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**Geometry CRS Skills**

Perform a single computation using information from a table or chart.

Recognize equivalent fractions and fractions in lowest terms.

Exhibit knowledge of basic expressions (e.g., identify an expression for a total as b + g)

Solve equations in the form x + a = b, where a and b are whole numbers or decimals.

Identify the location of a point with a positive coordinate on the number line.

Estimate or calculate the length of a line segment based on other lengths given on a geometric figure.

Read tables and graphs.

Perform computations on data from tables and graphs.

Substitute whole numbers for unknown quantities to evaluate expressions.

Solve one-step equations having integer or decimal answers.

Combine like terms (e.g., 2x + 5x).

Locate points on the number line and in the first quadrant.

Exhibit some knowledge of the angles associated with parallel lines.

Compute the perimeter of polygons when all side lengths are given.

Compute the area of rectangles when whole number dimensions are given.

Compute the area and perimeter of triangles and rectangles in simple problems.

Use geometric formulas when all necessary information is given.

Translate from one representation of data to another (e.g., a bar graph to a circle graph).

Exhibit knowledge of elementary number concepts including rounding, the ordering of decimals, pattern identification, absolute value, primes, and greatest common factor.

Evaluate algebraic expressions by substituting integers for unknown quantities.

Add and subtract simple algebraic expressions.

Solve routine first-degree equations.

Perform straightforward word-to-symbol translations.

Multiply two binomials.

Locate points in the coordinate plane.

Comprehend the concept of length on the number line.

Exhibit knowledge of slope.

Find the measure of an angle using properties of parallel lines.

Exhibit knowledge of basic angle properties and special sums of angle measures (e.g., 90°, 180°, and 360°).

Solve multistep arithmetic problems that involve planning or converting units of measure (e.g., feet per second to miles per hour).

Manipulate data from tables and graphs.

Work with squares and square roots of numbers.

Find the midpoint of a line segment.

Use several angle properties to find an unknown angle measure.

Recognize Pythagorean triples.

Use properties of isosceles triangles.

Compute the area of triangles and rectangles when one or more additional simple steps are required.

Compute the area and circumference of circles after identifying necessary information.

Compute the perimeter of simple composite geometric figures with unknown side lengths.

Use relationships involving area, perimeter, and volume of geometric figures to compute another measure.

Express the sine, cosine, and tangent of an angle in a right triangle as a ratio of given side lengths.

Interpret and use information from graphs in the coordinate plane.

Use the distance formula.

Use properties of parallel and perpendicular lines to determine an equation of a line or coordinates of a point.

Recognize special characteristics of parabolas and circles (e.g., the vertex of a parabola and the center or radius of a circle).

Apply properties of 30°-60°-90°, 45°-45°-90°, similar, and congruent triangles.

Use the Pythagorean Theorem.

Apply basic trigonometric ratios to solve right-triangle problems.

I'm not sure if you are wanting to reduce this list or if you are comfortable with its length. I really only see about 1/3 (or less) of these as Geometry targets. So, if you wanted to reduce the list, you could simply combine the many Algebra skills into the target skill "demonstrates an understanding of prerequisite Algebra skills necessary for application to Geometry standards" and then focus more of your assessment on the emerging Geometry. Just a thought.

ReplyDeleteOf course, if you are comfortable with its length and plan to spend time reteaching the Algebra skills to this degree... You have a better idea of how much Algebra instruction you embed into your Geometry teaching.