Line Segments, Distance, and Midpoint


 Julie Sherman
 1 years ago
 Views:
Transcription
1 Geometry, Quarter 1, Unit 1.1 Line Segments, Distance, and Midpoint Overview Number of instructional days: 8 (1 day = minutes) Content to be learned Know the precise definition of line segment, based on the undefined notions of point, line, and distance along a line. Find distance and midpoint between two points on the coordinate plane and/or number line. Solve problems on the coordinate plane using distance and midpoint formulas. Apply the distance and midpoint formulas to solve word problems. Derive the distance formula using the Pythagorean Theorem. Construct and bisect a segment using a variety of tools (e.g., straight edge, protractor, compass, geometry software). Essential questions Under which circumstances would you use the distance and midpoint formulas? How is the Pythagorean Theorem related to the distance formula? Mathematical practices to be integrated Use appropriate tools strategically. Use various tools, including technology, to help solve problems. Use estimation to know if tools have worked correctly. Attend to precision. Use labels and units of measure correctly. Calculate and compute accurately. Where can the concepts of distance and midpoint be applied in the real world? How can you define line segment? 1
2 Geometry, Quarter 1, Unit 1.1 Line Segments, Distance, and Midpoint (8 days) Written Curriculum Common Core State Standards for Mathematical Content Congruence GCO Experiment with transformations in the plane GCO.1 Know precise definitions of angle, circle, perpendicular line, parallel line, and line segment, based on the undefined notions of point, line, distance along a line, and distance around a circular arc. Expressing Geometric Properties with Equations GGPE Use coordinates to prove simple geometric theorems algebraically [Include distance formula; relate to Pythagorean theorem] GGPE.6 Find the point on a directed line segment between two given points that partitions the segment in a given ratio. GCO.12 Make formal geometric constructions with a variety of tools and methods (compass and straightedge, string, reflective devices, paper folding, dynamic geometric software, etc.). Copying a segment; copying an angle; bisecting a segment; bisecting an angle; constructing perpendicular lines, including the perpendicular bisector of a line segment; and constructing a line parallel to a given line through a point not on the line. Common Core Standards for Mathematical Practice 5 Use appropriate tools strategically. Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts. 2
3 Geometry, Quarter 1, Unit 1.1 Line Segments, Distance, and Midpoint (8 days) 6 Attend to precision. Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions. Clarifying the Standards Prior Learning In grade 4, students learned to draw and identify points, lines, and line segments. In grade 8, students explained the proof of the Pythagorean Theorem and its converse, applied the Pythagorean Theorem to solve problems in two and three dimensions, and applied the Pythagorean Theorem to find the distance between two points in the coordinate system. Current Learning Students find distance and midpoint on the coordinate plane. They derive the distance formula using the Pythagorean Theorem. The distance and midpoint are also used to justify properties of polygons. Future Learning In algebra 2, students will use the distance formula to write the equation of a conic. In calculus, students will use the distance formula to minimize the distance in a curve. In geometry unit 4.1, students will use the distance formula to find the equation of a circle. Additional Findings According to Principles and Standards for School Mathematics, Students in grades 9 12 are to specify locations and describe spatial relationships using coordinate geometry and other representational systems (p. 308). According to Beyond Numeracy, Students at this level should be introduced to the coordinate system and its uses in analytic geometry (pp ). According to Principles and Standards for School Mathematics, In grades 9 12 students have to write an algebraic justification of the Pythagorean Theorem, and students use the Pythagorean Theorem as one of the many multiple approaches to solving geometric problems (p. 301). According to Benchmarks for Science Literacy, In grades 6 8 students should use the Pythagorean Theorem as a model for problem solving (p. 269). 3
4 Geometry, Quarter 1, Unit 1.1 Line Segments, Distance, and Midpoint (8 days) 4
5 Geometry, Quarter 1, Unit 1.2 Transformations Overview Number of instructional days: 13 (1 day = minutes) Content to be learned Explore different transformations and compare their properties. Use function notation to describe transformations. Develop definitions for different transformations. Predict the effect of a transformation on a figure. Mathematical practices to be integrated Make sense of problems and persevere in solving them. Use multistep transformations to persevere and find a result. Use prior knowledge of functions to demonstrate understanding of coordinate inputs and outputs. Use appropriate tools strategically. Use the available tools (i.e., transparencies and geometric software). Attend to precision. Specify a sequence of transformations that will carry a given figure onto another. Maintain integrity of shapes through transformations. Look for and make use of structure. Recognize which transformations maintain shape and attribute integrity. Describe functions that produce outputs for particular inputs in the coordinate plane. Essential questions What are the similarities and differences among a rotation, reflection, and translation? What are the operations that cause a figure to transform? What are the ways that a figure can change position? How does this change of position affect its shape? How would you describe a transformation as a function? 5
