Download Unpacked 2.G.A.1

2.G.A.1
Recognize and draw shapes having specified attributes, such as a given number of
angles or a given number of equal faces. Identify triangles, quadrilaterals,
pentagons, hexagons, and cubes. (Sizes are compared directly or visually, not
compared by measuring.)
Unpacked
The difference between this standard and previous standards in the earlier grades is the
attribute of "angle" being mentioned for the first time, as well as the language of "face".
In addition, students are now expected to know the vocabulary of "quadrilateral" and
"pentagon". Since this standard is similar to previous ones, what is different is how an
older child might approach the old material differently. For instance, children should
begin forming a more organized manner of categorizing shapes according to their
attributes, and they should be able to articulate more clearly the attributes that define
shapes.
Students continue to use models and drawings of shapes. They begin to see these
individual shapes as representatives of classes of shapes. Their understanding of the
properties of shapes, such as symmetry, perpendicular and parallel lines, and so on,
continues to be refined. The identification of properties is an important cognitive activity
(Yu, Barrett, & Presmeg, 2009).
This standard begins to encourage conjecture. The emphasis is on logical reasoning. “If a
quadrilateral has 4 sides and 4 angles, then a square must be a quadrilateral.”
NOTE: In the U.S., the term “trapezoid” may have two different meanings. Research
identifies these as inclusive and exclusive definitions. The inclusive definition states: A
trapezoid is a quadrilateral with at least one pair of parallel sides. The exclusive
definition states: A trapezoid is a quadrilateral with exactly one pair of parallel sides.
With this definition, a parallelogram is not a trapezoid. (Progressions for the CCSSM:
Geometry, The Common Core Standards Writing Team, June 2012.)
Quadrilaterals
Listening
Level 2
Emerging
Recognize and
draw shapes
having
specified
attributes,
such as a
given number
of angles or a
given number
of equal faces
by locating or
drawing
shapes
described
orally in two –
to three step
descriptions.
Level 3
Developing
Recognize and
draw shapes
having
specified
attributes,
such as a
given number
of angles or a
given number
of equal faces
by locating or
drawing
shapes
described
orally in
multi-step
descriptions.
Level 4
Expanding
Recognize and
draw shapes
having
specified
attributes,
such as a
given number
of angles or a
given number
of equal faces
by identifying
or drawing
shapes using
detailed oral
descriptions.
Level 5
Bridging
Recognize and
draw shapes
having
specified
attributes,
such as a
given number
of angles or a
given number
of equal faces
by identifying
or drawing
shapes
expressed
with gradelevel content –
specific
vocabulary.
ELD Standard: English Language Learners communicate information, ideas,
and concepts necessary for academic success in the content area of
Mathematics.
Level 6 Reaching
Level 1
Entering
Recognize and
draw shapes
having
specified
attributes,
such as a
given number
of angles or a
given number
of equal faces
by pointing to
or drawing
shapes
described
orally in onestep phrases.