Course Description Geometry - Laquey Schoolslaquey.k12.mo.us/Curriculum/Math/Geometry.pdf · 387...

Course Description

Geometry

387

GEOMETRY Course Rationale: Geometry is a critical component of a mathematics education because students are required to relate concepts from Algebra I and Algebra II to geometric phenomena. This course requires students to focus on logical proof and critical thinking when solving problems or evaluating arguments. Much of the course is focused on preparation for Pre-Calculus, and thus several concepts and activities preview topics from these higher-level mathematics courses and analytic geometry. Most post-secondary institutions require students to take a geometry course in high school because this subject provides the necessary mathematical tools for complex reasoning and solving problems in the sciences, technology, engineering, and many skilled trades and professions. Course Description: The Geometry course includes an in-depth analysis of plane, solid, and coordinate geometry as they relate to both abstract mathematical concepts as well as real-world problem situations. Topics include logic and proof, parallel lines and polygons, perimeter and area analysis, volume and surface area analysis, similarity and congruence, trigonometry, and analytic geometry. Emphasis will be placed on developing critical thinking skills as they relate to logical reasoning and argument. Students will be required to use different technological tools and manipulatives to discover and explain much of the course content.

388

Resources: Adopted Text: _______________________________________________________________________________________ Websites: www.active-maths.co.uk/ www.algebra.com www.dese.mo.gov/ Classroom Assessment Item Bank www.ed.arizona.edu www.edhelper.com http://illuminations.nctm.org http://mathbits.com http://mathforum.org/mathtools/sitemap.html www.mcs.surrey.ac.uk www.planarity.net www.regentprep.org/ www.satmathpro.com http://score.kings.k12.ca.us/lessons.html www.shodor.org/interactivate www.stattrek.com www.successlink.org

Abbreviations:

Subjects CLE Course Level Expectations BT Bloom’s Taxonomy

CA Communication Arts Math Strands K Knowledge

MA Mathematics NO Number and Operations C Comprehension

SC Science AR Algebraic Relationships Ap Application

SS Social Studies GSR Geometric Spatial Relationships An Analysis

M Measurements S Synthesis

DP Data and Probability E Evaluation

http://www.active-maths.co.uk/

http://www.algebra.com/

http://www.dese.mo.gov/

http://www.ed.arizona.edu/

http://www.edhelper.com/

http://illuminations.nctm.org/

http://mathbits.com/

http://mathforum.org/mathtools/sitemap.html

http://www.mcs.surrey.ac.uk/

http://www.planarity.net/

http://www.regentprep.org/

http://www.satmathpro.com/

http://score.kings.k12.ca.us/lessons.html

http://www.shodor.org/interactivate

http://www.stattrek.com/

http://www.successlink.org/

389

Geometry

Number and Operations

1. Understand numbers, ways of representing numbers, relationships among numbers and number systems. Measurable Learner

Objective

The student will be able to:

Assessed

Show-Me

Goals

CLE

Code

BT Instructional Strategies/Student

Activities/ Resources

Assessments (including

Performance-based)

Mastery

Min. %

Represent and use rational numbers

Use real numbers to solve problems

MA 1 3.4

NO 1.B.

Ap >The students will work together to use real numbers to solve problems involving house painting www.regentprep.org/ MAP A #3 Operations Applications of Mathematics Lessons for Applied Mathematics Paint by Numbers

Students will use real numbers to solve problems on various questions. Attachment A

80%

Integrated Skills: Workplace Readiness


390


1. Understand numbers, ways of representing numbers, relationships among numbers and number systems. Measurable Learner

Objective


Assessed

Show-Me

Goals

CLE

Code




Performance-based)

Mastery

Min. %

Compose and decompose numbers

Use a variety of representations to demonstrate an understanding of very large and very small numbers

MA 5 3.6 1.8

NO 1.C.

Ap The students will create their own place value chart (to the trillions) and use it to identify the position of digits in a number. They will put numbers in the correct positions and use the chart to read and write various whole numbers, as well as compare different numbers as "less than" or "greater than". The students will understand base ten, the use of commas in numbers, the places and periods on the charts. Attachment B (additional instruction) > The students will use a variety of representations to demonstrate an understanding of numbers when completing Magic Squares designed for high school level. http://mathforum.org/alejandre/magic.square.html

Students will use a variety of representations to demonstrate an understanding of very large and very small numbers when completing a textbook assignment. Students will create a place value chart to the trillions.

