Hattie Burford

MATH 634: Mathematics Curriculum

Dr. Wentworth
Assignment 2

For the second geometry textbook, I have chosen to align the Glencoe Geometry Common Core
Edition with the Nebraska State Standards. Only teaching for two years out of one textbook, I
don’t have any experience with other geometry textbooks. I will use this textbook to compare
content, compare standards met, and compare order. In reviewing the textbook, it is split up
into four units: geometric structure, congruence, similarity, and measurement. There is a “0”
chapter that goes over important mathematical concepts that are essential to succeed, such as:
changing units of measure, probability, algebraic expressions, linear equations and inequalities,
ordered pairs, systems, and square roots ad simplifying radicals. Out of the four sections, there
are thirteen chapters.

In the first unit, we address the tools of geometry. It covers the following topics:
 Points, Lines, Planes
 Linear Measure
 Distance and Midpoints
 Angle Measure
 Angle Relationships
 Two-Dimensional Figures
 Three-Dimensional Figures
These topics cover the following Nebraska Standards:
 MA 11.3.1.a Know and use precise definitions or ray, line segment, angle, perpendicular
lines, parallel lines, and congruence based on the undefined terms of geometry: point, line
and plane.
o This concept is introduced in this unit and used often in the following units,
after which the students are expected to be proficient.
 MA 11.3.1.c Apply geometric properties to solve problems involving similar triangles,
congruent triangles, quadrilaterals, and other polygons.
o This concept is introduced and developed through lecture, group work, and
formative assessments.
 MA 11.3.1.d Identify and apply right triangle relationships including sine, cosine,
tangent, special right triangles, and the converse of the Pythagorean Theorem.
o This concept is introduced and developed through lecture, group work, and
formative assessments.
 MA 11.3.2.b Use coordinate geometry to analyze linear relationships to determine if
lines are parallel or perpendicular.
o This concept is introduced and developed through lecture, group work, and
formative assessments.
 MA 11.3.2.a Derive and apply the midpoint formula.
o This concept is introduced and developed through lecture, group work, and
formative assessments. Students will revisit this throughout the semester and
are expected to be proficient by the end of the course.
 MA 11.3.2.d Derive and apply the distance formula.
Hattie Burford
MATH 634: Mathematics Curriculum
Dr. Wentworth
Assignment 2

o This concept is introduced and developed through lecture, group work, and
formative assessments. Students will revisit this throughout the semester and
are expected to be proficient by the end of the course.
 MA 11.3.2.g Perform and describe positions and orientation of shapes under a single
translation using algebraic notations on a coordinate plane.
o This concept is introduced and developed through lecture, group work, and
formative assessments.
 MA 11.3.2.h Perform and describe positions and orientation of shapes under a rotations
about the origin in multiples of 90 degrees using algebraic notations on a coordinate
plane.
o This concept is introduced and developed through lecture, group work, and
formative assessments.
 MA 11.3.2.i Perform and describe positions and orientation of shapes under a reflection
across a line using algebraic notation on a coordinate plane.
o This concept is introduced and developed through lecture, group work, and
formative assessments.
 MA 11.3.1.h Sketch, draw, and construct appropriate representations of geometric
objects using a variety of tools and methods which may include ruler/straight edge,
protractor, compass, reflective devices, paper folding, or dynamic geometric software.
o This concept is introduced and developed in advanced courses through
lecture, group work, and formative assessments.
 MA 11.3.1.e Create geometric models to visualize, describe, and solve problems using
similar triangles, right triangles, and trigonometry.
o This concept is introduced and developed through lecture, group work, and
formative assessments.
In the second unit, we address reasoning and proofs. It covers the following topics:
 Inductive Reasoning and Conjecture
 Logic
 Conditional Statements
 Deductive Reasoning
 Postulates and Paragraph Proofs
 Algebraic Proof
 Proving Segment Relationships
 Proving Angle Relationships
These topics cover the following Nebraska Standards:
 MA 11.1.2.d Use estimation methods to check the reasonableness of real number
computations and decide if the problem calls for an approximation (including appropriate
rounding) or an exact number.
o This concept is developed through lecture, group work, and formative
assessments. Students will revisit this throughout the semester and are
expected to be proficient by the end of the course.
 MA 11.2.2.b Identify and explain the properties used in solving equations and
inequalities.
Hattie Burford
MATH 634: Mathematics Curriculum
Dr. Wentworth
Assignment 2

