Geometry
Set Set Topic
1
Points,
lines, and
planes
2
Segments
3
Angles
Common Core (KCAS)
G.CO.1
Know precise
definitions of angle,
circle, perpendicular
line, parallel line, and
line segment, based on
the undefined notions
of point, line, distance
along a line, and
distance around a
circular arc.
G.CO.1
Know precise
definitions of angle,
circle, perpendicular
line, parallel line, and
line segment, based on
the undefined notions
of point, line, distance
along a line, and
distance around a
circular arc.
G.CO.1
Know precise
definitions of angle,
circle, perpendicular
line, parallel line, and
line segment, based on
the undefined notions
of point, line, distance
ACT
Quality
Core
Standards
C.1.a
D.1.a
B.1.h
G.1.b
C.1.a
D.1.a
GRE 502
Learning Targets
Formative/summative
assessment/Activities
Notes
Geometry
Set Set Topic
Common Core (KCAS)
ACT
Quality
Core
Standards
along a line, and
distance around a
circular arc.
LA
B1
4
5
Construct
ion:
Congruent
segments
and
angles
Postulate
s and
theorems
about
points,
lines, and
planes.
More
theorems
about
lines and
planes
G.CO.1
Know precise
definitions of angle,
circle, perpendicular
line, parallel line, and
line segment, based on
the undefined notions
of point, line, distance
along a line, and
distance around a
circular arc.
C.1.a
D.1.a
D.1.b
G.CO.1
Know precise
definitions of angle,
circle, perpendicular
line, parallel line, and
line segment, based on
the undefined notions
of point, line, distance
D.1.d
G.1.b
Learning Targets
Formative/summative
assessment/Activities
Notes
Geometry
Set Set Topic
Common Core (KCAS)
ACT
Quality
Core
Standards
along a line, and
distance around a
circular arc.
LA
B2
6
LA
B3
Construct
ion:
perpendic
ular line
through a
point on a
line
Identifyi
ng pairs
of angles
Construct
ion:
perpendic
G.CO.9
Prove theorems about
lines and angles.
Theorems include
vertical angles are
congruent; when a
transversal crosses
parallel lines, alternate
interior angles are
congruent and
corresponding angles
are congruent; points on
a perpendicular
bisector of a line
segment are exactly
equidistant from the
segment’s endpoints.
G.CO.12
D.1.b
D.1.d
D.1.d
D.1.e
Learning Targets
Formative/summative
assessment/Activities
Notes
Geometry
Set Set Topic
7
8
9
ular
bisectors
and angle
bisectors
Using
inductive
reasoning
Using
formulas
in
geometry
Finding
length:
distance
formula
Common Core (KCAS)
ACT
Quality
Core
Standards
C.1.c
G.1.b
G.PE.7
Use coordinates to
compute perimeters of
polygons and areas of
triangles and
rectangles, e.g., using
the distance formula.
G.CO.1
Know precise
definitions of angle,
circle, perpendicular
line, parallel line, and
line segment, based on
the undefined notions
of point, line, distance
along a line, and
distance around a
circular arc.
G.PE.7
Use coordinates to
F.1.a
F.1.b
A.1.b
B.1.e
G.1.b
Learning Targets
Formative/summative
assessment/Activities
Notes
Geometry
Set Set Topic
10
Common Core (KCAS)
compute perimeters of
polygons and areas of
triangles and
rectangles, e.g., using
the distance formula.
Using
S.CP.3
conditiona Understand the
l
conditional probability
statemen of A given B as P(A and
ts
B)/P(B), and interpret
independence of A and
B as saying that the
conditional probability
of A given B is the same
as the probability of A,
and the conditional
probability of B given A
is the same as the
probability of B.
S.CP.5
Recognize and explain
the concepts of
conditional probability
and independence in
everyday language and
everyday situations.
