Beruflich Dokumente
Kultur Dokumente
Geometry
Unit 1: Tools of Geometry
Pacing: 12 days plus 3 days for enrichment and reteaching
Mathematical Practices
Mathematical Practices #1 and #3 describe a classroom environment that encourages thinking mathematically and are critical for
quality teaching and learning.
Practices in bold are to be emphasized in the unit.
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.
Approved 4/12/13
Geometry
Unit 1: Tools of Geometry
Approved 4/12/13
Geometry
Unit 1: Tools of Geometry
Blooms Taxonomy
Levels
1
2
Concepts
What Students Need to Know
Undefined notions
Point
Line
Plane
Distance along a line
Skills
What Students Need To Be Able To Do
KNOW
DESCRIBE
UNDERSTAND
KNOW
IDENTIFY
SOLVE
DETERMINE
EXPLAIN
Approved 4/12/13
Geometry
Unit 1: Tools of Geometry
Slope criteria for
Parallel lines
Perpendicular lines
STATE
DETERMINE
IDENTIFY
CONSTRUCT
Essential Questions
In what ways can congruence be useful?
How can algebra be useful when expressing geometric properties?
How can mathematical reasoning be supported?
Corresponding Big Ideas
Proving and modeling congruence provides a basis for modeling situations geometrically.
Algebra can be used to efficiently and effectively describe and apply geometric properties.
A well-crafted argument requires a thoughtful and logical progression of mathematically sound statements and supporting evidence.
4
Approved 4/12/13
Geometry
Unit 1: Tools of Geometry
Unit Vocabulary
point, line, plane, collinear, coplanar, segment, ray, opposite rays, parallel planes, parallel lines, skew lines, perpendicular lines, slope,
slope-intercept form, point-slope form, standard form, congruent, midpoint, bisect, acute angle, obtuse angle, right angle, straight angle,
counterexample, conditional, converse, biconditional, postulate, hypothesis, conclusion, truth value
Approved 4/12/13
Geometry
Unit 1: Tools of Geometry
LEARNING ACTIVITIES
Topic
Section in Text
PH Geometry
1.2
G-CO1
1.3
G-CO1
G-GPE5
Conditional Statements,
Biconditionals, Definitions
G-CO1
1.4
G-CO1
1.5
G-CO12
CCSS
Unit Assessments
The items developed for this section can be used during the course of instruction when deemed appropriate by the teacher.
Mid test
Unit test
Performance task(s)
(No released CAPT IAs)
Approved 4/12/13
Geometry
Unit 2: Angles Formed by Lines
Mathematical Practices
Mathematical Practices #1 and #3 describe a classroom environment that encourages thinking mathematically and are critical for
quality teaching and learning.
Practices in bold are to be emphasized in the unit.
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.
Approved 4/12/13
Geometry
Unit 2: Angles Formed by Lines
Approved 4/12/13
Geometry
Unit 2: Angles Formed by Lines
Concepts
What Students Need to Know
Properties of Congruence and equality
Law of Syllogism
Skills
What Students Need To Be Able To Do
Identify (properties and laws)
Use (properties and laws)
Geometric Diagrams
Theorems, Postulate, Definitions
Interpret
Use (in order to prove theorems)
Construction Tools
Construction Methods
Blooms Taxonomy
Levels
1
3
3 and 5
1
3
Approved 4/12/13
Geometry
Unit 2: Angles Formed by Lines
Essential Questions
In what ways can congruence be useful?
Corresponding Big Ideas
Proving and applying congruence provides a basis for modeling situations geometrically.
Unit Vocabulary
Adjacent angles, complementary angles, supplementary angles, deductive reasoning, reflexive property, vertical angles, theorem,
symmetric property, transitive property, distributive property, substitution property, property of equality, alternate interior angles, acute
triangle, concave polygon, convex polygon, corresponding angles, equiangular triangle, equilateral triangle, exterior angle of a polygon,
isosceles triangle, obtuse triangle, polygon, regular polygon, remote interior angles, right triangle, same-side interior angles, scalene
triangle, transversal, Law of Syllogism
Approved 4/12/13
Geometry
Unit 2: Angles Formed by Lines
Learning Activities
Topic
Section in Text
CCSS
2.4
A-REI.1
2.5
G-CO9
3.1
G-CO9
3.2
G-CO9
3.7
G-CO12
3.3
G-CO10
3.4
Approved 4/12/13
Geometry
Unit 2: Angles Formed by Lines
Unit Assessments
The items developed for this section can be used during the course of instruction when deemed appropriate by the teacher.
