School Improvement in Maryland

Using the State Curriculum: Mathematics, Grade 6

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Geometry:

Mathematics:

State Curriculum Toolkit

Tools aligned to State Curriculum indicators and/or objectives.

  • 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
  • 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, describe, and label points, lines, rays, line segments, vertices, angles, and planes using correct symbolic notation
  2. Identify and describe line segments
    Assessment limit: Use diagonal line segments
  3. Identify and describe the parts of a circle
    Assessment limit: Use radius, diameter, or circumference

Indicator

  • 2. Analyze geometric relationships
Objectives
  1. Compare and classify triangles by sides
    Assessment limit: Use scalene, equilateral, or isosceles
  2. Compare and classify triangles by angle measure
    Assessment limit: Use equiangular, obtuse, acute, or right
  3. Determine a third angle measure of a triangle given two angle measures
    Assessment limit: Use the concept of the sum of angles in any triangle is 180° without using a diagram
  4. Identify and compare the relationship between parts of a circle
    Assessment limit: Use radius, diameter and circumference (=3.14)

Topic

C. Representation of Geometric Figures

Indicator

  • 1. Represent plane geometric figures
Objectives
  1. Draw geometric figures using a variety of tools
    Assessment limit: Draw triangles given the measures of 2 sides and one angle or 2 angles and 1 side using whole numbers (0-20) and angle measures (0°-179°)
  2. Identify, describe, or draw a polygon
    Assessment limit: Use the first quadrant given no more than six coordinates
  3. Identify or describe angle relationships
    Assessment limit: Use perpendicular bisectors or angle bisectors

Topic

D. Congruence and Similarity

Indicator

  • 1. Analyze congruent figures
Objective
  1. Identify and describe congruent polygons and their corresponding parts

Topic

E. Transformations

Indicator

Objective
  1. Plot the result of one transformation (translation, reflection, rotation) on a coordinate plane

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