MA.912.G.8.2Archived Standard

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Use a variety of problem-solving strategies, such as drawing a diagram, making a chart, guess-and-check, solving a simpler problem, writing an equation, and working backwards.

Remarks

Example: How far does the tip of the minute hand of a clock move in 20 minutes if the tip is 4 inches from the center of the clock?
General Information
Subject Area: X-Mathematics (former standards - 2008)
Grade: 912
Body of Knowledge: Geometry
Idea: Level 2: Basic Application of Skills & Concepts
Standard: Mathematical Reasoning and Problem Solving - In a general sense, mathematics is problem solving. In all mathematics, use problem-solving skills, choose how to approach a problem, explain the reasoning, and check the results. At this level, apply these skills to making conjectures, using axioms and theorems, constructing logical arguments, and writing geometric proofs. Learn about inductive and deductive reasoning and how to use counterexamples to show that a general statement is false.
Date Adopted or Revised: 09/07
Content Complexity Rating: Level 2: Basic Application of Skills & Concepts - More Information
Date of Last Rating: 06/07
Status: State Board Approved - Archived
Assessed: Yes

Related Access Points

Alternate version of this benchmark for students with significant cognitive disabilities.

Related Resources

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Lesson Plan

Detemination of the Optimal Point:

Students will use dynamic geometry software to determine the optimal location for a facility under a variety of scenarios. The experiments will suggest a relation between the optimal point and a common concept in geometry; in some cases, there will be a connection to a statistical concept. Algebra can be used to verify some of the conjectures.

Type: Lesson Plan

Unit/Lesson Sequence

Variables and Patterns of Change: Translating Words Into Symbols; Linear Equations:

Lesson Plan 1: Miles of Tiles - The Pool Border Problem, students will recognize patterns and represent situations using algebraic notation and variables. Lesson Plan 2: Cups and Chips - Solving Linear Equations Using Manipulatives, students use manipulatives to represent visually the steps they take to obtain a solution to an algebraic equation. They develop an understanding of the connections between the solution involving manipulatives and the symbolic solution. Students work in teams of four. Site includes a Topic Overview, Lesson Plans, Student Work, Teaching Strategies, Resources, and a video of Workshop 1; Part 1.

Type: Unit/Lesson Sequence

Student Resources

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Parent Resources

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