1.1 
Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to:


1.1A 
Apply mathematics to problems arising in everyday life, society, and the workplace.

Apply
MATHEMATICS TO PROBLEMS ARISING IN EVERYDAY LIFE, SOCIETY, AND THE WORKPLACE
Including, but not limited to:
 Mathematical problem situations within and between disciplines
 Everyday life
 Society
 Workplace
Note(s):
 The mathematical process standards may be applied to all content standards as appropriate.
 TxRCFP:
 Developing an understanding of place value
 Solving problems involving addition and subtraction
 Analyzing attributes of twodimensional shapes and threedimensional solids
 Developing the understanding of length
 TxCCRS:
 VII.D. Problem Solving and Reasoning – Realworld problem solving
 VII.D.1. Interpret results of the mathematical problem in terms of the original realworld situation.
 IX.A. Connections – Connections among the strands of mathematics
 IX.A.1. Connect and use multiple key concepts of mathematics in situations and problems.
 IX.A.2. Connect mathematics to the study of other disciplines.
 IX.B. Connections – Connections of mathematics to nature, realworld situations, and everyday life
 IX.B.1. Use multiple representations to demonstrate links between mathematical and realworld situations.
 IX.B.2. Understand and use appropriate mathematical models in the natural, physical, and social sciences.
 IX.B.3. Know and understand the use of mathematics in a variety of careers and professions.

1.1B 
Use a problemsolving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problemsolving process and the reasonableness of the solution.

Use
A PROBLEMSOLVING MODEL THAT INCORPORATES ANALYZING GIVEN INFORMATION, FORMULATING A PLAN OR STRATEGY, DETERMINING A SOLUTION, JUSTIFYING THE SOLUTION, AND EVALUATING THE PROBLEMSOLVING PROCESS AND THE REASONABLENESS OF THE SOLUTION
Including, but not limited to:
 Problemsolving model
 Analyze given information
 Formulate a plan or strategy
 Determine a solution
 Justify the solution
 Evaluate the problemsolving process and the reasonableness of the solution
Note(s):
 The mathematical process standards may be applied to all content standards as appropriate.
 TxRCFP:
 Developing an understanding of place value
 Solving problems involving addition and subtraction
 Analyzing attributes of twodimensional shapes and threedimensional solids
 Developing the understanding of length
 TxCCRS:
 I.B. Numeric Reasoning – Number sense and number concepts
 I.B.1. Use estimation to check for errors and reasonableness of solutions.
 V.A. Statistical Reasoning – Design a study
 V.A.1. Formulate a statistical question, plan an investigation, and collect data.
 VII.A. Problem Solving and Reasoning – Mathematical problem solving
 VII.A.1. Analyze given information.
 VII.A.2. Formulate a plan or strategy.
 VII.A.3. Determine a solution.
 VII.A.4. Justify the solution.
 VII.A.5. Evaluate the problemsolving process.
 VII.D. Problem Solving and Reasoning – Realworld problem solving
 VII.D.2. Evaluate the problemsolving process.

1.1C 
Select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems.

Select
TOOLS, INCLUDING REAL OBJECTS, MANIPULATIVES, PAPER AND PENCIL, AND TECHNOLOGY AS APPROPRIATE, TO SOLVE PROBLEMS
Including, but not limited to:
 Appropriate selection of tool(s) and techniques to apply in order to solve problems
 Tools
 Real objects
 Manipulatives
 Paper and pencil
 Technology
Note(s):
 The mathematical process standards may be applied to all content standards as appropriate.
 TxRCFP:
 Developing an understanding of place value
 Solving problems involving addition and subtraction
 Analyzing attributes of twodimensional shapes and threedimensional solids
 Developing the understanding of length
 TxCCRS:
 I.B. Numeric Reasoning – Number sense and number concepts
 I.B.1. Use estimation to check for errors and reasonableness of solutions.
 V.C. Statistical Reasoning – Analyze, interpret, and draw conclusions from data
 V.C.2. Analyze relationships between paired data using spreadsheets, graphing calculators, or statistical software.

1.1D 
Communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate.

