Rhea County Schools
Rhea County Curriculum

Mathematics - TN: Geometry

Mathematics

calculators. The second section covers a broad range of core skills and may be administered with calculators. Some questions require the use of rulers, which are supplied with the testing materials."
The Terra Nova Plus for Mathematics Computation "carefully targets measurement of computation skills to the appropriate grade level. Because each item is unique to a specific level, there is no overlap or repetitive testing. The problems in the test challenge students in different ways. Among fractions, for example, items deal with both like and unlike denominators, with horizontal and vertical formats, and with mixed fractions. Items that promote the use of mental math and that test estimation skills are also included. All these items encourage students to apply techniques thoughtfully rather than simply utilizing memorization or using stock formulas. The Terra Nova Mathematics Computation test answers the questions that many teachers ask: 'Have my students mastered all the fundamentals of computation?' and 'Do they apply those computation techniques that they have learned?'"

The Tennessee Mathematics Framework for Kindergarten through Grade 8 was adopted by the State Board of Education on October 11, 1996. The framework includes four Process Standards:
    * Problem Solving
    * Communication
    * Reasoning
    * Connections
The four Process Standards are intended to be incorporated into five Content Standards:
    * Number Sense and Number Theory
    * Estimation, Measurement, and Computation
    * Patterns, Functions, and Algebraic Thinking
    * Statistics and Probability
    * Spatial Sense and Geometric Concepts

The Terra Nova Complete Battery for Mathematics is "designed to help students show what they know and can do. Many questions call for critical thinking, reasoning, and problem solving. Questions allow students to use different strategies and to take individual paths to a solution. Real-world topics engage students' interest, and the extensive use of graphics reduces the need for explanatory text and provides a supportive context. Themes group items into meaningful configurations, and items are generally sequenced to promote initial success so that students will continue with confidence to more challenging questions.

The [Terra Nova] tests taps broad mathematical power, yet retains the specifics from the traditional curriculum. The first section of the test includes computation, computation in context, and estimation items, and is administered without calculators. The second section covers a broad range of core skills and may be administered with calculators. Some questions require the use of rulers, which are supplied with the testing materials."
The Terra Nova Plus for Mathematics Computation "carefully targets measurement of computation skills to the appropriate grade level. Because each item is unique to a specific level, there is no overlap or repetitive testing. The problems in the test challenge students in different ways. Among fractions, for example, items deal with both like and unlike denominators, with horizontal and vertical formats, and with mixed fractions. Items that promote the use of mental math and that test estimation skills are also included. All these items encourage students to apply techniques thoughtfully rather than simply utilizing memorization or using stock formulas. The Terra Nova Mathematics Computation test answers the questions that many teachers ask: 'Have my students mastered all the fundamentals of computation?' and 'Do they apply those computation techniques that they have learned?'"

The Tennessee Mathematics Framework for Kindergarten through Grade 8 was adopted by the State Board of Education on October 11, 1996. The framework includes four Process Standards:
    * Problem Solving
    * Communication
    * Reasoning
    * Connections
The four Process Standards are intended to be incorporated into five Content Standards:
    * Number Sense and Number Theory
    * Estimation, Measurement, and Computation
    * Patterns, Functions, and Algebraic Thinking
    * Statistics and Probability
    * Spatial Sense and Geometric Concepts

The Terra Nova Complete Battery for Mathematics is "designed to help students show what they know and can do. Many questions call for critical thinking, reasoning, and problem solving. Questions allow students to use different strategies and to take individual paths to a solution. Real-world topics engage students' interest, and the extensive use of graphics reduces the need for explanatory text and provides a supportive context. Themes group items into meaningful configurations, and items are generally sequenced to promote initial success so that students will continue with confidence to more challenging questions.

The [Terra Nova] tests taps broad mathematical power, yet retains the specifics from the traditional curriculum. The first section of the test includes computation, computation in context, and estimation items, and is administered without calculators. The second section covers a broad range of core skills and may be administered with calculators. Some questions require the use of rulers, which are supplied with the testing materials."
The Terra Nova Plus for Mathematics Computation "carefully targets measurement of computation skills to the appropriate grade level. Because each item is unique to a specific level, there is no overlap or repetitive testing. The problems in the test challenge students in different ways. Among fractions, for example, items deal with both like and unlike denominators, with horizontal and vertical formats, and with mixed fractions. Items that promote the use of mental math and that test estimation skills are also included. All these items encourage students to apply techniques thoughtfully rather than simply utilizing memorization or using stock formulas. The Terra Nova Mathematics Computation test answers the questions that many teachers ask: 'Have my students mastered all the fundamentals of computation?' and 'Do they apply those computation techniques that they have learned?'"

