Designing a Winner Overview

Unit Focus

Designing a Winner is a project that addresses priority CCSS for Unit 1, 2, 3, and 5 in Traditional Geometry and Units 5 and 6, Integrated Math Pathways. 

It also focuses students on Practices 3, 6, and 7 of the Mathematical Practices established in the CCSS, and on practicing two key 21st century skills, teamwork and communication. 

You can explore the CCSS here.

In addition, students will practice using online technologies and other resources for geometry. If you want to review the project outcomes again, go back to the Overview of Assessment

Timeline & Duration

  • 6 weeks, based on approximately 5 hours of class time per week
  • Project Rating: Proficient

Critical Areas

Unit 2 (Traditional): Students apply their earlier experience with dilations and proportional reasoning to build a formal understanding of similarity. They identify criteria for similarity of triangles, use similarity to solve problems, and apply similarity in right triangles to understand right triangle trigonometry, with particular attention to special right triangles and the Pythagorean theorem. Students develop the Laws of Sines and Cosines in order to find missing measures of general (not necessarily right) triangles. They are able to distinguish whether three given measures (angles or sides) define 0, 1, 2, or infinitely many triangles.

Unit 3 (Traditional): Students’ experience with two-dimensional and three-dimensional objects is extended to include informal explanations of circumference, area and volume formulas. Additionally, students apply their knowledge of two-dimensional shapes to consider the shapes of cross-sections and the result of rotating a two-dimensional object about a line.

Unit 4 (Traditional): Building on their work with the Pythagorean theorem in 8th grade to find distances, students use a rectangular coordinate system to verify geometric relationships, including properties of special triangles and quadrilaterals and slopes of parallel and perpendicular lines. Students continue their study of quadratics by connecting the geometric and algebraic definitions of the parabola.

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