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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
Transformations
Learning Intention 1: I am learning what rigid transformations are using various tools. (Module 2 Are You ready? Repeat of 8th Grade)
Learning Intention 1: I am learning what rigid transformations are using various tools. (Module 2 Are You ready? Repeat of 8th Grade)
Success Criteria (click link above for the Clarity Cover Sheet with textbook resources, released SBAC items, vocabulary & a self-assessment scale)
1a. I can describe transformations as functions that take points in the plane as inputs and give other points as outputs. (Conceptual. level 3)
1b. I can represent transformations in the plane using, e.g., transparencies and geometry software. (Procedural, level 1)
Learning Intention 2: I am learning how to translate a figure in a coordinate plane. (Lesson 2.1, Repeat of 8th Grade, Vectors are New)
Learning Intention 2: I am learning how to translate a figure in a coordinate plane. (Lesson 2.1, Repeat of 8th Grade, Vectors are New)
Success Criteria (click link above for the Clarity Cover Sheet with textbook resources, released SBAC items, vocabulary & a self-assessment scale)
2a. I can explain what it means to translate a figure in the coordinate plane.
2b. I can identify which rule was used to translate the figure given an image and preimage in the coordinate plane.
2c. I can translate a figure in the coordinate plane given a rule or description.
2d. I can write a rule for a translation in coordinate notation given an image and preimage or description.
Learning Intention 3: I am learning how to reflect a figure in a coordinate plane. (Lesson 2.2, Repeat of 8th Grade)
Learning Intention 3: I am learning how to reflect a figure in a coordinate plane. (Lesson 2.2, Repeat of 8th Grade)
Success Criteria (click link above for the Clarity Cover Sheet with textbook resources, released SBAC items, vocabulary & a self-assessment scale)
3a. I can explain what it means to reflect a figure in the coordinate plane.
3b. I can identify which rule was used to reflect the figure given an image and preimage in the coordinate plane.
3c. I can reflect a figure in the coordinate plane given a rule or description.
Learning Intention 4: I am learning how to rotate a figure in a coordinate plane. (Lesson 2.3, Repeat of 8th Grade)
Learning Intention 4: I am learning how to rotate a figure in a coordinate plane. (Lesson 2.3, Repeat of 8th Grade)
Success Criteria (click link above for the Clarity Cover Sheet with textbook resources, released SBAC items, vocabulary & a self-assessment scale)
4a. I can explain what it means to rotate a figure about the origin in the coordinate plane.
4b. I can identify which rule was used to rotate the figure given an image and preimage in the coordinate plane.
4c. I can rotate a figure in the coordinate plane given a rule or description.
4d. I can write a rule for a rotation in coordinate notation given an image and preimage or description.
Learning Intention 5: I am learning how to represent different transformations in coordinate notation. (1.3 Explore, Repeat of 8th Grade)
Learning Intention 5: I am learning how to represent different transformations in coordinate notation. (1.3 Explore, Repeat of 8th Grade)
Success Criteria (click link above for the Clarity Cover Sheet with textbook resources, released SBAC items, vocabulary & a self-assessment scale)
5a. I can represent a translation in coordinate notation.
5b. I can represent a rotation in coordinate notation.
5c. I can represent a reflection in coordinate notation.
Learning Intention 6: I am learning how to determine the type of transformation based on a rule in coordinate notation. (1.3 Explain)
Learning Intention 6: I am learning how to determine the type of transformation based on a rule in coordinate notation. (1.3 Explain)
Success Criteria (click link above for the Clarity Cover Sheet with textbook resources, released SBAC items, vocabulary & a self-assessment scale)
6a. I can determine a translation from its rule in coordinate rotation.
6b. I can determine a rotation from its rule in coordinate rotation.
6c. I can determine a reflection from its rule in coordinate rotation.
Learning Intention 7: I am learning how to apply a sequence of transformations to a figure. (Lesson 3.1 Explore & Explain 1, Repeat of 8th Grade)
Learning Intention 7: I am learning how to apply a sequence of transformations to a figure. (Lesson 3.1 Explore & Explain 1, Repeat of 8th Grade)
Success Criteria (click link above for the Clarity Cover Sheet with textbook resources, released SBAC items, vocabulary & a self-assessment scale)
The design team has not yet created success criteria for this learning intention.
Learning Intention 8: I am learning how to determine whether figures are congruent using rigid-motion transformations (Lesson 3.2, Repeat of 8th Grade)
Learning Intention 8: I am learning how to determine whether figures are congruent using rigid-motion transformations (Lesson 3.2, Repeat of 8th Grade)
Success Criteria (click link above for the Clarity Cover Sheet with textbook resources, released SBAC items, vocabulary & a self-assessment scale)
The design team has not yet created success criteria for this learning intention.
Success Criteria (click link above for the Clarity Cover Sheet with textbook resources, released SBAC items, vocabulary & a self-assessment scale)
9a. I can compare transformations that preserve distance and angle to those that do not (e.g., translation versus horizontal stretch). (Application, level 3)
Learning Progression 2
Triangle Congruence
Learning Intention 10: I am learning to apply the definition of congruence to a triangle. (Lesson 5.1 & 5.2 Explore 1 & 2, 5.3 Explore 1 & 2, 5.4 Explore & Explain 1, 6. 2 Explore & Explain 1, 6.3 Explore & Explain 1)
Learning Intention 10: I am learning to apply the definition of congruence to a triangle. (Lesson 5.1 & 5.2 Explore 1 & 2, 5.3 Explore 1 & 2, 5.4 Explore & Explain 1, 6. 2 Explore & Explain 1, 6.3 Explore & Explain 1)
Success Criteria (click link above for the Clarity Cover Sheet with textbook resources, released SBAC items, vocabulary & a self-assessment scale)
10a. I can explain (DOK 3) how the triangle congruence theorems (ASA) follow from the definition of congruence.
