Standards - Mathematics

MA19.GDA.12

Represent data of two quantitative variables on a scatter plot, and describe how the variables are related.

Unpacked Content

Knowledge

Students know:
  • Techniques for creating a scatter plot,
  • Techniques for fitting linear functions to data.
  • Methods for using residuals to judge the closeness of the fit of the linear function to the original data.

Skills

Students are able to:
  • Accurately create a scatter plot of data.
  • Make reasonable assessments on the fit of the function to the data by examining residuals.
  • Accurately fit a function to data when there is evidence of a linear association.
  • Use technology to find the least-squares line of best fit for two quantitative variable.

Understanding

Students understand that:
  • Functions are used to create equations representative of ordered pairs of data.
  • Residuals may be examined to analyze how well a function fits the data.
  • When a linear association is suggested, a linear function can be fit to the scatter plot to aid in modeling the relationship.

Vocabulary

  • Quantitative variables
  • Scatter plot
  • Residuals

MA19.GDA.13

Compute (using technology) and interpret the correlation coefficient of a linear relationship.

Unpacked Content

Knowledge

Students know:
  • Techniques for creating a scatter plot using technology.
  • Techniques for fitting linear functions to data.
  • Accurately fit a function to data when there is evidence of a linear association.

Skills

Students are able to:
  • use technology to graph different data sets
  • Use the correlation coefficient to assess the strength and direction of the relationship between two data sets.

Understanding

Students understand that:
  • using technology to graph some data and look at the regression line that technology can generate for a scatter plot.

Vocabulary

  • Interpret
  • Correlation coefficient
  • linear relationship

MA19.GDA.14

Distinguish between correlation and causation.

Unpacked Content

Knowledge

Students know:

  • How to read and analyze scatter plots.
  • To use scatter plots to look for trends, and to find positive and negative correlations.
  • The key differences between correlation and causation.

 

Skills

Students are able to:

  • distinguish between correlation and causation

 

Vocabulary

  • Correlation
  • Causation

MA19.GDA.15

Evaluate possible solutions to real-life problems by developing linear models of contextual situations and using them to predict unknown values.

Unpacked Content

Knowledge

Students know:
  • Techniques for creating a scatter plot.
  • Techniques for fitting a linear function to a scatter plot.
  • Methods to find the slope and intercept of a linear function.
  • Techniques for fitting various functions (linear, quadratic, exponential) to data.
  • Methods for using residuals to judge the closeness of the fit of the function to the original data.

Skills

Students are able to:
  • Accurately create a scatter plot of data.
  • Correctly choose a function to fit the scatter plot.
  • Make reasonable assessments on the fit of the function to the data by examining residuals.
  • Accurately fit a linear function to data when there is evidence of a linear association.
  • Accurately fit linear functions to scatter plots.
  • Correctly find the slope and intercept of linear functions.
  • Justify and explain the relevant connections slope and intercept of the linear function to the data.

Understanding

Students understand that:
  • Functions are used to create equations representative of ordered pairs of data.
  • Residuals may be examined to analyze how well a function fits the data.
  • When a linear association is suggested, a linear function can be fit to the scatter plot to aid in modeling the relationship.
  • Linear functions are used to model data that have a relationship that closely resembles a linear relationship.
  • The slope and intercept of a linear function may be interpreted as the rate of change and the zero point (starting point).

Vocabulary

  • Quantitative variables
  • Scatter plot
  • Residuals
  • Slope
  • Rate of change
  • Intercepts
  • Constant
  • Ordered pairs
  • Horizontal lines
  • Vertical lines

MA19.GDA.16

Identify the shapes of two-dimensional cross-sections of three-dimensional objects, and identify three-dimensional objects generated by rotations of two-dimensional objects.

Unpacked Content

Knowledge

Students know:
  • Techniques to find the area and perimeter of parallelograms.
  • Techniques to find the area of circles or polygons.

Skills

Students are able to:
  • Accurately decompose circles, cylinders, pyramids, and cones into other geometric shapes.
  • Explain and justify how the formulas for circumference of a circle, area of a circle, and volume of a cylinder, pyramid, and cone may be created from the use of other geometric shapes.

