Use the options below to create customized views of the 2020 Colorado Academic Standards. For all standards resources, see the Office of Standards and Instructional Support.

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clear Content Area: Mathematics // Grade Level: Third Grade // Standard Category: 4. Geometry

Mathematics Prepared Graduates:

• MP2. Reason abstractly and quantitatively.
• MP3. Construct viable arguments and critique the reasoning of others.
• MP7. Look for and make use of structure. Grade Level Expectation:

3.G.A. Geometry: Reason with shapes and their attributes. Evidence Outcomes:

Students Can:

1. Explain 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 define 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. (CCSS: 3.G.A.1)
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 $\frac{1}{4}$ of the area of the shape. (CCSS: 3.G.A.2) Academic Contexts and Connections: Colorado Essential Skills and Mathematical Practices:

1. Work with others to name and categorize shapes. (Civic/Interpersonal Skills: Collaboration/Teamwork)
2. Analyze, compare, and use the properties of geometric shapes to classify them into abstracted categories and describe the similarities and differences between those categories. (MP2)
3. Convince others or critique their reasoning when deciding if a shape belongs to certain categories of polygons. (MP3)
4. Decompose geometric shapes into polygons of equal area. (MP7) Inquiry Questions:

1. Can you draw a quadrilateral that is not a rhombus, rectangle, or square?
2. (Given two identical squares) Divide each of these squares into four equal parts, but in different ways. If you compare a part of one with a part of the other, are their areas the same? How do you know? Coherence Connections:

1. This expectation supports the major work of the grade.
2. In Grade 2, students reason with shapes and their attributes.
3. In Grade 3, this expectation connects to developing an understanding of fractions as numbers.
4. In Grade 4, students draw and identify lines and angles and also classify shapes by properties of their lines and angles.

Need Help? Submit questions or requests for assistance to bruno_j@cde.state.co.us