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Chetek-Weyerhaeuser High School Geometry Units and Learning Targets Geometry A Unit 1 Beginning Geometry Learning Targets 1. I can apply the Pythagorean Thereom to solve for any distance in a real world problem involving right triangles. Learning Target Proficiency 4 3 2 1 0 I can apply the Pythagorean Thereom to solve for any distance in a real world problem involving right triangles. Descriptor Definition Proficient I can apply the Pythagorean Thereom to solve for any distance in a real world problem involving right triangles. Developing I can find the length of one of the legs given the length of the hypotenuse and the length of the second leg in a diagram. Basic I can use the theorem to find the length of the hypotenuse given the lengths of the legs in a diagram. Minimal I can identify the legs and hypotenuse of a right triangle. No Evidence No evidence shown. 2. I can apply the Mid-point Formula to find the coordinates of a missing endpoint within the context of a story problem. Learning Target Proficiency 4 3 2 1 0 Mrs. Weaver I can apply the Mid-point Formula to find the coordinates of a missing endpoint within the context of a story problem. Descriptor Definition Proficient I can apply the Mid-point Formula to find the coordinates of a missing endpoint within the context of a story problem. Developing I can generate a missing endpoint of a line segment using the Mid-point Formula when directly instructed to do so. Basic I can use the Mid-point Formula in direct applications when given the two end points. Minimal I can identify when I need to use the Mid-point Formula to find the center of a line segment. No Evidence No evidence shown. Doesn't know when to use which formula. 10/28/2016 1 3. I can select and solve the proper formula to find the distance between two endpoints in a real world application problem. Learning Target Proficiency 4 3 2 1 0 I can select and solve the proper formula to find the distance between two endpoints in a real world application problem. Descriptor Definition Proficient I can select and solve the proper formula to find the distance between two endpoints in a real application problem. Developing I can find the distance between two endpoints using the Distance Formula when asked to find the length of a line segment. Basic I can correctly identify (x1, y1) and (x2, y2) and put them into the proper places of the Distance Formula. Minimal I can identify that I need to use the Distance Formula to find the length of slanted lines. No Evidence No evidence shown. 4. I can classify and name acute, obtuse, and right triangles when they are presented in a complex multiple angle diagram. Learning Target Proficiency 4 3 2 1 0 I can classify and name acute, obtuse, and right triangles when they are presented in a complex multiple angle diagram. Descriptor Definition Proficient I can classify and name acute, obtuse, and right triangles when they are presented in a complex multiple angle diagram. Developing I can identify right, acute, and obtuse angles when they are presented in a simple multiple angle diagram. Basic I can identify right, acute, and obtuse angles when they are presented individually. Minimal I can identify right, acute, and obtuse angles by measuring with a protractor. No Evidence No evidence shown. 5. I can identify supplementary, complementary, and vertical angles when presented in a multiple angle diagram and use their definitions to solve for missing angles when given algebraic expressions. Learning Target I can identify supplementary, complementary, and vertical angles when presented in a multiple angle diagram and use their definitions to solve for missing angles when given algebraic expressions. Proficiency Descriptor Definition 4 Proficient I can identify supplementary, complementary, and vertical angles when presented in a multiple angle diagram and use their definitions to solve for missing Mrs. Weaver 10/28/2016 2 3 Developing 2 Basic 1 Minimal 0 No Evidence angles when given algebraic expressions. I can identify supplementary, complementary, and vertical angles when presented in a multiple angle diagram and and use their definitions to solve for missing angles when given direct measurements. I can identify supplementary, complementary, and vertical angles when presented individually, and use their definitions to solve for missing angles when given direct measurements. I can identify supplementary, complementary, and vertical angles when presented individually. No evidence shown. Unit 2 Angle Relationships Learning Targets 1. I can differentiate between the seven angle pairs formed by parallel lines and a transversal. Learning Target Proficiency 4 3 2 1 0 I can differentiate between the seven angle pairs formed by parallel lines and a transversal. Descriptor Definition Proficient I can differentiate between the seven angle pairs formed by parallel lines and a transversal. Developing I can identify vertical angles, linear pairs, corresponding angles, and either consecutive or alternate angle pairs. Basic I can identify vertical angles, linear pairs, and corresponding angles. Minimal I can identify vertical angles and linear pairs. No Evidence No evidence shown. 