Description
This quiz is made to assess SpringBoard Geometry Lessons 1-4, though it could be used for most high school geometry courses. It is intended to be taken during one 45+ minute class period. There are 39 questions, multiple choice and free response, and it is worth 60 points. I’ve included an answer key. The quiz is 8 pages in length.
Learning objectives covered on this quiz are:
• Identify, describe, and name points, lines, line segments, rays, and planes using correct notation.
• Identify and name angles.
• Describe angles and angle pairs. Identify and name parts of circles.
• Make conjectures by applying inductive reasoning.
• Recognize the limits of inductive reasoning.
• Use deductive reasoning to prove that a conjecture is true.
• Develop geometric and algebraic based on deductive reasoning.
• Distinguish between undefined and defined terms.
• Use properties to complete algebraic two-column proofs.
• Identify the hypothesis and conclusion of a conditional statement.
• Give counterexamples for false conditional statements.
• Write and determine the truth value of the converse, inverse, and contrapositive of a conditional statement.
• Write and interpret biconditional statements.
• Apply the Segment Addition Postulate to find lengths of segments.
• Use the definition of midpoint to find lengths of segments.
• Apply the Angle Addition Postulate to find angle measures.
• Use the definition of angle bisector to find angle measures.
Common Core State Standards and Mathematical Practices
• HSG-CO.A.1
• MP.1
• MP. 2
• MP.3
• MP.8
Learning objectives covered on this quiz are:
• Identify, describe, and name points, lines, line segments, rays, and planes using correct notation.
• Identify and name angles.
• Describe angles and angle pairs. Identify and name parts of circles.
• Make conjectures by applying inductive reasoning.
• Recognize the limits of inductive reasoning.
• Use deductive reasoning to prove that a conjecture is true.
• Develop geometric and algebraic based on deductive reasoning.
• Distinguish between undefined and defined terms.
• Use properties to complete algebraic two-column proofs.
• Identify the hypothesis and conclusion of a conditional statement.
• Give counterexamples for false conditional statements.
• Write and determine the truth value of the converse, inverse, and contrapositive of a conditional statement.
• Write and interpret biconditional statements.
• Apply the Segment Addition Postulate to find lengths of segments.
• Use the definition of midpoint to find lengths of segments.
• Apply the Angle Addition Postulate to find angle measures.
• Use the definition of angle bisector to find angle measures.
Common Core State Standards and Mathematical Practices
• HSG-CO.A.1
• MP.1
• MP. 2
• MP.3
• MP.8
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Reported resources will be reviewed by our team. Report this resource to let us know if this resource violates TPT's content guidelines.
Highlights
Digital downloads
Grades
8th - 12th
Standards
CCSSHSG-CO.A.1
CCSSMP1
CCSSMP2
Tags
Pages
20
Answer Key
Included
Teaching Duration
45 minutes
Description
This quiz is made to assess SpringBoard Geometry Lessons 1-4, though it could be used for most high school geometry courses. It is intended to be taken during one 45+ minute class period. There are 39 questions, multiple choice and free response, and it is worth 60 points. I’ve included an answer key. The quiz is 8 pages in length.
Learning objectives covered on this quiz are:
• Identify, describe, and name points, lines, line segments, rays, and planes using correct notation.
• Identify and name angles.
• Describe angles and angle pairs. Identify and name parts of circles.
• Make conjectures by applying inductive reasoning.
• Recognize the limits of inductive reasoning.
• Use deductive reasoning to prove that a conjecture is true.
• Develop geometric and algebraic based on deductive reasoning.
• Distinguish between undefined and defined terms.
• Use properties to complete algebraic two-column proofs.
• Identify the hypothesis and conclusion of a conditional statement.
• Give counterexamples for false conditional statements.
• Write and determine the truth value of the converse, inverse, and contrapositive of a conditional statement.
• Write and interpret biconditional statements.
• Apply the Segment Addition Postulate to find lengths of segments.
• Use the definition of midpoint to find lengths of segments.
• Apply the Angle Addition Postulate to find angle measures.
• Use the definition of angle bisector to find angle measures.
Common Core State Standards and Mathematical Practices
• HSG-CO.A.1
• MP.1
• MP. 2
• MP.3
• MP.8
Learning objectives covered on this quiz are:
• Identify, describe, and name points, lines, line segments, rays, and planes using correct notation.
• Identify and name angles.
• Describe angles and angle pairs. Identify and name parts of circles.
• Make conjectures by applying inductive reasoning.
• Recognize the limits of inductive reasoning.
• Use deductive reasoning to prove that a conjecture is true.
• Develop geometric and algebraic based on deductive reasoning.
• Distinguish between undefined and defined terms.
• Use properties to complete algebraic two-column proofs.
• Identify the hypothesis and conclusion of a conditional statement.
• Give counterexamples for false conditional statements.
• Write and determine the truth value of the converse, inverse, and contrapositive of a conditional statement.
• Write and interpret biconditional statements.
• Apply the Segment Addition Postulate to find lengths of segments.
• Use the definition of midpoint to find lengths of segments.
• Apply the Angle Addition Postulate to find angle measures.
• Use the definition of angle bisector to find angle measures.
Common Core State Standards and Mathematical Practices
• HSG-CO.A.1
• MP.1
• MP. 2
• MP.3
• MP.8
Report this resource to TPT
Reported resources will be reviewed by our team. Report this resource to let us know if this resource violates TPT's content guidelines.
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Questions & Answers
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Standards
to see state-specific standards (only available in the US).
CCSSHSG-CO.A.1
Know precise definitions of angle, circle, perpendicular line, parallel line, and line segment, based on the undefined notions of point, line, distance along a line, and distance around a circular arc.
CCSSMP1
Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, "Does this make sense?" They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.
CCSSMP2
Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize-to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents-and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects.
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