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New York Regents Geometry August 2009

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GEOMETRY The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION GEOMETRY Thursday, August 13, 2009 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 Based on the diagram below, which statement is true? b a c 110 115 d 60 e 120 (1) a b (3) b c (2) a c (4) d e 2 The diagram below shows the construction of the bisector of ABC. A D F B E C Which statement is not true? 1 (1) m EBF = __ m ABC 2 1 (2) m DBF = __ m ABC 2 (3) m EBF = m ABC (4) m DBF = m EBF Geometry August 09 [2] _ _ 3 In the diagram of ABC below, AB AC. The measure of B is 40 . Use this space for computations. B A C What is the measure of A? (1) 40 (3) 70 (2) 50 (4) 100 _ ) 4 In the diagram of circle O below, chord CD is parallel to diameter _ AOB and mAC = 30. C A D O B ) What is mCD? (1) 150 (3) 100 (2) 120 (4) 60 Geometry August 09 [3] [OVER] _ _ 5 In the diagram of trapezoid ABCD below, diagonals AC and BD intersect at E and ABC DCB. B C E D A Which statement is true based on the given information? _ _ _ _ (1) AC BC (3) CDE BAD (2) CD AD (4) CDB BAC 6 Which transformation produces a figure similar but not congruent to the original figure? (1) T1,3 (3) R 90 (2) D _1_ (4) ry = x 2 _ 7 In the diagram below of parallelogram ABCD with diagonals AC and _ BD, m 1 = 45 and m DCB = 120. A 1 B 2 D C What is the measure of 2? (1) 15 (3) 45 (2) 30 (4) 60 Geometry August 09 [4] Use this space for computations. 8 On the set of axes below, Geoff drew rectangle ABCD. He will transform the rectangle by using the translation (x,y) (x + 2, y + 1) and then will reflect the translated rectangle over the x-axis. Use this space for computations. y D C A B x What will be the area of the rectangle after these transformations? (1) exactly 28 square units (2) less than 28 square units (3) greater than 28 square units (4) It cannot be determined from the information given. 9 What is the equation of a line that is parallel to the line whose equation is y = x + 2? (1) x + y = 5 (3) y x = 1 (2) 2x + y = 2 (4) y 2x = 3 _ 10 The endpoints of CD are C( 2, 4) and D(6,2). What are the _ coordinates of the midpoint of CD? (1) (2,3) (3) (4, 2) (2) (2, 1) (4) (4,3) Geometry August 09 [5] [OVER] 11 What are the center and the radius of the circle whose equation is (x 3) 2 + ( y + 3) 2 = 36? (1) center = (3, 3); radius = 6 (2) center = ( 3,3); radius = 6 (3) center = (3, 3); radius = 36 (4) center = ( 3,3); radius = 36 12 Given the equations: y = x2 6x + 10 y+x=4 What is the solution to the given system of equations? (1) (2,3) (3) (2,2) and (1,3) (2) (3,2) (4) (2,2) and (3,1) _ 13 The diagonal AC is drawn in parallelogram ABCD. Which method can not be used to prove that ABC CDA? (1) SSS (3) SSA (2) SAS (4) ASA Geometry August 09 [6] Use this space for computations. 14 In the diagram below, line k is perpendicular to plane P at point T. Use this space for computations. k T Which statement is true? (1) Any point in plane P also will be on line k. (2) Only one line in plane P will intersect line k. (3) All planes that intersect plane P will pass through T. (4) Any plane containing line k is perpendicular to plane P. 15 In the diagram below, which transformation was used to map ABC to A B C ? A C B C B A (1) dilation (3) reflection (2) rotation (4) glide reflection Geometry August 09 [7] [OVER] 16 Which set of numbers represents the lengths of the sides of a triangle? (1) {5, 18, 13} (3) {16, 24, 7} (2) {6, 17, 22} (4) {26, 8, 15} 17 What is the slope of a line perpendicular to the line whose equation 2 is y = __x 5? 3 3 (1) __ 2 2 (3) __ 2 (2) __ 3 3 (4) __ 3 2 18 A quadrilateral whose diagonals bisect each other and are perpendicular is a (1) rhombus (3) trapezoid (2) rectangle (4) parallelogram _ 19 If the endpoints of AB are A( 4,5) and B(2, 5), what is the _ length of AB ? ___ ___ (1) 2 34 (3) 61 (2) 2 (4) 8 Geometry August 09 [8] Use this space for computations. _ 20 In the diagram below of ACT, D is the_ midpoint of AC, O is the _ midpoint of AT, and G is the midpoint of CT. Use this space for computations. A O D C G T If AC = 10, AT = 18, and CT = 22, what is the perimeter of parallelogram CDOG ? (1) 21 (3) 32 (2) 25 (4) 40 21 Which equation represents circle K shown in the graph below? y 6 5 4 3 K 2 1 9 8 7 6 5 4 3 2 1 1 12 3 x 2 3 4 5 6 (1) (x + 5) 2 + ( y 1) 2 = 3 (3) (x 5) 2 + ( y + 1) 2 = 3 (2) (x + 5) 2 + ( y 1) 2 = 9 (4) (x 5) 2 + ( y + 1) 2 = 9 Geometry August 09 [9] [OVER] _ 22 In the diagram below of right triangle ACB, altitude CD is drawn to _ hypotenuse AB. C 12 A B D 36 _ If AB = 36 and AC = 12, what is the length of AD ? (1) 32 (3) 3 (2) 6 (4) 4 _ _ 23 In the diagram of circle O below, chord AB intersects chord CD at E, DE = 2x + 8, EC = 3, AE = 4x 3, and EB = 4. D O A E B C What is the value of x? (1) 1 (3) 5 (2) 3.6 (4) 10.25 24 What is the negation of the statement Squares are parallelograms ? (1) Parallelograms are squares. (2) Parallelograms are not squares. (3) It is not the case that squares are parallelograms. (4) It is not the case that parallelograms are squares. Geometry August 09 [10] Use this space for computations. 