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Chester Township Public Schools |
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Mathematics Curriculum |
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Mathematics - Geometry Honors |
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Properties: Number Sense
The learner will be able to
identify, classify, and compare whole numbers, integers, rational numbers, irrational numbers, and field properties of the real number system with regard to structural characteristics, and build logical arguments using these properties.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Properties |
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Master |
The EdVISION.com Foundation Core Curriculum, May 1995, Geometry Series |
Classroom
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Properties: Operations
The learner will be able to
conceptually understand the properties of operations, including zero (additive, multiplicative), one (multiplicative), grouping (associative), and order (commutative).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Properties |
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Master |
NJ: Assessments (ESPA, GEPA, HSPA), February 1998, Grade 11, p.42,I.A.6 week tested: 34. |
Classroom
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Properties: Rational/Real Numbers
The learner will be able to
show their comprehension of, and/or apply properties as they apply to rational and/or real numbers.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Properties |
|
Master |
NJ: Assessments (ESPA, GEPA, HSPA), February 1998, Grade 11, p.42,I.A.1 week tested: 34. |
Classroom
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Expressions: Powers/Roots/Factorials
The learner will be able to
simplify expressions that contain powers, roots, and factorials.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Simplify Expressions |
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Master |
NJ: Assessments (ESPA, GEPA, HSPA), February 1998, Grade 11, p.42,I.A.10 week tested: 34. |
Classroom
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Algebraic Concepts: Apply
The learner will be able to
use appropriate mathematical abilities to apply absolute values, exponents, and estimations for roots of numbers in real-life problem situations.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Algebraic Concepts |
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Master |
NJ: Assessments (ESPA, GEPA, HSPA), February 1998, Grade 11, p.42,I.A.13 week tested: 34. |
Classroom
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Algebraic Concepts: Real-World
The learner will be able to
accurately describe, study and model real-world situations using algebraic concepts and processes.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Algebraic Concepts |
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Master |
NJ: Assessments (ESPA, GEPA, HSPA), February 1998, Grade 11, p.41,IV.C week tested: 34. |
Classroom
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Number Sentences: Relating to Real-World
The learner will be able to
explore expressions, equations, and inequalities involving whole numbers, fractions, decimals, and integers within the context of real-world scenarios, identify relationships between the variables and coefficients, and articulate how each relates to a corresponding real-world problem (in coordinate geometry, measurement, career fields, etc.).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Number Sentence |
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Master |
The EdVISION.com Foundation Core Curriculum, May 1995, Geometry Series |
Classroom
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Order of Operations: Exponents
The learner will be able to
determine the correct order of operations for an exponential equation.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Order of Operations |
Comprehension |
Master |
Foundations of Learning, January 1999, Grade 11 |
Classroom
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Equations: Story Problems
The learner will be able to
determine equations for and solve problems in the context of real world scenarios.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Solve Equations |
Application |
Master |
Applications of Learning, January 1999, Grade 11 |
Classroom
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Absolute Value: Understand
The learner will be able to
understand absolute value.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Absolute Value |
Comprehension |
Master |
NJ: Assessments (ESPA, GEPA, HSPA), February 1998, Grade 11, p.42,I.A.3 week tested: 34. |
Classroom
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Exponents: Roots
The learner will be able to
understand exponents and roots.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Exponents |
Comprehension |
Master |
NJ: Assessments (ESPA, GEPA, HSPA), February 1998, Grade 11, p.42,I.A.2 week tested: 34. |
Classroom
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Exponents: Integral and Square Roots
The learner will be able to
apply laws of integral exponents and/or square roots to simplify and/or evaluate algebraic expressions.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Exponents |
Synthesis |
Master |
Higher-Order Learning, January 1999, Grade 11 |
Classroom
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Calculus and Pre-Calculus
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Conic Sections: Hyperbola
The learner will be able to
use a given equation of a hyperbola in standard form to find the foci, vertices, and asymptotes and then graph the hyperbola.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Conic Sections |
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Master |
The EdVISION.com Foundation Core Curriculum, May 1995, Geometry Series |
Classroom
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Conic Sections: Ellipse