6 Geometry, Quarter 1, Unit 1.2 Transformations (13 days) Written Curriculum Common Core State Standards for Mathematical Content Congruence GCO Experiment with transformations in the plane GCO.2 GCO.3 GCO.4 GCO.5 Represent transformations in the plane using, e.g., transparencies and geometry software; describe transformations as functions that take points in the plane as inputs and give other points as outputs. Compare transformations that preserve distance and angle to those that do not (e.g., translation versus horizontal stretch). Given a rectangle, parallelogram, trapezoid, or regular polygon, describe the rotations and reflections that carry it onto itself. Develop definitions of rotations, reflections, and translations in terms of angles, circles, perpendicular lines, parallel lines, and line segments. Given a geometric figure and a rotation, reflection, or translation, draw the transformed figure using, e.g., graph paper, tracing paper, or geometry software. Specify a sequence of transformations that will carry a given figure onto another. Understand congruence in terms of rigid motions [Build on rigid motions as a familiar starting point for development of concept of geometric proof] GCO.6 Use geometric descriptions of rigid motions to transform figures and to predict the effect of a given rigid motion on a given figure; given two figures, use the definition of congruence in terms of rigid motions to decide if they are congruent. Common Core Standards for Mathematical Practice 1 Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, Does this make sense? They can understand the approaches of others to solving complex problems and identify correspondences between different approaches. 6
7 Geometry, Quarter 1, Unit 1.2 Transformations (13 days) 2 Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects. 8 Look for and express regularity in repeated reasoning. Mathematically proficient students notice if calculations are repeated, and look both for general methods and for shortcuts. Upper elementary students might notice when dividing 25 by 11 that they are repeating the same calculations over and over again, and conclude they have a repeating decimal. By paying attention to the calculation of slope as they repeatedly check whether points are on the line through (1, 2) with slope 3, middle school students might abstract the equation (y 2)/(x 1) = 3. Noticing the regularity in the way terms cancel when expanding (x 1)(x + 1), (x 1)(x 2 + x + 1), and (x 1)(x 3 + x 2 + x + 1) might lead them to the general formula for the sum of a geometric series. As they work to solve a problem, mathematically proficient students maintain oversight of the process, while attending to the details. They continually evaluate the reasonableness of their intermediate results. Clarifying the Standards Prior Learning In grade 7, students created scale drawings of geometric figures, including lengths and area. In grade 8, students used physical models, transparencies, or geometric software to understand similarity. Current Learning Students represent transformations in the plane, describe transformations as functions that take points in the plane as inputs and give other points as outputs, and compare transformations that preserve distance and angle to those that do not (translation versus horizontal stretch). Students develop definitions of rotations, reflections, and translations in terms of angles, circles, perpendicular lines, parallel lines, and line segments. Given a geometric figure and a rotation, reflection, or translation, students draw the transformed figure (using, for example, graph paper, tracing paper, or geometry software). Students specify a sequence of transformations that will carry a given figure onto another. They use geometric descriptions of rigid motions to transform figures and to predict the effect of a given rigid motion on a given figure. Given two figures, students use the definition of congruence in terms of rigid motions to decide if they are congruent. Students prove theorems about lines and angles. (These theorems include, Points on a perpendicular bisector of a line segment are exactly those equidistant from the segment s endpoints. ) 7
8 Geometry, Quarter 1, Unit 1.2 Transformations (13 days) Future Learning In fourthyear mathematics courses, students will use matrices to represent reflections, translations, and rotations. Additional Findings According to Benchmarks of Science Literacy, by the end of grade 5, students should know that symmetry can be found by reflection, turns, or slides (p. 227). According to Principles and Standards for School Mathematics, high school students should conduct increasingly independent explorations, which will allow them to develop a deeper understanding of important geometric ideas such as transformation and symmetry (p. 309). 8
9 Geometry, Quarter 1, Unit 1.3 Segment and Angle Relationships Overview Number of instructional days: 16 (1 day = minutes) Content to be learned Make and defend conjectures about parallel and perpendicular lines off the coordinate plane. Use angles formed by parallel lines cut by transversals to solve realworld problems. Make and defend conjectures about angle and segment addition postulates. Make and defend conjectures about angle pairs (adjacent, linear, vertical, supplementary, complementary) and angle and segment bisectors. Use a variety of tools to copy and bisect an angle (e.g., straight edge, protractor, compass, geometry software). Mathematical practices to be integrated Reason abstractly and quantitatively. Use abstract reasoning; check answers to ensure they are quantitatively sound. Rewrite the problem in simpler terms. Construct viable arguments and critique the reasoning of others. Make conjectures and prove them (including using counterexamples). Use proofs to make logical arguments and conclusions. Use appropriate tools strategically. Use tools and technology to explore and deepen understanding of mathematics and be able to detect errors. Look for and make use of structure. See complicated problems as a group of smaller, easier problems. Essential questions What are the differences and similarities among vertical, linear, adjacent, supplementary, and complementary angle pairs? How do you know if an angle or segment has been bisected? How can vertical, linear, adjacent, supplementary, and complementary angle pairs be used to solve problems? What is different about the angle pairs formed when a transversal intersects parallel lines versus the angle pairs formed when a transversal intersects nonparallel lines? How do you use special angle pairs to determine if two lines cut by a transversal are parallel? How do you know if an angle or segment has been bisected, and what evidence would you need to support it? 9
