Download Bourbon County High School

Standards Curriculum Map
Bourbon County Schools
Level: 7th Grade
Grade and/or Course:
Updated:
Mathematics
Fall 2012
Days
Unit/Topic
Common Core Standards
1-38
Unit 1
Aug.917
Day
1-6
Aug.
20-24
Day
7-11
Ratios and
Proportional
Reasoning
RP.1-2a and 3
7.RP.1 Compute unit
rates associated with
ratios of fractions,
including ratios of lengths,
areas and other quantities
measured in like or
different units. For
example, if a person
walks 1/2 mile in each 1/4
hour, compute the unit
rate as the complex
fraction miles per hour,
equivalently 2 miles per
hour.
7.RP.2ab Recognize and
represent proportional
relationships between
quantities.
a. Decide whether two
quantities are in a
proportional relationship,
e.g., by testing for
equivalent ratios in a table
Unit 1
Activities
Clip:
Rates and Unit Price
Activities:
~LITERATURE CONNCECTION – Wilma Unlimited
~How Much Did That Hamburger Really Cost?
~What’s Your Rate?
Learning Targets
(“I Can” Statements)
Vocabulary
I can compute
unit rates
involving areas
of lengths.
Unit Rate
Ratio
Quantity
Compute
Relationship
I can compute
unit rates with
ratios of
fractions.
Cross-Product
Ratio
Equivalent
Ratios
Compute
Relationship
Proportional
I can compute
unit rates
involving like
and different
quantities and
units.
Clip:
Math Mansions – ProportionMole
Activities:
~Proportion Rummy
~Wumps
*Formative Assessment RP.1 and RP.2a
I can determine
if two ratios are
proportional to
one another by
using a table.
Increase
Decrease
Ratio
Proportion
Percent
Multistep
Gratuity
Tax
Tip
Sale Price
Regular Price
Commission
Markdown
Fee
Principal
Interest
Rate
Time
1
Aug.
27Sept.7
Days 9
or graphing on a
coordinate plane and
observing whether the
graph is a straight line
through the origin.
7.RP.3 Use proportional
relationships to solve
multistep ratio and
percent problems.
Examples: simple interest,
tax, markups and
markdowns, gratuities and
commissions, fees,
percent increase and
decrease, percent error.
Clip:
Brain Pop: Finding Sales Tax
Activities:
~Shopping on a Budget
~Diva’s Dream Event
~Customers Cut the Cake
http://illuminations.nctm.org/LessonDetail.aspx?ID=L284
~Bagel Algebra
http://illuminations.nctm.org/LessonDetail.aspx?id=L662
I can determine
if two ratios are
proportional in
a coordinate
plane by
observing
whether the
graph is a
straight line.
I can apply
proportional
reasoning to
solve multistep
percent
problems (tax,
discounts, and
tips).
I can explain
what a point on
the graph of a
proportional
relationship
means.
Sept.
10-21
Days
10
Clip: Brain Pop: Taxes
I can apply
proportional
reasoning to
solve multistep
percent
2
Activities:
~Dining Out
~Dream Car
~Common Assessment Round 1
problems
figuring tax.
I can apply
proportional
reasoning to
solve multistep
problems
figuring
discounts.
I can apply
proportional
reasoning to
solve multistep
percent
problems
figuring tips.
Days
Unit/Topic
9/2410/5
Proportional
Reasoning
Scale
Drawing
Common Core Standards
7.RP.2b. Identify the
constant of proportionality
(unit rate) in tables, graphs,
equations, diagrams, and
verbal descriptions of
proportional relationships.
7.RP.2cd Recognize and
represent proportional
relationships between
quantities.
c. Represent proportional
relationships by equations.
Activities
The Wumps – Connected Math
Learning Targets
(“I Can” Statements)
2b.I can define
constant of
proportionality.
Stations
Partner Practice
Baseball Proportions
I can analyze a table
to identify the
constant of
proportionality (unit
rate).
Clip: Constant of Proportionality
Graphing Activity to explain proportional relationship
Extended Response
I can analyze a
graph to identify the
constant of
proportionality (unit
rate).
