Select Program Area --Select Program Area-- ESE HOME Accountability, Partnership, & Assistance Adult & Community Learning Amazing Educators BOE Advisory Councils Board of Elementary & Secondary Education Career/Vocational Technical Education Charter Schools College and Career Readiness Compliance/Monitoring (PQA) Conferences, Workshops and Trainings Curriculum & Instruction Digital Learning District & School Assistance Centers (DSACs) District & School Turnaround District Review, Analysis, & Assistance Tools Educator Evaluation Educator Licensure Tests (MTEL) Educator Licensure Educational Proficiency Plan (EPP) Edwin ELAR Log In Employment Opportunities: ESE English Language Learners Every Student Succeeds Act (ESSA) Family Literacy High School Equivalency (HSE) Testing Program Grants/Funding Opportunities Information Services Laws & Regulations Student and Family Support (SFS) Literacy LEAP Project Massachusetts Tiered System of Support (MTSS) MCAS MCAS Appeals METCO Office for Food and Nutrition Programs Performance Assessment for Leaders (PAL) Planning and Research Professional Development RETELL Safe and Supportive Schools School and District Profiles/Directory School Finance School Redesign Science, Technology Engineering, and Mathematics (STEM) Security Portal | MassEdu Gateway Special Education Special Education Appeals Special Education in Institutional Settings Statewide System of Support Student Support Title I/Federal Support Programs
 News School/District Profiles School/District Administration Educator Services Assessment/Accountability Family & Community

Massachusetts Comprehensive Assessment System

 Question 8: Open-Response Reporting Category: GeometryStandard: 3.G.2 - Describe, model, draw, compare, and classify two-dimensional shapes, e.g., circles, triangles, and quadrilaterals. Identify and describe simple three-dimensional shapes, e.g., cubes, spheres, and pyramids.Standard: Mathematics.3.G.1.01 - Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories. You may use your MCAS ruler to answer question 8.Mario drew a square, as shown below.Draw a shape that is not a square but has 4 sides and 4 right angles.Label your shape with its mathematical name.Draw a shape that has 4 sides but has no right angles.Label your shape with its mathematical name.

Scoring Guide and Sample Student WorkSelect a score point in the table below to view the sample student response.

ScoreDescription
2 The student response demonstrates an exemplary understanding of the Geometry concepts involved in understanding that shapes in different categories may share attributes, recognizing that rhombuses, rectangles, and squares are examples of quadrilaterals, and drawing examples of quadrilaterals that do not belong to any of these subcategories. The student draws two shapes that match given criteria.
2
1
The student response demonstrates a fair understanding of the Geometry concepts involved in understanding that shapes in different categories may share attributes, recognizing that rhombuses, rectangles, and squares are examples of quadrilaterals, and drawing examples of quadrilaterals that do not belong to any of these subcategories. While some aspects of the task are completed correctly, others are not. The mixed evidence provided by the student merits 1 point.
0
The student response contains insufficient evidence of an understanding of Geometry concepts involved in understanding that shapes in different categories may share attributes, recognizing that rhombuses, rectangles, and squares are examples of quadrilaterals, and drawing examples of quadrilaterals that do not belong to any of these subcategories to merit any points.

Note: There are 2 sample student responses for Score Point 2.