10 Geometry, Quarter 1, Unit 1.3 Segment and Angle Relationships (16 days) Written Curriculum Common Core State Standards for Mathematical Content Congruence GCO Prove geometric theorems [Focus on validity of underlying reasoning while using variety of ways of writing proofs] GCO.9 Prove theorems about lines and angles. Theorems include: vertical angles are congruent; when a transversal crosses parallel lines, alternate interior angles are congruent and corresponding angles are congruent; points on a perpendicular bisector of a line segment are exactly those equidistant from the segment s endpoints. GCO.12 Make formal geometric constructions with a variety of tools and methods (compass and straightedge, string, reflective devices, paper folding, dynamic geometric software, etc.). Copying a segment; copying an angle; bisecting a segment; bisecting an angle; constructing perpendicular lines, including the perpendicular bisector of a line segment; and constructing a line parallel to a given line through a point not on the line. Common Core Standards for Mathematical Practice 2 Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects. 3 Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and if there is a flaw in an argument explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments. 10
11 Geometry, Quarter 1, Unit 1.3 Segment and Angle Relationships (16 days) 5 Use appropriate tools strategically. Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts. 7 Look for and make use of structure. Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 8 equals the well remembered , in preparation for learning about the distributive property. In the expression x 2 + 9x + 14, older students can see the 14 as 2 7 and the 9 as They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 3(x y) 2 as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers x and y. Clarifying the Standards Prior Learning In grade 7, students used facts about supplementary, complementary, vertical, and adjacent angles in a multistep problem to write and solve simple equations for an unknown angle in a figure. In grade 8, students used informal arguments to establish facts about angles created when parallel lines are cut by a transversal. Current Learning In this unit, students prove theorems about lines and angles. Theorems include: Vertical angles are congruent. and When a transversal crosses parallel lines, alternate interior angles are congruent and corresponding angles are congruent. Future Learning In a later geometry unit, students will apply theorems involving vertical, supplementary, complementary, and angles formed by parallel lines cut by a transversal to prove similar polygons and properties of polygons. 11
12 Geometry, Quarter 1, Unit 1.3 Segment and Angle Relationships (16 days) Additional Findings According to Benchmarks for Science Literacy, by the end of grade 8, students should know that lines can be parallel, perpendicular, or oblique (p. 224). Also, as shown Principles and Standards for School Mathematics, in grades 9 12, students should be able to apply the angle relationships formed by two parallel lines and a transversal to solve problems (p. 310). According to A Research Companion to Principles and Standards for School Mathematics, by grade 8, students should know that parallel lines should not intersect and that they are equidistant (p. 164). 12
Standards for Mathematical Practice: Commentary and Elaborations for 6 8
Standards for Mathematical Practice: Commentary and Elaborations for 6 8 c Illustrative Mathematics 6 May 2014 Suggested citation: Illustrative Mathematics. (2014, May 6). Standards for Mathematical Practice:
More informationFor example, estimate the population of the United States as 3 times 10⁸ and the
CCSS: Mathematics The Number System CCSS: Grade 8 8.NS.A. Know that there are numbers that are not rational, and approximate them by rational numbers. 8.NS.A.1. Understand informally that every number
More informationPA Common Core Standards Standards for Mathematical Practice Grade Level Emphasis*
Habits of Mind of a Productive Thinker Make sense of problems and persevere in solving them. Attend to precision. PA Common Core Standards The Pennsylvania Common Core Standards cannot be viewed and addressed
More informationGeorgia Standards of Excellence Mathematics
Georgia Standards of Excellence Mathematics Standards GSE Geometry K12 Mathematics Introduction Georgia Mathematics focuses on actively engaging the student in the development of mathematical understanding
More informationProblem of the Month: William s Polygons
Problem of the Month: William s Polygons The Problems of the Month (POM) are used in a variety of ways to promote problem solving and to foster the first standard of mathematical practice from the Common
More informationUnit 1: Place value and operations with whole numbers and decimals
Unit 1: Place value and operations with whole numbers and decimals Content Area: Mathematics Course(s): Generic Course Time Period: 1st Marking Period Length: 10 Weeks Status: Published Unit Overview Students
More informationCreating, Solving, and Graphing Systems of Linear Equations and Linear Inequalities
Algebra 1, Quarter 2, Unit 2.1 Creating, Solving, and Graphing Systems of Linear Equations and Linear Inequalities Overview Number of instructional days: 15 (1 day = 45 60 minutes) Content to be learned
More informationMeasurement with Ratios
Grade 6 Mathematics, Quarter 2, Unit 2.1 Measurement with Ratios Overview Number of instructional days: 15 (1 day = 45 minutes) Content to be learned Use ratio reasoning to solve realworld and mathematical
More informationGeometry. Higher Mathematics Courses 69. Geometry
The fundamental purpose of the course is to formalize and extend students geometric experiences from the middle grades. This course includes standards from the conceptual categories of and Statistics and
More informationEvaluation Tool for Assessment Instrument Quality
REPRODUCIBLE Figure 4.4: Evaluation Tool for Assessment Instrument Quality Assessment indicators Description of Level 1 of the Indicator Are Not Present Limited of This Indicator Are Present Substantially
More informationGrades K6. Correlated to the Common Core State Standards
Grades K6 Correlated to the Common Core State Standards Kindergarten Standards for Mathematical Practice Common Core State Standards Standards for Mathematical Practice Kindergarten The Standards for
More informationInteger Operations. Overview. Grade 7 Mathematics, Quarter 1, Unit 1.1. Number of Instructional Days: 15 (1 day = 45 minutes) Essential Questions
Grade 7 Mathematics, Quarter 1, Unit 1.1 Integer Operations Overview Number of Instructional Days: 15 (1 day = 45 minutes) Content to Be Learned Describe situations in which opposites combine to make zero.
