Learning Domain: Geometry

Standard: Analyze relationships between two-dimensional and three-dimensional objects.

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Learning Domain: Geometry

Standard: Apply geometric concepts to model and solve real world problems.

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Learning Domain: Geometry

Standard: Apply rigid transformations to determine and explain congruence.

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Learning Domain: Geometry

Standard: Apply the concept of congruence to create geometric constructions.

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Learning Domain: Geometry: Congruence

Standard: Know precise definitions of angle, circle, perpendicular line, parallel line, and line segment, based on the undefined notions of point, line, distance along a line, and distance around a circular arc.

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Learning Domain: Geometry: Congruence

Standard: Given a geometric figure and a rotation, reflection, or translation, draw the transformed figure using, e.g., graph paper, tracing paper, or geometry software. Specify a sequence of transformations that will carry a given figure onto another.

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Learning Domain: Geometry: Congruence

Standard: Use geometric descriptions of rigid motions to transform figures and to predict the effect of a given rigid motion on a given figure; given two figures, use the definition of congruence in terms of rigid motions to decide if they are congruent.

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Learning Domain: Geometry: Congruence

Standard: Use the definition of congruence in terms of rigid motions to show that two triangles are congruent if and only if corresponding pairs of sides and corresponding pairs of angles are congruent.

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Learning Domain: Geometry: Congruence

Standard: Make formal geometric constructions with a variety of tools and methods (compass and straightedge, string, reflective devices, paper folding, dynamic geometric software, etc.). Copying a segment; copying an angle; bisecting a segment; bisecting an angle; constructing perpendicular lines, including the perpendicular bisector of a line segment; and constructing a line parallel to a given line through a point not on the line.

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Science Domain: Technology and Engineering Education

Topic: Technology and Engineering Design

Standard: Apply the components of the technological design process.

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Science Domain: Technology and Engineering Education

Topic: Technology and Engineering Design

Standard: Analyze a prototype and/or create a working model to test a design concept by making actual observations and necessary adjustments.

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Science Domain: Technology and Engineering Education

Topic: Technology and Engineering Design

Standard: Illustrate the concept that not all problems are technological and not every problem can be solved using technology.

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Science Domain: Technology and Engineering Education

Topic: Technology and Engineering Design

Standard: Apply the concept that engineering design is influenced by personal characteristics, such as creativity, resourcefulness, and the ability to visualize and think abstractly.

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Science Domain: Technology and Engineering Education

Topic: Technology and Engineering Design

Standard: Apply the concept that many technological problems require a multi-disciplinary approach.

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Science Domain: Technology and Engineering Education

Topic: Technology and Engineering Design

Standard: Recognize design is a creative process and everyone can design solutions to problems.

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Science Domain: Technology and Engineering Education

Topic: Technology and Engineering Design

Standard: Explain why the design process requires creativity and consideration of all ideas.

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Science Domain: Technology and Engineering Education

Topic: Technology and Engineering Design

Standard: Recognize that all products and systems are subject to failure; many products and systems can be fixed.

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Science Domain: Technology and Engineering Education

Topic: Technology and Engineering Design

Standard: Understand that there is no perfect design.

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Science Domain: Technology and Engineering Education

Topic: Technology and Engineering Design

Standard: Describe the engineering design process: Define a problem. Generate ideas. Select a solution and test it. Make the item. Evaluate the item. Communicate the solution with others. Present the results.

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Science Domain: Technology and Engineering Education

Topic: Technology and Engineering Design

Standard: Explain how asking questions and making observations help a person understand how things work and can be repaired.

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Science Domain: Technology and Engineering Education

Topic: Technology and Engineering Design

Standard: Explain how the design process is a purposeful method of planning practical solutions to problems.

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Science Domain: Technology and Engineering Education

Topic: Technology and Engineering Design

Standard: Recognize that requirements for a design include such factors as the desired elements and features of a product or system or the limits that are placed on the design.

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Science Domain: Technology and Engineering Education

Topic: Technology and Engineering Design

Standard: Show how models are used to communicate and test design ideas and processes.

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Science Domain: Technology and Engineering Education

Topic: Technology and Engineering Design

Standard: Describe how design, as a creative planning process, leads to useful products and systems.

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Science Domain: Technology and Engineering Education

Topic: Technology and Engineering Design

Standard: Describe how troubleshooting as a problem-solving method may identify the cause of a malfunction in a technological system.

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Science Domain: Technology and Engineering Education

Topic: Technology and Engineering Design

Standard: Evaluate the criteria and constraints of a design.

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Science Domain: Technology and Engineering Education

Topic: Technology and Engineering Design

Standard: Explore the design process as a collaborative endeavor in which each person in the group presents his or her ideas in an open forum.

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Science Domain: Technology and Engineering Education

Topic: Technology and Engineering Design

Standard: Analyze how a multidisciplinary (STEM) approach to problem solving will yield greater results.

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Cluster: Experiment with transformations in the plane

Standard: Know precise definitions of angle, circle, perpendicular line, parallel line, and line segment, based on the undefined notions of point, line, distance along a line, and distance around a circular arc.

Degree of Alignment: Not Rated (0 users)

Cluster: Experiment with transformations in the plane

Standard: Given a geometric figure and a rotation, reflection, or translation, draw the transformed figure using, e.g., graph paper, tracing paper, or geometry software. Specify a sequence of transformations that will carry a given figure onto another.

Degree of Alignment: Not Rated (0 users)

Cluster: Understand congruence in terms of rigid motions

Standard: Use geometric descriptions of rigid motions to transform figures and to predict the effect of a given rigid motion on a given figure; given two figures, use the definition of congruence in terms of rigid motions to decide if they are congruent.

Degree of Alignment: Not Rated (0 users)

Cluster: Understand congruence in terms of rigid motions

Standard: Use the definition of congruence in terms of rigid motions to show that two triangles are congruent if and only if corresponding pairs of sides and corresponding pairs of angles are congruent.

Degree of Alignment: Not Rated (0 users)

Cluster: Make geometric constructions

Standard: Make formal geometric constructions with a variety of tools and methods (compass and straightedge, string, reflective devices, paper folding, dynamic geometric software, etc.). Copying a segment; copying an angle; bisecting a segment; bisecting an angle; constructing perpendicular lines, including the perpendicular bisector of a line segment; and constructing a line parallel to a given line through a point not on the line.

Degree of Alignment: Not Rated (0 users)