Understanding

Students understand that:
  • Geometric shapes may be decomposed into other shapes which may be useful in creating formulas.
  • Geometric shapes may be divided into an infinite number of smaller geometric shapes, and the combination of those shapes maintain the area and volume of the original shape.

Vocabulary

  • Dissection arguments
  • Cavalieri's Principle
  • Cylinder
  • Pyramid
  • Cone
  • Ratio
  • Circumference
  • Parallelogram
  • Limits
  • Conjecture
  • Cross-section

MA19.GDA.17

Model and solve problems using surface area and volume of solids, including composite solids and solids with portions removed.

Unpacked Content

Knowledge

Students know:
  • Techniques to find the area and perimeter of parallelograms,Techniques to find the area of circles or polygons

Skills

Students are able to:
  • Accurately decompose circles, spheres, cylinders, pyramids, and cones into other geometric shapes.
  • Explain and justify how the formulas for surface area, and volume of a sphere, cylinder, pyramid, and cone may be created from the use of other geometric shapes.

Understanding

Students understand that:
  • Geometric shapes may be decomposed into other shapes which may be useful in creating formulas.
  • Geometric shapes may be divided into an infinite number of smaller geometric shapes, and the combination of those shapes maintain the area and volume of the original shape.

Vocabulary

  • Dissection arguments
Principle
  • Cylinder
  • Pyramid
  • Cone
  • Ratio
  • Circumference
  • Parallelogram
  • Limits
  • Conjecture
  • Cross-section
  • Surface Area
  • MA19.GDA.18

    Given the coordinates of the vertices of a polygon, compute its perimeter and area using a variety of methods, including the distance formula and dynamic geometry software, and evaluate the accuracy of the results.

    Unpacked Content

    Knowledge

    Students know:
    • The distance formula and its applications.
    • Techniques for coordinate graphing.
    • Techniques for using geometric software for coordinate graphing and to find the perimeter and area.

    Skills

    Students are able to:
    • Create geometric figures on a coordinate system from a contextual situation.
    • Accurately find the perimeter of polygons and the area of polygons such as triangles and rectangles from the coordinates of the shapes.
    • Explain and justify solutions in the original context of the situation.

    Understanding

    Students understand that:
    • Contextual situations may be modeled in a Cartesian coordinate system.
    • Coordinate modeling is frequently useful to visualize a situation and to aid in solving contextual problems.

    Vocabulary

    • Coordinates
    • vertices
    • perimeter
    • Area
    • Distance formula
    • Evaluate
    • Accuracy

    MA19.GDA.19

    Derive and apply the relationships between the lengths, perimeters, areas, and volumes of similar figures in relation to their scale factor.

    Unpacked Content

    Knowledge

    Students know:
    • Scale factors of similar figures.
    • The ratio of lengths, perimeter, areas, and volumes of similar figures.
    • Similar figures.

    Skills

    Students are able to:
    • Find the scale factor of any given set of similar figures.
    • Find the ratios of perimeter, area, and volume

    Understanding

    Students understand that:
    • Just as their corresponding sides are in the same proportion, perimeters and areas of similar polygons have a special relationship. Perimeters: The ratio of the perimeters is the same as the scale factor. If the scale factor of the sides of two similar polygons is m/n, then the ratio of the areas is (m/n)2

    Vocabulary

    • Derive
    • Apply
    • Scale Factor
    • Similar figures
    • Ratio of length
    • Ratio of perimeter
    • Ratio of area
    • Ratio of volume

    MA19.GDA.20

    Derive and apply the formula for the length of an arc and the formula for the area of a sector.

    Unpacked Content

    Knowledge

    Students know:
    • Techniques to use dilations (including using dynamic geometry software) to create circles with arcs intercepted by same central angles.
    • Techniques to find arc length.
    • Formulas for area and circumference of a circle.