10b. I can explain (DOK 3) how the triangle congruence theorems (SAS) follow from the definition of congruence.
10c. I can explain (DOK 3) how the triangle congruence theorems (SSS) follow from the definition of congruence.
10d. I can explain (DOK 3) how the triangle congruence theorems (AAS) follow from the definition of congruence.
10e. I can explain (DOK 3) how the triangle congruence theorems (HL) follow from the definition of congruence.
Learning Intention 11: I am learning to determine whether triangles are congruent using triangle congruence theorems. (5.2 Explain 1 & Explain 2, 5.3 Explain 1 & Explain 2, 5.4 Explain 1 & Explain 2, 5.4 Explain 2 & Explain 3, 6.2 Explain 2 & Explain 3, 6.3 Explain 2)
Learning Intention 11: I am learning to determine whether triangles are congruent using triangle congruence theorems. (5.2 Explain 1 & Explain 2, 5.3 Explain 1 & Explain 2, 5.4 Explain 1 & Explain 2, 5.4 Explain 2 & Explain 3, 6.2 Explain 2 & Explain 3, 6.3 Explain 2)
Success Criteria (click link above for the Clarity Cover Sheet with textbook resources, released SBAC items, vocabulary & a self-assessment scale)
11a. I can determine (DOK 2) whether triangles are congruent using ASA.
11b. I can determine (DOK 2) whether triangles are congruent using SAS.
11c. I can determine (DOK 2) whether triangles are congruent using SSS
11d. I can determine (DOK 2) whether triangles are congruent using AAS
11e. I can determine (DOK 2) whether triangles are congruent using HL.
Learning Intention 12: I am learning to determine whether triangles are congruent using triangle congruence theorems. (Evaluate Problems from 5.2, 5.3. 5.4, 6.2 & 6.3)
Learning Intention 12: I am learning to determine whether triangles are congruent using triangle congruence theorems. (Evaluate Problems from 5.2, 5.3. 5.4, 6.2 & 6.3)
Success Criteria (click link above for the Clarity Cover Sheet with textbook resources, released SBAC items, vocabulary & a self-assessment scale)
12a. I can apply (DOK 3) the appropriate triangle congruence theorem to a pair of triangles.
Learning Intentions 13: I am learning to apply triangle congruence in order to find missing angles and side lengths. (Evaluate Problems from 5.2, 5.3. 5.4, 6.2 & 6.3)
Learning Intentions 13: I am learning to apply triangle congruence in order to find missing angles and side lengths. (Evaluate Problems from 5.2, 5.3. 5.4, 6.2 & 6.3)
Success Criteria (click link above for the Clarity Cover Sheet with textbook resources, released SBAC items, vocabulary & a self-assessment scale)
13a. I can find (DOK 1) missing values in triangles using triangle congruence theorems.
Learning Intentions 14: I am learning to apply triangle congruence in order to find missing angles and side lengths. (3.3 triangles)
Learning Intentions 14: I am learning to apply triangle congruence in order to find missing angles and side lengths. (3.3 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 find (DOK 1) missing values in triangles using triangle congruence theorems.
Learning Intentions 15: I am learning to apply the definition of congruence to a triangle. (3.3 other polygons)
Learning Intentions 15: I am learning to apply the definition of congruence to a triangle. (3.3 other polygons)
Success Criteria (click link above for the Clarity Cover Sheet with textbook resources, released SBAC items, vocabulary & a self-assessment scale)
15a. I can explain (DOK 3) how the triangle congruence theorems (ASA) follow from the definition of congruence.
Learning Progression 3
Prove Theorems: Use Triangles Congruence (bridge to Unit 3)
Learning Intentions 16: I am learning to use congruence & similarity criteria for triangles to solve problems. (Procedural, level 3) (Problems drawn from Modules 3 & Module 5 with Module 11 as a transition to the next unit.)
Learning Intentions 16: I am learning to use congruence & similarity criteria for triangles to solve problems. (Procedural, level 3) (Problems drawn from Modules 3 & Module 5 with Module 11 as a transition to the next unit.)
Success Criteria (click link above for the Clarity Cover Sheet with textbook resources, released SBAC items, vocabulary & a self-assessment scale)
The design team has not yet created success criteria for this learning intention.
Learning Intentions 17: I can use congruence and similarity criteria for triangles to prove relationships in geometric figures. (Application, level 3) (Problems drawn from Modules 3 & Module 5 with Module 11 as a transition to the next unit.)
Learning Intentions 17: I can use congruence and similarity criteria for triangles to prove relationships in geometric figures. (Application, level 3) (Problems drawn from Modules 3 & Module 5 with Module 11 as a transition to the next unit.)
Success Criteria (click link above for the Clarity Cover Sheet with textbook resources, released SBAC items, vocabulary & a self-assessment scale)
The design team has not yet created success criteria for this learning intention.
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