School Improvement in Maryland

Using the State Curriculum: Mathematics, Grade 5

Print:

Geometry:

Mathematics:

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
  • Sample Assessments
    Items and annotated student responses as appropriate
  • Public Release Items
    Actual MSA items and annotated student responses as appropriate

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 relationships of lines and line segments in geometric figures or pictures
    Assessment limit: Use parallel or perpendicular lines and line segments
  2. Identify polygons within a composite figure
    Assessment limit: Use polygons with no more than 8 sides as part of a composite figure comprised of triangles or quadrilaterals
  3. Identify and describe the radius and diameter of a circle

Indicator

  • 2. Analyze geometric relationships
Objectives
  1. Compare and classify quadrilaterals by length of sides and types of angles (Include the angle symbol <ABC)
    Assessment limit: Use squares, rectangles, rhombi, parallelograms, and trapezoids
  2. Compare triangles by sides

Topic

B. Solid Geometric Figures

Indicator

  • 1. Analyze the properties of solid geometric figures
Objectives
  1. Identify and classify pyramids and prisms by the number of edges, faces, or vertices
    Assessment limit: Use triangular pyramids, rectangular pyramids, triangular prisms, or rectangular prisms
  2. Identify and classify pyramids and prisms by the base
    Assessment limit: Use triangular prisms and pyramids or rectangular prisms and pyramids

Indicator

  • 2. Analyze the relationship between plane geometric figures and faces of solid geometric figures
Objective
  1. Compare a plane figure to faces of solid geometric figure
    Assessment limit: Analyze and identify the number or arrangement of rectangles needed to make a rectangular prism, number of triangles/rectangles needed to make a triangular prism, and the number of circles/rectangles needed to make a cylinder.

Topic

C. Representation of Geometric Figures

Indicator

  • 1. Represent plane geometric figures
Objective
  1. Identify, describe, and draw angles, parallel line segments, and perpendicular line segments
    Assessment limit: Provide their dimensions as whole numbers (0 - 20) or angle measurements (0° - 179°)

Topic

D. Congruence and Similarity

Indicator

  • 1. Analyze similar figures to
Objective
  1. Identify or describe geometric figures as similar
    Assessment limit: Use same shape and different size

Topic

E. Transformations

Indicator

Objective
  1. Identify and describe the results of translations, reflections, and rotations of geometric figures
    Assessment limit: Use translation along a vertical line, reflection over a horizontal line, or rotation 90° or 180° around a given point

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