For example, compare
the chance of having
ACT
Quality
Core
Standards
A.1.a
B.1.a
C.1.e
Learning Targets
Formative/summative
assessment/Activities
Notes
Geometry
Set Set Topic
Common Core (KCAS)
ACT
Quality
Core
Standards
lung cancer if you are a
smoker with the chance
of being a smoker if you
have lung cancer.
S.CP.6
Find the conditional
probability of A given B
as the fraction of B’s
outcomes that also
belong to A, and
interpret the answer in
terms of the model.
Inv
esti
gati
on 1
11
12
D.1.c
Finding
midpoints
Proving
lines
parallel
G.PE.6
Find the point on a
directed line segment
between two given
points that partitions
the segment in a given
ration.
G.CO.1
Know precise
definitions of angle,
circle, perpendicular
line, parallel line, and
line segment, based on
A.1.c
A.1.e
B.1.c
G.1.b
C.1.d
Learning Targets
Formative/summative
assessment/Activities
Notes
Geometry
Set Set Topic
Common Core (KCAS)
ACT
Quality
Core
Standards
the undefined notions
of point, line, distance
along a line, and
distance around a
circular arc.
LA
B4
13
14
Construct
ion:
Parallel
line
through a
point
Introduct
ion to
triangles
Disprovin
g
conjectur
G.CO.10
Prove theorems about
triangles. Theorems
include measures of
interior angles of a
triangle sum to 180o;
base angles of isosceles
triangles are congruent;
the segment joining
midpoints of two sides
of a triangle is parallel
to the third side and
half the length; the
medians of a triangle
meet at a point.
D.2.a
D.2.c
C.1.c
Learning Targets
Formative/summative
assessment/Activities
Notes
Geometry
Set Set Topic
15
16
17
18
Common Core (KCAS)
es with
counterex
amples
Introduct G.MG.2
ion to
Apply concepts of
polygons
density based on area
and volume in modeling
situations (e.g., persons
per square mile, BTU’s
per cubic foot).
Finding
slope and
equations
of lines
More
conditiona
l
statemen
ts
Triangle
G.CO.10
theorems Prove theorems about
triangles. Theorems
include: measures of
interior angles of a
triangle sum to 180o,
base angles of isosceles
triangles are congruent;
the segment joining
midpoints of two sides
of a triangle is parallel
ACT
Quality
Core
Standards
D.2.g
D.2.h
A.1.d
A.1.e
G.1.a
C.1.a
C.1.b
C.1.c
D.2.c
Learning Targets
Formative/summative
assessment/Activities
Notes
Geometry
Set Set Topic
19
Introduct
ion to
quadrilate
rals
Common Core (KCAS)
to the third side and
half the length; the
medians of a triangle
meet at a point.
G.CO.1
Know precise
definitions of angle,
circle, perpendicular
line, parallel line, and
line segment, based on
the undefined notions
of point, line, distance
along a line, and
distance around a
circular arc.
G.CO.11
Prove theorems about
parallelograms.
Theorems include:
opposite sides are
congruent, opposite
angles are congruent,
the diagonals of a
parallelogram bisect
each other, and
conversely, rectangles
are parallelograms with
ACT
Quality
Core
Standards
D.2.g
Learning Targets
Formative/summative
assessment/Activities
Notes
Geometry
Set Set Topic
20
Interpret
ing truth
tables
Common Core (KCAS)
congruent diagonals.
S.CP.1
Describe events as
subsets of a sample
space (the set of
outcomes) using
characteristics (or
categories) of the
outcomes, or as unions,
intersections or
complements of other
events (“or,” “and,”
“not”).
S.CP.2
Understand that two
events A and B are
independent if the
probability of A and B
occurring together is
the product of their
probabilities and use
this characterization to
determine if they are
independent.
S.CP.4
Construct and interpret
two-way frequency
tables of data when two
ACT
Quality
Core
Standards
C.1.b
Learning Targets
Formative/summative
assessment/Activities
Notes
Geometry
Set Set Topic
21
Laws of
detachme
nt and
syllogism
Common Core (KCAS)
categories are
associated with each
object being classified.
