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The document provides Geometry proficiency expectations organized by claims and performance levels, including definitions of core terms, identification and application of rigid and nonrigid transformations, congruence mapping, angle relationships, and triangle and parallelogram properties.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/exam/","Exam",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/mathematics-high-school-geometry-plds/538030/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/mathematics-high-school-geometry-plds/538030.png","ImageObject",300,407,{"name":42,"@type":43},"anakgang17","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-10","2026-10-10",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",13,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"How do performance level descriptors connect state assessments to classroom instruction?","Question",{"text":63,"@type":64},"Performance level descriptors bridge the state assessment to classroom instruction and formative assessment systems. They define proficiency as observable student performance characteristics across a range of pathways.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What factors influence a student’s ability to demonstrate proficiency in geometry?",{"text":68,"@type":64},"A student’s proficiency depends on the complexity of texts or stimuli, the tasks students are asked to complete, and the contexts in which they engage. As performance improves, students typically handle more challenging texts, tasks, and contexts more accurately and consistently.",{"name":70,"@type":61,"acceptedAnswer":71},"What geometry skills are emphasized in the proficiency expectations?",{"text":72,"@type":64},"The expectations include defining key geometry terms, identifying and applying rigid transformations, comparing images using point mappings, proving congruence through transformation sequences, and applying theorems for angle relationships plus triangle and parallelogram properties.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},538030,1791682734,{"code":4,"msg":82,"data":83},"success",[84,88,92,95,100,105,110,115,120,123,127],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":93,"slug":94},70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":112,"show_sort_weight":113,"slug":114},8,"Research & Report",30,"research-report",{"id":116,"doc_module":4,"doc_module_name":25,"category_name":117,"show_sort_weight":118,"slug":119},9,"Religion & Spirituality",20,"religion-spirituality",{"id":118,"doc_module":4,"doc_module_name":25,"category_name":121,"show_sort_weight":118,"slug":122},"World Cup","world-cup",{"id":124,"doc_module":4,"doc_module_name":25,"category_name":125,"show_sort_weight":124,"slug":126},10,"Lifestyle","lifestyle",{"id":128,"doc_module":4,"doc_module_name":25,"category_name":129,"show_sort_weight":96,"slug":130},19,"General","general",{"code":4,"msg":82,"data":132},{"doc_id":79,"user_id":133,"nickname":42,"user_avatar":134,"doc_module":4,"category_id":33,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":111,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":118,"preview_page_count":4},962090883568,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","MATHEMATICS HIGH SCHOOL GEOMETRY  \nTheory of Action: Academic standards represent a collective commitment around what students should learn each year. The state assessment asks students to demonstrate their knowledge, skills, and understanding related to these standards using a common measure. The resulting data allows us to see patterns in performance that should guide school and district improvement, helping identify areas of strength and opportunity.  \nRole of Performance Level Descriptors in Defining Proficiency: Performance level descriptors bridge the state assessment to classroom instruction and the systems of formative assessments that guide local instruction and choices about individual students. Academic proficiency represents a range of observable student performance characteristics. There are multiple pathways to proficiency, and students rely upon their strengths differently within that range of performance.  \nProficiency and Difficulty: A student’s ability to demonstrate proficiency is influenced by the complexity of the texts or stimuli presented, tasks they’re asked to complete, and the contexts in which they are engaged. As student performance improves, students are typically able to handle more challenging texts/stimuli, tasks, and contexts, and are able to demonstrate their skills and knowledge more accurately and consistently.  \n\n| Geometry Student performance indicates the ability to… |  |  |  |  |  |  |\n| --- | --- | --- | --- | --- | --- | --- |\n| Claim 1 | Below Proficient |  | Approaching Proficient | Proficient | Above Proficient |  |\n| CO.1-5 |  | Define each of the following terms: angle, circle, perpendicular line, parallel line, and line segment. | Recognize a single-step sequence of preimage-image rigid transformations (e.g., rotations, reflections, and translations) .\u003Cbr>Identify a rigid vs. nonrigid transformation in the preimageimage single-step sequence. (i.e., Does the transformation preserve the properties of the preimage or not, congruent vs. noncongruent transformations?) | Use a point mapping to compare the sequence of transformations\u003Cbr>between the pre-image and image, including reflections, rotations, dilations, and translations.\u003Cbr>Given a geometric figure and a rotation, reflection, or translation, draw the transformed figure. |  | Use a point mapping to compare animage to its pre-image, such as a rectangle, parallelogram, trapezoid, or regular polygon.\u003Cbr>Describe rotations and reflections. |\n\n\n| Claim 1 | Below Proficient\u003Cbr>| Approaching Proficient\u003Cbr>| Proficient\u003Cbr>| Above Proficient\u003Cbr>|\n| --- | --- | --- | --- | --- |\n| CO.6-8 | Given two geometric shapes, determine if they are congruent by inspection (identify corresponding sides, angles, etc. ) .\u003Cbr>Perform a sequence of rigid transformations on a geometric shape.\u003Cbr>Write congruence statements for corresponding parts of congruent figures. | Use a sequence of transformations to show that two congruent shapes can be mapped on to each other.\u003Cbr>Given a preimage-image pair, identify the transformations that occurred. | If two shapes can be mapped on to each other, explain why these shapes must be congruent (i.e., overlapping triangles) .\u003Cbr>Know and apply triangle congruence criteria of ASA, SAS, and SSS. | Cite a sequence of rigid transformations to justify triangle congruence criteria (ASA, SAS, and SSS) . |\n| CO.9 | Identify supplementary and complementary relationships between angles.\u003Cbr>Calculate the measure of a missing angle in a linear pair. Classify line pairs as parallel, perpendicular, or transversal from diagrams.\u003Cbr>Identify a perpendicular bisector of aline segment.\u003Cbr>Identify pairs of congruent angles given parallel lines cut by a transversal --corresponding, alternating interior, vertical, consecutive angles, etc. | Argue that points on a perpendicular bisector are equidistant from the endpoints of the segment. | Given two parallel lines cut by a transversal, prove congruence or supplementary relationship betwe","cbCaimBkI9v3TsFK","https://ap.wps.com/l/cbCaimBkI9v3TsFK","pdf",317790,"English","# Theory of Action\n# Role of Performance Level Descriptors in Defining Proficiency\n# Proficiency and Difficulty\n# Geometry Student Performance Expectations\n## Transformations and Congruence\n## Angle Relationships and Triangle/Parallelogram Properties","[{\"question\":\"How do performance level descriptors connect state assessments to classroom instruction?\",\"answer\":\"Performance level descriptors bridge the state assessment to classroom instruction and formative assessment systems. They define proficiency as observable student performance characteristics across a range of pathways.\"},{\"question\":\"What factors influence a student’s ability to demonstrate proficiency in geometry?\",\"answer\":\"A student’s proficiency depends on the complexity of texts or stimuli, the tasks students are asked to complete, and the contexts in which they engage. As performance improves, students typically handle more challenging texts, tasks, and contexts more accurately and consistently.\"},{\"question\":\"What geometry skills are emphasized in the proficiency expectations?\",\"answer\":\"The expectations include defining key geometry terms, identifying and applying rigid transformations, comparing images using point mappings, proving congruence through transformation sequences, and applying theorems for angle relationships plus triangle and parallelogram properties.\"}]","Mathematics High School Geometry - PLDs | PDF",1791606025]