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Georgia performance standards


SIXTH GRADE

Geometry
Students will further develop their understanding of plane and solid geometric figures, incorporating the use of appropriate technology and using this knowledge to solve authentic problems.

M6G1. Students will further develop their understanding of plane figures.

a. Determine and use lines of symmetry.
b. Investigate rotational symmetry, including degree of rotation.
c. Use the concepts of ratio, proportion and scale factor to demonstrate the relationships between similar plane figures.
d. Interpret and sketch simple scale drawings.
e. Solve problems involving scale drawings.

Measurement
Students will understand the systems of units for measuring perimeter, area, and volume. They will also understand how to measure the volume and surface area of solid figures. Students will understand the systems of units of measuring (customary and metric) and measure quantities efficiently.

M6M1. Students will convert from one unit to another within one system of measurement (customary or metric) by using proportional relationships.

M6M2. Students will use appropriate units of measure for finding the perimeter, area, and volume and express the answer using the appropriate unit.

a. Measure length to the nearest half, fourth, eighth and sixteenth of an inch.
b. Select and use units of appropriate size and type to measure length, perimeter, area and volume.
c. Compare and contrast units of measure for perimeter, area, and volume.

M6A3. Students will evaluate algebraic expressions, including those with
exponents, and solve simple one-step equations using each of the four basic operations.

Process Standards
Each topic studied in this course should be developed with careful thought toward helping every student achieve the following process standards.

See below for specific standards.


SEVENTH GRADE

Geometry
Students will further develop and apply their understanding of plane and solid geometric figures through the use of constructions and transformations. Students will explore the properties of similarity and further develop their understanding of 3-dimensional figures.

Process Standards
The following process standards are essential to mastering each of the mathematics content standards. They emphasize critical dimensions of the mathematical proficiency that all students need.

See below for specific standards.


EIGHTH GRADE

Process Standards
The following process standards are essential to mastering each of the mathematics content standards. They emphasize critical dimensions of the mathematical proficiency that all students need.

See below for specific standards.


ALL GRADES

Process Standards

P1. Students will solve problems (using appropriate technology).

a. Build new mathematical knowledge through problem solving.
b. Solve problems that arise in mathematics and in other contexts.
c. Apply and adapt a variety of appropriate strategies to solve problems.
d. Monitor and reflect on the process of mathematical problem solving.

P2. Students will reason and evaluate mathematical arguments.

a. Recognize reasoning and proof as fundamental aspects of mathematics.
b. Make and investigate mathematical conjectures.
c. Develop and evaluate mathematical arguments and proofs.
d. Select and use various types of reasoning and methods of proof.

P3. Students will communicate mathematically.

a. Organize and consolidate their mathematical thinking through
communication.
b. Communicate their mathematical thinking coherently and clearly to peers, teachers, and others.
c. Analyze and evaluate the mathematical thinking and strategies of others.
d. Use the language of mathematics to express mathematical ideas precisely.

P4. Students will make connections among mathematical ideas and to other disciplines.

a. Recognize and use connections among mathematical ideas.
b. Understand how mathematical ideas interconnect and build on one another to produce a coherent whole.
c. Recognize and apply mathematics in contexts outside of mathematics.

P5. Students will represent mathematics in multiple ways.

a. Create and use representations to organize, record, and communicate mathematical ideas.
b. Select, apply, and translate among mathematical representations to solve problems.
c. Use representations to model and interpret physical, social, and mathematical phenomena.