    Skills

    Students are able to:
    • Reason from progressive examples using dynamic geometry software to form conjectures about relationships among arc length, central angles, and the radius.
    • Use logical reasoning to justify (or deny) these conjectures and critique the reasoning presented by others.
    • Interpret a sector as a portion of a circle, and use the ratio of the portion to the whole circle to create a formula for the area of a sector.

    Understanding

    Students understand that:
    • Radians measure the ratio of the arc length to the radius for an intercepted arc.
    • The ratio of the area of a sector to the area of a circle is proportional to the ratio of the central angle to a complete revolution.

    Vocabulary

    • Similarity
    • Constant of proportionality
    • Sector
    • Arc
    • Derive
    • Arc length
    • Radian measure
    • Area of sector
    • Central angle
    • Dilation

    MA19.GDA.21

    Represent transformations and compositions of transformations in the plane (coordinate and otherwise) using tools such as tracing paper and geometry software.

    Unpacked Content

    Knowledge

    Students know:
    • Characteristics of transformations (translations, rotations, reflections, and dilations).
    • Methods for representing transformations.
    • Characteristics of functions.
    • Conventions of functions with mapping notation.

    Skills

    Students are able to:
    • Accurately perform dilations, rotations, reflections, and translations on objects in the coordinate plane with and without technology.
    • Communicate the results of performing transformations on objects and their corresponding coordinates in the coordinate plane, including when the transformation preserves distance and angle.
    • Use the language and notation of functions as mappings to describe transformations.

    Understanding

    Students understand that:
    • Mapping one point to another through a series of transformations can be recorded as a function.
    • Some transformations (translations, rotations, and reflections) preserve distance and angle measure, and the image is then congruent to the pre-image, while dilations preserve angle but not distance, and the pre-image is similar to the image.
    • Distortions, such as only a horizontal stretch, preserve neither.

    Vocabulary

    • Transformation
    • Reflection
    • Translation
    • Rotation
    • Dilation
    • Isometry
    • Composition
    • Horizontal stretch
    • Vertical stretch
    • Horizontal shrink
    • Vertical shrink
    • Clockwise
    • Counterclockwise
    • Symmetry
    • Preimage
    • Image

    MA19.GDA.22

    Explore rotations, reflections, and translations using graph paper, tracing paper, and geometry software.

    Unpacked Content

    Knowledge

    Students know:

    • Characteristics of transformations (translations, rotations, reflections, and dilations).
    • Techniques for producing images under transformations using graph paper, tracing paper, or geometry software.
    • Characteristics of rectangles, parallelograms, trapezoids, and regular polygons.

    Skills

    Students are able to:

    • Accurately perform dilations, rotations, reflections, and translations on objects in the coordinate plane with and without technology.
    • Communicate the results of performing transformations on objects and their corresponding coordinates in the coordinate plane.

    Understanding

    Students understand that:

    • Mapping one point to another through a series of transformations can be recorded as a function.
    • Since translations, rotations and reflections preserve distance and angle measure, the image is then congruent.
    • The same transformation may be produced using a variety of tools, but the geometric sequence of steps that describe the transformation is consistent.

    Vocabulary

    • Transformation
    • Reflection
    • Translation
    • Rotation
    • Dilation
    • Isometry
    • Composition
    • horizontal stretch
    • vertical stretch
    • horizontal shrink
    • vertical shrink
    • Clockwise
    • Counterclockwise
    • Symmetry
    • Trapezoid
    • Square
    • Rectangle
    • Regular polygon
    • parallelogram
    • Mapping
    • preimage
    • Image

    MA19.GDA.23

    Develop definitions of rotation, reflection, and translation in terms of angles, circles, perpendicular lines, parallel lines, and line segments.

    Unpacked Content

    Knowledge

    Students know:
    • Characteristics of transformations (translations, rotations, reflections, and dilations).
    • -Properties of a mathematical definition, i.e., the smallest amount of information and properties that are enough to determine the concept. (Note: may not include all information related to concept).

    Skills

    Students are able to:
    • Accurately perform rotations, reflections, and translations on objects with and without technology.
    • Communicate the results of performing transformations on objects.
    • Use known and developed definitions and logical connections to develop new definitions.