80%


http://mathforum.org/alejandre/magic.square.html

http://mathforum.org/alejandre/magic.square.html

391


3. Compute fluently and make reasonable estimates. Measurable Learner

Objective


Assessed

Show-Me

Goals

CLE

Code




Performance-based)

Mastery

Min. %

Estimate and justify solutions

Judge the reasonableness of numerical computations and their results

MA 1 3.8

NO 3.D.

E >The students will judge the reasonableness of computations using Armstrong numbers in a lesson found at the following website: http://illuminations.nctm.org Lessons, grades 6-12 Armstrong Numbers

Students will judge the reasonableness of numerical computations and their results on a textbook test.

80%



392


3. Compute fluently and make reasonable estimates. Measurable Learner

Objective


Assessed

Show-Me

Goals

CLE

Code




Performance-based)

Mastery

Min. %

Use proportional reasoning

Solve problems involving proportions

MA 1 MA 4 1.8 3.3

NO 3.E.

Ap The students will solve problems involving proportions and exponents when dealing with travel in the universe. Attachment C

Students solve problems involving proportions on a performance event.

80%


393

Geometric and Spatial Relationships

1. Analyze characteristics and properties of two- and three dimensional geometric shapes and develop mathematical arguments

about geometric relationships. Measurable Learner

Objective


Assessed

Show-Me

Goals

CLE

Code

BT Instructional Strategies/Student Activities/

Resources


Performance-based)

Mastery

Min. %

Describe and use geometric relationships Solve problems

involving single relationships (supplementary, complementary angles) and Pythagorean Theorem

MA 2 1.6 2.1

GSR 1.A.

Ap

The students will solve problems involving single relationships when completing the following activities from SuccessLink: “How Structures Stand” “The Spider and the Fly” www.successlink.org >The students will solve problems involving single relationships and Pythagorean Theorem when completing the following group and individual activities: http://illuminations.nctm.org Activities: Proof Without Words: Pythagorean Theorem (Individual Activity) AND Attachment D (Group Activity) The students will solve a problem involving the Pythagorean Theorem when completing the lesson “Pythagorean Theorem” located at the following website: http://score.kings.k12.ca.us/lessons.html

Students will solve problems involving single relationships and Pythagorean Theorem when completing a performance event activity. “Remodeling the Family Room” www.successlink.org and/or www.successlink.org Investigating Euler’s Formula

80%

Integrated Skills: Technology



http://score.kings.k12.ca.us/lessons.html



394




Objective


Assessed

Show-Me

Goals

CLE

Code


Resources


Performance-based)

Mastery

Min. %

Describe and use geometric relationships Use inductive and

deductive reasoning to establish the validity of geometric conjectures proved theorems and critique arguments made by others

MA 2 3.5

GSR 1.A.

Ap

>The students will use inductive and deductive reasoning to establish validity of geometric conjectures when completing the lesson ”Thinking Like a Blind Man” www.successlink.org >The students will use inductive and deductive reasoning to establish validity of geometric conjectures when working with parallelograms. www.successlink.org Investigating Parallelograms >The students will use inductive and deductive reasoning when examining Fibonacci Numbers http://www.mcs.surrey.ac.uk/Personal/R.Knott/Fibonacci/fib.html

Students will use inductive and deductive reasoning to establish the validity of geometric conjectures proved theorems and critique arguments made by others with a textbook assignment and or when completing assessment questions. Attachment E

80%




http://www.mcs.surrey.ac.uk/Personal/R.Knott/Fibonacci/fib.html

http://www.mcs.surrey.ac.uk/Personal/R.Knott/Fibonacci/fib.html

395




Objective


Assessed

Show-Me

Goals

CLE

Code


Resources


Performance-based)

Mastery

Min. %

Apply geometric relationships Apply geometric

properties and relationships, such as similarity, to solve multi-step problems in 2 dimensions

MA 2 3.6 2.1

GSR 1.B.

Ap

The students will apply geometric properties and relationships such as similarity to solve a performance event activity. Attachment F >The students will apply geometric properties and relationships when completing the following activities: www.regentprep.org/ Math A #4 Modeling/Multiple Representations Geometric Constructions

Students will apply geometric properties and relationships to solve multi-step problems in 2 dimensions on a performance event assessment. Attachment G and H

80%

Integrated Skills:


396




Objective


Assessed

Show-Me

Goals

CLE

Code


Resources


Performance-based)

Mastery

Min. %

Apply geometric relationships Apply relationships

among surface areas and among volumes of similar objects

MA 2 3.6

GSR 1.B.

