ROSE TREE MEDIA SCHOOL DISTRICT
COURSE CURRICULUM
COURSE TITLE: Geometry Level 1
GRADE LEVEL: High School
CREATION DATE: November 2003
Essential Question, Concept or Theme: A. Points, Lines, Planes, and Angles
PA Standards: 2.1.11.A, 2.2.11.A, 2.2.11.B, 2.3.11.A, 2.3.11.B, 2.3.11.C, 2.5.11.B, 2.5.11.C, 2.8.11.D
Aligned Materials/
Benchmark/Skills
Assessment
Resources/Technology
Benchmark #1 – The student will
demonstrate a knowledge and understanding
of points, lines, planes, angles, and their
relationships.
Skills:
a) Understand and use the three undefined
terms of geometry – point, line, plane
b) Draw representations of points, lines and
planes
c) Identify and name segments, rays,
distance
d) Identify and name angles; group angles
by type
e) Use the terms collinear, coplanar, and
intersection
f) Understand and apply basic postulates
involving points, lines, and planes.
Geometry - Level 1
Assessments could include:
teacher-produced tests and
quizzes, homework
assignments, board work,
group projects, graphing calc.
activities, individual projects,
midterm and final exams,
Truth Tables packet, and
Transformation Packet.
Page 1
Textbook: Geometry –
McDougall Littell, Houghton
Mifflin, ©1997.
TI-83 or similar graphing
calculator
BoxerMath Product
Geometry Sketchpad
Protractor, compass, and
straightedge
Numerous internet web sites to
be recommended by teacher
Approx. Time Allotment:
Instructional Strategies
Lecture, demonstration, class
review, group work, cooperative
learning, working with
manipulatives (protractor,
compass, straightedge, two- and
three-dimensional models of
geometric figures), computer
programs (i.e. Sketchpad).
Strategy to be determined by the
teacher. In addition, each student
will be required to complete a
major project each marking period;
the general context of the project
will be assigned by the teacher,
however the specific topic will be
chosen by the student.
-1-
November 2003
Essential Question, