Evidence of Student Vocabulary Knowledge Skills Instructional Achievement Level Descriptors Attainment/Assessment Students: Triangle congruence Students know: Students understand/are Level IV Students will: able to: EEG-CO.6-8. Demonstrate why shapes are congruent. Ex. Communicate why two given congruent shapes are congruent. Use rigid motions and the ASA Basic properties of rigid motions basic properties of rigid (that they preserve distance and Use logical reasoning to Ex. Given two non-congruent shapes, communicate why the shapes are not congruent. motions (that they preserve SAS angle), connect geometric ideas to distance and angle), which are justify other results, assumed without proof to SSS Methods for presenting logical Level III Students will: establish that the usual EEG-CO.6-8. Identify corresponding congruent (the same) parts of reasoning using assumed Perform rigid motions of triangle congruence criteria understandings to justify subsequent geometric figures, shapes. Ex. Given two congruent triangles, identify the corresponding sides. make sense and can then be results. used to prove other theorems. Ex. Given two congruent items (stars, squares, etc.), identify the Determine whether two corresponding parts. plane figures are Ex. Given two shapes that are not congruent but are similar, identify the congruent by showing similar parts. whether they coincide when superimposed by means of a sequence of Level II Students will: EEG-CO.6-8. Recognize congruent parts (angles and sides). rigid motions (translation, Ex. Identify the congruent parts of a rectangle. reflection, or rotation), Ex. Identify the congruent angles of an isosceles triangle. Identify two triangles as Level I Students will: congruent if the lengths of EEG-CO.6-8. Recognize shapes that are congruent. corresponding sides are Ex. Given a shape, match a congruent shape. equal (SSS criterion), if Ex. Given three shapes, pick the two that are congruent. 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
Evidence of Student Attainment/Assessment Vocabulary Knowledge Skills Instructional Achievement Level Descriptors Students: Use rigid motions and the basic properties of rigid motions (that they preserve distance and angle), which are assumed without proof to establish that the usual triangle congruence criteria make sense and can then be used to prove other theorems. Triangle congruence ASA SAS SSS Students know: Basic properties of rigid motions (that they preserve distance and angle), Methods for presenting logical reasoning using assumed understandings to justify subsequent results. Students understand/are able to: 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 Level IV Students will: EEG-CO.6-8. Demonstrate why shapes are congruent. Ex. Communicate why two given congruent shapes are congruent. Ex. Given two non-congruent shapes, communicate why the shapes are not congruent. Level III Students will: EEG-CO.6-8. Identify corresponding congruent (the same) parts of shapes. Ex. Given two congruent triangles, identify the corresponding sides. Ex. Given two congruent items (stars, squares, etc.), identify the corresponding parts. Ex. Given two shapes that are not congruent but are similar, identify the similar parts. Level II Students will: EEG-CO.6-8. Recognize congruent parts (angles and sides). Ex. Identify the congruent parts of a rectangle. Ex. Identify the congruent angles of an isosceles triangle. Level I Students will: EEG-CO.6-8. Recognize shapes that are congruent. Ex. Given a shape, match a congruent shape. Ex. Given three shapes, pick the two that are congruent.