Grade 3 Core Standard III Assessment
Geometry and Measurement
Name:
Date:
3.3.1 Identify right angles in two-dimensional shapes and determine if angles are greater than or less than a right angle (obtuse and acute).
1. What type of angle is shown?
a. Obtuse angle
b. Acute angle
c. Right angle
2. Describe the type of angle shown on each of the clocks?
Clock A: ____________________________
Clock B:_____________________________
Clock
A
Clock
B
3. Which figure has exactly two acute angles and two obtuse angles?
Name ________________________________ Date: __________________
3.3.2 Identify, describe, compare, analyze, and informally classify triangles by their sides and angles.
4. Use the triangles below to answer the questions below.
A
B
C
D
E
Which triangles are right triangles? ___________________
How many triangles are isosceles? ___________________
How many triangles have exactly two acute angles? ___________________
Which triangles are scalene? ___________________
5. Which flag has the fewest vertices?
a.
b.
c.
d.
6. Place congruency marks on the equal sides of the triangle.
:NCSD Math Renewal: Grade 3: Core Standard 3 Assessment Geometry and Measurement revised
5/31/13
Name ________________________________ Date: __________________
3.3.3 Identify, describe, compare, analyze, and classify quadrilaterals (square, rectangle, parallelogram, rhombus, and trapezoid) by their sides and
angles.
7. Which of the figures are congruent?
a.
O and M
b.
N and P
c.
N and R
d.
P and Q
M
P
N
O
R
Q
8. I am a quadrilateral with two sets of parallel sides. Two of my angles are less than
90°. All of my sides are congruent. Name my shape and draw me on the dot
paper.
Name of Shape: __________________________________
:NCSD Math Renewal: Grade 3: Core Standard 3 Assessment Geometry and Measurement revised
5/31/13
Name ________________________________ Date: __________________
9. Circle the two-dimensional figures.
10. Use these polygons to finish the sentences below.
The trapezoid and the parallelogram are the same because_____________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
The trapezoid and the parallelogram are different because_____________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
:NCSD Math Renewal: Grade 3: Core Standard 3 Assessment Geometry and Measurement revised
5/31/13
Name ________________________________ Date: __________________
3.3.4 Identify, describe, and compare pentagons, hexagons, and octagons by the number of sides or angles.
11. Melissa is drawing a hexagon. This is what she has drawn so far. Draw the
remaining sides to complete the hexagon?
12. Shade all the pentagons below.
13. Write the symbols <, >, =, on the lines to make each statement true.
a. the number of sides in an octagon ________ the number of angles in a pentagon
b. the number of sides in an octagon ________ the number of angles in an octagon
c. the number of angles in a hexagon ________ the numbers of angles in a pentagon
:NCSD Math Renewal: Grade 3: Core Standard 3 Assessment Geometry and Measurement revised
5/31/13
Name ________________________________ Date: __________________
3.3.5 Investigate and describe the results of decomposing, combining, and transforming polygons to make other polygons.
14. Which two figures are related by a flip?
a.
c.
b.
d.
15. Which of the shapes below could NOT be
created by cutting apart the figure in the
box to the right?
a.
b.
c.
d.
16. Shade four boxes so that both sides are symmetrical.
:NCSD Math Renewal: Grade 3: Core Standard 3 Assessment Geometry and Measurement revised
5/31/13
Name ________________________________ Date: __________________
3.3.6 Build, draw, and analyze two-dimensional shapes to understand attributes and properties of two-dimensional space.
17. Draw these shapes and describe them by their sides and angles:
Name of Shape
Drawing of Shape
Triangle
Number
of Sides
Number
of Vertices
Types of Angles
3
3
3 acute angles
Trapezoid
Rhombus
Square
18. Use the clues to name and draw the mystery shape in the box below.
a. The shape has three sides.
b. The shape has two acute angles.
c. The shape has one right angle.
Name of
Shape______________________
:NCSD Math Renewal: Grade 3: Core Standard 3 Assessment Geometry and Measurement revised
5/31/13
Name ________________________________ Date: __________________
3.3.7 Determine an appropriate unit, tool, or strategy to find the perimeter of polygons.
19. Which figure does NOT have the same perimeter as the other three figures?
a.
c.
3 ft
5 ft
8 ft
5 ft
b.
4 ft
d.
6 ft
4 ft
6 ft
20. Describe a time when you needed to find the perimeter of something.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
21. What is the perimeter of the rectangle?
a. 8 centimeters
b. 14 centimeters
c. 28 centimeters
d. 48 centimeters
:NCSD Math Renewal: Grade 3: Core Standard 3 Assessment Geometry and Measurement revised
5/31/13
Name ________________________________ Date: __________________
3.3.8 Use attributes and properties of two-dimensional shapes to solve problems including applications involving parallel and perpendicular lines,
congruence, symmetry, and perimeter
22. Draw a line of symmetry for each shapes.
23. Explain the difference between parallel and perpendicular. Draw diagrams for each.
Diagram
Definition
Parallel means:
Parallel
Perpendicular means:
Perpendicular
:NCSD Math Renewal: Grade 3: Core Standard 3 Assessment Geometry and Measurement revised
5/31/13
Name ________________________________ Date: __________________
24. King City is building a new playground in a park. The diagram of the new playground is
shown on the grid below. What is the perimeter, in units, of the playground? Show your
work.
Answer: ______________
25. Which shape has exactly 1 line of symmetry?
a.
b.
c.
d.
Folded Edge
26. Liz folded a piece of notebook paper in half and cut out this shape. When she unfolds the
paper along the folded edge, what will the new figure look like? Draw the new figure
below.
:NCSD Math Renewal: Grade 3: Core Standard 3 Assessment Geometry and Measurement revised
5/31/13
Name ________________________________ Date: __________________
3.G.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.
27. The large rectangle below is divided into 2 smaller rectangles by a thick black line.
Use words, numbers and/or pictures to show that the sum of the areas of the two
smaller rectangles is equal to the area of the large rectangle.
28. Natalie cut her string cheese into equal pieces as shown in the rectangles below. In the
blanks below, name the fraction of the string cheese represented by the shaded part.
:NCSD Math Renewal: Grade 3: Core Standard 3 Assessment Geometry and Measurement revised
5/31/13
Name ________________________________ Date: __________________
29. Cut the circle into 4 equal pieces and color in 3 of them. What fractional part is
colored?
:NCSD Math Renewal: Grade 3: Core Standard 3 Assessment Geometry and Measurement revised
5/31/13