Example Geometry SLO ELG3 - Math Garden

EXAMPLE GEOMETRY STUDENT LEARNING OBJECTIVE (ELG3)

Standards for Algebra

Standards for Geometry

Standards for Algebra 2

ELG.MA.HS.A.8: Understand solving equations as a process of reasoning and explain reasoning

CCSS.MATH.CONTENT.HSA.REI.A. 1: Explain each step in solving a simple equation as following from the equality of numbers asserted at the previous step, starting from the assumption that the original equation has a solution. Construct a viable argument to justify a solution method.

CCSS.MATH.PRACTICE.3: Construct viable arguments and critique the reasoning of others. CCSS.MATH.PRACTICE.6: Attend to precision

ELG.MA.HS.G.3: Prove geometric theorems. (Major Cluster)

CCSS.MATH.CONTENT.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. CCSS.MATH.CONTENT.G-CO.10: Prove theorems about triangles. Theorems include: measures of interior angles of a triangle sum to 180?; base angles of isosceles triangles are congruent; the segment joining midpoints of two sides of a triangle is parallel to the third side and half the length; the medians of a triangle meet at a point. CCSS.MATH.CONTENT.G-CO.11: Prove theorems about parallelograms. Theorems include: opposite sides are congruent, opposite angles are

ELG.MA.HS.A.8: Understand solving equations as a process of reasoning and explain reasoning

CCSS.MATH.CONTENT.HSA.REI.A. 1: Explain each step in solving a simple equation as following from the equality of numbers asserted at the previous step, starting from the assumption that the original equation has a solution. Construct a viable argument to justify a solution method.

CCSS.MATH.PRACTICE.3: Construct viable arguments and critique the reasoning of others.

CCSS.MATH.PRACTICE.6: Attend to precision

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congruent, the diagonals of a parallelogram bisect each other, and conversely, rectangles are parallelograms with congruent diagonals

CCSS.MATH.PRACTICE.3: Construct viable arguments and critique the reasoning of others. CCSS.MATH.PRACTICE.6: Attend to precision.

Changes from the year(s) before to the current year

Changes from the current year to the year(s) after

Students solve linear and quadratic equations in one variable Students solve rational and radical equations in one variable

and explain logic in each step.

and explain logic in each step.

Objective Name

Geometry ELG3

Objective Statement

All students will prove and use geometric theorems about lines, angles, triangles, and parallelograms. Students may use paragraph proofs, flowchart proofs, or two-column proofs to justify reasoning in writing while using appropriate mathematical language.

Objective Statement Rationale Students will apply their mathematical content knowledge and the standards for mathematical practice to prove and use

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geometric theorem. The standards included in the Objective Statement are considered to be high impact based on the Common Core and are called out as yearlong focus standards in the scope and sequence (major). Additionally, understanding theorems and being able to apply them in modeling situations through algebraic procedures is an enduring skill for students to be able to apply in future STEM courses and careers (Science, Technology, Engineering, Mathematics). Developing the skills required to prove and use theorems provides students with the mathematical and critical thinking foundation necessary to understand solving equations as a process of reasoning and to explain that reasoning.

Performance Criteria 1. Students will evaluate, interpret, and critique the validity of others' responses and approaches and reasoning. 2. Students will use a logical progress of steps (or chain of reasoning) with appropriate justification and provide a

justification of the conclusion. 3. Students will determine the appropriate geometric theorems to construct and communicate a complete response to a

multi-step problem with precise calculations. 4. Students will use correct grade-level vocabulary, symbols, and labels.

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RUBRIC FOR PERFORMANCE CRITERIA

Not Yet

Approaches

Students will construct and communicate an incomplete response to a multi-step problem which requires the application of geometric theorems.

Students will construct and communicate a complete response to a multi-step problem which requires the application of geometric theorems.

Students will use an incomplete or illogical chain of reasoning or progression of steps.

Students will use a logical, but incomplete, progression of steps (or chain of reasoning).

Meets (Performance Criteria column)

Advanced

Students will construct and communicate a complete response to a multi-step problem (with precise calculations) which requires the selection and application of geometric theorems.

Students will construct and communicate a complete response including justification to a multi-step problem (with precise calculations) which requires the selection and application of geometric theorems.

Students will use a logical progression of steps (or chain of reasoning) with appropriate justification and provide a justification of the conclusion..

Students will use an efficient and logical progression of steps (or chain of reasoning) with appropriate justification

Students will use limited grade-level vocabulary, symbols, and labels.

Students will use some correct grade-level vocabulary, symbols, and labels.

Students will evaluate the validity of others' approaches and conclusions.

Students will evaluate and interpret the validity of others' responses, approaches, reasoning and conclusions.

Students will use correct grade-level vocabulary, symbols, and labels.

Students will correctly use advanced vocabulary, symbols, and labels.

Students will evaluate, interpret, and critique the validity of others' responses, approaches and reasoning, utilizing mathematical connections when appropriate.

Students will evaluate, interpret, and critique the validity and efficiency of others' responses, approaches and reasoning, utilizing mathematical connections when appropriate and

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providing a counter-example when applicable.

Baseline Data Source

Algebra Unit 3 (if data available) Algebra Midterm (if data available) TCAP/PARCC results for prior year Geometry Unit 1 assessment for 2014-15

Baseline Data Source Rationale

Using the Algebra assessments which include items aligned to ELG.MA.HS.A8.

Baseline Groups and Targets This section is currently in progress. Please check back for an updated exemplar of this step in the Process.

Group

Group Rationale

Students

Target

Target Rationale

Step 6: Plan for and collect a Body of Evidence

Reference Documents

Schoolnet(to make assessments) District assessments (includes interims/course assessments, SCAN, and ANet) Teacher or team created assessments WIDA Can Do Descriptors SLO Planning Pages (a DPS Google Document Template) SLO Communities

BODY OF EVIDENCE

Performance Criterion

Unit

Students will determine the appropriate geometric theorems to construct and communicate a

Body of Evidence

5

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