#### MAT-HS.G-CO.07

 MAT-HS Targeted Standards(G) Concept: Geometry(CO) Domain: CongruenceCluster: Understand congruence in terms of rigid motions MAT-HS.G-CO.07 Use the definition of congruence in terms of rigid motions to show that two triangles are congruent if and only if corresponding pairs of sides and corresponding pairs of angles are congruent.

## Student Learning Targets:

• I can
• I can

### Reasoning Targets

• I can determine congruence and similarity among geometric objects.
• I can use similarity or congruence to solve for a missing side/angle.

### Skills (Performance) Targets

• I can use the definition of congruence, based on rigid motion, to show two triangles are congruent if and only if their corresponding sides and corresponding angles are congruent.

• I can
• I can

## Proficiency Scale

 Score Description Sample Activity Advanced In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. - 3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success. Proficient The student can: · show two figures are congruent after a sequence of rigid motions (translations, reflections, rotations). · use the definition of congruence as a test to see if two figures are congruent (if and only if they have the same shape and size). -A student finds two triangles on two different pieces of patty paper. He places them on the desk to compare them.  He slides and then turns the paper so that the two triangles on are on top of each other and then he notices that he needs to flip one of the papers so that they will land exactly on top of each other.  The student concludes that they are copies of each other. Mathematically, what did this procedure prove about the triangles? 2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content). Progressing There are no major errors or omissions regarding the simpler details and processes as the student can: ·   recognize and recall terminology to answer questions. ·   use composite transformations to map one figure onto another. ·   recognize the effects of rigid motion on orientation and location of a figure. 1.   A rigid motion is the same as: A)  A mapping   B) A transformation C)  An Isometric transformation D) A proportional expansion   2.  Congruence can be found through isometric transformations because they preserve key characteristics of the shape.  Which of the following is NOT one of the characteristics that an isometry preserves? A)Angle size B) Location on the plane C)Distance between points D) Collinearity of points   3.  K(x,y) - - - - - > (-x,-y)could represent a transformation that could establish congruence.  T or F 1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content). Beginning With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). - 0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content). 0.0 Even with help, the student demonstrates no understanding or skill. -

## Resources

 Web Vocab