MA.3.G.3.1 Describe, analyze, compare, and classify two-dimensional shapes using sides and angles - including acute, obtuse, and right angles - and connect these ideas to the definition of shapes.

Benchmark Number:	MA.3.G.3.1
Benchmark Description:	Describe, analyze, compare, and classify two-dimensional shapes using sides and angles - including acute, obtuse, and right angles - and connect these ideas to the definition of shapes.
Subject Area:	Mathematics
Grade Level:	3
Body of Knowledge:	Geometry
Big Idea:	BIG IDEA 3 - Describe and analyze properties of two-dimensional shapes. Related Instructional Resources » More Information »
Date Adopted or Revised:	09/07
Date of Last Rating:	06/07
Cognitive Complexity:	Moderate - What does this mean?
Status:	State Board Approved
Assessed?	Assessed
Remarks/Examples:	Polygonal shapes can be classified by the number of sides. For example, quadrilaterals are polygons with four sides. Quadrilaterals can be further classified by other properties, such as the number of parallel pairs of sides (none, one pair or two pair). In the case of two pair of parallel sides, we call it a parallelogram. Note: Angles are classified by comparing them to a right angle as a benchmark. Students should be familiar with the geometric term "diagonal."

RELATED RESOURCES (7)

Excellent Benchmark Tie (5)	Resource Type(s)
» Geoboard Math Students are given a geoboard and asked to create a variety of shapes with given geometric qualities.	Formative Assessment (Primary Type)
» Triangles and Quadrilaterals Students are given a worksheet with triangular shapes to compare and a worksheet with quadrilateral shapes to compare.	Formative Assessment (Primary Type)
» Bag of Shapes Students are given a bag containing two different shapes and asked to find the shape in the bag with certain attributes, to trace the shape on a piece of paper, and to write the name of the shape and a description... ...read more	Formative Assessment (Primary Type)
» Comparing Geometric Attributes Students build polygons on geoboards according to specific instructions, and then students name the polygons based on attributes of the polygons.	Formative Assessment (Primary Type)
» Geometry in the World of Art: More Work with Shapes Students explore geometric concepts by modeling on the geoboard; use geometric vocabulary; identify, compare, and analyze characteristics of geometric... ...read more	Lesson Plan (Primary Type) Virtual Manipulative
Good Benchmark Tie (2)	Resource Type(s)
» Angle Aerobics This lesson introduces students to names of angles. It provides an action activity and then a follow-up worksheet to assess.	Lesson Plan (Primary Type) Worksheet Assessment Educational Game
» Clipart: Geometric Shapes Various illustrations of polygons, circles, ellipses, star polygons, and inscribed shapes.	Image / Photograph (Primary Type)

* Please note that examples of resources are not intended as complete curriculum.

Test Item Specifications

Reporting Category:

Geometry and Measurement

Item Type(s):

This benchmark will be assessed using: MC items.

At Grade 3, this benchmark will be assessed using MC items.

Clarification:

Students will describe, analyze, compare, and classify two-dimensional shapes using sides and angles–including acute, obtuse, and right angles.

Content Limits:

Items may include regular and irregular polygons with 3, 4, 5, 6, 8, or 10 sides.

Polygons used in items may be concave or convex.

Polygons used in items may include types of triangles (right, equilateral, isosceles, and scalene), types of quadrilaterals (parallelogram, trapezoid, rectangle, rhombus, square, and/or kite), pentagons, hexagons, octagons, and decagons.

Polygons may be classified by use of parallel or perpendicular sides as well as number of sides and/or types of angles.

Items may assess the specific names of polygons with 3, 4, 5, 6, 8, or 10 sides and the following terms: regular and irregular polygons, lines and line segments (parallel and perpendicular), diagonals, and vertices (vertex).

Items will not include defining or identifying the following vocabulary terms: concave and convex.

Types of angles will not be assessed in isolation at this benchmark.

Stimulus Attributes:

Items may be set in either a real-world or mathematical context.

Graphics should be used in most of these items, as appropriate.

Prior Knowledge:

Items may require the student to apply mathematical knowledge described in the Standards from lower grades. This benchmark requires prerequisite knowledge from MA.K.G.2.1, MA.K.G.2.5, MA.1.G.3.1, MA.1.G.3.2, MA.2.G.5.1, and MA.2.G.5.2.

SAMPLE TEST ITEMS (1)

Test Item #	Question	Difficulty	Type

Sample Item 1:	Andrew bought the frame shown below for his sports picture. ...read more	NA	MC : Multiple Choice MC items should take an average of one minute per item to solve. MC items are worth one point each. MC items should have four answer choices (A, B, C, D or F, G, H, I for alternating items). During item development and review, the correct response should be indicated with a star next to the answer choice letter. During item development and review, the rationale for options (incorrect answer choices) should be indicated and set off in brackets. In most cases, answer choices should be arranged vertically beneath the item stem. If four graphics are labeled horizontally or vertically and horizontally, the labeling should be as follows: A. B. C. D. or A. C. B. D. Figure 1 Figure 2 Figure 3 Figure 4 or Figure 1 Figure 3 Figure 2 Figure 4 If the answer choices for an item are strictly numerical, they should be arranged in ascending or descending order, with the place values of digits aligned. When the item requires the identification of relative size or magnitude, choices should be arranged as they are presented in the item stem. If the answer choices for an item are neither strictly numerical nor denominate numbers, the choices should be arranged by the logic presented in the question, by alphabetical order, or by length. Distractors should represent computational or procedural errors commonly made by students who have not mastered the assessed concepts. Each distractor should be a believable answer for someone who does not really know the correct answer. Outliers (i.e., answer choices that are longer phrases or sentences than the other choices, or choices with significantly more/fewer digits than the other choices) should NOT be used. Responses such as “None of the Above,” “All of the Above,” and “Not Here” should NOT be used. Responses such as “Not Enough Information” or “Cannot Be Determined” should NOT be used unless they are a part of the benchmark being assessed. They should not be used as distractors for the sake of convenience. If a response is a phrase, the phrase should start with a lowercase letter. No period should be used at the end of a phrase. If a response is a sentence, the sentence should be conventionally capitalized and punctuated.

RELATED COURSES (2)

» 5012050:	Mathematics - Grade Three More Information »
» 7712040:	Access Mathematics - Grade 3 More Information »

RELATED Access Points (3)

Independent

» MA.3.G.3.In.a:

Identify attributes, including number of sides, curved or straight sides, and number of corners (angles), in two-dimensional shapes.

Remarks:
Student uses objects and pictures of circles, squares, rectangles, and triangles to identify shapes with the same attribute.

Related Instructional Resources » More Information »

Supported

» MA.3.G.3.Su.a:

Sort two-dimensional shapes by single attributes, including numbers of sides and curved or straight sides.

Remarks:
Student sorts circles, squares, and triangles.

Related Instructional Resources » More Information »

Participatory

» MA.3.G.3.Pa.a:

Recognize common objects with two-dimensional shapes, such as circle and square.

More Information »













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