## 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**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

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. Properties of Plane Geometric Figures

#### Indicator

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

##### Objectives

- Identify and describe geometric relationships between angles formed when parallel lines are cut by a transversal.
###### Assessment limit: Use alternate interior, alternate exterior, or corresponding angles

- Identify and describe the relationship among the parts of a right triangle
###### Assessment limit: Use the hypotenuse or the legs of right triangles

#### Indicator

**2.**Analyze geometric relationships

##### Objectives

- Determine the measurements of angles formed by parallel lines cut by a transversal
###### Assessment limit: Use alternate interior, alternate exterior, and corresponding angles

- Apply right angle concepts to solve real-world problems
###### Assessment limit: Use the Pythagorean Theorem

- Determine whether three given side lengths form a right triangle

### Topic

C. Representation of Geometric Figures

#### Indicator

**1.**Represent plane geometric figures

##### Objectives

- Draw quadrilaterals
###### Assessment limit: Provide given whole number dimensions in inches or centimeters or angle measurements

- Construct perpendicular line segments
###### Assessment limit: Provide a given point on a given line segment

- Construct triangles
###### Assessment limit: Construct a triangle congruent to a given triangle

### Topic

D. Congruence and Similarity

#### Indicator

**1.**Apply the properties of similar polygons

##### Objective

- Determine similar parts of polygons
###### Assessment limit: Use the length of corresponding sides or the measure of corresponding angles and rational numbers with no more than 2 decimal places (0 – 1000)

### Topic

E. Transformations

#### Indicator

**1.**Analyze a transformation on a coordinate plane

##### Objective

- Identify, describe, and plot the results of multiple transformations on a coordinate plane
###### Assessment limit: Identify or plot the result of two transformations on one figure using translations (horizontal or vertical), reflections (horizontal or vertical), or rotations about a given point (90° or 180°)

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