The Tennessee Mathematics Framework for Kindergarten through Grade 8 was adopted by the State Board of Education on October 11, 1996. The framework includes four Process Standards:
    * Problem Solving
    * Communication
    * Reasoning
    * Connections
The four Process Standards are intended to be incorporated into five Content Standards:
    * Number Sense and Number Theory
    * Estimation, Measurement, and Computation
    * Patterns, Functions, and Algebraic Thinking
    * Statistics and Probability
    * Spatial Sense and Geometric Concepts

The Terra Nova Complete Battery for Mathematics is "designed to help students show what they know and can do. Many questions call for critical thinking, reasoning, and problem solving. Questions allow students to use different strategies and to take individual paths to a solution. Real-world topics engage students' interest, and the extensive use of graphics reduces the need for explanatory text and provides a supportive context. Themes group items into meaningful configurations, and items are generally sequenced to promote initial success so that students will continue with confidence to more challenging questions.

The [Terra Nova] tests taps broad mathematical power, yet retains the specifics from the traditional curriculum. The first section of the test includes computation, computation in context, and estimation items, and is administered without calculators. The second section covers a broad range of core skills and may be administered with calculators. Some questions require the use of rulers, which are supplied with the testing materials."
The Terra Nova Plus for Mathematics Computation "carefully targets measurement of computation skills to the appropriate grade level. Because each item is unique to a specific level, there is no overlap or repetitive testing. The problems in the test challenge students in different ways. Among fractions, for example, items deal with both like and unlike denominators, with horizontal and vertical formats, and with mixed fractions. Items that promote the use of mental math and that test estimation skills are also included. All these items encourage students to apply techniques thoughtfully rather than simply utilizing memorization or using stock formulas. The Terra Nova Mathematics Computation test answers the questions that many teachers ask: 'Have my students mastered all the fundamentals of computation?' and 'Do they apply those computation techniques that they have learned?'"

The Tennessee Mathematics Framework for Kindergarten through Grade 8 was adopted by the State Board of Education on October 11, 1996. The framework includes four Process Standards:
    * Problem Solving
    * Communication
    * Reasoning
    * Connections
The four Process Standards are intended to be incorporated into five Content Standards:
    * Number Sense and Number Theory
    * Estimation, Measurement, and Computation
    * Patterns, Functions, and Algebraic Thinking
    * Statistics and Probability
    * Spatial Sense and Geometric Concepts Algebra I is the Tennessee End-of-course test that must be passed before graduation to earn a high school diploma.

TN: Geometry

The Tennessee Mathematics Framework for grades 9 through 12 outlines skills to be taught in Geometry.


Algebraic Concepts

    Algebraic Concepts: Measure/Approximate
The learner will be able to obtain solutions to problems in measurement and approximation using algebraic thought processes and symbolism.
Strand Bloom's Scope Hours Source
Algebraic Concepts Master 18.0 TN: Curriculum Framework (9-12), January 30, 1998, Geometry, p. 27
Instructional Resources
- Geometry An Integrated Approach, Heath, 1.4-1.6,2.2,2.3,2.6,3.1,3.2,3.5,3.6,4.2,4.6 [Textbook]
- Geometry An Integrated Approach, Heath, 5.1-5.4,6.1-6.7,8.1-8.6,9.1-9.6,10.1-10.7 [Textbook]
- Geometry An Integrated Approach, Heath, 11.1-11.7,12.1-12.7,13.4 [Textbook]
  
    Proofs: Use
The learner will be able to use reflexive, transitive, and symmetric properties when suitable.
Strand Bloom's Scope Hours Source
Algebraic Proofs Application Master 4.0 TN: Curriculum Framework (9-12), January 30, 1998, Geometry, p. 28
Instructional Resources
- Geometry An Integrated Approach, Heath, 2.3-2.6,3.1,3.3,3.4,4.3-4.5 [Textbook]
  