Vocabulary
Constant of
Proportionality
Unit Rate
Proportional
Relationships
Equations
(0,0)
(1,r)
Scale drawing
Scale factor
Proportional
Indirect
Measurement
Corresponding
3
For example, if total cost t
is proportional to the
number n of items
purchased at a constant
price p, the relationship
between the total cost and
the number of items can be
expressed as t = pn.
d. Explain what a point (x,
y) on the graph of a
proportional relationship
means in terms of the
situation, with special
attention to the points (0, 0)
and (1, r) where r is the
unit rate.
7.G.1. Solve problems
involving scale drawings of
geometric figures, such as
computing actual lengths and
areas from a scale drawing
and reproducing a scale
drawing at a different scale.
Unit Exam
Literature Connection:
One Inch Tall
Jim and the Bean Stalk
Indirect Measurement Shade Tree Activity
Clip: Scale Drawings
Clip: Similar vs. Congurent
Similar
I can analyze an
equation to identify
the constant of
proportionality (unit
rate).
I can analyze a
diagram to identify
the constant of
proportionality (unit
rate).
I can analyze a
verbal description to
identify the constant
of proportionality
(unit rate).
2c.I can write an
equation to
represent a
proportional
relationship
presented in a reallife or mathematical
situation.
2d. I can explain the
meaning of (0,0) on
a graph of a
proportional
relationship.
I can explain the
meaning of (1,y) on
a graph of a
proportional
relationship, where y
is the unit rate.
4
I can explain what it
means to say that
points are
proportional on a
linear graph.
G1. I can create
scale drawings.
I can identify
corresponding sides
of similar figures.
I can find the scale
factor of similar
figures.
I can find missing
side lengths of
similar figures using
scale factors or
proportions.
I can solve
proportions to find
the area of similar
figures.
I can construct a
scale drawing that is
proportional to a
given geometric
figure.
10/8 –
10/31
Number
Systems
Reasoning
Form
Assessment
7.NS.1. Apply and extend
previous understandings of
addition and subtraction to
add and subtract rational
numbers; represent addition
and subtraction on a
Clip:
Math Mansions: The Negs
I can describe
situations where
opposite quantities
combine to make 0.
Frayer Vocab Activity
I can show that a
number and its
Integer
Operations
Addition
Subtraction
Rational
Numbers
Vertical
5
Every Couple
of days
horizontal or vertical number
line diagram.
a. Describe situations in
which opposite quantities
combine to make 0. For
example, a hydrogen
atom has 0 charge
because its two
constituents are
oppositely charged.
b. Understand p + q as the
number located a
distance |q| from p, in the
positive or negative
direction depending on
whether q is positive or
negative. Show that a
number and its opposite
have a sum of 0 (are
additive inverses).
Interpret sums of rational
numbers by describing
real-world contexts.
c. Understand subtraction of
rational numbers as
adding the additive
inverse, p – q = p + (–q).
Show that the distance
between two rational
numbers on the number
line is the absolute value
of their difference, and
apply this principle in realworld contexts.
d. Apply properties of
operations as strategies
to add and subtract
Activities:
Literature Connection: A Place for Zero
opposite have a sum
of zero (are additive
inverses).
Number Line Activity
Integer Rummy
Clip:
Brain Pop: Absolute Value
Activities:
Integer War
Foldable
I can interpret sums
of rational numbers
by describing realworld contexts.
I can show that the
distance between
two rational
numbers on the
number line is the
absolute value of
their difference and
apply this principle
in real-world context.
Predicting Vocab Activity
Scavenger Hunt
Properties Sort
I can apply
properties of
operations as
strategies to add
and subtract rational
numbers.
Horizontal
Number Line
Distance
Positive
Negative
Additive Inverse
Sum
Absolute Value
Distributive
Property
Associative
Property
Commutative
Property
Identity Property
Difference
Product
Quotient
Complex
Fraction
6
rational numbers.
11/1 –
11/30
Number
System
Formative
Assessments
Daily
7.NS.2a Apply and extend
previous understandings of
multiplication and division
and of fractions to multiply
and divide rational
numbers.
a. Understand that
multiplication is extended
from fractions to rational
numbers by requiring that
operations continue to
satisfy the properties of
operations, particularly the
distributive property leading
to products such as (-1)(-1) =
1 and the rules for
multiplying signed numbers.
Interpret products of
rational numbers by
describing real-world
contexts.
7.NS.2b Apply and extend
previous understandings of
multiplication and division
and of fractions to multiply
and divide rational
numbers.
b. Understand that integers
Clip:
Adding/Subtracting and Multiplying/Dividing Fractions
Activities:
Foldable
Literature Connection
Fraction Pizza
Clip:
Properties
Activities:
Who do you, “Associate,” with?
