Mathematics Frameworks
STANDARDS -- GEOMETRY AND MEASUREMENT
Geometry and Spatial Sense (NCTM Standard 9)
In grades K-4, the mathematics curriculum shall include two- and three-dimensional geometry so that students will:
| describe, model, draw, and classify shapes;
| investigate and predict the results of combining, subdividing, and
changing shapes;
| develop spatial sense;
| relate geometric ideas to number and measurement ideas;
| recognize and appreciate geometry in their world. | |
Measurement (NCTM Standard 10)
In grades K-4 the mathematics curriculum shall include measurement so that students will:
| understand the attributes of length, capacity, weight, area, volume, time,
temperature, and angle;
| develop the process of measuring and concepts related to units of
measurement;
| make and use measurements in problem and everyday situations;
| make and use estimates of measurements. | |
STANDARDS -- GEOMETRY AND MEASUREMENT
Geometry (NCTM Standard 12)
In grades 5-8, the mathematics curriculum shall include the study of the geometry on one, two, and three dimensions in a variety of situations so that students will:
| identify, describe, compare, and classify geometric figures;
| visualize and represent geometric figures with special attention to
developing spatial sense;
| explore transformations of geometric figures;
| represent and solve problems using geometric models;
| understand and apply geometric properties and relationships;
| develop an appreciation of geometry as a means of describing the physical
world. | |
Measurement (NCTM Standard 13)
In grades 5-8, the mathematics curriculum shall include extensive concrete experiences using measurement so that students will:
| extend their understanding of the process of measurement;
| estimate, make, and use measurements to describe and compare phenomena;
| select appropriate units and tools to measure to the degree of accuracy
required in a particular situation;
| understand the structure and use of systems of measurement;
| extend their understanding of the concept of perimeter, area, volume,
angle measure, capacity, and weight and mass;
| develop the concepts of rates and other derived and indirect measurements;
| develop formulas and procedures for determining measures to solve
problems. | |
STANDARDS -- GEOMETRY AND MEASUREMENT
Geometry from a Synthetic Perspective (NCTM Standard 7)
In grades 9-12, the mathematics curriculum shall include the continued study of the geometry of two and three dimensions so that all students will:
| interpret and draw three-dimensional objects;
| represent problem situations with geometric models and apply properties of
figures;
| classify figures in terms of congruence and similarity and apply these
relationships;
| deduce properties of, and relationships between, figures from given
assumptions; | |
and, in addition, college-intending students will:
| develop an understanding of an axiomatic system through investigating and comparing various geometries. |
Geometry from an Algebraic Perspective (NCTM Standard 8)
In grades 9-12, the mathematics curriculum shall include the study of the geometry of two and three dimensions from an algebraic point of view so that all students will:
| translate between synthetic and coordinate representations;
| deduce properties of figures using transformations and using coordinates;
| identify congruent and similar figures using transformations;
| analyze properties of Euclidean transformations and relate translations to
vectors; | |
and, in addition, college-intending students will:
| deduce properties of figures using vectors;
| apply transformations, coordinates, and vectors in problem solving. | |
ADULT BASIC EDUCATION -- GEOMETRY AND MEASUREMENT
Geometry and Spatial Sense (ABE Standard 10)
In the adult basic education classroom, curriculum design shall include approaches to teaching geometry and spatial sense which allow the learner to:
| use geometry as a means of describing the physical world relative to all
the arts and sciences;
| understand and apply geometric properties and relationships to concrete
situations;
| visualize and represent geometric figures with special attention to
developing spatial sense;
| identify, describe, compare, and classify geometric figures;
| relate geometric ideas to number and measurement ideas, including the
concepts of perimeter, area, volume, angle measure, capacity, weight, and
mass;
| explore transformations of geometric figures;
| represent and solve problems using geometric models;
| apply the use of appropriate technologies to the study of geometry and
spatial sense. | |
Measurement (ABE Standard 11)
In the adult basic education classroom, curriculum design shall include concrete and experiential approaches to teaching measurements which allow the learner to:
| understand the process and concepts of measurement;
| make and use exact and estimated measurements to describe and compare
phenomena;
| select appropriate units and tools to measure to the degree of accuracy
required in a particular situation;
| understand the structure and use of different systems of measurement. | |
Go to Standard I Mathematics as Problem Solving
Go to Standard II Mathematics as Communication
Go to Standard III Mathematics as Reasoning
Go to Standard IV Mathematical Connections
Go to Standard V Number and Number System Standards
Go to Standard VI Estimation and Computation
Go to Standard VII Patterns, Relations and Functions
Go to Standard IX Statistics and Probability
Return to Mathematics Curriculum Frameworks