Geometry

    Figures: Explain/Define
The learner will be able to explain objects and identify the minimum conditions needed to define the object.
Strand Bloom's Scope Hours Source
Figures Master 28.5 TN: Curriculum Framework (9-12), January 30, 1998, Geometry, p. 28
Instructional Resources
- Geometry An Integrated Approach, Heath, 1.3,1.4,2.1-2.3,2.6,3.1,3.4,3.5,4.1,4.6,5.1-5.3 [Textbook]
- Geometry An Integrated Approach, Heath, 5.5,6.1,6.3-6.7,7.1-7.6,8.3,8.4,8.6,9.4,9.5 [Textbook]
- Geometry An Integrated Approach, Heath, 10.1-10.6,12.1-12.3,12.6,13.1,13.5 [Textbook]
  
    Inductive Reasoning: Conjecture
The learner will be able to apply techniques of inductive reasoning to formulate a conjecture.
Strand Bloom's Scope Hours Source
Reasoning Master 1.5 TN: Curriculum Framework (9-12), January 30, 1998, Geometry, p. 28
Instructional Resources
- Geometry An Integrated Approach, Heath, 1.1,1.2,2.1 [Textbook]
  
    Problem Solving: Applying Concepts
The learner will be able to apply learned geometry concepts in solving problems.
Strand Bloom's Scope Hours Source
Problem Solving Master 14.0 TN: Curriculum Framework (9-12), January 30, 1998, Geometry, p. 27
Instructional Resources
- Geometry An Integrated Approach, Heath, 2.2,2.3,2.6,3.2,3.5,3.7,4.2,4.3,4.6,5.1,5.4 [Textbook]
- Geometry An Integrated Approach, Heath, 6.1-6.3,6.5-6.7,8.3,8.5,8.6,9.1-9.6,10.2-10.7 [Textbook]
- Geometry An Integrated Approach, Heath, 11.1-11.7,12.1-12.7,13.4 [Textbook]
  
    Problem Solving: Solid Geometry
The learner will be able to use properties of solid geometry to obtain solutions to practical problems in real world settings.
Strand Bloom's Scope Hours Source
Problem Solving Master 3.5 TN: Curriculum Framework (9-12), January 30, 1998, Geometry, p. 28
Instructional Resources
- Geometry An Integrated Approach, Heath, 12.1-12.7 [Textbook]
  
    Congruence/Similarity: Understand
The learner will be able to illustrate an understanding of the geometric properties of congruence and similarity.
Strand Bloom's Scope Hours Source
Congruence/Similarity/Symmetry Application Master 6.0 TN: Curriculum Framework (9-12), January 30, 1998, Geometry, p. 28
Instructional Resources
- Geometry An Integrated Approach, Heath, 1.3,2.3,2.6,3.5,4.1,4.3,4.4,4.6,5.1,5.3,6.3 [Textbook]
- Geometry An Integrated Approach, Heath, 8.3,8.5,12.7 [Textbook]
  
    Congruence/Similarity: Relationships
The learner will be able to study relationships among corresponding parts of similar or congruent figures.
Strand Bloom's Scope Hours Source
Congruence/Similarity/Symmetry Analysis Master 3.5 TN: Curriculum Framework (9-12), January 30, 1998, Geometry, p. 28
Instructional Resources
- Geometry An Integrated Approach, Heath, 3.5,4.3,4.4,8.3,8.5,11.7,12.7 [Textbook]
  
    Lines: Parallel/Perpendicular
The learner will be able to illustrate an understanding of the properties of perpendicularity and parallelism.
Strand Bloom's Scope Hours Source
Lines Application Master 4.0 TN: Curriculum Framework (9-12), January 30, 1998, Geometry, p. 28
Instructional Resources
- Geometry An Integrated Approach, Heath, 3.1,3.2,3.5-3.7,5.1,5.3,6.3-6.7 [Textbook]
  
    Triangles: Right/Relationships
The learner will be able to use right triangle relationships including the Pythagorean Theorem, distance formula and/or trigonometric ratios.
Strand Bloom's Scope Hours Source
Triangles Application Master 3.0 TN: Curriculum Framework (9-12), January 30, 1998, Geometry, p. 28
Instructional Resources
- Geometry An Integrated Approach, Heath, 9.1-9.6 [Textbook]
  