25 The diagram below shows the construction of the center of the circle circumscribed about ABC. Use this space for computations. B C A This construction represents how to find the intersection of (1) the angle bisectors of ABC (2) the medians to the sides of ABC (3) the altitudes to the sides of ABC (4) the perpendicular bisectors of the sides of ABC 26 A right circular cylinder has a volume of 1,000 cubic inches and a height of 8 inches. What is the radius of the cylinder to the nearest tenth of an inch? (1) 6.3 (3) 19.8 (2) 11.2 (4) 39.8 27 If two different lines are perpendicular to the same plane, they are (1) collinear (3) congruent (2) coplanar (4) consecutive Geometry August 09 [11] [OVER] 28 How many common tangent lines can be drawn to the two externally tangent circles shown below? (1) 1 (3) 3 (2) 2 (4) 4 Geometry August 09 [12] Use this space for computations. 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 In the diagram below of isosceles trapezoid DEFG, DE FG = 5x 3, and GD = 2x + 5. Find the value of x. D 4x 2 2x + 5 G Geometry August 09 _ GF, DE = 4x 2, EF = 3x + 2, E 3x + 2 5x 3 [13] F [OVER] 30 A regular pyramid with a square base is shown in the diagram below. h s A side, s, of the base of the pyramid is 12 meters, and the height, h, is 42 meters. What is the volume of the pyramid in cubic meters? Geometry August 09 [14] 31 Write an equation of the line that passes through the point (6, 5) and is parallel to the line whose equation is 2x 3y = 11. Geometry August 09 [15] [OVER] 32 Using a compass and straightedge, construct the angle bisector of ABC shown below. [Leave all construction marks.] C A B Geometry August 09 [16] 33 The degree measures of the angles of ABC are represented by x, 3x, and 5x 54. Find the value of x. Geometry August 09 [17] [OVER] _ 34 In the diagram below of ABC with side AC extended through D, m A = 37 and m BCD = 117. Which side of ABC is the longest side? Justify your answer. B A 117 C 37 (Not drawn to scale) Geometry August 09 [18] D 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 Write an equation of the perpendicular bisector of the line segment whose endpoints are ( 1,1) and (7, 5). [The use of the grid below is optional.] Geometry August 09 [19] [OVER] 36 On the set of axes below, sketch the points that are 5 units from the origin and sketch the points that are 2 units from the line y = 3. Label with an X all points that satisfy both conditions. y x Geometry August 09 [20] 37 Triangle DEG has the coordinates D(1,1), E(5,1), and G(5,4). Triangle DEG is rotated 90 about the origin to form D E G . On the grid below, graph and label DEG and D E G . State the coordinates of the vertices D , E , and G . Justify that this transformation preserves distance. Geometry August 09 [21] [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, diagonal AFEC, AE FC, BF AC, DE AC, 1 2 Prove: ABCD is a parallelogram. B C 1 E F 2 A Geometry August 09 D [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 SA Sphere Tear Here Surface Area Geometry August 09 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 Thursday, August 13, 2009 8:30 to 11:30 a.m., only ANSWER SHEET Student . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Sex: Male Female Teacher . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Grade . . . . . . 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 should 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 09 [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 Scaled Score (from conversion chart) Tear Here [28] GEOMETRY Geometry August 09 FOR TEACHERS ONLY The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION GEOMETRY Thursday, August 13, 2009 8:30 to 11:30 a.m., only SCORING KEY AND RATING GUIDE M ech anics of R a ting 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 Examination in Geometry . 