Unit 2 assessment developed by LHS Geometry teachers, found in the LHS network Math Folder.
CAPT released items selected by alignment to the unit content, are imbedded in the cumulative unit assessment.
Other CAPT released items may be used for instructional purposes throughout the unit.
Approved 4/12/13
Geometry
Unit 3: Congruent Figures and Triangles
Pacing: 12 days + 3 days for enrichment and reteaching
Mathematical Practices
Mathematical Practices #1 and #3 describe a classroom environment that encourages thinking mathematically and are critical for
quality teaching and learning.
Practices in bold are to be emphasized in the unit.
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.
Approved 4/12/13
Geometry
Unit 3: Congruent Figures and Triangles
Approved 4/12/13
Geometry
Unit 3: Congruent Figures and Triangles
CC.9-12.G.CO.5 Given a geometric figure and a rotation,
reflection, or translation, draw the transformed figure using,
e.g., graph paper, tracing paper, or geometry software.
Specify a sequence of transformations that will carry a given
figure onto another.
CC.9-12.G.CO.8 Explain how the criteria for triangle
congruence (ASA, SAS, and SSS) follow from the
definition of congruence in terms of rigid motions
Prove two triangles congruent using the SSS, SAS, and ASA postulates
and AAS theorem.
Students may use geometric simulations (computer software or
graphing calculator) to explore theorems about triangles.
Approved 4/12/13
Geometry
Unit 3: Congruent Figures and Triangles
Concepts
What Students Need to Know
Skills
What Students Need To Be Able To Do
Blooms Taxonomy
Level
KNOW
SHOW
DEVELOP
REPRESENT(DRAW)
DESCRIBE
COMPARE
2
DESCRIBE
2
Approved 4/12/13
Geometry
Unit 3: Congruent Figures and Triangles
PREDICT
2
USE
5
EXPLAIN
3
5
PROVE
5
PROVE
Approved 4/12/13
Geometry
Unit 3: Congruent Figures and Triangles
Essential Questions
In what ways can congruence be useful?
How might the features of one figure be useful when solving problems about a similar figure?
Corresponding Big Ideas
Proving and applying congruence provides a basis for modeling situations geometrically.
Dilations, similarity and the properties of similar triangles allow for the application of trigonometric ratios to real-world situations.
Approved 4/12/13
Geometry
Unit 3: Congruent Figures and Triangles
Unit Vocabulary
Congruence, corresponding sides, corresponding angles, SSS, SAS, ASA, AAS, CPCTC, HL, triangle, side length, angle measure,
transformation, reflection, rotation, translation, image, preimage, rigid motion, isometry, input, output, coordinates, distance, rotational
symmetry, reflection symmetry, mapped onto, center of rotation, figure, map, composition, hypotenuse, leg of right triangle, base of an
isosceles triangle, vertex angle, base angle, leg of an isosceles triangle
Learning Activities
Unit 3A and B: Congruent Figures and Triangles
Topic
Section in Text
CCSS
4.1 (A)
12.2(A)
12.3(A)
12.1(A)
Congruent Figures
recognize congruent figures and their
corresponding parts
Translation
describe translations using vectors
find translation images using vector sums
Rotations
draw and identify rotation images of figures
Reflections
identify isometries
find reflection images of figures
7
Approved 4/12/13
Geometry
Unit 3: Congruent Figures and Triangles
Compositions
use a composition of reflections
identify glide reflections
SSS, SAS
prove two triangles congruent using the SSS
and SAS Postulates
ASA, AAS
prove two triangles congruent using the ASA
Postulate and the AAS Theorems
CPCTC
use triangle congruence and CPCTC to prove
that parts of two triangles are congruent
Isosceles Triangle
use and apply properties of Isosceles Triangles
Right Triangles, HL
prove triangles congruent using the HL
Theorem
12.4(A)
4.2 (B)
G-CO8, G-SRT5
4.3 (B)
G-CO8, G-SRT5
4.4 (B)
G-CO8, G-SRT5
4.5 (B)
G-CO10
4.6 (B)
G-CO8, G-SRT5
Unit Assessments
The items developed for this section can be used during the course of instruction when deemed appropriate by the teacher.
