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New York Regents Geometry January 2011

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GEOMETRY The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION GEOMETRY Thursday, January 27, 2011 9:15 a.m. to 12:15 p.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] __ _ 1 In the diagram below, AB, BC, and AC are tangents to circle O at points F, E, and D, respectively, AF = 6, CD = 5, and BE = 4. B F E O A C D What is the perimeter of ABC? (1) 15 (3) 30 (2) 25 (4) 60 __ 2 Quadrilateral MNOP is a trapezoid with MN OP. If M N O P is the image of MNOP after a reflection over the x-axis, which two sides of quadrilateral M N O P are parallel? _ _ _ _ _ _ _ _ (1) M N and O P (3) P M and O P (2) M N and N O (4) P M and N O Geometry January 11 [2] Use this space for computations. _ 3 In the diagram below of ABC, D is the midpoint of AB, and E is _ the midpoint of BC. Use this space for computations. B D E A 4x + 10 C If AC = 4x + 10, which expression represents DE? (1) x + 2.5 (3) 2x + 10 (2) 2x + 5 (4) 8x + 20 4 Which statement is true about every parallelogram? (1) All four sides are congruent. (2) The interior angles are all congruent. (3) Two pairs of opposite sides are congruent. (4) The diagonals are perpendicular to each other. Geometry January 11 [3] [OVER] Use this space for computations. 5 The diagram below shows a rectangular prism. B C D A F G E H Which pair of edges are segments of lines that are coplanar ? _ _ _ _ _ _ _ _ (1) AB and DH (3) BC and EH (2) AE and DC (4) CG and EF 6 A line segment has endpoints _ 1) and B( 3,3). What are the A(7, coordinates of the midpoint of AB ? (1) (1,2) (3) ( 5,2) (2) (2,1) (4) (5, 2) Geometry January 11 [4] 7 What is the image of the point ( 5,2) under the translation T3, 4? (1) ( 9,5) (3) ( 2, 2) (2) ( 8,6) Use this space for computations. (4) ( 15, 8) 8 When writing a geometric proof, which angle relationship could be used alone to justify that two angles are congruent? (1) supplementary angles (2) linear pair of angles (3) adjacent angles (4) vertical angles 9 Plane R is perpendicular to line k and plane D is perpendicular to line k. Which statement is correct? (1) Plane R is perpendicular to plane D. (2) Plane R is parallel to plane D. (3) Plane R intersects plane D. (4) Plane R bisects plane D. Geometry January 11 [5] [OVER] 10 The vertices of the triangle in the diagram below are A(7,9), B(3,3), and C(11,3). y A(7,9) B(3,3) C(11,3) x What are the coordinates of the centroid of ABC? (1) (5,6) (3) (7,5) (2) (7,3) (4) (9,6) 11 Which set of numbers does not represent the sides of a right triangle? (1) {6, 8, 10} (3) {8, 24, 25} (2) {8, 15, 17} (4) {15, 36, 39} Geometry January 11 [6] Use this space for computations. Use this space for computations. 12 In the diagram below of rhombus ABCD, m C = 100. A B 100 C D What is m DBC? (1) 40 (3) 50 (2) 45 (4) 80 _ _ 13 In the diagram below of circle O, radius OC is 5 cm. Chord AB is _ 8 cm and is perpendicular to OC at point P. C A P B O _ What is the length of OP, in centimeters? (1) 8 (3) 3 (2) 2 (4) 4 Geometry January 11 [7] [OVER] 14 What is an equation of the line that passes through the point ( 2,3) 3 and is parallel to the line whose equation is y = __ x 4? 2 3 (3) y = __ x 2 (1) y = ___ x 3 2 5 2 (2) y = ___ x + __ 3 3 3 (4) y = __ x + 6 2 15 In scalene triangle ABC, m B = 45 and m C = 55. What is the order of the sides in length, from longest to shortest? ___ ___ ___ ___ (1) AB, BC, AC (3) AC, BC, AB (2) BC, AC, AB (4) BC, AB, AC 16 What is an equation of a circle with center (7, 3) and radius 4? (1) (x 7)2 + (y + 3)2 = 4 (2) (x + 7)2 + (y 3)2 = 4 (3) (x 7)2 + (y + 3)2 = 16 (4) (x + 7)2 + (y 3)2 = 16 Geometry January 11 [8] Use this space for computations. 17 What is the volume, in cubic centimeters, of a cylinder that has a height of 15 cm and a diameter of 12 cm? (1) 180 (3) 675 (2) 540 Use this space for computations. (4) 2,160 18 Which compound statement is true? (1) A triangle has three sides and a quadrilateral has five sides. (2) A triangle has three sides if and only if a quadrilateral has five sides. (3) If a triangle has three sides, then a quadrilateral has five sides. (4) A triangle has three sides or a quadrilateral has five sides. 