A Story of Functions: Grade 10-Module 1 Congruence, Proof, and Constructions

NY S C O M M ON C OR E M AT HE M AT I C S C U R R I C U LU M
A Story of
Functions
Grade 10-Module 1
Congruence, Proof, and Constructions
2012 Common Core, Inc. All rights reserved. commoncore.org
A Story of Functions
N Y S C O M M O N C O R E M AT H E M AT I C S C U R R I C U LU M
Session Objectives
Articulate and model the instructional approaches to

teaching the content of the first half of the lessons.
Examine how the topics and lessons promote mastery of the

focus standards and address the major work of the grade.
Articulate connections from the content of previous grade

levels to the content of this module.
Participant Poll
Classroom teacher
School leader (Math AP, Department Chair, etc.)
Principal
District leader
BOCES representative
Agenda
1. Module 1 Overview
a. Driving concepts
2. Constructions
a. Basic compass work
b. Lesson 1
3.
4.
5.
6.
Expert Lesson Group Work

Expert Lesson Presentations
Group Walk Activity
Summary of Work & Closure
!
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NYS"COMMON"CORE"MATHEMATICS"CURRICULUM"
A"Story"of"Functions"Curriculum"Overview"" !
Module 1: Congruence, Proof and

Constructions
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A"Story"of"Functions:""A"Curriculum"Overview"for"Grades"9512!
Date:"
1/30/13!
!2012!Common!Core,!Inc.!All!rights!reserved.!commoncore.org!
4"
Icebreaker!
Each table needs a poster paper and no more than two

markers.
A vocabulary word will be given. Once you see/hear it, write
down as many words as possible related to the vocabulary
word.
The table with the most words wins!
You have 2 minutes to work.
Anyone can write, but only with the two markers provided.
Ready, Set, Go!
ANGLES
Module 1 Overview
Topics A-C and Lesson Titles

Focus Standards
Foundational Standards
Mathematical Practice Standards
New and Familiar Terms
Driving Concepts
1. The module culminates in the concept of congruence and
its application in proof problems.
a. Two figure are congruent if there exists a finite composition of basic
rigid motions (rotations, reflections, translations) that maps one figure
onto the other figure.
2. Discussion of congruence requires an understanding of

rigid motions
3. Proof problems require geometric justification (practiced
through Unknown Angles) and an application of
transformations
4. Transformations are inherently linked to constructions, i.e.,
the concept of a perpendicular bisector is essential to
Working with Compasses

What to expect when working with compasses:
1. What kind of experience do students have with compasses?
2. What kinds of difficulties should we anticipate from
students?
3. What problems should we anticipate regarding the
materials themselves?
Construction Essentials
Studying constructions requires:
1. Ability to use a compass
2. An understanding of the importance of labeling
3. How to follow and write instructions
Activity 1
Construct 3 circles of different sizes.
1. Use geometric vocabulary to describe what circles of
different sizes mean?
Activity 2
Construct the figure described in the steps below. Compare
your construction
to that of a neighbor.
1.
2.
3.
4.
5.
6.
Draw circle K.
Label the endpoints of the diameter of circle K as A and B.
Draw circle A with radius AK.
Label endpoints of the diameter of circle A as KL.
Draw circle B with radius BK.
Label endpoints of the diameter of circle B as KM.
If LA = x, what expression represents AM?

Activity 2 Construction
1. Share out any interesting
observations you notice about
the figure.
2. Can we do this problem

WITHOUT labels?
3.
What difficulties might students face with this problem?
4.
Consider this problem: imagine the same figure with no labels. Write the steps to perform the
construction. How would students manage this task?
Constructions and Mathematics

