Mathematics Practices . . . . . . . . . . . . . . . Geometry . . . . . . . . . . . . . . . . . . . . . . . . .

1. Make sense of problems and persevere Congruence (G-CO)

Common
Experiment with transformations in the plane
in solving them. (1, 2, 3, 4, 5)
know precise definitions of angle circle, and other terms
2. Reason abstractly and quantitatively.

Core
based on undefined notions of point, line, distance along
line and circular arc
3. Construct viable arguments and critique
the reasoning of others. represent transformations in the plane using technology;

Integrated
describe transformations as functions and compare types
of transformations that preserve or do not preserve aspects
4. Model with mathematics.
of shape

Math I
5. Use appropriate tools strategically. given a rectangle, parallelogram, trapezoid, or regular
polygon, describe the rotations and reflections that carry it
6. Attend to precision. on to itself
develop definitions of rotations, reflections, and translations
7. Look for and make use of structure. in terms of angles, circles, parallel and perpendicular lines,

Grade 9
and line segments
8. Look for and express regularity in given a geometric figure and a rotation, reflection, or
repeated reasoning. translation, draw the transformed figure using paper or
technology; specify a sequence of transformations that will
carry a given figure onto another

Expectations Understand congruence in terms of rigid motions

(6, 7, 8)
use geometric descriptions of rigid motions to transform

Checklist
figures and predict the effect of a given transformation;
use definition of congruence to determine if figures are
congruent
use the definitions of congruence in terms of rigid motions
to show that two triangles are congruent if and only if
Number corresponding sides and angles are congruent
and explain how the criteria for triangle congruence (ASA, SAS,
Quantity SSS) follow from the definition of congruence in terms of
Statistics rigid motions
and Algebra Make geometric constructions (12, 13)
Probability make formal geometric constructions with a variety of tools
Layout Design & Collaboration
Conceptual and methods (including technology)
Janis Heigl Categories construct an equilateral triangle, a square, and a regular
[email protected]
hexagon inscribed in a circle
Charlotte Hartman Geometry Functions
[email protected] Expressing Geometric Properties with
March 2016 Equations (G-GPE)
Modeling Use coordinates to prove simple geometric theorems
Source Documents: algebraically (4, 5, 7)
Based on Common Core Standards for Mathematics
use coordinates to prove simple geometric theorems
algebraically
Adapted from Escondido Union High School District: “I Can” Statements
prove the slope criteria for parallel and perpendicular lines
and use them to solve geometric problems
use coordinates to compute perimeters of polygons and
No part of this document may be reproduced without areas of triangles and rectangles
written permission from the authors.
For permission to reproduce please contact
Educational Solutions Northwest.
 My checklist of what I can do in Integrated Mathematics I – Grade 9 . . . . . .
I understand that it is important to apply the mathematical practices (listed on fold-out section) on a regular basis.
Number and Quantity . . . . . . . . . . . . . . . . Represent and solve equations and inequalities Building Functions (F-BF) Statistics and Probability . . . . . . . . . . . . .
graphically (10, 11, 12) Build a function that models a relationship between
Quantities (N-Q) Interpreting categorical and quantitative
understand that the graph of an equation in two variables is two quantities (1a-b, 2)
Reason quantitatively and use units to solve data (S-ID)
problems (1, 2, 3). the set of all its solutions plotted in the coordinate plane determine an explicit expression, a recursive process, or Summarize, represent, and interpret data on a single
explain why the x-coordinates of the points where the graphs steps for calculation from a context count or measurement variable (1, 2, 3, )
use and interpret units and scales on multi-step problems
of two functions, f(x) and g(x), intersect is the solution to build new functions by combining standard function types represent data with plots (box plots, histograms, etc.) on the
define appropriate quantities for modeling f(x)=g(x); find the approximate solutions using technology using arithmetic operations real number line
choose an appropriate level of accuracy when reporting and varying methods (tables, graphs, etc.) write arithmetic and geometric sequences both recursively use statistics appropriate to the shape of the data distribution
quantities graph the solutions to a linear inequality in two variables and with an explicit formula, use them to model situations, to compare center (median, mean) and spread (interquartile
graph the solution set to a system of linear inequalities in and translate between the two forms range, standard deviation) of two or more different data sets
two variables as the intersection of the corresponding half- Build new functions from existing functions (3) Interpret differences in shape, center, and spread in the
