Common Core Learning Targets based on Units

Transcription

1 Name: Period: Common Core Learning Targets based on Units Target CCSS Learning Target Description I VE GOT IT I can do this without help, and I can help others. Unit 1 Introducing Transformations G.1 I can define and identify rotations G.1 I can define and identify reflections G.1 I can define and identify translations G.1 I can identify corresponding sides and corresponding angles of similar figures G.1 I can identify direction and degree of rotation G.1 I can identify line of reflection Unit 2 Understanding Congruence through Transformations G.2 I can explain how transformations can be used to prove that two figures are congruent G.3 I can identify scale factor of the dilation G.3 I can describe the changes occurring to the translation G.3 I can describe the changes occurring to the reflection G.3 I can describe the changes occurring to the rotation G.3 I can describe the changes occurring to the dilation Unit 3 Understanding Similarity G.4 I can define similar figures as corresponding angles are congruent and corresponding sides are proportional G.4 I can explain how transformation can be used to prove or disprove that two similar are similar I M GETTING IT I m beginning to understand, and I can do it with a little help from my teacher or friends I M STUCK I don t get it

2 3-3 (13-1) 8.G.5 I can identify angles created when a parallel line is cut by transversal (alternate interior, alternate exterior, corresponding, vertical, adjacent, etc.) Unit 4 Rational and Irrational Numbers NS.1 I can define rational and irrational numbers NS.1 I can show that the decimal form of rational numbers eventually terminates or repeats NS.1 I can covert a repeating decimal into a fraction NS.2 I can find rational approximations of irrational numbers NS.2 I can compare rational and irrational numbers on a number line NS.2 I can locate the approximate location of irrational numbers on a number line NS.2 I can estimate the value of an irrational expression EE.2 I can use square root symbols to represent solution to equations in the form of x 2 =p where p is a positive number EE.2 I can use cube root symbols to represent solution to equations in the form of x 2 =p where p is a positive number EE.2 I can recognize that squaring a number and taking the square root of a number are inverse operations EE.2 I can recognize that cubing a number and taking the cube root of a number are inverse operations EE.2 I can evaluate square root of small perfect squares EE.2 I can evaluate the cube roots of small perfect cubes EE.2 I can justify that the square root of a nonperfect square is irrational Unit 5 Pythagorean Theorem G.6 I can explain a proof of the Pythagorean Theorem and its converse G.7 I can apply the Pythagorean Theorem to find an unknown side length of a right triangle G.7 I can draw a diagram and use the Pythagorean Theorem to solve real-world problems involving right triangles

3 5-4 8.G.8 I can determine how to create a right triangle from two points on a coordinate plane G.8 I can use the Pythagorean Theorem to solve for the distance between two points Unit 6 Functions F.1 I can distinguish between functions and non-functions using equations, graphs, and/or tables F.2 I can compare properties of two functions each represented algebraically, graphically, numerically in tables, or by verbal F.3 (part 1) description I can identify the equation y=mx+b as defining a linear function who graph is a straight line F.5 I can interpret the relationship between x and y values by analyzing a graph F.5 I can create a graph of function that describes the relationship between two variables F.5 I can identify a scenario that describes the relationships between two variables depicted on a graph Unit 7 Introduction to Linearity EE.5 I can graph proportional relationships EE.5 I can interpret the unit rate as the slope of the graph EE.5 I can compare two different proportional relationships represented in different ways EE.6 I can create similar right triangles using the definition of slope EE.6 I can use similar triangles to explain why the slope m is the same between any two distinct points on a non-vertical line in the coordinate plane EE.6 I can derive the equation y=mx+b for a line through the origin EE.6 I can derive the equation y=mx+b for a line intercepting the vertical axis at b F.4 I can define the rate of change (slope) in relation to the situation F.4 I can determine the rate of change (slope) from (x,y) two values, a verbal description, values in a table or a graph F.4 I can determine the initial value (yintercept) from two (x,y) value, a verbal description, values in a table or graph

4 Unit 8 Patterns of Association of Bivariate Data SP.1 I can plot ordered pairs on a coordinate grid representing the relationship between two data sets SP.1 I can derive patterns in the plotted points such as clustering, outliers, positive, or negative association, and linear or nonlinear association and describe the pattern in the context of the measurement data SP.2 I can informally fit a straight line to fit data and informally assess the model fit by judging the closeness of the data points to the line SP.3 I can find the slope and intercept of a linear equation in the context of bivariate (graph, table, equation, etc.) measurement data SP.4 I can construct and interpret a two0way table summarizing data on two categorical variables collected from the dame subjects SP.4 I can use a relative frequency calculated for rows or columns to describe possible associations between the two variables F.3 (Part 2) Unit 9 Nonlinear Functions I can give examples of functions that are not linear Unit 10 Solving Linear Equations EE.7a I can give examples of linear equations in one variable with no solution, one solution or infinitely many solutions EE.7a I can use inverse operations and the problems of equality to solve linear equations in one variable EE.7a I can interpret the number of solutions to a linear equation EE.7b I can solve linear equation with rational number coefficients and variables on both sides of the equation EE.7b I can solve linear equations using the distributive property EE.7b I can solve linear equations combining like terms

5 Unit 11 Systems of Linear Equations EE.8a I can define the solution to a system of equations as the intersection of their lines EE.8a I can explain that a line represents an infinite number of solutions to a linear equation in two variables EE.8b I can solve systems of two linear equations in two variables algebraically EE.8b I can estimate the solution of two linear equation by graphing the equations EE.8b I can solve simple cases of a system of two linear equations by inspection EE.8b I can recognize that parallel lines have no solution and the same slope but different y- intercepts EE.8b I can recognize that two equations with the same slope and same y-intercept have infinite solutions EE.8c I can solve real world problems leading to two linear equations in two variables Unit 12 Exponents and Scientific Notation EE.1 I can add, subtract, multiply and divide exponents of the same base EE.1 I can use the laws of exponent to generate equivalent numerical expressions EE.3, I can perform operations with numbers EE.3, EE.3, EE.3, expressed in scientific notation I can perform operations with numbers expressed in both decimal form and scientific notation I can use scientific notation to choose units of appropriate size for measurement of very large or very small quantities I can identify and interpret the various ways scientific notation that is displayed on calculates and computer software Unit 13 Geometric Relationships G.5 I can identify angles created when a parallel line is cut by transversal (alternate interior, alternate exterior, corresponding, vertical, adjacent, etc.) Unit 14 Volume of Cones, Spheres & Cylinders G.9 I can determine and apply appropriate volume formulas in order to solve mathematical and real-world problems for the given shape G.9 I can identify and define vocabulary: cone, cylinder, sphere, radius, diameter, circumference, area, volume, pi, base, height

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