Five-Minute Check (over Lesson 3 1) CCSS Then/Now Postulate 3.1: Corresponding Angles Postulate Example 1: Use Corresponding Angles Postulate
|
|
|
- Jeremy Carpenter
- 6 years ago
- Views:
Transcription
1
2 Five-Minute Check (over Lesson 3 1) CCSS Then/Now Postulate 3.1: Corresponding Angles Postulate Example 1: Use Corresponding Angles Postulate Theorems: Parallel Lines and Angle Pairs Proof: Alternate Interior Angles Theorem Example 2: Real-World Example: Use Theorems about Parallel Lines Example 3: Find Values of Variables Theorem 3.4: Perpendicular Transversal Theorem
3 Over Lesson 3 1 Choose the plane parallel to plane MNR. A. RST B. PON C. STQ D. POS
4 Over Lesson 3 1 Choose the plane parallel to plane MNR. A. RST B. PON C. STQ D. POS
5 Over Lesson 3 1 Choose the segment skew to MP. A. PM B. TS C. PO D. MQ
6 Over Lesson 3 1 Choose the segment skew to MP. A. PM B. TS C. PO D. MQ
7 Over Lesson 3 1 Classify the relationship between 1 and 5. A. corresponding angles B. vertical angles C. consecutive interior angles D. alternate exterior angles
8 Over Lesson 3 1 Classify the relationship between 1 and 5. A. corresponding angles B. vertical angles C. consecutive interior angles D. alternate exterior angles
9 Over Lesson 3 1 Classify the relationship between 3 and 8. A. alternate interior angles B. alternate exterior angles C. corresponding angles D. consecutive interior angles
10 Over Lesson 3 1 Classify the relationship between 3 and 8. A. alternate interior angles B. alternate exterior angles C. corresponding angles D. consecutive interior angles
11 Over Lesson 3 1 Classify the relationship between 4 and 6. A. alternate interior angles B. alternate exterior angles C. corresponding angles D. vertical angles
12 Over Lesson 3 1 Classify the relationship between 4 and 6. A. alternate interior angles B. alternate exterior angles C. corresponding angles D. vertical angles
13 Over Lesson 3 1 Which of the following segments is not parallel to PT? A. OS B. TS C. NR D. MQ
14 Over Lesson 3 1 Which of the following segments is not parallel to PT? A. OS B. TS C. NR D. MQ
15 Content Standards G.CO.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. G.CO.9 Prove theorems about lines and angles. Mathematical Practices 1 Make sense of problems and persevere in solving them. 3 Construct viable arguments and critique the reasoning of others.
16 You named angle pairs formed by parallel lines and transversals. Use theorems to determine the relationships between specific pairs of angles. Use algebra to find angle measurements.
17
18 Use Corresponding Angles Postulate A. In the figure, m 11 = 51. Find m 15. Tell which postulates (or theorems) you used m 15 = m 11 m 15 = 51 Corresponding Angles Postulate Definition of congruent angles Substitution Answer:
19 Use Corresponding Angles Postulate A. In the figure, m 11 = 51. Find m 15. Tell which postulates (or theorems) you used m 15 = m 11 m 15 = 51 Corresponding Angles Postulate Definition of congruent angles Substitution Answer: m 15 = 51
20 Use Corresponding Angles Postulate B. In the figure, m 11 = 51. Find m 16. Tell which postulates (or theorems) you used. Answer: Vertical Angles Theorem Corresponding Angles Postulate Transitive Property ( ) m 16 = m 11 Definition of congruent angles m 16 = 51 Substitution
21 Use Corresponding Angles Postulate B. In the figure, m 11 = 51. Find m 16. Tell which postulates (or theorems) you used Answer: m 16 = 51 Vertical Angles Theorem Corresponding Angles Postulate Transitive Property ( ) m 16 = m 11 Definition of congruent angles m 16 = 51 Substitution
22 A. In the figure, a b and m 18 = 42. Find m 22. A. 42 B. 84 C. 48 D. 138
23 A. In the figure, a b and m 18 = 42. Find m 22. A. 42 B. 84 C. 48 D. 138
24 B. In the figure, a b and m 18 = 42. Find m 25. A. 42 B. 84 C. 48 D. 138
25 B. In the figure, a b and m 18 = 42. Find m 25. A. 42 B. 84 C. 48 D. 138
26
27
28 FLOOR TILES The diagram represents the floor tiles in Michelle s house. If m 2 = 125, find m 3. Use Theorems about Parallel Lines 2 3 m 2 = m 3 Alternate Interior Angles Theorem Definition of congruent angles 125 = m 3 Substitution Answer:
29 FLOOR TILES The diagram represents the floor tiles in Michelle s house. If m 2 = 125, find m 3. Use Theorems about Parallel Lines 2 3 m 2 = m 3 Alternate Interior Angles Theorem Definition of congruent angles 125 = m 3 Substitution Answer: m 3 = 125
30 FLOOR TILES The diagram represents the floor tiles in Michelle s house. If m 2 = 125, find m 4. A. 25 B. 55 C. 70 D. 125
31 FLOOR TILES The diagram represents the floor tiles in Michelle s house. If m 2 = 125, find m 4. A. 25 B. 55 C. 70 D. 125
32 Find Values of Variables A. ALGEBRA If m 5 = 2x 10, and m 7 = x + 15, find x. 5 7 m 5 = m 7 2x 10 = x + 15 x 10 = 15 x = 25 Answer: Corresponding Angles Postulate Definition of congruent angles Substitution Subtract x from each side. Add 10 to each side.
