**Subject Area:**Mathematics

**Grade:**912

**Domain-Subdomain:**Geometry: Congruence

**Cluster:**Level 1: Recall

**Cluster:**Experiment with transformations in the plane. (Geometry - Supporting Cluster) -

Clusters should not be sorted from Major to Supporting and then taught in that order. To do so would strip the coherence of the mathematical ideas and miss the opportunity to enhance the major work of the grade with the supporting clusters.

**Date Adopted or Revised:**02/14

**Date of Last Rating:**02/14

**Status:**State Board Approved - Archived

**Assessed:**Yes

**Assessment Limits :**None

**Calculator :**Neutral

**Clarification :**

Students will use the precise definitions of angles, circles,

perpendicular lines, parallel lines, and line segments, basing the

definitions on the undefined notions of point, line, distance along a

line, and distance around a circular arc.**Stimulus Attributes :**

Items may be set in a real-world or mathematical contextItems may require the student to analyze possible definitions to

determine mathematical accuracy.Items may require the student to use definitions for justifications

when choosing examples or nonexamples.Items may require the student to use properties of rotations,

reflections, and translations as steps to a formal definition.**Response Attributes :**None

**Test Item #:**Sample Item 1**Question:**Kyle defines a circle as "the set of all the points equidistant from a given point."

Explain why Kyle's definition is not precise enough.

Type your answer in the space provided.

**Difficulty:**N/A**Type:**OR: Open Response

## Related Courses

## Related Access Points

## Related Resources

## Formative Assessments

## Lesson Plans

## Problem-Solving Tasks

## Tutorials

## Video/Audio/Animation

## MFAS Formative Assessments

Students are asked to draw, label and give a precise definition of the term* circle.*

Students are asked to draw, label, and give a precise definition of an angle.

Students are asked to draw, label, and give a precise definition of a line segment.

Students are asked to draw, label, and give a precise definition of parallel lines.

Students are asked to draw, label, and give a precise definition of perpendicular lines.

## Student Resources

## Problem-Solving Tasks

This problem solving task asks students to find the area of a triangle by using unit squares and line segments.

Type: Problem-Solving Task

This problem solving task challenges students to find the perpendicular meeting point of a segment from the center of a circle and a tangent.

Type: Problem-Solving Task

## Tutorials

In this tutorial, students are introduced to the concept that three non-collinear points are necessary to define a unique plane.

Type: Tutorial

Before learning any new concept it's important students learn and use common language and label concepts consistently. This tutorial introduces students to th point, line and plane.

Type: Tutorial

This tutorial is great practice for help in identifying parallel and perpendicular lines.

Type: Tutorial

In this tutorial we will learn the basics of geometry, such as identifying a line, ray, point, and segment.

Type: Tutorial

## Video/Audio/Animation

This video illustrates how to determine if the graphs of a given set of equations are parallel.

Type: Video/Audio/Animation

## Parent Resources

## Problem-Solving Tasks

This problem solving task asks students to find the area of a triangle by using unit squares and line segments.

Type: Problem-Solving Task

This problem solving task challenges students to find the perpendicular meeting point of a segment from the center of a circle and a tangent.

Type: Problem-Solving Task