The learner will be able to
use a given equation of an ellipse in standard form to find the center, foci, and vertices, and then graph the ellipse.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Conic Sections |
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Master |
The EdVISION.com Foundation Core Curriculum, May 1995, Geometry Series |
Classroom
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Conic Sections: Circle
The learner will be able to
use a given equation of a circle to find the center and radius and graph the circle.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Conic Sections |
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Master |
The EdVISION.com Foundation Core Curriculum, May 1995, Geometry Series |
Classroom
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Conic Sections: Parabola
The learner will be able to
use a given equation of a parabola to find the vector, focus, and direction and then graph the parabola.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Conic Sections |
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Master |
The EdVISION.com Foundation Core Curriculum, May 1995, Geometry Series |
Classroom
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Complex Numbers: Forms/Relationships
The learner will be able to
demonstrate the ability to focus on the relationship between number forms by relating the absolute value of complex numbers in algebraic, geometric, and vector representations, and by explaining the relationships between exponential expressions and logarithmic expressions, and real number exponents and radical symbolism.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Complex Numbers |
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Master |
The EdVISION.com Foundation Core Curriculum, May 1995, Geometry Series |
Classroom
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Derivatives: Deriving Formulas
The learner will be able to
use the definition of the derivative as the limit of a sum to derive formulas for the derivatives.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Derivatives/Antiderivatives |
Synthesis |
Master |
Higher-Order Learning, January 1999, Grade 11 |
Classroom
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Derivatives: Derived Function
The learner will be able to
find a derived function given the definition.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Derivatives/Antiderivatives |
Comprehension |
Master |
Foundations of Learning, January 1999, Grade 11 |
Classroom
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Conic Section: Determining Equation
The learner will be able to
find the equation of a locus given the description.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Conic Sections |
Comprehension |
Master |
The EdVISION.com Foundation Core Curriculum, May 1995, Geometry Series |
Classroom
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Complex Numbers: Trig Form
The learner will be able to
apply the trigonometric form of complex numbers.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Complex Numbers |
Application |
Master |
Applications of Learning, January 1999, Grade 11 |
Classroom
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Complex Numbers: Absolute Value
The learner will be able to
determine absolute value of complex numbers and relate that to real numbers.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Complex Numbers |
Analysis |
Master |
Applications of Learning, January 1999, Grade 11 |
Classroom
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Complex Numbers: DeMoivre's Theorem
The learner will be able to
determine powers and roots of complex numbers by using DeMoivre's theorem.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Complex Numbers |
Application |
Master |
Applications of Learning, January 1999, Grade 11 |
Classroom
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Complex Numbers: DeMoivre's/Prove
The learner will be able to
prove DeMoivre's theorem.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Complex Numbers |
Synthesis |
Master |
Higher-Order Learning, January 1999, Grade 11 |
Classroom
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Matrices: Understand
The learner will be able to
understand the concept of matrices.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Matrices |
Comprehension |
Master |
NJ: Assessments (ESPA, GEPA, HSPA), February 1998, Grade 11, p.50,II.B.6 week tested: 34. |
Classroom
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Matrices: Scalar Multiplication
The learner will be able to
perform scalar multiplication with matrices.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Matrices |
Comprehension |
Master |
NJ: Assessments (ESPA, GEPA, HSPA), February 1998, Grade 11, p.50,II.B.12 week tested: 34. |
Classroom
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Matrices: Evaluate Results
The learner will be able to
make evaluations of the results of matrix operations.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Matrices |
Evaluation |
Master |
Higher-Order Learning, January 1999, Grade 11 |
Classroom
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Matrices: Analyzing
The learner will be able to
evaluate the use of matrices with systems of equations to determine advantages and disadvantages of this solution method.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Matrices |
Evaluation |
Master |
Higher-Order Learning, January 1999, Grade 11 |
Classroom
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Matrices: Interpret Linear Systems
The learner will be able to
interpret linear systems of equations as matrices consisting of their coefficients.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Matrices |
Analysis |
Master |
Applications of Learning, January 1999, Grade 11 |
Classroom
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Vectors: Position of Objects
The learner will be able to
