Performance Level Descriptors Geometry

Geometry: Sub-Claim A
The student solves problems involving the Major Content for the grade/course with connections to the
Standards for Mathematical Practice.
Level 5: Distinguished
Level 3: Moderate
Level 4: Strong Command
Level 2: Partial Command
Command
Command
Congruence
Transformations
G-CO.6
G-CO.C

Similarity
G-SRT.1a
G-SRT.1b
G-SRT.2
G-SRT.5

Similarity in
Trigonometry
G-SRT.6
G-SRT.7-2
G-SRT.8

Determines and uses

appropriate geometric
theorems and properties of
rigid motions, lines, angles,
triangles and parallelograms
to solve non-routine
problems and prove
statements about angle
measurement, triangles,
distance, line properties and
congruence.
Uses transformations and
congruence and similarity
criteria for triangles and to
prove relationships among
composite geometric
figures and to solve multistep problems.

Determines and uses

appropriate geometric
theorems and properties of
rigid motions, lines, angles,
triangles and parallelograms
to solve routine problems
and prove statements about
angle measurement,
triangles, distance, line
properties and congruence.

Uses given geometric

theorems and properties of
rigid motions, lines, angles,
triangles and parallelograms
to solve routine problems
and prove statements
about angle measurement,
triangles, distance, line
properties and congruence.

Uses given geometric

theorems and properties of
rigid motions, lines, angles,
triangles and parallelograms
to solve routine problems
and reason about angle
measurement, triangles,
distance, line properties and
congruence.

Uses transformations and

congruence and similarity
criteria for triangles to
prove relationships among
geometric figures and to
solve problems.

Uses transformations to
determine relationships
among geometric figures
and to solve problems.

Identifies transformation
relationships in geometric
figures.

Uses trigonometric ratios,

the Pythagorean Theorem
and the relationship
between sine and cosine to
solve right triangles in
applied non-routine
problems.

Uses trigonometric ratios,

the Pythagorean Theorem
and the relationship
between sine and cosine to
solve right triangles in
applied problems.

Uses trigonometric ratios,

the Pythagorean Theorem
and the relationship
between sine and cosine to
solve right triangles in
applied problems.

Uses trigonometric ratios

and the Pythagorean
Theorem to determine the
unknown side lengths and
angle measurements of a
right triangle.

Uses similarity
transformations with right

July 2013

Uses similarity
transformations with right
triangles to define

Page 1 of 10

Performance Level Descriptors Geometry

Geometry: Sub-Claim A
The student solves problems involving the Major Content for the grade/course with connections to the
Standards for Mathematical Practice.
Level 5: Distinguished
Level 3: Moderate
Level 4: Strong Command
Level 2: Partial Command
Command
Command

Modeling and
Applying
G-SRT.7-2
G-SRT.8
G-GPE.6
G-Int.1

July 2013

triangles to define
trigonometric ratios for
acute angles.

trigonometric ratios for

acute angles.

Uses geometric
relationships in the
coordinate plane to solve
problems involving area,
perimeter and ratios of
lengths.

Uses geometric
relationships in the
coordinate plane to solve
problems involving area,
perimeter and ratios of
lengths.

Applies geometric concepts

and trigonometric ratios to
describe, model and solve
applied problems (including
design problems) related to
the Pythagorean theorem,
density, geometric shapes,
their measures and
properties.

Applies geometric concepts

and trigonometric ratios to
describe, model and solve
applied problems related to
the Pythagorean theorem,
density, geometric shapes,
their measures and
properties.

Uses geometric
relationships in the
coordinate plane to solve
problems involving area,
perimeter and ratios of
lengths.
Applies geometric concepts
to describe, model and
solve applied problems
related to the Pythagorean
theorem, geometric shapes,
their measures and
properties.

Uses provided geometric

relationships in the
coordinate plane to solve
problems involving area and
perimeter.
Applies geometric concepts
to describe, model and
solve applied problems
related to the Pythagorean
theorem, geometric shapes,
their measures and
properties.

