Department of education chapter 131: the maine federal, state, and local accountability standards summary
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2.2 Geometry and MeasurementGrade 22.2.1 Students use properties, attributes, composition, or decomposition to sort or classify polygons or objects by a combination of two or more non-measurable or measurable attributes. (M(G&M)-2-1) 2.2.2 Students demonstrate conceptual understanding of perimeter and area by using models or manipulatives to surround and cover polygons. (M(G&M)–2–6) 2.2.3 Students measure and use units of measures appropriately and consistently, and make conversions within systems when solving problems across the content strands. (M(G&M)-2-7) Grade 32.2.4 Students use properties or attributes of angles (number of angles) or sides (number of sides or length of sides) or composition or decomposition of shapes to identify, describe, or distinguish among triangles, squares, rectangles, rhombi, trapezoids, hexagons, or circles. (M(G&M)-3-1) 2.2.5 Students demonstrate conceptual understanding of perimeter of polygons, and the area of rectangles on grids using a variety of models or manipulatives. Express all measures using appropriate units. (M(G&M)-3-6) 2.2.6 Students measure and use units of measures appropriately and consistently, and make conversions within systems when solving problems across the content strands. (M(G&M)-3-7) Grade 42.2.7 Students use properties or attributes of angles (number of angles) or sides (number of sides, length of sides, parallelism, or perpendicularity) to identify, describe, or distinguish among triangles, squares, rectangles, rhombi, trapezoids, hexagons, or octagons; or classify angles relative to 90o as more than, less than, or equal to. (M(G&M)-4-1) 2.2.8 Students use properties or attributes (shape of bases or number of lateral faces) to identify, compare, or describe three-dimensional shapes (rectangular prisms, triangular prisms, cylinders, or spheres). (M(G&M)-4-3) 2.2.9 Students demonstrate conceptual understanding of congruency by matching congruent figures using reflections, translations, or rotations (flips, slides, or turns), or as the result of composing or decomposing shapes using models or explanations. (M(G&M)-4-4) 2.2.10 Students demonstrate conceptual understanding of similarity by applying scales on maps, or applying characteristics of similar figures (same shape but not necessarily the same size) to identify similar figures, or to solve problems involving similar figures. Describe relationships using models orsc explanations. (M(G&M)-4-5) 2.2.11 Students demonstrate conceptual understanding of perimeter of polygons, and the area of rectangles, polygons or irregular shapes on grids using a variety of models, manipulatives, or formulas. Express all measures using appropriate units. (M(G&M)-4-6) 2.2.12 Students measure and use units of measures appropriately and consistently, and make conversions within systems when solving problems across the content strands. (M(G&M)-4-7) Grade 52.2.13 Students use properties or attributes of angles (right, acute, or obtuse) or sides (number of congruent sides, parallelism, or perpendicularity) to identify, describe, classify, or distinguish among different types of triangles (right, acute, obtuse, equiangular, or equilateral) or quadrilaterals (rectangles, squares, rhombi, trapezoids, or parallelograms). (M(G&M)-5-1) 2.2.14 Students use properties or attributes (shape of bases, number of lateral faces, or number of bases) to identify, compare, or describe three-dimensional shapes (rectangular prisms, triangular prisms, cylinders, spheres, pyramids, or cones). (M(G&M)-5-3) 2.2.15 Students demonstrate conceptual understanding of perimeter of polygons, and the area of rectangles or right triangles through models, manipulatives, or formulas, the area of polygons or irregular figures on grids, and volume of rectangular prisms (cubes) using a variety of models, manipulatives, or formulas. Express all measures using appropriate units. (M(G&M)-5-6) 2.2.16 Students measure and use units of measures appropriately and consistently, and make conversions within systems when solving problems across the content strands. (M(G&M)-5-7) Grade 62.2.17 Students use properties or attributes of angles (right, acute, or obtuse) or sides (number of congruent sides, parallelism, or perpendicularity) to identify, describe, classify, or distinguish among different types of triangles (right, acute, obtuse, equiangular, scalene, isosceles, or equilateral) or quadrilaterals (rectangles, squares, rhombi, trapezoids, or parallelograms). (M(G&M)-6-1) 