33 Find Values of Variables A. ALGEBRA If m 5 = 2x 10, and m 7 = x + 15, find x. 5 7 m 5 = m 7 2x 10 = x + 15 x 10 = 15 x = 25 Answer: x = 25 Corresponding Angles Postulate Definition of congruent angles Substitution Subtract x from each side. Add 10 to each side.
34 Find Values of Variables B. ALGEBRA If m 4 = 4(y 25), and m 8 = 4y, find y. 8 6 m 8 = m 6 4y = m 6 Corresponding Angles Postulate Definition of congruent angles Substitution
35 Find Values of Variables m 6 + m 4 = 180 Supplement Theorem 4y + 4(y 25) = 180 Substitution 4y + 4y 100 = 180 Distributive Property 8y = 280 Add 100 to each side. y = 35 Divide each side by 8. Answer:
36 Find Values of Variables m 6 + m 4 = 180 Supplement Theorem 4y + 4(y 25) = 180 Substitution 4y + 4y 100 = 180 Distributive Property 8y = 280 Add 100 to each side. y = 35 Divide each side by 8. Answer: y = 35
37 A. ALGEBRA If m 1 = 9x + 6, m 2 = 2(5x 3), and m 3 = 5y + 14, find x. A. x = 9 B. x = 12 C. x = 10 D. x = 14
38 A. ALGEBRA If m 1 = 9x + 6, m 2 = 2(5x 3), and m 3 = 5y + 14, find x. A. x = 9 B. x = 12 C. x = 10 D. x = 14
39 B. ALGEBRA If m 1 = 9x + 6, m 2 = 2(5x 3), and m 3 = 5y + 14, find y. A. y = 14 B. y = 20 C. y = 16 D. y = 24
40 B. ALGEBRA If m 1 = 9x + 6, m 2 = 2(5x 3), and m 3 = 5y + 14, find y. A. y = 14 B. y = 20 C. y = 16 D. y = 24
41
42
Over Lesson 2 7 Justify the statement with a property of equality or a property of congruence. Justify the statement with a property of equality or a
Five-Minute Check (over Lesson 2 7) CCSS Then/Now Postulate 2.10: Protractor Postulate Postulate 2.11: Angle Addition Postulate Example 1: Use the Angle Addition Postulate Theorems 2.3 and 2.4 Example
Over Lesson 5 3 Questions 1 & 2 Questions 3 & 4 What is the relationship between the lengths of RS and ST? What is the relationship between the length
Five-Minute Check (over Lesson 5 3) CCSS Then/Now New Vocabulary Key Concept: How to Write an Indirect Proof Example 1: State the Assumption for Starting an Indirect Proof Example 2: Write an Indirect
Math 8 Advanced Common Core Georgia Performance Standards Curriculum Map
Semester 1 Standards for Mathematical Practice 1 Make sense of problems and persevere in solving them. 2 Reason abstractly and quantitatively. 3 Construct viable arguments and critique the reasoning of
2/11/16 Review for Proofs Quiz
2/11/16 Review for Proofs Quiz EQ:Name some of the most common properties, theorems, and postulates used when performing proofs. MCC9 12.G.CO.9 Prove theorems about lines and angles. Theorems include:
Over Lesson 5 5 (1-3) Determine whether it is possible to form a triangle with the given lengths of sides:. 5, 7, and , 4.2, and , 6, and
Five-Minute Check (over Lesson 5 5) CCSS Then/Now Theorems: Inequalities in Two Triangles Example 1: Use the Hinge Theorem and its Converse Proof: Hinge Theorem Example 2: Real-World Example: Use the Hinge
Five-Minute Check (over Lesson 5 5) CCSS Then/Now Theorems: Inequalities in Two Triangles Example 1: Use the Hinge Theorem and its Converse Proof:
Five-Minute Check (over Lesson 5 5) CCSS Then/Now Theorems: Inequalities in Two Triangles Example 1: Use the Hinge Theorem and its Converse Proof: Hinge Theorem Example 2: Real-World Example: Use the Hinge
Unit 1: Introduction to Proof
Unit 1: Introduction to Proof Prove geometric theorems both formally and informally using a variety of methods. G.CO.9 Prove and apply theorems about lines and angles. Theorems include but are not restricted
Integrated Math 3 Math 3 Course Description:
Course Description: Integrated Math 3 Math 3 Course Description: Integrated strands include algebra, functions, geometry, trigonometry, statistics, probability and discrete math. Scope and sequence includes
October 16, Geometry, the Common Core, and Proof. John T. Baldwin, Andreas Mueller. The motivating problem. Euclidean Axioms and Diagrams
October 16, 2012 Outline 1 2 3 4 5 Agenda 1 G-C0-1 Context. 2 Activity: Divide a line into n pieces -with string; via construction 3 Reflection activity (geometry/ proof/definition/ common core) 4 mini-lecture