2. I can utilize the angle relationships to find angle measurements given algebraic expressions in multiple angle situations. Learning Target Proficiency 4 3 2 Mrs. Weaver I can utilize the angle relationships to find angle measurements given algebraic expressions in multiple angle situations. Descriptor Definition Proficient I can utilize the angle relationships to find angle measurements given algebraic expressions in multiple angle situations. Developing I can solve for angle relationships when only one is presented at a time given algebraic expressions. Basic I can solve for angle relationships when only one is presented at a time and when given a direct angle measurement. 10/28/2016 3 1 Minimal 0 No Evidence I can solve for relationships which require angles to be set equal to each other. No evidence shown. 3. I can prove pairs of line are either parallel or perpendicular to each other using slope. Learning Target Proficiency 4 3 2 1 0 I can prove pairs of line are either parallel or perpendicular to each other using slope. Descriptor Definition Proficient I can prove pairs of line are either parallel or perpendicular to each other using slope. Developing I can write the equation of a line which will be either parallel or perpendicular to a given line, with a specified y-intercept. Basic I can find the slope of a line from the slope formula and generate a slope which will be perpendicular to the line. Minimal I can find the slope of a line from the slope formula. No Evidence No evidence shown. 4. I can convert a linear equation to slope-intercept form and use it to graph any line. Learning Target Proficiency 4 3 2 1 0 I can convert a linear equation to slope-intercept form and use it to graph any line. Descriptor Definition Proficient I can convert a linear equation to slope-intercept form and use it to graph any line. Developing I can plot the proper y-intercept and use the slope to find a second point when the slope is given in any form, when given an equation in slope-intercept form. Basic I can plot the proper y-intercept and use the slope to find a second point when the slope is positive and given as a fraction, when given an equation in slopeintercept form. Minimal I can identify the slope and y-intercept of a line when given an equation in slope-intercept form. No Evidence No evidence shown. Unit 3 Congruent Triangles Learning Targets 1. I can apply the Triangle Angle Sum Theorem and Exterior Angle Theorem to write and solve algebraic equations and find angle measurements. Learning Target Mrs. Weaver I can apply the Triangle Angle Sum Theorem and Exterior Angle Theorem to write and solve algebraic equations and find angle measurements. 10/28/2016 4 Proficiency Descriptor 4 Proficient 3 Developing 2 Basic 1 Minimal 0 No Evidence Definition I can apply the Triangle Angle Sum Theorem and Exterior Angle Theorem to write and solve algebraic equations and find angle measurements. I can solve for the missing variable using the Triangle Angle Sum Theorem when given algebraic expressions instead of direct measurements. I can solve for the missing variable using the Exterior Angle Theorem when give algebraic expressions instead of direct measurements. I can solve using the Triangle Sum Theorem on a right triangle when 90 degree corner is not listed in degrees. I can solve for one of the remote interior angles when give the exact angle measurements of the exterior angle and the other remote interior angle. I can solve for a missing angle using the Triangle Angle Sum Theorem if given exact angle measurements. I can add the two remote angles and get the measure of the exterior angle, when given exact angle measurements. No evidence shown. 2. I can determine if two triangles are congruent using the five congruency properties and write the proper congruency statement for the triangle pair. Learning Target Proficiency 4 3 2 1 0 I can determine if two triangles are congruent using the five congruency properties and write the proper congruency statement for the triangle pair. Descriptor Definition Proficient I can determine if two triangles are congruent using the five congruency properties and write the proper congruency statement for the triangle pair. Developing I can extrapolate information from a picture to find three corresponding, congruent parts between a pair of triangles (vertical angles, shared sides, AIA angles, etc...) and name the congruency property they illustrate. Basic I can identify which congruency property is present when all three parts are marked for me in a picture and write the proper congruency statement for the pair of triangles. Minimal I can identify which congruency property is present when all three parts are marked for me in a picture. No Evidence No evidence shown. 3. I can utilize the properties of isosceles and equilateral triangles to write equations to solve for missing variables in triangle side lengths and angle measurements. Mrs. Weaver 10/28/2016 5 Learning Target I can utilize the properties of isosceles and equilateral triangles to write equations to solve for missing variables in triangle side lengths and angle measurements. Proficiency Descriptor Definition 4 Proficient I can utilize the properties of isosceles and equilateral triangles to write equations to solve for missing variables in triangle side lengths and angle measurements. 