Evidence of Student Vocabulary Knowledge Skills Instructional Achievement Level Descriptors Attainment/Assessment Students: Prove Students know: Students understand/are able EEG-CO.9-11. N/A to: Make, explain, and justify (or Transversal Requirements for a mathematical refute) conjectures about proof, Communicate logical geometric relationships with Alternate interior reasoning in a systematic way and without technology, angles Techniques for presenting a to present a mathematical proof of geometric theorems. proof of geometric theorems, Explain the requirements of a Corresponding mathematical proof, Generate a conjecture about angles geometric relationships that calls for proof. Present a complete mathematical proof of geometry theorems including Proof is necessary to establish the following: vertical angles that a conjecture about a are congruent; when a relationship in mathematics is transversal crosses parallel always true, and may also lines, alternate interior angles provide insight into the are congruent and mathematics being addressed. corresponding angles are congruent; points on a perpendicular bisector of a line segment are exactly those equidistant from the endpoints, segment’s Critique proposed proofs made by others.
Evidence of Student Attainment/Assessment Vocabulary Knowledge Skills Instructional Achievement Level Descriptors Students: Make, explain, and justify (or refute) conjectures about geometric relationships with and without technology, Explain the requirements of a mathematical proof, Present a complete mathematical proof of geometry theorems including the following: vertical angles are congruent; when a transversal crosses parallel lines, alternate interior angles are congruent and corresponding angles are congruent; points on a perpendicular bisector of a line segment are exactly those equidistant from the segment’s endpoints, Critique proposed proofs made by others. Prove Transversal Alternate interior angles Corresponding angles Students know: Requirements for a mathematical proof, Techniques for presenting a proof of geometric theorems. Students understand/are able to: Communicate logical reasoning in a systematic way to present a mathematical proof of geometric theorems, Generate a conjecture about geometric relationships that calls for proof. Proof is necessary to establish that a conjecture about a relationship in mathematics is always true, and may also provide insight into the mathematics being addressed. EEG-CO.9-11. N/A
Geometry-Pacing-Guide-Version-3.docx