Use the two-way table
as a sample space to
decide if events are
independent and to
approximate conditional
probabilities. For
example, collect data
from a random sample
of students in you
school on their favorite
subject among math,
science, and English.
Estimate the
probability that a
randomly selected
student from your
school will favor science
given that the student
is in tenth grade. Do
the same for other
subjects and compare
the results.
S.CP.1
Describe events as
subsets of a sample
space (the set of
outcomes) using
ACT
Quality
Core
Standards
C.1.b
A.1.F
Learning Targets
Formative/summative
assessment/Activities
Notes
Geometry
Set Set Topic
Common Core (KCAS)
characteristics (or
categories) of the
outcomes, or as unions,
intersections or
complements of other
events (“or,” “and,”
“not”).
S.CP.4
Construct and interpret
two-way frequency
tables of data when two
categories are
associated with each
object being classified.
Use the two-way table
as a sample space to
decide if events are
independent and to
approximate conditional
probabilities. For
example, collect data
from a random sample
of students in you
school on their favorite
subject among math,
science, and English.
Estimate the
probability that a
ACT
Quality
Core
Standards
Learning Targets
Formative/summative
assessment/Activities
Notes
Geometry
Set Set Topic
Common Core (KCAS)
ACT
Quality
Core
Standards
Learning Targets
Formative/summative
assessment/Activities
Notes
randomly selected
student from your
school will favor science
given that the student
is in tenth grade. Do
the same for other
subjects and compare
the results.
22
23
Finding
areas of
quadrilate
rals
Introduct
ion to
circles
D.2.g
F.1.a
G.C.1
Prove that circles are
similar.
D.3.a
Properties of 40-60-90
Draw Conclusions
45-45-90
Solve connections involving v
Distances in a circle
G.C.3
Construct the inscribed
and circumscribed
circles of a triangle and
prove properties of
angles for a
quadrilateral inscribed
in a circle.
G.MD.1
Give an informal
MEA 502
PPF 702
Geometry
Set Set Topic
Common Core (KCAS)
ACT
Quality
Core
Standards
argument for the
formulas for the
circumference of a
circle, area of a circle,
volume of a cylinder,
pyramid, and cone. Use
dissection arguments,
Cavalieri’s principle, and
informal limit
arguments.
G.MG.1 Circle Model
Use geometric shapes,
their measures, and
their properties to
describe objects (e.g.,
modeling a tree trunk
or a human torso as a
cylinder).
24
Algebraic
proofs
25
Triangle
congruenc
e: SSS
G.CO.8
Explain how the criteria
for triangle congruence
(ASA, SAS, and SSS)
follow from the
definition of
congruence in terms of
A.1.a
B.1.b
C.1.e
C.1.f
E.1.b
Learning Targets
Formative/summative
assessment/Activities
Notes
Geometry
Set Set Topic
26
27
28
29
Central
angles
and arc
measure
Twocolumn
proofs
Triangle
congruenc
e : SAS
Using the
Pythagore
an
Theorem
30
Triangle
Congruen
ce: ASA
and AAS
IN
Exploring
Common Core (KCAS)
rigid motions.
G.C.1
Prove that all circles
are similar.
ACT
Quality
Core
Standards
F.1.d
F.1.e.
C.1.e
G.CO.8
Explain how the criteria
for triangle congruence
(ASA, SAS, and SSS)
follow the definition of
congruence in terms of
rigid motions.
G.CO.8
Explain how the criteria
for triangle congruence
(ASA, SAS, and SSS)
follow the definition of
congruence in terms of
rigid motions.
G.CO.8
Explain how the criteria
for triangle congruence
(ASA, SAS, and SSS)
follow the definition of
congruence in terms of
rigid motions.
G.C.3
C.1.g
D.2.e
D.2.f
C.1.f.
