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New York Regents Geometry June 2010

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GEOMETRY The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION GEOMETRY Thursday, June 17, 2010 1:15 to 4:15 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 of circle O, chord AB chord CD, and _ chord CD chord EF. B D A F O C E Which statement must be true? (1) CE DF (3) AC CE (2) AC DF (4) EF CD 2 What is the negation of the statement I am not going to eat ice cream ? (1) I like ice cream. (2) I am going to eat ice cream. (3) If I eat ice cream, then I like ice cream. (4) If I don t like ice cream, then I don t eat ice cream. Geometry June 10 [2] Use this space for computations. 3 The diagram below shows a right pentagonal prism. Use this space for computations. I J F H E G A D C B Which statement is always true? __ __ __ __ (1) BC ED (3) FJ IH (2) FG CD (4) GB HC 4 In isosceles triangle ABC, AB = BC. Which statement will always be true? (1) m B = m A (3) m A = m C (2) m A > m B (4) m C < m B Geometry June 10 [3] [OVER] 5 The rectangle ABCD shown in the diagram below will be reflected across the x-axis. y 9 8 7 6 5 4 3 2 1 -9 -8 -7 -6 -5 -4 -3 -2 -1 -1 -2 -3 -4 -5 -6 -7 -8 -9 C B D A 123456789 x What will not be preserved? _ (1) slope of AB _ _ (2) parallelism of AB and CD _ (3) length of AB (4) measure of A 6 A right circular cylinder has an altitude of 11 feet and a radius of 5 feet. What is the lateral area, in square feet, of the cylinder, to the nearest tenth? (1) 172.7 (3) 345.4 (2) 172.8 (4) 345.6 Geometry June 10 [4] Use this space for computations. 7 A transversal intersects two lines. Which condition would always make the two lines parallel? Use this space for computations. (1) Vertical angles are congruent. (2) Alternate interior angles are congruent. (3) Corresponding angles are supplementary. (4) Same-side interior angles are complementary. 8 If the diagonals of a quadrilateral do not bisect each other, then the quadrilateral could be a (1) rectangle (3) square (2) rhombus (4) trapezoid 9 What is the converse of the statement If Bob does his homework, then George gets candy ? (1) If George gets candy, then Bob does his homework. (2) Bob does his homework if and only if George gets candy. (3) If George does not get candy, then Bob does not do his homework. (4) If Bob does not do his homework, then George does not get candy. Geometry June 10 [5] [OVER] 10 In PQR, PQ = 8, QR = 12, and RP = 13. Which statement about the angles of PQR must be true? (1) m Q > m P > m R (3) m R > m P > m Q (2) m Q > m R > m P (4) m P > m R > m Q 11 Given: 1 y = __ x 3 4 y = x2 + 8x + 12 In which quadrant will the graphs of the given equations intersect? (1) I (3) III (2) II (4) IV Geometry June 10 [6] Use this space for computations. 12 Which diagram shows the construction of an equilateral triangle? (1) (3) (2) Use this space for computations. (4) 13 Line segment AB is tangent to circle O at A. Which type of triangle is always formed when points A, B, and O are connected? (1) right (3) scalene (2) obtuse (4) isosceles Geometry June 10 [7] [OVER] 14 What is an equation for the circle shown in the graph below? y x (1) x2 + y2 = 2 (3) x2 + y2 = 8 (2) x2 + y2 = 4 (4) x2 + y2 = 16 15 Which transformation can map the letter S onto itself? (1) glide reflection (3) line reflection (2) translation (4) rotation _ _ 16 In isosceles trapezoid ABCD, AB CD. If BC = 20, AD = 36, and AB = 17, what is the length of the altitude of the trapezoid? (1) 10 (3) 15 (2) 12 (4) 16 Geometry June 10 [8] Use this space for computations. 17 In plane P, lines m and n intersect at point A. If line k is perpendicular to line m and line n at point A, then line k is (1) contained in plane P (3) perpendicular to plane P (2) parallel to plane P Use this space for computations. (4) skew to plane P _ _ 18 The diagram below shows AB and DE. y B E A D _ x _ Which transformation will move AB onto DE such that point D is the image of point A and point E is the image of point B? (1) T3, 3 (3) R90 (2) D _1_ (4) ry = x 2 Geometry June 10 [9] [OVER] _ _ 19 In the diagram below of circle O, chords AE and DC intersect at point B, such that mAC = 36 and mDE = 20. A 36 D C B 20 O E What is m ABC ? (1) 56 (3) 28 (2) 36 (4) 8 20 The diagram below shows the construction of a line through point P perpendicular to line m. P m Which statement is demonstrated by this construction? (1) If a line is parallel to a line that is perpendicular to a third line, then the line is also perpendicular to the third line. (2) The set of points equidistant from the endpoints of a line segment is the perpendicular bisector of the segment. (3) Two lines are perpendicular if they are equidistant from a given point. (4) Two lines are perpendicular if they intersect to form a vertical line. Geometry June 10 [10] Use this space for computations. 21 What is the length, to the nearest tenth, of the line segment joining the points ( 4,2) and (146,52)? (1) 141.4 (3) 151.9 (2) 150.5 Use this space for computations. (4) 158.1 22 What is the slope of a line perpendicular to the line whose equation is y = 3x + 4? 