Download Geometry 1-2: Angles, Lines and Reasoning Unit

Geometry 1-2 Angles, Lines, and Reasoning Unit
Learning Goal 1: Building Blocks
Advanced
Score 4.0
In addition to score 3.0 performance, in-depth inferences and applications that go beyond
what was targeted for all students (Proficient).
 Justify how many angles are needed to find all the angles in a diagram of several
intersecting lines;
 Apply complex algebraic properties to geometric concepts (systems, quadratics…)
 Use vocabulary from this learning goal to define geometric terms learned in later units
(i.e. external angle, square)
Score
In addition to score 3.0 performance, partial success at inferences and application
3.5
that go beyond what was targeted for all students.
Proficient
Score 3.0
No major errors or omissions regarding any of the information and/or processes (simple or
complex) that was explicitly taught.
While engaged in grade-appropriate tasks, the student identifies errors and demonstrates a
understanding of lines, angles, and geometric objects by…
 Finding angle measures given algebraic expressions and properties of lines and angles;

Apply the segment addition postulate and angle addition postulate.

Apply properties of vertical angles and linear pairs.

Apply properties of complementary and supplementary angles

Apply algebraic properties to geometric concepts
Score
No major errors or omissions regarding the simpler details and/or processes and
2.5
partial knowledge of the more complex ideas and processes.
Basic
Score 2.0
No major errors or omissions regarding the simpler details and processes, but major errors o
omissions regarding the more complex ideas and processes.
The student exhibits no major errors or omissions regarding the simpler details and
processes, such as . . .

Appropriately name and sketch points, lines, angles, and planes.

Recognize and mark congruency in a diagram.

Recognize vertical angles and linear pairs (including properties).

Recognize complementary and supplementary angles (including properties)
 Recognize and recall specific terminology (See learning goal 1 vocabulary);
 Recognize the accuracy of basic solutions and information, such as . . .
o Three-dimensional objects have depth, whereas two-dimensional objects do not;
o Bisectors divide objects into two congruent parts;
o Intersecting lines and associated angles
Score
Partial knowledge of the simpler details and processes, but major errors or
1.5
omissions regarding the more complex ideas and processes.
Below Basic
Score 1.0
With help, a partial understanding of some of the simpler details and processes and some of
the more complex ideas and processes.
Score .5
Score 0.0
With help, a partial understanding of some of the simpler details and processes bu
not more complex ideas and processes.
There is no evidence or demonstration of student learning.
Adapted from: Marzano (2004) Workshop materials. Centennial, CO: Marzano & Associates.
Geometry 1-2 Angles, Lines, and Reasoning Unit
Learning goal 2: Logical Reasoning
Advanced
Score 5.0
In addition to score 4.0 performance, in-depth inferences and applications that goes beyond
what was taught
 Writing a proof for geometry concepts not yet covered in class (i.e. congruent triangles,
proving a quadrilateral is a square or rectangle, etc…)
 Writing a proof from scratch using geometric concepts covered in class (i.e. bisectors,
congruent angles and segments, etc…)
Score
In addition to score 4.0 performance, partial success at inferences and
4.5
applications that goes beyond what was taught
Proficient
Score 4.0
No major errors or omissions regarding any of the information and/or processes (simple or
complex) that was explicitly taught.
While engaged in grade-appropriate tasks, the student identifies errors and demonstrates
an understanding of logical reasoning by…
 Writing the different forms of a conditional statement;
 Determining if a definition is valid using the biconditional statement;
 Justifying the reasoning for an answer when geometric concepts are involved. (i.e.
Vertical angles are congruent, bisecting means divide a figure in half, etc…)
 Completing a “fill in the blank” proof with more than half of the proof missing.
Score
No major errors or omissions regarding the simpler details and/or processes and
3.5
partial knowledge of the more complex ideas and processes.
Basic
Score 3.0
No major errors or omissions regarding the simpler details and processes, but major errors
or omissions regarding the more complex ideas and processes.
The student exhibits no major errors or omissions regarding the simpler details and
processes, such as . . .
 Identifying different forms of a conditional statement;
 Identifying the difference between a conditional statement and a biconditional
statement;
 Justifying the reasoning for an algebraic answer;
 Justifying the reasoning for a given example;
 Filling a partially completed proof or reordering statements and reasons in a logical
order (i.e. “puzzle proofs”);
Score
Partial knowledge of the simpler details and processes, but major errors or
2.5
omissions regarding the more complex ideas and processes.
Below Basic Score 2.0
With help, a partial understanding of some of the simpler details and processes and some of
the more complex ideas and processes.
Score
1.5
With help, a partial understanding of some of the simpler details and processes
but not more complex ideas and processes.
Score 1.0
Even with help, no understanding or skill demonstrated.
Score 0.0
There is no evidence or demonstration of student learning.
Adapted from: Marzano (2004) Workshop materials. Centennial, CO: Marzano & Associates.