Common Core Bridges

 

-part of The Spang Gang Web Progam

CCSS  

Highway

CCSS Highway  to travel by grade

Grade K

Grade 1

Grade 2

Grade 3

Grade 4

Grade 5

Grade 6

CCSS  Highway

CCSS

Crosswalk

Crosswalk  to travel by subject

CCSS

Crosswalk

Math

 

 

Geometry                      

Grades K-5  Crosswalk   Full Version

 

 

Grade K
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5

Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres).

K.G.1

 

1.  Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to.

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Reason with shapes and their attributes.

1G.1

 

 

1.  Distinguish between de ning attributes (e.g., triangles are closed and three-sided) versus non-de ning attributes (e.g., color, orientation, overall size); build and draw shapes to possess de ning attributes.

 

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Reason with shapes and their attributes.

2G.1

 

1.  Recognize and draw shapes having speci ed attributes, such as a given number of angles or a given number of equal faces.5 Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.

 

 

 

Reason with shapes and their attributes.

3G.1

 

1.  Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can determine a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories.

 

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Shapes activity  
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Shapes Quiz  

 

 

 

Draw and identify lines and angles, and classify shapes by properties of their lines and angles.

4G.1

 

1.  Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional gures.

 

 

 

 

 

Graph points on the coordinate plane to solve real-world and mathematical problems.

5G.1

 

1.  Use a pair of perpendicular number lines, called axes, to de ne a coordinate system, with the intersection of the lines
(the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the rst number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate).

 

K.G.2

2. Correctly name shapes regardless of their orientations or overall size.

 

 

 

1.K.2

2. Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three- dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape.

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2.G.2

2. Partition a rectangle into rows and columns of same-size squares and count to nd the total number of them.

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3.G.2

 

2.  Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. For example, partition a shape into 4 parts with equal area, and describe the area of each part as 1/4 of the area of the shape.

 

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4.G.2

 

2. Classify two-dimensional gures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a speci ed size. Recognize right triangles as a category, and identify right triangles. (Two-dimensional shapes should include special triangles, e.g., equilateral, isosceles, scalene, and special quadrilaterals, e.g., rhombus, square, rectangle, parallelogram, trapezoid.) CA

 

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5.G.2

2. Represent real-world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation.

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Shodor  
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K.G.3

3.  Identify shapes as two-dimensional (lying in a plane, “ at”) or three-dimensional (“solid”).

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1.G.3

3.  Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares.

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2G.3

3. Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape.

 

 

4.G.3

3. Recognize a line of symmetry for a two-dimensional gure as a line across the gure such that the gure can be folded along the line into matching parts. Identify line-symmetric gures and draw lines of symmetry.

 

 

 

Classify two-dimensional gures into categories based on their properties.

 

5.G.3

3.  Understand that attributes belonging to a category of two-dimensional gures also belong to all subcategories of that cat­ egory. For example, all rectangles have four right angles and squares are rectangles, so all squares have four right angles.

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5.G.4

4.  Classify two-

dimensional gures in a hierarchy based on properties.

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K-6 State

Standards Based

Intensive Intervention

Building skills

Grade by  Grade

to Level UP

K-6

Math

K-6 Keys
K-6 Test Prep
1

State Standards- Based support

The Spang Gang Web Program

a K-6 NONPROFIT series of FREEWARE MAPS

Designed to raise student achievement through riveting engagement

and consistent practice!

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