The following 16 Sample Student Responses represent a range of score points.

Score for Sample Student Response #1: Rubric Score 1

Annotation: This response demonstrates a minimal understanding and analysis of the problem. The representation is incorrect; however, because all of the sides are labeled as 4 cm, and most of the sides measure 4 cm, the student does partially understand the term "regular." No angles measure 120°, and no indication is given that all the angles should have equal measure. While a center 0 is present, no strategy to find that point is provided. ΔAOF on the student's drawing is correctly classified (acute triangle), and the student supplies angle measurements for justification. ΔABD is incorrectly classified (isosceles), but the student knows that (2 same length sides) would justify isosceles. ΔABC is incorrectly classified (obtuse and scalene) without any attempt at justification. Compare to Anchor Paper #1.

Score for Sample Student Response #2: Rubric Score 4

Annotation: This response demonstrates a complete understanding and analysis of the problem. The representation is correct. Full explanations of a strategy for drawing the sides and angles of the hexagon and for finding the center are given. All three triangles are correctly classified (equilateral, right scalene, and isosceles) and fully justified by measure. Compare to Anchor Paper #8.

Score for Sample Student Response #3: Rubric Score 2

Annotation: This response demonstrates a conceptual understanding and analysis of the problem. The representation is fundamentally correct; most of the sides are 4 cm in length and most of the angles measure 120°. Point F is incorrect. However, neither an explanation for the angle measurements nor any indications that all angles should be of equal measure are given. The center 0 is present, and the student uses a strategy of measuring the diagonal to locate that point. All three triangles are correctly classified (equilateral, right, and obtuse isosceles), but the student fails to provide justification for any of these triangles. Compare to Anchor Paper #3.

Score for Sample Student Response #4: Rubric Score 3

Annotation: This response demonstrates a clear understanding and analysis of the problem. The representation is correct with a full explanation of a strategy for drawing the sides and angles of the hexagon, as well as a strategy of drawing diagonals for finding the center. ΔAOF is correctly classified (equilateral) with the properties of a regular hexagon providing full justification. ΔABD is not classified, but is clearly justified as a 30-60-90 degree triangle. ΔABC is not classified.

Score for Sample Student Response #5: Rubric Score 1

Annotation: This response demonstrates a minimal understanding and analysis of the problem. The representation is incorrect. While the hexagon's sides are each approximately 4 cm in length, conveying partial understanding of the term "regular," no indication is given that the angles will also have equal measures of 120°. The center 0 is present, and diagonals provide an explanation of the strategy to find that point. An attempt at classification is made; however, no triangle is specifically identified as the scalene acute triangle, and ΔABC is only partially correctly classified (obtuse scalene). Scalene is incorrect. No justifications for any of these triangles are given. Compare to Anchor Paper #2.

Score for Sample Student Response #6: Rubric Score 3

Annotation: This response demonstrates a clear understanding and analysis of the problem. The representation contains errors. Only four of the sides measure 4 cm, but all six are labeled 4 cm. Only one angle measures 120° even though the student shows in the justification for ΔABD the understanding that the angles should be 120°. The center 0 is present with no explanation of how the location is determined. ΔAOF is correctly classified (equilateral); a property of hexagons provides the justification. ΔABD is correctly classified (scalene right triangle) with the properties of a regular hexagon, triangles, and angles giving full justification for right. However, the scalene is incompletely justified by the statement (none of its sides are equal). ΔABC is correctly classified (isosceles); the properties of a regular hexagon, triangles, and angles provide full justification. Compare to Anchor Paper #5.

Score for Sample Student Response #7: Rubric Score 2

Annotation: This response demonstrates a conceptual understanding and analysis of the problem. Although the representation is incorrect, all six sides of the hexagon are 4 cm in length. None of the angles measure 120°, and no indication is given that all angles should be of equal measure. The center 0 is present, and diagonals (angle bisectors) indicate a reasonable strategy to locate that point. ΔAOF is correctly classified (equilateral) and justified by measure. ΔABD is partially correctly classified (right isosceles triangle). The right is justified by angle measure; however, the statement (the other angles are isosceles) is incorrect. ΔABC is correctly classified (obtuse) and weakly justified by the claim (angle B is an obtuse angle). Compare to Anchor Paper #3.

Score for Sample Student Response #8: Rubric Score 4

Annotation: This response demonstrates a complete understanding and analysis of the problem. The representation is correct with a full explanation of a strategy for drawing the sides and angles of the hexagon, as well as a strategy for finding the center. ΔAOF is correctly classified (equilateral), and angle properties of a regular hexagon provide full justification. Both ΔABD (scalene) and ΔABC (isosceles) are correctly classified. The properties of a regular hexagon and the Pythagorean Theorem provide full justification. Compare to Anchor Paper #8.

