Download Geometry Module 1, Topic B, Overview

Survey
yes no Was this document useful for you?
   Thank you for your participation!

* Your assessment is very important for improving the work of artificial intelligence, which forms the content of this project

Document related concepts

Integer triangle wikipedia, lookup

History of trigonometry wikipedia, lookup

Line (geometry) wikipedia, lookup

Rational trigonometry wikipedia, lookup

Trigonometric functions wikipedia, lookup

Compass-and-straightedge construction wikipedia, lookup

Multilateration wikipedia, lookup

Euclidean geometry wikipedia, lookup

Euler angles wikipedia, lookup

Transcript
New York State Common Core
Mathematics Curriculum
GEOMETRY • MODULE 1
Topic B:
Unknown Angles
G-CO.C.9
Focus Standard:
G-CO.C.9
Instructional Days:
6
Prove theorems about lines and angles. Theorems include: vertical angles are
congruent; when a transversal crosses parallel lines, alternate interior angles
are congruent and corresponding angles are congruent; points on a
perpendicular bisector of a line segment are exactly those equidistant from the
segment’s endpoints.
Lesson 6: Solve for Unknown Angles—Angles and Lines at a Point (P) 1
Lesson 7: Solve for Unknown Angles—Transversals (P)
Lesson 8: Solve for Unknown Angles—Angles in a Triangle (P)
Lesson 9: Unknown Angle Proofs—Writing Proofs (P)
Lesson 10: Unknown Angle Proofs—Proofs with Constructions (P)
Lesson 11: Unknown Angle Proofs—Proofs of Known Facts (P)
By the time students embark on Topic B, they have seen several of the geometric figures that they studied
prior to Grade 8. Topic B incorporates even more of these previously learned figures, such as the special
angles created by parallel lines cut by a transversal. As part of the journey to solving proof problems,
students begin by solving unknown angle problems in Lessons 6–8. Students will develop mastery over
problems involving angles at a point, angles in diagrams with parallel lines cut by a transversal, angles within
triangles, and all of the above within any given diagram. A base knowledge of how to solve for a given
unknown angle lays the groundwork for orchestrating an argument for a proof. In the next phase, Lessons
9–11, students work on unknown angle proofs. Instead of focusing on the computational steps needed to
arrive at a particular unknown value, students must articulate the algebraic and geometric concepts needed
to arrive at a given relationship. Students continue to use precise language and relevant vocabulary to justify
steps in finding unknown angles and to construct viable arguments that defend their method of solution.
1
Lesson Structure Key: P-Problem Set Lesson, M-Modeling Cycle Lesson, E-Exploration Lesson, S-Socratic Lesson
Topic B:
Date:
Unknown Angles
4/30/17
© 2014 Common Core, Inc. Some rights reserved. commoncore.org
42
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.