Download geometry - Ohio K12 Help

John R. Kasich, Governor
Paolo DeMaria, Superintendent of Public Instruction
Standard
Number
Original Standard
Key:
Red shows added words. Purple shows a footnote
addition. Words that have been deleted are not shown
in the New Standard column. Gray boxes show vertical
alignment changes that were impacted by the white
standard box directly above it. The symbol G means
the word is now in the glossary.
Revised Standard
Rationale or
Action
Standards/
Courses
Impacted
GEOMETRY
K.G.4
Analyze, compare, create, and compose shapes.
K.G.4 Analyze and compare two- and threedimensional shapes, in different sizes and
orientations, using informal language to describe
their similarities, differences, parts (e.g., number of
sides and vertices/“corners”) and other attributes
(e.g., having sides of equal length).
K.G.6
Analyze, compare, create, and compose shapes. Describe, compare, create, and compose shapes.
K.G.6 Compose simple shapes to form larger
K.G.6 Combine simple shapes to form larger shapes.
shapes. For example, “Can you join these two
triangles with full sides touching to make a
rectangle?”
1.G.2
Reason with shapes and their attributes.
1.G.2 Compose two-dimensional shapes
(rectangles, squares, trapezoids, triangles, halfcircles, and quarter-circles) or three-dimensional
shapes (cubes, right rectangular prisms, right
circular cones, and right circular cylinders) to create
a composite shape, and compose new shapes from
the composite shape.
Geometry (Grades K-8)-DRAFT
Clarity
Describe, compare, create, and compose shapes.
K.G.4 Describe and compare two- or three-dimensional shapes,
in different sizes and orientations, using informal language to
describe their similarities, differences, parts and other
attributes.
Clarity
Footnote added
Reason with shapes and their attributes.
1.G.2 Compose two-dimensional shapes (rectangles, squares,
trapezoids, triangles, half-circles, and quarter-circles) or threedimensional shapes (cubes, right rectangular prisms, right
circular cones, and right circular cylinders) to create a composite
shape, and compose new shapes from the composite shape.
Students do not need to learn formal names such as "right
rectangular prism."
1
7/5/2016
John R. Kasich, Governor
Paolo DeMaria, Superintendent of Public Instruction
Key:
Red shows added words. Purple shows a footnote
addition. Words that have been deleted are not shown
in the New Standard column. Gray boxes show vertical
alignment changes that were impacted by the white
standard box directly above it. The symbol G means
the word is now in the glossary.
Standard
Number
Original Standard
Revised Standard
1.G.3
Reason with shapes and their attributes.
1.G.3 Partition circles and rectangles into two and
four equal shares, describe the shares using the
words halves, fourths, and quarters, and use the
phrases half of, fourth of, and quarter of. Describe
the whole as two of, or four of the shares.
Understand for these examples that decomposing
into more equal shares creates smaller shares.
Clarity
Reason with shapes and their attributes.
1.G.3 Partition circles and rectangles into two and four equal
shares, describe the shares using the words halves, fourths and
quarters, and use the phrases half of, fourth of and quarter of.
Describe the whole as two of, or four of the shares in real-world
contexts. Understand for these examples that decomposing into
more equal shares creates smaller shares.
2.G.3
Reason with shapes and their attributes.
2.G.3 Partition circles and rectangles into two, three,
or four equal shares, describe the shares using the
words halves, thirds, half of, a third of, etc., and
describe the whole as two halves, three thirds, four
fourths. Recognize that equal shares of identical
wholes need not have the same shape.
Vertical alignment
Reason with shapes and their attributes.
2.G.3 Partition circles and rectangles into two, three or four
equal shares, describe the shares using the words halves,
thirds, fourths and quarters, and use the phrases half of, third
of, fourth of and quarter of. Describe the whole as two halves,
three thirds, four fourths in real-world contexts. Recognize that
equal shares of identical wholes need not have the same shape.
2.G.1
Reason with shapes and their attributes.
2.G.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.
Reason with shapes and their attributes.
2.G.1 Recognize and/or draw triangles, quadrilaterals,
pentagons and hexagons based on the number of sides or
vertices. Recognize and identify cubes, rectangular prisms,
cones and cylinders.
Geometry (Grades K-8)-DRAFT
2
Rationale or
Action
Standards/
Courses
Impacted
2.G.3
Clarity
Grade level
appropriateness
7/5/2016
John R. Kasich, Governor
Paolo DeMaria, Superintendent of Public Instruction
Key:
Red shows added words. Purple shows a footnote
addition. Words that have been deleted are not shown
in the New Standard column. Gray boxes show vertical
alignment changes that were impacted by the white
standard box directly above it. The symbol G means
the word is now in the glossary.
Standard
Number
Original Standard
Revised Standard
3.G.1
Reason with shapes and their attributes.