More informationProblem of the Month: Perfect Pair
Problem of the Month: The Problems of the Month (POM) are used in a variety of ways to promote problem solving and to foster the first standard of mathematical practice from the Common Core State Standards:
More informationGeorgia Standards of Excellence 20152016 Mathematics
Georgia Standards of Excellence 20152016 Mathematics Standards GSE Coordinate Algebra K12 Mathematics Introduction Georgia Mathematics focuses on actively engaging the student in the development of mathematical
More informationGeometry Enduring Understandings Students will understand 1. that all circles are similar.
High School  Circles Essential Questions: 1. Why are geometry and geometric figures relevant and important? 2. How can geometric ideas be communicated using a variety of representations? ******(i.e maps,
More informationDivision with Whole Numbers and Decimals
Grade 5 Mathematics, Quarter 2, Unit 2.1 Division with Whole Numbers and Decimals Overview Number of Instructional Days: 15 (1 day = 45 60 minutes) Content to be Learned Divide multidigit whole numbers
More informationNew York State Student Learning Objective: Regents Geometry
New York State Student Learning Objective: Regents Geometry All SLOs MUST include the following basic components: Population These are the students assigned to the course section(s) in this SLO all students
More informationGEOMETRY COMMON CORE STANDARDS
1st Nine Weeks Experiment with transformations in the plane GCO.1 Know precise definitions of angle, circle, perpendicular line, parallel line, and line segment, based on the undefined notions of point,
More informationProblem of the Month: Cutting a Cube
Problem of the Month: The Problems of the Month (POM) are used in a variety of ways to promote problem solving and to foster the first standard of mathematical practice from the Common Core State Standards:
More informationCurriculum Map by Block Geometry Mapping for Math Block Testing 20072008. August 20 to August 24 Review concepts from previous grades.
Curriculum Map by Geometry Mapping for Math Testing 20072008 Pre s 1 August 20 to August 24 Review concepts from previous grades. August 27 to September 28 (Assessment to be completed by September 28)
More informationChapter 1: Essentials of Geometry
Section Section Title 1.1 Identify Points, Lines, and Planes 1.2 Use Segments and Congruence 1.3 Use Midpoint and Distance Formulas Chapter 1: Essentials of Geometry Learning Targets I Can 1. Identify,
More information#1 Make sense of problems and persevere in solving them.
#1 Make sense of problems and persevere in solving them. 1. Make sense of problems and persevere in solving them. Interpret and make meaning of the problem looking for starting points. Analyze what is
More informationGeometry: Unit 1 Vocabulary TERM DEFINITION GEOMETRIC FIGURE. Cannot be defined by using other figures.
Geometry: Unit 1 Vocabulary 1.1 Undefined terms Cannot be defined by using other figures. Point A specific location. It has no dimension and is represented by a dot. Line Plane A connected straight path.
More informationPolynomial Operations and Factoring
Algebra 1, Quarter 4, Unit 4.1 Polynomial Operations and Factoring Overview Number of instructional days: 15 (1 day = 45 60 minutes) Content to be learned Identify terms, coefficients, and degree of polynomials.
More informationProblem of the Month: On Balance
Problem of the Month: On Balance The Problems of the Month (POM) are used in a variety of ways to promote problem solving and to foster the first standard of mathematical practice from the Common Core
More informationGeometry Course Summary Department: Math. Semester 1
Geometry Course Summary Department: Math Semester 1 Learning Objective #1 Geometry Basics Targets to Meet Learning Objective #1 Use inductive reasoning to make conclusions about mathematical patterns Give
More informationPearson Algebra 1 Common Core 2015
A Correlation of Pearson Algebra 1 Common Core 2015 To the Common Core State Standards for Mathematics Traditional Pathways, Algebra 1 High School Copyright 2015 Pearson Education, Inc. or its affiliate(s).