Contents. Test-Taking Tips... 8
Contents Test-Taking Tips... 8 Unit 1 Number and Number Relations... 9 Lesson 1: Number Concepts...10 Computing with Real Numbers 2 Effects of Computations on Real Numbers 2 Evaluating Radical Expressions
Five-Minute Check (over Lesson 2 7) CCSS Then/Now Postulate 2.10: Protractor Postulate Postulate 2.11: Angle Addition Postulate Example 1: Use the
Five-Minute Check (over Lesson 2 7) CCSS Then/Now Postulate 2.10: Protractor Postulate Postulate 2.11: Angle Addition Postulate Example 1: Use the Angle Addition Postulate Theorems 2.3 and 2.4 Example
Geometry Chapter 3 & 4 Test
Class: Date: Geometry Chapter 3 & 4 Test Use the diagram to find the following. 1. What are three pairs of corresponding angles? A. angles 1 & 2, 3 & 8, and 4 & 7 C. angles 1 & 7, 8 & 6, and 2 & 4 B. angles
Five-Minute Check (over Lesson 4 3) CCSS Then/Now New Vocabulary Postulate 4.1: Side-Side-Side (SSS) Congruence Example 1: Use SSS to Prove Triangles
Five-Minute Check (over Lesson 4 3) CCSS Then/Now New Vocabulary Postulate 4.1: Side-Side-Side (SSS) Congruence Example 1: Use SSS to Prove Triangles Congruent Example 2: Standard Test Example: SSS on
Objectives To prove theorems about parallel lines To use properties of parallel lines to find angle measures
- Properties of Parallel Lines Common Core State Standards G-CO.C. Prove theorems about lines and angles. Theorems include:... when a transversal crosses parallel lines, alternate interior angles are congruent...
3.2. Parallel Lines and Transversals
. Parallel Lines and Transversals Essential Question When two parallel lines are cut by a transversal, which of the resulting pairs of angles are congruent? Exploring Parallel Lines Work with a partner.
3.2. Parallel Lines and Transversals
. Parallel Lines and Transversals COMMON CORE Learning Standard HSG-CO.C.9 Essential Question When two parallel lines are cut by a transversal, which of the resulting pairs of angles are congruent? Work
Geometry Unit 1 Practice
Lesson 1-1 1. Persevere in solving problems. Identify each figure. hen give all possible names for the figure. a. S Geometry Unit 1 Practice e. P S G Q. What is a correct name for this plane? W R Z X b..
Five-Minute Check (over Lesson 8 3) CCSS Then/Now New Vocabulary Key Concept: Vertical and Horizontal Asymptotes Example 1: Graph with No Horizontal
Five-Minute Check (over Lesson 8 3) CCSS Then/Now New Vocabulary Key Concept: Vertical and Horizontal Asymptotes Example 1: Graph with No Horizontal Asymptote Example 2: Real-World Example: Use Graphs
Geometry: A Complete Course
Geometry: omplete ourse (with Trigonometry) Module - Student WorkText Written by: Thomas E. lark Larry E. ollins Geometry: omplete ourse (with Trigonometry) Module Student Worktext opyright 2014 by VideotextInteractive
UNIT 3 CIRCLES AND VOLUME Lesson 1: Introducing Circles Instruction
Prerequisite Skills This lesson requires the use of the following skills: performing operations with fractions understanding slope, both algebraically and graphically understanding the relationship of
MATHEMATICS Math I. Number and Quantity The Real Number System
MATHEMATICS Math I The high school mathematics curriculum is designed to develop deep understanding of foundational math ideas. In order to allow time for such understanding, each level focuses on concepts
Geometry/Trigonometry Unit 2: Parallel Lines Notes Period:
Geometry/Trigonometry Unit 2: Parallel Lines Notes Name: Date: Period: # (1) Pg 108 109 #1-10 all (2) Pg 108 109 #12-22 Even and 30, 32 (3) Pg 114 #1-6; 9-13 (4) Pg 114-115 #15-18; 20; 22; 24; 26; 29 and
A TRADITION of EXCELLENCE A VISION for TOMORROW
Pre-Algebra Grade 8 The Number System To successfully complete Grade 8 Pre-Algebra, the learner will Cluster: Know that there are numbers that are not rational, and approximate them by rational numbers.
