Download 2014-2015 MATH Instructional Curriculum Plan Grade: 9

2014-2015 MATH Instructional Curriculum Plan
Weeks of:
Feb. 2- Feb. 13
Grade: 9-12
Unit 6: Polygons
Geometry: Congruence Standards
Geometry: Congruence Access Points
MACC.912.G-CO.1.1. 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.
MAFS.912.G-CO.1.AP.1a Identify 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.
MACC.912.G-CO.1.2 Represent transformations in the plane using, e.g., transparencies and geometry software;
describe transformations as functions that take points in the plane as inputs and give other points as outputs. Compare
transformations that preserve distance and angle to those that do not (e.g., translation versus horizontal stretch).
MAFS.912.G-CO.1.AP.2a Represent transformations in the plane using, e.g., transparencies and
geometry software.
MAFS.912.G-CO.1.AP.2b Compare transformations that preserve distance and angle to those that do
not (e.g., translation versus horizontal stretch).
MACC.912.G-CO.1.3 Given a rectangle, parallelogram, trapezoid or regular polygon, describe the rotations and
reflections that carry it onto itself.
MAFS.912.G-CO.1.AP.3a Describe the rotations and reflections of a rectangle, parallelogram,
trapezoid, or regular polygon that maps each figure onto itself.
MACC.912.G-CO.1.4 Develop definitions of rotations, reflections and translations in terms of angles, circles,
perpendicular lines, parallel lines and line segments.
MAFS.912.G-CO.1.AP.4a Using previous comparisons and descriptions of transformations, develop
and understand the meaning of rotations, reflections, and translations based on angles, circles,
perpendicular lines, parallel lines, and line segments.
MACC.912.G-CO.1.5 Given a geometric figure and a rotation, reflection or translation, draw the transformed figure
using, e.g., graph paper, tracing paper or geometry software. Specify a sequence of transformations that will carry a
given figure onto another.
MAFS.912.G-CO.1.AP.5a Transform a geometric figure given a rotation, reflection, or translation
using graph paper, tracing paper, or geometric software.
MAFS.912.G-CO.1.AP.5b Create sequences of transformations that map a geometric figure on to
itself and another geometric figure.
MACC.912.G-CO.2.6 Use geometric descriptions of rigid motions to transform figures and to predict the effect of a
given rigid motion on a given figure; given two figures, use the definition of congruence in terms of rigid motions to
decide if they are congruent.
MAFS.912.G-CO.2.AP.6a Use descriptions of rigid motion and transformed geometric figures to
predict the effects rigid motion has on figures in the coordinate plane.
MACC.912.G-CO.2.7 Use the definition of congruence in terms of rigid motions to show that two triangles are
congruent if and only if corresponding pairs of sides and corresponding pairs of angles are congruent.
MAFS.912.G-CO.2.AP.7a Use definitions to demonstrate congruency and similarity in figures.
MACC.912.G-CO.2.8 Explain how the criteria for triangle congruence angle-side-angle (ASA), side-angle-side (SAS),
MAFS.912.G-CO.2.AP.8a Use the definition of congruence, based on rigid motion, to develop and
MAFS.912.G-CO.2.AP.6b Knowing that rigid transformations preserve size and shape or distance
and angle, use this fact to connect the idea of congruency and develop the definition of congruent.
2014-2015 MATH Instructional Curriculum Plan
Weeks of:
Feb. 2- Feb. 13
Grade: 9-12
Unit 6: Polygons
side-side-side (SSS) and hypotenuse-leg follow from the definition of congruence in terms of rigid motions.
Geometry: Similarity, Right Triangles & Trigonometry Standards
explain the triangle congruence criteria; ASA, SSS, and SAS.
Geometry: Similarity, Right Triangles & Trigonometry Standards
MACC.912.G-SRT.1.2 Given two figures, use the definition of similarity in terms of similarity transformations to decide
if they are similar; explain using similarity transformations the meaning of similarity for triangles as the equality of all
corresponding pairs of angles and the proportionality of all corresponding pairs of sides.
MAFS.912.G-SRT.1.AP.2a Determine if two figures are similar.
MACC.912.G-SRT.1.3 Use the properties of similarity transformations to establish the angle-angle (AA) criterion for
two triangles to be similar.
MAFS.912.G-SRT.1.AP.3a Apply the angle-angle (AA) criteria for triangle similarity on two triangles.
MACC.912.G-SRT.2.4 Prove theorems about triangles. Theorems include: a line parallel to one side of a triangle divides
the other two proportionally, and conversely; the Pythagorean Theorem proved using triangle similarity.
MAFS.912.G-SRT.2.AP.4a Establish facts about the lengths of segments of sides of a triangle when a
line parallel to one side of the triangles divides the other two sides proportionally.
MACC.912.G-SRT.2.5 Use congruence and similarity criteria for triangles to solve problems and to prove relationships
in geometric figures.
MAFS.912.G-SRT.2.AP.5a Apply the criteria for triangle congruence and/or similarity (angle-sideangle [ASA], side-angle-side [SAS], side-side-side [SSS], angle-angle [AA] to determine if geometric
shapes that divide into triangles are or are not congruent and/or can be similar.
Geometry: Modeling with Geometry Standards
MACC.912.G-MG.1.1 Use geometric shapes, their measures, and their properties to describe objects (e.g., modeling a
tree trunk or a human torso as a cylinder).
MAFS.912.G-SRT.1.AP.2b Given two figures, determine whether they are similar and explain their
similarity based on the equality of corresponding angles and the proportionality of corresponding
sides.
Geometry: Modeling with Geometry Standards
MAFS.912.G-MG.1.AP.1a Describe the relationship between the attributes of a figure and the
changes in the area or volume when one attribute is changed.