19 The two lines represented by the equations below are graphed on a coordinate plane. x + 6y = 12 3(x 2) = y 4 Which statement best describes the two lines? (1) The lines are parallel. (2) The lines are the same line. (3) The lines are perpendicular. (4) The lines intersect at an angle other than 90 . Geometry January 11 [9] [OVER] 20 Which diagram shows the construction of the perpendicular bisector _ of AB ? A B A (1) A B (3) B A (2) B (4) 21 In circle O, a diameter has endpoints ( 5,4) and (3, 6). What is the length of the diameter? __ ___ (1) 2 (3) 10 (2) 2 2 (4) 2 41 __ Geometry January 11 ___ [10] Use this space for computations. __ 22 In the diagram below of quadrilateral ABCD, AB CD, _ ABC CDA, and diagonal AC is drawn. A Use this space for computations. B D C Which method can be used to prove that ABC is congruent to CDA? (1) AAS (3) SAS (2) SSA (4) SSS _ 23 In the diagram below of right triangle ABC, CD is the altitude to _ hypotenuse AB, CB = 6, and AD = 5. C 6 A 5 D B _ What is the length of BD ? (1) 5 (3) 3 (2) 9 (4) 4 Geometry January 11 [11] [OVER] 24 In the diagram below, quadrilateral JUMP is inscribed in a circle. U J P M Opposite angles J and M must be (1) right (3) congruent (2) complementary (4) supplementary Geometry January 11 [12] Use this space for computations. Use this space for computations. 25 Which graph represents a circle with the equation (x 3)2 + (y + 1)2 = 4? y y x x (1) (3) y y x x (2) (4) 26 The point (3, 2) is rotated 90 about the origin and then dilated by a scale factor of 4. What are the coordinates of the resulting image? (1) ( 12,8) (3) (8,12) (2) (12, 8) (4) ( 8, 12) Geometry January 11 [13] [OVER] _ 27 In the diagram below of ABC, side BC is extended to point D, m A = x, m B = 2x + 15, and m ACD = 5x + 5. A D B C What is m B? (1) 5 (3) 25 (2) 20 (4) 55 28 Point P lies on line m. Point P is also included in distinct planes Q , R , S, and T. At most, how many of these planes could be perpendicular to line m? (1) 1 (3) 3 (2) 2 (4) 4 Geometry January 11 [14] 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 ACD, B is a point on AC such that ADB is an equilateral triangle, __ and DBC is an isosceles triangle with DB BC. Find m C. D A Geometry January 11 B [15] C [OVER] 30 Triangle ABC has vertices A( 2,2), B( 1, 3), and C(4,0). Find the coordinates of the vertices of A B C , the image of ABC after the transformation rx-axis. [The use of the grid below is optional.] Geometry January 11 [16] 31 Find, in degrees, the measures of both an interior angle and an exterior angle of a regular pentagon. Geometry January 11 [17] [OVER] _ _ 32 In the diagram below of circle O, chord AB bisects chord CD at E. If AE = 8 and BE = 9, _ find the length of CE in simplest radical form. A 8 E C D 9 O B Geometry January 11 [18] 33 On the diagram below, use a compass and straightedge to construct the bisector of ABC. [Leave all construction marks.] A B Geometry January 11 C [19] [OVER] 34 Find the slope of a line perpendicular to the line whose equation is 2y 6x = 4. Geometry January 11 [20] 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 On the set of axes below, graph the locus of points that are four units from the point (2,1). On the same set of axes, graph the locus of points that are two units from the line x = 4. State the coordinates of all points that satisfy both conditions. y x Geometry January 11 [21] [OVER] __ __ _ 36 In the diagram below, BFCE, AB BE, DE BE, and BFD ECA. Prove that ABC DEF. A D B Geometry January 11 F C [22] E _ _ __ 37 In the diagram below of ADE, B is a point on AE and C is a point on AD such that BC ED, _ AC = x 3, BE = 20, AB = 16, and AD = 2x + 2. Find the length of AC. A B C E Geometry January 11 D [23] [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 Quadrilateral MATH has coordinates M(1,1), A( 2,5), T (3,5), and H(6,1). Prove that quadrilateral MATH is a rhombus and prove that it is not a square. [The use of the grid on the next page is optional.] Geometry January 11 [24] Question 38 continued Geometry January 11 [25] 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 January 11 where l is the slant height [27] 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, January 27, 2011 9:15 a.m. to 12:15 p.