3 Developing I can find the side lengths of an equilateral triangle when given algebraic expressions. I can find the lengths of the congruent legs of an isosceles triangle when given algebraic expressions. 2 Basic I can determine the length of all three sides of an equilateral triangle, given one side length. I can find the measure of the base angles of an isosceles triangle, given the vertex angle. 1 Minimal I can find the angle measurements of an equilateral triangle and determine the length of a missing leg of an isosceles triangle when given the measurement of the other leg. 0 No Evidence No evidence shown. Unit 4 Writing Proofs Learning Targets 1. I can compose a two - column proof to show that a set of angles are congruent or supplementary, using the proper transitional and connecting properties. Learning Target I can compose a two - column proof to show that a set of angles are congruent or supplementary, using the proper transitional and connecting properties. Proficiency Descriptor Definition 4 Proficient I can compose a two - column proof to show that a set of angles are congruent or supplementary, using the proper transitional and connecting properties. 3 Developing I can identify congruent and supplementary relationships between pairs of angles and name the relationship. 2 Basic I can identify congruent relationships between pairs of angles and name the relationship. 1 Minimal I can start a proof by restating the given information. 0 No Evidence No evidence shown. 2. I can compose a two-column proof to prove two triangles or two corresponding parts of two triangles are congruent, in a logical format, and provide proper explanations for each step of the proof. Mrs. Weaver 10/28/2016 6 Learning Target I can compose a two-column proof to prove two triangles or two corresponding parts of two triangles are congruent, in a logical format, and provide proper explanations for each step of the proof. Proficiency Descriptor Definition 4 Proficient I can compose a two-column proof to prove two triangles or two corresponding parts of two triangles are congruent, in a logical format, and provide proper explanations for each step of the proof. 3 Developing I can identify and use congruent parts by using the definitions of perpendicular, bisect, and mid-point. 2 Basic I can pull out information from a diagram, such as vertical angles and shared sides, for use in a proof. 1 Minimal I can start a proof by restating the given information and marking the parts on the diagram. 0 No Evidence No evidence shown. 3. I can utilize the Cartesian plane to geometrically find the coordinates of the vertices of a right, isosceles, or equilateral triangle. Learning Target Proficiency 4 3 2 1 0 Mrs. Weaver I can utilize the Cartesian plane to geometrically find the coordinates of the vertices of a right, isosceles, or equilateral triangle. Descriptor Definition Proficient I can utilize the Cartesian plane to geometrically find the coordinates of the vertices of a right, isosceles, or equilateral triangle. Developing I can find the coordinates of the vertices of any isosceles triangle when the vertex angle is on the yaxis. I can find the coordinates of all three vertices of an equilateral triangle when it is centered on the y-axis. I can find the coordinates of the vertices of a nonisosceles right triangle with the 90 degree angle at the origin. Basic I can find the coordinates of the vertices of an isosceles right triangle when the 90 degree angle is not at the origin. I can find the coordinates of the base angles of an equilateral triangle centered on the y- axis when the vertex angle is given . Minimal I can find the coordinates of the vertices of an isosceles right triangle when the 90 degree angle is at the origin. I can find the coordinates of the vertices of the two base angles of an equilateral triangle when it starts at the origin and the vertex angle is given. No Evidence No evidence shown. 10/28/2016 7 Unit 5 Quadrilaterals Learning Targets 1. I can compute and use the measures of interior and exterior angles of polygons and use them to write and solve algebraic equations. Learning Target Proficiency 4 3 2 1 0 I can compute and use the measures of interior and exterior angles of polygons and use them to write and solve algebraic equations. Descriptor Definition Proficient I can compute and use the measures of interior and exterior angles of polygons and use them to write and solve algebraic equations. Developing I can determine the number of sides a regular polygon has given the measure of just one angle. Basic I can calculate the measure of one interior angle of a regular n-gon using the formula. Minimal I can calculate the sum of the measures of the angles of an n-gon using the formula. No Evidence No evidence shown. 2. I can apply properties to prove a quadrilateral is either a parallelogram or a rectangle. Learning Target Proficiency 4 3 2 1 0 I can apply properties to prove a quadrilateral is either a parallelogram or a rectangle. Descriptor Definition Proficient I can apply properties to prove a quadrilateral is either a parallelogram or a rectangle. Developing I can use the slope formula to prove the quadrilateral has two sets of parallel sides and whether or not the sides are perpendicular to each other. Basic I can use the properties of a parallelogram or rectangle to write algebraic equations and solve for a variable. Minimal I can list the properties parallelograms and rectangles share and the properties which set them apart. No Evidence No evidence shown. 