More informationA Correlation of Pearson Texas Geometry Digital, 2015
A Correlation of Pearson Texas Geometry Digital, 2015 To the Texas Essential Knowledge and Skills (TEKS) for Geometry, High School, and the Texas English Language Proficiency Standards (ELPS) Correlations
More informationMathematics Task Arcs
Overview of Mathematics Task Arcs: Mathematics Task Arcs A task arc is a set of related lessons which consists of eight tasks and their associated lesson guides. The lessons are focused on a small number
More informationProblem of the Month: Double Down
Problem of the Month: Double Down The Problems of the Month (POM) are used in a variety of ways to promote problem solving and to foster the first standard of mathematical practice from the Common Core
More information7. 6 Justifying Constructions
31 7. 6 Justifying Constructions A Solidify Understanding Task CC BY THOR https://flic.kr/p/9qkxv Compass and straightedge constructions can be justified using such tools as: the definitions and properties
More informationMathematics Geometry Unit 1 (SAMPLE)
Review the Geometry sample yearlong scope and sequence associated with this unit plan. Mathematics Possible time frame: Unit 1: Introduction to Geometric Concepts, Construction, and Proof 14 days This
More informationG C.3 Construct the inscribed and circumscribed circles of a triangle, and prove properties of angles for a quadrilateral inscribed in a circle.
Performance Assessment Task Circle and Squares Grade 10 This task challenges a student to analyze characteristics of 2 dimensional shapes to develop mathematical arguments about geometric relationships.
More information1. A student followed the given steps below to complete a construction. Which type of construction is best represented by the steps given above?
1. A student followed the given steps below to complete a construction. Step 1: Place the compass on one endpoint of the line segment. Step 2: Extend the compass from the chosen endpoint so that the width
More informationProblem of the Month Through the Grapevine
The Problems of the Month (POM) are used in a variety of ways to promote problem solving and to foster the first standard of mathematical practice from the Common Core State Standards: Make sense of problems
More informationGeometry Unit 1 Geometric Transformations Lesson Plan (10 days)
Geometry Unit 1 Geometric Transformations Lesson Plan (10 days) Stage 1 Desired Results Learning Goal: Students will be able to draw, describe, specify the sequence, develop definitions, and predict the
More informationGlencoe. correlated to SOUTH CAROLINA MATH CURRICULUM STANDARDS GRADE 6 33, 58 84, 87 16, 49
Glencoe correlated to SOUTH CAROLINA MATH CURRICULUM STANDARDS GRADE 6 STANDARDS 68 Number and Operations (NO) Standard I. Understand numbers, ways of representing numbers, relationships among numbers,
More information1 ST GRADE COMMON CORE STANDARDS FOR SAXON MATH
1 ST GRADE COMMON CORE STANDARDS FOR SAXON MATH Calendar The following tables show the CCSS focus of The Meeting activities, which appear at the beginning of each numbered lesson and are taught daily,
More informationINDIANA ACADEMIC STANDARDS. Mathematics: Grade 6 Draft for release: May 1, 2014
INDIANA ACADEMIC STANDARDS Mathematics: Grade 6 Draft for release: May 1, 2014 I. Introduction The Indiana Academic Standards for Mathematics are the result of a process designed to identify, evaluate,
More informationMathematics Georgia Performance Standards
Mathematics Georgia Performance Standards K12 Mathematics Introduction The Georgia Mathematics Curriculum focuses on actively engaging the students in the development of mathematical understanding by
More informationCurrent Standard: Mathematical Concepts and Applications Shape, Space, and Measurement Primary
Shape, Space, and Measurement Primary A student shall apply concepts of shape, space, and measurement to solve problems involving two and threedimensional shapes by demonstrating an understanding of:
More informationGeometry Solve real life and mathematical problems involving angle measure, area, surface area and volume.
Performance Assessment Task Pizza Crusts Grade 7 This task challenges a student to calculate area and perimeters of squares and rectangles and find circumference and area of a circle. Students must find
More informationStudent Name: Teacher: Date: District: MiamiDade County Public Schools. Assessment: 9_12 Mathematics Geometry Exam 1
Student Name: Teacher: Date: District: MiamiDade County Public Schools Assessment: 9_12 Mathematics Geometry Exam 1 Description: GEO Topic 1 Test: Tools of Geometry Form: 201 1. A student followed the
More informationGeometry Chapter 1 Vocabulary. coordinate  The real number that corresponds to a point on a line.
Chapter 1 Vocabulary coordinate  The real number that corresponds to a point on a line. point  Has no dimension. It is usually represented by a small dot. bisect  To divide into two congruent parts.
More informationModeling in Geometry
Modeling in Geometry Overview Number of instruction days: 810 (1 day = 53 minutes) Content to Be Learned Mathematical Practices to Be Integrated Use geometric shapes and their components to represent
More informationGEOMETRY. Constructions OBJECTIVE #: G.CO.12
GEOMETRY Constructions OBJECTIVE #: G.CO.12 OBJECTIVE Make formal geometric constructions with a variety of tools and methods (compass and straightedge, string, reflective devices, paper folding, dynamic
More informationStudents will understand 1. use numerical bases and the laws of exponents
Grade 8 Expressions and Equations Essential Questions: 1. How do you use patterns to understand mathematics and model situations? 2. What is algebra? 3. How are the horizontal and vertical axes related?