apply vectors to show the position of an object.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Vectors |
Application |
Master |
NJ: Assessments (ESPA, GEPA, HSPA), February 1998, Grade 11, p.50,II.B.13 week tested: 34. |
Classroom
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Vectors: Understand
The learner will be able to
understand the concept of vectors.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Vectors |
Comprehension |
Master |
NJ: Assessments (ESPA, GEPA, HSPA), February 1998, Grade 11, p.50,II.B.8 week tested: 34. |
Classroom
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Parametric Equations: Define/Derive
The learner will be able to
determine a definition for and derive parametric equations.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Parametric Equations |
Synthesis |
Master |
Higher-Order Learning, January 1999, Grade 11 |
Classroom
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Parametric Equations: Graph
The learner will be able to
sketch the graph of a set of parametric equations.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Parametric Equations |
Application |
Master |
The EdVISION.com Foundation Core Curriculum, May 1995, Geometry Series; Applications of Learning, January 1999, Grade 11 |
Classroom
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Parametric Equations: Problem Solving
The learner will be able to
solve problems using parametric equations, using technology when necessary.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Parametric Equations |
Application |
Master |
Applications of Learning, January 1999, Grade 11 |
Classroom
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Scatterplots: Construct
The learner will be able to
create a scatterplot of data.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Scatterplots |
Comprehension |
Master |
NJ: Assessments (ESPA, GEPA, HSPA), February 1998, Grade 11, p.58.III.B. week tested: 34. |
Classroom
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Scatterplot: Draw/Line of Best Fit
The learner will be able to
sketch a line of best fit.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Scatterplots |
Knowledge |
Master |
NJ: Assessments (ESPA, GEPA, HSPA), February 1998, Grade 11, p.58.III.B. week tested: 34. |
Classroom
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Scatterplot: Understand
The learner will be able to
understand the concept of a scatterplot.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Scatterplots |
Comprehension |
Master |
NJ: Assessments (ESPA, GEPA, HSPA), February 1998, Grade 11, p.58.III.B.1 week tested: 34. |
Classroom
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Line of Best Fit: Understand
The learner will be able to
understand the concept of line of best fit.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Scatterplots |
Comprehension |
Master |
NJ: Assessments (ESPA, GEPA, HSPA), February 1998, Grade 11, p.58.III.B.2 week tested: 34. |
Classroom
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Bar Graphs: Proportional Relationships
The learner will be able to
use proportional relationships to extrapolate values on a bar graph.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Bar Graphs |
Application |
Master |
Applications of Learning, January 1999, Grade 11 |
Classroom
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Graphs: Evaluate Appropriateness
The learner will be able to
evaluate the appropriateness of a given graphical form for a given set of data.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Graphing |
Evaluation |
Master |
Higher-Order Learning, January 1999, Grade 11 |
Classroom
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Data Collection
The learner will be able to
collect data.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Data Collection and Classification |
Knowledge |
Master |
NJ: Assessments (ESPA, GEPA, HSPA), February 1998, Grade 11, p.41,III.C week tested: 34. |
Classroom
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Data Collection: Organization
The learner will be able to
organize data in many different ways.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Data Collection and Classification |
Comprehension |
Master |
NJ: Assessments (ESPA, GEPA, HSPA), February 1998, Grade 11, p.41,III.C week tested: 34. |
Classroom
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Graphs: Identify Question
The learner will be able to
analyze a given graph and determine what question can be answered using this information.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Analyzing/Evaluating Graphical Forms |
Analysis |
Master |
Applications of Learning, January 1999, Grade 11 |
Classroom
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Graphs: Evaluate Data Analysis
The learner will be able to
determine the validity of an argument based on a given set of data.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Analyzing/Evaluating Graphical Forms |
Evaluation |
Master |
Higher-Order Learning, January 1999, Grade 11 |
Classroom
|
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Discrete Mathematics: Apply Concepts
The learner will be able to
apply the concepts and methods of discrete mathematics to illustrate and investigate many different practical scenarios.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Discrete Mathematics |
|
Master |
NJ: Assessments (ESPA, GEPA, HSPA), February 1998, Grade 11, p.41,III.D week tested: 34. |
Classroom
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Discrete Math: Interative/Recursive
The learner will be able to
apply iterative and recursive patterns and processes to illustrate many different practical scenarios and solve problems.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Discrete Mathematics |
|
Master |
NJ: Assessments (ESPA, GEPA, HSPA), February 1998, Grade 11, p.41,III.E week tested: 34. |
Classroom
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Fractions: Understand
The learner will be able to