Mathematics Pacing. Instruction 9/9-10/18/13 Assessment 10/21-10/25/13 Remediation 10/28 11/1/13. # STUDENT LEARNING OBJECTIVES CCSS Resources
CONTENT AREA: Grade 8 Mathematics Unit 1 Instruction 9/9-10/18/13 Assessment 10/21-10/25/13 Remediation 10/28 11/1/13 UNIT NAME: The Number System # STUDENT LEARNING OBJECTIVES CCSS Resources 1 2 3 4 5
8 th Grade Essential Learnings
8 th Grade Essential Learnings Subject: Math Grade/Course: 8 th Grade AG1 EL # Ex 1 Essential Learning Benchmark (framed by Standard) Learning Goal Topic (Report Card) NCTM Focal Points (Grade Level and/or
UNIT 1 SIMILARITY, CONGRUENCE, AND PROOFS Lesson 9: Proving Theorems About Triangles Instruction
Prerequisite Skills This lesson requires the use of the following skills: identifying and using vertical angles, supplementary angles, and complementary angles to find unknown angle measures recognizing
9. By the Linear Pair Postulate (Post. 2.3):
Chapter Maintaining Mathematical Proficiency. d = ( ) + (9 ) = ( ) + (6) = 9 + 6 = 5 6.7. d = (8 ( )) + ( 6 7) = (8 + ) + ( ) = () + ( ) = + 69 = 90 7.0. d = (0 5) + (8 ( )) = ( 5) + (8 + ) = ( 5) + ()
Name: Class: Date: B. The twentieth term is A. D. There is not enough information.
Class: Date: Chapter 2 Review 1. Based on the pattern, what are the next two terms of the sequence? 9, 15, 21, 27,... A. 33, 972 B. 39, 45 C. 162, 972 D. 33, 39 2. What conjecture can you make about the
C=2πr C=πd. Chapter 10 Circles Circles and Circumference. Circumference: the distance around the circle
10.1 Circles and Circumference Chapter 10 Circles Circle the locus or set of all points in a plane that are A equidistant from a given point, called the center When naming a circle you always name it by
Geometry Note Cards EXAMPLE:
Geometry Note Cards EXAMPLE: Lined Side Word and Explanation Blank Side Picture with Statements Sections 12-4 through 12-5 1) Theorem 12-3 (p. 790) 2) Theorem 12-14 (p. 790) 3) Theorem 12-15 (p. 793) 4)
Grade 8 Yearlong Mathematics Map
rade 8 Yearlong Mathematics Map Resources: Approved from Board of Education Assessments: PARCC Assessments, Performance Series, District Benchmark Assessments NS NS Common Core State Standards Standards
DCSD Common Core State Standards Math Pacing Guide 3rd Grade. Trimester 1
Trimester 1 CCSS Mathematical Practices 1.Make sense of problems and persevere in solving them. 2.Reason abstractly and quantitatively. 3.Construct viable arguments and critique the reasoning of others.
2) Are all linear pairs supplementary angles? Are all supplementary angles linear pairs? Explain.
1) Explain what it means to bisect a segment. Why is it impossible to bisect a line? 2) Are all linear pairs supplementary angles? Are all supplementary angles linear pairs? Explain. 3) Explain why a four-legged
Definitions/Postulates REVIEW!
Do NOW! This is on a worksheet I gave you last week called Practice with Proofs. #1 1) A, B, & C are collinear. B is btwn A & C. AC=32, AB = 2x & BC= 4x+2 2) 1) Given 2) Always start with the givens..
