MA.912.G.1.3Archived Standard

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Identify and use the relationships between special pairs of angles formed by parallel lines and transversals.

Remarks

Example: In the diagram, the lines k and l are parallel. Find the value of x.  Find all angle values in the diagram. Explain your answer.


Example 2: In the diagram, the lines m and n are parallel. Find the value of x. Explain your answer.

General Information
Subject Area: X-Mathematics (former standards - 2008)
Grade: 912
Body of Knowledge: Geometry
Idea: Level 2: Basic Application of Skills & Concepts
Standard: Points, Lines, Angles, and Planes - Understand geometric concepts, applications, and their representations with coordinate systems. Find lengths and midpoints of line segments, slopes, parallel and perpendicular lines, and equations of lines. Using a compass and straightedge, patty paper, a drawing program or other techniques, construct lines and angles, explaining and justifying the processes used.
Date Adopted or Revised: 09/07
Content Complexity Rating: Level 2: Basic Application of Skills & Concepts - More Information
Date of Last Rating: 06/07
Status: State Board Approved - Archived
Assessed: Yes
Test Item Specifications
  • Item Type(s): This benchmark may be assessed using: MC , FR item(s)

  • Clarification :
    Students will recognize, represent, apply, and/or explain properties of angles formed by parallel lines and transversals.
  • Content Limits :

    Items may have multiple sets of parallel lines.

    Items will not include more than six lines in the graphic.

  • Stimulus Attributes :

    Items may be set in either real-world or mathematical contexts.

    Graphics should be used in these items, as appropriate.

  • Response Attributes :
    Fill-in response items may require that students provide an angle measure.
Sample Test Items (2)
  • Test Item #: Sample Item 2
  • Question:

    Highlands Park is located between two parallel streets, Walker Street and James Avenue. The park faces Walker Street and is bordered by two brick walls that intersect James Avenue at point C, as shown below.

     

    What is the measure, in degrees, of ∠ACB, the angle formed by the park’s two brick walls?

  • Difficulty: N/A
  • Type: FR: Fill-in Response

Related Access Points

Alternate version of this benchmark for students with significant cognitive disabilities.

Related Resources

Vetted resources educators can use to teach the concepts and skills in this benchmark.

Educational Software / Tool

Glossary:

This resource is an online glossary to find the meaning of math terms. Students can also use the online glossary to find words that are related to the word typed in the search box. For example: Type in "transversal" and 11 other terms will come up. Click on one of those terms and its meaning is displayed.

Type: Educational Software / Tool

Student Resources

Vetted resources students can use to learn the concepts and skills in this benchmark.

Educational Software / Tool

Glossary:

This resource is an online glossary to find the meaning of math terms. Students can also use the online glossary to find words that are related to the word typed in the search box. For example: Type in "transversal" and 11 other terms will come up. Click on one of those terms and its meaning is displayed.

Type: Educational Software / Tool

Parent Resources

Vetted resources caregivers can use to help students learn the concepts and skills in this benchmark.

Educational Software / Tool

Glossary:

This resource is an online glossary to find the meaning of math terms. Students can also use the online glossary to find words that are related to the word typed in the search box. For example: Type in "transversal" and 11 other terms will come up. Click on one of those terms and its meaning is displayed.

Type: Educational Software / Tool