SY24 Geometry Q2 Benchmarks in Depth

How many years have you taught HS Geometry?

• This is my first year

• 1 - 2 years

• 3 - 5 years

• 6 - 10 years

• over 10 years

Please Rate the following statement:

I use Big Ideas to assign classwork and homework problems.

• Never

• Seldom

• Sometimes

• Usually

• Always

The verb used in each ALD is very important. Complete the statement about verbs and item type:

When asked to identify something, this is ​ (a)   , represent is​ (b)   , graph or plot, requires a​ (c)   , and interpret is (d)   .

• multiple-choice
• equation editor
• graphic response
• editing task choice (drop-down)

Which of the following are true for ALL L2 -L4 benchmarks on TRANSFORMATIONS?
SELECT ALL THAT APPLY.

• Items can be in mathematical or real-world context

• Rotations can be clockwise OR counter-clockwise

• Centers of rotations and dilations can be a point on the figure OR the origin

• Items involving a reflection across a line can include the x-axis, y-axis, or a horizontal or vertical line

• Rotations are limited to 90, 180, or 270.

For GR.2.1, what is the difference between an L2 and L3?

Evaluate responses using AI:

OFF

For GR.2.3, what is the difference between an L2 and L3?

SELECT ALL THAT APPLY.

• L2 has a sequence of up to 2 transformations; L3 is up to 3

• L3 includes rotations, not just translations and reflections

• L3 students must describe the sequence in words or coordinates vs. just words in L2

• L3 must have a real-world context

For GR.2.3, what is the difference between an L3 and L4?

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OFF

A sample question for GR.2.5 gives the directions shown below. What two transformations are given in one algebraic mapping?

Draw the resulting figure after quadrilateral 𝐴𝐵𝐶𝐷 is transformed using (𝑥, 𝑦) → (−𝑥, 𝑦 − 3).

• reflection and rotation

• translation and rotation

• reflection and translation

• translation and dilation

Students also struggled with benchmarks GR.2.2 (Identify transformations that do or do not preserve distance) and
GR.2.6 (Apply rigid transformations to map one figure onto another to justify that the two figures are congruent)

DISCUSS WITH YOUR NEIGHBORS: Why do you think students had difficulty with these?

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In Chapter 5, which 3 benchmarks did our students struggle most with?

• Using coordinate geometry to classify or justify definitions, properties and theorems involving circles, triangles, & quadrilaterals

• Prove relationships and solve problems involving postulates and theorems of triangles.

• Solve mathematical and real-world problems involving congruence or similarity in two-dimensional figures

• Apply rigid transformations to map one figure onto another to justify that the two figures are congruent

• Prove triangle congruence using SSS, SAS, ASA, AAS, and HL