correlated to the Michigan High School Content Expectations Geometry

correlated to the Michigan High School Content Expectations Geometry

McDougal Littell Integrated Mathematics 2 2005 correlated to the Michigan High School Content Expectations Geometry STANDARD L1: REASONING ABOUT NUMBERS, SYSTEMS AND QUANTITATIVE LITERACY L1.1 Number Systems and Number Sense L1.1.6 Explain the importance of the irrational numbers 2 and 3 in basic right triangle trigonometry, the importance of π because of its role in circle relationships, and the role of e in applications such as continuously compounded interest. PE/TE: Section 2-5: Surface Area and Volume of Spheres, 84-90 Section 8-8: Special Right Triangles and Trigonometry, 489-496 Toolbox: Using Formulas from Geometry, 657 (e) see also Integrated Mathematics 3 L1.2 Representations and Relationships L1.2.3 Use vectors to represent quantities that have magnitude and direction, interpret direction and magnitude of a vector numerically, and calculate the sum and difference of two vectors. PE/TE: see Integrated Mathematics 3 L2.1 Calculation Using Real and Complex Numbers L2.1.6 Recognize when exact answers aren t always possible or practical. Use appropriate algorithms to approximate solutions to equations (e.g., to approximate square roots). PE/TE: Section 2-6: Using Powers, 100-101 Section 3-1: Systems and Graphs, 122-123, 125 (#2-3) Section 4-3: Solving Equations Using Square Roots, 199-205 Section 4-5: The Quadratic Formula, 214-221 Section 9-5: Solving Cubic Equations, 536-540 Toolbox: Solving Square and Cube Root Equations, 646-647 1

L3.1 Measurement Units, Calculations and Scales L3.1.1 Convert units of measurement within and between systems; explain how arithmetic operations on measurements affect units, and carry units through calculations correctly. PE/TE: Table of Measures, 665 L4.1 Mathematical Reasoning L4.1.1 Distinguish between inductive and deductive reasoning, identifying and providing examples of each. PE/TE: Section 1-5: Inductive Reasoning, 31-37 Section 1-6: Deductive Reasoning, 38-44 L4.1.2 Differentiate between statistical arguments (statements verified empirically using examples or data) and logical arguments based on the rules of logic. PE/TE: Section 1-4: Cautions in Using Statistics, 23-29 Section 1-5: Shortcomings of Inductive Reasoning, 33-34 Section 1-6: Inductive versus Deductive, 39-41 Section 1-7: Errors in Reasoning, 45-51 L4.1.3 Define and explain the roles of axioms (postulates), definitions, theorems, counterexamples, and proofs in the logical structure of mathematics. Identify and give examples of each. PE/TE: Section 7-4: Biconditionals and Good Definitions, 386-393 Section 7-5: Introduction to Proof, 394-400 Section 7-6: Postulates and Proofs in Algebra, 401-407 L4.2 Language and Laws of Logic L4.2.1 Know and use the terms of basic logic (e.g., proposition, negation, truth and falsity, implication, if and only if, contra-positive, and converse). PE/TE: Section 7-1: Using And, Or, Not, 365-372 Section 7-2: Implications, 373-378 Section 7-3: Valid and Invalid Arguments, 379-385 L4.2.2 Use the connectives not, and, or, and if..., then, in mathematical and everyday settings. Know the truth table of each connective and how to logically negate statements involving these connectives. PE/TE: Section 7-1: Using And, Or, Not, 365-372 Section 7-2: Implications, 373-378 Section 7-3: Valid and Invalid Arguments, 379-385 L4.2.3 Use the quantifiers there exists and all in mathematical and everyday settings and know how to logically negate statements involving them. PE/TE: Section 7-1: Using And, Or, Not, 367 Section 7-2: Implications, 373-378 2

L4.2.4 Write the converse, inverse, and contra-positive of an If..., then... statement. Use the fact, in mathematical and everyday settings, that the contra-positive is logically equivalent to the original while the inverse and converse are not. PE/TE: Section 7-2: Implications, 373-378 Section 7-3: Valid and Invalid Arguments, 379-385 L4.3 Proof L4.3.1 Know the basic structure for the proof of an If..., then... statement (assuming the hypothesis and ending with the conclusion) and that proving the contra-positive is equivalent. PE/TE: Section 7-2: Implications, 373-378 Section 7-3: Valid and Invalid Arguments, 379-385 L4.3.2 Construct proofs by contradiction. Use counter-examples, when appropriate, to disprove a statement. PE/TE: Section 7-3: Valid and Invalid Arguments, 379-385 Section 7-4: Biconditionals and Good Definitions, 386-393 L4.3.3 Explain the difference between a necessary and a sufficient condition within the statement of a theorem. Determine the correct conclusions based on interpreting a theorem in which necessary or sufficient conditions in the theorem or hypothesis are satisfied. PE/TE: Section 7-5: Introduction to Proof, 394-400 Section 7-6: Postulates and Proofs in Algebra, 401-407 3