More informationNorth Carolina Math 2
Standards for Mathematical Practice 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively 3. Construct viable arguments and critique the reasoning of others 4.
More informationIndiana Academic Standards Mathematics: Algebra I
Indiana Academic Standards Mathematics: Algebra I 1 I. Introduction The college and career ready Indiana Academic Standards for Mathematics: Algebra I are the result of a process designed to identify,
More informationProblem of the Month: Once Upon a Time
Problem of the Month: The Problems of the Month (POM) are used in a variety of ways to promote problem solving and to foster the first standard of mathematical practice from the Common Core State Standards:
More informationwith functions, expressions and equations which follow in units 3 and 4.
Grade 8 Overview View unit yearlong overview here The unit design was created in line with the areas of focus for grade 8 Mathematics as identified by the Common Core State Standards and the PARCC Model
More informationGEOMETRY CONCEPT MAP. Suggested Sequence:
CONCEPT MAP GEOMETRY August 2011 Suggested Sequence: 1. Tools of Geometry 2. Reasoning and Proof 3. Parallel and Perpendicular Lines 4. Congruent Triangles 5. Relationships Within Triangles 6. Polygons
More informationOverview. Essential Questions. Precalculus, Quarter 4, Unit 4.5 Build Arithmetic and Geometric Sequences and Series
Sequences and Series Overview Number of instruction days: 4 6 (1 day = 53 minutes) Content to Be Learned Write arithmetic and geometric sequences both recursively and with an explicit formula, use them
More informationOperations and Algebraic Thinking Represent and solve problems involving addition and subtraction. Add and subtract within 20. MP.
Performance Assessment Task Incredible Equations Grade 2 The task challenges a student to demonstrate understanding of concepts involved in addition and subtraction. A student must be able to understand
More informationHigh School Functions Interpreting Functions Understand the concept of a function and use function notation.
Performance Assessment Task Printing Tickets Grade 9 The task challenges a student to demonstrate understanding of the concepts representing and analyzing mathematical situations and structures using algebra.
More informationCentroid: The point of intersection of the three medians of a triangle. Centroid
Vocabulary Words Acute Triangles: A triangle with all acute angles. Examples 80 50 50 Angle: A figure formed by two noncollinear rays that have a common endpoint and are not opposite rays. Angle Bisector:
More informationOverview. Essential Questions. Grade 7 Mathematics, Quarter 3, Unit 3.3 Area and Circumference of Circles. Number of instruction days: 3 5
Area and Circumference of Circles Number of instruction days: 3 5 Overview Content to Be Learned Develop an understanding of the formulas for the area and circumference of a circle. Explore the relationship
More informationIndiana Academic Standards Mathematics: Probability and Statistics
Indiana Academic Standards Mathematics: Probability and Statistics 1 I. Introduction The college and career ready Indiana Academic Standards for Mathematics: Probability and Statistics are the result of
More informationPerformance Level Descriptors Grade 6 Mathematics
Performance Level Descriptors Grade 6 Mathematics Multiplying and Dividing with Fractions 6.NS.12 Grade 6 Math : SubClaim A The student solves problems involving the Major Content for grade/course with
More informationPrecalculus Blitzer 2014. Florida State Standards for PreCalculus Honors  1202340
A Correlation of Precalculus Blitzer 2014 To the Florida State Standards for PreCalculus Honors  1202340 CORRELATION FLORIDA DEPARTMENT OF EDUCATION INSTRUCTIONAL MATERIALS CORRELATION COURSE STANDARDS/S
More informationStandard 1: Make sense of problems and persevere in solving them
Standards for Mathematical Practice: Standard 1: Make sense of problems and persevere in solving them The Standard: Mathematically proficient students start by explaining to themselves the meaning of a
More informationPerformance Based Learning and Assessment Task Triangles in Parallelograms I. ASSESSSMENT TASK OVERVIEW & PURPOSE: In this task, students will
Performance Based Learning and Assessment Task Triangles in Parallelograms I. ASSESSSMENT TASK OVERVIEW & PURPOSE: In this task, students will discover and prove the relationship between the triangles
More informationGrade Level Year Total Points Core Points % At Standard 9 2003 10 5 7 %
Performance Assessment Task Number Towers Grade 9 The task challenges a student to demonstrate understanding of the concepts of algebraic properties and representations. A student must make sense of the
More informationNEW MEXICO Grade 6 MATHEMATICS STANDARDS
PROCESS STANDARDS To help New Mexico students achieve the Content Standards enumerated below, teachers are encouraged to base instruction on the following Process Standards: Problem Solving Build new mathematical
More information2, 3 1, 3 3, 2 3, 2. 3 Exploring Geometry Construction: Copy &: Bisect Segments & Angles Measure & Classify Angles, Describe Angle Pair Relationship
Geometry Honors Semester McDougal 014015 Day Concepts Lesson Benchmark(s) Complexity Level 1 Identify Points, Lines, & Planes 11 MAFS.91.GCO.1.1 1 Use Segments & Congruence, Use Midpoint & 1/1 MAFS.91.GCO.1.1,
More informationOverview. Essential Questions. Grade 4 Mathematics, Quarter 4, Unit 4.1 Dividing Whole Numbers With Remainders
Dividing Whole Numbers With Remainders Overview Number of instruction days: 7 9 (1 day = 90 minutes) Content to Be Learned Solve for wholenumber quotients with remainders of up to fourdigit dividends
More informationPerformance Assessment Task Which Shape? Grade 3. Common Core State Standards Math  Content Standards
Performance Assessment Task Which Shape? Grade 3 This task challenges a student to use knowledge of geometrical attributes (such as angle size, number of angles, number of sides, and parallel sides) to
More informationIndiana Academic Standards Mathematics: Algebra II
Indiana Academic Standards Mathematics: Algebra II 1 I. Introduction The college and career ready Indiana Academic Standards for Mathematics: Algebra II are the result of a process designed to identify,
More informationUnit 6 Grade 7 Geometry
Unit 6 Grade 7 Geometry Lesson Outline BIG PICTURE Students will: investigate geometric properties of triangles, quadrilaterals, and prisms; develop an understanding of similarity and congruence. Day Lesson
More informationHow does one make and support a reasonable conclusion regarding a problem? How does what I measure influence how I measure?
