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Comprehend Demonstrate by solving:

• Properties of similarity congruence and parallel lines cut • Problems involving proofs through the use of geometric

by a transversal constructions

• Basic theorems about congruent and similar triangles • Mathematical and real world problems that involve the

• Definitions and basic properties of a circle properties of special right triangles with the Pythagorean

• Concepts behind simple geometric proofs theorem and its converse

• Basic formulas for volume and surface area for three-

dimensional objects Develop ability to:

• Geometric properties of lines (e.g., slope and midpoint of

• Figure area and perimeter of basic figures

a line segment)

• Develop and write simple geometric proofs

• The formula for the distance between two points

• Use similar triangles to find unknown angle measurements and

• Through recognition of geometric translations and

lengths of sides

transformations algebraically

• Visualize solids and surfaces in three-dimensional space

• That geometric objects and figures can also be described

algebraically • State and prove key basic theorems in geometry

• The algebra and geometry of circles • Use trigonometry for examples of algebraic/geometric

• The algebra and geometry of parabolas and ellipses as a relationships, including Law of Sines/Cosines

prerequisite to the study of calculus • Identify and apply properties of theorems about:

• That there are geometries other than Euclidean

○ Parallel lines – use to prove theorems such as two lines

geometry

parallel to a third are parallel to each other and perform

• Similarities of figures and use scale factor to solve constructions such as a line parallel to a given line

problems through a point not on a line

• That numerical values associated with measurements of ○ Perpendicular lines – use to prove theorems such as the

physical quantities must be assigned units of perpendicular bisectors of line segments are the set of

measurement or dimension all points equidistant from the two end points and to

• That the effect of a scale factor k on length are and perform constructions such as the perpendicular

volume is to multiply each by k, k2 and k3, respectively bisector of a line segment

○ Angles – use to prove theorems such as two lines are

parallel exactly when the alternate interior angles they

make with a transversal are equal and to perform

constructions such as the bisector of an angle

• Find the distance between two points using their coordinates

and the Pythagorean theorem

• Find an equations of a circle given its center and radius and,

College Readiness Standards 22082293

9/15/2009

given an equations of a circle, find its center and radius

• Use rigid motions to determine whether tow geometric figures

are congruent and to create and analyze geometric designs

• Determine the perimeter of

○ The area of a rectangle, a circle, a triangle and polygon

with more than four sides by decomposing it into

triangles

○ The surface area of a prism, a pyramid, a cone and a

sphere

○ The volume of a rectangle box, a prism, a pyramid, a

cone and a sphere

coordinates

• Express the intuitive concept of “slant” of a line in terms of the

precise concept of slope, us the coordinates of two points on a

line to define its slope, and use slope to express the

parallelism and perpendicularity of lines

9/15/2009

Standards for Success (S4S)

Math: Algebra

Successful students:

A. Understand and use both basic plane and solid geometry’

B. Know analytic (i.e., coordinate geometry)

C. Understand basic relationship between geometry and algebra

• Habits of the mind such as:

○ Time management – budgeting time to complete reading tasks

○ Understanding expectations of readings

○ Academic persistence

• Critical thinking skills such as:

○ Ability to discuss materials in-depth by asking engaging questions

○ Problem solving

• Understanding the connection between reading comprehension skills and disciplines:

writing, speaking and research

• Self-analysis – learning from constructive criticism and feedback

• Developing comfort with ambiguity of readings and assignments

Bibliography

Conley, D. T. (2005). College Knowledge. San Francisco: Jossey-Bass.

Universities and The Pew Charitable Trusts. Eugene: Center for Educational Policy Research.

Eugene, OR: Educational Policy Improvement Center.

The American Diploma Project. (2004). Ready or Not: Creating a High School Diploma that

Counts. Achieve, Inc.

9/15/2009

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