Then Lesson 14-1 can begin the next day, Day 141. Chapter 13, for example, has only eight lessons, so we can cover Lessons 13-1 to 13-8 on Days 131 to 138, then use Day 139 to review for the Chapter 13 Test to be given on Day 140. This causes a wrinkle in our digit-based pacing plan. But there are two problems here.įirst, Chapter 12 is the only chapter of the U of Chicago text with a full ten lessons. Today is supposed to be Lesson 12-9 of the U of Chicago text, on the AA and SAS Similarity Theorems, since today is Day 129. This is what I wrote last year about today's lesson: I actually notice that on Wednesdays at that school, 10:00 is in the middle of snack. (I'm actually curious as how the school I subbed at on Tuesday handled the Wednesday walkout. This is another argument in favor of the Eleven Calendar - if there were a walkout on the third day of the week (with the schedule rearranged to have first period/homeroom before the walkout), it's obvious that the next day (after the midweek break, that is) would still begin with fourth period, since it's the fourth school day of the week. The three students I had in the morning were confused and thought that today would begin with third period instead of fourth (since apparently, Tuesday began with second). This is likely why the teacher has first period conference - otherwise he'd be stuck with two homerooms. The film teacher's homeroom is actually the same as his "ninth" (zero) period, so that the class can give announcements during homeroom. Since homeroom was the class that was skipped, having first period be the class before the walkout means that it's the homeroom teacher who leads the classes out to the field. It's likely that the same is true at today's school as well - the homeroom kids are the first period kids. Recall that at the middle school I subbed at on Tuesday, homeroom is actually first period, in that the students in both classes are the same. But the gun walkout changed everything - not only was the schedule changed to allow for the 10:00 walkout, but the rotation was changed to start with sixth period instead of third. Yesterday the rotation started with sixth period, so today's rotation starts with - fourth period? Well, it turns out that yesterday, the rotation was supposed to start with third period. I won't do any more "Day in the Life" posts for this subbing assignment, but there are a few things I want to say. Meanwhile, today is the second of four days of subbing in the digital film class. The purchase of these items, accompanied by the materials on the site, will provide you with a smooth year of teaching.Lesson 12-9 of the U of Chicago text is called "The AA and SAS Similarity Theorems." In the modern Third Edition of the text, the AA and SAS Similarity Theorems appear in Lesson 12-7. That is my goal - that you and I make it through this difficult transition!! I have provided an amazing amount of resources on this site to help you to succeed in teaching common core geometry. Joshua disagrees – he says it can only be done by ASA because in ΔABC it is missing the matching symbol to ∠D so we don’t know if ∠A ≅ ∠D. Jennifer states that ΔABC ≅ ΔDEF can be proven by either ASA or AAS. Given ΔABC & ΔRTS and ∠A ≅ ∠R,, ∠C ≅ ∠S then ΔABC ≅ ΔRTS. Which triangle congruence criteria will determine congruence for given diagram?Ħ. Determine which one is NOT needed to prove ΔBCD ≅ ΔDEB by SAS?ĥ. Three of the four items listed can be used to establish congruence by SAS. Which of the following would be that piece of information?Ī) Base angles of an isosceles are congruent B)Ĥ. To be able to prove that ΔABD ≅ ΔCBD by SAS, using the two given congruent corresponding sides, one piece of information is missing. What does this mean mathematically?Ī) That those two triangles are congruent.ī) That those two triangles are congruent because a series of isometric transformations mapped them onto each other.Ĭ) That while this worked in this case it would take a more general proof to establish that this was a true criteria for all triangles.ģ. When they are done, they compare their triangles by placing them on top of each other and notice that they have both created the exact same triangle. Individually they use their compass and straightedge to construct the triangles made up of those three lengths. Jeff and Sally are each given the same three lengths. Which piece of information is she missing that isn’t provided?Ģ. A student believes that she can prove these two triangles to be congruent using SSS. High School Geometry Common Core G.CO.B.8 - Congruence Criteria - Assessment - Pattersonġ.
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