## 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**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

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 properties of angles using manipulatives and pictures
- Identify, compare, classify, and describe angles in relationship to another angle
###### Assessment limit: Use acute, right, or obtuse angles

- Identify parallel and intersecting line segments

### Topic

B. Solid Geometric Figures

#### Indicator

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

##### Objectives

- Identify cones, cylinders, prisms, and pyramids
###### Assessment limit: Use cones or cylinders

- Describe solid geometric figures by the number of edges, faces, or vertices
###### Assessment limit: Use triangular pyramids, rectangular pyramids, triangular prisms, or rectangular prisms

#### Indicator

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

##### Objective

- Compare a plane figure to surfaces of solid geometric figure
###### Assessment limit: Analyze or identify the number or arrangement of squares needed to make a cube and triangles/rectangles needed to make a triangular pyramid or rectangular pyramid.

### Topic

C. Representation of Geometric Figures

#### Indicator

**1.**Represent plane geometric figures

##### Objective

- Sketch acute, right, obtuse angles, and parallel and intersecting line segments

### Topic

D. Congruence

#### Indicator

**1.**Analyze geometric figures

##### Objective

- Identify and describe geometric figures as congruent
###### Assessment limit: Identify the result in a transformation as being congruent to the original figure

### Topic

E. Transformations

#### Indicator

**1.**Analyze a transformation

##### Objective

- Identify and describe the results of translations, reflections, and rotations
###### Assessment limit: Use a horizontal line translation, reflection over a vertical line, or rotation of 90° clockwise around a given point of a geometric figure or picture

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