1 (1) __ (3) 3 1 (2) __ 3 (4) 3 3 _ 23 In the diagram below of circle O, secant AB intersects circle O at D, _ secant AOC intersects circle O at E, AE = 4, AB = 12, and DB = 6. B D A E O C (Not drawn to scale) _ What is the length of OC? (1) 4.5 (3) 9 (2) 7 (4) 14 Geometry June 10 [11] [OVER] 24 The diagram below shows a pennant in the shape of an isosceles triangle. The equal sides each measure 13, the altitude is x + 7, and the base is 2x. 13 x+7 2x 13 What is the length of the base? (1) 5 (3) 12 (2) 10 (4) 24 _ _ 25 In the diagram below of ABC, CD is the bisector of BCA, AE is _ the bisector of CAB, and BG is drawn. B E D G C A Which statement must be true? (1) DG = EG (3) AEB AEC (2) AG = BG (4) DBG EBG Geometry June 10 [12] Use this space for computations. _ _ 26 In the diagram below of circle O, chords AD and BC intersect at E. Use this space for computations. C A E O D B Which relationship must be true? (1) CAE DBE (3) ACB CBD (2) AEC BED (4) CA DB 1 27 Two lines are represented by the equations __ y = 6x + 10 and 2 y = mx. For which value of m will the lines be parallel? (1) 12 (3) 3 (2) 3 (4) 12 28 The coordinates of the vertices of parallelogram ABCD are A( 3,2), B( 2, 1), C(4,1), and D(3,4). The slopes of which line segments could be calculated to show that ABCD is a rectangle? _ _ _ _ _ _ _ _ (1) AB and DC (3) AD and BC (2) AB and BC (4) AC and BD Geometry June 10 [13] [OVER] 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 Tim is going to paint a wooden sphere that has a diameter of 12 inches. Find the surface area of the sphere, to the nearest square inch. _ 30 In the diagram below of ABC, DE is a midsegment of ABC, DE = 7, AB = 10, and BC = 13. Find the perimeter of ABC. B D E A Geometry June 10 C [14] 31 In right DEF, m D = 90 and m F is 12 degrees less than twice m E. Find m E. Geometry June 10 [15] [OVER] 32 Triangle XYZ, shown in the diagram below, is reflected over the line x = 2. State the coordinates of X Y Z , the image of XYZ. y Z Y X Geometry June 10 x [16] _ _ , are 33 Two lines, AB and CRD _ parallel and 10 inches apart. Sketch the locus of all points that are _ equidistant from AB and CRD and 7 inches from point R. Label with an X each point that satisfies both conditions. A C Geometry June 10 B R D [17] [OVER] 34 The base of a pyramid is a rectangle with a width of 6 cm and a length of 8 cm. Find, in centimeters, the height of the pyramid if the volume is 288 cm3. Geometry June 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 Given: Quadrilateral ABCD with AB CD, AD BC, and diagonal BD is drawn Prove: BDC ABD Geometry June 10 [19] [OVER] 36 Find an equation of the line passing through the point (6,5) and perpendicular to the line whose equation is 2y + 3x = 6. Geometry June 10 [20] _ 37 Write an equation of the circle whose diameter AB has endpoints A( 4,2) and B(4, 4). [The use of the grid below is optional.] Geometry June 10 [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 In the diagram below, quadrilateral STAR is a rhombus with diagonals SA and TR intersecting at E. ST = 3x + 30, SR = 8x 5, SE = 3z, TE = 5 z + 5, AE = 4z 8, m RTA = 5y 2, and m TAS = 9y + 8. Find SR, RT, and m TAS. 3x + 30 S 3z 8x 5 + 5z T 5 (5y 2) E 4z 8 R Geometry June 10 (9y + 8) A [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 June 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 Thursday, June 17, 2010 1:15 to 4:15 p.m., only ANSWER SHEET Male Female Student . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Sex: 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 June 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 June 10 FOR TEACHERS ONLY The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION GEOMETRY Thursday, June 17, 2010 1:15 to 4:15 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 Integrated Algebra and 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 scale score by using the conversion chart that will be posted on the Department s web site http://www.emsc.nysed.gov/osa/ on Thursday, June 17, 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. 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) 1 (8) 4 (15) 4 (22) 2 (2) 2 (9) 1 (16) 3 (23) 2 (3) 4 (10) 1 (17) 3 (24) 2 (4) 3 (11) 3 (18) 4 (25) 4 (5) 1 (12) 1 (19) 3 (26) 2 (6) 4 (13) 1 (20) 2 (27) 1 (7) 2 (14) 4 (21) 4 (28) 2 [2] GEOMETRY 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. I. 