    Circle: Real-World Problems
The learner will be able to solve real-world problems applying geometric properties of circles.
Strand Bloom's Scope Hours Source
Circles Application Master 5.0 TN: Curriculum Framework (9-12), January 30, 1998, Geometry, p. 28
Instructional Resources
- Geometry An Integrated Approach, Heath, 10.1-10.7,11.5,11.6,12.2-12.6 [Textbook]
  
    Transformations: Understanding
The learner will be able to illustrate an understanding of transformations of figures.
Strand Bloom's Scope Hours Source
Transformations Application Master 2.0 TN: Curriculum Framework (9-12), January 30, 1998, Geometry, p. 28
Instructional Resources
- Geometry An Integrated Approach, Heath, 7.1-7.6 [Textbook]
  
    Geometric Relationships: Identify
The learner will be able to identify and explain the relationships among families of geometric figures.
Strand Bloom's Scope Hours Source
Geometric Relationships Comprehension Master 4.0 TN: Curriculum Framework (9-12), January 30, 1998, Geometry, p. 28
Instructional Resources
- Geometry An Integrated Approach, Heath, 2.1,4.1,6.3,6.5-6.7,9.4,12.1 [Textbook]
  
    Deductive Reasoning: Justify
The learner will be able to use deductive reasoning to justify conclusions.
Strand Bloom's Scope Hours Source
Reasoning Synthesis Master 7.0 TN: Curriculum Framework (9-12), January 30, 1998, Geometry, p. 28
Instructional Resources
- Geometry An Integrated Approach, Heath, 2.4-2.6,3.1,3.3-3.6,4.3-4.7,5.5,6.3-6.7,9.1-9.3 [Textbook]
- Geometry An Integrated Approach, Heath, 9.5,10.2-10.5 [Textbook]
  
    Logic: Reasoning/Truth
The learner will be able to apply indirect and deductive reasoning to determine the truth of a statement.
Strand Bloom's Scope Hours Source
Logic Synthesis Master 6.0 TN: Curriculum Framework (9-12), January 30, 1998, Geometry, p. 28
Instructional Resources
- Geometry An Integrated Approach, Heath, 2.1,2.4-2.6,3.3,3.4,3.6,4.3-4.5,5.5,6.7,9.1-9.3 [Textbook]
  
    Spatial Thinking: Describe Position
The learner will be able to describe position using spatial sense with two-dimensional coordinate systems.
Strand Bloom's Scope Hours Source
Spatial Thinking Application Master 4.0 TN: Curriculum Framework (9-12), January 30, 1998, Geometry, p. 28
Instructional Resources
- Geometry An Integrated Approach, Heath, 1.4,1.5,3.2,3.7,6.4,8.4,10.7,13.3 [Textbook]
  
    Spatial Thinking: Describe Position
The learner will be able to describe position using spatial sense with three-dimensional coordinate systems.
Strand Bloom's Scope Hours Source
Spatial Thinking Application Master TN: Curriculum Framework (9-12), January 30, 1998, Geometry, p. 28
  
    Polygons: Real-World Problems
The learner will be able to solve real-world problems using geometric properties of polygons.
Strand Bloom's Scope Hours Source
Polygons Application Master 5.0 TN: Curriculum Framework (9-12), January 30, 1998, Geometry, p. 28
Instructional Resources
- Geometry An Integrated Approach, Heath, 4.2,4.3,4.6,6.1-6.7,7.1,7.4,7.6,8.1,8.2,8.5,8.6 [Textbook]
- Geometry An Integrated Approach, Heath, 9.2,9.5,9.6,11.1-11.4,11.7 [Textbook]
  

Measurement

    Problem Solving: Geometric
The learner will be able to use measurement ideas and relationships in geometric problem-solving situations.
Strand Bloom's Scope Hours Source
Problem Solving Master 18.0 TN: Curriculum Framework (9-12), January 30, 1998, Geometry, p. 27
Instructional Resources
- Geometry An Integrated Approach, Heath, 2.2,3.5,3.6,4.2,4.3,4.6,5.1-5.5,6.2,6.3,6.5-6.7 [Textbook]
- Geometry An Integrated Approach, Heath, 8.1-8.3,8.5,8.6,9.1,9.2,9.4-9.6,10.1-10.7 [Textbook]
- Geometry An Integrated Approach, Heath, 11.1-11.7,12.1-12.7,13.3,13.5 [Textbook]
  
