G.5B use numeric and geometric G.5B use numeric and geometric G.5A investigate patterns to patterns to make generalizations patterns to make generalizations make conjectures about about geometric properties, about geometric properties, geometric relationships, including including properties of polygons, including properties of polygons, angles formed by parallel lines ratios in similar figures and ratios in similar figures and cut by a transversal, criteria solids, and angle relationships in 8.8D use informal arguments to solids, and angle relationships in required for triangle congruence, polygons establish facts about the angle polygons and circles special segments of triangles, sum and exterior angle of diagonals of quadrilaterals, G.9A formulate and test triangles, the angles created G.9A formulate and test interior and exterior angles of conjectures about the properties when parallel lines are cut by a conjectures about the properties polygons, and special segments of parallel and perpendicular lines transversal, and the angle-angle of parallel and perpendicular and angles of circles choosing based on explorations and criterion for similarity of triangles lines based on explorations and from a variety of tools concrete models concrete models G.9B formulate and test G.6A verify theorems about G.11C develop, apply, and justify conjectures about the properties angles formed by the intersection triangle similarity relationships… and attributes of polygons and of lines and line segments, their component parts based on including vertical angles, and explorations and concrete angles formed by parallel lines models cut by a transversal and prove equidistance between the G.9C formulate and test endpoints of a segment and conjectures about the properties points its perpendicular bisector and attributes of circles and the and apply these relationships to lines that intersect them based solve problems on explorations and concrete models G.10B justify and apply triangle congruence relationships 8.9 The student applies mathematical process standards to use Instructional Considerations multiple representations to develop foundational concepts of simultaneous linear equations. The student is expected to:
G.5B use numeric and geometric patterns to make generalizations about geometric properties, including properties of polygons, ratios in similar figures and solids, and angle relationships in polygons G.9A formulate and test conjectures about the properties of parallel and perpendicular lines based on explorations and concrete models G.11C develop, apply, and justify triangle similarity relationships… 8.8D use informal arguments to establish facts about the angle sum and exterior angle of triangles, the angles created when parallel lines are cut by a transversal, and the angle-angle criterion for similarity of triangles G.5B use numeric and geometric patterns to make generalizations about geometric properties, including properties of polygons, ratios in similar figures and solids, and angle relationships in polygons and circles G.9A formulate and test conjectures about the properties of parallel and perpendicular lines based on explorations and concrete models G.9B formulate and test conjectures about the properties and attributes of polygons and their component parts based on explorations and concrete models G.9C formulate and test conjectures about the properties and attributes of circles and the lines that intersect them based on explorations and concrete models G.10B justify and apply triangle congruence relationships G.5A investigate patterns to make conjectures about geometric relationships, including angles formed by parallel lines cut by a transversal, criteria required for triangle congruence, special segments of triangles, diagonals of quadrilaterals, interior and exterior angles of polygons, and special segments and angles of circles choosing from a variety of tools G.6A verify theorems about angles formed by the intersection of lines and line segments, including vertical angles, and angles formed by parallel lines cut by a transversal and prove equidistance between the endpoints of a segment and points its perpendicular bisector and apply these relationships to solve problems 8.9 The student applies mathematical process standards to use multiple representations to develop foundational concepts of simultaneous linear equations. The student is expected to: Instructional Considerations
BIG_Tool_8-HS_(with_TEA_updates).docx