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 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 January 11 [31] 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 [32] GEOMETRY Geometry January 11 FOR TEACHERS ONLY The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION GEOMETRY Thursday, January 27, 2011 9:15 a.m. to 12:15 p.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.p12.nysed.gov/osa/ o n Thursday, January 27, 2011. 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. 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) (8) 4 (15) 4 (22) 1 (2) 1 (9) 2 (16) 3 (23) 4 (3) 2 (10) 3 (17) 2 (24) 4 (4) 3 (11) 3 (18) 4 (25) 2 (5) 3 (12) 1 (19) 4 (26) 3 (6) 2 (13) 3 (20) 1 (27) 3 (7) Geometry Jan. 11 3 3 (14) 4 (21) 4 (28) 1 [2] 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.p12.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. Geometry Jan. 11 [3] 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] 30, and appropriate work is shown, such as correctly labeling angle measures on the 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] 30, 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] A!( 2, 2), B!( 1,3), and C (4,0). [1] One graphing error is made. or [1] One conceptual error is made, such as reflecting the triangle over the y-axis. or [1] Only the coordinates of two points are stated and labeled correctly. or [1] A , B , and C are graphed and labeled correctly, but the coordinates are not stated or are stated incorrectly. or [1] ( 2, 2), ( 1,3), and (4, 0), but the coordinates are not labeled or are labeled incorrectly. [0] A zero response is completely incorrect, irrelevant, or incoherent or is a correct response that was obtained by an obviously incorrect procedure. Geometry Jan. 11 [4] (31) [2] An interior angle of 108 and an exterior angle of 72, 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 108 and 72, but the angles are not labeled or are labeled incorrectly. or [1] Appropriate work is shown to find either an interior angle of 108 or an exterior angle of 72. or [1] An interior angle of 108 and an exterior angle of 72, 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] 6 2 , and appropriate work is shown. [1] Appropriate work is shown, but one computational or simplification 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 written in simplest radical form. or [1] Appropriate work is shown, but the answer is written as a decimal. or [1] 6 2 , 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. Geometry Jan. 11 [5] (33) [2] A correct construction is drawn showing all appropriate arcs, and the angle bisector is drawn. [1] All appropriate arcs are drawn, but the angle bisector is not drawn. or [1] Appropriate work is shown, but one construction error is made. [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. (34) [2] 1 , and appropriate work is shown. 3 [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 , but no work is shown. 3 [0] A zero response is completely incorrect, irrelevant, or incoherent or is a correct response that was obtained by an obviously incorrect procedure. Geometry Jan. 11 [6] 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] Both loci are graphed correctly and (2,5), (2, 3), and (6,1) are stated. [3] Appropriate work is shown, but one graphing error is made, but appropriate coordinates are stated. or [3] Appropriate work is shown, but the coordinates of only one or two of the points are stated correctly. or [3] Appropriate work is shown and the correct points are indicated, but the coordinates are not stated or are stated incorrectly. [2] Both loci are graphed correctly, but no further correct work is shown. or [2] Appropriate work is shown, but one graphing error is made, but appropriate points are indicated, but the coordinates are not stated or are stated incorrectly. or [2] Appropriate work is shown, but one conceptual error is made, but appropriate coordinates are stated. [1] Only one locus is graphed correctly, but no further correct work is shown. or [1] (2,5), (2, 3), and (6,1), 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. Geometry