    Problem Solving: Algebraic
The learner will be able to use measurement ideas and relationships in algebraic problem-solving scenarios.
Strand Bloom's Scope Hours Source
Problem Solving Master 17.0 TN: Curriculum Framework (9-12), January 30, 1998, Geometry, p. 27
Instructional Resources
- Geometry An Integrated Approach, Heath, 1.4-1.6,2.2,2.3,3.2,3.5-3.7,4.2-4.4,4.6,5.1,5.2 [Textbook]
- Geometry An Integrated Approach, Heath, 6.2,6.3,6.5-6.7,8.1-8.3,8.5,8.6,9.1,9.2,9.4-9.6 [Textbook]
- Geometry An Integrated Approach, Heath, 10.2-10.7,11.1-11.7,12.1-12.7,13.4 [Textbook]
  
    Applying: Tools
The learner will be able to select appropriate tools to measure quantities in order to achieve precision, accuracy, and error (or tolerance) of measurements.
Strand Bloom's Scope Hours Source
Measurement: Application Master TN: Curriculum Framework (9-12), January 30, 1998, Geometry, p. 27
Instructional Resources
- Geometry An Integrated Approach, Heath, 1.1-13.5 [Textbook]
  
    Measurement Concepts: Approximate/Solve
The learner will be able to apply the idea of length, area, and volume to approximate and obtain solutions to real-world problems.
Strand Bloom's Scope Hours Source
Measurement Concepts Master 13.0 TN: Curriculum Framework (9-12), January 30, 1998, Geometry, p. 27
Instructional Resources
- Geometry An Integrated Approach, Heath, 1.6,2.2,4.6,5.1,8.2,8.3,8.5,8.6,9.1,9.2,9.4-9.6 [Textbook]
- Geometry An Integrated Approach, Heath, 10.1,10.2,11.1-11.7,12.1-12.7 [Textbook]
  
    Measurement: Methods
The learner will be able to select appropriate methods to measure quantities in order to achieve precision, accuracy, and tolerance of measurements.
Strand Bloom's Scope Hours Source
Measurement: Application Comprehension Master TN: Curriculum Framework (9-12), January 30, 1998, Geometry, p. 27
Instructional Resources
- Geometry An Integrated Approach, Heath, 1.1-13.5 [Textbook]
  

Number Theory

    Number Size: Rational/Irrational
The learner will be able to illustrate an understanding of the relative size of rational and irrational numbers.
Strand Bloom's Scope Hours Source
Number Size Master 1.0 TN: Curriculum Framework (9-12), January 30, 1998, Geometry, p. 27
Instructional Resources
- Geometry An Integrated Approach, Heath, 9.1-9.6 [Textbook]
  
    Number Theory: Problem Solving
The learner will be able to use number theory concepts to solve problems.
Strand Bloom's Scope Hours Source
Number Theory Application Master TN: Curriculum Framework (9-12), January 30, 1998, Geometry, p. 27
Instructional Resources
- Geometry An Integrated Approach, Heath, 1.1-13.5 [Textbook]
  

Numeration

    Patterns: Study/Algebra/Geometry
The learner will be able to study mathematical patterns associated with algebra and geometry in real-world problem solving situations.
Strand Bloom's Scope Hours Source
Patterns Master 3.0 TN: Curriculum Framework (9-12), January 30, 1998, Geometry, p. 27
Instructional Resources
- Geometry An Integrated Approach, Heath, 1.6,2.3,3.6,4.2,6.2,6.3,6.5,6.6,7.1,7.4,8.1-8.3 [Textbook]
- Geometry An Integrated Approach, Heath, 9.1,9.2,9.4-9.6,10.2-10.6,11.1-11.7,12.1-12.7 [Textbook]
- Geometry An Integrated Approach, Heath, 13.3,13.5 [Textbook]
  
    Pattern: Spatial/Identify/Continue/Make
The learner will be able to identify, continue, and/or make spatial patterns.
Strand Bloom's Scope Hours Source
Patterns Master 1.0 TN: Curriculum Framework (9-12), January 30, 1998, Geometry, p. 27
Instructional Resources
- Geometry An Integrated Approach, Heath, 1.1-1.4,2.1 [Textbook]
  
