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 their attributes using concrete objects in a variety of situations.
|
|
|
|
|
3.1.A1
|
The student demonstrates how several plane figures (circles, squares, rectangles, triangles, ellipses) can be combined to make a new shape (2.4.A1c).
|
|
|
|
|
3.1.K1
|
The student recognizes circles, squares, rectangles, triangles, and ellipses (ovals) (plane figures/ two-dimensional figures) (2.4.K1e).
|
|
|
|
|
3.1.K2
|
The student recognizes and investigates attributes of circles, squares, rectangles, triangles, and ellipses using concrete objects, drawings, and/or appropriate technology (2.4.K1a, e).
|
|
|
|
|
3.1.A2
|
The student sorts by one attribute real-world geometric shapes that are representations of the solids (cubes, rectangular prisms, cylinders, cones, spheres) (2.4.A1c), e.g., boxes can be sorted as rectangular prisms, cans can be sorted as cylinders, some ice cream cones can be sorted as cones, and some balls can be sorted as spheres.
|
|
|
|
|
3.1.A3
|
The student recognizes (2.4.A1a):
|
|
|
|
|
3.1.A3A
|
circles, squares, rectangles, triangles, and ellipses (plane figures) within a picture;
|
|
|
|
|
3.1.A3B
|
cubes, rectangular prisms, cylinders, cones, and spheres (solids) within a picture.
|
|
|
|
|
3.1.K3
|
The student sorts cubes, rectangular prisms, cylinders, cones, and spheres (solids/three-dimensional figures) by their attributes using concrete objects (2.4.K1e).
|
|
|
|
|
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) ($).
|
|
|
|
|
3.2.K1
|
The student uses whole number approximations (estimations) for length using nonstandard units of measure (2.4.K1a) ($), e.g., the classroom door is about two kindergartners high or this paper is about two pencils long.
|
|
|
|
|
3.2.K2
|
The student compares two measurements using these attributes (2.4.K1a) ($):
|
|
|
|
|
3.2.K2a
|
longer, shorter (length);
|
|
|
|
|
3.2.K2b
|
taller, shorter (height);
|
|
|
|
|
3.2.K2c
|
heavier, lighter (weight).
|
|
|
|
|
3.2.K2d
|
hotter, colder (temperature).
|
|
|
|
|
3.2.A2
|
The student locates and names concrete objects that are about the same length or weight as a given concrete object (2.4.A1a) ($).
|
|
|
|
|
3.2.K3
|
The student reads and tells time at the hour using analog and digital clocks (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, or under.
|
|
|
|
|
3.3.K2
|
The student identifies two like objects or shapes from a set of four objects or shapes (2.4.K1a).
|
|
|
|
|
3.3.A2
|
The student follows directions to move concrete objects from one location to another using appropriate vocabulary (2.4.A1a), e.g., up, down, behind, or above.
|
|
|
|
|
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 whole numbers from 0 through 20 using a number line (2.4.A1a) ($), e.g., if Bill has 8 pieces of candy and his dad gives him 4 more pieces, how many pieces of candy does he have now?
|
|
|
|
|
3.4.K1
|
The student locates and plots whole numbers from 0 through 20 on a horizontal number line (2.4.K1a).
|
|
|
|
|
3.4.K2
|
The student counts forwards and backwards from a given whole number from 0 through 10 on a number line (2.4.K1a).
|
|
|
|