Middletown Public Schools Mathematics Unit Planning Organizer Subject Mathematics Grade/Course Grade 7 Unit 3 Two and Three Dimensional Geometry Duration 23 instructional days (+4 days reteaching/enrichment)
More informationGeorgia Standards of Excellence Mathematics
Georgia Standards of Excellence Mathematics Standards GSE Algebra I K12 Mathematics Introduction Georgia Mathematics focuses on actively engaging the student in the development of mathematical understanding
More informationPrentice Hall Algebra 2 2011 Correlated to: Colorado P12 Academic Standards for High School Mathematics, Adopted 12/2009
Content Area: Mathematics Grade Level Expectations: High School Standard: Number Sense, Properties, and Operations Understand the structure and properties of our number system. At their most basic level
More informationPerformance Assessment Task Picking Fractions Grade 4. Common Core State Standards Math  Content Standards
Performance Assessment Task Picking Fractions Grade 4 The task challenges a student to demonstrate understanding of the concept of equivalent fractions. A student must understand how the number and size
More informationHigh School Algebra Reasoning with Equations and Inequalities Solve systems of equations.
Performance Assessment Task Graphs (2006) Grade 9 This task challenges a student to use knowledge of graphs and their significant features to identify the linear equations for various lines. A student
More informationDescribing and Solving for Area and Perimeter
Grade 3 Mathematics, Quarter 2,Unit 2.2 Describing and Solving for Area and Perimeter Overview Number of instruction days: 810 (1 day = 90 minutes) Content to Be Learned Distinguish between linear and
More informationCommon Core Unit Summary Grades 6 to 8
Common Core Unit Summary Grades 6 to 8 Grade 8: Unit 1: Congruence and Similarity 8G18G5 rotations reflections and translations,( RRT=congruence) understand congruence of 2 d figures after RRT Dilations
More informationNEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS
NEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS TEST DESIGN AND FRAMEWORK September 2014 Authorized for Distribution by the New York State Education Department This test design and framework document
More informationGreater Nanticoke Area School District Math Standards: Grade 6
Greater Nanticoke Area School District Math Standards: Grade 6 Standard 2.1 Numbers, Number Systems and Number Relationships CS2.1.8A. Represent and use numbers in equivalent forms 43. Recognize place
More informationPowerTeaching i3: Algebra I Mathematics
PowerTeaching i3: Algebra I Mathematics Alignment to the Common Core State Standards for Mathematics Standards for Mathematical Practice and Standards for Mathematical Content for Algebra I Key Ideas and
More informationDELAWARE MATHEMATICS CONTENT STANDARDS GRADES 910. PAGE(S) WHERE TAUGHT (If submission is not a book, cite appropriate location(s))
Prentice Hall University of Chicago School Mathematics Project: Advanced Algebra 2002 Delaware Mathematics Content Standards (Grades 910) STANDARD #1 Students will develop their ability to SOLVE PROBLEMS
More informationMcDougal Littell California:
McDougal Littell California: PreAlgebra Algebra 1 correlated to the California Math Content s Grades 7 8 McDougal Littell California PreAlgebra Components: Pupil Edition (PE), Teacher s Edition (TE),
More informationOverview. Essential Questions. Grade 2 Mathematics, Quarter 4, Unit 4.4 Representing and Interpreting Data Using Picture and Bar Graphs
Grade 2 Mathematics, Quarter 4, Unit 4.4 Representing and Interpreting Data Using Picture and Bar Graphs Overview Number of instruction days: 7 9 (1 day = 90 minutes) Content to Be Learned Draw a picture
More informationProblem of the Month: Fair Games
Problem of the Month: The Problems of the Month (POM) are used in a variety of ways to promote problem solving and to foster the first standard of mathematical practice from the Common Core State Standards:
More informationGeorgia Standards of Excellence Curriculum Map. Mathematics. GSE 8 th Grade
Georgia Standards of Excellence Curriculum Map Mathematics GSE 8 th Grade These materials are for nonprofit educational purposes only. Any other use may constitute copyright infringement. GSE Eighth Grade
More informationHigh School Algebra Reasoning with Equations and Inequalities Solve equations and inequalities in one variable.