Score for Sample Student Response #9: Rubric Score 1

Annotation: This response demonstrates a minimal understanding and analysis of the problem. The representation is incorrect; however, because all of the hexagon's sides measure 4 cm, the student does partially understand the term "regular." No indication is given that the angles should all measure 120°. The center 0 is present, and a strategy to find that point is provided. If the representation had been correct, ΔAOF is incorrectly classified (scalene); however, the classification is relevant as scalene is correct for this representation. No justification is given. ΔABC is correctly classified (obtuse isosceles), but lacks justification. ΔABD is correctly classified (right triangle with no sides). No justification is given. Compare to Anchor Paper #2.

Score for Sample Student Response #10: Rubric Score 2

Annotation: This response demonstrates a conceptual understanding and analysis of the problem. The representation is fundamentally correct; the student understands that all six sides should measure 4 cm, even though only four sides are 4 cm. Four angles measure 120°. No explanation is provided for the angle measurements. No indication is given that all the angles should be of equal measure. The center 0 is present, and the student has a strategy of measuring the diagonal to locate that point. ΔAOF is correctly classified (equilateral), but incompletely justified (all sides and angles are congruent). ΔABD is partially correctly classified (right isosceles). Isosceles is incorrect. No justification is provided for right. ΔABC is incorrectly classified (scalene). Although the student does understand the meaning of scalene, no sides or angles congruent, two of the hexagon's sides are congruent in ΔABC in the given figure. Compare to Anchor Paper #3.

Score for Sample Student Response #11: Rubric Score 4

Annotation: This response demonstrates a complete understanding and analysis of the problem. The representation is correct. Full explanations of a strategy for drawing the sides and angles of the hexagon, as well as a strategy for finding the center, are given. All three triangles are correctly classified and fully justified by measure. Compare to Anchor Paper #8.

Score for Sample Student Response #12: Rubric Score 3

Annotation: This response demonstrates a clear understanding and analysis of the problem. The representation is essentially correct; most sides measure 4 cm, and most angles measure 120°. Point C is incorrect. No explanation is provided for how the angle measurement is determined. The center 0 is present with no explanation of how that point is determined. ΔAOF is correctly classified (equilateral) and incompletely justified (all its sides and angles are equal). ΔABD is correctly classified (right 30-60-90 triangle) and lacks justification. ΔABC is correctly classified (isosceles), and the statement (because its two outer sides are congruent) provides full justification. Compare to Anchor Paper #6.

Score for Sample Student Response #13: Rubric Score 4

Annotation: This response demonstrates a complete understanding and analysis of the problem. The representation is correct with full explanations of a strategy for drawing the sides and angles of the hexagon, as well as a strategy for finding the center. ΔAOF is correctly classified (equilateral) and fully justified by angle properties of a regular hexagon and the angle sum of triangles. ΔABD is correctly classified (30-60-90 right triangle) and fully justified by a known ratio of special right triangles. ΔABC is correctly classified (obtuse isosceles) and fully justified by a known angle measure and side measures of this regular hexagon. Compare to Anchor Paper #8.

Score for Sample Student Response #14: Rubric Score 1

Annotation: This response demonstrates a minimal understanding and analysis of the problem. The representation is essentially correct. While the hexagon's sides are not 4 cm in length, a scale showing the 4-cm length is supplied. A fully explained strategy for determining the 120° angles also is provided. The center 0 is not present. No classifications or justifications are given for any of the three triangles. Compare to Anchor Paper #1.

Score for Sample Student Response #15: Rubric Score 3

Annotation: This response demonstrates a clear understanding and analysis of the problem. The representation is correct with a full explanation of a strategy for drawing the sides and angles of the hexagon. The center 0 is present; however, no explanation is given of how that point was determined. ΔAOF is correctly classified (isosceles ¯ at least two sides are congruent). While not fully explained, the student applied either the Pythagorean Theorem or the 1:2:√3 ratio of a special right triangle to provide justification. ΔABD is correctly classified (right triangle) with the statement (ABD is a right angle) supplying weak justification. ΔABC is correctly classified (isosceles) and fully justified by the side values of the hexagon. Compare to Anchor Paper #6.

Score for Sample Student Response #16: Rubric Score 2

Annotation: This response demonstrates a conceptual understanding and analysis of the problem. The representation is incorrect; however, all six sides of the hexagon are 4 cm in length. None of the angles measure 120°. No indication is given that all angles should be of equal measure. The center 0 is present, and the diagonals indicate a reasonable strategy to locate that point. If the representation was correct, ΔAOF should not be classified as scalene. However, for this drawing, the classification is relevant, and the student provides justification by measure. ΔABD is correctly classified (30-60-90-degree triangle) and justified by angle measures. ΔABC is correctly classified (isosceles) and justified by side measures. Compare to Anchor Paper #3.

Anchor Papers used in scoring