Geometry Learning Target Log
Unit 1: Congruence
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1A
1B
Learning Targets
I can copy a segment, copy an angle, bisect a segment, bisect an angle, construct the
perpendicular bisector of a line segment and construct a line parallel to a given line through a
point not on the line.
I can accurately define and draw angles, circles, perpendicular lines, parallel lines, line
segments, distances along a line and distances around a circular arc. I can explain the
definitions of these concepts. I can explain the concept behind the undefined notions of point,
line, and plane.
1C
I can accurately define and identify rotations, reflections, and translations in terms of angles,
circles, perpendicular lines, parallel lines and line segments.
1D
I can represent rigid transformations in the plane using graph paper, tracing paper, technology
and hand calculations.
1E
I can use geometric description of rigid motions to transform figures and to predict the effect of a
given rigid motion on a given figure. Given two figures, I can use the definition of congruence in
terms of rigid motions to decide if they are congruent.
1F
I can specify and explain why a sequence of transformations carry a given figure onto any other
geometric figure (rectangle, parallelogram, trapezoid, regular polygon).
1G
I can prove that any two triangles are congruent if their corresponding parts are congruent
(CPCTC).
I can explain why ASA, SAS, and SSS are postulates and apply them to rigid motions.
1H
1I
1J
1K
Task/Novel
Problems
I can prove theorems about lines and angles, including the Vertical Angles Theorem, the
Corresponding Angles Postulate, the Alternate Interior Angles Theorem, the Perpendicular
Bisector Theorem and their converses.
I can prove theorems about triangles, including the Triangle Sum Theorem, the Base Angles
Theorem, the Midsegment Theorem and the Medians of a triangle meet at a point.
I can prove theorems and properties about parallelograms including that opposite sides are
congruent, opposite angles are congruent, the diagonals bisect each other, and
conversely rectangles are parallelograms with congruent diagonals.
I can apply previously learned theorems to solve non-routine proofs.
Geometry Learning Target Log
1A
I can copy a segment, copy an angle, bisect a segment, bisect an angle, construct
the perpendicular bisector of a line segment and construct a line parallel to a given
line through a point not on the line.
Level /
Date /
Proof (Error
analysis of evidence
with reason)
Action steps
Date /
Analysis
(Whether or not the
action steps are
working to extend
my current level of
understanding)
Action Steps for extending my learning (options)
 Annotate notes after more direct instruction (on-line resource/Khan-Academy/Cho/peer/ tutoring )
 Practice problem(s) ____ on page ______that are at level________
 Explain problems on page/notes ______to a peer
 Re-write notes into a concept map with connections
 Create a model card
 Think-a-loud (evaluation or monitoring)
 WEC: 2 minutes individual write, 5 minute explain to a partner who takes notes, 2 minutes partner
critiques
 Brilliant.org
 Design a program that can solve any problem within the Learning Target
 Explain the theoretical proof supporting the concept in the Learning Target
 My personalized option:___________
Geometry Learning Target Log
1B
I can accurately define and draw angles, circles, perpendicular lines, parallel lines,
line segments, distances along a line and distances around a circular arc. I can
explain the definitions of these concepts. I can explain the concept behind the
undefined notions of point, line, and plane.
Level /
Date /
Proof (Error
analysis of evidence
with reason)
Action steps
Date /
Analysis
(Whether or not the
action steps are
working to extend
my current level of
understanding)
Action Steps for extending my learning (options)
 Annotate notes after more direct instruction (on-line resource/Khan-Academy/Cho/peer/ tutoring )
 Practice problem(s) ____ on page ______that are at level________
 Explain problems on page/notes ______to a peer
 Re-write notes into a concept map with connections
 Create a model card
 Think-a-loud (evaluation or monitoring)
 WEC: 2 minutes individual write, 5 minute explain to a partner who takes notes, 2 minutes partner
critiques
 Brilliant.org
 Design a program that can solve any problem within the Learning Target
 Explain the theoretical proof supporting the concept in the Learning Target
 My personalized option:___________
Geometry Learning Target Log
1C
I can accurately define and identify rotations, reflections, and translations in terms
of angles, circles, perpendicular lines, parallel lines and line segments.
