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Period 2      rqgx5sq

Period 3      6fhnzlw

Period 5      54zo6ve

In the first quarter (13 days of in-class and online instruction), we will cover all 3 topics of Module 1 and the 1st topic in module 2 of our program. This means we will have to cut large portions of our practice materials and focus in on the most critical apsects of the math.

To help guide our instruction, we will focus on the following standards:

Geometry

G 1. Verify experimentally the properties of rotations, reflections, and translations from a variety of cultural contexts, including those of Montana American Indians: a. Lines are taken to lines, and line segments to line segments of the same length. b. Angles are taken to angles of the same measure. c. Parallel lines are taken to parallel lines.

G 2. Understand that a two-dimensional figure is congruent to another if the second can be obtained from the first by a sequence of rotations, reflections, and translations; given two congruent figures, describe a sequence that exhibits the congruence between them.

G 3.  Describe the effect of dilations, translations, rotations, and reflections on two-dimensional figures from a variety.

G 4. Understand that a two-dimensional figure is similar to another if the second can be obtained from the first by a sequence of rotations, reflections, translations, and dilations; given two similar two-dimensional figures, describe a sequence that exhibits the similarity between them.

G 5. Use informal arguments to establish facts about the angle sum and exterior angle of triangles, about the angles created when parallel lines are cut by a transversal, and the angle-angle criterion for similarity of triangles.

Expressions and Equations

EE 5. Graph proportional relationships, interpreting the unit rate as the slope of the graph. Compare two different proportional relationships represented in different ways. For example, compare a distance-time graph to a distance-time equation to determine which of two moving objects has greater speed.

EE 6. Use similar triangles to explain why the slope m is the same between any two distinct points on a non-vertical line in the coordinate plane; derive the equation y =mx for a line through the origin and the equation y = mx + b for a line intercepting the vertical axis at b.

Students will be required to complete in-class and online assignments and assessments, as well as all workspaces pertaining to these topics on mathia.

Summative assessments and mathia scores will be used for calculating grades.

Mr. Beaudin 