Communicate
MATHEMATICAL IDEAS, REASONING, AND THEIR IMPLICATIONS USING MULTIPLE REPRESENTATIONS, INCLUDING SYMBOLS, DIAGRAMS, GRAPHS, AND LANGUAGE AS APPROPRIATE
Including, but not limited to:
 Mathematical ideas, reasoning, and their implications
 Multiple representations, as appropriate
 Symbols
 Diagrams
 Graphs
 Language
Note(s):
 The mathematical process standards may be applied to all content standards as appropriate.
 TxRCFP:
 Developing an understanding of place value
 Solving problems involving addition and subtraction
 Analyzing attributes of twodimensional shapes and threedimensional solids
 Developing the understanding of length
 TxCCRS:
 II.D. Algebraic Reasoning – Representing relationships
 II.D.1. Interpret multiple representations of equations, inequalities, and relationships.
 II.D.2. Convert among multiple representations of equations, inequalities, and relationships.
 VIII.A. Communication and Representation – Language, terms, and symbols of mathematics
 VIII.A.1. Use mathematical symbols, terminology, and notation to represent given and unknown information in a problem.
 VIII.A.2. Use mathematical language to represent and communicate the mathematical concepts in a problem.
 VIII.A.3. Use mathematical language for reasoning, problem solving, making connections, and generalizing.
 VIII.B. Communication and Representation – Interpretation of mathematical work
 VIII.B.1. Model and interpret mathematical ideas and concepts using multiple representations.
 VIII.B.2. Summarize and interpret mathematical information provided orally, visually, or in written form within the given context.
 VIII.C. Communication and Representation – Presentation and representation of mathematical work
 VIII.C.1. Communicate mathematical ideas, reasoning, and their implications using symbols, diagrams, models, graphs, and words.
 VIII.C.2. Create and use representations to organize, record, and communicate mathematical ideas.
 VIII.C.3. Explain, display, or justify mathematical ideas and arguments using precise mathematical language in written or oral communications.
 IX.B. Connections – Connections of mathematics to nature, realworld situations, and everyday life
 IX.B.1. Use multiple representations to demonstrate links between mathematical and realworld situations.

1.1E 
Create and use representations to organize, record, and communicate mathematical ideas.

Create, Use
REPRESENTATIONS TO ORGANIZE, RECORD, AND COMMUNICATE MATHEMATICAL IDEAS
Including, but not limited to:
 Representations of mathematical ideas
 Organize
 Record
 Communicate
 Evaluation of the effectiveness of representations to ensure clarity of mathematical ideas being communicated
 Appropriate mathematical vocabulary and phrasing when communicating mathematical ideas
Note(s):
 The mathematical process standards may be applied to all content standards as appropriate.
 TxRCFP:
 Developing an understanding of place value
 Solving problems involving addition and subtraction
 Analyzing attributes of twodimensional shapes and threedimensional solids
 Developing the understanding of length
 TxCCRS:
 VIII.B. Communication and Representation – Interpretation of mathematical work
 VIII.B.1. Model and interpret mathematical ideas and concepts using multiple representations.
 VIII.B.2. Summarize and interpret mathematical information provided orally, visually, or in written form within the given context.
 VIII.C. Communication and Representation – Presentation and representation of mathematical work
 VIII.C.1. Communicate mathematical ideas, reasoning, and their implications using symbols, diagrams, models, graphs, and words.
 VIII.C.2. Create and use representations to organize, record, and communicate mathematical ideas.

1.1F 
Analyze mathematical relationships to connect and communicate mathematical ideas.

Analyze
MATHEMATICAL RELATIONSHIPS TO CONNECT AND COMMUNICATE MATHEMATICAL IDEAS
Including, but not limited to:
 Mathematical relationships
 Connect and communicate mathematical ideas
 Conjectures and generalizations from sets of examples and nonexamples, patterns, etc.
 Current knowledge to new learning
Note(s):
 The mathematical process standards may be applied to all content standards as appropriate.
 TxRCFP:
 Developing an understanding of place value
 Solving problems involving addition and subtraction
 Analyzing attributes of twodimensional shapes and threedimensional solids
 Developing the understanding of length
 TxCCRS:
 VII.A. Problem Solving and Reasoning – Mathematical problem solving
 VII.A.1. Analyze given information.
 VIII.A. Communication and Representation – Language, terms, and symbols of mathematics
 VIII.A.1. Use mathematical symbols, terminology, and notation to represent given and unknown information in a problem.
 VIII.A.2. Use mathematical language to represent and communicate the mathematical concepts in a problem.
 VIII.A.3. Use mathematical language for reasoning, problem solving, making connections, and generalizing.
 VIII.B. Communication and Representation – Interpretation of mathematical work
 VIII.B.1. Model and interpret mathematical ideas and concepts using multiple representations.
 VIII.C. Communication and Representation – Presentation and representation of mathematical work
 VIII.C.1. Communicate mathematical ideas, reasoning, and their implications using symbols, diagrams, models, graphs, and words.
 VIII.C.2. Create and use representations to organize, record, and communicate mathematical ideas.
 VIII.C.3. Explain, display, or justify mathematical ideas and arguments using precise mathematical language in written or oral communications.
 IX.A. Connections – Connections among the strands of mathematics
 IX.A.1. Connect and use multiple key concepts of mathematics in situations and problems.
 IX.A.2. Connect mathematics to the study of other disciplines.