    Pattern: Create/Numbers
The learner will be able to create patterns using numbers.
Strand Bloom's Scope Hours Source
Patterns: Number Synthesis Master 0.2 TN: Curriculum Framework (9-12), January 30, 1998, Geometry, p. 27
Instructional Resources
- Geometry An Integrated Approach, Heath, 2.1 [Textbook]
  
    Pattern: Identify
The learner will be able to identify number patterns.
Strand Bloom's Scope Hours Source
Patterns: Number Knowledge Master 0.2 TN: Curriculum Framework (9-12), January 30, 1998, Geometry, p. 27
Instructional Resources
- Geometry An Integrated Approach, Heath, 2.1 [Textbook]
  
    Pattern: Extend
The learner will be able to extend patterns of numbers.
Strand Bloom's Scope Hours Source
Patterns: Number Analysis Master 0.2 TN: Curriculum Framework (9-12), January 30, 1998, Geometry, p. 27
Instructional Resources
- Geometry An Integrated Approach, Heath, 2.1 [Textbook]
  
    Pattern: Geometric/Identify
The learner will be able to identify geometric patterns.
Strand Bloom's Scope Hours Source
Patterns: Geometric Knowledge Master 0.2 TN: Curriculum Framework (9-12), January 30, 1998, Geometry, p. 27
Instructional Resources
- Geometry An Integrated Approach, Heath, 2.1 [Textbook]
  
    Pattern: Extend
The learner will be able to extend and make geometric patterns.
Strand Bloom's Scope Hours Source
Patterns Application Master 0.2 TN: Curriculum Framework (9-12), January 30, 1998, Geometry, p. 27
Instructional Resources
- Geometry An Integrated Approach, Heath, 2.1 [Textbook]
  

Probability/Statistics

    Problem Solving: Application
The learner will be able to use the ideas of probability and statistics in many different problem solving contexts.
Strand Bloom's Scope Hours Source
Problem Solving Master 1.0 TN: Curriculum Framework (9-12), January 30, 1998, Geometry, p. 27
Instructional Resources
- Geometry An Integrated Approach, Heath, 11.1-11.5 [Textbook]
  
    Theoretical Probability: Geometric Model
The learner will be able to use geometric models to determine theoretical probability.
Strand Bloom's Scope Hours Source
Theoretical Probability Application Master 1.0 TN: Curriculum Framework (9-12), January 30, 1998, Geometry, p. 28
Instructional Resources
- Geometry An Integrated Approach, Heath, 11.1-11.5 [Textbook]
  

Problem Solving

    Investigations: Individual/Groups
The learner will be able to explore problems individually or in cooperative groups.
Strand Bloom's Scope Hours Source
Investigations Master TN: Curriculum Framework (9-12), January 30, 1998, Geometry, p. 27
Instructional Resources
- Geometry An Integrated Approach, Heath, 1.1-13.6 [Textbook]
  

Real Numbers and the Coordinate Plane

    Coordinate Geometry: Analyze Problems
The learner will be able to use coordinate geometry to analyze problem solving scenarios.
Strand Bloom's Scope Hours Source
Coordinate Geometry Analysis Master 2.5 TN: Curriculum Framework (9-12), January 30, 1998, Geometry, p. 27
Instructional Resources
- Geometry An Integrated Approach, Heath, 1.5,3.7,6.4,8.4,13.3 [Textbook]
  
    Coordinate Geometry: Problem Solving
The learner will be able to apply coordinate geometry in problem-solving scenarios.
Strand Bloom's Scope Hours Source
Coordinate Geometry Application Master 2.5 TN: Curriculum Framework (9-12), January 30, 1998, Geometry, p. 27
Instructional Resources
- Geometry An Integrated Approach, Heath, 1.5,3.7,6.4,8.4,13.3 [Textbook]
  

Technology

    Problem Solving: Technology
The learner will be able to appropriately use technology to solve problems.
Strand Bloom's Scope Hours Source
Problem Solving Master TN: Curriculum Framework (9-12), January 30, 1998, Geometry, p. 27
Instructional Resources
- Geometry An Integrated Approach, Heath, 1.1-13.6 [Textbook]
  

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