o This concept is developed through lecture, group work, and formative

assessments. Students will revisit this throughout the semester and are
expected to be proficient by the end of the course.
 MA 11.3.1.a Know and use precise definitions or ray, line segment, angle, perpendicular
lines, parallel lines, and congruence based on the undefined terms of geometry: point, line
and plane.
o This concept is introduced and developed through lecture, group work, and
formative assessments. Students will revisit this throughout the semester and
are expected to be proficient by the end of the course.
 MA 11.3.1.b Prove geometric theorems about angles, triangles, congruent triangles,
similar triangles, parallel lines with transversals, and quadrilaterals using deductive
reasoning.
o This concept is introduced and developed through lecture, group work, and
formative assessments.
 MA 11.3.1.c Apply geometric properties to solve problems involving similar triangles,
congruent triangles, quadrilaterals, and other polygons.
o This concept is introduced and developed through lecture, group work, and
formative assessments. Students will revisit this throughout the semester and
are expected to be proficient by the end of the course.
 MA 11.4.2.d Support conclusions with valid arguments.
o This concept is introduced and developed through lecture, group work, and
formative assessments. Students will revisit this throughout the semester and
are expected to be proficient by the end of the course.
In the third unit, we address parallel and perpendicular lines. It covers the following topics:
 Parallel Lines and Transversals
 Angles and Parallel Lines
 Slopes of Lines
 Equations of Lines
 Proving Lines Parallel
 Perpendiculars and Distance
These topics cover the following Nebraska Standards:
 MA 11.2.1.b Analyze a relation to determine if it is a function given graphs, tables or
algebraic notation.
o This concept is introduced and developed through lecture, group work, and
formative assessments.

 MA 11.2.1.e Analyze and graph linear functions and inequalities (point-slope form,
slope-intercept form, standard form, intercepts, rate of change, parallel and perpendicular
lines, vertical and horizontal lines, and inequalities).
o This concept is developed through lecture, group work, and formative
assessments.
 MA 11.2.2.f Solve and equation involving several variables for one variable in terms of
the others.
Hattie Burford
MATH 634: Mathematics Curriculum
Dr. Wentworth
Assignment 2

o This concept is developed through lecture, group work, and formative

assessments.
 MA 11.2.2.g Solve linear and absolute value equations and inequalities.
o This concept is introduced and developed through lecture, group work, and
formative assessments.
 MA 11.3.1.a Know and use precise definitions or ray, line segment, angle, perpendicular
lines, parallel lines, and congruence based on the undefined terms of geometry: point, line
and plane.
o This concept is developed through lecture, group work, and formative
assessments. Students will revisit this throughout the semester and are
expected to be proficient by the end of the course.
 MA 11.3.1.c Apply geometric properties to solve problems involving similar triangles,
congruent triangles, quadrilaterals, and other polygons.
o This concept is developed through lecture, group work, and formative
assessments. Students will revisit this throughout the semester and are
expected to be proficient by the end of the course.
 MA 11.3.1.h Sketch, draw, and construct appropriate representations of geometric
objects using a variety of tools and methods which may include ruler/straight edge,
protractor, compass, reflective devices, paper folding, or dynamic geometric software.
o This concept is developed through lecture, group work, and formative
assessments. Students will revisit this throughout the semester and are
expected to be proficient by the end of the course.
 MA 11.3.2.b Use coordinate geometry to analyze linear relationships to determine if
lines are parallel or perpendicular.
o This concept is introduced and developed through lecture, group work, and
formative assessments.
 MA 11.3.2.c Given a line, write the equation of a line that is parallel or perpendicular to
it.
o This concept is introduced and developed through lecture, group work, and
formative assessments.
In the fourth unit, we address congruent triangles. It covers the following topics:
 Classifying Triangles
 Angles of Triangles
 Congruent Triangles
 Proving Triangles Congruent-SSS, SAS
 Proving Triangles Congruent-ASA, AAS
 Isosceles and Equilateral Triangles
 Congruence Transformations
 Triangles and Coordinate Proof
These topics cover the following Nebraska Standards:
 MA 11.3.1.a Know and use precise definitions or ray, line segment, angle, perpendicular
lines, parallel lines, and congruence based on the undefined terms of geometry: point, line
and plane.
Hattie Burford
MATH 634: Mathematics Curriculum
Dr. Wentworth
Assignment 2

