Using the State Curriculum: Mathematics, Grade 1

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
• Prerequisite Skills
Concepts students should understand before further instruction
• 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
 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. Recognize and apply the properties/attributes of plane geometric figures
Objectives
1. Identify, name, and compare triangles, circles, squares, rectangles, and rhombi by their attributes
2. Create models of triangles, circles, squares, and rectangles with varied materials
3. Combine and subdivide squares and triangles

Topic

B. Solid Geometric Figures

Indicator

• 1. Recognize and use the attributes of solid geometric figures
Objective
1. Identify and compare cubes, spheres, cylinders, pyramids, cones, and rectangular prisms

Topic

C. Representation of Geometric Figures

Indicator

• 1. Represent plane geometric figures
Objective
1. Sketch triangles, circles, squares, rectangles, and rhombi

Topic

D. Congruence

Indicator

• 1. Identify congruent figures
Objective
1. Match congruent figures

Topic

E. Transformations

Indicator

Objectives
1. Use the direction, location, and position words right and left
2. Apply spatial reasoning in activities such as: pattern block
3. Identify and demonstrate slides and flips using manipulatives

Indicator

• 2. Analyze geometric figures and pictures
Objective
1. Demonstrate symmetry in basic shapes and pictures by paper folding and drawing a line of 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