SPECIFICATION OF TEST ITEMS

School Level: Junior High School

Subject: Mathematics

Year / Semester: VII / 2

Question Type: Multiple Choice

Number of Questions: 40 Items

Academic Year: 2012/2013

No. / Competency Standard / Basic Competence / Topic / Indicator / Question Number
Algebra
4. / Usingthe concepts of set theory and Venn diagrams in problem solving. / 4.1Understanding the definition and notation of a set and its expressions. / Set /
  • Given expressions about groups, students determine whether they are sets or not.
  • Students determine the elements of a set.
  • Students determine the number of theset elements.
  • Given an expression of a set in set builder notation, students express aset by listing its elements.
/ 1
2
3
4
4.2Understanding the concept of a subset. /
  • Students determine an empty set.
  • Students determine a subsets of a set.
  • Students determinethe number of set that have n element.
  • Students determine the possible universal set of a set.
/ 5
6
7
8
4.3Doing operations of intersection, union, difference, and complement in set. /
  • Given two sets which intersect each other, students determine the elements of the intersection sets.
  • Students determine the elements of the union of two sets.
  • Given two sets, students determine the difference of two sets.
  • Given a set and a universal set, students determinethe set complement.
/ 9
10
11
12
4.4.Expressing a set in a Venn diagram. /
  • Students express a set in a Venn diagram.
  • Student express two sets in a Venn diagram
/ 13
14
4.5Using the concept of set theory in problem solving. /
  • Students usethe intersection concept in problem solving.
  • Given a problem related to their hobbies, students use a Venn diagram to solve the problem
/ 15
16
Geometry
5. / Understanding the relationship between line and line, line and angle, and angle and angle, and determining their measures. / 5.1Determining the relationship between two linesand the measure and type an angle. / Lines and Angles /
  • Given a cuboid, the students determine the relationship of the lines in the cuboid.
  • Given an angle, students determine the type of the angle.
  • Given an angle, students determine its supplementary angle
  • Given a pair of angles, student determinethecomplementary angles.
/ 17
18
19
20
5.2.Understanding the properties of angles formed by a transversal line. /
  • Given two parallel lines intersected by a transversal line, students determine the pair of equal angles.
  • Given two parallel linesintersected by a transversal line, students determinethe unknown angle.
/ 21
22
5.3Drawing an angle. /
  • Given some angles, students determine an obtuse angle.
/ 23
5.4Dividing an angle. /
  • Given an angle, students determine the steps how to bisect it.
/ 24
5.5Estimating an angle measure. /
  • Given an angle, students estimate the measure of the angle.
/ 25
5.6Determining the measure of an angle to the nearest unit. /
  • Given the time, students determine the smaller angle that is formed between the minute hand and the hour hand.
/ 26
6. / Understanding the concept of quadrilateral and triangle, also determining their measurement. / 6.1Identifying the properties of a triangle based on its sides, angles, or both. / Polygon /
  • Given a triangle with its sides, students determine the type of the triangle.
  • Given the angle measures of a triangle in algebraic expressions, students determine the type of the triangle.
  • Given a triangle with its angles in the form of algebraic expressions, students determine the outer angle.
/ 27
28
29
6.2Identifying the properties of a rectangle, square, trapezium, parallelogram, rhombus, and kite. /
  • Given some properties of a polygon, students mention the type of the polygon.
  • Given a rhombus with all of its angles in algebraic expressions, students determinetheangle in degrees.
  • Given a trapezoid with three angles in algebraic expressions, students determine the angles in degrees.
/ 30
31
32
6.3Determining the perimeter and the area of a triangle and a quadrilateral, and using them in problem solving. /
  • Given a real life situation related to rectangle. Students determine the area if the length, width, and perimeter are known.
  • Given perimeter a kite and the ratio of two sides, students find its perimeter.
  • Given two triangles, students find the area of the two triangles.
  • Given a shaded-figure, students findits perimeter.
  • Given the perimeter of asquare, students determine its area.
  • Given a problem related to the area of a quadrilateral, students solve it.
  • Given a parallelogram with the lengths of each side and height, students find the other height of the parallelogram.
/ 33
34
35
36
37
38
39
6.4Drawing a triangle and its altitude, bisector, median, and perpendicular bisector. /
  • Given a triangle with a line inside it, students determine one altitude, bisector, median or perpendicular bisector.
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