Unit assessment developed by LHS Geometry teachers, found in the LHS network Math Folder.
No CAPT released IAs correlate to this unit.
Approved 4/12/13
Geometry
Unit 4: Relationships within Triangles
Pacing: 10 days + 3 days for enrichment and reteaching
Mathematical Practices
Mathematical Practices #1 and #3 describe a classroom environment that encourages thinking mathematically and are critical for
quality teaching and learning.
Practices in bold are to be emphasized in the unit.
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.
Approved 4/12/13
Geometry
Unit 4: Relationships within Triangles
Approved 4/12/13
Geometry
Unit 4: Relationships within Triangles
Blooms Taxonomy
Levels
2
Concepts
What Students Need to Know
the terms inscribed, circumscribed, angle bisector and
perpendicular bisector
Skills
What Students Need To Be Able To Do
DEFINE
CONSTRUCT
CONSTRUCT
INTERPRET
PROVE
PROVE
Approved 4/12/13
Geometry
Unit 4: Relationships within Triangles
DETERMINE
Essential Questions
In what ways can congruence be useful?
How can the properties of a circles, polygons, lines and angles be useful when solving geometric problems?
Corresponding Big Ideas
Proving and applying congruence provides a basis for modeling situations geometrically.
The properties of polygons, lines and angles can be used to understand circles; the properties of circles can be used to solve problems
involving polygons, lines and angles.
Approved 4/12/13
Geometry
Unit 4: Relationships within Triangles
Unit Vocabulary
Perpendicular bisector, midsegment, median, centroid, angle bisector, inscribe, circumscribe, circumcenter, incenter, distance from a
point to a line, point of concurrency, orthocenter, altitude, construction, compass, straightedge, intersection, triangle inequality
Learning Activities
Topic
Section in Text
PH Geometry
CCSS
1.5
G-CO12
And p. 41
5.2
G-CO9
5.3
G-CO10, G-C3
Approved 4/12/13
Geometry
Unit 4: Relationships within Triangles
triangle including the properties of the point of
concurrency of the medians (centroid/center of gravity)
Midsegment of Triangles
Use properties of midsegments to solve problems
Inequalities in Triangles
Use inequalities involving angles of triangles
Use inequalities involving sides of triangles
5.1
G-CO10
5.5
Unit Assessments
The items developed for this section can be used during the course of instruction when deemed appropriate by the teacher.
Unit assessment developed by LHS Geometry teachers, found in the LHS network Math Folder.
No CAPT released IAs correlate to this unit.
Approved 4/12/13
Geometry
Unit 5: Coordinate Geometry/Quadrilaterals
Pacing: __12___ weeks +__3__weeks for enrichment and reteaching
Mathematical Practices
Mathematical Practices #1 and #3 describe a classroom environment that encourages thinking mathematically and are critical for
quality teaching and learning.
Practices in bold are to be emphasized in the unit.
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.
Approved 4/12/13
Geometry
Unit 5: Coordinate Geometry/Quadrilaterals
Approved 4/12/13
Geometry
Unit 5: Coordinate Geometry/Quadrilaterals
Concepts
What Students Need to Know
precise definitions
o angle
o circle
o perpendicular line
o parallel line
o line segment
Theorems about triangles
Theorems about parallelograms
Skills
What Students Need To Be Able To Do
KNOW
PROVE
PROVE
Blooms Taxonomy
Levels
1
5
5
Essential Questions
How can algebra be useful when expressing geometric properties?
In what ways can congruence be useful?
Corresponding Big Ideas
Algebra can be used to efficiently and effectively describe and apply geometric properties.
Proving and applying congruence provides a basis for modeling situations geometrically.