    Understanding

    Students understand that:
    • Geometric definitions are developed from a few undefined notions by a logical sequence of connections that lead to a precise definition.
    • A precise definition should allow for the inclusion of all examples of the concept and require the exclusion of all non-examples.

    Vocabulary

    • Transformation
    • Reflection
    • Translation
    • Rotation
    • Dilation
    • Isometry
    • Composition
    • Clockwise
    • Counterclockwise
    • Preimage
    • Image

    MA19.GDA.24

    Define congruence of two figures in terms of rigid motions (a sequence of translations, rotations, and reflections); show that two figures are congruent by finding a sequence of rigid motions that maps one figure to the other.

    COS Examples

    Example: $\Delta ABC$ is congruent to $\Delta XYZ$ since a reflection followed by a translation maps $\Delta ABC$ onto $\Delta XYZ$.

    Unpacked Content

    Knowledge

    Students know:
    • Characteristics of translations, rotations, and reflections including the definition of congruence.
    • Techniques for producing images under transformations using graph paper, tracing paper, compass, or geometry software.
    • Geometric terminology (e.g., angles, circles, perpendicular lines, parallel lines, and line segments) which describes the series of steps necessary to produce a rotation, reflection, or translation.

    Skills

    Students are able to:
    • Use geometric descriptions of rigid motions to accurately perform these transformations on objects.
    • Communicate the results of performing transformations on objects.

    Understanding

    Students understand that:
    • Any distance preserving transformation is a combination of rotations, reflections, and translations.
    • If a series of translations, rotations, and reflections can be described that transforms one object exactly to a second object, the objects are congruent.

    Vocabulary

    • Rigid motions
    • Congruence

    MA19.GDA.25

    Verify criteria for showing triangles are congruent using a sequence of rigid motions that map one triangle to another.

    Unpacked Content

    Knowledge

    Students know:
    • Characteristics of translations, rotations, and reflections including the definition of congruence.
    • Techniques for producing images under transformations.
    • Geometric terminology which describes the series of steps necessary to produce a rotation, reflection, or translation.
    • Basic properties of rigid motions (that they preserve distance and angle).
    • Methods for presenting logical reasoning using assumed understandings to justify subsequent results.

    Skills

    Students are able to:
    • Use geometric descriptions of rigid motions to accurately perform these transformations on objects.
    • Communicate the results of performing transformations on objects.
    • Use logical reasoning to connect geometric ideas to justify other results.
    • Perform rigid motions of geometric figures.
    • Determine whether two plane figures are congruent by showing whether they coincide when superimposed by means of a sequence of rigid motions (translation, reflection, or rotation).
    • Identify two triangles as congruent if the lengths of corresponding sides are equal (SSS criterion), if the lengths of two pairs of corresponding sides and the measures of the corresponding angles between them are equal (SAS criterion), or if two pairs of corresponding angles are congruent and the lengths of the corresponding sides between them are equal (ASA criterion).
    • Apply the SSS, SAS, and ASA criteria to verify whether or not two triangles are congruent.

    Understanding

    Students understand that:
    • If a series of translations, rotations, and reflections can be described that transforms one object exactly to a second object, the objects are congruent.
    • It is beneficial to have minimal sets of requirements to justify geometric results (e.g., use ASA, SAS, or SSS instead of all sides and all angles for congruence).

    Vocabulary

    • Corresponding sides and angles
    • Rigid motions
    • If and only if
    • Triangle congruence
    • Angle-Side-Angle (ASA)
    • Side-Angle-Side (SAS)
    • Side-Side->Side (SSS)

    MA19.GDA.25b

    Verify that two triangles are congruent if (but not only if) the following groups of corresponding parts are congruent: angle-side-angle (ASA), side-angle-side (SAS), side- side-side (SSS), and angle-angle-side (AAS).

    COS Examples

    Example: Given two triangles with two pairs of congruent corresponding sides and a pair of congruent included angles, show that there must be a sequence of rigid motions will map one onto the other.

