GSE Pre-Calculus • Unit 3: Trigonometry of General Triangles
... It is expected that students will have prior knowledge/experience related to the concepts and skills identified below. It may be necessary to pre-assess in order to determine if time needs to be spent on conceptual activities that help students develop a deeper understanding of these ideas. • number ...
... It is expected that students will have prior knowledge/experience related to the concepts and skills identified below. It may be necessary to pre-assess in order to determine if time needs to be spent on conceptual activities that help students develop a deeper understanding of these ideas. • number ...
Chapter 9 Geometry
... A straight path that has one endpoint and extends forever in the opposite direction Lines that cross at a point Lines that do not cross no matter how far they are extended A straight path between two endpoints ...
... A straight path that has one endpoint and extends forever in the opposite direction Lines that cross at a point Lines that do not cross no matter how far they are extended A straight path between two endpoints ...
Unit 3.3 Isosceles Triangles
... the median also joins a vertex to the midpoint of the opposite side. See Figure 3.24(b). Generally, the median from a vertex of a triangle is not the same as the angle bisector from that vertex. An altitude is a line segment drawn from a vertex to the opposite side so that it is perpendicular to the ...
... the median also joins a vertex to the midpoint of the opposite side. See Figure 3.24(b). Generally, the median from a vertex of a triangle is not the same as the angle bisector from that vertex. An altitude is a line segment drawn from a vertex to the opposite side so that it is perpendicular to the ...
Guess My Parallelogram
... Mathematics II Note for G.CO.10: Encourage multiple ways of writing proofs, such as in narrative paragraphs, using flow diagrams, in two‐column format, and using diagrams without words. Students should be encouraged to focus on the validity of the underlying reasoning while exploring a variety o ...
... Mathematics II Note for G.CO.10: Encourage multiple ways of writing proofs, such as in narrative paragraphs, using flow diagrams, in two‐column format, and using diagrams without words. Students should be encouraged to focus on the validity of the underlying reasoning while exploring a variety o ...
A investigative task in parts:
... values the same? The point made by the 260 angle is reflected across the x-axis from the point made by the 100 angle, so the x-coordinates are the same, and therefore the cosines are the same. What is the relationship between the measures of the angles? Angle 1 + Angle 2 = ...
... values the same? The point made by the 260 angle is reflected across the x-axis from the point made by the 100 angle, so the x-coordinates are the same, and therefore the cosines are the same. What is the relationship between the measures of the angles? Angle 1 + Angle 2 = ...
