ALEX Classroom Resource

Strand: Economics

Course Title: Living and Working Together in Family and Community and State

Students:

• Understand the primary role of money in everyday life.
• Categorize family purchases as needs or wants.
• Explain the purpose of saving and borrowing.
• Identify the differences between buyers and sellers.
• Classify specialized jobs in relation to the product of goods and services.
• Use vocabulary that is associated with the function of money.

Students know:

• How money plays a role in everyday life.
• The difference between goods and services (for example, goods- food, toys, clothing; services - medical care, fire protection, law enforcement, library resources).
• How money is the primary way to make purchases.
• How money is earned through working (for example, job, chores, etc.).
• The difference between purchases of needs and wants within their family.
• How people save and borrow money.
• How to differentiate between a buyer and seller.
• Vocabulary: money, needs, wants, saving, borrowing, buyers, sellers, specialized jobs, goods, services, barter, trade, spend, save

Students are able to:

• Recognize the primary role of money in everyday life.
• Identify and describe needs and wants.
• Describe saving and borrowing.
• Describe buyers and sellers.
• Describe the role specialized jobs play in the production of goods and services.
• Identify and use appropriate vocabulary associated with the function of money (for example, barter, trade, spend, save).

Students understand that:

• Money plays a role in everyday life.
• Families make purchases of needs and wants. Students understand the concept of saving and borrowing.
• There is a difference between buyers and sellers.
• We can classify the specialized jobs of workers with regard to production of goods and services.
• There is an appropriate vocabulary to use to describe the function of money.

Students:
Given a geometric figure,

• Explore rotations, reflections, and translations using graph paper, tracing paper, and geometry software.
• Produce the image of the figure under a rotation, reflection, or translation using graph paper, tracing paper, or geometry software.
• Describe and justify the sequence of transformations that will carry a given figure onto another.
• Draw figures such as rectangles, parallelograms, trapezoids, or regular polygons.
• Identify which figures that have rotations or reflections that carry the figure onto itself.
• Perform and communicate rotations and reflections that map the object to itself.
• Distinguish these transformations from those which do not carry the object back to itself.
• Describe the relationship of these findings to symmetry.

Students know:

• Characteristics of transformations (translations, rotations, reflections, and dilations).
• Techniques for producing images under transformations using graph paper, tracing paper, or geometry software.
• Characteristics of rectangles, parallelograms, trapezoids, and regular polygons.

Students are able to:

• Accurately perform dilations, rotations, reflections, and translations on objects in the coordinate plane with and without technology.
• Communicate the results of performing transformations on objects and their corresponding coordinates in the coordinate plane.

Students understand that:

• Mapping one point to another through a series of transformations can be recorded as a function.
• Since translations, rotations and reflections preserve distance and angle measure, the image is then congruent.
• The same transformation may be produced using a variety of tools, but the geometric sequence of steps that describe the transformation is consistent.

Learning Objectives:
GEO.22.1: Define rotations, reflections, and translations in terms of angles, circles, perpendicular lines, parallel lines, and line segments.
GEO.22.2: Describe the effects of rotations, reflection, and translations on two dimensional figures using coordinates.
GEO.22.3: Illustrate figures transformed by a rotation, reflection or translation.
GEO.22.4: Describe the process of transforming a given figure.
GEO.22.5: Graph a figure on a coordinate plane.

Students:

• Use geometric terminology (angles, circles, perpendicular lines, parallel lines, and line segments) to describe the series of steps necessary to produce a rotation, reflection, or translation.
• Use these descriptions to communicate precise definitions of rotation, reflection, and translation.

Students know:

• Characteristics of transformations (translations, rotations, reflections, and dilations).
• -Properties of a mathematical definition, i.e., the smallest amount of information and properties that are enough to determine the concept. (Note: may not include all information related to concept).

Students are able to:

• Accurately perform rotations, reflections, and translations on objects with and without technology.
• Communicate the results of performing transformations on objects.
• Use known and developed definitions and logical connections to develop new definitions.

Students understand that:

• Geometric definitions are developed from a few undefined notions by a logical sequence of connections that lead to a precise definition.
• A precise definition should allow for the inclusion of all examples of the concept and require the exclusion of all non-examples.

Learning Objectives:
GEO.23.1: Define rotations, reflections, and translations in terms of angles, circles, perpendicular lines, parallel lines, and line segments.
GEO.23.2: Describe the effects of rotations, reflection, and translations on two dimensional figures using coordinates.
GEO.23.3: Describe the effects of rotations, reflections, and translations in terms of angles, circles, perpendicular lines, parallel lines, and line segments.
GEO.23.4: Describe the process of transforming a given figure.
GEO.23.5: Illustrate figures transformed by a rotation, reflection or translation.
GEO.23.6: Recognize the type of transformation from a pre-image to an image.