o This concept is developed through lecture, group work, and formative

assessments.
 MA 11.3.1.b Prove geometric theorems about angles, triangles, congruent triangles,
similar triangles, parallel lines with transversals, and quadrilaterals using deductive
reasoning.
o This concept is introduced and developed through lecture, group work, and
formative assessments.
 MA 11.3.1.c Apply geometric properties to solve problems involving similar triangles,
congruent triangles, quadrilaterals, and other polygons.
o This concept is introduced and developed through lecture, group work, and
formative assessments.
 MA 11.3.1.h Sketch, draw, and construct appropriate representations of geometric
objects using a variety of tools and methods which may include ruler/straight edge,
protractor, compass, reflective devices, paper folding, or dynamic geometric software.
o This concept is developed through lecture, group work, and formative
assessments.
In the fifth unit, we address relationships in triangles. It covers the following topics:
 Bisectors of Triangles
 Medians and Altitudes of Triangles
 Inequalities in One Triangle
 Indirect Proof
 The Triangle Inequality
 Inequalities in Two Triangles
These topics cover the following Nebraska Standards:
 MA 11.1.2.d Use estimation methods to check the reasonableness of real number
computations and decide if the problem calls for an approximation (including appropriate
rounding) or an exact number.
o This concept is developed through lecture, group work, and formative
assessments. Students will revisit this throughout the semester and are
expected to be proficient by the end of the course.
 MA 11.3.1.a Know and use precise definitions or ray, line segment, angle, perpendicular
lines, parallel lines, and congruence based on the undefined terms of geometry: point, line
and plane.
o This concept is developed through lecture, group work, and formative
assessments. Students will revisit this throughout the semester and are
expected to be proficient by the end of the course.
 MA 11.3.1.b Prove geometric theorems about angles, triangles, congruent triangles,
similar triangles, parallel lines with transversals, and quadrilaterals using deductive
reasoning.
o This concept is introduced and developed through lecture, group work, and
formative assessments.
 MA 11.3.1.c Apply geometric properties to solve problems involving similar triangles,
congruent triangles, quadrilaterals, and other polygons.
Hattie Burford
MATH 634: Mathematics Curriculum
Dr. Wentworth
Assignment 2

o This concept is developed through lecture, group work, and formative

assessments.
 MA 11.2.1.d Identify and apply right triangle relationships including sine, cosine,
tangent, special right triangles, and the converse of the Pythagorean Theorem.
o This concept is introduced and developed through lecture, group work, and
formative assessments.
 MA 11.3.1.f Know and use precise definitions and terminology of circles, including
central angle, inscribed angle, arc, intercepted arc, chord, secant, and tangent.
o This concept is introduced and developed through lecture, group work, and
formative assessments.
 MA 11.3.2.e Use coordinate geometry to prove triangles are right, acute, obtuse,
isosceles, equilateral, or scalene.
o This concept is introduced and developed through lecture, group work, and
formative assessments. Students will revisit this throughout the semester and
are expected to be proficient by the end of the course.
 MA 11.3.2.f Use coordinate geometry to prove quadrilaterals are trapezoids, isosceles
trapezoids, parallelograms, rectangles, rhombi, kites, or squares.
o This concept is introduced and developed through lecture, group work, and
formative assessments.
 MA 11.3.1.e Create geometric models to visualize, describe, and solve problems using
similar triangles, right triangles and trigonometry.
o This concept is introduced and developed through lecture, group work, and
formative assessments.
In the sixth unit, we address quadrilaterals. It covers the following topics:
 Angles of Polygons
 Parallelograms
 Tests for Parallelograms
 Rectangles
 Rhombi and Squares
 Trapezoids and Kites
These topics cover the following Nebraska Standards:
 MA 11.3.1.b Prove geometric theorems about angles, triangles, congruent triangles,
similar triangles, parallel lines with transversals, and quadrilaterals using deductive
reasoning.
o This concept is introduced and developed through lecture, group work, and
formative assessments.
 MA 11.3.2.e Use coordinate geometry to prove triangles are right, acute, obtuse,
isosceles, equilateral, or scalene.
o This concept is introduced and developed through lecture, group work, and
formative assessments. Students will revisit this throughout the semester and
are expected to be proficient by the end of the course.
 MA 11.3.2.f Use coordinate geometry to prove quadrilaterals are trapezoids, isosceles
trapezoids, parallelograms, rectangles, rhombi, kites, or squares.
Hattie Burford
MATH 634: Mathematics Curriculum
Dr. Wentworth
Assignment 2