Jan. 11 [7] (36) [4] A complete and correct proof that includes a concluding statement is written. [3] 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 or no concluding statement is written. [2] !DFE !ACB is proven, but no further correct work is shown. or [2] 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. or [2] A proof is written that demonstrates a good understanding of the method of proof, but one conceptual error is made. [1] !ABC !DEF is proven, but no further correct work is shown. or [1] Some correct relevant statements about the proof are made, but three or four statements or reasons are missing or are incorrect. [0] The given and/or the prove statements are written, 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. Geometry Jan. 11 [8] (37) [4] 32, and appropriate work is shown. [3] Appropriate work is shown, but one computational error is made. or [3] A correct proportion is written and x = 35 is found, but no further correct work is shown. [2] Appropriate work is shown, but two or more computational errors are made. or [2] Appropriate work is shown, but one conceptual error is made. or [2] A correct proportion is written, but no further correct work is shown. [1] Appropriate work is shown, but one conceptual error and one computational error are made. or [1] 32, 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. Geometry Jan. 11 [9] 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] A complete and correct proof that includes concluding statements that MATH is a rhombus and MATH is not a square is written. [5] Appropriate work is shown, but one computational or graphing error is made. or [5] Appropriate work is shown to prove MATH is a rhombus, and work is shown to prove MATH is not a square, but a concluding statement is missing or is 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. or [4] Appropriate work is shown to prove MATH is a rhombus, but no further correct work is shown. or [4] Appropriate work is shown to prove MATH is a parallelogram and not a square, but no work is shown to prove it is a rhombus. [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 MATH is a parallelogram, but no further correct work is shown. [2] Appropriate work is shown, but two conceptual errors are made. or [2] Appropriate work is shown to find all four correct slopes or all four correct sides, but no further correct work is shown. or [2] Appropriate work is shown to prove the diagonals are perpendicular bisectors of each other, but no further correct work is shown. or [2] Appropriate work is shown to prove MATH is not a square, but no further correct work is shown. Geometry Jan. 11 [10] [1] The correct slopes of all four sides are stated or the correct lengths of all four sides are stated, but no work is shown and no proof is written. [0] A zero response is completely incorrect, irrelevant, or incoherent or is a correct response that was obtained by an obviously incorrect procedure. Geometry Jan. 11 [11] Map to Core Curriculum Content Band Item Numbers Geometric Relationships 5, 9, 17, 28 Constructions 20, 33 Locus 10, 35 Informal and Formal Proofs 1, 3, 4, 8, 11, 12, 13, 15, 18, 22, 23, 24, 27, 29, 31, 32, 36, 37 Transformational Geometry 2, 7, 26, 30 Coordinate Geometry 6, 14, 16, 19, 21, 25, 34, 38 Regents Examination in Geometry January 2011 Chart for Converting Total Test Raw Scores to Final Examination Scores (Scale Scores) The Chart for Determining the Final Examination Score for the January 2011 Regents Examination in Geometry will be posted on the Department s web site http://www.p12.nysed.gov/osa/ on Thursday, January 27, 2011. 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.forms2.nysed.gov/emsc/osa/exameval/reexameval.cfm. 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. Geometry Jan. 11 [12]

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  Print intermediate debugging step

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Additional Info : Scoring key on page 33
Tags : New York State, High School Regents, Examinations, Past exams, solvedTest Papers, Education, Assessment and Testing.  


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