3. I can apply properties to prove a quadrilateral is either a rhombus or a square. Learning Target Proficiency 4 3 Mrs. Weaver I can apply properties to prove a quadrilateral is either a rhombus or a square. Descriptor Definition Proficient I can apply properties to prove a quadrilateral is either a rhombus or a square. Developing I can use the slope formula to prove the rhombus or square has two sets of parallel sides and whether or not the sides are perpendicular to each other. 10/28/2016 8 2 Basic 1 Minimal 0 No Evidence I can use the properties of rhombi and squares to write algebraic equations and solve for a variable. I can list the properties rhombi and squares share and the properties which set them apart. No evidence shown. 4. I can compare and contrast the properties of an isosceles trapezoid and a kite to the properties of the other quadrilaterals. Learning Target Proficiency 4 3 2 1 0 I can compare and contrast the properties of an isosceles trapezoid and a kite to the properties of the other quadrilaterals. Descriptor Definition Proficient I can compare and contrast the properties of an isosceles trapezoid and a kite to the properties of the other quadrilaterals. Developing I can describe the methods used to ascertain the two main differences between an isosceles trapezoid and a regular trapezoid. Basic I can use the properties of kites to write algebraic equations and solve for a variable. Minimal I can use the properties of isosceles trapezoids to write algebraic equations and solve for a variable. No Evidence No evidence shown. Unit 6 Similar Triangles Learning Targets 1. I can utilize extended ratios and proportions to solve real world dimension problems. Learning Target Proficiency 4 3 2 1 0 I can utilize extended ratios and proportions to solve real world dimension problems. Descriptor Definition Proficient I can utilize extended ratios and proportions to solve real world dimension problems. Developing I can set up and solve a proportion from a story problem. Basic I can solve for a single variable when it appears multiple times in a given proportion or when the Distribution Property needs to be used. Minimal I can solve for a single variable when given a simple proportion. No Evidence No evidence shown. 2. I can decide if two figures are similar based on the definition of similarity and solve problems using the scale factor. Mrs. Weaver 10/28/2016 9 Learning Target Proficiency 4 3 2 1 0 I can decide if two figures are similar based on the definition of similarity and solve problems using the scale factor. Descriptor Definition Proficient I can decide if two figures are similar based on the definition of similarity and solve problems using the scale factor. Developing I can determine that two non-connected triangles are similar, set-up, and solve a proportion to solve for missing side lengths. Basic I can extrapolate information from a diagram to determine if two triangles are similar based on angle markings or measurements. Minimal I can determine if two triangles are similar if directly given two corresponding angle measurements or angle markings. No Evidence No evidence shown. 3. I can solve problems using proportional parts formed when a triangle is cut by a line parallel to one of the sides. Learning Target Proficiency 4 3 2 1 0 I can solve problems using proportional parts formed when a triangle is cut by a line parallel to one of the sides. Descriptor Definition Proficient I can solve problems using proportional parts formed when a triangle is cut by a line parallel to one of the sides. Developing I can solve for the parallel sides when given 4 individual parts. Basic I can solve for missing proportional side sections when given the other 3 side sections. Minimal I can list the pairs of proportional sides and find the scale factor for a triangle cut by a parallel line. No Evidence No evidence shown. 4. I can utilize diagrams to determine if a dilation is an enlargement or reduction and provide the proper scale factor which describes the dilation. Learning Target Proficiency 4 3 2 Mrs. Weaver I can utilize diagrams to determine if a dilation is an enlargement or reduction and provide the proper scale factor which describes the dilation. Descriptor Definition Proficient I can utilize diagrams to determine if a dilation is an enlargement or reduction and provide the proper scale factor which describes the dilation. Developing I can determine if an object has been enlarged or reduced based on a diagram. Basic I can derive the proper scale factor between objects 10/28/2016 10 1 Minimal 0 No Evidence which have either been enlarged or reduced, when given lengths of two corresponding parts. I can use a scale factor to dilate the vertices of a figure and draw both the original and copy on a coordinate grid. No evidence shown. Geometry B Unit 7 Trigonometry Learning Targets 1. I can implement the Geometric Mean to calculate a missing portion of the hypotenuse when not given the altitude of the right triangle. Learning Target Proficiency 4 3 2 1 0 I can implement the Geometric Mean to calculate a missing portion of the hypotenuse when not given the altitude of the right triangle. Descriptor Definition Proficient I can implement the Geometric Mean to calculate a missing portion of the hypotenuse when not given the altitude of the right triangle. Developing I can calculate a missing side length of a right triangle given proportional sections of the hypotenuse. Basic I can calculate a missing section of the hypotenuse given the altitude of a the right triangle. Minimal I can calculate the altitude of a right triangle given toe two proportional sections of the hypotenuse. No Evidence No evidence shown. 