Find the coordinates of a fourth point D that would make ABCD a parallelogram that is not also a rectangle. Justify that ABCD is a parallelogram but is not a rectangle. Formative Assessment Lesson: Evaluating Statements about Length & Area Source: Formative Assessment Lesson Materials from Mathematics Assessment Project ESSENTIAL QUESTION: Why are two equal or not equal? TASK COMMENTS: and lessons from the Mathematics Assessment Project are specifically designed to help teachers effectively formatively assess their students. The way the tasks and lessons are designed gives the teacher a clear understanding of what the students are able to do and not do. Within the lesson, teachers will find suggestions and question prompts that will help guide students towards understanding. For more information access the MAP website: The task, is a Formative Assessment Lesson (FAL) Evaluating Statements about Length & Area, that can be found at the website: The FAL document provides a clear lesson design, from the opening of the lesson to the closing of the lesson. The PDF version of the task can be found at the link below: STANDARDS ADDRESSED IN THIS TASK: geometric theorems MCC9-12.G.CO.9 Prove theorems about lines and angles. Theorems include: 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.
Find the coordinates of a fourth point D that would make ABCD a parallelogram that is not also a rectangle. Justify that ABCD is a parallelogram but is not a rectangle. Formative Assessment Lesson: Evaluating Statements about Length & Area Source: Formative Assessment Lesson Materials from Mathematics Assessment Project ESSENTIAL QUESTION: Why are two equal or not equal? TASK COMMENTS: and lessons from the Mathematics Assessment Project are specifically designed to help teachers effectively formatively assess their students. The way the tasks and lessons are designed gives the teacher a clear understanding of what the students are able to do and not do. Within the lesson, teachers will find suggestions and question prompts that will help guide students towards understanding. For more information access the MAP website: The task, Evaluating Statements about Length & Area, is a Formative Assessment Lesson (FAL) that can be found at the website: The FAL document provides a clear lesson design, from the opening of the lesson to the closing of the lesson. The PDF version of the task can be found at the link below: STANDARDS ADDRESSED IN THIS TASK: geometric theorems MCC9-12.G.CO.9 Prove theorems about lines and angles. Theorems include: 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.
CCGPSMath9-12AnalyticGeoUnit1SE.docx