Foldable
Clip:
Integers
Activities:
Foldable
Integer Flash
I can multiply
positive and
negative rational
numbers. K
I can use the
distributive
property to
multiply a mixed
number by a
whole number.
I can divide
integers and
interpret them in
real-world
contexts.
Vocabulary
Fraction
Rational
Number
Properties
Distributive
Property
Multiplicative
Inverse
Property
Multiplicative
Identity Property
Commutative
Property of
Multiplication
Associative
Property of
Multiplication
Order of
Operations
I can multiply
and divide
fractions.
I can convert a
rational number to a
decimal using long
division.
I can work with
complex fractions.
I can divide integers
(except when the
divisor is equal to
7
can be divided provided that
the divisor is not zero and
every quotient of integers
(with nonzero divisor) is a
rational number. If p and q
are integers, then –(p/q) = p/q = p/-q. Interpret
quotients of rational
numbers by describing realworld contexts.
7.NS.2c Apply and extend
previous understandings of
multiplication and division
and of fractions to multiply
and divide rational
numbers.
c. Apply properties of
operations as strategies
to multiply and divide
rational numbers.
7.NS.2d Apply and extend
previous understandings of
multiplication and division
of fractions to multiply and
divide rational numbers.
d. Convert a rational
number to a decimal
using long division;
know that the decimal
form of a rational
number terminates in
zero).
I can divide rational
numbers (except
when the
denominator is
equal to zero).
Activities:
Multiplying Maid
Literature Connection -
I can give an
example of the
distributive property
using rational
numbers.
I can give an
example of the
multiplicative inverse
property using
rational numbers.
I can give an
example of the
multiplicative identity
property using
rational numbers.
I can give an
example of the
commutative
property using
rational numbers.
I can give an
example of the
associative property
of multiplication
using rational
numbers.
I can apply
properties of
8
operations as
strategies to multiply
and divide rational
numbers.
zeroes or eventually
repeats.
7.NS.3 Solve real-world and
mathematical problems
involving the four
operations with rational
numbers.1
1 Computations with rational
numbers extend the rules for
manipulating fractions to complex
fractions.
12/3 –
12/19
Statistics and
Sampling
Formative
Assessment
every couple
of days
CC.7.SP.1 Students will
understand that statistics can
be used to gain information
about a population by
examining a sample of the
population; generalizations
about a population from a
sample are valid only if the
sample is
Representative of that
population.
Understand that random
sampling
tends to produce
representative
Samples and support valid
inferences.
Clips: Data Displays
Graphiti Walk
What’s Your Favorite Color? Activity
Literature Connection: Book of 1,001 Lists
And the Survey Says…
Online Census Activity
Just the Facts…Activity
Partner Practice
I can define
statistical terms
such as population,
sample, sample
size, random
sampling,
generalization, valid,
biased, and
unbiased.
Stations Work
Literature Connection: Harry Potter and the Sorcer’s
Stone –Measures of Central Tendency
I can define
sampling techniques
such as
convenience,
random, systematic,
and voluntary.
Literature Connection: Tiki Tiki Tembo –Human Box
and Whisker Plot and Graphing Calc. (mean, median,
mode)
I can apply statistics
to gain information
about the entire
Peer Partnering
CC.7.SP.2 Students will use
data from a random sample to
draw inferences about a
Population with an unknown
characteristic of interest.
Generate multiple samples (or
simulated samples) of the
1. I can recognize
that information can
be applied to the
entire population
only if the sample is
a true
representation.
Sample
Population
Random
Statistics
Generalization
Representative
Infer
Data
Variance
Predict
Survey
Biased
Systematic
Valid
Sample Spaces
Measures of
Central
Tendency
Mean
Median
Mode
Upper Quartile
Lower Quartile
Upper Extreme
Lower Extreme
Minimum
Maximum
Interquartile
9
same size to gauge the
variation in estimates or
predictions. For example,
estimate
the mean word length in a
book by
randomly sampling words
from the
book; predict the winner of a
school
election based on randomly
sampled
survey data. Gauge how far
off the
estimate or prediction might
be.
