Learner outcomes Demonstrate by solving problems that involve the properties of special right triangles with the Pythagorean theorem and its converse Develop ability to: Figure area and perimeter of basic figures Develop and write simple geometric proofs use similar triangles to find unknown angle measurements and lengths of sides use trigonometry for examples of algebraic / geometric relationships, including Law of Sines / Cosines
Learner outcomes Demonstrate by solving problems that involve the properties of special right triangles with the Pythagorean theorem and its converse Develop ability to: Figure area and perimeter of basic figures Develop and write simple geometric proofs use similar triangles to find unknown angle measurements and lengths of sides use trigonometry for examples of algebraic / geometric relationships, including Law of Sines / Cosines
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Learner outcomes Demonstrate by solving problems that involve the properties of special right triangles with the Pythagorean theorem and its converse Develop ability to: Figure area and perimeter of basic figures Develop and write simple geometric proofs use similar triangles to find unknown angle measurements and lengths of sides use trigonometry for examples of algebraic / geometric relationships, including Law of Sines / Cosines
Copyright:
Attribution Non-Commercial (BY-NC)
Available Formats
Download as DOCX, PDF, TXT or read online from Scribd
Active component (content knowledge) Learner outcomes
Comprehend Demonstrate by solving: • Properties of similarity congruence and parallel lines cut • Problems involving proofs through the use of geometric by a transversal constructions • Basic theorems about congruent and similar triangles • Mathematical and real world problems that involve the • Definitions and basic properties of a circle properties of special right triangles with the Pythagorean • Concepts behind simple geometric proofs theorem and its converse • Basic formulas for volume and surface area for three- dimensional objects Develop ability to: • Geometric properties of lines (e.g., slope and midpoint of • Figure area and perimeter of basic figures a line segment) • Develop and write simple geometric proofs • The formula for the distance between two points • Use similar triangles to find unknown angle measurements and • Through recognition of geometric translations and lengths of sides transformations algebraically • Visualize solids and surfaces in three-dimensional space • That geometric objects and figures can also be described algebraically • State and prove key basic theorems in geometry • The algebra and geometry of circles • Use trigonometry for examples of algebraic/geometric • The algebra and geometry of parabolas and ellipses as a relationships, including Law of Sines/Cosines prerequisite to the study of calculus • Identify and apply properties of theorems about: • That there are geometries other than Euclidean ○ Parallel lines – use to prove theorems such as two lines geometry parallel to a third are parallel to each other and perform • Similarities of figures and use scale factor to solve constructions such as a line parallel to a given line problems through a point not on a line • That numerical values associated with measurements of ○ Perpendicular lines – use to prove theorems such as the physical quantities must be assigned units of perpendicular bisectors of line segments are the set of measurement or dimension all points equidistant from the two end points and to • That the effect of a scale factor k on length are and perform constructions such as the perpendicular volume is to multiply each by k, k2 and k3, respectively bisector of a line segment ○ Angles – use to prove theorems such as two lines are parallel exactly when the alternate interior angles they make with a transversal are equal and to perform constructions such as the bisector of an angle
• Describe a line by a linear equation
• Find the distance between two points using their coordinates and the Pythagorean theorem • Find an equations of a circle given its center and radius and, College Readiness Standards 22082293 9/15/2009 given an equations of a circle, find its center and radius • Use rigid motions to determine whether tow geometric figures are congruent and to create and analyze geometric designs • Determine the perimeter of
○ A polygon and the circumference of a circle
○ The area of a rectangle, a circle, a triangle and polygon with more than four sides by decomposing it into triangles ○ The surface area of a prism, a pyramid, a cone and a sphere ○ The volume of a rectangle box, a prism, a pyramid, a cone and a sphere
• Represent geometric objects and figures algebraically using
coordinates • Express the intuitive concept of “slant” of a line in terms of the precise concept of slope, us the coordinates of two points on a line to define its slope, and use slope to express the parallelism and perpendicularity of lines
(Conley, 2003; 2005; 2007) (The American Diploma Project, 2004)
College Readiness Standards 22082293
9/15/2009 Standards for Success (S4S) Math: Algebra Successful students: A. Understand and use both basic plane and solid geometry’ B. Know analytic (i.e., coordinate geometry) C. Understand basic relationship between geometry and algebra
Cognitive Strategies Emphasized
• Habits of the mind such as: ○ Time management – budgeting time to complete reading tasks ○ Understanding expectations of readings ○ Academic persistence • Critical thinking skills such as: ○ Ability to discuss materials in-depth by asking engaging questions ○ Problem solving • Understanding the connection between reading comprehension skills and disciplines: writing, speaking and research • Self-analysis – learning from constructive criticism and feedback • Developing comfort with ambiguity of readings and assignments
Bibliography Conley, D. T. (2005). College Knowledge. San Francisco: Jossey-Bass.
Conley, D. T. (2003). Understanding University Success: A Project of the Association of American
Universities and The Pew Charitable Trusts. Eugene: Center for Educational Policy Research.
Conley, D. (2007). Towards a More Comprehensive Comprehension of College Readiness.