State Curriculum - Mathematics

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Grade 5 Grade 6 Grade 7
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 and describe relationships of lines and line segments in geometric figures or pictures
 a. Identify, describe, and label points, lines, rays, line segments, vertices, angles, and planes using correct symbolic notation
 a. Identify and describe angles formed by intersecting lines, line segments, and rays
    Assessment limit:
  • Use vertical, adjacent, complementary, or supplementary angles (Include the angle symbol ∠m)
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
 b. Identify angles formed when two parallel lines are cut by a transversal
c. Identify and describe the radius and diameter of a circle
 c. Identify and describe the parts of a circle
 c. Identify the parts of right triangles
2. Analyze geometric relationships
 		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
 a. Determine a missing angle measurement using the sum of the interior angles of polygons.
    Assessment limit:
  • Use angle measures in a quadrilateral
b. Compare triangles by sides
 b. Compare and classify triangles by angle measure
    Assessment limit:
  • Use equiangular, obtuse, acute, or right
 b. Determine the measure of angles formed by intersecting lines, line segments, and rays.
    Assessment limit:
  • Use vertical, adjacent, complementary, or supplementary angles
  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
 c. Describe the relationship between the legs and hypotenuse of right triangles
  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
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. 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 faces of solid geometric figures
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. 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°)
 a. Construct geometric figures using a variety of construction tools
    Assessment limit:
  • Construct a circle using a given line segment as the radius in whole number inches or centimeters
  b. Identify, describe, or draw a polygon
    Assessment limit:
  • Use the first quadrant given no more than six coordinates
 b. Construct geometric figures using a variety of construction tools.
    Assessment limit:
  • Construct a line segment congruent to a given line segment
  c. Identify or describe angle relationships
    Assessment limit:
  • Use perpendicular bisectors or angle bisectors
 c. Construct geometric figures using a variety of construction tools
    Assessment limit:
  • Construct a perpendicular bisector to a given line segment or a bisector of a given angle
D. Congruence and Similarity D. Congruence and Similarity D. Congruence and Similarity
1. Analyze similar figures to
 		1. Analyze congruent figures
 		1. Apply the properties of congruent polygons
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
 a. Determine the congruent parts of polygons
    Assessment limit:
  • Use the length of corresponding sides or the measure of corresponding angles and whole numbers (0 – 1000)
    b. Identify and describe similar polygons and their corresponding parts
E. Transformations E. Transformations E. Transformations
1. Analyze a transformation
 		1. Analyze a transformation on a coordinate plane
 		1. Analyze a transformation on a coordinate plane
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
 a. Identify, describe, and plot the results of one transformation on a coordinate plane
    Assessment limit:
  • Identify or plot the result of one translation (horizontal or vertical), reflection (horizontal or vertical), or rotation about a given point (90° or 180°)
    b. Identify and describe transformations that result in rotational and reflectional symmetry
 

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