So, the measure of arc TS is 144. So, the measure of arc QTS is 248. So, the measure of arc LP is Secants, Tangents, and Angle Measures
11-6 Secants, Tangents, Angle Measures Find each measure Assume that segments that appear to be tangent are tangent 4 1 5 So, the measure of arc QTS is 48 So, the measure of arc TS is 144 6 3 So, the measure
CME Project, Geometry 2009 Correlated to: Kentucky Core Content for Mathematics Assessment 4.1 (High School, Grade 11)
Number Properties and Operations High school students should enter high school with a strong background in rational numbers and numerical operations and expand this to real numbers. This becomes the foundation
Pittsburg Unified School District. Math 8 CCSS. Teaching Guide for Mathematics Common Core Curriculum REVISED
Pittsburg Unified School District Math 8 CCSS Teaching Guide for Mathematics Common Core Curriculum 2015-2016 REVISED 7.31.15 Benchmark 1 (21% of standards/20 Q) Unit 1: 8.G.1a, b, c 8.G.2 8.G.3 8.G.4
To find and compare lengths of segments
1-3 Measuring Segments ommon ore State Standards G-O..1 Know precise definitions of angle, circle, perpendicular line, parallel line, and line segment... lso G-GPE..6 MP 2, MP 3, MP 4, MP 6 Objective To
2.8 Proving angle relationships cont. ink.notebook. September 20, page 84 page cont. page 86. page 85. Standards. Cont.
2.8 Proving angle relationships cont. ink.notebook page 84 page 83 2.8 cont. page 85 page 86 Lesson Objectives Standards Lesson Notes 2.8 Proving Angle Relationships Cont. Press the tabs to view details.
Parallel Lines and Transversals PROPERTIES OF PARALLEL LINES
. Parallel Lines and Transversals What you should learn GOAL Prove and use results about arallel lines and transversals. GOAL Use roerties of arallel lines to solve real-life roblems, such as estimating
DISCOVERING GEOMETRY Over 6000 years ago, geometry consisted primarily of practical rules for measuring land and for
Name Period GEOMETRY Chapter One BASICS OF GEOMETRY Geometry, like much of mathematics and science, developed when people began recognizing and describing patterns. In this course, you will study many
10-3 Arcs and Chords. ALGEBRA Find the value of x.
ALGEBRA Find the value of x. 1. Arc ST is a minor arc, so m(arc ST) is equal to the measure of its related central angle or 93. and are congruent chords, so the corresponding arcs RS and ST are congruent.
Geometry Arcs and Chords. Geometry Mr. Austin
10.2 Arcs and Chords Mr. Austin Objectives/Assignment Use properties of arcs of circles, as applied. Use properties of chords of circles. Assignment: pp. 607-608 #3-47 Reminder Quiz after 10.3 and 10.5
B C. You try: What is the definition of an angle bisector?
US Geometry 1 What is the definition of a midpoint? The midpoint of a line segment is the point that divides the segment into two congruent segments. That is, M is the midpoint of if M is on and M M. 1
Geometry First Semester Exam Review
Geometry First Semester Exam Review Multiple Choice Identify the choice that best completes the statement or answers the question. 1. Name three points that are collinear. a. points T, Q, and R c. points
Indicate the answer choice that best completes the statement or answers the question.
Indicate the answer choice that best completes the statement or answers the question. ANIMATION Find the translation that moves the figure on the coordinate plane. Given the following information, determine
Granite School District Parent Guides Utah Core State Standards for Mathematics Grades K-6
Granite School District Parent Guides Grades K-6 GSD Parents Guide for Kindergarten The addresses Standards for Mathematical Practice and Standards for Mathematical Content. The standards stress not only
Liberal High School Lesson Plans
Monday, 5/8/2017 Liberal High School Lesson Plans er:david A. Hoffman Class:Algebra III 5/8/2017 To 5/12/2017 Students will perform math operationsto solve rational expressions and find the domain. How
10.1 Tangents to Circles. Geometry Mrs. Spitz Spring 2005
10.1 Tangents to Circles Geometry Mrs. Spitz Spring 2005 Objectives/Assignment Identify segments and lines related to circles. Use properties of a tangent to a circle. Assignment: Chapter 10 Definitions
2-6 Algebraic Proof. State the property that justifies each statement. 1. If m 1 = m 2 and m 2 = m 3, then m 1 = m 3. SOLUTION:
State the property that justifies each 1. If m 1 = m 2 and m 2 = m 3, then m 1 = m 3. There are two parts to the hypotheses. "If m 1 = m 2 and m 2 = m 3, then m 1 = m 3. "The end of the first part of the
SECONDARY MATHEMATICS I
SECONDARY MATHEMATICS I THE FUNDAMENTAL PURPOSE OF SECONDARY MATHEMATICS I is to formalize and extend the mathematics that students learned in the middle grades. The critical areas, organized into units,
Practice. 8. Use inductive reasoning to determine the next two terms in the sequence. a. 1, 3, 7, 15, 31, b. 3, -6, 12, -24, 48,
CTIC CTIVITY 1.1 1. Which is the correct name for this line? G M a. G c. MG b. GM d. M 2. Use the diagram to name each of the following. L M a. parallel lines b. perpendicular lines. In this diagram, m
Geometry: A Complete Course
Geometry: omplete ourse (with Trigonometry) Module - Student WorkText Written by: Thomas. lark Larry. ollins RRT 4/2010 6. In the figure below, and share the common segment. Prove the following conditional
Name: GEOMETRY: EXAM (A) A B C D E F G H D E. 1. How many non collinear points determine a plane?
