# Using the State Curriculum: Mathematics, Grade 3

## 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
• 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 or describe points, lines, line segments, rays, and angles
2. Identify or describe polygons
###### Assessment limit: Use squares, rectangles, rhombi, parallelograms, and trapezoids and the length of sides
4. Identify triangles, rectangles, or squares as part of a composite figure

#### Indicator

• 2. Analyze geometric relationships
##### Objective
1. Identify right angles

### Topic

B. Solid Geometric Figures

#### Indicator

• 1. Analyze the properties of solid geometric figures
##### Objective
1. Identify and describe cubes, rectangular prisms, and triangular prisms

### Topic

C. Representation of Geometric Figures

#### Indicator

• 1. Represent plane geometric figures
##### Objective
1. Sketch triangles, quadrilaterals, pentagons, hexagons, octagons, and circles

### Topic

D. Congruence

#### Indicator

• 1. Analyze congruent figures
##### Objective
1. Identify and describe geometric figures as congruent

### Topic

E. Transformations

#### Indicator

##### Objective
1. Identify and describe the results of a slide, flip, and turn

#### Indicator

• 2. Analyze geometric figures or pictures
##### Objective
1. Identify and describe symmetry
###### Assessment limit: Use no more than 4 lines 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