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Recognize that different figures can be formed by putting together smaller two- or three-dimensional figures and that smaller figures can be formed by taking apart larger two- or three-dimensional figures. Figures are limited to semi-circles, triangles, rectangles, squares, trapezoids, hexagons, cubes, rectangular prisms, cones and cylinders.
Access Point #: MA.1.GR.1.AP.3
Access Point Standards

Visit the specific benchmark webpage to find related instructional resources.

  • MA.1.GR.1.3: Compose and decompose two- and three-dimensional figures. Figures are limited to semi-circles, triangles, rectangles, squares, trapezoids, hexagons, cubes, rectangular prisms, cones and cylinders.Clarifications:Clarification 1: Instruction focuses on the understanding of spatial relationships relating to part-whole, and on the connection to breaking apart numbers and putting them back together.

    Clarification 2: Composite figures are composed without gaps or overlaps.

    Clarification 3: Within this benchmark, it is not the expectation to compose two- and three- dimensional figures at the same time.

Access Point Information
Number:
MA.1.GR.1.AP.3
Category:
Access Points
Date Adopted or Revised:
03/23
Standard:
Identify and analyze two- and three-dimensional figures based on their defining attributes.
Access Point Courses
  • Grade One Mathematics (#5012030): The benchmarks in this course are mastery goals that students are expected to attain by the end of the year. To build mastery, students will continue to review and apply earlier grade-level benchmarks and expectations.
  • Access Mathematics Grade 1 (#7712020): Access Courses:

    Access courses are for students with the most significant cognitive disabilities. Access courses are designed to provide students access to grade-level general curriculum. Access points are alternate academic achievement standards included in access courses that target the salient content of Florida’s standards. Access points are intentionally designed to academically challenge students with the most significant cognitive disabilities. 

  • Foundational Skills in Mathematics K-2 (#5012005): This course supports students who need additional instruction in foundational mathematics skills as it relates to core instruction. Instruction will use explicit, systematic, and sequential approaches to mathematics instruction addressing all strands including number sense & operations, fractions, algebraic reasoning, geometric reasoning, measurement and data analysis & probability. Teachers will use the listed benchmarks that correspond to each students’ needs. 

    Effective instruction matches instruction to the need of the students in the group and provides multiple opportunities to practice the skill and receive feedback. The additional time allotted for this course is in addition to core instruction. The intervention includes materials and strategies designed to supplement core instruction.