Ap

>The students will apply relationships of surface area and volume when watching the flash media lesson found at the following website: http://www.algebra.com/algebra/homework/Surface-area/Lessons.html >The students will apply relationships of surface area and volume of similar objects when completing an activity. Attachment I (3 pages)

Students will be assessed on their ability to apply relationships among surface areas and among volumes of similar objects on a constructed response question. www.dese.mo.gov Classroom Assessment Item Bank Finding Volume And/or a performance event www.dese.gov Classroom Assessment Item Bank A Packer’s Nightmare

80%

Integrated Skills:

http://www.algebra.com/algebra/homework/Surface-area/Lessons.html

http://www.algebra.com/algebra/homework/Surface-area/Lessons.html


http://www.dese.gov/

397




Objective


Assessed

Show-Me

Goals

CLE

Code


Resources


Performance-based)

Mastery

Min. %

Apply geometric relationships Determine the effect on

surface area or volume of changing one measurement

MA 2 3.5 1.8

GSR 1.B.

Ap

>The students will determine the effect on surface area or volume of changing one measurement when completing the lesson with powerpoint “Figuring Out Vehicles” www.successlink.org The students will determine the effect on surface area or volume of changing one measurement when completing a lesson with the Geometer Sketchpad. http://mathforum.org/sketchpad/maxvol/

Students will determine the effect on surface area or volume of changing one measurement with a textbook assignment and/or an on-line SAT quiz. http://www.satmathpro.com/Solids.html and/or a worksheet Attachment J

80%

Integrated Skills:


http://mathforum.org/sketchpad/maxvol/

http://www.satmathpro.com/Solids.html

http://www.satmathpro.com/Solids.html

398


2. Specify locations and describe spatial relationships using coordinate geometry and other representational systems Measurable Learner

Objective


Assessed

Show-Me

Goals

CLE

Code


Resources


Performance-based)

Mastery

Min. %

Use coordinate systems Solve problems related

to 2- dimensional objects by finding the distance on a Cartesian plane

MA 2 1.6 3.2

GSR 2.A.

Ap

In groups of 3, students will create a problem involving coordinates, 2-dimensional figures and distance on a Cartesian plane. Groups will swap problems and solve. The class will then check the solution and reflect on the problem. >The students will solve problems related to 2-dimensional objects when completing on-line activities at the following website: http://mathforum.org/mathtools/sitemap.html Geometry Cartesian Plane Coordinate Geometry >The students will solve problems related to 2-dimensional objects. In groups of 2-4 students will create a 2-dimensional object on a Cartesian Plane with a key that denotes the distance of each grid block. The coordinates for this plane will be given to another group to recreate and to determine the perimeter. >The students will solve problems related to 2-dimensional objects when completing the lesson: “Cartesian Coordinate System” http://www.shodor.org/interactivate/lessons/cartesian.html

Students will solve problems related to 2-dimensional objects by finding the distance on a Cartesian plane with a textbook assignment and/or the following worksheet. Attachment K

80%

Integrated Skills:


http://www.shodor.org/interactivate/lessons/cartesian.html

http://www.shodor.org/interactivate/lessons/cartesian.html

399


2. Specify locations and describe spatial relationships using coordinate geometry and other representational systems Measurable Learner

Objective


Assessed

Show-Me

Goals

CLE

Code


Resources


Performance-based)

Mastery

Min. %

Use coordinate systems Make conjectures and

solve problems involving 2-dimensional objects represented with Cartesian coordinates

MA 2 3.6 4.1

GSR 2.A.

Ap

>In groups of 3-4, students will create 2-dimensional shapes using Cartesian coordinates. They will write 2 problems related to the shapes. Each group will switch their problems with another group. Give time to complete and then have groups switch back to check answers. >The students will make conjectures and solve problems when completing the SuccessLink lesson “The Parcel of Land” www.successlink.org

Students will make conjectures and solve problems involving 2-dimensional objects represented with Cartesian coordinates on a worksheet or a textbook assignment. Attachment L And/or by completing questions similar to SAT questions. http://www.satmathpro.com/Coordinate.html

80%

Integrated Skills:


http://www.satmathpro.com/Coordinate.html

http://www.satmathpro.com/Coordinate.html

400


3. Apply transformations and use symmetry to analyze mathematical situations Measurable Learner

Objective


Assessed

Show-Me

Goals

CLE

Code


Resources


Performance-based)

Mastery

Min. %

Use transformations on objects Represent translations,

reflections, rotations and dilations of objects in the coordinate plane

MA 2 1.10 2.1

GSR 3.A.