Page 2 of 10

Performance Level Descriptors Geometry

Geometry: Sub-Claim B
The student solves problems involving the Additional and Supporting Content for the grade/course with
connections to the Standards for Mathematical Practice.
Level 5: Distinguished
Level 3: Moderate
Level 4: Strong Command
Level 2: Partial Command
Command
Command
Transformations
G-CO.1
G-CO.3
G-CO.5

Geometric
Constructions
G-CO.D

Given a figure and a

sequence of
transformations, draws the
transformed figure.
Uses precise geometric
terminology to specify more
than one sequence of
transformations that will
carry a figure onto itself or
another.
Makes geometric
constructions: copying a
segment, copying an angle,
bisecting an angle, bisecting
a segment, including the
perpendicular bisector of a
line segment.
Given a line and a point not
on the line, uses a variety of
tools and methods to
construct perpendicular and
parallel lines, equilateral
triangles, squares and
regular hexagons inscribed
in circles to prove
geometric theorems.

July 2013

Given a figure and a

transformation, draws the
transformed figure.

Given a figure and a

transformation, draws the
transformed figure.

Uses precise geometric

terminology to specify a
sequence of
transformations that will
carry a figure onto itself or
another.

Specifies a sequence of
transformations that will
carry a figure onto another.

Makes geometric
constructions: copying a
segment, copying an angle,
bisecting an angle, bisecting
a segment, including the
perpendicular bisector of a
line segment.

Makes geometric
constructions: copying a
segment, copying an angle,
bisecting an angle, bisecting
a segment, including the
perpendicular bisector of a
line segment.

Given a line and a point not

on the line, uses a variety of
tools and methods to
construct perpendicular and
parallel lines, equilateral
triangles, squares and
regular hexagons inscribed
in circles.

Given a line and a point not

on the line, constructs
perpendicular and parallel
lines.

Given a figure and a

transformation, draws the
transformed figure.

Makes basic geometric

constructions: copying a
segment, copying an angle,
bisecting an angle, bisecting
a segment, including the
perpendicular bisector of a
line segment.

Page 3 of 10

Performance Level Descriptors Geometry

Geometry: Sub-Claim B
The student solves problems involving the Additional and Supporting Content for the grade/course with
connections to the Standards for Mathematical Practice.
Level 5: Distinguished
Level 3: Moderate
Level 4: Strong Command
Level 2: Partial Command
Command
Command
Applying
Geometric
Properties and
Theorems
G-C.A.Int.1
G-C.B.Int.1
G-GPE.1-2

Geometric
Formulas
G-GMD.1
G-GMD.3
G-GMD.4

Applies properties and

theorems of angles,
segments and arcs in circles
to solve problems, model
relationships and formulate
generalizations.
Completes the square to
find the center and radius of
a circle given by an
equation.

Applies properties and

theorems of angles,
segments and arcs in circles
to solve problems and
model relationships.
Completes the square to
find the center and radius of
a circle given by an
equation.

Uses volume formulas to

solve mathematical and
contextual problems that
involve cylinders, pyramids,
cones and spheres.

Uses volume formulas to

solve mathematical and
contextual problems that
involve cylinders, pyramids,
cones and spheres.

Uses dissection arguments,

Cavalieris principle and
informal limit arguments to
support the formula for the
circumference of a circle,
area of a circle, volume of a
cylinder, pyramid and cone.

Gives an informal argument

for the formula for the
circumference of a circle,
area of a circle and volume
of a cylinder, including
dissection arguments.

Applies properties and

theorems of angles,
segments and arcs in circles
to solve problems.

Applies provided properties

and theorems of angles,
segments and arcs in circles
to solve problems.

Completes the square to

find the center and radius
of a circle given by an
equation.

Using formulas, determines

the volume of cylinders,
pyramids, cones and
spheres.

Using formulas, determines

the volume of cylinders,
pyramids, cones and
spheres.

Gives an informal argument

for the formula for the
circumference of a circle
and area of a circle,
including dissection
arguments.

Identifies the shapes of twodimensional cross-sections

of three-dimensional
objects.

Identifies the shapes of twoIdentifies the shapes of two- dimensional cross-sections

Identifies the shapes of two- dimensional cross-sections
of three-dimensional
dimensional cross-sections
of three-dimensional
objects.
of three-dimensional
objects and identifies

July 2013

Page 4 of 10

Performance Level Descriptors Geometry

Geometry: Sub-Claim B
The student solves problems involving the Additional and Supporting Content for the grade/course with
connections to the Standards for Mathematical Practice.
Level 5: Distinguished
Level 3: Moderate
Level 4: Strong Command
Level 2: Partial Command
Command
Command
objects and identifies threedimensional objects
generated by rotations of
two-dimensional objects.

July 2013

three-dimensional objects
generated by rotations of
two-dimensional objects.

