 # Using the State Curriculum: Mathematics, Grade 6  ## State Curriculum Toolkit

Tools aligned to State Curriculum indicators and/or objectives.

• Lesson Seeds
Ideas/seeds for an objective-aligned activity
• Higher Order
Thinking Skills

Examples of questions at various levels of cognitive demand
• Sample Assessments
Items and annotated student responses as appropriate
• Public Release Items
Actual MSA items and annotated student responses as appropriate
 Algebra Geometry Measurement Statistics Probability Number Processes

## 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
1. Identify, describe, and label points, lines, rays, line segments, vertices, angles, and planes using correct symbolic notation
2. Identify and describe line segments
###### Assessment limit: Use diagonal line segments
3. Identify and describe the parts of a circle

#### Indicator

• 2. Analyze geometric relationships
##### Objectives
1. Compare and classify triangles by sides
###### Assessment limit: Use scalene, equilateral, or isosceles
2. Compare and classify triangles by angle measure
###### Assessment limit: Use equiangular, obtuse, acute, or right
3. 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
4. Identify and compare the relationship between parts of a circle

### Topic

C. Representation of Geometric Figures

#### Indicator

• 1. Represent plane geometric figures
##### Objectives
1. 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°)
2. Identify, describe, or draw a polygon
###### Assessment limit: Use the first quadrant given no more than six coordinates
3. Identify or describe angle relationships

### Topic

D. Congruence and Similarity

#### Indicator

• 1. Analyze congruent figures
##### Objective
1. Identify and describe congruent polygons and their corresponding parts

### Topic

E. Transformations

#### Indicator

##### Objective
1. 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.

June 2004 