    MA19.GDA.26

    Verify experimentally the properties of dilations given by a center and a scale factor.

    Unpacked Content

    Knowledge

    Students know:
    • Methods for finding the length of line segments (both in a coordinate plane and through measurement).
    • Dilations may be performed on polygons by drawing lines through the center of dilation and each vertex of the polygon then marking off a line segment changed from the original by the scale factor.

    Skills

    Students are able to:
    • Accurately create a new image from a center of dilation, a scale factor, and an image.
    • Accurately find the length of line segments and ratios of line segments.
    • Communicate with logical reasoning a conjecture of generalization from experimental results.

    Understanding

    Students understand that:
    • A dilation uses a center and line segments through vertex points to create an image which is similar to the original image but in a ratio specified by the scale factor.
    • The ratio of the line segment formed from the center of dilation to a vertex in the new image and the corresponding vertex in the original image is equal to the scale factor.

    Vocabulary

    • Dilations
    • Center
    • Scale factor

    MA19.GDA.27

    Given two figures, determine whether they are similar by identifying a similarity transformation (sequence of rigid motions and dilations) that maps one figure to the other.

    Unpacked Content

    Knowledge

    Students know:
    • Properties of rigid motions and dilations.
    • Definition of similarity in terms of similarity transformations.
    • Techniques for producing images under a dilation and rigid motions.

    Skills

    Students are able to:
    • Apply rigid motion and dilation to a figure.
    • Explain and justify whether or not one figure can be obtained from another through a combination of rigid motion and dilation.

    Understanding

    Students understand that:
    • A figure that may be obtained from another through a dilation and a combination of translations, reflections, and rotations is similar to the original.
    • When a figure is similar to another the measures of all corresponding angles are equal, and all of the corresponding sides are in the same proportion.

    Vocabulary

    • Similarity transformation
    • Similarity
    • Proportionality
    • Corresponding pairs of angles
    • Corresponding pairs of sides
    • Rigid Motion

    MA19.GDA.28

    Verify criteria for showing triangles are similar using a similarity transformation (sequence of rigid motions and dilations) that maps one triangle to another.

    Unpacked Content

    Knowledge

    Students know:
    • The sum of the measures of the angles of a triangle is 180 degrees.
    • Properties of rigid motions and dilations.
    • Definition of similarity in terms of similarity transformations.
    • Techniques for producing images under a dilation and rigid motions.

    Skills

    Students are able to:
    • Apply rigid motion and dilation to a figure.
    • Explain and justify whether or not one figure can be obtained from another through a combination of rigid motion and dilation.

    Understanding

    Students understand that:
    • A figure that may be obtained from another through a dilation and a combination of translations, reflections, and rotations is similar to the original.
    • When a figure is similar to another the measures of all corresponding angles are equal, and all of the corresponding sides are in the same proportion.

    Vocabulary

    • Similarity transformation
    • Similarity
    • Proportionality
    • Corresponding pairs of angles
    • Corresponding pairs of sides
    • Similarity criteria for triangles
    • Rigid Motion

    MA19.GDA.28b

    Verify that two triangles are similar if (but not only if) two pairs of corresponding angles are congruent (AA), the corresponding sides are proportional (SSS), or two pairs of corresponding sides are proportional and the pair of included angles is congruent (SAS).

    COS Examples

    Example: Given two triangles with two pairs of congruent corresponding sides and a pair of congruent included angles, show there must be a set of rigid motions that maps one onto the other.

    MA19.GDA.29

    Find patterns and relationships in figures including lines, triangles, quadrilaterals, and circles, using technology and other tools.

    Unpacked Content

    Knowledge

    Students know:
    • Use technology and other tools to discover patterns and relationships in figures.
    • Use patterns. relationships and properties to construct figures.

    Understanding

    Students understand that:
    • Many of the constructions build on the relationships among the objects and are justified by the properties used during the construction. Technology can be used as a means to explain the properties and definitions by developing procedures to carry out the construction.

    Vocabulary

    • Conjectures
    • Construct
    • Congruent
    • Compass
    • Straightedge
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