Learning Targets
Formative/summative
assessment/Activities
Notes
Properties of 40-60-90
Draw Conclusions
45-45-90
Geometry
Set Set Topic
Common Core (KCAS)
V3
G.CO.10
31
32
33
34
angles of
polygons
Flowchart
and
paragraph
proofs
Altitudes
and
medians
of
triangles
Converse
of the
Pythagore
an
Theorem
Propertie
s of
Parallelog
rams
ACT
Quality
Core
Standards
C.1.e
G.CO.10
D.2.b
D.2.d
G.SRT.4
Prove theorems about
triangles. Theorems
include: a line parallel
to one side of a triangle
divides the other two
proportionally and
conversely; the
Pythagorean Theorem
proved using triangle
similarity.
G.CO.11
Prove theorems about
parallelograms.
Theorems include
opposite sides are
congruent, opposite
angles are congruent,
the diagonals of a
D.2.c
D.2.g
Learning Targets
Formative/summative
assessment/Activities
Notes
Geometry
Set Set Topic
35
36
37
Common Core (KCAS)
parallelogram bisect
each other, and
conversely, rectangles
are parallelograms with
congruent diagonals.
Finding
G.C.5
arc
Derive using similarity
lengths
the fact that the
and areas length of the arc
of
intercepted by an angle
sectors
is proportional to the
radius, and define the
radian, measure of the
angle as the constant of
proportionality, derive
the formula for the
area of a sector.
Right
G.MG.1
triangle
Use geometric shapes,
congruenc their measures and
e
other properties to
theorems describe objects (e.g.,
modeling a tree trunk
or a human torso as a
cylinder).*
Writing
G.CO.1
equations Know precise
of parallel definitions of angle,
and
circle, perpendicular
perpendic line, parallel line, and
ACT
Quality
Core
Standards
D.3.c
F.1.d
F.1.e
C.1.f
A.1.c
A.1.d
D.1.f
Learning Targets
Formative/summative
assessment/Activities
Notes
30-60-90
45-45-90
Draw conclusions
Use trig functions to solve p
Geometry
Set Set Topic
ular lines.
38
LA
B6
39
40
Perpendic
ular and
angle
bisectors
of
triangles
Construct
ion:
Circle
through
three
noncolline
ar points
Inequaliti
es in a
triangle
Finding
perimeter
s and
areas of
composite
figures
Common Core (KCAS)
ACT
Quality
Core
Standards
line segment, based on
the undefined notions
of point, line, distance
along a line, and
distance around a
circular arc.
G.PE.5
G.CO.10
D.1.d
D.2.c
G.PE.7
Use coordinates to
compute perimeters of
polygons and areas of
triangles and
rectangles, e.g., using
F.1.b
Learning Targets
Formative/summative
assessment/Activities
Notes
Geometry
Set Set Topic
Common Core (KCAS)
41
the distance formula.