Practices
Which Mathematical Practices are inherent to the successful
completion of
Topic A?
MP 5 Use appropriate tools strategically
MP 6 Attend to precision
MP 7 Look for and make use of structure
Lesson 1
Opening Exercise
Joe and Marty are in the park playing catch. Tony
joins them, and the boys want to stand so that the
distance between any two of them is the same.
Where do they stand?
How do they figure this out precisely? What tool or

tools could they use?
Lesson 1
Vocabulary
The _______ between points and is the set

consisting of , , and all points on the line
between and .
A segment from the center of a circle to a

point on the circle.
Given a point in the plane and a number ,

the _______ with center and radius is the set
of all points in the plane that are distance
from the point .
Lesson 1
Example 1
Lesson 1
Lesson 1
Example 2
Lesson 1
Geometry Assumptions
Lesson 1
Relevant Vocabulary
Geometric Construction. A geometric construction is a set of instructions for
drawing points, lines, circles and figures in the plane.
The two most basic types of instructions are:
1. Given any two points and , a ruler can be used to draw the line or LAB
segment (Abbreviation: Draw .)
2. Given any two points and , use a compass to draw the circle that has center
at and that passes through (Abbreviation: Draw circle: center , radius .)
Constructions also include steps in which the points where lines or circles
intersect are selected and labeled. (Abbreviation: Mark the point of
intersection of the lines and by , etc..)
Lesson 1
Figure. A (2-dimensional) figure is a set of points in a plane.
Equilateral Triangle. An equilateral triangle is a triangle with all sides of equal length.
Collinear. Three or more points are collinear if there is a line containing all of the
points; otherwise, the points are non-collinear.
Length of a Segment. The length of the segment is the distance from to , and is
denoted or . Thus,
Coordinate System on a Line. Given a line , a coordinate system on is a
correspondence between the points on the line and the real numbers such that (i) to
every point on there corresponds exactly one real number, (ii) to every real number
there corresponds exactly one point of , and (iii) the distance between two distinct
points on is equal to the absolute value of the difference of the corresponding
numbers.
Lesson 1
Exit Ticket
We saw two different scenarios where used the construction
of an equilateral triangle to help determine a needed
location (i.e., the friends playing catch in the park, and the
sitting cats).
Can you think of another scenario where the construction of
an equilateral might be useful?
Lesson 1
Problem Set
1. Write a clear set of steps for the construction that
determines the final location of Margies cat, Mack. Use
Euclids Proposition 1 as a guide.
Lesson 1
Problem Set
2. Suppose two circles are constructed using the following instructions:
Draw circle: Center , radius .
Draw circle: Center , radius .
Under what conditions (in terms of distances , , ) do the circles have
i) One point in common?
ii) No points in common?
iii) Two points in common?
iv) More than two points in common? Why?
Lesson 1
Problem Set
Lesson 1
Problem Set
3. You will need: A compass and straightedge
Cedar City boasts two city parks and is in the process of

designing a third. The planning committee would like all
three parks to be equidistant from one another to better
serve the community. A sketch of the city appears below,
with the centers of the existing parks labeled as P1 and P2.
Identify two possible locations for the third park and label
them as P3a and P3b on the map.
Clearly and precisely list the mathematical steps used to
determine each of the two potential locations.
Lesson 1
Problem Set
Read through the rest of the lessons in Topic A (Lessons 2-5)

to get an overall view of the lesson content.
Your group will be responsible for leading the discussion for

one specific problem from one of the these four lessons
(randomly assigned).
Become an Expert! You and your group will be presenting a

5 minute mini-lesson to the whole group on how to solve
your assigned problem.
Complete the task in 35 min.
Topic A
Basic Constructions (G-CO.1, G-CO.12, GCO.13)
Lesson 1:
Lesson 2:
II
Lesson 3:
Lesson 4:
Bisector
Lesson 5:
Construct an Equilateral Triangle

Construct an Equilateral Triangle
Copy and Bisect an Angle
Construct a Perpendicular
Points of Concurrencies
Prep for Lessons 6-8: Unknown

Angles
Three types of problems:
Angles and Lines at a Point
Transversals
Angles in a Triangle
Unknown Angles
Group Walk Activity
Eight problems are posted around the room.

At the signal, your group will move to one of the problems and
solve it.
One group member should record the solution.
When the signal is given, rotate to the next problem.

