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    En Mathematics 12 Geometry Elab

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    jordan
    This document provides an overview of the Grade 12 mathematics curriculum for geometry in British Columbia. It outlines four big ideas: diagrams are fundamental to investigating geometry; finding invariance amidst variation drives geometric investigation; geometry involves creating, testing, and refining definitions; and the proving process begins with conjecturing and may end with a written proof. The learning standards describe curricular competencies such as reasoning, modeling, understanding, solving problems, and communicating. Key content includes geometric constructions, transformations, and non-Euclidean geometries.

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    En Mathematics 12 Geometry Elab

    Uploaded by

    jordan
    4 views7 pages
    This document provides an overview of the Grade 12 mathematics curriculum for geometry in British Columbia. It outlines four big ideas: diagrams are fundamental to investigating geometry; finding invariance amidst variation drives geometric investigation; geometry involves creating, testing, and refining definitions; and the proving process begins with conjecturing and may end with a written proof. The learning standards describe curricular competencies such as reasoning, modeling, understanding, solving problems, and communicating. Key content includes geometric constructions, transformations, and non-Euclidean geometries.

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    en_mathematics_12_geometry_elab

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    This document provides an overview of the Grade 12 mathematics curriculum for geometry in British Columbia. It outlines four big ideas: diagrams are fundamental to investigating geometry; finding invariance amidst variation drives geometric investigation; geometry involves creating, testing, and refining definitions; and the proving process begins with conjecturing and may end with a written proof. The learning standards describe curricular competencies such as reasoning, modeling, understanding, solving problems, and communicating. Key content includes geometric constructions, transformations, and non-Euclidean geometries.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    4 views7 pages

    En Mathematics 12 Geometry Elab

    Uploaded by

    jordan
    This document provides an overview of the Grade 12 mathematics curriculum for geometry in British Columbia. It outlines four big ideas: diagrams are fundamental to investigating geometry; finding invariance amidst variation drives geometric investigation; geometry involves creating, testing, and refining definitions; and the proving process begins with conjecturing and may end with a written proof. The learning standards describe curricular competencies such as reasoning, modeling, understanding, solving problems, and communicating. Key content includes geometric constructions, transformations, and non-Euclidean geometries.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 7

    Area of Learning: MATHEMATICS — Geometry Grade 12

    BIG IDEAS
    Diagrams are fundamental Finding Geometry The proving process begins with Geometry stories
    to investigating, invariance involves creating, conjecturing, looking for counter- and applications
    communicating, and amidst variation testing, and examples, and refining the vary across
    discovering properties and drives geometric refining conjecture, and the process may cultures and time.
    relations in geometry. investigation. definitions. end with a written proof.

    Learning Standards
    Curricular Competencies Content
    Students are expected to do the following: Students are expected to know the following:
    Reasoning and modelling • geometric constructions
    • Develop thinking strategies to solve puzzles and play games • parallel and perpendicular lines:
    • Engage in spatial reasoning in a dynamic environment — circles as tools in constructions
    • Explore, analyze, and apply mathematical ideas using reason, — perpendicular bisector
    technology, and other tools • circle geometry
    • Estimate reasonably and demonstrate fluent, flexible, and strategic • constructing tangents
    thinking about number • transformations of 2D shapes:
    • Model with mathematics in situational contexts — isometries
    • Think creatively and with curiosity and wonder when exploring problems — non-isometric transformations
    Understanding and solving • non-Euclidean geometries
    • Develop, demonstrate, and apply conceptual understanding of
    mathematical ideas through play, story, inquiry, and problem solving
    • Visualize to explore and illustrate geometric concepts and relationships
    • Apply flexible and strategic approaches to solve problems
    • Solve problems with persistence and a positive disposition
    • Engage in problem-solving experiences connected with place, story,
    cultural practices, and perspectives relevant to local First Peoples
    communities, the local community, and other cultures

    June 2018 www.curriculum.gov.bc.ca © Province of British Columbia • 1


    Area of Learning: MATHEMATICS — Geometry Grade 12
    
    Learning Standards (continued)
    Curricular Competencies Content
    Communicating and representing
    • Explain, justify, and evaluate geometric ideas and decisions in
    many ways
    • Represent mathematical ideas in concrete, pictorial, and
    symbolic forms
    • Use geometric vocabulary and language to contribute to discussions
    in the classroom
    • Take risks when offering ideas in classroom discourse
    Connecting and reflecting
    • Reflect on geometric thinking
    • Connect mathematical concepts with each other, other areas,
    and personal interests
    • Use mistakes as opportunities to advance learning
    • Incorporate First Peoples worldviews, perspectives, knowledge,
    and practices to make connections with mathematical concepts

    MATHEMATICS – Geometry
    Big Ideas – Elaborations Grade 12
    • Diagrams:
    Sample questions to support inquiry with students:
    — How would we describe a specific geometric object to someone who cannot see it?
    — What properties can we infer from a diagram?
    — What behaviours can we infer from a dynamic diagram?