3.G.1 Understand that shapes in different categories
(e.g., rhombuses, rectangles, and others) may share
attributes (e.g., having four sides), and that the
shared attributes can define a larger category (e.g.,
quadrilaterals). Recognize rhombuses, rectangles,
and squares as examples of quadrilaterals, and
draw examples of quadrilaterals that do not belong
to any of these subcategories.
Clarity
Reason with shapes and their attributes.
3.G.1 Understand that quadrilaterals may share attributes, and
that the shared attributes can define a subcategory
(parallelograms, trapezoids, rhombuses, rectangles, and
squares). Attributes include sides, parallel sides, and right
angles. Draw examples of two-dimensional figures that do not
belong to a given subcategory of quadrilaterals. Either of the
following definitions for a trapezoid is acceptable: a trapezoid is
a quadrilateral with at least one pair of parallel sides, or a
trapezoid is a quadrilateral with exactly one pair of parallel sides.
4.G.2
Draw and identify lines and angles, and classify
shapes by properties of their lines and angles.
4.G.2 Classify two-dimensional figures based on the
presence or absence of parallel or perpendicular
lines, or the presence or absence of angles of a
specified size. Recognize right triangles as a
category, and identify right triangles.
Draw and identify lines and angles, and classify shapes by Vertical alignment
properties of their lines and angles.
4.G.2 Classify two-dimensional figures based on the presence
or absence of parallel or perpendicular lines, or the presence or
absence of angles of a specified size. Recognize right triangles
as a category, and identify right triangles. Either of the following
definitions for a trapezoid is acceptable: a trapezoid is a
quadrilateral with at least one pair of parallel sides, or a
trapezoid is a quadrilateral with exactly one pair of parallel sides.
5.G.4
Classify two-dimensional figures into categories
based on their properties.
5.G.4 Classify two-dimensional figures in a hierarchy
based on properties.
Classify two-dimensional figures into categories based on Vertical alignment
their properties.
5.G.4 Use graphic organizers to compare and contrast
rhombuses, squares, triangles, rectangles, trapezoids and
parallelograms based on properties. Either of the following
definitions for a trapezoid is acceptable: a trapezoid is a
quadrilateral with at least one pair of parallel sides, or a
trapezoid is a quadrilateral with exactly one pair of parallel sides.
Geometry (Grades K-8)-DRAFT
3
Rationale or
Action
Standards/
Courses
Impacted
4.G.2
5.G.4
7/5/2016
John R. Kasich, Governor
Paolo DeMaria, Superintendent of Public Instruction
Standard
Number
Original Standard
4.G.3
Draw and identify lines and angles, and classify Deleted Standard
shapes by properties of their lines and angles.
4.G.3 Recognize a line of symmetry for a twodimensional figure as a line across the figure such
that the figure can be folded along the line into
matching parts. Identify line-symmetric figures and
draw lines of symmetry.
5.G.4
Classify two-dimensional figures into categories
based on their properties.
5.G.4 Classify two-dimensional figures in a hierarchy
based on properties.
Classify two-dimensional figures into categories based on Grade level
appropriateness
their properties.
5.G.4 Use graphic organizers to compare and contrast
rhombuses, squares, triangles, rectangles, trapezoids and
parallelograms based on properties. Either of the following
definitions for a trapezoid is acceptable: a trapezoid is a
quadrilateral with at least one pair of parallel sides, or a
trapezoid is a quadrilateral with exactly one pair of parallel sides.
6.G.1
Solve real-world and mathematical problems
involving area, surface area, and volume.
6.G.1 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.
Solve real-world and mathematical problems involving area, Clarity
surface area, and volume.
6.G.1 Through composition into rectangles or decomposition
into triangles, find the area of right triangles, other triangles,
special quadrilaterals and polygons; apply these techniques in
the context of solving real-world and mathematical problems.
Geometry (Grades K-8)-DRAFT
Revised Standard
Key:
Red shows added words. Purple shows a footnote
addition. Words that have been deleted are not shown
in the New Standard column. Gray boxes show vertical
alignment changes that were impacted by the white
standard box directly above it. The symbol G means
the word is now in the glossary.
4
Rationale or
Action
Standards/
Courses
Impacted
Vertical alignment
7/5/2016
John R. Kasich, Governor
Paolo DeMaria, Superintendent of Public Instruction
Key:
Red shows added words. Purple shows a footnote
addition. Words that have been deleted are not shown
in the New Standard column. Gray boxes show vertical
alignment changes that were impacted by the white
standard box directly above it. The symbol G means
the word is now in the glossary.
Standard
Number
Original Standard
Revised Standard
6.G.2
Solve real-world and mathematical problems
involving area, surface area, and volume.
6.G.2 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 = lwh and V = bh to find
volumes of right rectangular prisms with fractional
edge lengths in the context of solving real-world and
mathematical problems.
Solve real-world and mathematical problems involving area, Content Error
surface area, and volume.
6.G.2 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 = lwh 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.
7.G.1
Draw, construct, and describe geometrical
figures and describe the relationships between
them.
7.G.1 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.
