Unit Week Day CCSS Standards Objective I Can Statements
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1 Pacing Chart Unit Week Day CCSS Stards Objective I Can Statements line segment, based on the line segment, based on the line segment, based on the based on the undefined notions of point, line, distance along a line, distance Give types the basic types of angles that arre not described using any form algebra. Know precise definitions of circle line segment based on the Parts of circles; types of circles when in groups. Know precise definitions of perpendicular line based on the I can define an angle I can identify situations or cases where angles appear in day to day life I can define identify line segment I can define identify a circle I can identify lines segments found in a circle I can identify situations or cases where circles are applied in real life situation I can define identify perpendicular line I can be able to identify a case where perpendicular lines have been used in a classroom Page 1
2 Pacing Chart 4 line segment, based on the Know precise definitions of parallel lines based on the undefined notions of point, line, distance along a line, distance around a circular arc. I can define identify parallel lines I can be able to identify a case where parallel lines have been used in a classroom 5 Assessment Assessment Assessment 6 CCSS.MATH.CONTENT.HSG.CO.A.2 Represent transformations in the plane using, e.g., transparencies geometry software; describe transformations as functions that take points in the plane as inputs give other points as outputs. Compare transformations that preserve distance angle to those that do not (e.g., translation versus horizontal stretch). Represent transformations in the plane using, e.g., transparencies geometry software; describe transformations as functions that take points in the plane as inputs give other points as outputs. Give short precise definitions of transformations (translation, reflection, rotation,dilation). Compare transformations that preserve distance angle to those that do not (e.g., translation versus horizontal stretch). I can define what a tranformation is state a few common transformations. I can briefly say what these transformations are I can describe tansformation as functions having inputs outputs I can compare transformations that preserve distance angle with those tthat do not Page 2
3 Pacing Chart CCSS.MATH.CONTENT.HSG.CO.A.3 Given a rectangle, parallelogram, trapezoid, or regular polygon, describe the rotations reflections that carry it onto itself. CCSS.MATH.CONTENT.HSG.CO.A.4 Develop definitions of rotations, reflections, translations in terms of angles, circles, perpendicular lines, parallel lines, line segments. CCSS.MATH.CONTENT.HSG.CO.A.5 Given a geometric figure 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. Given a rectangle, parallelogram, trapezoid, or regular polygon, describe the rotations reflections that carry it onto itself. Develop definitions of rotations, reflections, translations in terms of angles, circles, perpendicular lines, parallel lines, line segments. Given a geometric figure 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. I can describe the rotations reflections that carry a rectangle, parallelogram, trapezoid, or regular polygon into itselt I can develop definitions of rotations, reflections, translations in terms of angles, circles, perpendicular lines, parallel lines, line segments. I can draw the transformed figure (using graph paper, tracing paper, or geometry software) under rotation, reflection, or translation given the object (original) figure I can specify a sequence of transformations that will carry a given figure onto another. Page 3
4 Pacing Chart 10 Assessment Assessment Assessment motions to transform figures to motions to transform figures to motions to transform figures to motions to transform figures (2dfigures) Given two figures,the image the object, identify the transformation(s) involved. motion to predict the effect of a given rigid motion on a given figure I can use geometric descriptions of rigid motions to transform figures (2d- figures) I can identify the transformation(s) involved from one figure to another (image to an object) I can use geometric descriptions of rigid motion to predict the effect of a given rigid motion on a given figure Page 4
5 Pacing Chart 14 motions to transform figures to Given two figures, use the definition of congruence in terms of rigid motions to decide if they are congruent. Given two figures, I can use the definition of congruence in terms of rigid motions to decide if they are congruent. 15 Assessment Assessment Assessment Page 5
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