    June 2018 www.curriculum.gov.bc.ca © Province of British Columbia • 2


    MATHEMATICS – Geometry
    Big Ideas – Elaborations Grade 12
    • invariance amidst variation:
    — Invariance amidst variation can be more easily experienced using current technology and dynamic diagrams. For example, the sum of the
    angles in planar triangles is invariant no matter what forms a triangle takes.
    Sample questions to support inquiry with students:
    — How do we construct geometric shapes that maintain properties under variation?
    — What properties change and stay the same when we vary a square, parallelogram, triangle, and so on?
    — How can the Pythagorean theorem be restated in terms of variance and invariance?
    • definitions:
    — are seldom the starting point in geometry
    Sample questions to support inquiry with students:
    — How does variation help to refine our definitions of shapes?
    — How would we define a square (or a circle) in different ways? When would one definition be better to work with than another?
    — How can the definition of a shape be used in constructing the shape?
    — How can we modify a definition of a shape to define a new shape?
    • proving process:
    Sample questions to support inquiry with students:
    — Can we make a conjecture about the diagonals of a polygon? Can we find a counter-example to our conjecture?
    — How can one conjecture about a specific shape lead to making another more general conjecture about a family of shapes?
    — How can we be sure that a proof is complete?
    — Can we find a counter-example to a conjecture?
    — How can different proofs bring out different understandings of a relationship?
    • Geometry:
    — Geometry is more than a list of axioms and deductions. Non-Western and modern geometry is concerned with shape and space and is not
    always axiomatic. It is not always about producing a theorem; rather, it is about modelling mathematical and non-mathematical phenomena
    using geometric objects and relations. Today geometry is used in a multitude of disciplines, including animation, architecture, biology, carpentry,
    chemistry, medical imaging, and art.
    Sample questions to support inquiry with students:
    — Can we find geometric relationships in local First Peoples art or culture?
    — Can we make geometric connections to story, language, or past experiences?
    — What do we notice about and how would we construct common shapes found in local First Peoples art?
    — How has the notion of “proof” changed over time and in different cultures?
    — How are geometric ideas implemented in modern professions?

    June 2018 www.curriculum.gov.bc.ca © Province of British Columbia • 3


    MATHEMATICS – Geometry
    Curricular Competencies – Elaborations Grade 12
    • thinking strategies:
    — using reason to determine winning strategies
    — generalizing and extending
    • spatial reasoning:
    — being able to think about shapes (real or imagined) and mentally transform them to notice relationships
    • analyze:
    — examine the structure of and connections between geometric ideas (e.g., parallel and perpendicular lines, circle geometry,
    constructing tangents, transformations)
    • reason:
    — inductive and deductive reasoning
    — predictions, generalizations, conclusions drawn from experiences (e.g., with puzzles, games, and coding)
    • technology:
    — graphing technology, dynamic geometry, calculators, virtual manipulatives, concept-based apps
    — can be used for a wide variety of purposes, including:
     exploring and demonstrating geometrical relationships
     organizing and displaying data
     generating and testing inductive conjectures
     mathematical modelling
    • other tools:
    — paper and scissors, straightedge and compass, ruler, and other concrete materials
    • Estimate reasonably:
    — be able to defend the reasonableness of an estimated value or a solution to a problem or equation (e.g., congruencies, angles, lengths)
    • fluent, flexible, and strategic thinking:
    — being able to generate a family of shapes and apply characteristics across the family
    • Model:
    — use mathematical concepts and tools to solve problems and make decisions (e.g., in real-life and/or abstract scenarios)
    — take a complex, essentially non-mathematical scenario and figure out what mathematical concepts and tools are needed to make sense of it
    • situational contexts:
    — including real-life scenarios and open-ended challenges that connect mathematics with everyday life
    • Think creatively:
    — by being open to trying different strategies
    — refers to creative and innovative mathematical thinking rather than to representing math in a creative way, such as through art or music