Page 5 of 10

Performance Level Descriptors Geometry

Geometry: Sub-Claim C
The student expresses course-level appropriate mathematical reasoning by constructing viable arguments,
critiquing the reasoning of others and/or attending to precision when making mathematical statements.
Level 5: Distinguished
Level 4: Strong
Level 3: Moderate
Level 2: Partial Command
Command
Command
Command
Reasoning
HS.C.13.1
HS.C.13.2
HS.C.13.3
HS.C.14.1
HS.C.14.2
HS.C.14.3
HS.C.14.5
HS.C.14.6
HS.C.15.14
HS.C.18.2

Clearly constructs and

communicates a complete
response based on:

Clearly constructs and

communicates a complete
response based on:

Constructs and
communicates a response
based on:

a chain of reasoning to
justify or refute
algebraic and/or
geometric propositions
or conjectures
geometric reasoning in
a coordinate setting, OR
a response to a multistep problem,

by:

July 2013

a chain of reasoning to
justify or refute
algebraic and/or
geometric propositions
or conjectures
geometric reasoning in
a coordinate setting, OR
a response to a multistep problem,

by:
using a logical approach
based on a conjecture
and/or stated
assumptions, utilizing
mathematical
connections (when
appropriate)
providing an efficient
and logical progression
of steps or chain of
reasoning with
appropriate justification

a chain of reasoning to
justify or refute
algebraic and/or
geometric propositions
or conjectures
geometric reasoning in
a coordinate setting, OR
a response to a multistep problem,

by:
using a logical approach
based on a conjecture
and/or stated
assumptions, utilizing
mathematical
connections (when
appropriate)
providing a logical
progression of steps or
chain of reasoning with
appropriate
justification

Constructs and
communicates an
incomplete response based
on:
a chain of reasoning to
justify or refute
algebraic and/or
geometric propositions
or conjectures
geometric reasoning in
a coordinate setting, OR
a response to a multistep problem,
by :

using a logical approach

based on a conjecture
and/or stated
assumptions
providing a logical, but
incomplete,
progression of steps or
chain of reasoning
performing minor
calculation errors
using some grade-level
vocabulary, symbols

using an approach
based on a conjecture
and/or stated or faulty
assumptions
providing an incomplete
or illogical chain of
reasoning, or
progression of steps
making an intrusive
calculation error
using limited gradelevel vocabulary,

Page 6 of 10

Performance Level Descriptors Geometry

Geometry: Sub-Claim C
The student expresses course-level appropriate mathematical reasoning by constructing viable arguments,
critiquing the reasoning of others and/or attending to precision when making mathematical statements.
Level 5: Distinguished
Level 4: Strong
Level 3: Moderate
Level 2: Partial Command
Command
Command
Command

July 2013

performing precise
calculations
using correct gradelevel vocabulary,
symbols and labels
providing a justification
of a conclusion
determining whether
an argument or
conclusion is
generalizable
evaluating, interpreting
and critiquing the
validity and efficiency
of others responses,
approaches and
reasoning utilizing
mathematical
connections (when
appropriate) and
providing a counterexample where
applicable

performing precise
calculations
using correct gradelevel vocabulary,
symbols and labels
providing a justification
of a conclusion
evaluating, interpreting
and critiquing the
validity of others
responses, approaches
and reasoning
utilizing mathematical
connections (when
appropriate)

and labels
providing a partial
justification of a
conclusion based on
own calculations
evaluating the validity
of others approaches
and conclusions

symbols and labels

providing a partial
justification of a
conclusion based on
own calculations

Page 7 of 10

Performance Level Descriptors Geometry

Geometry: Sub-Claim D
The student solves real-world problems with a degree of difficulty appropriate to the grade/course by applying
knowledge and skills articulated in the standards for the current grade/course (or for more complex problems,
knowledge and skills articulated in the standards for previous grades/courses), engaging particularly in the
Modeling practice, and where helpful making sense of problems and persevering to solve them, reasoning
abstractly, and quantitatively, using appropriate tools strategically, looking for the making use of structure
and/or looking for and expressing regularity in repeated reasoning.
Level 5: Distinguished
Level 3: Moderate
Level 4: Strong Command
Level 2: Partial Command
Command
Command
Modeling
HS.D.1-2
HS.D.2-1
HS.D.2-2
HS.D.2-11
HS.D.3-2
HS.D.3-4

Devises and enacts a plan to

apply mathematics in
solving problems arising in
everyday life, society and
the workplace by:

