Content Strand 2: Measurement - Item Specification (8-2005)

ME01 (Attributes and Dimensions) Demonstrate understanding of how a change in one linear dimension affects other linear and area measurements of rectangles, triangles, and circles; demonstrate understanding of the concepts of volume and surface area of rectangular prisms (1.2.1)

Item Format:

· Multiple-Choice and Short-Answer items may be used to test this learning target.

Stimulus, Stem, and Prompt Rules:

· Stimulus may include pictures, tables, charts, diagrams, figures, and illustrations.
· Stimulus will include illustrations in items that involve finding area or volume.
· Formulas may be given in the problem.
· Items will not require students to convert from U.S. to metric or metric to U.S.
· The answer and distracters will be stated in terms of the same system of measurement.

Mathematical Vocabulary and Terms:

· Terms that may be used: area, centimeter, circle, circumference, cubic unit, diameter, foot/feet, height, inch, kilometer, length, meter, mile, millimeter, perimeter, radius/radii, rectangle, right triangle, square unit, surface area, triangle, volume, width, yard
· Terms that may be used with definitions or examples: compare (tell how they are alike and/or how they are different)
· Terms that may not be used:
· Students are expected to know how to determine the following:

Perimeter of a polygon

Area of a rectangle Area of a triangle

Volume of a rectangular prism

Item Characteristics:

a) Items may ask students to describe and/or compare the impact on the perimeter of a rectangle or triangle or on the circumference of a circle caused by a change in one dimension.
b) Items may ask students to describe and/or compare the impact on the area of a rectangle, triangle, or circle caused by a change in one dimension.
c) Items may ask students to determine a change in one dimension of a rectangle, triangle, or circle based on a given change in perimeter, circumference, or area.
d) Items may ask students to identify the volume or surface area of a rectangular prism based on labeled pictures or models.
e) Items may ask students to identify examples of surface area or volume.
f) Items may ask students to describe the relationship among linear dimensions, surface area, and volume of a rectangular prism.
g) Items may ask students to label measurements of a rectangular prism to show understanding of the relationships among linear dimensions, surface area, and volume of rectangular prisms and that area is measured in square units and volume in cubic units.

Note: Students are expected to determine and label units.