Enduring Understandings - important ideas that students should carry with them years beyond the instruction received this year.

• Design of all products includes an understanding of geometry.

• Geometry builds our world.

• Units matter and precision matters.

• Proportional reasoning solves real world problems.

• Mathematics incorporates multiple problem solving strategies.  

Essential Questions - most important “big picture” questions students should be able to answer after completing learning activities.

• How is geometry related to everything? 

• How is the triangle the essential building block for everything? 

• What purposes do measurements serve?

CSAP Standards: Highest Frequency High Frequency Other Standards and E-Skills

Standard 1:  (Number Sense)  Students develop number sense and use numbers and number relationships in problem solving situations and communicate the reasoning in solving these problems.
1.1 Use exponents to show how many times a base are used
1.2 Read and write large whole numbers. Read, identify, and utilize place value with large numbers.  Locate decimal values on a number line

Standard 2: (Algebra and Functions) Students use algebraic methods to explore, model and describe patterns and functions involving numbers, shapes, data, and graphs in problem-solving situations and communicate the reasoning used in solving these problems.
2.1 Recognize, extend and use geometric, numeric, linear, or visual patterns to solve a problem.  Using the rule for a pattern to represent it in a table, graph, and problem solve.  Recognize an equation that models a given situation.
2.5a Solve simple equations
2.5b Translate English expressions and algebraic expressions
2.2 Recognizing, describing, and extending a pattern and function using tables and graphs in a problem solving situation.  Using a table to find a constant/unit rate.
2.5 Substituting in a formula to compute a value. Solving a simple linear equation in a problem solving situation. Using a linear function given in a context to solve a problem.

Standard 3: (Statistics and Probability) Students use data collection and analysis, statistics, and probability in problem-solving situations and communicate the reasoning used in solving these problems.
3.1a Construct a histogram and stem-and-leaf plot
3.1b Read, interpret and draw conclusions from histograms and stem-and-leaf plots
3.1b Read, interpret and draw conclusions from circle graphs
3.1 Read, interpret, and draw conclusions from line graphs, bar graphs, histograms, and circle graphs

Standard 4: (Geometry) Students use geometric concepts, properties, and relationships in problem-solving situations and communicate the reasoning used in solving these problems.
4.5b Solve problems involving area of circles, triangles, and parallelograms
4.5c Solve problems involving surface area of rectangular prisms
4.6a Reflect, translate, and rotate figures to determine congruency

Standard 5: (Measurement) Students use a variety of tools and techniques to measure, apply the results in problem-solving situations, and communicate the reasoning involved in solving these problems.
5.4a Solve problems involving area of trapezoids, regular hexagons, and regular octagons

Standard 6: (Computation) Students link concepts and procedures as they develop and use computational techniques, including estimation, mental arithmetic, paper-and-pencil, calculators, and computers, in problem-solving situations and communicate the reasoning involve
6.2 Order of Operations (Parenthesis, Exponents, Multiplication and Division, Addition and Subtraction; PEMDAS Adding, Subtracting, Multiplying and Dividing with whole numbers, exponents, decimals, fractions, mixed numbers, and integers.
6.2 Recognize format of equations with one or more variables. Introduce 1 step equations

District 11 Diamond Units/Lessons Overview - includes information about the purpose, goals and structure of these sample instructional units:

• Example Unit 1 for Geometry Investigations 1