GMTRY: XM () Name: 1. How many non collinear points determine a plane? ) none ) one ) two ) three 2. How many edges does a heagonal prism have? ) 6 ) 12 ) 18 ) 2. Name the intersection of planes Q and
Find the geometric mean between 9 and 13. Find the geometric mean between
Five-Minute Check (over Lesson 8 1) CCSS Then/Now New Vocabulary Theorem 8.4: Pythagorean Theorem Proof: Pythagorean Theorem Example 1: Find Missing Measures Using the Pythagorean Theorem Key Concept:
UNIT STANDARDS NO. OF
Vance County Schools UNIT STANDARDS NO. OF DAYS 25 1. Exponents, Real Numbers and Scientific Notation 8.EE.1 8.EE.4 8.EE.2 8.NS.1 8.EE.3 8.NS.2 2. Congruence and Similarity, Lines and Angles 8.G.1 8.G.4
Areas of Polygons and Circles
Chapter 8 Areas of Polygons and Circles Copyright Cengage Learning. All rights reserved. 8.1 Area and Initial Postulates Copyright Cengage Learning. All rights reserved. Area and Initial Postulates Because
California Common Core State Standards for Mathematics Standards Map Mathematics I
A Correlation of Pearson Integrated High School Mathematics Mathematics I Common Core, 2014 to the California Common Core State s for Mathematics s Map Mathematics I Copyright 2017 Pearson Education, Inc.
So, the measure of arc TS is Secants, Tangents, and Angle Measures
Find each measure. Assume that segments that appear to be tangent are tangent. 1. 3. 110 73 2. 4. So, the measure of arc TS is 144. 144 31 esolutions Manual - Powered by Cognero Page 1 5. 7. STUNTS A ramp
DESK Secondary Math II
Mathematical Practices The Standards for Mathematical Practice in Secondary Mathematics I describe mathematical habits of mind that teachers should seek to develop in their students. Students become mathematically
Name: Date: Period: 1. In the diagram below,. [G.CO.6] 2. The diagram below shows a pair of congruent triangles, with and. [G.CO.
![Name: Date: Period: 1. In the diagram below,. [G.CO.6] 2. The diagram below shows a pair of congruent triangles, with and. [G.CO.](/thumbs/78/77420594.jpg "Name: Date: Period: 1. In the diagram below,. [G.CO.6] 2. The diagram below shows a pair of congruent triangles, with and. [G.CO.")
Name: Date: Period: Directions: Read each question carefully and choose the best answer for each question. You must show LL of your work to receive credit. 1. In the diagram below,. [G.CO.6] Which statement
Activity Sheet 1: Constructions
Name ctivity Sheet 1: Constructions Date 1. Constructing a line segment congruent to a given line segment: Given a line segment B, B a. Use a straightedge to draw a line, choose a point on the line, and
Honors Geometry Semester Review Packet
Honors Geometry Semester Review Packet 1) Explain what it means to bisect a segment. Why is it impossible to bisect a line? 2) Are all linear pairs supplementary angles? Are all supplementary angles linear
Writing: Answer each question with complete sentences. 1) Explain what it means to bisect a segment. Why is it impossible to bisect a line?
Writing: Answer each question with complete sentences. 1) Explain what it means to bisect a segment. Why is it impossible to bisect a line? 2) Are all linear pairs supplementary angles? Are all supplementary
Geometry Triangles
1 Geometry Triangles 2015-12-08 www.njctl.org 2 Table of Contents Click on the topic to go to that section Triangles Triangle Sum Theorem Exterior Angle Theorem Inequalities in Triangles Similar Triangles
8 th Grade Math Curriculum Map Thinking with Math Models Time Line: Marking Period 1. Function, linear function, rate of change
8 th Grade Math Curriculum Map Thinking with Math Models Time Line: Marking Period 1 CCSS Essential Questions/ Learning Goals Skills /Vocabulary Formative/ Summative Assessment Resources 8.F.2 Compare
Grade 7 Honors Yearlong Mathematics Map
rade 7 Honors Yearlong Mathematics Map Resources: Approved from Board of Education Assessments: PARCC Assessments, Performance Series, District Benchmark Assessments NS NS Common Core State Standards Standards
Midfield City Schools MES 3 rd Grade Math Pacing Guide Year
Operations and Algebraic Thinking [OA] Represent and solve problems involving multiplication and division. Understand properties of multiplication and the relationship between multiplication and division.