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 scaled score by using the conversion chart that will be posted on the Department s web site http://www.emsc.nysed.gov/osa/ o n Thursday, August 13, 2009. The student s scaled score should be entered in the box provided on the student s detachable answer sheet. The scaled score is the student s final examination score. GEOMETRY 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) 4 (22) 4 (2) 3 (9) 3 (16) 2 (23) 2 (3) 4 (10) 2 (17) 4 (24) 3 (4) 2 (11) 1 (18) 1 (25) 4 (5) 4 (12) 4 (19) 1 (26) 1 (6) 2 (13) 3 (20) 3 (27) 2 (7) 1 (14) 4 (21) 2 (28) 3 [2] GEOMETRY continued Updated information regarding the rating of this examination may be posted on the New York State Education Department s website 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. G en eral R u les for A p p l y i ng Mathe m ati c s R u bri c s Gen eral Pri n c i p les for Rati ng The rubrics for the constructed-response questions on the Regents Examinations 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 Examination in Geometry, use their own professional judgment, confer with other mathematics teachers, and/or contact the consultants at 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. I I. F u l l-Credit Res pon ses 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. I II. A p propriate 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 a n d 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 n ot been shown. Other rubrics address incomplete responses. I V . Multi p le 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] GEOMETRY 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] 3, 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] 3, 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] 2016, 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] 2016, 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] GEOMETRY continued (31) [2] y + 5 = 2 (x 6) or an equivalent linear equation, and appropriate work is 3 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] y + 5 = 2 (x 6) or an equivalent linear equation, but no work is shown. 3 or [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, and the angle bisector is drawn. [1] All construction arcs are drawn, but the angle bisector line is not drawn. or [1] Appropriate work is shown, but one construction error is made, such as not extending the sides of the original angle to show points of intersection of the arc. [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] GEOMETRY continued (33) [2] 26, 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] x + 3x + 5x 54 = 180 or an equivalent equation, but no further correct work is shown. or [1] 26, 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. (34) [2] AC , and an appropriate justification is given, and appropriate work is shown, such as a correctly labeled diagram. [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] All angle measures are identified correctly, but no further correct work is shown. or [1] AC , but no work is shown, and no justification is given. [0] A zero response is completely incorrect, irrelevant, or incoherent or is a correct response that was obtained by an obviously incorrect procedure. [6] GEOMETRY 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] y + 2 = 4 (x 3) or an equivalent linear equation, and appropriate work is 3 shown. [3] Appropriate work is shown, but one computational or graphing error is made. or [3] The correct slope and midpoint of the segment and the slope of the perpendicular bisector are found, but no equation or an incorrect equation is written. [2] Appropriate work is shown, but two or more computational or graphing errors are made. or [2] Appropriate work is shown, but one conceptual error is made. or [2] Appropriate work is shown to find the correct slope and midpoint of the segment, but no further correct work is shown. or [2] Appropriate work is shown to find the slope of the original segment and the slope of the perpendicular bisector, but no further correct work is shown. [1] Appropriate work is shown, but one conceptual error and one computational or graphing error are made. or [1] Appropriate work is shown to find the correct slope or midpoint of the segment, but no further correct work is shown. or [1] y + 2 = 4 (x 3) or an equivalent linear equation, but no work is shown. 