made, but an appropriate explanation is given. or [2] Appropriate work is shown, but one conceptual error is made, but an appropriate explanation is given. or [2] Appropriate work is shown to find m BDC = 44, but no further correct work is shown. [1] Appropriate work is shown, but one conceptual error and one computational error are made, but an appropriate explanation is given. or [1] Appropriate work is shown to find x = 25, but no further correct work is shown. [0] A zero response is completely incorrect, irrelevant, or incoherent or is a correct response that was obtained by an obviously incorrect procedure. [7] [OVER] G EOMETRY continued (36) [4] A (8,2), B (2,0) , and C !!(6, 8), and appropriate work is shown. A B C is graphed and labeled correctly, [3] Appropriate work is shown, but one computational, graphing, or labeling error is made. or [3] Appropriate work is shown, but the coordinates are not stated or are stated incorrectly. or [3] Appropriate work is shown to find A (8,2), B (2,0), and C !!(6, 8), but A B C is not graphed. [2] Appropriate work is shown, but two or more computational, graphing, or labeling errors are made. or [2] Appropriate work is shown, but one conceptual error is made, such as dilating before translating. [1] Appropriate work is shown, but one conceptual error and one computational, graphing, or labeling error are made. or [1] One correct transformation is graphed and appropriate coordinates are stated. or [1] A (8,2), B (2,0), and C !!(6, 8), but no work is shown. [0] A zero response is completely incorrect, irrelevant, or incoherent or is a correct response that was obtained by an obviously incorrect procedure. [8] G EOMETRY continued (37) [4] 2.4 or an equivalent answer, and appropriate work is shown, such as using proportions or area of a triangle. [3] Appropriate work is shown, but one computational or rounding error is made. [2] Appropriate work is shown, but two or more computational or rounding errors are made. or [2] Appropriate work is shown, but one conceptual error is made. or [2] Appropriate work is shown to find 3.2 or 1.8, but no further correct work is shown. [1] Appropriate work is shown, but one conceptual error and one computational or rounding error are made. or [1] 2.4, but no work is shown. [0] A zero response is completely incorrect, irrelevant, or incoherent or is a correct response that was obtained by an obviously incorrect procedure. [9] [OVER] G EOMETRY continued Part IV For this question, use the specific criteria to award a maximum of six credits. Unless otherwise specified, mathematically correct alternative solutions should be awarded appropriate credit. (38) [6] Appropriate work is shown to prove ABCD is a parallelogram but is not a rhombus and is not a rectangle, and appropriate concluding statements are written. [5] Appropriate work is shown, but one computational or graphing error is made. or [5] Appropriate work is shown to prove ABCD is a parallelogram and is not a rhombus and is not a rectangle, but the concluding statements are missing, incomplete, or incorrect. [4] Appropriate work is shown, but two or more computational or graphing errors are made. or [4] Appropriate work is shown, but one conceptual error is made, such as using an incorrect formula. or [4] Appropriate work is shown to prove ABCD is a parallelogram and either not a rhombus or not a rectangle, but concluding statements are written. or [4] Appropriate work is shown to prove ABCD is not a rhombus and not a rectangle, but does not prove it is a parallelogram, but concluding statements are written. [3] Appropriate work is shown, but two or more computational or graphing errors are made, and the concluding statement is incomplete. or [3] Appropriate work is shown, but one conceptual error and one computational or graphing error are made. or [3] Appropriate work is shown to prove ABCD is a parallelogram, and a concluding statement is written. [2] Appropriate work is shown to find the lengths of all four sides, but no further correct work is shown. [1] Appropriate work is shown to find all four slopes, but no further correct work is shown. [0] A zero response is completely incorrect, irrelevant, or incoherent or is a correct response that was obtained by an obviously incorrect procedure. [10] G EOMETRY concluded Map to Core Curriculum Content Band Item Numbers Geometric Relationships 2, 8, 20, 30 Constructions 5, 32 Locus 28, 33 Informal and Formal Proofs 1, 3, 6, 7, 11, 12, 16, 17, 18, 22, 25, 26, 27, 29, 31, 35, 37 Transformational Geometry 15, 21, 23, 36 Coordinate Geometry 4, 9, 10, 13, 14, 19, 24, 34, 38 Regents Examination in Geometry August 2010 Chart for Converting Total Test Raw Scores to Final Examination Scores (Scale Scores) The Chart for Determining the Final Examination Score for the August 2010 Regents Examination in Geometry will be posted on the Department s web site http://www.emsc.nysed.gov/osa/ on Wednesday, August 18, 2010. Conversion charts provided for previous administrations of the Geometry examination must NOT be used to determine students final scores for this administration. Online Submission of Teacher Evaluations of the Test to the Department Suggestions and feedback from teachers provide an important contribution to the test development process. The Department provides an online evaluation form for State assessments. It contains spaces for teachers to respond to several specific questions and to make suggestions. Instructions for completing the evaluation form are as follows: 1. Go to http://www.emsc.nysed.gov/osa/teacher/evaluation.html 2 . Select the test title. 3. Complete the required demographic fields. 4. Complete each evaluation question and provide comments in the space provided. 5. Click the SUBMIT button at the bottom of the page to submit the completed form. [11]

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Additional Info : Scoring key on page 29
Tags : New York State, High School Regents, Examinations, Past exams, solvedTest Papers, Education, Assessment and Testing.  


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