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Academic Content Standards
C P Geometry
9-12 Grade-Level Indicators
M
#
Understanding
#
Indicator
Assessment
Unit 1
F
G
C
Students must understand
1-dimension, 2-dimension,
and 3-dimension, and be
able to visualize and
actually compute in these
various dimensions
NNSO 3
NNSO 4
MS 3
Explain the effects of operations
Given the picture of some familiar
such as multiplication or division,
objects in various dimensions, and
and of computing powers and roots labels showing the size of these..
on the magnitude of quantities.
Students will compute the missing
attribute of the object.
Demonstrate fluency in computations
using real numbers.
Solve problems involving unit
conversion for situations involving
distances, areas, volumes and rates
within the same measurement
system.
MS5
Solving problems involving unit
conversion for situations involving
distances, areas, volumes and
rates within the same
measurement system
3. U3. Use the ratio of lengths in
similar two-dimensional figures or
three-dimensional objects to
calculate the ratio of their areas or
volumes respectively.
Unit 2
a
Students must understand
the difference between the
understanding of the word
and the actual definition of
the word…also, they must
know how to think inductively
and deductively.
Gsss2
2. Recognize and explain the
necessity for certain terms to remain
unidentified, such as point, line, and
plane.
Given a pattern, students will be
able to continue the pattern and
explain how they arrived at the
solution.
Given information about a drawing,
the student will complete a formal
proof pertaining to that drawing.
Given a pattern, students will continue
the pattern and explain how they
arrived at that solution.
Given some information about a
drawing, students will complete a
formal proof pertaining to that
drawing.
Pfas 13
e
Model and solve problems
involving direct and inverse
variation using proportional
reasoning.
Unit 3
g
Students must understand
the difference between
showing something is true
and proving something is true
C. Prove the theorems involving
properties of lines, angles
gsss
b
Gsss3
a
Gsss1
a. Prove the Pythagorean theorem;
1. Formally define and explain key
aspects of geometric figures,
including:
b. segments related to triangles
(median, altitude, midsegment);
c. Points of concurrency related to
triangles (centroid, incenter,
orthocenter, circumcenter)
Students will explain what information
is missing (or needed) while
completing a formal proof.
Unit 4
Gsss5
e
Students must understand
the difference between the
mathematical perfection that
is demonstrated by the
construction/dynamic
software and the actual
construction that exists.
Gsss4
Gsss3
5. Construct congruent figures and
similar figures using tools, such as
compass, straightedge, and
protractor or dynamic geometry
software.
Given a shape, the student will copy
that shape using the tools of
construction.
Given a shape on the co-ordinate
plane, the student will explain any
attribute of that shape by using the
formulas of co-ordinate geometry
(slope, midpoint, distance).
4. Construct right triangles, equilateral
triangles, parallelograms, trapezoids,
rectangles, rhombuses, squares and
kites, using compass and straightedge
or dynamic geometry software.
Given a segment (or angle) students
will construct a midpoint (or angle
Analyze two-dimensional figures in a
bisector).
coordinate plane, e.g., use slope and
distance formulas to show that a
quadrilateral is a parallelogram.
Unit 5
h
Students must understand
that congruent objects can be
related through a simple
motion or combination of
motions.
Gsss8
Gsss9
Derive coordinate rules for
translations, reflections and rotations
of geometric figures in the coordinate
plane.
9. Show and describe the results of
combinations of translations,
reflections and rotations
(compositions), e.g., perform
compositions and specify the
result of a composition as the
outcome of a single motion, when
applicable.
Given an object and a transformation,
students will give the resulting figure.
Given the image of a figure, students
will determine the original figure
and/or the transformation.
Gsss8
Derive coordinate rules for
translations, reflections, and rotations
of geometric figures in the coordinate
plane.
Gsss6
Identify the reflection and rotation
symmetries of two- and threedimensional figures.
Given points in the coordinate plane,
and the transformation (in any form)
the student will determine the resulting
image.
Unit 6
Ms5
g
Students must understand
that units may help in the
problem-solving process.
NNSO5
H
5. Solve problems involving unit
conversion for situations involving
distances, areas, volumes and
rates within the same measurement
system.
Estimate the solutions for problem
situations involving square roots and
cube roots.
Given a number, the student will give
an estimate of its square root (or cube
root).
Given the instructions on how to
convert in any measurement system,
and a number in that system of units,
students will compute an equivalent
number with a different set of units in
that system.
Ms2
Ms 4, 5
Use unit analysis to check
computations involving measurement.
4. Calculate distances, areas, surface
areas and volumes of composite
three-dimensional objects to a
specified number of significant digits.
Given a real-world problem involving
measurements and a degree of
precision, students will solve that
problem.
Unit 7
Use similar triangles to set-up
trigonometry and then use the
trigonometry to solve more
complex problems that occur
in other disciplines.
Gsss2
Gsss1
i
Gsss2
d
Ms4
2. Apply proportions and right triangle
trigonometric ratios to solve problems
involving missing lengths and angle
measures in similar figures.
Define the basic trigonometric ratios in
right triangles: sine, cosine, and
tangent.
Apply proportions and right triangle
trigonometric ratios to solve problems
involving missing lengths and angle
measures in similar figures.
4. Use scale drawings and right
triangle trigonometry to solve
problems that include unknown
distances and angle measures.
Given a right triangle, a side and an
acute angle, students will calculate all
of the missing parts.
Given the sides of a right triangle,
students will calculate all of the
angles.
Given a real-world problem involving
trigonometry (from another discipline),
the student will solve that problem.