STANDARD G1: FIGURES AND THEIR PROPERTIES G1.1 Lines and Angles; Basic Euclidean and Coordinate Geometry G1.1.1 Solve multi-step problems and construct proofs involving vertical angles, linear pairs of angles, supplementary angles, complementary angles, and right angles. PE/TE: Section 7-7: Proofs for Angles, 408-414 Toolbox: Finding Unknown Angle Measures, 655 G1.1.2 Solve multi-step problems and construct proofs involving corresponding angles, alternate interior angles, alternate exterior angles, and same-side (consecutive) interior angles. PE/TE: Section 7-8: Proofs about Parallel Lines, 415-422 Section 8-1: Converses and Parallel Lines, 431-438 G1.1.3 Perform and justify constructions, including midpoint of a line segment and bisector of an angle, using straightedge and compass. PE/TE: Section 8-5: Bisectors, 468-470 G1.1.4 Given a line and a point, construct a line through the point that is parallel to the original line using straightedge and compass. Given a line and a point, construct a line through the point that is perpendicular to the original line. Justify the steps of the constructions. PE/TE: Section 8-1: Converses and Parallel Lines, 437 (#18), 438 (#28) Section 8-6: Perpendicular Bisectors, 475, 479 G1.1.5 Given a line segment in terms of its endpoints in the coordinate plane, determine its length and midpoint. PE/TE: Section 5-2: The Distance Formula and Quadrilaterals, 251-258 Section 5-3: Midpoints, 259-265 Section 5-6: Exploring Properties, 281, 283-286 G1.1.6 Recognize Euclidean geometry as an axiom system. Know the key axioms and understand the meaning of and distinguish between undefined terms (e.g., point, line, and plane), axioms, definitions, and theorems. PE/TE: Section 7-7: Proofs for Angles, 408-414 Section 7-8: Proofs about Parallel Lines, 415-422 Section 8-1: Converses and Parallel Lines, 431-438 Postulates and Theorems of Geometry, 669-672 4

G1.2 Triangles and Their Properties G1.2.1 Prove that the angle sum of a triangle is 180 and that an exterior angle of a triangle is the sum of the two remote interior angles. PE/TE: Section 8-2: The Triangle Sum Theorem, 439-447 G1.2.2 Construct and justify arguments and solve multi-step problems involving angle measure, side length, perimeter, and area of all types of triangles. PE/TE: Section 8-2: The Triangle Sum Theorem, 439-447 Toolbox: Using Formulas from Geometry, 657 G1.2.3 Know a proof of the Pythagorean Theorem and use the Pythagorean Theorem and its converse to solve multi-step problems. PE/TE: Section 5-2: The Distance Formula and Quadrilaterals, 251-253 Section 8-7: Similarity in Right Triangles, 482, 486 (#6-9) Toolbox: The Pythagorean Theorem, 661 G1.2.4 Prove and use the relationships among the side lengths and the angles of 30º- 60º- 90º triangles and 45º- 45º- 90º triangles. PE/TE: Section 8-8: Special Right Triangles and Trigonometry, 489-496 G1.2.5 Solve multi-step problems and construct proofs about the properties of medians, altitudes perpendicular bisectors to the sides of a triangle, and the angle bisectors of a triangle. Using a straightedge and compass, construct these lines. PE/TE: Section 8-5: Bisectors, 468, 470 Section 8-6: Perpendicular Bisectors, 475, 477 (#14), 479 (#27) G1.3 Triangles and Trigonometry G1.3.1 Define the sine, cosine, and tangent of acute angles in a right triangle as ratios of sides. Solve problems about angles, side lengths, or areas using trigonometric ratios in right triangles. PE/TE: Section 8-8: Special Right Triangles and Trigonometry, 491-496 Toolbox: Trigonometry, 659-660 see also Integrated Mathematics 3 G1.3.2 Know and use the Law of Sines and the Law of Cosines and use them to solve problems. Find the area of a triangle with sides a and b and included angle 0 using the formula Area = (1/2) a b sin 0. PE/TE: see Integrated Mathematics 3 G1.3.3 Determine the exact values of sine, cosine, and tangent for 0, 30, 45, 60, and their integer multiples and apply in various contexts. PE/TE: (precursor) Section 8-8: Special Right Triangles and Trigonometry, 491-496 (multiples) see Integrated Mathematics 3 5