2.2.18 Students use properties or attributes (shape of bases, number of lateral faces, number of bases, number of edges, or number of vertices) to identify, compare, or describe three-dimensional shapes (rectangular prisms, triangular prisms, cylinders, spheres, pyramids, or cones). (M(G&M)-6-3) 2.2.19 Students demonstrate conceptual understanding of similarity by describing the proportional effect on the linear dimensions of polygons or circles when scaling up or down while preserving the angles of polygons, or by solving related problems (including applying scales on maps). Describe effects using models or explanations. (M(G&M)-6-5) 2.2.20 Students demonstrate conceptual understanding of perimeter of polygons, the area of quadrilaterals or triangles, and the volume of rectangular prisms by using models, formulas, or by solving problems; and demonstrate understanding of the relationships of circle measures (radius to diameter and diameter to circumference) by solving related problems. Express all measures using appropriate units. (M(G&M)-6-6) M( 2.2.21 Students measure and use units of measures appropriately and consistently, and make conversions within systems when solving problems across the content strands. (M(G&M)-6-7) Grade 72.2.22 Students use properties of angle relationships resulting from two or three intersecting lines (adjacent angles, vertical angles, straight angles, or angle relationships formed by two non-parallel lines cut by a transversal), or two parallel lines cut by a transversal to solve problems. (M(G&M)-7-1) 2.2.23 Students apply theorems or relationships (triangle inequality or sum of the measures of interior angles of regular polygons) to solve problems. (M(G&M)-7-2) 2.2.24 Students apply the concepts of congruency by solving problems on a coordinate plane involving reflections, translations, or rotations. (M(G&M)-7-4) 2.2.25 Students apply concepts of similarity by solving problems involving scaling up or down and their impact on angle measures, linear dimensions and areas of polygons, and circles when the linear dimensions are multiplied by a constant factor. Describe effects using models or explanations. (M(G&M)-7-5) 2.2.26 Students demonstrate conceptual understanding of the area of circles or the area or perimeter of composite figures (quadrilaterals, triangles, or parts of circles), and the surface area of rectangular prisms, or volume of rectangular prisms, triangular prisms, or cylinders using models, formulas, or by solving related problems. Express all measures using appropriate units. (M(G&M)-7-6) Grades 9-Diploma 2.2.27 Students make and defend conjectures, construct geometric arguments, use geometric properties, or use theorems to solve problems involving angles, lines, polygons, circles, or right triangle ratios (sine, cosine, tangent) within mathematics or across disciplines or contexts (e.g., Pythagorean Theorem, Triangle Inequality Theorem). (M(G&M)-10-2) 2.2.28 Students apply the concepts of congruency by solving problems on or off a coordinate plane involving reflections, translations, or rotations; or solve problems using congruency involving problems within mathematics or across disciplines or contexts. (M(G&M)-10-4) 2.2.29 Students apply concepts of similarity by solving problems within mathematics or across disciplines or contexts. (M(G&M)-10-5) 2.2.30 Students solve problems involving perimeter, circumference, or area of two-dimensional figures (including composite figures) or surface area or volume of three-dimensional figures (including composite figures) within mathematics or across disciplines or contexts. (M(G&M)-10-6 M) 2.2.31 Students use units of measure appropriately and consistently when solving problems across content strands; make conversions within or across systems and make decisions concerning an appropriate degree of accuracy in problem situations involving measurement in other GLEs. (M(G&M)-10-7) 2.2.32 Students solve problems on and off the coordinate plane involving distance, midpoint, perpendicular and parallel lines, or slope. (M(G&M)-10-9) 2.3 Functions and Algebra Grade 22.3.1 Students identify and extend to specific cases a variety of patterns (linear and non-numeric) represented in models, tables, or sequences by extending the pattern to the next element, or finding a missing element (e.g., 2, 4, 6, ___, 10). (M(F&A)-2-1) 2.3.2 Students demonstrate conceptual understanding of equality by finding the value that will make an open sentence true (e.g.,  ). (limited to one operation and limited to use addition or subtraction) (M(F&A)-2-4)
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