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Geometry Term 3 - Coggle Diagram

- - - - I can solve daily life problems involving various representation of congruence and similarity of triangles.
      - I can give reasons proportionally why a problem is using SSS or SAS or ASA or AAS conditions to prove the congruence of triangles.
      - I can give reasons proportionally on why a problem is using SSS or SAS or AA or AA conditions to prove the similarity of triangles.
    - - I can provide a clear explanation of congruence and similarity concepts
      - I can use the correct algorithm to solve the problems involving congruence and similarity of triangles
      - I can give examples of of the congruence
        and similarity of triangles
    - - I can show correct understanding when proving congruence and similarity of triangles
      - I can use the appropriate and accurate content-specific terminologies in student’s explanations
  - - - I can propose various proper and accurate evaluation processes algebraically, graphically, numerically, or verbally (at least two different ones) in a prove congruence and similarity of triangles
    - - I can provide evidence of contributing in solving a real problem in their community using appropriate ways of various representation of congruence and similarity of triangles
      - I can show correct understanding of the congruence and
        similarity of triangles concepts when dealing with problems in other contexts (Chemistry, Physics, Economic, etc), and other standards in Math or show mastery when solving (word) problems in both languages; English and Bahasa Indonesia
- - - - I can solve daily life problems involving various representation of triangle inequality and parallel lines cut by another line
      - I can give reason proportionally when make conclusions about parallel and perpendicular lines
    - - I can provide a clear explanation of parallel and perpendicular lines concepts.
      - I can use the correct algorithm to solve the problems involving triangle inequality and parallel lines cut by another line.
      - I can give examples of the properties of parallel lines cut by another line transversally and quadrilaterals.
    - - I can show correct understanding when making conclusions about parallel and perpendicular lines
      - I can show no significant error when constructing parallel and perpendicular lines using tools
      - I can use the appropriate and accurate content-specific terminologies in student’s explanations (e.g.; parallel lines, perpendicular lines, transversally)
  - - - I can propose various proper and accurate evaluation processes algebraically, graphically, numerically, or verbally (at least two different ones) in a triangle inequality and parallel lines
    - - I can provide evidence of contributing in solving a real problem in their community using appropriate ways of various representation of triangle inequality and parallel lines
    - - I can show correct understanding of the triangle inequality and parallel lines concepts when dealing with problems in other contexts (Chemistry, Physics, Economic, etc), and other standards in Math or show mastery when solving (word) problems in both languages; English and Bahasa Indonesia
- - - - I can solve daily life problems involving various representation of relationships between angles in polygons
      - I can give reason proportionally why a problem is using properties of complementary or supplementary or vertical or exterior angles to solve math problems
    - - I can use the correct algorithm to solve the problems involving relationships between angles in polygons
      - I can give examples of properties of complementary, supplementary, vertical, and exterior angles
    - - I can show correct understanding when doing and evaluating math problems involving relationships between angles in polygons
      - I can show no significant error when constructing bisector angles by using straightedge and compass
      - I can use the appropriate and accurate content-specific terminologies in student’s explanations (e.g.; bisector angles, complementary, supplementary, exterior angles)
  - - - I can propose various proper and accurate evaluation processes algebraically, graphically, numerically, or verbally (at least two different ones) in a relationship between angles in polygons
    - - I can provide evidence of contributing in solving a real problem in their community using appropriate ways of various representation of relationships between angles in polygons
    - - I can show correct understanding of the relationships between angles in polygons concepts when dealing with problems in other contexts (Chemistry, Physics, Economic, etc), and other standards in Math or show mastery when solving (word) problems in both languages; English and Bahasa Indonesia
- - - - I can solve daily life problems involving various representation of spatial relationships using coordinate geometry and other representational
      - I can give reason proportionally why a problem is using Pythagorean theorem or distance formula to solve math problems involving two dimensional objects represented with Cartesian coordinates
    - - I can provide a clear explanation of distance between two points concepts
      - I use the correct algorithm to solve the problems involving two dimensional objects represented with Cartesian coordinates
      - I can give examples of the midpoint of a line segment, the distance formula, and various forms of equations of lines.
    - - I can show correct understanding when doing and evaluating limits, including algebraic functions and trigonometric functions
      - I can show no significant error when
        evaluating limits
      - I can use the appropriate and accurate content-specific terminologies in student’s explanations (e.g.; Cartesian coordinates, Pythagorean, midpoint of a line segment)
  - - - I can propose various proper and accurate evaluation processes algebraically, graphically, numerically, or verbally (at least two different ones) in a spatial relationship using coordinate geometry and other representational.
    - - I can provide evidence of contributing in solving a real problem in their community using appropriate ways of various representation of spatial relationships using coordinate geometry and other representational
    - - I can show correct understanding of the plane and space geometry concepts when dealing with problems in other contexts (Physics and other standards in Math) or show mastery when solving (word) problems in both languages; English and Bahasa Indonesia
- - - - I can solve daily life problems involving various representation of vectors
      - I can give reason proportionally why a problem is “head-to-tail” or parallelogram method to find the results of adding or subtracting vectors
    - - I can provide a clear explanation of vector concepts
      - I can use the correct algorithm to solve the problems involving vectors
      - I can give examples of adding or subtracting vectors
    - - I can show correct understanding when doing and evaluating vectors using algebraically ways
      - I can show no significant error when constructing adding or subtracting vectors
      - I can use the appropriate and accurate content-specific terminologies in student’s explanations (e.g.; vectors, magnitude, directions, cross product, dot product)
  - - - I can propose various proper and accurate evaluation processes algebraically, graphically, numerically, or verbally (at least two different ones) in an adding or a subtracting vectors
    - - I can provide evidence of contributing in solving a real problem in their community using appropriates method of various representation of vectors
    - - I can show correct understanding of the vectors concepts when dealing with problems in other contexts (Physics and other standards in Math) or show mastery when solving (word) problems in both languages; English and Bahasa Indonesia