    June 2018 www.curriculum.gov.bc.ca © Province of British Columbia • 4


    MATHEMATICS – Geometry
    Curricular Competencies – Elaborations Grade 12
    • curiosity and wonder:
    — asking questions to further understanding or to open other avenues of investigation
    • inquiry:
    — includes structured, guided, and open inquiry
    — noticing and wondering
    — determining what is needed to make sense of and solve problems
    • Visualize:
    — create and use mental images to support understanding
    — Visualization can be supported using dynamic materials (e.g., graphical relationships and simulations), concrete materials, drawings, and diagrams.
    • flexible and strategic approaches:
    — deciding which mathematical tools to use to solve a problem
    — choosing an effective strategy to solve a problem (e.g., guess and check, model, solve a simpler problem, use a chart, use diagrams, role-play)
    • solve problems:
    — interpret a situation to identify a problem
    — apply mathematics to solve the problem
    — analyze and evaluate the solution in terms of the initial context
    — repeat this cycle until a solution makes sense
    • persistence and a positive disposition:
    — not giving up when facing a challenge
    — problem solving with vigour and determination
    • connected:
    — through daily activities, local and traditional practices, popular media and news events, cross-curricular integration
    — by posing and solving problems or asking questions about place, stories, and cultural practices
    • Explain and justify:
    — use geometrical arguments to convince
    — includes anticipating consequences
    • decisions:
    — Have students explore which of two scenarios they would choose and then defend their choice.
    • many ways:
    — including oral, written, visual, gestures use of technology
    — communicating effectively according to what is being communicated and to whom

    June 2018 www.curriculum.gov.bc.ca © Province of British Columbia • 5


    MATHEMATICS – Geometry
    Curricular Competencies – Elaborations Grade 12
    • Represent:
    — concretely, diagrammatically, symbolically, including using models, tables, graphs, words, numbers, symbols
    • discussions:
    — partner talks, small-group discussions, teacher-student conferences
    • discourse:
    — is valuable for deepening understanding of concepts
    — can help clarify students’ thinking, even if they are not sure about an idea or have misconceptions
    • Reflect
    — share the geometric thinking of self and others, including evaluating strategies and solutions, finding counter-examples, extending, posing new
    problems and questions, proving results
    • Connect mathematical concepts:
    — to develop a sense of how mathematics helps us understand ourselves and the world around us (e.g., daily activities, local and traditional
    practices, popular media and news events, social justice, cross-curricular integration)
    • mistakes:
    — range from calculation errors to misconceptions
    • opportunities to advance learning:
    — by:
     analyzing errors to discover misunderstandings
     making adjustments in further attempts
     identifying not only mistakes but also parts of a solution that are correct
    • Incorporate:
    — by:
     collaborating with Elders and knowledge keepers among local First Peoples
     exploring the First Peoples Principles of Learning (e.g., Learning is holistic, reflexive, reflective, experiential, and relational [focused on
    connectedness, on reciprocal relationships, and a sense of place]; Learning involves patience and time)
     making explicit connections with learning mathematics
     exploring cultural practices and knowledge of local First Peoples and identifying mathematical connections
    • knowledge:
    — local knowledge and cultural practices that are appropriate to share and that are non-appropriated
    • practices:
    — Bishop’s cultural practices: counting, measuring, locating, designing, playing, explaining
    — Aboriginal Education Resources
    — Teaching Mathematics in a First Nations Context, FNESC

    June 2018 www.curriculum.gov.bc.ca © Province of British Columbia • 6


    MATHEMATICS – Geometry
    Content – Elaborations Grade 12
    • constructions:
    — angles, triangles, triangle centres, quadrilaterals
    • parallel and perpendicular:
    — angle bisector
    • circles as tools:
    — constructing equal segments, midpoints
    • circle geometry:
    — properties of chords, angles, and tangents to mobilize the proving process
    • constructing tangents:
    — lines tangent to circles, circles tangent to circles, circles tangent to three objects (e.g., points [PPP], three lines [LLL])
    • isometries:
    — transformations that maintain congruence (translations, rotations, reflections)
    — composition of isometries
    — tessellations
    • non-isometric transformations:
    — dilations and shear
    — topology
    • non-Euclidean geometries:
    — perspective, spherical, Taxicab, hyperbolic
    — tessellations

    June 2018 www.curriculum.gov.bc.ca © Province of British Columbia • 7

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