CC.7.SP.3 Students will
informally assess the
degree of visual overlap of
two
numerical data distributions
with
similar variabilities, measuring
the
difference between the
centers by
expressing it as a multiple of
a
measure of variability. For
example,
the mean height of players on
the
basketball team is 10 cm
greater than
the mean height of players on
the
population.
I can generalize that
random sampling
tends to produce a
representative
sample which can
support the
hypotheses.
Range
Box and
Whisker Plot
Data Display
2.I can identify
appropriate size
sample spaces.
I can make
generalizations
about a population
by analyzing and
interpreting data
from a random
sample.
I can compare
multiple samples to
the estimate.
3.I can identify
mean, median, and
mode in a set of
data.
I can identify a
minimum value,
maximum value, and
range in various
data displays.
I can identify upper
quartile, lower
quartile, upper
extreme-maximum,
10
lower extrememinimum, range,
interquartile range,
and mean absolute
deviation of, box and
whisker plots, line
plot, dot plots, etc.
soccer team, about twice the
variability (mean absolute
deviation)
on either team; on a dot plot,
the
separation between the two
distributions of heights is
noticeable.
I can compare and
contrast two data
displays.
CC.7.SP.4 Students will use
measures of center
and measures of variability for
numerical data
from random samples to draw
informal comparative
inferences about two
populations. For example,
decide whether the words in
a chapter of a seventh-grade
science
book are generally longer
than the
words in a chapter of a fourthgrade
science book.
I can compare
points on a graph to
the means of a
graph.
4.I can use the
mean, median,
mode, and range to
describe data.
I can use variability
to describe data.
I can compare and
contrast means,
medians, modes,
and ranges to
analyze data.
I can make
inferences and
predictions from
data displays.
1/3 –
2/1
Statistics and
Probability
Formative
Assessment
CC.7.SP.5 Students will
understand that the
probability of a chance event
is a
number between 0 and 1 that
Roll the Dice Activity
Graphing Calculator Activity Flipping the Coin
5.
I can express
probability as a
number between 0
and 1.
Probability
Likelihood
Event
Data
Frequency
11
every couple
of days
expresses the likelihood of
the event
occurring. Larger numbers
indicate
greater likelihood. A
probability near
0 indicates an unlikely event,
a
probability around 1/2
indicates an
event that is neither unlikely
nor
likely, and a probability near 1
indicates a likely event.
CC.7.SP.6 Students will
approximate the
probability of a chance event
by
collecting data on the chance
process
that produces it and observing
its
long-run relative frequency,
and
predict the approximate
relative
frequency given the
probability. For
example, when rolling a
number cube
600 times, predict that a 3 or
6 would
be rolled roughly 200 times,
but
probably not exactly 200
times.
Literature Connection: My Sister Ate One Hare
Station Work
Peer Practice
What Are the Odds?
How Long Can You Stay on Vacation?
I can understand
and explain that a
probability close to 0
means that the
event is unlikely to
happen.
I can understand
and explain that a
probability close to 1
means that the
event is likely to
happen.
I can understand
and explain that a
probability close to
½ means an event is
as likely to not
happen as it is to
happen.
Predict
Outcome
Favorable
Theoretical
Experimental
Relative
Frequency
Compound
Event
Sample Space
Simulation
Tree Diagram
Fundamental
Counting
Principle
Probability Ratio
Organized List
I can conclude that
an event is more
likely to occur as the
number of favorable
outcomes
approaches the total
number of
outcomes.
6. I can define the
difference between
experimental and
theoretical
probability.
I can determine the
experimental
probability of an
12
7.SP.7. Develop a probability
model and use it to find
probabilities of events.
Compare probabilities from a
model to observed
frequencies; if the agreement
is not good, explain possible
sources of the discrepancy.
a. Develop a uniform
probability model by
assigning equal
probability to all
outcomes, and use the
model to determine
probabilities of events.
For example, if a student
is selected at random
from a class, find the
probability that Jane will
be selected and the
probability that a girl will
be selected.
b. Develop a probability
model (which may not be
uniform) by observing
frequencies in data
generated from a chance
process. For example,
find the approximate
probability that a spinning
penny will land heads up
or that a tossed paper cup
will land open-end down.
Do the outcomes for the
spinning penny appear to
be equally likely based on
event after actually
conducting the event
and collecting the
data.
I can determine the
more times you
repeat an
experiment the
closer the
experimental
probability gets to
the theoretical
probability (Law of
Large Numbers).
