Table of Specification of Final Semester Test Items For Pilot International Standard School – Junior High School (RSBI) Subject Year / Semester Test Type Number of Items Academic Year
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Mathematics IX / 1 Multiple Choice 40 Items 2011-2012
Standard of Competence
1 Understanding the similarity of plane figures and their usesin problem solving
Basic Competence 1.Identifying similarity and congruency of plane figures
1.2 Identifying properties of similar and congruent triangles
1.3 Using the concept of similarity in triangles in problem solving
Topics * Similarity
Indicators
Items
Given some figures, students determine which two figures are similar.
1
Given that trapezoid ABFEand EFCD are simlilar, students determine the length of EF.
2
*Properties of similar triangles
Given the sides of a triangle, students choose another triangle that is similar.
3
* Properties of congruent triangles
Students determine that two triangles are congruent.
4
Given the lengths of two congruent triangles , students determine the measures of the corresponding angles.
5
Given a diagram, students determine the length of a ladder
6
Given a diagram consisting of a combination of two right triangles, students determine the height of the top Given a diagram, students determine the height of a man using the concept of similarity . Students calculate the height of a tree using the concept of similarity.
7
* Problem solving in similarity
* Application of the concept of similarity
8 9
1.4 Using tessellation principles in acquiring a good design
* Tessellation
1.5 Identifying the basic pattern of a tessellation (if any) from a design 2 Understanding the properties of cylinders, cones, and spheres and determining measurements and their usesin problem solving
Given some regular polygons, students determine the regular polygons that can form a regular tessellation
10
Given some figures of a tessellation, students determine the figure tessellation with three .shapes
11
2.1 Identifying the elements of cylinders, cones, and spheres
* The elements of cylinders, cones, and spheres
Given the shapesof solids with curved surfaces, students determine their elements.
2.2 Calculating the surface areas and volumes of cylinders, cones, and spheres
* Surface areas of cylinders, cones, and spheres
Given the radius and the lateral surface area of a cone, students calculate its height.
14
Given the radius and the height of a cylinder, students calculate its surface area.
15
Given the volume of a sphere, students calculate its radius.
16
Given the surface area of a cylinder, and the ratio of the radius to the height, students calculate the height.
17
Given the diameter, and the slant height of a cone, students calculate its surface area. Given the radius of a sphere, students calculate its surface area.
18
Given the ratio of the radii of two spheres, students determine the ratio of their areas . Given the radius and the height of a conical hat, students calculate the area of the material for making 10 hats.
20
Given the object constructed of a hemisphere and a cone, students calculate its volume.
22
Given the volume and the height of a conical object, students determine its radius.
23
Given two wheels with different radii and heights, students calculate the difference of the surface areas.
24
2.3 Solving problems connected to cylinders, cones and spheres
* Problem solving
12, 13
19
21
3 Analyzing and presenting data and using them in problem solving
3.1 Determining the mean, median, and mode of single data and their interpretation
3.2 Presenting data in a table, bar diagram, line diagram, and pie diagram
4 Understanding the probability of a simple event
3.3 Estimating the mean, median, and mode with a particular rounding 4.1 Finding the sample space of an experiment
4.2 Determining the probability of a simple event
* Mean, median, and mode
* Diagram
Given math scores from 10 to 15, students determine the mean of the data.
25
Given some data, students determine the value of the data, if the mean is known.
26
Given the mean score of several students, some other students joining them, and the new mean score, students determine the mean score of the newly joining students.
27
Given random data, students determine the median of the data.
28
Given random data, students determine the mode of the data
29
Given a frequency distribution table and the mean, students determine the value of the data. Given a bar diagram, students determine the mean of the data.
30
Given a line diagram, students are able to interpret the data.
32
Given a pie diagram, students determine the value of the data.
33
* Estimation
31
34 Given a bar diagram, students estimate the median.
* Sample
* Probability
35 Given 1 dice and 1 coin, students determine the sample space. Given an event of rolling a coin and two dice, students determine the total of sample points. Given an event of rolling two dice, students determine the probability of getting the dice. Given an event of tossing three coins, students determine the probability of the appeareance of the head and the tail.. Given a word randomly, students determine the probability of a letter to appear. Given the probability of an event, students determine the complementary probability of a event.
36 37 38
39 40