o This concept is introduced and developed through lecture, group work, and
formative assessments.
In the seventh unit, we address proportions and similarity. It covers the following topics:
 Ratios and proportions
 Similar Polygons
 Similar Triangles
 Parallel Lines and Proportional Parts
 Parts of Similar Triangles
 Similarity Transformations
 Scale Drawings and Models
These topics cover the following Nebraska Standards:
 MA 11.1.2.a Compute with subsets of the complex number system, including imaginary
rational, irrational, integers, whole, and natural numbers.
o This concept is introduced and developed through lecture, group work, and
formative assessments.
 MA 11.1.2.c Select, apply, and explain the method of computation with problem solving
using real numbers (e.g. models, mental computation, paper-pencil, or technology).
o This concept is introduced and developed through lecture, group work, and
formative assessments.
 MA 11.3.1.d Identify and apply right triangle relationships including sine, cosine,
tangent, special right triangles, and the converse of the Pythagorean Theorem.
o This concept is developed through lecture, group work, and formative
assessments.
 MA 11.3.2.e Use coordinate geometry to prove triangles are right, acute, obtuse,
isosceles, equilateral, or scalene.
o This concept is introduced and developed through lecture, group work, and
formative assessments. Students will revisit this throughout the semester and
are expected to be proficient by the end of the course.
 MA 11.3.2.f Use coordinate geometry to prove quadrilaterals are trapezoids, isosceles
trapezoids, parallelograms, rectangles, rhombi, kites, or squares.
o This concept is introduced and developed through lecture, group work, and
formative assessments.
 MA 11.2.2.c Simplify algebraic expressions involving integer and fractional exponents.
o This concept is introduced and developed through lecture, group work, and
formative assessments.
 MA 11.2.2.d Perform operations on rational expressions (add, subtract, multiply, divide,
and simplify).
o This concept is developed through lecture, group work, and formative
assessments. Students are expected to be proficient.
 MA 11.3.1.a Know and use precise definitions or ray, line segment, angle, perpendicular
lines, parallel lines, and congruence based on the undefined terms of geometry: point, line
and plane.
Hattie Burford
MATH 634: Mathematics Curriculum
Dr. Wentworth
Assignment 2

o This concept is developed through lecture, group work, and formative

assessments. Students are expected to be proficient.
 MA 11.3.1.b Create geometric models to visualize, describe, and solve problems using
similar triangles, right triangles, and trigonometry.
o This concept is developed through lecture, group work, and formative
assessments.
 MA 11.3.1.c Apply geometric properties to solve problems involving similar triangles,
congruent triangles, quadrilaterals, and other polygons
o This concept is developed through lecture, group work, and formative
assessments.
 MA 11.3.1.e Create geometric models to visualize, describe, and solve problems using
similar triangles, right triangles and trigonometry.
o This concept is developed through lecture, group work, and formative
assessments.
 MA 11.3.2.j Perform and describe positions and orientation of shapes under a single
dilations on a coordinate plane.
o This concept is introduced and developed through lecture, group work, and
formative assessments.
 MA 11.3.3.c Apply the effect of a scale factor to determine the length, area, and volume
of similar two- and three- dimensional shapes and solids.
o This concept is introduced and developed through lecture, group work, and
formative assessments.
In the eighth unit, we address right triangles and trigonometry. It covers the following topics:
 Geometric Mean
 The Pythagorean Theorem and Its Converse
 Special Right Triangles
 Trigonometry
 Angles of Elevation and Depression
 The Law of Sines and Law of Cosines
 Vectors
These topics cover the following Nebraska Standards:
 MA 11.1.2.a Compute with subsets of the complex number system, including imaginary
rational, irrational, integers, whole, and natural numbers.
o This concept is introduced and developed through lecture, group work, and
formative assessments.
 MA 11.1.2.c Select, apply, and explain the method of computation with problem solving
using real numbers (e.g. models, mental computation, paper-pencil, or technology).
o This concept is introduced and developed through lecture, group work, and
formative assessments.
 MA 11.1.2.d Use estimation methods to check the reasonableness of real number
computations and decide if the problem calls for an approximation (including appropriate
rounding) or an exact number.
Hattie Burford
MATH 634: Mathematics Curriculum
Dr. Wentworth
Assignment 2

o This concept is developed through lecture, group work, and formative

assessments. Students will revisit this throughout the semester and are
expected to be proficient by the end of the course.
 MA 11.2.3.a Analyze, model, and solve real-world problems using various
representations (graphs, tables, linear equations and inequalities, systems of linear
equations, quadratic, exponential, square root, and absolute value functions.
o This concept is introduced and developed through lecture, group work, and
formative assessments.
 MA 11.3.1.d Identify and apply right triangle relationships including sine, cosine,
tangent, special right triangles, and the converse of the Pythagorean Theorem.
o This concept is developed through lecture, group work, and formative
assessments.
 MA 11.3.2.e Use coordinate geometry to prove triangles are right, acute, obtuse,
isosceles, equilateral, or scalene.
o This concept is introduced and developed through lecture, group work, and
formative assessments. Students will revisit this throughout the semester and
are expected to be proficient by the end of the course.
 MA 11.3.2.f Use coordinate geometry to prove quadrilaterals are trapezoids, isosceles
trapezoids, parallelograms, rectangles, rhombi, kites, or squares.
o This concept is introduced and developed through lecture, group work, and
formative assessments.
 MA 11.3.1.b Create geometric models to visualize, describe, and solve problems using
similar triangles, right triangles, and trigonometry.
o This concept is introduced and developed through lecture, group work, and
formative assessments.
 MA 11.2.2.c Simplify algebraic expressions involving integer and fractional exponents.
o This concept is introduced and developed through lecture, group work, and
formative assessments.

