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[Subject]: [Unit] [Teacher] STAGE 1: Desired Results Established Goals (What content standards and or mission related goals will this unit address?) Identifying and Labeling Similar Polygons using congruent angles and Corresponding Sides. HSG-SRT.B.5 HSG-SRT.A.3 HSG-CO.C.10 Indirect Measurement and Similarity Using Trigonometric Ratios to Solve Right Triangles HSG-SRT.C.8 Classifying polygons and angle measures in Polygons. HSG-MG.A.1 Classifying quadrilaterals by their properties. Properties of Special Quadrilaterals (Rhombuses, Rectangles, Squares, Trapezoids, and Kites) HSG-CO.C.11 Transfer Students will be able to independently use their learning to … Create and use proportions to identify similar polygons Prove triangles are similar by writing proofs using shortcuts (AA, SSS, SAS) Use proportions with a triangle or parallel lines Using similarity when two right triangles share an altitude Use triangle similarity theorems to apply indirect measurement to lengths that cannot be measured directly Use the sine, cosine, and tangent trigonometric ratios to find unknown side lengths and angle measures in right triangles Classify and analyze the properties of polygons Investigate angle sums of interior and exterior angles in polygons Find angle and side measures in parallelograms Write a proof to show that a quadrilateral is a parallelogram Construct quadrilaterals in coordinate planes and calculate side lengths and angle measures using distance and slope Classify special parallelograms using properties (rhombus, rectangles, and squares) Identify special quadrilaterals Use the properties of kites and trapezoids Meaning Understandings Essential Questions (What specifically should students be able to understand after completing the unit?) (What thought-provoking questions will foster meaning-making, inquiry and transfer?) Comparing the corresponding parts of two figures can show whether the figures are congruent There are formulas to determine the interior and exterior angle measures in a regular polygon. Using the relationships between the sides, angles, and diagonals of a polygon, you can determine if a quadrilateral is a How do you determine whether a quadrilateral is a polygon? How can you classify triangles and parallelograms? [Subject]: [Unit] [Teacher] parallelogram and you can classify special parallelograms Using the distance formula, midpoint formula, and slope formula you can classify a shape as a triangle or parallelogram Acquisition of Knowledge and Skill Students will know… Students will be skilled at… (What facts and basic concepts should students know and be able to recall?) (What skills and processes should students be able to draw upon and use?) Using congruence and similarity criteria for triangles to solve problems and to prove relationships in geometric figures Making sense of problems and persevering in solving them. Constructing viable arguments and critiquing the reasoning of others. Using the properties of similarity transformations to establish the AA criterion for two triangles to be similar Using appropriate tools strategically (correct formulas). Proving theorems about triangles. Theorems include: measures of interior angles of a triangle sum to 180°; base angles of isosceles triangles are congruent; the segment joining midpoints of two sides of a triangle is parallel to the third side and half the length; the medians of a triangle meet at a point Attending to precision. Looking for and expressing regularity in repeated reasoning. Reasoning abstractly and quantitatively. Looking for and making use of structure. Using trigonometric ratios and the [Subject]: [Unit] [Teacher] Pythagorean Theorem to solve right triangles in applied problems Using geometric shapes, their measures, and their properties to describe objects (e.g., modeling a tree trunk or a human torso as a cylinder) Proving theorems about parallelograms. Theorems include: opposite sides are congruent, opposite angles are congruent, the diagonals of a parallelogram bisect each other, and conversely, rectangles [Subject]: [Unit] [Teacher] STAGE 2: Evidence Evaluative Criteria Assessment Evidence Performance is judged in terms of… Transfer Task(s) (What criteria will be used in each assessment to evaluate attainment of desired results?) (What assessment(s) will provide understanding and meet other Stage 1 goals?) Students will complete weekly assessments focused on the development of course skills Students will complete independent practice assignments including complex problem solving focused on understanding the process behind key course concepts Students will complete exit tickets designed to gauge their understanding Other Evidence (What other evidence will be collected and evaluated to ensure that Stage 1 goals have been met? Students will present and explain their solutions to do now and guided practice problems in front of the whole class Students will participate in small group activities aimed at increasing understanding through hands-on work Students will complete daily homework assignments to get regular practice with course content in the view that hard work is the key to success [Subject]: [Unit] [Teacher] STAGE 3: Learning Plan Day Day1 Day 2 Day 3 Day 4 Day 5 Day 6 Day 7 Day 8 Day 9 Day 10 Day 11 Day 12 Day 13 Activities and Notes [Subject]: [Unit] Day 14 Day 15 Day 16 [Teacher] [Subject]: [Unit] [Teacher] Resources and Links Source Link or Citation [Subject]: [Unit] Appendix A: Projects and Assignment Sheets [Teacher] [Subject]: [Unit] Appendix B: Rubrics and Grading Criteria [Teacher]