Approved 4/12/13
Geometry
Unit 5: Coordinate Geometry/Quadrilaterals
Unit Vocabulary
Coordinates, coordinate plane, distance formula, midpoint formula, quadrilateral, parallelogram, rectangle, rhombus,
square, kite, trapezoid, diagonal
Learning Activities
Topic
Distance, Midpoint Formulas
Section in Text
CCSS
1.6
G-GPE4, G-GPE7,
G-GPE6
Classify Quadrilaterals
6.1
G-GPE4
Properties of Parallelograms
6.2
G-CO11
Proving Parallelograms
6.3
G-CO11
Special Parallelograms
6.4
G-CO11
Unit Assessments
The items developed for this section can be used during the course of instruction when deemed appropriate
by the teacher.
Mid test, Unit test, Performance task(s)
4
Approved 4/12/13
Geometry
Unit 6: Similarity and Right Triangles
Pacing: 12 days + 3 days for enrichment and reteaching
Mathematical Practices
Mathematical Practices #1 and #3 describe a classroom environment that encourages thinking mathematically and are critical for
quality teaching and learning.
Practices in bold are to be emphasized in the unit.
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.
Approved 4/12/13
Geometry
Unit 6: Similarity and Right Triangles
Approved 4/12/13
Geometry
Unit 6: Similarity and Right Triangles
CC.9-12.G.SRT.8 Use trigonometric ratios and the
Pythagorean Theorem to solve right triangles in applied
problems.*
CC.9-12.G.SRT.10 (+) Prove the Laws of Sines and Cosines Algebra II Prentice Hall
and use them to solve problems.
Find the area of any triangle and to use the Law of Sines
Use the Law of Cosines in finding the measures of sides and angles of a
triangle
Approved 4/12/13
Geometry
Unit 6: Similarity and Right Triangles
Blooms Taxonomy
Levels
3
Concepts
What Students Need to Know
the definition of similarity in terms of similarity
transformations to decide if two given figures are
similar
Skills
What Students Need To Be Able To Do
USE
EXPLAIN
SOLVE
PROVE
DEVELOP
PROVE
VERIFY
PROVE
UNDERSTAND
Approved 4/12/13
Geometry
Unit 6: Similarity and Right Triangles
properties of the angles in the triangle, leading to
definitions of trigonometric ratios for acute angles
EXPLAIN
USE
(+)DERIVE
(+)PROVE
(+)APPLY
Approved 4/12/13
Geometry
Unit 6: Similarity and Right Triangles
Essential Questions
How might the features of one figure be useful when solving problems about a similar figure?
Corresponding Big Ideas
Dilations, similarity, and the properties of similar triangles allow for the application of trigonometric ratios to real world situations.
Unit Vocabulary
Similarity, corresponding sides, corresponding angles, angle measures, side length, proportional, rigid motion, dilation, center, scale
factor, image, pre-image, distance, segment, ratio, slope, parallel, composition, similarity transformation, similar, proof, segment
addition, intersect, Pythagorean Theorem, congruence, triangle congruence, triangle similarity, right triangle, leg, hypotenuse, angleangle similarity, tangent, sine, cosine, acute angle, trigonometry, constant, complementary angles, tangent ratio, sine ratio, cosine ratio,
inverse trigonometric ratio, vertex, perpendicular, altitude, Law of Sines, Law of Cosines, ASA, AAS, SSA, SSS, triangle inequality
Approved 4/12/13
Geometry
Unit 6: Similarity and Right Triangles
Learning Activities
Topic
Section in Text
CCSS
8.2
G-SRT2, G-SRT5
8.3
G-SRT3, G-SRT5
Proportions in Triangles
8.5
G-SRT4
Dilations
12.7
G-SRT2, G-SRT1a,b
Pythagorean Theorem
7.2
7.3
Trigonometric Ratios
9.1, 9.2
Trig Applications
9.3
G-SRT8
9.5
G-SRT9
G-SRT10, G-SRT11
Approved 4/12/13
Geometry
Unit 6: Similarity and Right Triangles
Unit Assessments
The items developed for this section can be used during the course of instruction when deemed appropriate by the teacher.
Mid Test
Unit Test
Performance Task(s)
Approved 4/12/13
Geometry
Unit 7: Circles
Pacing: __12__weeks + __3__weeks for enrichment and reteaching
Mathematical Practices
Mathematical Practices #1 and #3 describe a classroom environment that encourages thinking mathematically and are critical for
quality teaching and learning.
Practices in bold are to be emphasized in the unit.
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.