Clarity
Draw, construct, and describe geometrical figures and
describe the relationships between them.
7.G.1 Solve problems involving scale drawings of right triangles,
other triangles and special quadrilaterals.
a. Represent proportional relationships in scale drawings.
b. Compute actual lengths and areas from a scale drawing and
reproduce a scale drawing at a different scale.
Geometry (Grades K-8)-DRAFT
5
Rationale or
Action
Standards/
Courses
Impacted
7/5/2016
John R. Kasich, Governor
Paolo DeMaria, Superintendent of Public Instruction
Key:
Red shows added words. Purple shows a footnote
addition. Words that have been deleted are not shown
in the New Standard column. Gray boxes show vertical
alignment changes that were impacted by the white
standard box directly above it. The symbol G means
the word is now in the glossary.
Standard
Number
Original Standard
Revised Standard
Rationale or
Action
7.G.4
Solve real-life and mathematical problems
involving angle measure, area, surface area, and
volume.
7.G.4 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.
Solve real-life and mathematical problems involving angle
measure, circles, area, surface area, and volume.
7.G.4 Work with circles.
a. Know that a circle is created by connecting all of the points
equidistant from a point (center).
b. Explore and understand the relationships among the
circumference, diameter, and radius of a circle.
c. Explore and understand how the area relates to the
circumference of a circle.
d. Informally derive and know the formulas for the area and
circumference of a circle and use them to solve real-world and
mathematical problems.
Clarity
Grade level
appropriateness
8.G.1
Understand congruence and similarity using
physical models, transparencies, or geometry
software.
8.G.1 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.
Understand congruence and similarity using physical
models, transparencies, or geometry software.
8.G.1 Verify experimentally the properties of rotations,
reflections, and translations (include examples both with and
without coordinates):
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.
Clarity
Geometry (Grades K-8)-DRAFT
6
Standards/
Courses
Impacted
8.G.2
8.G.4
7/5/2016
John R. Kasich, Governor
Paolo DeMaria, Superintendent of Public Instruction
Key:
Red shows added words. Purple shows a footnote
addition. Words that have been deleted are not shown
in the New Standard column. Gray boxes show vertical
alignment changes that were impacted by the white
standard box directly above it. The symbol G means
the word is now in the glossary.
Standard
Number
Original Standard
Revised Standard
Rationale or
Action
8.G.2
Understand congruence and similarity using
physical models, transparencies, or geometry
software.
8.G.2 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.
Understand congruence and similarity using physical
models, transparencies, or geometry software.
8.G.2 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. (Include examples both with and
without coordinates.)
Vertical alignment
8.G.4
Understand congruence and similarity using
physical models, transparencies, or geometry
software.
8.G.4 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 twodimensional figures, describe a sequence that
exhibits the similarity between them.
Vertical alignment
Understand congruence and similarity using physical
models, transparencies, or geometry software.
8.G.4 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. (Include examples both
with and without coordinates.)
8.G.6
Understand and apply the Pythagorean
Theorem.
8.G.6 Explain a proof of the Pythagorean Theorem
and its converse.
Understand and apply the Pythagorean Theorem.
8.G.6 Analyze and justify an informal proof (for example,
pictorially, narratively, geometrically, etc.) of the Pythagorean
Theorem and its converse.
Clarity
Vertical alignment
from high school
8.G.9
Solve real-world and mathematical problems
involving volume of cylinders, cones, and
spheres.
8.G.9 Know the formulas for the volumes of cones,
cylinders, and spheres and use them to solve realworld and mathematical problems.
Solve real-world and mathematical problems involving
volume of cylinders, cones, and spheres.
8.G.9 Solve real-world and mathematical problems involving
volumes of cones, cylinders, and spheres.
Clarity
Geometry (Grades K-8)-DRAFT
7
Standards/
Courses
Impacted
7.G.4
7/5/2016
John R. Kasich, Governor
Paolo DeMaria, Superintendent of Public Instruction
Key:
Red shows added words. Purple shows a footnote
addition. Words that have been deleted are not shown
in the New Standard column. Gray boxes show vertical
alignment changes that were impacted by the white
standard box directly above it. The symbol G means
the word is now in the glossary.
Standard
Number
Original Standard
Revised Standard
Rationale or
Action
7.G.4
Solve real-life and mathematical problems
involving angle measure, area, surface area, and
volume.
7.G.4 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.
Solve real-life and mathematical problems involving angle
measure, circles, area, surface area, and volume.
7.G.4 Work with circles.
a. Know that a circle is created by connecting all of the points
equidistant from a point (center).
b. Explore and understand the relationships among the
circumference, diameter, and radius of a circle.
c. Explore and understand how the area relates to the
circumference of a circle.
d. Informally derive and know the formulas for the area and
circumference of a circle and use them to solve real-world and
mathematical problems.
Vertical alignment
Geometry (Grades K-8)-DRAFT
8
Standards/
Courses
Impacted
7/5/2016