ANSWERS STUDY GUIDE FOR THE FINAL EXAM CHAPTER 1
ANSWERS STUDY GUIDE FOR THE FINAL EXAM CHAPTER 1 N W A S Use the diagram to answer the following questions #1-3. 1. Give two other names for. Sample answer: PN O D P d F a. Give two other names for plane.
Math 8A. Content Description Content Location U01-L01-A05. Learn: Text. Video U04-L18-A05. Learn: Text and. Video. Learn: Text and U04-L19-A03.
Know that there are numbers that are not rational, and approximate them by rational numbers. NS.A.1 Know that numbers that are not rational are called irrational. Understand informally that every number
0112ge. Geometry Regents Exam Line n intersects lines l and m, forming the angles shown in the diagram below.
Geometry Regents Exam 011 011ge 1 Line n intersects lines l and m, forming the angles shown in the diagram below. 4 In the diagram below, MATH is a rhombus with diagonals AH and MT. Which value of x would
Chapter 10. Properties of Circles
Chapter 10 Properties of Circles 10.1 Use Properties of Tangents Objective: Use properties of a tangent to a circle. Essential Question: how can you verify that a segment is tangent to a circle? Terminology:
Integrated Math 1. Course Standards & Resource Guide
Integrated Math 1 Course Standards & Resource Guide Integrated Math 1 Unit Overview Fall Spring Unit 1: Unit Conversion Unit 2: Creating and Solving Equations Unit 3: Creating and Solving Inequalities
North Carolina Standard Course of Study North Carolina Math 2
North Carolina Standard Course of Study North Carolina Math 2 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique
Question 1 (3 points) Find the midpoint of the line segment connecting the pair of points (3, -10) and (3, 6).
Geometry Semester Final Exam Practice Select the best answer Question (3 points) Find the midpoint of the line segment connecting the pair of points (3, -0) and (3, 6). A) (3, -) C) (3, -) B) (3, 4.5)
Geometric Formulas (page 474) Name
LESSON 91 Geometric Formulas (page 474) Name Figure Perimeter Area Square P = 4s A = s 2 Rectangle P = 2I + 2w A = Iw Parallelogram P = 2b + 2s A = bh Triangle P = s 1 + s 2 + s 3 A = 1_ 2 bh Teacher Note:
Common Core Correlations. Mathematics Grade 8. Know and apply the properties of integer exponents to generate equivalent numerical expressions.
Common Core Correlations Mathematics Grade 8 BENCHMARK CODE 8.EE.1.1 BENCHMARK Know and apply the properties of integer exponents to generate equivalent numerical expressions. SpringBoard Page 72, 73,
5-6 Proving Lines Parallel
Given the following information, determine which lines, if any, are parallel. State the postulate or theorem that justifies your answer. 1. j k; converse of corresponding angles postulate 3. alternate
Tangent Lines Unit 10 Lesson 1 Example 1: Tell how many common tangents the circles have and draw them.
Tangent Lines Unit 10 Lesson 1 EQ: How can you verify that a segment is tangent to a circle? Circle: Center: Radius: Chord: Diameter: Secant: Tangent: Tangent Lines Unit 10 Lesson 1 Example 1: Tell how
California Common Core State Standards for Mathematics Standards Map Mathematics II
A Correlation of Pearson Integrated High School Mathematics Mathematics II Common Core, 2014 to the California Common Core State s for Mathematics s Map Mathematics II Copyright 2017 Pearson Education,
Definitions, Axioms, Postulates, Propositions, and Theorems from Euclidean and Non-Euclidean Geometries by Marvin Jay Greenberg
Definitions, Axioms, Postulates, Propositions, and Theorems from Euclidean and Non-Euclidean Geometries by Marvin Jay Greenberg Undefined Terms: Point, Line, Incident, Between, Congruent. Incidence Axioms:
Sequence Units for the CCRS in Mathematics Grade 3
Sequence Units for the CCRS in Mathematics Grade 3 You must begin explicit instruction of the eight s of Mathematical Practice. Students are expected to know and be able to use them daily. First 9 Weeks
Ready To Go On? Skills Intervention 11-1 Lines That Intersect Circles
Name ate lass STION 11 Ready To Go On? Skills Intervention 11-1 Lines That Intersect ircles ind these vocabulary words in Lesson 11-1 and the Multilingual Glossary. Vocabulary interior of a circle exterior
Grade 3. Grade 3 K 8 Standards 23
Grade 3 In grade 3, instructional time should focus on four critical areas: (1) developing understanding of multiplication and division and strategies for multiplication and division within 100; (2) developing