Algebra . . . . . . . . . . . . . . . . . . . . . . . . . . .
planes identify the effect on the graph of replacing f(x) by f(x) + k, k context of the data sets, accounting for possible effects of
Seeing Structure in Expressions (A-SSE)
f(x), f(kx), and f(x + k) for specific values of k (both positive extreme data points (outliers)
Interpret the structure of expressions (1a-b).
and negative); find the value of k given the graphs Summarize, represent, and interpret data on two
interpret parts of an expression such as terms, factors, and Functions . . . . . . . . . . . . . . . . . . . . . . . . . . experiment with cases and illustrate an explanation of the categorical and quantitative variables (5, 6a-c)
coefficients
Interpreting Functions (F-IF) effects on the graph using technology. Include recognizing summarize categorical data in two-way frequency tables and
interpret expressions by viewing one part as a single entity Understand the concept of a function and use even and odd functions from their graphs and algebraic interpret relative frequencies in context of data recognizing
function notation (1, 2, 3) expressions for them possible trends
Creating Equations (A-CED) use function notation, evaluate functions for inputs in their represent data on a scatter plot, describe the relationship,
domains, and interpret statements that use function notation Linear, Quadratic, and Exponential Models
Create equations that describe numbers or (F-LE) and fit a function to the data; use functions fitted to data to
relationships (1, 2, 3, 4). in terms of a context solve problems in context
Construct and compare linear, quadratic, and
create equations and inequalities in one variable including recognize that sequences are functions, sometimes defined exponential models and solve problems (1a-c, 2, 3) informally assess the fit of a function by plotting and
ones with absolute value and use them to solve problems in recursively, whose domain is a subset of the integers analyzing residuals
prove that linear functions grow by equal differences and
and out of context exponential by equal factors over equal intervals fit a linear function for a scatter plot that suggests a linear
create equations in two or more variables to represent Interpret functions that arise in applications in terms
recognize situations in which a quantity grows or decays by association
relationships between quantities; graph equations with of the context (4, 5, 6)
a constant percent rate per unit interval relative to another Interpret linear models (7, 8, 9)
appropriate labels and scales on the coordinate plane for a function that models a relationship between two
quantities, interpret key features of graphs and tables in recognize situations in which one quantity changes at a interpret slope and y-intercept of a linear model in the
represent constraints by equations or inequalities, systems constant rate per unit interval relative to another context of the data
terms of the quantities, and sketch graphs showing key
of equations or inequalities, and interpret solutions as viable compute (using technology) and interpret the correlation
features given a verbal description of the relationship construct linear and exponential functions given graphs,
or nonviable in context coefficient of a linear fit
relate the domain of a function to its graph and, where descriptions, or two coordinate pairs
solve for a particular variable in a formula distinguish between correlation and causation.
applicable, to the quantitative relationship it describes observe using graphs and tables that an exponential
calculate and interpret the average rate of change of a function eventually exceeds linear, quadratic, or polynomial
Reasoning with Equations and Inequalities functions
function over a specified interval. Estimate the rate of
(A-REI) Geometry . . . . . . . . . . . . . . . . . . . . . . . . .
change from a graph
Understand solving equations as a process of (Continued on fold-out section of this bookmark)
Interpret expressions for functions in terms of the
reasoning and explain the reasoning (1)
Analyze functions using different representations situation they model (5)
explain each step in solving a simple equation and construct
(7a, 7e, 9) interpret the parameters in a linear or exponential function
a viable argument to justify solution method
graph linear and quadratic functions and show intercepts, in terms of a context
Solve equations and inequalities in one variable (3)
maxima, and minima
solve linear equations and inequalities in one variable,
including equations with coefficients represented by letters graph exponential and logarithmic functions, showing
intercepts and end behavior
Solve systems of equations (5, 6). How to use checklist:
compare properties of two functions given different
prove that, given a system of two equations in two variables, representations • Show the date of when you were able to
replacing one equation by the sum of that equation and do the math expectation.
a multiple of the other produces a system with the same
solutions
• Show an example of what you did in a
journal.
solve system of equations