G1.4 Quadrilaterals and Their Properties G1.4.1 Solve multi-step problems and construct proofs involving angle measure, side length, diagonal length, perimeter, and area of squares, rectangles, parallelograms, kites, and trapezoids. PE/TE: Section 5-6: Exploring Properties, 280-282, 284-286 Section 7-8: Proofs about Parallel Lines, 418-419, 420 (#11-13, 15-16) Toolbox: Formulas and Relationships, 655-658 (area) see Integrated Mathematics 1 G1.4.2 Solve multi-step problems and construct proofs involving quadrilaterals (e.g., prove that the diagonals of a rhombus are perpendicular) using Euclidean methods or coordinate geometry. PE/TE: Section 5-2: The Distance Formula and Quadrilaterals, 251-258 Section 5-3: Midpoints, 263 (#23) Section 5-5: Coordinates for Triangles and Quadrilaterals, 274-279 Section 5-6: Exploring Properties, 280-282, 284-286 G1.4.3 Describe and justify hierarchical relationships among quadrilaterals (e.g., every rectangle is a parallelogram). PE/TE: Section 5-1: Quadrilaterals, 243-250 Section 5-2: The Distance Formula and Quadrilaterals, 253-254 Section 8-1: Converses and Parallel Lines, 438 (#19, 21-22) G1.4.4 Prove theorems about the interior and exterior angle sums of a quadrilateral. PE/TE: Section 8-2: Quadrilateral Theorems, 441-442, 445 (#17-18) G1.5 Other Polygons and Their Properties G1.5.1 Know and use subdivision or circumscription methods to find areas of polygons (e.g., regular octagon, non-regular pentagon). PE/TE: see Integrated Mathematics 3 G1.5.2 Know, justify, and use formulas for the perimeter and area of a regular n-gon and formulas to find interior and exterior angles of a regular n-gon and their sums. PE/TE: Section 1-5: Inductive Reasoning, 33, 36 (#19) and 3 6

G1.6 Circles and Their Properties G1.6.1 Solve multi-step problems involving circumference and area of circles. PE/TE: see Integrated Mathematics 1 G1.6.2 Solve problems and justify arguments about chords (e.g., if a line through the center of a circle is perpendicular to a chord, it bisects the chord) and lines tangent to circles (e.g., a line tangent to a circle is perpendicular to the radius drawn to the point of tangency). PE/TE: Appendix A-2: Circle Relationships, 675-676 G1.6.3 Solve problems and justify arguments about central angles, inscribed angles, and triangles in circles. PE/TE: Appendix A-2: Circle Relationships, 675-676 G1.6.4 Know and use properties of arcs and sectors and find lengths of arcs and areas of sectors. PE/TE: see Integrated Mathematics 1 G1.8 Three-dimensional Figures G1.8.1 Solve multi-step problems involving surface area and volume of pyramids, prisms, cones, cylinders, hemispheres, and spheres. PE/TE: Section 2-4: Surface Area and Volume of Spheres, 84-90 Section 9-4: Graphing Cubic Functions, 531, 533 (#27), 534 (#28) Section 10-2: Rotations in Space, 567, 568-569 (#10-14) Toolbox: Using Formulas from Geometry, 657-658 G1.8.2 Identify symmetries of pyramids, prisms, cones, cylinders, hemispheres, and spheres. PE/TE: Section 10-2: Rotations in Space, 565-570 7