1.1G 
Display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication.

Display, Explain, Justify
MATHEMATICAL IDEAS AND ARGUMENTS USING PRECISE MATHEMATICAL LANGUAGE IN WRITTEN OR ORAL COMMUNICATION
Including, but not limited to:
 Mathematical ideas and arguments
 Validation of conclusions
 Displays to make work visible to others
 Diagrams, visual aids, written work, etc.
 Explanations and justifications
 Precise mathematical language in written or oral communication
Note(s):
 The mathematical process standards may be applied to all content standards as appropriate.
 TxRCFP:
 Developing an understanding of place value
 Solving problems involving addition and subtraction
 Analyzing attributes of twodimensional shapes and threedimensional solids
 Developing the understanding of length
 TxCCRS:
 VII.A. Problem Solving and Reasoning – Mathematical problem solving
 VII.A.4. Justify the solution.
 VII.B. Problem Solving and Reasoning – Proportional reasoning
 VII.B.1. Use proportional reasoning to solve problems that require fractions, ratios, percentages, decimals, and proportions in a variety of contexts using multiple representations.
 VII.C. Problem Solving and Reasoning – Logical reasoning
 VII.C.1. Develop and evaluate convincing arguments.
 VIII.A. Communication and Representation – Language, terms, and symbols of mathematics
 VIII.A.3. Use mathematical language for reasoning, problem solving, making connections, and generalizing.
 VIII.B. Communication and Representation – Interpretation of mathematical work
 VIII.B.1. Model and interpret mathematical ideas and concepts using multiple representations.
 VIII.B.2. Summarize and interpret mathematical information provided orally, visually, or in written form within the given context.
 VIII.C. Communication and Representation – Presentation and representation of mathematical work
 VIII.C.3. Explain, display, or justify mathematical ideas and arguments using precise mathematical language in written or oral communications.

1.6 
Geometry and measurement. The student applies mathematical process standards to analyze attributes of twodimensional shapes and threedimensional solids to develop generalizations about their properties. The student is expected to:


1.6A 
Classify and sort regular and irregular twodimensional shapes based on attributes using informal geometric language.

