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Common Core: Math
Subject: Math
137 Results

 Student Outcomes Students use the volume formula for a right prism (V = Bh) to solve volume problems involving rate of flow.

 Student Outcomes Students compute volumes of threedimensional objects composed of right prisms by using the fact that volume is additive.

 Student Outcomes Students use the formula V = bh to determine the volume of a right prism. Students identify the base and compute the area of the base by decomposing it into pieces.

 Student Outcomes Students determine the surface area of threedimensional figures, those that are composite figures and those that have missing sections.

 Student Outcomes Students determine the surface area of threedimensional figures, including both composite figures and those missing sections.

 Student Outcomes Students determine the area of composite figures and of missing regions using composition and decomposition of polygons.

 Student Outcomes Students use the area properties to justify the repeated use of the distributive property to expand the product of linear expressions.

 Student Outcomes Students determine the area of composite figures in reallife contextual situations using composition and decomposition of polygons and circular regions.

 Student Outcomes Students describe threedimensional figures built from cubes by looking at horizontal slicing planes.

 Student Outcomes Students describe polygonal regions that result from slicing a right rectangular prism or pyramid by a plane that is not necessarily parallel or perpendicular to a base.

 Student Outcomes Students describe polygonal regions that result from slicing a right rectangular pyramid by a plane perpendicular to the base and by another plane parallel to the base.

 Student Outcomes Students describe rectangular regions that result from slicing a right rectangular prism by a plane perpendicular to one of the faces.

 Student Outcomes Students use conditions that determine a unique triangle to construct viable arguments that angle measures and lengths are equal between triangles.

 Student Outcomes Students use information such as vertical angles and common sides in the structure of triangle diagrams to establish whether conditions that determine a unique triangle exist....

 Student Outcomes Students use conditions that determine a unique triangle to determine when two triangles are identical. Students construct viable arguments to explain why the given information can...

 Student Outcomes Students understand that two sides of a triangle and an acute angle, not included between the two sides, may not determine a unique triangle. Students understand that two sides of a...

 Student Outcomes Students understand that three given lengths determine a triangle, provided the largest length is less than the sum of the other two lengths; otherwise, no triangle can be formed....

 Student Outcomes Students understand that two triangles are identical if two pairs of corresponding angles and one pair of corresponding sides are equal under some correspondence; two angle...

 Student Outcomes Students understand that two triangles are identical if all corresponding sides are equal under some correspondence; three side lengths of a triangle determine a unique triangle....

 Student Outcomes Students draw triangles under different criteria to explore which criteria result in many, a few, or one triangle.

 Student Outcomes Students use a protractor, ruler, and setsquare to draw parallelograms based on given conditions.

 Student Outcomes Students use a compass, protractor, and ruler to draw geometric shapes based on given conditions.

 Student Outcomes Students use a triangle correspondence to recognize when two triangles match identically. Students use notation to denote a triangle correspondence and use the triangle...

 Student Outcomes Students solve for unknown angles in word problems and in diagrams involving all learned angle facts.