In the tenth unit, we address circles. It covers the following topics:

 Circles and Circumference
 Measuring Angles and Arcs
 Arcs and Chords
 Inscribed Angles
 Tangents
 Secants, Tangents, and Angle Measures
 Special Segments in a Circle
 Equations of Circles
These topics cover the following Nebraska Standards:
 MA 11.1.2.d Use estimation methods to check the reasonableness of real number
computations and decide if the problem calls for an approximation (including appropriate
rounding) or an exact number.
Hattie Burford
MATH 634: Mathematics Curriculum
Dr. Wentworth
Assignment 2

o This concept is developed through lecture, group work, and formative

assessments. Students are expected to be proficient.
 MA 11.3.1.a Know and use precise definitions or ray, line segment, angle, perpendicular
lines, parallel lines, and congruence based on the undefined terms of geometry: point, line
and plane.
o This concept is developed through lecture, group work, and formative
assessments. Students are expected to be proficient.
 MA 11.3.1.f Know and use precise definitions and terminology of circles, including
central angle, inscribed angle, arc, intercepted arc, chord, secant, and tangent.
o This concept is introduced and developed through lecture, group work, and
formative assessments.
 MA 11.3.1.g Apply the properties of central angles, inscribed angles, angles formed by
intersecting chords, and angles formed by secants and/or tangents to find the measures of
angles related to the circle.
o This concept is introduced and developed through lecture, group work, and
formative assessments.
 MA 11.3.2.b Use coordinate geometry to analyze linear relationships to determine if
lines are parallel or perpendicular.
o This concept is introduced and developed through lecture, group work, and
formative assessments.
 MA 11.3.3.d Find arc length and area of sectors of a circle.
o This concept is introduced and developed through lecture, group work, and
formative assessments.

Textbook Resources:
This textbook provides online textbook resources such as animations, vocabulary, eGlossary,
virtual manipulatives, foldable, practice problems, and worksheets. Without actual access to
these resources (I only have the textbook), I am unable to see whether this textbook also provides
tests, quizzes, power points, etc. like the one we use.

Instructional Design:
The textbook is set up in such a way that it provides:
 Study organizer, vocabulary (new and review) for the upcoming chapter
 Study Tips throughout the sections
 Example problems
 Practice problems
 Homework problems
 Higher Order Thinking Problems (H.O.T.)
 Standardized Test Problems
 Spiral Review
 Skills Review
 Labs
At the end of each chapter
Hattie Burford
MATH 634: Mathematics Curriculum
Dr. Wentworth
Assignment 2

 Study Guide and Review

 Lesson by Lesson Review
 Practice Test
 Standardized Test Practice

Content Emphasis:
The textbook appears to be designed to review basic skills, introduce the new concept, practice
the new concept, apply the new concept, and finally, review the new concept. It has more hands-
on labs and activities than the current textbook we use. The application problems are real-world
problems that are presented as a story problem, requiring higher order thinking.

Support for Students’ Learning:

The amount of resources that the textbook provides, as well as the design of the textbook, with
all of the review problems and additional standardized test practice, offers a variety of support
for students’ learning. Not only does it provide practice for students who need more practice, but
it also provides higher order thinking problems that challenge students who need it.

Support for Teachers’ Learning:

The textbook does a great job of providing teachers with the concepts, skills, and vocabulary
coming up in the chapter. Going over these skills with previous ones is a great way for teachers
to tie them into the new concepts when the opportunity comes. It also provides a very large
number of practice problems for teachers to choose from. This allows teachers to focus on the
skills they want the students to master, and to present the problems a number of different ways.
Toward the end of the section, there are also a large number of applicable story problems for
students to practice problem solving.

Reflection of Values:
The school district, high school, and math department all follow the same educational vision, and
have common goals when it comes to mathematics education. We want our students to be
proficient at the concepts mentioned above, as well as develop skills in reading, making
connections, applying mathematics to real-world problems, and critical-thinking. This textbook
also provides teachers with problems that correspond to these goals, as well as provides the
teachers with additional resources to better facilitate. Overall, I think that this textbook does a
good job of providing the necessary tools for making this happen.