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TABLE OF SPECIFICATIONS FINAL TEST OF MATHEMATICS FOR YEAR 9 STUDENTS OF INTERNATIONAL STANDARD SCHOOL ACADEMIC YEAR 2011/2012 Level Subject Year Semester Reference Time allocated Number of Items Test Type : Junior High School : Mathematics : IX (nine) : 2 (two) : SKL SBI : 120 minutes : 50 Items : MC
Topic Indicators Given 4 integers, students find the results of operations involving addition, subtraction, and division. Given a scoring rule of a test, students solve it using the operations of integers. Given 3 mixed number, students find the results of operations involving addition and subtraction. Given a problem from daily life, students solve the problem using the direct proportion concept. Proportions Given a problem from daily life, students solve the problem using the inverse proportion concept. Solving problems about the selling price and buying price Social Arithmetic Students find one of the buying price, selling price, profit or percentage. 5 6 Item 1 2 3

No

Standard of Competence

Basic Competence Doing addition, subtraction, multiplication, and division of integers and solving problems about them Doing addition, subtraction, multiplication, and division of fractions. Solving problems about proportions

Integers

Using mathematical operations, concepts and poperties of numbers, proportions, social arithmetic, sequence of numbers, and their uses in problem solving

Fractions

Solving problems in the banking and cooperative systems

Social Arithmetic Patterns and sequences of numbers Algebraic Forms Algebraic Forms Algebraic Forms Linear Equations in One Variable Sets

Given an annual interest in a bank, students determine the amount of the money after several years Given a number pattern, students determine the nth-term. Given two binomials (ax+b) and (cx+d), students determine the result of the multiplication. Given two trinomials (ax2+bc+c), students determine the result of addition or subtraction Students simplify the fraction of an algebraic form

Solving problems about sequences

Multiplying algebraic forms Doing addition, subtraction, multiplication, and division of algebraic forms Understanding algebraic operations, concepts of linear equations and equalities, straight line equations, sets, relations, functions, linear equation systems, and using them in problem solving Simplifying algebraic forms by factorization Determining solutions of linear equations in one variable Determining the intersection or union of sets and solving a problem about it.

9 10 11

Given a linear equation, students determine the solution. Given a Venn diagram, students determine the result of the operation set involving intersection or union Given the data from daily life, students find intersections or unions. Given some relations of two sets from daily life, students determine which relation is a function Given a function related to a situation and its domain, students determine the range. Given a line through two points, students determine the gradient of the line.

12

13

14 15 16 17

Solving problems about relations and functions Determining the gradient, equation, and graph of a line

Relations and functions Gradient and equation of a line

Determining a solution of linear equation systems in two variables

Linear equation systems in two variables Pythagorean Theorem

Given a straight line passing through two points, students determine an equation of the straight line perpendicular to the line. Given x and y as solutions of linear equation systems in two variables, students determine the value of (ax + by). Students solve the problem using linear equation systems in two variables. Given triangles of different sizes, students determine whether a triangle is a right-angled triangle. Students determine the length of the space diagonal using Pythagorean Theorem. Given the area of a rhombus and one of its diagonals, students determine its perimeter.

18 19

20 21

Understanding two-dimensional shapes, three-dimensional shapes, parallel lines and angles, and using them in problem solving

Solving a problem using Pythagorean Theorem

22 23

Calculating the area and perimeter of a plane figure

Area and perimeter of a twodimensional shape

Determining the angles of a plane figure Determining angles formed by two parallel lines intersected by a transversal Understanding two-dimensional shapes, three-dimensional shapes, parallel lines and angles, and using them in problem solving Calculating the measure of a central angle and an inscribed angle in a circle

Angles Properties and sizes of angles on parallel lines Relation of a central angle and an inscribed angle in a

Given a figure of a combination of two quadrilaterals, students determine its area. Students solve the problem using the area or perimeter concept. Given a a quadrilateral and the proportion of two angles, students determine the measures of angles of the figure. Given two parallel lines intersected by a transversal, students determine one of the measures of the angles Students solve the problem using the central angle and inscribed angle.

24 25 26 27

28

circle Solving a problem using the similarity concept Solving a problem using the congruency concept Determining parts of a polyhedron Determining the net of a cube Calculating the volumes of a polyhedron, cylinder, cone Calculating the surface area of a polyhedron, cone, cylinder and sphere Similar figures Congruent triangles Polyhedra Cubes Pyramids Cylinders Prisms Cones 5 Understanding concepts of statistics and applying them problem solving Determining the central tendency measures and using them in problem solving Statistics Given two similar figures and their measures, Students determine the unknown side. Students solve the problem using the similarity concept Students solve the problem using the congruency concept Given a diagram of a cube, students determine the type or area of the shaded part. Given a net of a cube and the base, students determine the top Given the surface area of a pyramid and its dimensions, students determine the volume Given the lateral area and altitude of a cylinder, students calculate the radius. Given a prism and its dimension, students calculate the surface area of the prism. Given the circumference of the base and slant height of a cone, students calculate the surface area of a cone Given a frequency distribution table, students determine the median. Given two groups, the number of group members, and the average score of each group, students determine the combined average of the two groups. Given a diagram, students determine the frequency of a part of the data Given a linear inequality, students determine the solution set 29 30 31 32 33 34 35 36 37 38

39 40 41

Presenting and analyzing data 6 Understanding algebraic operations, concepts of linear equations and equalities, straight equations, sets, relation, functions, linear equation systems, and using Determining solutions to a linear inequality in one variable. Linear inequality

them in problem solving using the linear inequality in problem solving 7 Understanding concepts of probabilityand applying them in problem solving Understanding the properties of exponents and applied them in problem solving Determining the sample space Determining the probability of a certain simple event 8 Identifying exponents and roots Doing algebraic operations containing integers and roots Solving a simple problem related to exponents and roots Using tessellation principles in acquiring a good design Identifying the basic pattern of a tessellation (if any) from a design 10 Understanding concepts of statistics and applying them in problem solving Determining and explaining central tendency Statistics (steam-andleaf diagram) Exponents Linear inequality Probability Given a problem from daily life, students solve the problem using the linear inequality concept Given an experiment, students determine the sample space of the experiment. Given an experiment, students determine the probability the experiment. Given exponents, students simplify the exponents Given algebraic forms containing exponents and roots, students determine the result of the multiplication. Given the first term and nth term of a geometric sequence, students determine the 5th term. Given some regular polygons, students determine a polygon that can form a regular tesselation. Given non-regular polygons constructed from a modified polygon, students determine non-regular polygons that can form a non regular tesselation . Given a stem-and-leaf diagram, students determine the mode of data. 42 43 44 45 46 47 48 49 50

Understanding similarity and applying in problem solving

Tessellation