Ap

The students will represent transformations when completing the lessons at: www.regentprep.org/ Math A #4 Modeling/Multiple Representations Transformations in Coordinate Geometry

Students will represent translations with a performance event assessment. Attachment M Household Decoration

80%

Integrated Skills:


401



Objective


Assessed

Show-Me

Goals

CLE

Code


Resources


Performance-based)

Mastery

Min. %

Use transformations on objects Use and apply

constructions to represent translations, reflections, rotations, and dilations of objects

MA 2 1.10

GSR 3.A.

Ap

The students will use and apply constructions to represent transformations when completing tessellations in the SuccessLink lesson “Escher and His Tessellations” www.successlink.org >The students will use and apply constructions to represent transformations when studying Native American pottery art in the SuccessLink lesson “Mimbres Geometry” www.successlink.org

Students will apply constructions to represent translations reflections, rotations and dilations of objects when completing a worksheet/quiz. http://www.edhelper.com/geometry_highschool.htm Transformations in the coordinate plane (grade 10)

80%

Integrated Skills:



http://www.edhelper.com/geometry_highschool.htm


402



Objective


Assessed

Show-Me

Goals

CLE

Code


Resources


Performance-based)

Mastery

Min. %

Use transformations on functions Translate and reflect

linear functions

MA 4 1.8 3.1

GSR 3.B.

Ap

Provide students with some kind of square cereal (such as Chex). Demonstrate a pattern of blocks on board and have them model these with cereal. Start with a simple pattern (1) one piece (2) three pieces (3) six pieces. Have students extend for three more levels. Move information to an X, Y table. Create the graph. Find the function rule. Have students create the translation and/or reflection of the function. Repeat > The students will translate and reflect linear functions during TI calculator activities located at: http://mathbits.com/MathBits/TISection/Openpage.htm Transformations >The students will practice translating and reflecting when completing on-line activities at: http://www.active-maths.co.uk/whiteboard/3transform/index.html

Students will translate and reflect linear functions with a performance activity. Attachment N

80%

Integrated Skills:

http://mathbits.com/MathBits/TISection/Openpage.htm

http://mathbits.com/MathBits/TISection/Openpage.htm

http://www.active-maths.co.uk/whiteboard/3transform/index.html



403



Objective


Assessed

Show-Me

Goals

CLE

Code


Resources


Performance-based)

Mastery

Min. %

Use symmetry Identify types of

symmetries of 2- and 3- dimensional figures

MA 2 1.6 1.10

GSR 3.C.

C

The students will identify similar triangles when given the dimensions and or determine certain dimensions of one triangle when given the dimensions of a similar triangle. >The students will identify types of symmetries of 2- 3-dimensional figures when completing the lesson “Crystals” located at the following website: http://mathforum.org/alejandre/workshops/toc.crystal.html >The students will identify types of symmetries when they complete the activity “Diagonals to Quadrilaterals” located at the following website: http://illuminations.nctm.org Lessons, Grades 9-12

Students will identify types of symmetries of 2- and 3- dimensional figures on a textbook assignment or a worksheet. http://www.edhelper.com/geometry_highschool.htm Similar Triangles

80%

Integrated Skills:

http://mathforum.org/alejandre/workshops/toc.crystal.html

http://mathforum.org/alejandre/workshops/toc.crystal.html




404


4. Use visualization, spatial reasoning and geometric modeling to solve problems. Measurable Learner

Objective


Assessed

Show-Me

Goals

CLE

Code


Resources


Performance-based)

Mastery

Min. %

Recognize and draw three- dimensional representations Draw and use vertex-

edge graphs or networks to find optimal solutions

MA 6 1.8 3.4

GSR 4.A.

Ap

The students will use networks to find the optimal solution in the activity “Planarity” located at: www.planarity.net The students will use vertex-edge graphs and/or networks to find optimal solutions in a SuccessLink lesson “Using Graph Theory to Manage Conflict” www.successlink.org

Students will draw and use vertex-edge graphs or networks to find optimal solutions with a performance event assessment. www.dese.mo.gov Classroom Assessment Item Bank Rural Consortium

80%


http://www.planarity.net/



405



Objective


Assessed

Show-Me

Goals

CLE

Code


Resources


Performance-based)

Mastery

Min. %

Recognize and draw three- dimensional representations Draw representations of

3-dimensional geometric objects using a variety of tools

MA 2 1.4 1.8

GSR 4.A.

