Area of Learning: MATHEMATICS Geometry Grade 12 — BIG IDEAS Diagrams are fundamental Finding Geometry The proving process begins with Geometry stories to investigating, invariance involves creating, conjecturing, looking for and applications communicating, and amidst variation testing, and and refining the vary across discovering properties and drives geometric refining conjecture, and the process may cultures and time. relations in geometry. investigation. definitions. end with a written proof. Learning Standards Curricular Competencies Content Students are expected to do the following: Students are expected to know the following: Reasoning and modelling geometric constructions Develop thinking strategies to solve puzzles and play games parallel and perpendicular lines: Engage in in a dynamic environment in constructions spatial reasoning circles as tools perpendicular bisector Explore, analyze, and apply mathematical ideas using reason, technology, and other tools circle geometry Estimate reasonably and demonstrate fluent, flexible, and strategic constructing tangents thinking about number transformations of 2D shapes: Model with mathematics in situational contexts isometries Think creatively and with curiosity and wonder when exploring problems non-isometric transformations non-Euclidean geometries Understanding and solving Develop, demonstrate, and apply conceptual understanding of mathematical ideas through play, story, inquiry, and problem solving Visualize to explore and illustrate geometric concepts and relationships Apply flexible and strategic approaches to solve problems Solve problems with persistence and a positive disposition Engage in problem-solving experiences connected with place, story, cultural practices, and perspectives relevant to local First Peoples communities, the local community, and other cultures
Area of Learning: MATHEMATICS — Geometry Grade 12 BIG IDEAS Diagrams are fundamental to investigating, communicating, and discovering properties and relations in geometry. Finding invariance amidst variation drives geometric investigation. Geometry involves creating, testing, and refining definitions. The proving process begins with conjecturing, looking for and refining the conjecture, and the process may end with a written proof. Geometry stories and applications vary across cultures and time. Learning Standards Curricular Competencies Content Students are expected to do the following: Reasoning and modelling Develop thinking strategies to solve puzzles and play games Engage in spatial reasoning in a dynamic environment Explore, analyze, and apply mathematical ideas using reason, technology, and other tools Estimate reasonably and demonstrate fluent, flexible, and strategic thinking about number Model with mathematics in situational contexts Think creatively and with curiosity and wonder when exploring problems Understanding and solving Develop, demonstrate, and apply conceptual understanding of mathematical ideas through play, story, inquiry, and problem solving Visualize to explore and illustrate geometric concepts and relationships Apply flexible and strategic approaches to solve problems Solve problems with persistence and a positive disposition Engage in problem-solving experiences connected with place, story, cultural practices, and perspectives relevant to local First Peoples communities, the local community, and other cultures Students are expected to know the following: geometric constructions parallel and perpendicular lines: circles as tools in constructions perpendicular bisector circle geometry constructing tangents transformations of 2D shapes: isometries non-isometric transformations non-Euclidean geometries
en_mathematics_12_geometry_elab.docx