Grade 7 - Claim 1 - Target E
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Target E
Draw, construct, and describe geometrical figures and describe the relationship between them
Sample Item
Grade 7Test
Claim 1
Concepts and Procedures
Standards
G-1
Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale.
G-2
Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique...
G-3
Describe the two-dimensional figures that result from slicing three-dimensional figures, as in plane sections of right rectangular prisms and right rectangular pyramids.
Clarifications
Tasks associated with this target will ask students to create scale drawings or apply an understanding of scale factor to solve a problem, often paired with 7.RP Target A. Other tasks for this target will...
Range Achievement Level Descriptors
Evidence Required
1
The student creates scale drawings.
2
The student solves problems involving scale drawings using proportional reasoning.
3
The student draws, constructs, or describes geometric shapes given certain conditions.
4
The student describes a two-dimensional figure resulting from slicing a three-dimensional figure by a plane.
Item Guidelines
Depth of Knowledge
M-DOK1
Recall includes the recall of information such as fact, definition, term, or a simple procedure, as well as performing a simple algorithm or applying a formula. That is, in mathematics a one-step, well-defined, and straight algorithmic procedure should be...
M-DOK2
Skill/Concept includes the engagement of some mental processing beyond a habitual response. A Level 2 assessment item requires students to make some decisions as to how to approach the problem or activity, whereas Level 1 requires students to demonstrate a...
Allowable Item Types
- Graphing
- Equation/Numeric
- Multi-Select, multiple correct response
Allowable Stimulus Materials
None
Key/Construct Relevant Vocabulary
scale drawing, scale, scale factor, ratio, proportion, polygon, triangle (right, acute, obtuse, equilateral, isosceles, scalene), quadrilateral, trapezoid, parallelogram, cube, right-rectangular prism, right-rectangular pyramid, square pyramid, cone, cylinder, plane, perpendicular, parallel, base of a three-dimensional...
Allowable Tools
Calculator (varies by task model)
Target-Specific Attributes
None
Accessibility
Item writers should consider the following Language and Visual Element/Design guidelines [1] when developing items. Language Key Considerations: Use simple, clear, and easy-to-understand language needed to assess the construct or aid in the understanding of the...
Development Notes
Other tasks for this target will require students to draw geometric shapes with given conditions. Some tasks, such as those that require students to provide reasoning to explain why certain conditions cannot lead to...
Task Models
Task Model 1a
Item Types
GraphingDepth of Knowledge
M-DOK2Standards
G-1
Target Evidence Statement
The student creates scale drawings.
Allowable Tools
Calculator
Accessibility Note
Graphing items are not currently able to be Brailled. Minimize the number of items developed to...
Task Description
Prompt Features: The student is prompted to create a scale drawing of a polygon on a grid using drawing tools. Stimulus Guidelines: Item difficulty can be adjusted via these example methods: Figures may consist of polygons...
Stimulus
The student is presented with a simple polygon on a grid and a scale factor.
Example 1
Example Stem: This figure is a scale drawing of a garden. Create another scale drawing of this figure where all side lengths are twice as long.
Use the Connect Line tool to draw the resulting figure.
Interaction: The student is given the Connect Line, Add Point, and Delete tools to draw the polygon on a grid.
Rubric: (1 point) Student draws the correct figure with correct dimensions. Allow for correct scoring regardless of orientation of the figure (see one example of a correct response below).