Classify, Sort
REGULAR AND IRREGULAR TWODIMENSIONAL SHAPES BASED ON ATTRIBUTES USING INFORMAL GEOMETRIC LANGUAGE
Including, but not limited to:
 Twodimensional figure – a flat figure
 Sort – grouping objects or figures by a shared characteristic or attribute
 Classify – applying an attribute to categorize a sorted group
 Attributes of twodimensional figures – characteristics that define a geometric figure (e.g., sides [outer edges], vertices [corners], etc.)
 Properties of twodimensional figures – relationship of attributes within a geometric figure (e.g., a square has 4 sides [outer edges] that appear to be the same length and 4 square corners, etc.) and between a group of geometric figures (e.g., a square and a rectangle both have 4 sides [outer edges] and 4 square corners; however, a square has 4 sides [outer edges] that appear to be the same length but a rectangle has only opposite sides [outer edges] that appear to be the same length; etc.)
 Attributes of twodimensional figures
 Side – a straight outer boundary between two vertices (line segment) of a twodimensional figure
 Number of sides
 Length of sides
 Vertex (vertices) in a twodimensional figure – the point (corner) where two sides (outer edges) of a twodimensional figure meet
 Types of vertices
 Square corners
 Square corners can be determined using the corner of a known square or rectangle (e.g., sticky note, sheet of paper, etc.).
 May have a box in corner to represent square corner
 Not square corners
 Opposite corners
 Attributes that do not identify a twodimensional figure
 Orientation
 Size
 Color
 Texture
 Types of twodimensional figures
 Circle
 A round, flat figure
 No straight sides (outer edges)
 No vertices (corners)
 Triangle
 3 straight sides (outer edges)
 3 vertices (corners)
 Regular triangle – a triangle with sides (outer edges) and corners that appear to be the same or equal
 Irregular triangle – a triangle with sides (outer edges) and/or corners that appear to be different or unequal
 Rectangle
 4 straight sides (outer edges)
 4 vertices (corners)
 Opposite sides equal in length
 4 square corners
 Rhombus
 4 straight sides (outer edges)
 4 vertices (corners)
 All sides equal in length
 Opposite corners equal
 Square (a special type of rectangle and a special type of rhombus)
 4 straight sides (outer edges)
 4 vertices (corners)
 All sides equal in length
 Opposite sides equal in length
 4 square corners
 Opposite corners equal
 Pentagon
 5 straight sides (outer edges)
 5 vertices (corners)
 Hexagon
 6 straight sides (outer edges)
 6 vertices (corners)
 Regular hexagon – a hexagon with sides (outer edges) and corners that appear to be the same or equal
 Irregular hexagon – a hexagon with sides (outer edges) and/or corners that appear to be different or unequal
 Octagon
 8 straight sides (outer edges)
 8 vertices (corners)
 Concrete models (e.g., wood or plastic figures, etc.) and pictorial models (e.g., drawings, images, etc.)
 Collection of twodimensional figures
 Sort and justify
 Rule used for sorting expressed
 Attributes and properties of geometric figures expressed
 Existence (have) and absence (do not have) of attributes and properties expressed (e.g., figures that have “a common attribute” and figures that do not have “a common attribute”)
Note(s):
 Grade Level(s):
 Kindergarten classified and sorted a variety of regular and irregular two and threedimensional figures regardless of orientation or size.
 Grade 2 will classify and sort polygons with 12 or fewer sides according to attributes, including identifying the number of sides and number of vertices.
 Various mathematical process standards will be applied to this student expectation as appropriate.
 TxRCFP:
 Analyzing attributes of twodimensional shapes and threedimensional solids
 TxCCRS:
 III.A. Geometric and Spatial Reasoning – Figures and their properties
 III.A.1. Recognize characteristics and dimensional changes of two and threedimensional figures.

1.6B 
Distinguish between attributes that define a twodimensional or threedimensional figure and attributes that do not define the shape.

Distinguish
BETWEEN ATTRIBUTES THAT DEFINE A TWODIMENSIONAL FIGURE AND ATTRIBUTES THAT DO NOT DEFINE THE SHAPE
Including, but not limited to:
 Twodimensional figure – a flat figure
 Attributes of twodimensional figures – characteristics that define a geometric figure (e.g., sides [outer edges], vertices [corners], etc.)
 Properties of twodimensional figures – relationship of attributes within a geometric figure (e.g., a square has 4 sides [outer edges] that appear to be the same length and 4 square corners, etc.) and between a group of geometric figures (e.g., a square and a rectangle both have 4 sides [outer edges] and 4 square corners; however, a square has 4 sides [outer edges] that appear to be the same length but a rectangle has only opposite sides [outer edges] that appear to be the same length; etc.)
 Attributes of twodimensional figures
 Side – a straight outer boundary between two vertices (line segment) of a twodimensional figure
 Number of sides
 Length of sides
 Vertex (vertices) in a twodimensional figure – the point (corner) where two sides (outer edges) of a twodimensional figure meet
 Types of vertices
 Square corners
 Square corners can be determined using the corner of a known square or rectangle (e.g., sticky note, sheet of paper, etc.).
 May have a box in corner to represent square corner
 Not square corners
 Opposite corners
 Attributes that do not define a twodimensional figure
 Orientation
 Size
 Color
 Texture
Note(s):
 Grade Level(s):
 Kindergarten identified twodimensional components of threedimensional objects.
 Various mathematical process standards will be applied to this student expectation as appropriate.
 TxRCFP:
 Analyzing attributes of twodimensional shapes and threedimensional solids
 TxCCRS:
 III.A. Geometric and Spatial Reasoning – Figures and their properties
 III.A.1. Recognize characteristics and dimensional changes of two and threedimensional figures.

