Domain: Geometry Cluster: Understand congruence and similarity using physical models, transparencies, or geometry software. Quarter 1: Quarter 2: Quarter 3: Quarter 4: Define similar triangles Define and identify transversals Identify angles created when parallel line is cut by transversal (alternate interior, alternate exterior, corresponding, vertical, adjacent, etc.) Justify that the sum of interior angles equals 180. (For example, arrange three copies of the same triangle so that the three angles appear to form a line.) Justify that the exterior angle of a triangle is equal to the sum of the two remote interior angles. Use Angle-Angle Criterion to prove similarity among triangles. (Give an argument in terms of transversals why this is so.) Make sense of Reason abstractly Construct viable Model with Use appropriate Attend to precision. Look for and Look for and problems and and quantitatively. arguments and critique mathematics. tools strategically. make use of express regularity persevere in solving the reasoning of others. structure. in repeated them. reasoning. Evidence of Student Vocabulary Knowledge Skills Common Core Instructional Achievement Level Descriptors Attainment Essential Elements Students: Informal Students know: Students understand EE8.G.5. Compare Level IV Students will: Use knowledge of straight arguments that/are able to: measures of angles to EE8.G.5. Compare measures of angles formed by intersecting lines. angles and mathematical a right angle (greater Ex. Given intersecting lines, identify linear pair angles. Straight angles = 180 reasoning to, than, less than, or Ex. Given a pair of parallel lines intersected by a third line, identify angles that are the Angle sum degrees, Use prior knowledge equal to). same measure. of angles, angle Create informal arguments measurement, and Definitions for Level III Students will: concerning: facts about the mathematical supplementary angles
Domain: Geometry Cluster: Understand congruence and similarity using physical models, transparencies, or geometry software. Quarter 1: Quarter 2: Quarter 3: Quarter 4: Define similar triangles Define and identify transversals Identify angles created when parallel line is cut by transversal (alternate interior, alternate exterior, corresponding, vertical, adjacent, etc.) Justify that the sum of interior angles equals 180. (For example, arrange three copies of the same triangle so that the three angles appear to form a line.) Justify that the exterior angle of a triangle is equal to the sum of the two remote interior angles. Use Angle-Angle Criterion to prove similarity among triangles. (Give an argument in terms of transversals why this is so.) Make sense of problems and persevere in solving them. Reason abstractly and quantitatively. Construct viable arguments and critique the reasoning of others. Model with mathematics. Use appropriate tools strategically. Attend to precision. Look for and make use of structure. Look for and express regularity in repeated reasoning. Evidence of Student Attainment Vocabulary Knowledge Skills Common Core Essential Elements Instructional Achievement Level Descriptors Students: Use knowledge of straight angles and mathematical reasoning to, Create informal arguments concerning: facts about the Informal arguments Angle sum Students know: Straight angles = 180 degrees, Definitions for supplementary angles Students understand that/are able to: Use prior knowledge of angles, angle measurement, and mathematical EE8.G.5. Compare measures of angles to a right angle (greater than, less than, or equal to). Level IV Students will: EE8.G.5. Compare measures of angles formed by intersecting lines. Ex. Given intersecting lines, identify linear pair angles. Ex. Given a pair of parallel lines intersected by a third line, identify angles that are the same measure. Level III Students will:
8th-Math-Pacing-Guide-Version-3.docx