understand fractions.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Fractions |
Comprehension |
Master |
NJ: Assessments (ESPA, GEPA, HSPA), February 1998, Grade 11, p.45,I.B.1 week tested: 34. |
Classroom
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Connecting: Functions
The learner will be able to
explore the interrelationships of mathematical functions using tables, graphs, and equations, focusing on the interrelationships, and not on exploring functions as isolated phenomena.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Connecting |
|
Master |
The EdVISION.com Foundation Core Curriculum, May 1995, Geometry Series |
Classroom
|
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Functions: Illustrate
The learner will be able to
apply different types of functions to illustrate mathematical or real-world situations.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Functions |
Application |
Master |
NJ: Assessments (ESPA, GEPA, HSPA), February 1998, Grade 11, p.41,IV.B week tested: 34. |
Classroom
|
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Figures: 2-D Illustrations of 3-D Object
The learner will be able to
draw two-dimensional illustrations of three-dimensional objects through sketching shadows, projections, perspectives, and map views.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Figures: Representations |
|
Master |
NJ: Assessments (ESPA, GEPA, HSPA), February 1998, Grade 11, p.47,II.A.8 week tested: 34. |
Classroom
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Figures: Analyze
The learner will be able to
use appropriate mathematical abilities to study properties of three-dimensional figures by using models and by drawing and interpreting two-dimensional representations of them in problem scenarios.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Properties of Figures |
|
Master |
NJ: Assessments (ESPA, GEPA, HSPA), February 1998, Grade 11, p.47,II.A.11 week tested: 34. |
Classroom
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Figures: Recognize/Classify/Explain
The learner will be able to
recognize, classify, and explain two- and three-dimensional figures using properties, terms, and relationships.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Figures: Two-/Three-Dimensional |
|
Master |
NJ: Assessments (ESPA, GEPA, HSPA), February 1998, Grade 11, p.47,II.A.7 week tested: 34. |
Classroom
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Figures: Visualizing
The learner will be able to
listen to a scenario involving specific geometric figures, visualize the figures, and draw or construct the figures in a transformed state (as the scenario dictates).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Figures |
|
Master |
The EdVISION.com Foundation Core Curriculum, May 1995, Geometry Series |
Classroom
|
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Congruence/Similarity/Symmetry: Problem
The learner will be able to
apply the ideas of symmetry, similarity, and congruence to problem solving.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Congruence/Similarity/Symmetry |
|
Master |
NJ: Assessments (ESPA, GEPA, HSPA), February 1998, Grade 11, p.47,II.A.10 week tested: 34. |
Classroom
|
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Congruency/Similarity/Proportionality
The learner will be able to
demonstrate an understanding of congruency, similarity, and proportionality through deductive reasoning.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Congruence/Similarity/Symmetry |
|
Master |
The EdVISION.com Foundation Core Curriculum, May 1995, Geometry Series |
Classroom
|
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Congruence/Similarity/Symmetry
The learner will be able to
understand the idea of symmetry, congruence, and similarity.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Congruence/Similarity/Symmetry |
|
Master |
NJ: Assessments (ESPA, GEPA, HSPA), February 1998, Grade 11, p.50,II.B.1, p.50,II.B.2, p.50,II.B.3 week tested: 34. |
Classroom
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Angles
The learner will be able to
identify, describe, estimate, and apply knowledge of various angles (including adjacent, vertical, straight, acute, right, obtuse, supplementary, and complementary).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Angles |
|
Master |
The EdVISION.com Foundation Core Curriculum, May 1995, Geometry Series |
Classroom
|
|
Angle Relationships
The learner will be able to
measure angles, compare angle measurements, and use diagrams and models to describe angle relationships.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Angle Relationships |
|
Master |
The EdVISION.com Foundation Core Curriculum, May 1995, Geometry Series |
Classroom
|
|
Circle: Determine Properties
The learner will be able to
determine properties of circles and their related parts such as arcs, chords, secants, tangents, and other angles, by inductively and deductively formulating and applying logical arguments.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Circles |
|
Master |
The EdVISION.com Foundation Core Curriculum, May 1995, Geometry Series |
Classroom
|
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Pythagorean Theorem: Problem Solving
The learner will be able to
use appropriate mathematical abilities to solve problems applying the Pythagorean Theorem.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Pythagorean Theorem |
|
Master |
NJ: Assessments (ESPA, GEPA, HSPA), February 1998, Grade 11, p.54,II.C.10 week tested: 34. |
Classroom
|
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Transformations: Predict/Model
The learner will be able to
use appropriate mathematical abilities to predict and model resulting figures when combining, subdividing, and changing figures in problem scenarios.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Transformations |
|
Master |
NJ: Assessments (ESPA, GEPA, HSPA), February 1998, Grade 11, p.50,II.B.17 week tested: 34. |
Classroom
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