G.PE.6
Ratios ,
proportio
ns, and
similarity
ACT
Quality
Core
Standards
Learning Targets
Formative/summative
assessment/Activities
Notes
C.1.h
G.SRT.1b
G.SRT.2
G.SRT.5
42
43
44
Finding
distance
from a
point to a
line
Chords,
secants,
and
tangents
Applying
similarity
G.PE.6
G.1.b
G.C.2
D.3.c
G.SRT.2
E.1.c
G.SRT.5
G.CO.7
45
46
Introduct
ion to
coordinat
e proofs
Triangle
similarity:
G.1.c
G.SRT.2
C.1.h
Use relationships among ang
Geometry
Set Set Topic
AA, SSS,
SAS
47
Circles
and
inscribed
angles
Common Core (KCAS)
ACT
Quality
Core
Standards
Learning Targets
Formative/summative
assessment/Activities
Notes
G.SRT.3
G.SRT.5
G.C.1
D.3.c
D.3.d
Properties of 40-60-90
Draw Conclusions
45-45-90
G.C.2
Constructions
48
49
50
IN
V5
51
52
Indirect
proofs
Introduct
ion to
solids
Geometri
c mean
Nets
Propertie
s of
isosceles
and
equilatera
l triangles
Propertie
G.CO.13
G.SRT.5
C.1.e
D.4.a
G.SRT.1b
E.1.g
G.MD.4
G.CO.10
D.2.a
D.2.j
G.CO.11
D.2.g
Geometry
Set Set Topic
53
54
55
56
57
58
LA
B8
s of
rectangle
s,
rhombuse
s, and
squares
45-45-90
right
triangles
Represen
ting
solids
Triangle
midsegme
nt
theorem
30-60-90
right
triangles
Finding
perimeter
and area
with
coordinat
es
Tangents
and
circles
Construct
ion:
Common Core (KCAS)
ACT
Quality
Core
Standards
G.SRT.4
H.1.a
G.MD.4
F.2.b
G.MG.1 Geometry Model
G.SRT.4
D.2.b
G.SRT.4
H.1.a
Learning Targets
Formative/summative
assessment/Activities
Notes
F.1.b
G.1.c
G.C.2
D.3.c
D.3.c
Use relationships among ang
Geometry
Set Set Topic
59
Tangent
to a circle
Finding
surface
areas and
volumes
of prisms
Common Core (KCAS)
ACT
Quality
Core
Standards
G.MD.1
F.2.a
B.1.b
B.1.e
B.1.g
G.MD.3
Learning Targets
Formative/summative
assessment/Activities
Notes
G.MG.1 Geometry Model
IN
V6
60
61
62
63
64
F.1.c
Proportio
nality
theorems
Determini
ng if a
quadrilate
ral is a
parallelog
ram
Finding
surface
areas and
volumes
of
cylinders
Introduct
ion to
vectors
Angles
G.SRT.4
E.1.d
G.CO.11
C.1.i
G.MD.1
F.2.a
B.1.b
B.1.e
B.1.g
G.MD.3
N.VM.1
B.1.d
B.1.f
G.C.2
D.3.b
Use relationships among ang
Geometry
Set Set Topic
65
66
67
68
69
70
interior
to circles
Distinguis
hing
types of
parallelog
rams
Finding
perimeter
s and
areas of
regular
polygons
Introduct
ion to
transfor
mations
Introduct
ion to
trigonome
tric
ratios
Propertie
s of
trapezoid
s and
kites
Finding
surface
areas and
Common Core (KCAS)
ACT
Quality
Core
Standards
G.CO.11
C.1.i
G.MG.2
F.1.a
G.CO.3
G.CO.4
G.CO.5
G.1.e
G.SRT.7
H.1.b
H.1.c
D.2.g
G.MD.1
G.MD.3
F.2.a
Learning Targets
Formative/summative
assessment/Activities
Notes
Geometry
Set Set Topic
IN
V7
71
72
73
74
75
76
volumes
of
pyramids
Trigonom
etric
ratios
Translatio
ns
Tangents
and
circles ,
part 2
Applying
trigonome
try:
Angles of
elevation
and
depressio
n
Reflectio
ns
Writing
the
equation
of a
circle
Symmetr
y
Common Core (KCAS)
ACT
Quality
Core
Standards
G.CO.2
G.CO.4
G.C.4+
G.1.g
G.MG.1
H.1.c
D.3.c
G.SRT.6
G.SRT.8
G.CO.3
G.CO.4
G.CO.5
G.PE.1
E.1.e
G.CO.5
E.1.a
G.1.d
Learning Targets
Formative/summative
assessment/Activities
Notes
