Mathematics Common Core State Standards Curriculum Map



Mathematics Common Core State Standards Curriculum Map

George County School District…2014-2015

| |Unit 8 : Similarity and Angles | |

|Grade Level: 8th grade |Essential Questions: What are the relationships between ay of the angles formed by two parallel lines cut |Suggested Days: 15 |

| |by a transversal? How are the exterior angles and interior angles of any triangle related? What | |

| |connections exist between congruence and similarity in triangles? In what ways can proportional | |

| |relationships be represented? How do the slopes of proportional relationships relate to one another? | |

|Vocabulary: | |

|Rate adjacent angles |Mathematical Practices: Highlighted practices to be assessed. |

|unit rate supplementary angles |1. Make sense of problems and persevere in solving them. |

|unit price vertical angles |2. Reason abstractly and quantitatively. |

|cross products congruent angles |3. Construct viable arguments and critique the reasoning of others. |

|similar parallel lines |4. Model with mathematics. |

|congruent perpendicular lines |5. Use appropriate tools strategically. |

|corresponding sides transversal |6. Attend to precision. |

|corresponding angles Triangle Sum Theorem |7. Look for and make use of structure. |

|complementary angles Triangle Inequality Theorem |8. Look for and express regularity in repeated reasoning. |

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| Content Standard |Resources |Assessments |

|8.G.4 Understand that a two-dimensional figure is similar to |Holt McDougal Mathematics Grade 8 |Pre-test |

|another if the second can be obtained from the first by a sequence |Go Math |Formative assessments: |

|of rotations, reflections, translations, and dilations; given two |8th Grade Unpacking |Observations, anecdotal notes, admit/exit slips, math journals, |

|similar two-dimensional figures, describe a sequence that exhibits |JBHM 8th Grade |peer/self assessments, think-pair-share, quizzes |

|the similarity between them. |Exploration in Core Math |Post test (summative) |

|8.G.5 Use informal arguments to establish facts about the angle sum|Holt McDougal Algebra 1 |I Can Statements: |

|and exterior angle of triangles, about the angles created when |JBHM Algebra |create similar figures using dilations and transform them. |

|parallel lines are cut by a transversal, and the angle-angle | |comprehend that the angles of similar figures are congruent and the |

|criterion for similarity of triangles. For example, arrange three | |sides of similar figures are congruent. |

|copies of the same triangle so that the sum of the three angles | (8.G.4) |produce similar figures from dilations using scale factors. |

|appears to form a line, and give an argument in terms of | |differentiate between scale factor that would enlarge a figure’s size|

|transversals why this is so. | (8.G.5) |and one that would reduce it. |

| | |make conjectures about relationships between angles. |

| | (8.G.4) |determine the relationship between two angles when given parallel |

| | |lines and a transversal. |

| | (8.G.5) |construct parallel lines and transversal to examine the relationships|

| | |between created angles. |

| |Many of the websites for unit 7 also applies to Unit 8. |find the missing angles of a triangle. |

| | |find the exterior angle of a triangle. |

| |(More websites are on the next page.) |explore and justify the existence between angle sums and exterior |

| | |angle sums of triangles. |

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|NOTE: Websites: |

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| (common core sample questions) |

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| (8.G.5) |

| (8.G.5) |

| (some real-world activities) |

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| (check out powerpoint on G.1-5) |

| (angles and line unit) ($12.00) |

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| (looks good) |

| (all standards) |

| ($12.00 |

| (worth a look) |

| (a math teacher’s website) |

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