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Geometry is a way to understand the real world around us by basing arguments on concrete referents, modeling relationships, and applying mathematical principles to understand geometric properties and concepts using objects, drawings, diagrams, and actions.
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Learning Progression 1
Construct and Prove Theorems: Lines and Angles
Success Criteria (click link above for the Clarity Cover Sheet with textbook resources, released SBAC items, vocabulary & a self-assessment scale)
1a. I can accurately mark a diagram using geometric notation.
1b. I can use proper notation for angles.
1c. I can use proper notation for line segments.
1d. I can explain the precise definition of line segment.
1e. I can explain the precise definition of angle (with and without reference to rays).
Success Criteria (click link above for the Clarity Cover Sheet with textbook resources, released SBAC items, vocabulary & a self-assessment scale)
2a. I can accurately mark a diagram using geometric notation.
2b. I can use construction tools to copy a segment.
2c. I can use construction tools to copy an angle.
Success Criteria (click link above for the Clarity Cover Sheet with textbook resources, released SBAC items, vocabulary & a self-assessment scale)
3a. I can apply the segment addition postulate.
3b. I can apply the angle addition postulate.
Success Criteria (click link above for the Clarity Cover Sheet with textbook resources, released SBAC items, vocabulary & a self-assessment scale)
4a. I can accurately mark a diagram using geometric notation.
4b. I can explain the precise definition of bisector.
4c. I can use construction tools to bisect a segment.
4d. I can use construction tools to bisect an angle.
Success Criteria (click link above for the Clarity Cover Sheet with textbook resources, released SBAC items, vocabulary & a self-assessment scale)
5a. I can explain the precise definition of perpendicular lines
5b. I can construct a perpendicular line.
Learning Intention 6: I am learning to construct a perpendicular bisector and apply the perpendicular bisector theorem.
Learning Intention 6: I am learning to construct a perpendicular bisector and apply the perpendicular bisector theorem.
Success Criteria (click link above for the Clarity Cover Sheet with textbook resources, released SBAC items, vocabulary & a self-assessment scale)
6a. I can explain the precise definition of bisector.
6b. I can construct the perpendicular bisector of a line segment
6c. I can prove that any point on the perpendicular bisector is equidistant to each endpoint of the line segment.
Success Criteria (click link above for the Clarity Cover Sheet with textbook resources, released SBAC items, vocabulary & a self-assessment scale)
7a. I can explain the precise definition of parallel lines.
7b. I can construct a line parallel to a given line through a given point.
Learning Progression 2
Equations: Parallel & Perpendicular Lines
Learning Intention 8: I am learning to prove whether lines are parallel or perpendicular by providing mathematical reasoning.
Learning Intention 8: I am learning to prove whether lines are parallel or perpendicular by providing mathematical reasoning.
Success Criteria (click link above for the Clarity Cover Sheet with textbook resources, released SBAC items, vocabulary & a self-assessment scale)
8a. I can prove two lines are perpendicular using slope characteristics.
8b. I can prove two lines are parallel using slope characteristics.
8c. I can determine whether two lines are parallel, perpendicular, or neither given two equations.
Learning Intention 9: I am learning to write the equation of a perpendicular line through a given point.
Learning Intention 9: I am learning to write the equation of a perpendicular line through a given point.
Success Criteria (click link above for the Clarity Cover Sheet with textbook resources, released SBAC items, vocabulary & a self-assessment scale)
9a. I can prove two lines are perpendicular using slope characteristics. (Repeat)
9b. I can write the equation of a line that is perpendicular to a given line through a given point.
Learning Intention 10: I am learning to write the equation of a parallel line through a given point.
Learning Intention 10: I am learning to write the equation of a parallel line through a given point.
Success Criteria (click link above for the Clarity Cover Sheet with textbook resources, released SBAC items, vocabulary & a self-assessment scale)
10a. I can prove two lines are parallel using slope characteristics. (Repeat)
10b. I can write the equation of a line that is parallel to a given line through a given point.
Learning Intentions 11-13 (three days): I am learning to apply the properties of parallel lines cut by a transversal.
Learning Intentions 11-13 (three days): I am learning to apply the properties of parallel lines cut by a transversal.
Success Criteria (click link above for the Clarity Cover Sheet with textbook resources, released SBAC items, vocabulary & a self-assessment scale)
11a. I can apply the properties of linear pairs.
11b. I can apply the properties of supplementary angles.
11c. I can apply the properties of complementary angles.
11d. I can apply the properties of vertical angles.
11e. I can apply the properties of alternate interior angles.
11f. I can apply the properties of corresponding angles.
11g. I can explain the mathematical definition of "converse."
Learning Progression 3
Prove Theorems: Triangles
Success Criteria (click link above for the Clarity Cover Sheet with textbook resources, released SBAC items, vocabulary & a self-assessment scale)
14a. I can accurately classify triangles by angles and sides.
14b. I can apply the triangle sum theorem.
14c. I can apply the properties of isosceles triangles: base angles are congurent and sides opposite the base angles are congruent.
14d. I can apply the external angle theorem.
14e. I can draw the medians of a triangle to show they meet at a point (The Centroid).
Learning Progression 3
Prove Theorems: Parallelograms
Success Criteria (click link above for the Clarity Cover Sheet with textbook resources, released SBAC items, vocabulary & a self-assessment scale)
16a. I can explain the properties of a parallelogram: opposites sides are congruent, opposite angles are congruent, and the diagonals bisect each other.
16b. I can use properties of parallelograms to prove that a figure is a parallelogram.
Learning Intentions 18-19 (two days): I am learning to prove that a parallelogram is a rectangle using properties.
Learning Intentions 18-19 (two days): I am learning to prove that a parallelogram is a rectangle using properties.
Success Criteria (click link above for the Clarity Cover Sheet with textbook resources, released SBAC items, vocabulary & a self-assessment scale)
18a. I can explain properties of special quadrilaterals: rectangles
18b. I can prove that a parallelogram is a rectangle by showing the diagonals are congruent.
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