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 Integrated Algebra and Geometry, 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). [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] 452, and appropriate work is shown. [1] Appropriate work is shown, but one computational or rounding error is made. or [1] Appropriate work is shown, but one conceptual error is made. or [1] Appropriate work is shown to find 144 , but no further correct work is shown. or [1] 452, 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] 37, 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] AC = 14, but no further correct work is shown. or [1] 37, 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] 34, 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] A correct equation is written, but no further correct work is shown. or [1] 34, 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] X (5,1), Y (4,4), and Z (7,4), and appropriate work is shown. [1] Appropriate work is shown, but one computational or graphing error is made. or [1] Appropriate work is shown, but one conceptual error is made. or [1] Appropriate work is shown, but the coordinates are not labeled or are labeled incorrectly. or [1] X , Y , and Z are graphed correctly, but the coordinates are not stated or are stated incorrectly. or [1] X (5,1), Y (4,4), and Z (7,4), 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. [5] [OVER] GEOMETRY 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. 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] 18, 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] A correct substitution is made into the volume formula, but no further correct work is shown. or [1] 18, 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. [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] 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. or [3] Either ABD CDB or AB DC is proven, but no further correct work is shown. [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] An appropriate diagram is drawn and labeled, but no further correct work is shown. [0] The given and/or the prove statements are written 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. [7] [OVER] GEOMETRY continued (36) [4] y 5 = 2 ( x 6) or an equivalent equation, and appropriate work is shown. 3 [3] Appropriate work is shown, but one computational error is made. [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, such as finding an equation of a line parallel to the given line. or [2] Appropriate work is shown to find 2 , the slope of the perpendicular line, but no 3 further correct work is shown. [1] Appropriate work is shown, but one conceptual error and one computational error are made. or 3 [1] Appropriate work is shown to find , the slope of the given line, but no 2 further correct work is shown. or [1] y 5 = 2 ( x 6), 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. [8] GEOMETRY continued (37) [4] x 2 + ( y + 1)2 = 25, and appropriate work is shown. [3] Appropriate work is shown, but one computational or graphing error is made. [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 midpoint (0, 1) and the radius of 5, 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 either the radius or the center, but no further correct work is shown. or [1] x 2 + ( y + 1)2 = 25, 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 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] SR = 51, RT = 90, and m TAS = 62, and appropriate work is shown. [5] Appropriate work is shown, but one computational error is made. or [5] Appropriate work is shown to find SR, RT, and 28, the m RTA, but no further correct work is shown. or [5] Appropriate work is shown to find SR, m TAS , and 45, the length of ET , but no further correct work is shown. [4] Appropriate work is shown, but one conceptual error is made. or [4] Appropriate work is shown to find two of the correct values, but no further correct work is shown. [3] Appropriate work is shown, but two or more computational errors are made. or [3] Appropriate work is shown, but one conceptual error and one computational error are made. or [3] Appropriate work is shown to find x = 7, y = 6, and z = 8, 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 one of the correct values, but no further correct work is shown. or [2] Appropriate work is shown to find x and y, x and z, or y and z, but no further correct work is shown. [1] Appropriate work is shown, but two conceptual errors and one computational error are made. or [10] GEOMETRY continued [1] Appropriate work is shown to find x or y or z, but no further correct work is shown. or [1] SR = 51, RT = 90, and m TAS = 62, 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. [11] [OVER] GEOMETRY concluded Map to Core Curriculum Content Band Item Numbers Geometric Relationships 3, 6, 17, 29, 34 Constructions 12, 20 Locus 25, 33 Informal and Formal Proofs 1, 2, 4, 7, 8, 9, 10, 13, 16, 19, 23, 24, 26, 30, 31, 35, 38 Transformational Geometry 5, 15, 18, 32 Coordinate Geometry 11, 14, 21, 22, 27, 28, 36, 37 Regents Examination in Geometry June 2010 Chart for Converting Total Test Raw Scores to Final Examination Scores (Scale Scores) The Chart for Determining the Final Examination Score for the June 2010 Regents Examination in Geometry will be posted on the Department s web site http://www.emsc.nysed.gov/osa/ on Thursday, June 17, 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/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. [12]

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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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