Approved 4/12/13
Geometry
Unit 7: Circles
Approved 4/12/13
Geometry
Unit 7: Circles
circle given by an equation.
CC.9-12.G.GPE.2 Derive the equation of a parabola given a
focus and directrix.
Concepts
What Students Need to Know
relationships among
o
o
o
o
o
o
o
o
o
o
central angles
inscribed angles
circumscribed angles
radii
diameters
chords
tangent
point of tangency
arcs
radian measure
Skills
What Students Need To Be Able To Do
IDENTIFY
DESCRIBE
PROVE
Blooms Taxonomy
Levels
1
1
Approved 4/12/13
Geometry
Unit 7: Circles
length of the arc intercepted by an angle is proportional
to the radius
the radian measure of the angle
formula for the area of a sector
length of an arc, area of a circle, area of a sector
equation of circle
1.
DEFINE
DERIVE
CALCULATE
DERIVE
DERIVE
Essential Questions
How can the properties of circles, polygons, lines, and angles be useful when solving geometric problems?
How can algebra be useful when expressing geometric properties?
Corresponding Big Ideas
The properties of polygons, lines, and angles can be used to understand circles; the properties of circles can used to solve problems
involving polygons, lines, and angles.
Algebra can be used to efficiently and effectively describe and apply geometric properties.
Approved 4/12/13
Geometry
Unit 7: Circles
Unit Vocabulary
Radius (radii), diameter, chord, tangent, point of tangency, arc, intercepted arc, radian measure, dilation, central angle, inscribed angle
circumscribed angles, sector, parabola, focus, directrix
Learning Activities
Topic
Section in Text
CCSS
11.1
G-C2
11.2
G-C2
Inscribed Angles
11.3
G-C3
11.5
G-GPE1
1.7, 7.6
G-CO1
Approved 4/12/13
Geometry
Unit 7: Circles
Radian Measure
Supplement
G-C5
Algebra II
Section 13.3
Areas of Circles and Sectors
Write an equation of a parabola given
focus and directrix
7.7
G-C5
Supplement
G-GPE2
Algebra II
Section 10.2
Unit Assessments
The items developed for this section can be used during the course of instruction when deemed appropriate by the teacher.
Mid test
Unit test
Performance Task(s)
Approved 4/12/13
Geometry
Unit 8: Volume
Pacing: ___12__ weeks + __3__weeks for enrichment and reteaching
Mathematical Practices
Mathematical Practices #1 and #3 describe a classroom environment that encourages thinking mathematically and are critical for
quality teaching and learning.
Practices in bold are to be emphasized in the unit.
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.
Approved 4/12/13
Geometry
Unit 8: Volume
Approved 4/12/13
Geometry
Unit 8: Volume
CC.9-12.G.MG.3 Apply geometric methods to solve design
problems (e.g. designing an object or structure to satisfy
physical constraints or minimize costs; working with
typographic grid systems based on ratios.)
Concepts
What Students Need to Know
Volume formulas for
o Cylinders
o Pyramids
o Cones
o Spheres
Skills
What Students Need To Be Able To Do
USE (to solve problems)
Blooms Taxonomy
Levels
3
Essential Questions
How can two-dimensional figures be used to understand three-dimensional objects?
In what ways can geometric figures be used to understand real world situations?
Corresponding Big Ideas
Two-dimensional figures can be stacked to create three-dimensional objects and generate volume formulas.
Geometric definitions, properties, and theorems allow one to describe, model, and analyze situations in the real world.
Approved 4/12/13
Geometry
Unit 8: Volume
Unit Vocabulary
Volume, base area, prism, cylinder, pyramid, cone, sphere, cross-section of 3D figure, rotation about the x- and y-axis
Learning Activities
Topic
Section in Text
CCSS
10.5
G-GMD1, G-GMD3
10.6
G-GMD1, G-GMD3
Volume of Spheres
10.7
G-GMD3
Cross Sections
10.2
G-GMD4
Approved 4/12/13
Geometry
Unit 8: Volume
Revolutions of 2D into 3D
Modeling
G-GMD4
Embedded
G-MG1, G-MG2,
G-MG3
Unit Assessments
The items developed for this section can be used during the course of instruction when deemed appropriate by the teacher.
Mid test
Unit test
Performance task(s)