Standard
Benchmark
Indicator | Description | Lesson Plans | Thinkfinity | Resources |
|
3
|
The student uses geometric concepts and procedures in a variety of situations.
|
|
|
|
|
3.1
|
The student recognizes geometric shapes and describes their attributes using concrete objects in a variety of situations.
|
|
|
|
|
3.1.A1
|
The student demonstrates how (2.4.A1c):
|
|
|
|
|
3.1.A1A
|
a geometric shape made of several plane figures (circles, squares, rectangles, triangles, ellipses) can be separated to make two or more different plane figures;
|
|
|
|
|
3.1.A1B
|
several plane figures (circles, squares, rectangles, triangles, ellipses) can be combined to make a new geometric shape;
|
|
|
|
|
3.1.A1C
|
several solids (cubes, rectangular prisms, cylinders, cones, spheres) can be combined to make a new geometric shape.
|
|
|
|
|
3.1.K1
|
recognizes and draws circles, squares, rectangles, triangles, and ellipses (ovals) (plane figures/two-dimensional figures) (2.4.K1f).
|
|
|
|
|
3.1.K2
|
The student recognizes and investigates attributes of circles, squares, rectangles, triangles, and ellipses (plane figures) using concrete objects, drawings, and appropriate technology (2.4.K1f).
|
|
|
|
|
3.1.A2
|
The student sorts plane figures and solids (circles, squares, rectangles, triangles, ellipses, cubes, rectangular prisms, cylinders, cones, spheres) by a given attribute (2.4.A1c).
|
|
|
|
|
3.1.K3
|
The student recognizes cubes, rectangular prisms, cylinders, cones, and spheres (solids/three-dimensional figures) (2.4.K1f).
|
|
|
|
|
3.2
|
The student estimates and measures using standard and nonstandard units of measure with concrete objects in a variety of situations.
|
|
|
|
|
3.2.A1
|
The student compares and orders concrete objects by length or weight (2.4.A1a) ($).
|
|
|
|
|
3.2.K1
|
The student uses whole number approximations (estimations) for length and weight using nonstandard units of measure (2.4.K1a) ($), e.g., the width of the chalkboard is about 10 erasers long or the weight of one encyclopedia is about five picture books.
|
|
|
|
|
3.2.K2
|
The student compares two measurements using these attributes (2.4.K1a) ($):
|
|
|
|
|
3.2.K2A
|
longer, shorter (length);
|
|
|
|
|
3.2.K2B
|
taller, shorter (height);
|
|
|
|
|
3.2.K2C
|
heavier, lighter (weight);
|
|
|
|
|
3.2.K2D
|
hotter, colder (temperature).
|
|
|
|
|
3.2.A2
|
The student compares the weight of two concrete objects using a balance (2.4.A1a).
|
|
|
|
|
3.2.A3
|
The student locates and names concrete objects that are about the same length, weight, or volume as a given concrete object (2.4.A1a) ($).
|
|
|
|
|
3.2.K3
|
The student reads and tells time at the hour and half-hour using analog and digital clocks (2.4.K1a).
|
|
|
|
|
3.2.K4
|
The student selects appropriate measuring tools for length, weight, volume, and temperature for a given situation (2.4.K1a) ($).
|
|
|
|
|
3.2.K5
|
The student measures length and weight to the nearest whole unit using nonstandard units (2.4.K1a) ($).
|
|
|
|
|
3.2.K6
|
The student states the number of days in a week and months in a year (2.4.K1a).
|
|
|
|
|
3.3
|
The student develops the foundation for spatial sense using concrete objects in a variety of situations.
|
|
|
|
|
3.3.A1
|
The student shows two concrete objects or shapes are congruent by physically fitting one object or shape on top of the other (2.4.A1a).
|
|
|
|
|
3.3.K1
|
The student describes the spatial relationship between two concrete objects using appropriate vocabulary (2.4.K1a), e.g., behind, above, below, on, under, beside, or in front of.
|
|
|
|
|
3.3.K2
|
The student recognizes that changing an object's position or orientation does not change the name, size, or shape of the object (2.4.K1a).
|
|
|
|
|
3.3.A2
|
The student gives and follows directions to move concrete objects from one location to another using appropriate vocabulary (2.4.A1a), e.g., right, left, up, down, behind, or above.
|
|
|
|
|
3.3.K3
|
The student describes movement of concrete objects using appropriate vocabulary (2.4.K1a), e.g., right, left, up, or down.
|
|
|
|
|
3.4
|
The student identifies one or more points on a number line in a variety of situations.
|
|
|
|
|
3.4.A1
|
The student solves real-world problems involving counting and adding whole numbers from 0 to 50 using a number line (2.4.A1a) ($), e.g., Nancy has 23¢. She finds 18¢ more in her pocket. How much money does she now have?
|
|
|
|
|
3.4.K1
|
The student locates and plots whole numbers from 0 through 100 on a segment of a number line (horizontal/vertical) (2.4.K1a), e.g., using a segment of a number line from 45 to 60 to locate the whole number 50.
|
|
|
|
|
3.4.K2
|
The student describes a given whole number from 0 to 100 as coming before or after another number on a number line (2.4.K1a).
|
|
|
|
|
3.4.K3
|
The student uses a number line to model addition and counting using whole numbers from 0 to 100 (2.4.K1a).
|
|
|
|