Devises and enacts a plan to

apply mathematics in
solving problems arising in
everyday life, society and
the workplace by:

Devises and enacts a plan to

apply mathematics in
solving problems arising in
everyday life, society and
the workplace by:

Devises a plan to apply

mathematics in solving
problems arising in
everyday life, society and
the workplace by:

July 2013

using stated
assumptions and
making assumptions
and approximations to
simplify a real-world
situation (includes
micro-models)
mapping relationships
between important
quantities
selecting appropriate
tools to create models
analyzing relationships
mathematically
between important
quantities to draw
conclusion
analyzing and/or

using stated
assumptions and
making assumptions
and approximations to
simplify a real-world
situation (includes
micro-models)
mapping relationships
between important
quantities
selecting appropriate
tools to create models
analyzing relationships
mathematically
between important
quantities to draw
conclusions

using stated
assumptions and
approximations to
simplify a real-world
situation
illustrating
relationships between
important quantities
using provided tools to
create models
analyzing relationships
mathematically
between important
quantities to draw
conclusions

using stated
assumptions and
approximations to
simplify a real-world
situation
identifying important
quantities
using provided tools to
create models
analyzing relationships
mathematically to draw
conclusions
writing an algebraic
expression or equation
to describe a situation
applying proportional
reasoning and
percentages

Page 8 of 10

Performance Level Descriptors Geometry

Geometry: Sub-Claim D
The student solves real-world problems with a degree of difficulty appropriate to the grade/course by applying
knowledge and skills articulated in the standards for the current grade/course (or for more complex problems,
knowledge and skills articulated in the standards for previous grades/courses), engaging particularly in the
Modeling practice, and where helpful making sense of problems and persevering to solve them, reasoning
abstractly, and quantitatively, using appropriate tools strategically, looking for the making use of structure
and/or looking for and expressing regularity in repeated reasoning.
Level 5: Distinguished
Level 3: Moderate
Level 4: Strong Command
Level 2: Partial Command
Command
Command

July 2013

creating constraints,
relationships and goals
interpreting
mathematical results in
the context of the
situation
reflecting on whether
the results make sense
improving the model if
it has not served its
purpose
writing a complete,
clear and correct
algebraic expression or
equation to describe a
situation
applying proportional
reasoning and
percentages justifying
and defending models
which lead to a
conclusion
applying geometric
principles and theorems

interpreting
mathematical results in
the context of the
situation
reflecting on whether
the results make sense
improving the model if
it has not served its
purpose
writing a complete,
clear and correct
algebraic expression or
equation to describe a
situation
applying proportional
reasoning and
percentages
applying geometric
principles and theorems
writing and using
functions in any form to
describe how one
quantity of interest
depends on another

interpreting
mathematical results in
a simplified context
reflecting on whether
the results make sense
modifying the model if
it has not served its
purpose
writing an algebraic
expression or equation
to describe a situation
applying proportional
reasoning and
percentages
applying geometric
principles and theorems
writing and using
functions to describe
how one quantity of
interest depends on
another
using statistics
using reasonable
estimates of known

applying common
geometric principles
and theorems
using functions to
describe how one
quantity of interest
depends on another
using statistics
using estimates of
known quantities in a
chain of reasoning that
yields an estimate of an
unknown quantity

Page 9 of 10

Performance Level Descriptors Geometry

Geometry: Sub-Claim D
The student solves real-world problems with a degree of difficulty appropriate to the grade/course by applying
knowledge and skills articulated in the standards for the current grade/course (or for more complex problems,
knowledge and skills articulated in the standards for previous grades/courses), engaging particularly in the
Modeling practice, and where helpful making sense of problems and persevering to solve them, reasoning
abstractly, and quantitatively, using appropriate tools strategically, looking for the making use of structure
and/or looking for and expressing regularity in repeated reasoning.
Level 5: Distinguished
Level 3: Moderate
Level 4: Strong Command
Level 2: Partial Command
Command
Command

July 2013

writing and using

functions in any form to
describe how one
quantity of interest
depends on another
using statistics
using reasonable
estimates of known
quantities in a chain of
reasoning that yields an
estimate of an unknown
quantity

using statistics
using reasonable
estimates of known
quantities in a chain of
reasoning that yields an
estimate of an unknown
quantity

quantities in a chain of
reasoning that yields an
estimate of an unknown
quantity

Page 10 of 10