Ap

The students will draw representation of 3-dimensional objects using the TI-82 calculator when completing the following SuccessLink lesson “Finding the Measures of Inscribed Angles in a Circle as Developed Through Cabri Geometry” www.successlink.org >The students will draw representation of 3-dimensional objects using the metric ruler and paper when completing the following SuccessLink lesson “Jennifer’s Puzzle” www.successlink.org

Students will draw representations of 3-dimensional geometric objects using a variety of tools when completing classroom activities.

80%




406



Objective


Assessed

Show-Me

Goals

CLE

Code


Resources


Performance-based)

Mastery

Min. %

Recognize and draw three- dimensional representations Draw representations of

3-dimensional geometric objects from different perspectives using a variety of tools

MA 2 1.4 1.6

GSR 4.A.

Ap

The students will draw representations of 3-dimensional geometric objects from different perspectives when completing the lesson “Snowflake Connections” www.successlink.org >The students will draw representations of 3-dimensional geometric objects from different perspectives when completing the lesson “Nested Platonic Solids/Art” www.successlink.org

The students will draw representations of 3-dimensional geometric objects from different perspectives using a variety of tools within class activities

80%




407



Objective


Assessed

Show-Me

Goals

CLE

Code


Resources


Performance-based)

Mastery

Min. %

Draw and use visual models Draw or use visual

models to represent and solve problems

MA 2 1.8 3.1

GSR 4.B.

Ap

The students will draw or use visual models when completing two SuccessLink Lessons: “Party Time in the Math Room” , “Tipi Math” www.successlink.org >The students will draw and/or use visual models while completing on-line activities: http://illuminations.nctm.org Activities Proof Without Words: Pathagorean Theorem; Tower of Hanoi >The students will draw and use visual models to represent and solve a problem when completing the SuccessLink lesson “Geometric 3-D Design Project” www.successlink.org >The students will use the Geometers Sketchpad to create and view “sight lines” for stadium seating. www.successlink.org Sight Lines Used in Stadium Design

Students will draw or use visual models to represent and solve problems with a performance-based assessment. www.dese.gov.mo Classroom Assessment Item Bank Frosted Googles And/or a worksheet Attachment O And/or a performance task “Tetrahedral Kites” http://illuminations.nctm.org Lessons, Grades 9-12

80%






http://www.dese.gov.mo/


408

Measurement

2. Apply appropriate techniques, tools and formulas to determine measurements. Measurable Learner

Objective


Assessed

Show-Me

Goals

CLE

Code


Resources


Performance-based)

Mastery

Min. %

Use angle measurement Solve problems of

angle measure, including those involving triangles or other polygons

MA 2 3.1 3.4

M 2.B.

Ap

The students will solve problems of angle measure, including those involving triangles and polygons when completing the lesson “Reflect on This” located at the following website: http://illuminations.nctm.org Lessons, Grades 9-12 >The students will solve problems in groups of 3-4 of angle measure in the activity “Space Cubicle” located at: www.successlink.org >The students will solve problems of angle measure when completing the lessons “Inequalities in Triangles” located at: http://illuminations.nctm.org Lessons, Grades 9-12

Students will solve problems of angle measure including those involving triangles or polygons when completing the assessment reflection sheet included in the student activity.

80%





409

Measurement


Objective


Assessed

Show-Me

Goals

CLE

Code


Resources


Performance-based)

Mastery

Min. %

Use angle measurement Solve problems of

angle measure of parallel line cut by a transversal

MA 2 3.1 3.4

M 2.B.

Ap

The students will solve problems of angle measure of parallel line cut by a transversal when completing the lesson “Types of Angles” located at the following website. www.regentprep.org/ MAP A #4 Modeling/Multiple Representation Types of Angles >The students will solve problems of angle measure of parallel line cut by a transversal when completing the on-line lesson “Angles and Intersecting Lines” http://mathforum.org/mathtools/sitemap.html Geometry Parallel Lines Transversals

.Students will be solve problems of angle measure of parallel line cut by a transversal on a textbook assignment or worksheet.’ http://www.edhelper.com Geometry Parallel Lines

80%




http://www.edhelper.com/

410

Measurement


Objective


Assessed

Show-Me

Goals

CLE

Code


Resources


Performance-based)

Mastery

Min. %

Apply geometric measurements Determine the surface

area, and volume of geometric figures, including cones, spheres, and cylinders

MA 2 2.1 3.4 4.1

M 2.C.

