Survey
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
Department: Mathematics Understanding by Design Course: Geometry Basic Concepts and Proof--Unit 2 (Chapter 2) Standard(s): CC.9-12.G.CO.9 Prove geometric theorems. Prove theorems about lines and angles. Theorems include: vertical angles are congruent; when a transversal crosses parallel lines, alternate interior angles are congruent and corresponding angles are congruent; points on a perpendicular bisector of a line segment are exactly those equidistant from the segment’s endpoints. CC.9-12.G.CO.1 Experiment with transformations in the plane. Know precise definitions of angle, circle, perpendicular line, parallel line, and line segment, based on the undefined notions of point, line, distance along a line, and distance around a circular arc. Stage 1: Desired Results Understandings S T A G E 1 • Students will understand how angles can be related to one another and their applications in proof as well as in real life. Essential Questions • • How do the angles formed by intersecting objects affect their surroundings? (i.e. intersecting streets and traffic flow) What are some examples from your life that in which you have to use a chain of reasoning? Knowledge & Skill • See “Targets and Vocabulary” Stage 2: Assessment Evidence • • • • S T A G E 2 Quiz/Test In class problems & daily homework Verbal responses Self evaluation of targets and vocab (see department folder) Performance Task Summary Rubric Titles quizzes, tests, in class problems, daily homework, verbal responses Self-Assessments Self evaluation of "I Can" statements on Targets & Vocabulary sheet. Other Evidence, Summarized Other assessment information will be obtained through observations, classroom participation, class discussion & interactions. Stage 3: Learning Activities S T A G E 3 • • • • Identify incorrect reasoning/logic in a given argument or proof. Writing proofs in small group and whole group settings in a variety of ways (from scratch, multiple choice, “proof-in-a-bag”, fill in the blanks) “Row Races” (construct a proof by having students build on the work of the students in the row) Group discussion