2. I can determine which type of triangle will be formed, by three given lengths, using triangle inequality. Learning Target Proficiency 4 3 2 1 0 Mrs. Weaver I can determine which type of triangle will be formed, by three given lengths, using triangle inequality. Descriptor Definition Proficient I can determine which type of triangle will be formed, by three given lengths, using triangle inequality. Developing I can utilize the converse of the PythagoreanTheorem to determine if a right triangle can be formed by three given lengths. Basic I can use triangle inequality to determine if a triangle can be formed with three given lengths. Minimal I can formulate the range for a possible third side of a triangle when given the other two sides. No Evidence No evidence shown. 10/28/2016 11 3. I can produce the lowest form of a radical expression which contains numbers and multiple variables. Learning Target Proficiency 4 3 2 1 0 I can produce the lowest form of a radical expression which contains numbers and multiple variables Descriptor Definition Proficient I can produce the lowest form of a radical expression which contains numbers and multiple variables Developing I can produce the lowest form of a radical expression which containing multiple variables. Basic I can produce the product of radical expressions and reduce it to the lowest form. Minimal I can rewrite a number in radical form to lowest terms, not involving decimals. No Evidence No evidence shown. 4. I can convert a fraction containing radicals in both the denominator and numerator to a fraction in proper form by rationalizing the denominator and reducing to lowest terms. Learning Target I can convert a fraction containing radicals in both the denominator and numerator to a fraction in proper form by rationalizing the denominator and reducing to lowest terms. Proficiency Descriptor Definition 4 Proficient I can convert a fraction containing radicals in both the denominator and numerator to a fraction in proper form by rationalizing the denominator and reducing to lowest terms. 3 Developing I can convert a fraction containing a radical in the denominator to a fraction in proper form by rationalizing the denominator and reducing to lowest terms. 2 Basic I can convert a fraction containing radicals in both the denominator and numerator to a fraction in proper form by rationalizing the denominator, when no further reducing is needed. 1 Minimal I can convert a fraction containing a radical in the denominator to a fraction in proper form by rationalizing the denominator, when no further reducing is needed. 0 No Evidence No evidence shown. 5. I can utilize the properties of the special right triangles (45-45-90 and 30-60-90) to calculate the length of any leg or hypotenuse, given only one side length of the triangle. Mrs. Weaver 10/28/2016 12 Learning Target I can utilize the properties of the special right triangles (45-45-90 and 3060-90) to calculate the length of any leg or hypotenuse, given only one side length of the triangle. Proficiency Descriptor Definition 4 Proficient I can utilize the properties of the special right triangles (45-45-90 and 30-60-90) to calculate the length of any leg or hypotenuse, given only one side length of the triangle. 3 Developing I can utilize the properties of the 45-45-90 or 30-60-90 special right triangle to calculate the length of any leg or hypotenuse when the leg which is normally given in radical form is a given as a whole number instead. 2 Basic I can utilize the proprties of the 45-45-90 special right triangle to find the length of the legs when I am given the length of the hypotenuse, in radical form. I can utilize the properties of the 30-60-90 special right triangle to find the length of the shortest leg and the hypotenuse when given the length of the longer leg, in radical form. 1 Minimal I utilize the properties of the 45-45-90 special right triangle to find the length of a leg or hypotenuse when given the length of one leg. 0 No Evidence No evidence shown. 6. I can produce a diagram of situation from a story problem, involving an angle of elevation or angle of depression, use it to write an equation using sine, cosine, or tangent, and solve for a missing distance. Learning Target I can produce a diagram of situation from a story problem, involving an angle of elevation or angle of depression, use it to write an equation using sine, cosine, or tangent, and solve for a missing distance. Proficiency Descriptor Definition 4 Proficient I can produce a diagram of situation from a story problem, involving angles of elevation or depression, use it to write an equation using sine, cosine, or tangent, and solve for a missing distance. 