Ap

The students will determine area to design the office space of a new business during the SuccessLink lesson “Designing a New Office” www.successlink.org >The students will determine volume of geometric figures when completing the lesson “Volume of Solids” including determining lung capacity in an activity using a balloon to find volume. http://www.regentprep.org/ Math A #5. Measurement *Application of Formulas *Volume of Solids >The students will determine the surface area and volume of geometric figures when completing the activity “The Giant Tetrahedron” Attachment P

Students will determine the surface area, and volume of geometric figures using a performance-based assessment. www.dese.mo.gov Classroom Assessment Item Bank Performance-Based Assessments Grades 9-12 Popcorn Fundraiser And/or a constructed response item www.dese.mo.gov Classroom Assessment Item Bank “The Cylinders’ Volume” and/or “Finding Volume”

80%

Integrated Skills:





411

Measurement


Objective


Assessed

Show-Me

Goals

CLE

Code


Resources


Performance-based)

Mastery

Min. %

Analyze precision Analyze effects of

computation on precision

MA 2 1.7 1.8 3.8

M 2.D.

A

The students will analyze effect of computation when completing the Real-Life Mathematics lesson “Pixelmaniacs” www.regentprep.org/ MAP A #3 Operations Applications of Mathematics Lessons for Applied Mathematics >The students will analyze effects of computation on precision when computing the safest way to eject from an airplane. http://www.ed.arizona.edu/ward/Eject/eject.html

Students will analyze effects of computation on precision when completing a performance event activity “Frosted Googles.” www.dese.mo.gov Classroom Assessment Item Bank

80%



http://www.ed.arizona.edu/ward/Eject/eject.html

http://www.ed.arizona.edu/ward/Eject/eject.html


412

Data and Probability

1. Formulate questions that can be addressed with data and collect, organize and display relevant data to answer them. Measurable Learner

Objective


Assessed

Show-Me

Goals

CLE

Code


Resources


Performance-based)

Mastery

Min. %

Formulate questions Formulate questions,

design studies and collect data about a characteristic

MA 3 1.2

DP 1.A.

S

The students will formulate questions, design studies and collect data about a characteristic when completing the SuccessLink lesson “Statistics Survey Unit” www.successlink.org >Probability and Statistic lessons and Tutorial http://www.stattrek.com/

The students will formulate questions, design studies and collect data about a characteristic on the completion of the classroom activity.

80%

Integrated Skills:


http://www.stattrek.com/

413


2. Select and use appropriate statistical methods to analyze data Measurable Learner

Objective


Assessed

Show-Me

Goals

CLE

Code


Resources


Performance-based)

Mastery

Min. %

Represent data algebraically Display and analyze

bivariate data where one variable is categorical and the other is numerical

MA 3 1.6

DP 2.C.

A

In groups of three, students will design a study where the data will include one categorical variable and on quantitative. Students will display and analyze the data to be presented to the class.

Students will display and analyze bivariate data where one variable is categorical and the other is numerical when completing the performance classroom activity.

80%

Integrated Skills:

414


4. Understand and apply basic concepts of probability. Measurable Learner

Objective


Assessed

Show-Me

Goals

CLE

Code


Resources


Performance-based)

Mastery

Min. %

Use and describe compound events Use and describe the

concepts of conditional probability and independent events

MA 6 1.10 4.1

DP 4.B.

AP

>The students will use and describe the concepts of conditional probability and independent events with an on-line activity “Two Colors” http://www.shodor.org/interactivate/activities/twocolors/index.html

Students will use and describe the concepts of conditional probability and independent events when completing classroom activities.

80%

Integrated Skills:

http://www.shodor.org/interactivate/activities/twocolors/index.html

http://www.shodor.org/interactivate/activities/twocolors/index.html

Course Description Geometry - Laquey Schoolslaquey.k12.mo.us/Curriculum/Math/Geometry.pdf · 387...

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Transcript of Course Description Geometry - Laquey Schoolslaquey.k12.mo.us/Curriculum/Math/Geometry.pdf · 387...