Download Geometry - Chetek-Weyerhaeuser School District

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