Where has "Polygon"?
Vertical Alignment of Essential Skills and Knowledge
NCTM Standards Pre-K: In pre-K all students should:
- recognize, name, build, draw, compare, and sort two- and three-dimensional shapes;
Kindergarten
(7) Geometry and spatial reasoning. The student describes the relative positions of objects. The student is expected to:
(A) describe one object in relation to another using informal language such as over, under, above, and below; and
(B) place an object in a specified position.
(8) Geometry and spatial reasoning. The student uses attributes to determine how objects are alike and different. The student is expected to:
(A) describe and identify an object by its attributes using informal language;
(B) compare two objects based on their attributes; and
(C) sort a variety of objects including two- and three-dimensional geometric figures according to their attributes and describe how the objects are sorted.
First Grade
(9) Geometry and spatial reasoning. The student recognizes attributes of two- and three-dimensional geometric figures. The student is expected to:
(A) describe and compare the attributes of real-life objects such as balls, boxes, cans, and cones or models of three-dimensional geometric figures;
(B) recognize shapes in real-life three-dimensional geometric figures or models of three-dimensional geometric figures; and
(C) describe, identify, and compare circles, triangles, rectangles, and squares (a special type of rectangle).
Second grade
(7) Geometry and spatial reasoning. The student uses attributes to identify two- and three-dimensional geometric figures. The student compares and contrasts two- and three-dimensional geometric figures or both. The student is expected to:
(A) describe attributes (the number of vertices, faces, edges, sides) of two- and three-dimensional geometric figures such as circles, polygons, spheres, cones, cylinders, prisms, and pyramids, etc.;
(B) use attributes to describe how 2 two-dimensional figures or 2 three-dimensional geometric figures are alike or different; and
(C) cut two-dimensional geometric figures apart and identify the new geometric figures formed.
(8) Geometry and spatial reasoning. The student recognizes that a line can be used to represent a set of numbers and its properties. The student is expected to use whole numbers to locate and name points on a number tine.
Third grade
(9) Geometry and spatial reasoning. The student recognizes congruence and symmetry. The student is expected to:
(A) identify congruent two-dimensional figures;
(B) create two-dimensional figures with lines of symmetry using concrete models and technology; and
(C) identify lines of symmetry in two-dimensional geometric figures.
Fourth Grade
(8) Geometry and spatial reasoning. The student identifies and describes attributes of geometric figures using formal geometric language. The student is expected to:
(A) identify and describe right, acute, and obtuse angles;
(B) identify and describe parallel and intersecting (including perpendicular) lines using concrete objects and pictorial models; and
(C) use essential attributes to define two- and three-dimensional geometric figures.
(9) Geometry and spatial reasoning. The student connects transformations to congruence and symmetry. The student is expected to:
(A) demonstrate translations, reflections, and rotations using concrete models;
(B) use translations, reflections, and rotations to verify that two shapes are congruent; and
(C) use reflections to verify that a shape has symmetry.
Fifth Grade
(7) Geometry and spatial reasoning. The student generates geometric definitions using critical attributes. The student is expected to identify essential attributes including parallel, perpendicular, and congruent parts of two- and three-dimensional geometric figures.
(8) Geometry and spatial reasoning. The student models transformations. The student is expected to:
(A) sketch the results of translations, rotations, and reflections on a Quadrant I coordinate grid; and
(B) identify the transformation that generates one figure from the other when given two congruent figures on a Quadrant I coordinate grid.
(9) Geometry and spatial reasoning. The student recognizes the connection between ordered pairs of numbers and locations of points on a plane. The student is expected to locate and name points on a coordinate grid using ordered pairs of whole numbers.
TEKS for Polygon lesson.doc
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