# Using the State Curriculum: Mathematics, Grade 7

## 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
• Lesson Seeds
Ideas/seeds for an objective-aligned activity
• 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 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)
2. Identify angles formed when two parallel lines are cut by a transversal
3. Identify the parts of right triangles

#### Indicator

• 2. Analyze geometric relationships
##### Objectives
1. Determine a missing angle measurement using the sum of the interior angles of polygons.
###### Assessment limit: Use angle measures in a quadrilateral
2. Determine the measure of angles formed by intersecting lines, line segments, and rays.
###### Assessment limit: Use vertical, adjacent, complementary, or supplementary angles
3. Describe the relationship between the legs and hypotenuse of right triangles

### Topic

C. Representation of Geometric Figures

#### Indicator

• 1. Represent plane geometric figures
##### Objectives
1. 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
2. Construct geometric figures using a variety of construction tools.
###### Assessment limit: Construct a line segment congruent to a given line segment
3. Construct geometric figures using a variety of construction tools

### Topic

D. Congruence and Similarity

#### Indicator

• 1. Apply the properties of congruent polygons
##### Objectives
1. 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)
2. Identify and describe similar polygons and their corresponding parts

### Topic

E. Transformations

#### Indicator

##### Objectives
1. 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°)
2. 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.

June 2004