Level /
Date /
Proof (Error
analysis of evidence
with reason)
Action steps
Date /
Analysis
(Whether or not the
action steps are
working to extend
my current level of
understanding)
Action Steps for extending my learning (options)
 Annotate notes after more direct instruction (on-line resource/Khan-Academy/Cho/peer/ tutoring )
 Practice problem(s) ____ on page ______that are at level________
 Explain problems on page/notes ______to a peer
 Re-write notes into a concept map with connections
 Create a model card
 Think-a-loud (evaluation or monitoring)
 WEC: 2 minutes individual write, 5 minute explain to a partner who takes notes, 2 minutes partner
critiques
 Brilliant.org
 Design a program that can solve any problem within the Learning Target
 Explain the theoretical proof supporting the concept in the Learning Target
 My personalized option:___________
Geometry Learning Target Log
1D
I can represent rigid transformations in the plane using graph paper, tracing paper,
technology and hand calculations.
Level /
Date /
Proof (Error
analysis of evidence
with reason)
Action steps
Date /
Analysis
(Whether or not the
action steps are
working to extend
my current level of
understanding)
Action Steps for extending my learning (options)
 Annotate notes after more direct instruction (on-line resource/Khan-Academy/Cho/peer/ tutoring )
 Practice problem(s) ____ on page ______that are at level________
 Explain problems on page/notes ______to a peer
 Re-write notes into a concept map with connections
 Create a model card
 Think-a-loud (evaluation or monitoring)
 WEC: 2 minutes individual write, 5 minute explain to a partner who takes notes, 2 minutes partner
critiques
 Brilliant.org
 Design a program that can solve any problem within the Learning Target
 Explain the theoretical proof supporting the concept in the Learning Target
 My personalized option:___________
Geometry Learning Target Log
1E
I can use geometric description of rigid motions to transform figures and to predict
the effect of a given rigid motion on a given figure. Given two figures, I can use the
definition of congruence in terms of rigid motions to decide if they are congruent.
Level /
Date /
Proof (Error
analysis of evidence
with reason)
Action steps
Date /
Analysis
(Whether or not the
action steps are
working to extend
my current level of
understanding)
Action Steps for extending my learning (options)
 Annotate notes after more direct instruction (on-line resource/Khan-Academy/Cho/peer/ tutoring )
 Practice problem(s) ____ on page ______that are at level________
 Explain problems on page/notes ______to a peer
 Re-write notes into a concept map with connections
 Create a model card
 Think-a-loud (evaluation or monitoring)
 WEC: 2 minutes individual write, 5 minute explain to a partner who takes notes, 2 minutes partner
critiques
 Brilliant.org
 Design a program that can solve any problem within the Learning Target
 Explain the theoretical proof supporting the concept in the Learning Target
 My personalized option:___________
Geometry Learning Target Log
1F
I can specify and explain why a sequence of transformations carry a given figure
onto any other geometric figure (rectangle, parallelogram, trapezoid, regular
polygon).
Level /
Date /
Proof (Error
analysis of evidence
with reason)
Action steps
Date /
Analysis
(Whether or not the
action steps are
working to extend
my current level of
understanding)
Action Steps for extending my learning (options)
 Annotate notes after more direct instruction (on-line resource/Khan-Academy/Cho/peer/ tutoring )
 Practice problem(s) ____ on page ______that are at level________
 Explain problems on page/notes ______to a peer
 Re-write notes into a concept map with connections
 Create a model card
 Think-a-loud (evaluation or monitoring)
 WEC: 2 minutes individual write, 5 minute explain to a partner who takes notes, 2 minutes partner
critiques
 Brilliant.org
 Design a program that can solve any problem within the Learning Target
 Explain the theoretical proof supporting the concept in the Learning Target
 My personalized option:___________
Geometry Learning Target Log
1G
I can prove that any two triangles are congruent if their corresponding parts are
congruent (CPCTC).
Level /
Date /
Proof (Error
analysis of evidence
with reason)
Action steps
Date /
Analysis
(Whether or not the
action steps are
working to extend
my current level of
understanding)
Action Steps for extending my learning (options)
 Annotate notes after more direct instruction (on-line resource/Khan-Academy/Cho/peer/ tutoring )
 Practice problem(s) ____ on page ______that are at level________
 Explain problems on page/notes ______to a peer
 Re-write notes into a concept map with connections
 Create a model card
 Think-a-loud (evaluation or monitoring)
 WEC: 2 minutes individual write, 5 minute explain to a partner who takes notes, 2 minutes partner
critiques
 Brilliant.org
 Design a program that can solve any problem within the Learning Target
 Explain the theoretical proof supporting the concept in the Learning Target
 My personalized option:___________
Geometry Learning Target Log
1H
I can explain why ASA, SAS, and SSS are postulates and apply them to rigid
motions.