3 or [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] GEOMETRY continued (36) [4] Both loci are drawn correctly, and the three points of intersection are labeled with an X. [3] Both loci are drawn correctly, but only two points of intersection are labeled. or [3] Both loci are drawn, but one graphing error is made, but appropriate points of intersection are labeled. [2] Both loci are drawn correctly, but the points of intersection are not labeled or are labeled incorrectly. or [2] Both loci are drawn, but two or more graphing errors are made, but appropriate points of intersection are labeled. or [2] Both loci are drawn, but one conceptual error is made, but appropriate points of intersection are labeled. [1] One locus is drawn correctly, but no further correct work is shown. or [1] Xs are placed appropriately, but no loci are drawn. [0] A zero response is completely incorrect, irrelevant, or incoherent or is a correct response that was obtained by an obviously incorrect procedure. [8] GEOMETRY continued (37) [4] D ( 1,1), E ( 1,5), G ( 4,5), DEG and D E G are graphed and labeled correctly, and an appropriate justification is given, such as showing congruent segments or stating that all rotations preserve distance. [3] Appropriate work is shown, but one computational, graphing, or labeling error is made. or [3] Appropriate work is shown, but no justification is given. or [3] Appropriate work is shown, but the coordinates are not stated or are stated incorrectly. [2] Appropriate work is shown, but one computational, graphing, or labeling error is made, and no justification is given. or [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. or [2] Both triangles are graphed and labeled correctly, but no further correct work is shown. [1] Appropriate work is shown, but one conceptual error and one computational, graphing, or labeling error are made. or [1] Both triangles are graphed correctly, but no further correct work is shown. or [1] D ( 1,1), E ( 1,5), G ( 4,5), 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] GEOMETRY continued Part IV For each 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] A complete and correct proof that includes a concluding statement is written. [5] A proof is written that demonstrates a thorough understanding of the method of proof and contains no conceptual errors, but one statement or reason is missing or is incorrect. [4] A proof is written that demonstrates a good understanding of the method of proof and contains no conceptual errors, but two statements or reasons are missing or are incorrect. [3] A proof is written that demonstrates a good understanding of the method of proof, but one conceptual error is made. or [3] AFB CED is proven, but no further correct work is shown. [2] A proof is written that demonstrates a method of proof, but one conceptual error is made, and one statement or reason is missing or is incorrect. or [2] Some correct relevant statements about the proof are made, but three or four statements or reasons are missing or are incorrect. [1] Only one correct relevant statement and reason are written. [0] The given and/or the prove statements are rewritten in the style of a formal proof, but no further correct relevant statements are written. or [0] A zero response is completely incorrect, irrelevant, or incoherent or is a correct response that was obtained by an obviously incorrect procedure. [10] GEOMETRY concluded Map to Core Curriculum Content Band Item Numbers Geometric Relationships 14, 26, 27, 30 Constructions 2, 32 Locus 25, 36 Informal and Formal Proofs 1, 3, 4, 5, 7, 13, 16, 18, 20, 22, 23, 24, 28, 29, 33, 34, 38 Transformational Geometry 6, 8, 15, 37 Coordinate Geometry 9, 10, 11, 12, 17, 19, 21, 31, 35 R egents Examina t ion in Geometry August 2009 Ch a rt for Convert ing Total Test Raw Scores to Fina l Exami na t ion Scores (Scaled Scores) T he C hart for D eterm in ing the F in al Examination Score for th e A ugust 2 0 0 9 Regents Exami nation in G eom etry w i l l be posted on the D epartment s web site http://www.emsc.nysed.gov/osa/ o n Thursday, A ugust 1 3, 2 0 0 9. Conversi on ch arts provided for previ ous a dministrati ons of the Geometry examinati on must NOT be used to d etermine students final scores for thi s administrati on. O nlin e Submission of Teacher Eva lu a tions of t he Test to th e Depa rt ment 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 www.emsc.nysed.gov/osa/exameval. 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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  Print intermediate debugging step

Show debugging info


 

Additional Info : Refer end of paper for Scoring Key (page 29)
Tags : , papers, New York State, High School Regents, Examinations, Past exams, solvedTest Papers, Education, Assessment and Testing.  


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