STANDARD G2: RELATIONSHIPS BETWEEN FIGURES G2.1 Relationships Between Area and Volume Formulas G2.1.1 Know and demonstrate the relationships between the area formula of a triangle, the area formula of a parallelogram, and the area formula of a trapezoid. PE/TE: Toolbox: Using Formulas from Geometry, 657-658 G2.1.2 Know and demonstrate the relationships between the area formulas of various quadrilaterals (e.g., explain how to find the area of a trapezoid based on the areas of parallelograms and triangles). PE/TE: Toolbox: Using Formulas from Geometry, 657-658 G2.1.3 Know and use the relationship between the volumes of pyramids and prisms (of equal base and height) and cones and cylinders (of equal base and height). PE/TE: Section 9-4: Graphing Cubic Functions, 531, 533 (#27), 534 (#28) Section 10-2: Rotations in Space, 567, 568-569 (#10-14) Toolbox: Using Formulas from Geometry, 657-658 G2.2 Relationships Between Two-dimensional and Three-dimensional Representations G2.2.1 Identify or sketch a possible three-dimensional figure, given two-dimensional views (e.g., nets, multiple views). Create a two-dimensional representation of a three-dimensional figure. PE/TE: Section 10-1: Figures in Space, 557-563 Section 10-2: Rotations in Space, 564-570 Section 10-4: Coordinates in Three Dimensions, 578-583 G2.2.2 Identify or sketch-cross sections of three-dimensional figures. Identify or sketch solids formed by revolving two-dimensional figures around lines. PE/TE: Section 10-1: Figures in Space, 559-560, 562 (#30-31) Section 10-2: Rotations in Space, 564-570 G2.3 Congruence and Similarity G2.3.1 Prove that triangles are congruent using the SSS, SAS, ASA, and AAS criteria and that right triangles are congruent using the hypotenuse-leg criterion. PE/TE: Section 8-3: Similar Triangles, 449 Section 8-4: Congruent Triangles: ASA and AAS, 458-465 Section 8-5: Congruent Triangles: SAS and SSS, 466-471 G2.3.2 Use theorems about congruent triangles to prove additional theorems and solve problems, with and without use of coordinates. PE/TE: Section 8-4: Congruent Triangles: ASA and AAS, 458-465 Section 8-5: Congruent Triangles: SAS and SSS, 466-471 Section 8-6: Congruence and Isosceles Triangles, 472-480 8

G2.3.3 Prove that triangles are similar by using SSS, SAS, and AA conditions for similarity. PE/TE: Section 8-3: Similar Triangles, 449-455 G2.3.4 Use theorems about similar triangles to solve problems with and without use of coordinates. PE/TE: Section 8-3: Similar Triangles, 449-455 Section 8-7: Similarity in Right Triangles, 481-488 G2.3.5 Know and apply the theorem stating that the effect of a scale factor of k relating one twodimensional figure to another or one three-dimensional figure to another, on the length, area, and volume of the figures is to multiply each by k, k 2, and k 3, respectively. PE/TE: Section 3-6: Matrices and Transformations, 159-160, 163 (#5, 7, 10, 12) Section 5-4: Coordinates and Transformations, 269-271, 272 (#25, 28-30) Section 8-3: Similar Triangles, 455 (#19) Section 8-7: Similarity in Right Triangles, 486 (#19, 488 (#30) Toolbox: Dilating a Figure, 663 G3.1 Distance-preserving Transformations: Isometries G3.1.1 Define reflection, rotation, translation, and glide reflection and find the image of a figure under a given isometry. PE/TE: Section 3-6: Matrices and Transformations, 161-164 Section 5-4: Coordinates and Transformations, 266-273 Section 10-2: Rotations in Space, 565-570 Toolbox: Transformations, 662-664 G3.1.2 Given two figures that are images of each other under an isometry, find the isometry and describe it completely. PE/TE: Section 3-6: Matrices and Transformations, 161-164 Section 5-4: Coordinates and Transformations, 266-273 Section 10-2: Rotations in Space, 565-570 Toolbox: Transformations, 662-664 G3.1.3 Find the image of a figure under the composition of two or more isometries and determine whether the resulting figure is a reflection, rotation, translation, or glide reflection image of the original figure. PE/TE: Section 3-6: Matrices and Transformations, 163 (#17), 164 (#19) see also Integrated Mathematics 3 9

G3.2 Shape-preserving Transformations: Dilations and Isometries G3.2.1 Know the definition of dilation and find the image of a figure under a given dilation. PE/TE: Section 3-6: Matrices and Transformations, 159-160, 163 (#5, 7, 10, 12) Section 5-4: Coordinates and Transformations, 269-271, 272 (#25, 28-30) Toolbox: Dilating a Figure, 663 G3.2.2 Given two figures that are images of each other under some dilation, identify the center and magnitude of the dilation. PE/TE: Section 3-6: Matrices and Transformations, 159-160, 163 (#5, 7, 10, 12) Section 5-4: Coordinates and Transformations, 269-271, 272 (#25, 28-30) Toolbox: Dilating a Figure, 663 RECOMMENDED: *G1.4.5 Understand the definition of a cyclic quadrilateral and know and use the basic properties of cyclic quadrilaterals. PE/TE: (precursors) Section 5-6: Exploring Properties, 282, 284-286 Section 10-3: Points That Fit Conditions, 571-577 see also Integrated Mathematics 3 *G3.2.3 Find the image of a figure under the composition of a dilation and an isometry. PE/TE: Section 3-6: Matrices and Transformations, 159-160, 163 (#5, 7, 10, 12) Section 5-4: Coordinates and Transformations, 269-271, 272 (#25, 28-30) Toolbox: Dilating a Figure, 663 10

MI 216 3/2007 2005 CC2