State Curriculum - Mathematics

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Grade 4	Grade 5	Grade 6
Standard 2.0 Knowledge of Geometry: Students will apply the properties of one-, two-, or three-dimensional geometric figures to describe, reason, or solve problems about shape, size, position, or motion of objects.	Standard 2.0 Knowledge of Geometry: Students will apply the properties of one-, two-, or three-dimensional geometric figures to describe, reason, or solve problems about shape, size, position, or motion of objects.	Standard 2.0 Knowledge of Geometry: Students will apply the properties of one-, two-, or three-dimensional geometric figures to describe, reason, or solve problems about shape, size, position, or motion of objects.
A. Plane Geometric Figures	A. Plane Geometric Figures	A. Plane Geometric Figures
1. Analyze the properties of plane geometric figures	1. Analyze the properties of plane geometric figures	1. Analyze the properties of plane geometric figures
a. Identify properties of angles using manipulatives and pictures	a. Identify and describe relationships of lines and line segments in geometric figures or pictures Assessment limit: Use parallel or perpendicular lines and line segments	a. Identify, describe, and label points, lines, rays, line segments, vertices, angles, and planes using correct symbolic notation
b. Identify, compare, classify, and describe angles in relationship to another angle Assessment limit: Use acute, right, or obtuse angles	b. Identify polygons within a composite figure Assessment limit: Use polygons with no more than 8 sides as part of a composite figure comprised of triangles or quadrilaterals	b. Identify and describe line segments Assessment limit: Use diagonal line segments
c. Identify parallel and intersecting line segments	c. Identify and describe the radius and diameter of a circle	c. Identify and describe the parts of a circle Assessment limit: Use radius, diameter, or circumference
	2. Analyze geometric relationships	2. Analyze geometric relationships
	a. Compare and classify quadrilaterals by length of sides and types of angles (Include the angle symbol <ABC) Assessment limit: Use squares, rectangles, rhombi, parallelograms, and trapezoids	a. Compare and classify triangles by sides Assessment limit: Use scalene, equilateral, or isosceles
	b. Compare triangles by sides	b. Compare and classify triangles by angle measure Assessment limit: Use equiangular, obtuse, acute, or right
		c. Determine a third angle measure of a triangle given two angle measures Assessment limit: Use the concept of the sum of angles in any triangle is 180° without using a diagram
		d. Identify and compare the relationship between parts of a circle Assessment limit: Use radius, diameter and circumference (=3.14)
B. Solid Geometric Figures	B. Solid Geometric Figures	B. Solid Geometric Figures
1. Analyze the properties of solid geometric figures	1. Analyze the properties of solid geometric figures
a. Identify cones, cylinders, prisms, and pyramids Assessment limit: Use cones or cylinders	a. Identify and classify pyramids and prisms by the number of edges, faces, or vertices Assessment limit: Use triangular pyramids, rectangular pyramids, triangular prisms, or rectangular prisms
b. Describe solid geometric figures by the number of edges, faces, or vertices Assessment limit: Use triangular pyramids, rectangular pyramids, triangular prisms, or rectangular prisms	b. Identify and classify pyramids and prisms by the base Assessment limit: Use triangular prisms and pyramids or rectangular prisms and pyramids
2. Analyze the relationship between plane geometric figures and surfaces of solid geometric figures	2. Analyze the relationship between plane geometric figures and faces of solid geometric figures
a. Compare a plane figure to surfaces of solid geometric figure Assessment limit: Analyze or identify the number or arrangement of squares needed to make a cube and triangles/rectangles needed to make a triangular pyramid or rectangular pyramid.	a. Compare a plane figure to faces of solid geometric figure Assessment limit: Analyze and identify the number or arrangement of rectangles needed to make a rectangular prism, number of triangles/rectangles needed to make a triangular prism, and the number of circles/rectangles needed to make a cylinder.
C. Representation of Geometric Figures	C. Representation of Geometric Figures	C. Representation of Geometric Figures
1. Represent plane geometric figures	1. Represent plane geometric figures	1. Represent plane geometric figures
a. Sketch acute, right, obtuse angles, and parallel and intersecting line segments	a. Identify, describe, and draw angles, parallel line segments, and perpendicular line segments Assessment limit: Provide their dimensions as whole numbers (0 - 20) or angle measurements (0° - 179°)	a. Draw geometric figures using a variety of tools Assessment limit: Draw triangles given the measures of 2 sides and one angle or 2 angles and 1 side using whole numbers (0-20) and angle measures (0°-179°)
		b. Identify, describe, or draw a polygon Assessment limit: Use the first quadrant given no more than six coordinates
		c. Identify or describe angle relationships Assessment limit: Use perpendicular bisectors or angle bisectors
D. Congruence	D. Congruence and Similarity	D. Congruence and Similarity
1. Analyze geometric figures	1. Analyze similar figures to	1. Analyze congruent figures
a. Identify and describe geometric figures as congruent Assessment limit: Identify the result in a transformation as being congruent to the original figure	a. Identify or describe geometric figures as similar Assessment limit: Use same shape and different size	a. Identify and describe congruent polygons and their corresponding parts
E. Transformations	E. Transformations	E. Transformations
1. Analyze a transformation	1. Analyze a transformation	1. Analyze a transformation on a coordinate plane
a. Identify and describe the results of translations, reflections, and rotations Assessment limit: Use a horizontal line translation, reflection over a vertical line, or rotation of 90° clockwise around a given point of a geometric figure or picture	a. Identify and describe the results of translations, reflections, and rotations of geometric figures Assessment limit: Use translation along a vertical line, reflection over a horizontal line, or rotation 90° or 180° around a given point	a. Plot the result of one transformation (translation, reflection, rotation) on a coordinate plane

	Note: Highlighted assessment limits will be tested in the no calculator section of MSA. In the assessment limit, (0-10) or (-10 to 10) means all numbers in the problem or the answer will fall within the range of 0 to 10 (including endpoints) or -10 to 10 (including endpoints), respectively. All content standards are tested in MSA but not all objectives. Objectives that have an assessment limit are tested on MSA. Objectives without an assessment limit are not tested on MSA.
	MSDE has developed a toolkit for these standards which can be found online at: http://mdk12.org/instruction/curriculum/mathematics/vsc_toolkit.html.
	June 2004

Note: Highlighted assessment limits will be tested in the no calculator section of MSA. In the assessment limit, (0-10) or (-10 to 10) means all numbers in the problem or the answer will fall within the range of 0 to 10 (including endpoints) or -10 to 10 (including endpoints), respectively. All content standards are tested in MSA but not all objectives. Objectives that have an assessment limit are tested on MSA. Objectives without an assessment limit are not tested on MSA.

MSDE has developed a toolkit for these standards which can be found online at: http://mdk12.org/instruction/curriculum/mathematics/vsc_toolkit.html.

June 2004