1.6C 
Create twodimensional figures, including circles, triangles, rectangles, and squares, as special rectangles, rhombuses, and hexagons.

Create
TWODIMENSIONAL FIGURES, INCLUDING CIRCLES, TRIANGLES, RECTANGLES, AND SQUARES, AS SPECIAL RECTANGLES, RHOMBUSES, AND HEXAGONS
Including, but not limited to:
 Variety of materials and drawings
 Computer programs
 Art materials
 Twodimensional figure – a flat figure
 Spatial visualization – creation and manipulation of mental representations of shapes
 Attributes of twodimensional figures
 Side – a straight outer boundary between two vertices (line segment) of a twodimensional figure
 Number of sides
 Length of sides
 Vertex (vertices) in a twodimensional figure – the point (corner) where two sides (outer edges) of a twodimensional figure meet
 Types of vertices
 Square corners
 Square corners can be determined using the corner of a known square or rectangle (e.g., sticky note, sheet of paper, etc.).
 May have a box in corner to represent square corner
 Not square corners
 Opposite corners
 Attributes that do not identify a twodimensional figure
 Orientation
 Size
 Color
 Texture
 Create twodimensional figures based on attributes and properties
 Circle
 A round, flat figure
 No straight sides (outer edges)
 No vertices (corners)
 Triangle
 3 straight sides (outer edges)
 3 vertices (corners)
 Regular triangle – a triangle with sides (outer edges) and corners that appear to be the same or equal
 Irregular triangle – a triangle with sides (outer edges) and/or corners that appear to be different or unequal
 Rectangle
 4 straight sides (outer edges)
 4 vertices (corners)
 Opposite sides equal in length
 4 square corners
 Rhombus
 4 straight sides (outer edges)
 4 vertices (corners)
 All sides equal in length
 Opposite corners equal
 Square (a special type of rectangle and a special type of rhombus)
 4 straight sides (outer edges)
 4 vertices (corners)
 All sides equal in length
 Opposite sides equal in length
 4 square corners
 Opposite corners equal
 Pentagon
 5 straight sides (outer edges)
 5 vertices (corners)
 Hexagon
 6 straight sides (outer edges)
 6 vertices (corners)
 Regular hexagon – a hexagon with sides (outer edges) and corners that appear to be the same or equal
 Irregular hexagon – a hexagon with sides (outer edges) and/or corners that appear to be different or unequal
 Octagon
 8 straight sides (outer edges)
 8 vertices (corners)
Note(s):
 Grade Level(s):
 Kindergarten identified twodimensional shapes, including circles, triangles, rectangles, and squares as special rectangles.
 Kindergarten created twodimensional shapes using a variety of materials and drawings.
 Grade 2 will create twodimensional shapes based on given attributes, including number of sides and vertices.
 Various mathematical process standards will be applied to this student expectation as appropriate.
 TxRCFP:
 Analyzing attributes of twodimensional shapes and threedimensional solids
 TxCCRS:
 III.A. Geometric and Spatial Reasoning – Figures and their properties
 III.A.1. Recognize characteristics and dimensional changes of two and threedimensional figures.

1.6D 
Identify twodimensional shapes, including circles, triangles, rectangles, and squares, as special rectangles, rhombuses, and hexagons and describe their attributes using formal geometric language.

