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5.G.3*Understand that attributes belongin...more
*Understand that attributes belonging to a category of two- dimensional figures also belong to all subcategories of that category. For example, all rectangles have four right angles and squares are rectangles, so all squares have four right angles.
5.G.4*Classify two-dimensional figures in...more
*Classify two-dimensional figures in a hierarchy based on properties.
6.G.1Find the area of right triangles, ot...more
Find the area of right triangles, other triangles, special quadrilaterals, and polygons by composing into rectangles or decomposing into triangles and other shapes; apply these techniques in the context of solving real-world and mathematical problems.
6.G.2Find the volume of a right rectangul...more
Find the volume of a right rectangular prism with fractional edge lengths by packing it with unit cubes of the appropriate unit fraction edge lengths, and show that the volume is the same as would be found by multiplying the edge lengths of the prism. Apply the formulas V = l w h and V = b h to find volumes of right rectangular prisms with fractional edge lengths in the context of solving real-world and mathematical problems.
6.G.3Draw polygons in the coordinate plan...more
Draw polygons in the coordinate plane given coordinates for the vertices; use coordinates to find the length of a side joining points with the same first coordinate or the same second coordinate. Apply these techniques in the context of solving real-world and mathematical problems.
6.G.4Represent three-dimensional figures ...more
Represent three-dimensional figures using nets made up of rectangles and triangles, and use the nets to find the surface area of these figures. Apply these techniques in the context of solving real-world and mathematical problems.
7.G.1Solve problems involving scale drawi...more
Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale.
7.G.2Draw (freehand, with ruler and protr...more
Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle.
7.G.3Describe the two-dimensional figures...more
Describe the two-dimensional figures that result from slicing three-dimensional figures, as in plane sections of right rectangular prisms and right rectangular pyramids.
7.G.4Know the formulas for the area and c...more
Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle.
7.G.5Use facts about supplementary, compl...more
Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure.
7.G.6Solve real-world and mathematical pr...more
Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms.
8.G.1Verify experimentally the properties...more
Verify experimentally the properties of rotations, reflections, and translations: a. Lines are taken to lines, and line segments to line segments of the same length. b. Angles are taken to angles of the same measure. c. Parallel lines are taken to parallel lines.
8.G.2Understand that a two-dimensional fi...more
Understand that a two-dimensional figure is congruent to another if the second can be obtained from the first by a sequence of rotations, reflections, and translations; given two congruent figures, describe a sequence that exhibits the congruence between them.
8.G.3Describe the effect of dilations, tr...more
Describe the effect of dilations, translations, rotations, and reflections on two-dimensional figures using coordinates.
8.G.4Understand that a two-dimensional fi...more
Understand that a two-dimensional figure is similar to another if the second can be obtained from the first by a sequence of rotations, reflections, translations, and dilations; given two similar two-dimensional figures, describe a sequence that exhibits the similarity between them.
8.G.5Use informal arguments to establish ...more
Use informal arguments to establish facts about the angle sum and exterior angle of triangles, about the angles created when parallel lines are cut by a transversal, and the angle-angle criterion for similarity of triangles. For example, arrange three copies of the same triangle so that the sum of the three angles appears to form a line, and give an argument in terms of transversals why this is so.
8.G.6Explain a proof of the Pythagorean T...more
Explain a proof of the Pythagorean Theorem and its converse.
8.G.7Apply the Pythagorean Theorem to det...more
Apply the Pythagorean Theorem to determine unknown side lengths in right triangles in real-world and mathematical problems in two and three dimensions.
8.G.8Apply the Pythagorean Theorem to fin...more
Apply the Pythagorean Theorem to find the distance between two points in a coordinate system.
8.G.9Know the formulas for the volumes of...more
Know the formulas for the volumes of cones, cylinders, and spheres and use them to solve real-world and mathematical problems.
Classify Two-Dimensional Figures Into Categories Based On Their Properties.
Solve real-world and mathematical problems involving area, surface area, and volume.
Draw construct, and describe geometrical figures and describe the relationships between them.
Solve real-life and mathematical problems involving angle measure, area, surface area, and volume.
Understand congruence and similarity using physical models, transparencies, or geometry software.
Understand and apply the Pythagorean Theorem.
Solve real-world and mathematical problems involving volume of cylinders, cones, and spheres.
Major cluster will be a majority of the assessment, Supporting clusters will be assessed through their success at supporting the Major Clusters and Additional Clusters will be assessed as well. The assessments will strongly focus where the standards strongly focus.
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