Level /
Date /
Proof (Error
analysis of evidence
with reason)
Action steps
Date /
Analysis
(Whether or not the
action steps are
working to extend
my current level of
understanding)
Action Steps for extending my learning (options)
 Annotate notes after more direct instruction (on-line resource/Khan-Academy/Cho/peer/ tutoring )
 Practice problem(s) ____ on page ______that are at level________
 Explain problems on page/notes ______to a peer
 Re-write notes into a concept map with connections
 Create a model card
 Think-a-loud (evaluation or monitoring)
 WEC: 2 minutes individual write, 5 minute explain to a partner who takes notes, 2 minutes partner
critiques
 Brilliant.org
 Design a program that can solve any problem within the Learning Target
 Explain the theoretical proof supporting the concept in the Learning Target
 My personalized option:___________
Geometry Learning Target Log
1I
I can prove theorems about lines and angles, including the Vertical Angles
Theorem, the Corresponding Angles Postulate, the Alternate Interior Angles
Theorem, the Perpendicular Bisector Theorem and their converses.
Level /
Date /
Proof (Error
analysis of evidence
with reason)
Action steps
Date /
Analysis
(Whether or not the
action steps are
working to extend
my current level of
understanding)
Action Steps for extending my learning (options)
 Annotate notes after more direct instruction (on-line resource/Khan-Academy/Cho/peer/ tutoring )
 Practice problem(s) ____ on page ______that are at level________
 Explain problems on page/notes ______to a peer
 Re-write notes into a concept map with connections
 Create a model card
 Think-a-loud (evaluation or monitoring)
 WEC: 2 minutes individual write, 5 minute explain to a partner who takes notes, 2 minutes partner
critiques
 Brilliant.org
 Design a program that can solve any problem within the Learning Target
 Explain the theoretical proof supporting the concept in the Learning Target
 My personalized option:___________
Geometry Learning Target Log
1J
I can prove theorems about triangles, including the Triangle Sum Theorem, the
Base Angles Theorem, the Midsegment Theorem and the Medians of a triangle
meet at a point.
Level /
Date /
Proof (Error
analysis of evidence
with reason)
Action steps
Date /
Analysis
(Whether or not the
action steps are
working to extend
my current level of
understanding)
Action Steps for extending my learning (options)
 Annotate notes after more direct instruction (on-line resource/Khan-Academy/Cho/peer/ tutoring )
 Practice problem(s) ____ on page ______that are at level________
 Explain problems on page/notes ______to a peer
 Re-write notes into a concept map with connections
 Create a model card
 Think-a-loud (evaluation or monitoring)
 WEC: 2 minutes individual write, 5 minute explain to a partner who takes notes, 2 minutes partner
critiques
 Brilliant.org
 Design a program that can solve any problem within the Learning Target
 Explain the theoretical proof supporting the concept in the Learning Target
 My personalized option:___________
Geometry Learning Target Log
1K
I can prove theorems and properties about parallelograms including that opposite
sides are congruent, opposite angles are congruent, the diagonals bisect each
other, and conversely rectangles are parallelograms with congruent diagonals.
Level /
Date /
Proof (Error
analysis of evidence
with reason)
Action steps
Date /
Analysis
(Whether or not the
action steps are
working to extend
my current level of
understanding)
Action Steps for extending my learning (options)
 Annotate notes after more direct instruction (on-line resource/Khan-Academy/Cho/peer/ tutoring )
 Practice problem(s) ____ on page ______that are at level________
 Explain problems on page/notes ______to a peer
 Re-write notes into a concept map with connections
 Create a model card
 Think-a-loud (evaluation or monitoring)
 WEC: 2 minutes individual write, 5 minute explain to a partner who takes notes, 2 minutes partner
critiques
 Brilliant.org
 Design a program that can solve any problem within the Learning Target
 Explain the theoretical proof supporting the concept in the Learning Target
 My personalized option:___________