3 Developing I can produce a diagram of situation from a story problem, involving a standard triangle situation, use it to write an equation involving sine, cosine, or tangent, and solve for a missing distance or angle measurement. 2 Basic I can formulate an equation using sine, cosine, or tangent to solve for a missing angle measurement, given a diagram of the triangle with two labeled parts. 1 Minimal I can formulate an equation using sine, cosine, or tangent to solve for a missing side length, given a diagram of the triangle with two labeled parts. Mrs. Weaver 10/28/2016 13 0 No Evidence No evidence shown. 7. I can produce the measure of missing angle of a non-right triangle, using the Law of Cosine. Learning Target Proficiency 4 3 2 1 0 I can produce the measure of missing angle of a non-right triangle, using the Law of Cosine. Descriptor Definition Proficient I can produce the measure of missing angle of a nonright triangle, using the Law of Cosine. Developing I can produce length of a missing side of a non-right triangle using the Law of Cosine. Basic I can produce the measue of a missing angle of a nonright triangle using the Law of Sine. Minimal I can produce the length of a missing side of a nonright triangle using the Law of Sine. No Evidence No evidence shown. Unit 8 Transformations and Symmetry Learning Targets 1. I can draw the rotation of an object, about the origin of a graph. I can draw the reflection of an object across a diagonal line. Learning Target Proficiency 4 3 2 1 0 I can draw the rotation of an object, about the origin of a graph. I can draw the reflection of an object across a diagonal line. Descriptor Definition Proficient I can draw the rotation of an object, about the origin of a graph. I can draw the reflection of an object across a diagonal line. Developing I can determine the translation vector used to move an object from one location to another, when given a diagram. Basic I can draw the translation of an object using a translation vector. Minimal I can draw the reflection of an object across either the x or y axis. No Evidence No evidence shown. 2. I can determine if a figure has linear or rotational symmetry, draw in all lines of symmetry, and determine order and magnitude for each figure. Learning Target Proficiency 4 Mrs. Weaver I can determine if a figure has linear or rotational symmetry, draw in all lines of symmetry, and determine order and magnitude for each figure. Descriptor Definition Proficient I can determine if a figure has linear or rotational 10/28/2016 14 3 Developing 2 Basic 1 Minimal 0 No Evidence symmetry, draw in all lines of symmetry, and determine order and magnitude for each figure. I can determine if an object has rotaional symmetry and calculate the magnitude of the rotation. I can determine if an object has rotaional symmetry and calculate the order. I can demonstrate linear symmetry of an object by drawing in all the lines of symmetry. No evidence shown. 3. I can select and use the proper Law of Exponents needed to simply a rational expression. Learning Target Proficiency 4 3 2 1 0 I can select and use the proper Law of Exponents needed to simply a rational expression. Descriptor Definition Proficient I can select and use the proper Law of Exponents needed to simply a rational expression. I can multiply variables and raise exponents to a power Developing when they have coefficients. I can reduce a rational expression, using the Laws of Exponents, with no coefficients. Basic I can raise an exponent to a power, using the Laws of Exponents, with no coefficients. Minimal I can multiply variables together using the Laws of Exponents, with no coefficients. No Evidence No evidence shown. Unit 9 Circles Learning Targets 1. I can identify all the major components of a circle. Learning Target Proficiency 4 3 2 1 0 I can identify all the major components of a circle. Descriptor Proficient Developing Basic Minimal No Evidence Definition I can identify all the major components of a circle. I can identify chords, secants, and tangents I can differentiate between cental and inscribed angles. I can differentiate between the diameter and radius of a circle. No evidence shown. 2. I can utilize the relationships between central and inscribed angles and their corresponding arcs to calculate measurements when multiple angles are presented in a diagram. Mrs. Weaver 10/28/2016 15 Learning Target I can utilize the relationships between central and inscribed angles and their corresponding arcs to calculate measurements when multiple angles are presented in a diagram. Proficiency Descriptor Definition 4 Proficient I can utilize the relationships between central and inscribed angles and their corresponding arcs to calculate measurements when multiple angles are presented in a diagram. 3 Developing I can compute the measures of an arc, central angle, or inscribed angle when presented all together in a diagram. 2 Basic I can compute the measure of an inscribed angle given the corresponding arc and compute the measure of an arc given the measure of the corresponding inscribed angle, when presented individually in a diagram. 1 Minimal I can compute the measure of a central angle given the corresponding arc and compute the measure of an arc given the measure of the corresponding central angle, when presented individually in a diagram. 