I can predict the
experimental
probability based on
the theoretical
probability.
7. I can recognize
when events are
equally likely
(uniform) to occur.
I can use a model to
determine the
probability of an
event.
I can compare a
theoretical
probability and an
exponential
probability and
explain why they
may not match.
I can develop a
13
the observed
frequencies?
7.SP.8. Find probabilities of
compound events using
organized lists, tables, tree
diagrams, and simulation.
a. Understand that, just as
with simple events, the
probability of a compound
event is the fraction of
outcomes in the sample
space for which the
compound event occurs.
b. Represent sample spaces
for compound events
using methods such as
organized lists, tables and
tree diagrams. For an
event described in
everyday language (e.g.,
“rolling double sixes”),
identify the outcomes in
the sample space which
compose the event.
Design and use a simulation
to generate frequencies for
compound events. For
example, use random digits
as a simulation tool to
approximate the answer to
the question: If 40% of donors
have type A blood, what is the
probability that it will take at
least 4 donors to find one with
type A blood
uniform probability
model for a realworld or
mathematical
situation.
8. I can determine
and describe a
compound event.
I can recognize that
the probability of a
compound event is
written in fraction
form.
I can use a sample
space to determine
the probability of a
compound event.
I can use
simulations to find
the probability of
compound events.
14
2/4-3/1
Geometry
Equations
and
Expressions
Formative
Assess
every
couple of
days
7.G.5. Use facts about
supplementary,
complementary, vertical, and
adjacent angles in a multistep problem to write and
solve simple equations for an
unknown angle in a figure.
Literature Connection: The Greedy Little Triangle
Stations
18 Flavors activity, using poem written by Shel
Silverstein
Crates and Barrels from illuminations (NCTM)
7.EE.1. Apply properties of
operations as strategies to
add, subtract, factor, and
expand linear expressions
with rational coefficients.
7.EE.2. Understand that
rewriting an expression in
different forms in a problem
context can shed light on the
problem and how the
quantities in it are related. For
example, a + 0.05a = 1.05a
7.EE.3. Solve multi-step reallife and mathematical
problems posed with positive
and negative rational
numbers in any form (whole
numbers, fractions, and
decimals), using tools
strategically. Apply properties
of operations to calculate with
numbers in any form; convert
between forms as
appropriate; and assess the
reasonableness of answers
using mental computation and
Partner practice
Algebra Tiles Activity
G5. I can identify
and recognize
supplementary and
complementary
angles.
I can identify and
recognize vertical
and adjacent angles.
I can find
complements and
supplements of a
given angle.
Angles
Complementary
Supplementary
Adjacent
Consecutive
Alternate
Interior
Alternate
Exterior
Right
Straight
Same-side
Interior
Exterior
Order of Operation Game
Card Sort
“How Much Can I Afford to Pay?” Activity – wanting to
buy a new gaming system has to figure out the problem
I can find the
measure of an
unknown angle in a
figure based on
relationships
between angles and
intersecting lines.
EE1. I can apply
properties of
operations as
strategies to
combine like terms
with rational
coefficients.
I can apply
properties of
operations as
strategies to factor
and expand linear
expressions with
rational coefficients,
using the distributive
property.
Expression
Equivalent
Properties
Operations
Linear
Expressions
Multi-step
Factoring
Rational
Coefficients
Quantities
Equations
Variables
Algebraic
Solution
Estimation
Mental Math
Order of
Operations
15
estimation strategies. For
example: If a woman making
$25 an hour gets a 10% raise,
she will make an additional
1/10 of her salary an hour, or
$2.50, for a new salary of
$27.50. If you want to place a
towel bar 9 3/4 inches long in
the center of a door that is 27
1/2 inches wide, you will need
to place the bar about 9
inches from each edge; this
estimate can be used as a
check on the exact
computation.
7.EE.4. Use variables to
represent quantities in a realworld or mathematical
problem, and construct simple
equations and inequalities to
solve problems by reasoning
about the quantities.
a. Solve word problems
leading to equations of
the form px+q=r and
p(x+q)=r, where p, q, and
r are specific rational
numbers. Solve equations
of these forms fluently.
Compare an algebraic
solution to an arithmetic
solution, identifying the
sequence of the
operations used in each
I can apply the
properties of
operations as
strategies to add,
subtract, factor, and
expand linear
expressions with
rational coefficients.