Identify
TWODIMENSIONAL SHAPES, INCLUDING CIRCLES, TRIANGLES, RECTANGLES, AND SQUARES, AS SPECIAL RECTANGLES, RHOMBUSES, AND HEXAGONS
Including, but not limited to:
 Twodimensional figure – a flat figure
 Names of twodimensional shapes
 Circle
 Triangle
 Rectangle
 Rhombus
 Square (a special type of rectangle and a special type of rhombus)
 Pentagon
 Hexagon
 Octagon
 Identify twodimensional shapes in the realworld
 Circle
 Triangle
 Pizza slice, yield sign, etc.
 Rectangle
 Rhombus
 Kite, baseball diamond, etc.
 Square (a special type of rectangle and a special type of rhombus)
 Floor tiles, pizza box lid, etc.
 Pentagon
 Cross walk sign, black parts of a soccer ball pattern, etc.
 Hexagon
 Beehive hole, white parts of a soccer ball pattern, etc.
 Octagon
Describe
ATTRIBUTES OF TWODIMENSIONAL SHAPES USING FORMAL GEOMETRIC LANGUAGE
Including, but not limited to:
 Twodimensional figure – a flat figure
 Attributes of twodimensional figures – characteristics that define a geometric figure (e.g., sides [outer edges], vertices [corners], etc.)
 Properties of twodimensional figures – relationship of attributes within a geometric figure (e.g., a square has 4 sides [outer edges] that appear to be the same length and 4 square corners, etc.) and between a group of geometric figures (e.g., a square and a rectangle both have 4 sides [outer edges] and 4 square corners; however, a square has 4 sides [outer edges] that appear to be the same length but a rectangle has only opposite sides [outer edges] that appear to be the same length; etc.)
 Attributes of twodimensional figures
 Side – a straight outer boundary between two vertices (line segment) of a twodimensional figure
 Number of sides
 Length of sides
 Vertex (vertices) in a twodimensional figure – the point (corner) where two sides (outer edges) of a twodimensional figure meet
 Types of vertices
 Square corners
 Square corners can be determined using the corner of a known square or rectangle (e.g., sticky note, sheet of paper, etc.).
 May have a box in corner to represent square corner
 Not square corners
 Opposite corners
 Attributes that do not identify a twodimensional figure
 Orientation
 Size
 Color
 Texture
 Types of twodimensional figures
 Circle
 A round, flat figure
 No straight sides (outer edges)
 No vertices (corners)
 Triangle
 3 straight sides (outer edges)
 3 vertices (corners)
 Regular triangle – a triangle with sides (outer edges) and corners that appear to be the same or equal
 Irregular triangle – a triangle with sides (outer edges) and/or corners that appear to be different or unequal
 Rectangle
 4 straight sides (outer edges)
 4 vertices (corners)
 Opposite sides equal in length
 4 square corners
 Rhombus
 4 straight sides (outer edges)
 4 vertices (corners)
 All sides equal in length
 Opposite corners equal
 Square (a special type of rectangle and a special type of rhombus)
 4 straight sides (outer edges)
 4 vertices (corners)
 All sides equal in length
 Opposite sides equal in length
 4 square corners
 Opposite corners equal
 Pentagon
 5 straight sides (outer edges)
 5 vertices (corners)
 Hexagon
 6 straight sides (outer edges)
 6 vertices (corners)
 Regular hexagon – a hexagon with sides (outer edges) and corners that appear to be the same or equal
 Irregular hexagon – a hexagon with sides (outer edges) and/or corners that appear to be different or unequal
 Octagon
 8 straight sides (outer edges)
 8 vertices (corners)
Note(s):
 Grade Level(s):
 Kindergarten identified twodimensional shapes, including circles, triangles, rectangles, and squares as special rectangles.
 Kindergarten identified attributes of twodimensional shapes using informal and formal geometric language interchangeably.
 Grade 2 will create twodimensional shapes based on given attributes, including number of sides and vertices.
 Various mathematical process standards will be applied to this student expectation as appropriate.
 TxRCFP:
 Analyzing attributes of twodimensional shapes and threedimensional solids
 TxCCRS:
 III.A. Geometric and Spatial Reasoning – Figures and their properties
 III.A.1. Recognize characteristics and dimensional changes of two and threedimensional figures.

1.6F 
Compose twodimensional shapes by joining two, three, or four figures to produce a target shape in more than one way if possible.

Compose
TWODIMENSIONAL SHAPES BY JOINING TWO, THREE, OR FOUR FIGURES TO PRODUCE A TARGET SHAPE IN MORE THAN ONE WAY IF POSSIBLE
Including, but not limited to:
 Twodimensional figure – a flat figure
 Spatial visualization – creation and manipulation of mental representations of shapes
 Compose figures – to combine smaller geometric figures to form a larger geometric figure
 Compose twodimensional shapes using a variety of concrete models.
 Compose regular and irregular figures to produce a target shape.
 Multiple compositions if possible
Note(s):
 Grade Level(s):
 Kindergarten created twodimensional shapes using a variety of materials and drawings.
 Grade 2 will compose twodimensional shapes and threedimensional solids with given properties or attributes.
 Various mathematical process standards will be applied to this student expectation as appropriate.
 TxRCFP:
 Analyzing attributes of twodimensional shapes and threedimensional solids
 TxCCRS:
 III.A. Geometric and Spatial Reasoning – Figures and their properties
 III.A.1. Recognize characteristics and dimensional changes of two and threedimensional figures.