A Correlation of. To the. North Carolina Standard Course of Study for Mathematics High School Math 2
A Correlation of 2018 To the North Carolina Standard Course of Study for Mathematics High School Math 2 Table of Contents Standards for Mathematical Practice... 1 Number and Quantity... 8 Algebra... 9
Over Lesson 7 2 Determine whether the triangles are similar. The quadrilaterals are similar. Find the scale factor of the larger quadrilateral to the
Five-Minute Check (over Lesson 7 2) CCSS Then/Now Postulate 7.1: Angle-Angle (AA) Similarity Example 1: Use the AA Similarity Postulate Theorems Proof: Theorem 7.2 Example 2: Use the SSS and SAS Similarity
Indiana Academic Standards for Mathematics (2014)
A Correlation of Pearson Mathematics Algebra 1, Geometry, and Algebra 2 Common Core to the for Mathematics (2014) Introduction This document demonstrates how Pearson Algebra 1, Geometry, Algebra 2 Common
Neshoba Central Middle School 8 th Grade Pacing Guide Pre-Algebra
CCSS Key: The Number System (NS) Expressions and Equations (EE) Functions (F) Geometry (G) Statistics and Probability (SP) NINE WEEKS CCSS MS FRAMEWORK DATE ASSESSED 1 PA.1.b. Formulate and solve standard
Mathematics Grade 3. grade 3 21
Mathematics Grade 3 In Grade 3, instructional time should focus on four critical areas: (1) developing understanding of multiplication and division and strategies for multiplication and division within
Circles. II. Radius - a segment with one endpoint the center of a circle and the other endpoint on the circle.
Circles Circles and Basic Terminology I. Circle - the set of all points in a plane that are a given distance from a given point (called the center) in the plane. Circles are named by their center. II.
Student Outcomes. Lesson Notes. Classwork. Example 1 (5 minutes) Students apply knowledge of geometry to writing and solving linear equations.
Student Outcomes Students apply knowledge of geometry to writing and solving linear equations. Lesson Notes All of the problems in this lesson relate to what students have learned about geometry in recent
CBSE Class IX Syllabus. Mathematics Class 9 Syllabus
Mathematics Class 9 Syllabus Course Structure First Term Units Unit Marks I Number System 17 II Algebra 25 III Geometry 37 IV Co-ordinate Geometry 6 V Mensuration 5 Total 90 Second Term Units Unit Marks
BENCHMARKS GRADE LEVEL INDICATORS STRATEGIES/RESOURCES
GRADE OHIO ACADEMIC CONTENT STANDARDS MATHEMATICS CURRICULUM GUIDE Tenth Grade Number, Number Sense and Operations Standard Students demonstrate number sense, including an understanding of number systems
1-2 Measuring and Constructing Segments
1-2 Measuring and Constructing Segments Warm Up Lesson Presentation Lesson Quiz Objectives Use length and midpoint of a segment. Construct midpoints and congruent segments. Vocabulary coordinate midpoint
Exponents. Reteach. Write each expression in exponential form (0.4)
9-1 Exponents You can write a number in exponential form to show repeated multiplication. A number written in exponential form has a base and an exponent. The exponent tells you how many times a number,
Prentice Hall PreCalculus, 3rd Edition 2007, (Blitzer)
Prentice Hall PreCalculus, 3rd Edition 2007, (Blitzer) C O R R E L A T E D T O Number Properties and Operations High school students should enter high school with a strong background in rational numbers
MATH II CCR MATH STANDARDS
RELATIONSHIPS BETWEEN QUANTITIES M.2HS.1 M.2HS.2 M.2HS.3 M.2HS.4 M.2HS.5 M.2HS.6 Explain how the definition of the meaning of rational exponents follows from extending the properties of integer exponents
Prentice Hall Intermediate Algebra, 5th Edition 2009 (Martin-Gay)
Prentice Hall Intermediate Algebra, 5th Edition 2009 (Martin-Gay) C O R R E L A T E D T O Number Properties and Operations High school students should enter high school with a strong background in rational
Math Maps & Unit CCRS Priorities K10 SBCSC
ISTEP+ Instructional and Assessment Guidance Math Maps & Unit CCRS Priorities 2016-2017 K10 SBCSC Prioritizing Instruction In an effort to empower teachers and focus on college and career readiness, the
Correlation of 2012 Texas Essential Knowledge and Skills (TEKS) for Algebra I and Geometry to Moving with Math SUMS Moving with Math SUMS Algebra 1
Correlation of 2012 Texas Essential Knowledge and Skills (TEKS) for Algebra I and Geometry to Moving with Math SUMS Moving with Math SUMS Algebra 1 ALGEBRA I A.1 Mathematical process standards. The student