After your group has solved all problems, return to your table.
Topic B
Unknown Angles (G-CO.9)
Lesson 6: Angles and Lines at a Point
Lesson 7: Transversals
Lesson 8: Angles in a Triangle
Biggest Takeaway
Driving Concepts
1.
The module culminates in the concept of congruence and its application in proof problems.
2.
Discussion of congruence requires an understanding of rigid motions
3.
Proof problems require geometric justification (practiced through Unknown Angles) and an
application of transformations
4.
Transformations are inherently linked to constructions, i.e., the concept of a perpendicular

bisector is essential to reflections
Key Points
Precision in construction and in language is
critical.
Perpendicular bisectors are a key component
in two of the three rigid motions reflections
and rotations.
Logical systems require a clearly articulated
set of assumptions upon which to build.
Day 1: Afternoon Session
Agenda
Take the Mid-Module Assessment

Table Discussion
Rubric Scoring with Student Exemplars
Summary & Closure
Mid-Module Assessment
Take the Mid-Module Assessment

20 minutes
No talking, group work, etc..
Discussion
Table Discussion
Predict the errors that students will make
Identify vocabulary or context that students may struggle with
Discuss strategies to overcome these issues that will support
student success
Scoring
Rubric Scoring
Each table has been provided a set of student exemplars
Use the rubric to score the assessment
After you have scored at least two assessments, compare the
scores you gave with someone else. Discuss any discrepancies.
Summary and Closure
What did you think about the scoring process in general?

Final comments.

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NY S C O M M ON C OR E M AT HE M AT I C S C U R R I C U LU M

2012 Common Core, Inc. All rights reserved. commoncore.org

Articulate and model the instructional approaches to

Examine how the topics and lessons promote mastery of the

Articulate connections from the content of previous grade

2012 Common Core, Inc. All rights reserved. commoncore.org

2012 Common Core, Inc. All rights reserved. commoncore.org

Expert Lesson Group Work

2012 Common Core, Inc. All rights reserved. commoncore.org

Module 1: Congruence, Proof and

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# QS%%' L J =E <3E H%J : %. I 2==%

& =K 3=Z %7 E <%' L 7 6 3E 7 J 3: E >

& =K 3=Z %7 E <%' L 7 6 3E 7 J 3: E >

! "#$ %&. 4 &((&5 "%6#*67 *7 8

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& =K 3=Z %7 E <%' L 7 6 3E 7 J 3: E >

5 , ( , -6, -76'( ) * '

2012 Common Core, Inc. All rights reserved. commoncore.org

Each table needs a poster paper and no more than two

2012 Common Core, Inc. All rights reserved. commoncore.org

Topics A-C and Lesson Titles

2012 Common Core, Inc. All rights reserved. commoncore.org

2. Discussion of congruence requires an understanding of

Working with Compasses

2012 Common Core, Inc. All rights reserved. commoncore.org

2012 Common Core, Inc. All rights reserved. commoncore.org

2012 Common Core, Inc. All rights reserved. commoncore.org

If LA = x, what expression represents AM?

2. Can we do this problem

What difficulties might students face with this problem?

construction. How would students manage this task?

2012 Common Core, Inc. All rights reserved. commoncore.org

Constructions and Mathematics

2012 Common Core, Inc. All rights reserved. commoncore.org

How do they figure this out precisely? What tool or

The _______ between points and is the set

A segment from the center of a circle to a

Given a point in the plane and a number ,

2012 Common Core, Inc. All rights reserved. commoncore.org

2012 Common Core, Inc. All rights reserved. commoncore.org

2012 Common Core, Inc. All rights reserved. commoncore.org

2012 Common Core, Inc. All rights reserved. commoncore.org

2012 Common Core, Inc. All rights reserved. commoncore.org

2012 Common Core, Inc. All rights reserved. commoncore.org

2012 Common Core, Inc. All rights reserved. commoncore.org

2012 Common Core, Inc. All rights reserved. commoncore.org

2012 Common Core, Inc. All rights reserved. commoncore.org

2012 Common Core, Inc. All rights reserved. commoncore.org

2012 Common Core, Inc. All rights reserved. commoncore.org

Cedar City boasts two city parks and is in the process of

2012 Common Core, Inc. All rights reserved. commoncore.org

2012 Common Core, Inc. All rights reserved. commoncore.org

Expert Lesson Group Work

Read through the rest of the lessons in Topic A (Lessons 2-5)

Your group will be responsible for leading the discussion for

Become an Expert! You and your group will be presenting a

Complete the task in 35 min.

2012 Common Core, Inc. All rights reserved. commoncore.org

Expert Lesson Group Work

2012 Common Core, Inc. All rights reserved. commoncore.org

! "#$ %&. 4 &((&5 "%6#67 7 8