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Take the Highway by Grade |
Common Core Bridges
part of 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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Take the Crosswalk by Standard |
CCSS
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Other Spang
Gang Programs
K-6
Target
Inter-
vention
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"Old School" Subject Pacers
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Scroll to bottom for Standards- based Games
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CCSS
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CCSS Crosswalk |
CCSS
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CCSS Crosswalk (Common Core State Standards K-5) Or Choose different Standard below
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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.
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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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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.
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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).
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K.G.2
2. Correctly name shapes regardless of their orientations or overall size.
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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 |
Letterfall Geometry
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Assess |
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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.
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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.
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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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