EE2. I can use
fractions, decimals,
percents, and
integers to make
equivalent
expressions.
I can use fractions,
decimals, percents,
and integers to
make equivalent
expressions in order
to better understand
a problem in
context.
EE3. I can convert
between fractions,
decimals, and
percents.
I can use
appropriate tools
(graphing
calculators, software
programs, etc.), to
solve algebra
expressions and
equations.
I can apply
16
approach. For example,
the perimeter of a
rectangle is 54 cm. Its
length is 6 cm. What is its
width?
properties of
operations to solve
real-world problems
and equations.
I can solve multistep real-life and
mathematical
problems posed with
positive and
negative rational
numbers in any form
(whole numbers,
fractions, and
decimals).
I can use mental
math and estimation
to check my
answers for
reasonableness.
EE4a. I can identify
steps in solving a
two-step equation
(tell and show how
it’s written, and each
step in solving it).
I can solve two
steps equations
from mathematical
and real-world
problems.
I can write a twostep equation to
represent a realworld problem.
I can compare an
17
¾3/14
Inequalities
Formative
Assess every
couple of
days
7.EE.4. Use variables to
represent quantities in a realworld or mathematical
problem, and construct simple
equations and inequalities to
solve problems by reasoning
about the quantities.
b. Solve word problems
leading to inequalities
of the form px+q>r or
px+q < r, where p, q,
and r are specific
rational numbers.
Graph the solution set
of the inequality and
interpret it in the
context of the
problem. For
example: As a
salesperson, you are
paid $50 per week
plus $3 per sale. This
week you want your
pay to be at least
$100. Write an
inequality for the
number of sales you
need to make, and
describe the
solutions.
Inequality Card Sort
Stations
algebraic solution
(using equations
and variables) to an
arithmetic solution
by tell the steps
needed in each
method.
I can write
appropriate
inequalities for
mathematical and
real-world situations.
Partner Practice
Clip: What is an Inequality?
Solving Inequalities
Graphing Equalities
Whiteboards Practice
Graphing Practice
About How Much Can You Afford to Spend? Activity
I can graph solution
sets of inequalities.
Inequality
Quantity
Equation
Interpret
Solution
Solve
Rational
Variables
I can explain what
the solution set of an
inequality means in
mathematical and
real-world situations.
I can solve word
problems leading to
inequality
statements.
18
3/18 –
4/12
Geometry
7.G.2. Draw (freehand, with
ruler and protractor, and with
technology) geometric shapes
with given conditions. Focus
on constructing triangles from
three measures of angles or
sides, noticing when the
conditions determine a unique
triangle, more than one
triangle, or no triangle.
7.G.3. Describe the twodimensional figures that result
from slicing three-dimensional
figures, as in plane sections
of right rectangular prisms
and right rectangular
pyramids.
7.G.4. Know the formulas for
the area and circumference of
a circle and solve problems;
give an informal derivation of
the relationship between the
circumference and area of a
circle.
7.G.6. Solve real-world and
mathematical problems
involving area, volume and
surface area of two- and
three-dimensional objects
composed of triangles,
quadrilaterals, polygons,
cubes, and right prisms.
Hands-On Practice with Tools
Literature Connection: The Greedy Little Triangle
Spaghetti and Meatballs for All – Investigating Area
Village of Round and Square Houses -2 and 3-D figures
–Surface Area
Hands-On Slicing 3-D Figures
Stations
How do we arrive at Pi? Activity
Circles Project
Clips:
Finding Volume
Finding Surface Area
Surface Area Project
Nets
G2.I can determine
which conditions of
side lengths will
create only one
triangle, more than
one triangle, or no
triangle.
I can determine
which conditions of
angle measure will
create only one
triangle, more than
one triangle, or no
triangle.
I can construct
triangles, using
appropriate tools,
given three angle
measures, to
determine when only
one, more than one,
or no triangle can be
formed.
Protractor
Ruler
Angles
Sides
Triangle
2-D
3-D
Slicing
Plane
Area
Circle
Circumference
Prism
Cube
Polygons
Quadrilaterals
Surface Area
Volume
Chord
Radius
Pi
Height
Width
Length
Base
I can construct
triangles, using
appropriate tools,
given three side
measures, to
determine when only
one, more than one,
or no triangle can be
formed.
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20