0 No Evidence No evidence shown. 3. I can recognize the relationships between chords, tangents, secants, diameters their resulting arcs and use them to solve problems. Learning Target Proficiency 4 3 2 1 0 I can recognize the relationships between arcs, chords, tangents, secants, and diameters and use them to solve problems. Descriptor Definition Proficient I can recognize the relationships between chords, tangents, secants, diameters their resulting arcs and use them to solve problems. Developing I utilize the relationship between intersecting chords to find the length of a section of a chord. I can use the relationship between perpendicular chords and diameters to find lengths of the chord or diameter. Basic I can utilize the relationship between intersecting secants and tangents to calculate angle or arc measurements. Minimal I can utilize the relationship between intersecting chords or chords and tangents to calculate angle or arc measurements. No Evidence No evidence shown. 4. I can derive the equation of a circle given the center and a point on the circumference of the circle. Learning Mrs. Weaver I can derive the equation of a circle given the center and a point on the 10/28/2016 16 Target circumference of the circle. Proficiency Descriptor Definition 4 Proficient I can derive the equation of a circle given the center and a point on the circumference of the circle. 3 Developing I can derive the equation of a circle from a diagram given on a Cartesian plane. 2 Basic I can derive the equation of a circle when directly given the radius and a center of (h,k). 1 Minimal I can derive the equation of a circle when directly given the radius and a center at the origin. 0 No Evidence No evidence shown. Unit 10 Area, Perimeter, Scale Factor Learning Targets 1. I can extrapolate any information from a diagram need to compute the areas of triangles and quadrilaterals. Learning Target Proficiency 4 3 2 1 0 I can extrapolate any information from a diagram need to compute the areas of triangles and quadrilaterals. Descriptor Definition Proficient I can extrapolate any information from a diagram need to compute the areas of triangles and quadrilaterals. Developing I can compute the areas of parallelograms, rhombii, trapezoids and kites when extra information is provided. Basic I can compute the areas of parallelograms, rhombii, trapezoids and kites when all of the needed information is given. Minimal I can compute the area of rectangles, squares, and right triangles. No Evidence No evidence shown. 2. I can compute the areas of circles and sectors when given the circumference of the circle. Learning Target Proficiency 4 3 2 Mrs. Weaver I can compute the areas of circles and sectors when given the circumference of the circle. Descriptor Definition Proficient I can compute the areas of circles and sectors when given the circumference of the circle. Developing I can compute the area of a sector of a circle when given the measure of the negative space or given the diameter. Basic I can compute the area of a sector of a circle when given the exact angle measurement and radius of the 10/28/2016 17 1 Minimal 0 No Evidence sector. I can compute the area of a circle given the radius or diameter of the circle. No evidence shown. 3. I can compute the area of any regular polygon or composite figure. Learning I can compute the area of any regular polygon or composite figure. Target Proficiency Descriptor Definition 4 Proficient I can compute the area of any regular polygon or composite figure. 3 Developing I can break down a composite figure into smaller, recognizable shapes and find the areas of each part. I can calculate the area of a regular polygon given a side length and the length of the apothem. 2 Basic I can utilize the measure of a vertex angle to determine how many sides a regular polygon has. 1 Minimal I can calculate the measure of the central and vertex angles of a regular polygon. 0 No Evidence No evidence shown. 4. I can utilize the properties of similar figures to calculate scale factors, ratios of area and solve area problems. Learning Target Proficiency 4 3 2 1 0 I can utilize the properties of similar figures to calculate scale factors, ratios of area and solve area problems. Descriptor Definition Proficient I can utilize the properties of similar figures to calculate scale factors, ratios of area and solve area problems. Developing I can convert a ratio of areas back to a scale factor. Basic I can convert a scale factor to a ratio of areas. Minimal I can derive the scale factor between two similar objects given side lengths. No Evidence No evidence shown. Unit 11 Surface Area and Volume of 3-D Figures Learning Targets 1. I can compute the surface area of 3-D figures, particularly prisms and pyramids with regular polygonal bases beyond four sides when given either the height or slant height of the figure. Learning Target Mrs. Weaver I can compute the surface area of 3-D figures, particularly prisms and pyramids with regular polygonal bases beyond four sides when given 10/28/2016 18 either the height or slant height of the figure. Proficiency Descriptor Definition 4 Proficient I can compute the surface area of 3-D figures, particularly prisms and pyramids with regular polygonal bases beyond four sides when given either the height or slant height of the figure. 