Here is the synopsis of our sample research paper on Third Grade Geometry Standards. Have the paper e-mailed to you 24/7/365.
Essay / Research Paper Abstract
This 5 page paper discusses the standards in geometry as outlined by the NCTM and the New Jersey Department of Education and compares these with the discussion in the student's textbook. The similarities and differences are pointed out. Bibliography lists 4 sources.
Page Count:
5 pages (~225 words per page)
File: MM12_PG3geom.rtf
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Unformatted sample text from the term paper:
to use "common language and geometric vocabulary" to describe "location and movement" (NCTM, 2004). Students should also be able to "make and use coordinate systems to specify locations and to
describe paths" (NCTM, 2004). Finally, students should be able to "find the distance between points along horizontal and vertical lines of a coordinate system" (NCTM, 2004). The New Jersey Department
of Educations standard for third grade coordinate geometry, which is found in Standard 4.2, is for students to be able to "locate and name points in the first quadrant on
a coordinate grid" (NJ Department of Education, 2006). If we expand our review to include all NCTM expectations for grades 3-5, we find some of the same concepts expressed in
New Jerseys math standard 4.2. For instance, both discuss recognizing and analyzing the properties of two-dimensional as well as three-dimensional geometric shapes (NJ Department of Education, 2006; NCTM, 2004). Both
expect this age span to be able to apply transformations, to identify and describe properties, and to use geometric concepts to solve other types of mathematical problems (NJ Department of
Education, 2006; NCTM, 2004). New Jersey Math Standard 4.5 discusses mathematical processes (NJ Department of Education, 2006). These include problem solving, communication, connections, reasoning, representations and technology (NJ Department of
Education, 2006). Each includes a list of specific skills, for example, under problem solving, we find: "Solve problems that arise in mathematics and in other contexts" (NJ Department of Education,
2006). One process is through "Open-ended problems" or "Problems with multiple solutions" (NJ Department of Education, 2006). One task under Communication is to "communicate their mathematical thinking coherently and clearly"
(NJ Department of Education, 2006) to different audiences (NJ Department of Education, 2006). The use of visualization and spatial reasoning is important in this field of study. This is a
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