Performance Assessment Task Quadratic (2009) Grade 9 The task challenges a student to demonstrate an understanding of quadratic functions in various forms. A student must make sense of the meaning of relations
More informationGrade Level Expectations for the Sunshine State Standards
for the Sunshine State Standards Mathematics Grades 68 FLORIDA DEPARTMENT OF EDUCATION http://www.myfloridaeducation.com/ Strand A: Number Sense, Concepts, and Operations Standard 1: The student understands
More informationN Q.3 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.
Performance Assessment Task Swimming Pool Grade 9 The task challenges a student to demonstrate understanding of the concept of quantities. A student must understand the attributes of trapezoids, how to
More informationSouth Carolina College and CareerReady (SCCCR) Algebra 1
South Carolina College and CareerReady (SCCCR) Algebra 1 South Carolina College and CareerReady Mathematical Process Standards The South Carolina College and CareerReady (SCCCR) Mathematical Process
More informationCongruence. Set 5: Bisectors, Medians, and Altitudes Instruction. Student Activities Overview and Answer Key
Instruction Goal: To provide opportunities for students to develop concepts and skills related to identifying and constructing angle bisectors, perpendicular bisectors, medians, altitudes, incenters, circumcenters,
More informationGeorgia Standards of Excellence Curriculum Frameworks. Mathematics. GSE Geometry Unit 2: Similarity, Congruence, and Proofs
Georgia Standards of Excellence Curriculum Frameworks Mathematics GSE Geometry Unit 2: Similarity, Congruence, and Proofs Unit 2 Similarity, Congruence, and Proofs Table of Contents OVERVIEW... 3 STANDARDS
More informationWeek 1 Chapter 1: Fundamentals of Geometry. Week 2 Chapter 1: Fundamentals of Geometry. Week 3 Chapter 1: Fundamentals of Geometry Chapter 1 Test
Thinkwell s Homeschool Geometry Course Lesson Plan: 34 weeks Welcome to Thinkwell s Homeschool Geometry! We re thrilled that you ve decided to make us part of your homeschool curriculum. This lesson plan
More informationBig Ideas in Mathematics
Big Ideas in Mathematics which are important to all mathematics learning. (Adapted from the NCTM Curriculum Focal Points, 2006) The Mathematics Big Ideas are organized using the PA Mathematics Standards
More informationDiscovering Math: Exploring Geometry Teacher s Guide
Teacher s Guide Grade Level: 6 8 Curriculum Focus: Mathematics Lesson Duration: Three class periods Program Description Discovering Math: Exploring Geometry From methods of geometric construction and threedimensional
More informationCAMI Education linked to CAPS: Mathematics
 1  TOPIC 1.1 Whole numbers _CAPS Curriculum TERM 1 CONTENT Properties of numbers Describe the real number system by recognizing, defining and distinguishing properties of: Natural numbers Whole numbers
More informationNumber Sense and Operations
Number Sense and Operations representing as they: 6.N.1 6.N.2 6.N.3 6.N.4 6.N.5 6.N.6 6.N.7 6.N.8 6.N.9 6.N.10 6.N.11 6.N.12 6.N.13. 6.N.14 6.N.15 Demonstrate an understanding of positive integer exponents
More informationTennessee Mathematics Standards 20092010 Implementation. Grade Six Mathematics. Standard 1 Mathematical Processes
Tennessee Mathematics Standards 20092010 Implementation Grade Six Mathematics Standard 1 Mathematical Processes GLE 0606.1.1 Use mathematical language, symbols, and definitions while developing mathematical
More informationMath at a Glance for April
Audience: School Leaders, Regional Teams Math at a Glance for April The Math at a Glance tool has been developed to support school leaders and region teams as they look for evidence of alignment to Common
More informationNumber and Numeracy SE/TE: 43, 49, 140145, 367369, 457, 459, 479
Ohio Proficiency Test for Mathematics, New Graduation Test, (Grade 10) Mathematics Competencies Competency in mathematics includes understanding of mathematical concepts, facility with mathematical skills,
More informationE XPLORING QUADRILATERALS
E XPLORING QUADRILATERALS E 1 Geometry State Goal 9: Use geometric methods to analyze, categorize and draw conclusions about points, lines, planes and space. Statement of Purpose: The activities in this
More information2.1. Inductive Reasoning EXAMPLE A
CONDENSED LESSON 2.1 Inductive Reasoning In this lesson you will Learn how inductive reasoning is used in science and mathematics Use inductive reasoning to make conjectures about sequences of numbers
More information