Geometry
Set Set Topic
Common Core (KCAS)
77
G.MD.1
78
79
80
IN
V8
81
82
83
Finding
surface
areas and
volumes
of cones
Rotations
Angles
exterior
to circles
Finding
surface
areas and
volumes
of
spheres
Patterns
Graphing
and
solving
linear
systems
More
applicatio
ns of
trigonome
try
Vector
ACT
Quality
Core
Standards
F.2.a
G.MD.3
G.CO.2
G.CO.3
G.CO.5
G.C.2
G.1.e
G.GMD.3
F.2.c
D.3.c
A.1.c
G.SRT.8
G.MG.3
H.1.b
H.1.c
N.VM.4
B.1.b
Learning Targets
Formative/summative
assessment/Activities
Notes
Geometry
Set Set Topic
84
addition
Dilations
Common Core (KCAS)
ACT
Quality
Core
Standards
G.MD.4
E.1.f
G.1.e
G.SRT.1a
85
86
87
88
89
90
IN
Cross
sections
of solids
Determini
ng chord
length
Area
ratios of
similar
figures
Graphing
and
solving
linear
equations
Vector
decompos
ition
Composit
e
transfor
mations
Tessellati
G.SRT.1b
G.MD.1
F.2.b
D.4.b
G.MD.4
G.C.5
D.3.c
G.C.2
F.1.b
F.IF.7a
A.1.c
N.VM.2
N.VM.4
B.1.d
G.CO.2
G.CO.6
G.1.e
Learning Targets
Formative/summative
assessment/Activities
Notes
Geometry
Set Set Topic
V9
91
92
93
94
95
96
ons
Introduct
ion to
trigonome
tric
identities
Quadrilat
erals on
the
coordinat
e plane
Represen
ting
solids:
orthograp
hic views
Law of
sines
Equations
of circles:
translatin
g and
dilating
Effects
of
changing
dimension
s on
perimeter
Common Core (KCAS)
ACT
Quality
Core
Standards
G.SRT.10+
H.1.c
G.SRT.11+
G.PE.1
G.1.d
Learning Targets
Formative/summative
assessment/Activities
Notes
Geometry
Set Set Topic
97
98
99
100
IN
V
10
101
102
103
and area
Concentri
c circles
Law of
cosines
Volume
ratios of
similar
solids
Transfor
mation
matrices
Fractals
Determini
ng
lengths of
segments
intersecti
ng circles
Dilations
in the
coordinat
e plane
Frustums
of cones
Common Core (KCAS)
ACT
Quality
Core
Standards
G.C.1
G.1.d
G.SRT.10+
H.1.c
G.SRT.11+
G.MG.1 Geometry Model
G.CO.9
Learning Targets
Formative/summative
assessment/Activities
Notes
Properties of 40-60-90
Draw Conclusions
45-45-90
Geometry
Set Set Topic
104
105
106
107
108
109
110
and
pyramids
Relating
arc
lengths
and
chords
Rotations
and
reflection
s in the
coordinat
e plane.
Circumscr
ibed and
inscribed
figures
Maximizin
g area
Introduct
ion to
coordinat
e space
NonEuclidian
geometry
Scale
drawings
and maps
Common Core (KCAS)
ACT
Quality
Core
Standards
G.CO.13
NONE
Learning Targets
Formative/summative
assessment/Activities
Notes
Constructions
Geometry
Set Set Topic
111
112
113
114
115
Finding
distance
and
midpoint
in three
dimension
s
Finding
areas of
circle
segments
Symmetr
y of
solids and
polyhedra
l
Solving
and
graphing
systems
of
inequaliti
es
Finding
surface
areas and
volumes
of
composite
solids
Common Core (KCAS)
ACT
Quality
Core
Standards
Learning Targets
Formative/summative
assessment/Activities
Notes
Geometry
Set Set Topic
116
117
118
119
120
Secant,
cosecant
and
cotangent
Determini
ng line of
best fit
Finding
areas of
polygons
using
matrices
Platonic
solids
Topology
Common Core (KCAS)
ACT
Quality
Core
Standards
Learning Targets
Formative/summative
assessment/Activities
Notes