3 Developing I can compute the surface area of 3-D figures, particularly prisms and pyramids with either triangular or quadrilateral bases when given either the height or slant height of the figure. 2 Basic I can compute the surface area of 3-D figures, particularly cones when given either the height or slant height of the figure. 1 Minimal I can compute the surface area of 3-D figures, particularly spheres and cylinders when given either the radius or diameter of the figure. 0 No Evidence No evidence shown. 2. I can compute the volume of 3-D figures, particularly prisms and pyramids with regular polygonal bases beyond four sides when given either the height or slant height of the figure. Learning Target I can compute the volume of 3-D figures, particularly prisms and pyramids with regular polygonal bases beyond four sides when given either the height or slant height of the figure Proficiency Descriptor Definition 4 Proficient I can compute the volume of 3-D figures, particularly prisms and pyramids with regular polygonal bases beyond four sides when given either the height or slant height of the figure. 3 Developing I can compute the volume of 3-D figures, particularly prisms and pyramids with either triangular or quadrilateral bases when given either the height or slant height of the figure. 2 Basic I can compute the volume of 3-D figures, particularly cones when given either the height or slant height of the figure. 1 Minimal I can compute the volume of 3-D figures, particularly spheres and cylinders when given either the radius or diameter of the figure. 0 No Evidence No evidence shown. 3. I can identify congruent and similar solids and use the proper scale factor to solve volume problems. Learning Mrs. Weaver I can identify congruent and similar solids and use the proper scale factor 10/28/2016 19 Target to solve volume problems. Proficiency Descriptor Definition 4 Proficient I can identify congruent and similar solids and use the proper scale factor to solve volume problems. 3 Developing I can convert a ratio of volumes to a scale factor. 2 Basic I can convert scale factor to a ratio of volumes. 1 Minimal I can derive the scale factor between two similar objects given side lengths. 0 No Evidence No evidence shown. Unit 12 Algebra Review Learning Targets 1. I can illustrate the solution to algebraic, linear, and non-linear inequalities using the proper shading or arrow. Learning Target Proficiency 4 3 2 1 0 I can illustrate the solution to algebraic, linear, and non-linear inequalities using the proper shading or arrow. Descriptor Definition Proficient I can illustrate the solution to algebraic, linear, and non-linear inequalities, using the proper shading or arrow. Developing I can use the proper type of dividing point, line, or curve to demonstrate which type of inequality is being presented. Basic I can show the location of the dividing point on a number line or draw the dividing line or curve in the proper location on a grid. Minimal I can compute the dividing point for an algebraic inequality and draw a proper number line. No Evidence No evidence shown. 2. I can solve systems of linear equations algebraically. Learning Target Proficiency 4 3 Mrs. Weaver I can solve systems of linear equations algebraically. Descriptor Proficient Developing 2 Basic 1 Minimal Definition I can solve systems of linear equations algebraically. I can use the substitution method to solve for both x and y when one equation must be fully substituted into the other equation. I can use the addition/elimination method when both equations are in standard form and no modifications need to be made to either equation I can use the substitution method to solve for both x and y when both equations are given in y-form. 10/28/2016 20 0 No Evidence No evidence shown. 3. I can select and use the best method of solving a quadratic equation for x. Learning I can select and use the best method of solving a quadratic equation for x. Target Proficiency Descriptor Definition 4 Proficient I can select and use the best method of solving a quadratic equation for x. 3 Developing I can use the Quadratic Formula to solve for x when the equation cannot be easily factored. 2 Basic I can utilize various factoring methods to break a quadratic equation down into a product of binomials and apply the Zero Product Property. 1 Minimal I can utilize the Zero Product Property to solve for x when the equation is already factored for me. 0 No Evidence No evidence shown. 4. I can perform various operations with rational expressions and reduce them to simplest form. Learning Target Proficiency 4 3 2 1 0 Mrs. Weaver I can perform various operations with rational expressions and reduce them to simplest form. Descriptor Definition Proficient I can perform various operations with radical expressions and reduce them to simplest form. Developing I can multiply and divide rational expressions and reduce to simplest form. Basic I can use factoring to transform a polynomial to a product of terms, in order to reduce a rational expression to simplest form. Minimal I can use the Laws of Exponents to reduce a rational expression to simplest form. No Evidence No evidence shown. 10/28/2016 21