## Print:

### Geometry:

### Mathematics:

- Document Date: June 2004
- Grades PK–3
- Grades 3–8

## State Curriculum Toolkit

Tools aligned to State Curriculum indicators and/or objectives.

**Clarification of Indicator and/or Objective**

Explanation and/or examples of indicator and/or objective**Sample Assessments**

Items and annotated student responses as appropriate**Public Release Items**

Actual MSA items and annotated student responses as appropriate

Geometry |
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## 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.

### Topic

A. Plane Geometric Figures

#### Indicator

**1.**Analyze the properties of plane geometric figures

##### Objectives

- Identify and describe relationships of lines and line segments in geometric figures or pictures
###### Assessment limit: Use parallel or perpendicular lines and line segments

- 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

- Identify and describe the radius and diameter of a circle

#### Indicator

**2.**Analyze geometric relationships

##### Objectives

- 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

- Compare triangles by sides

### Topic

B. Solid Geometric Figures

#### Indicator

**1.**Analyze the properties of solid geometric figures

##### Objectives

- 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

- Identify and classify pyramids and prisms by the base
###### Assessment limit: Use triangular prisms and pyramids or rectangular prisms and pyramids

#### Indicator

**2.**Analyze the relationship between plane geometric figures and faces of solid geometric figures

##### Objective

- 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.

### Topic

C. Representation of Geometric Figures

#### Indicator

**1.**Represent plane geometric figures

##### Objective

- 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°)

### Topic

D. Congruence and Similarity

#### Indicator

**1.**Analyze similar figures to

##### Objective

- Identify or describe geometric figures as similar
###### Assessment limit: Use same shape and different size

### Topic

E. Transformations

#### Indicator

**1.**Analyze a transformation

##### Objective

- 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

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.

June 2004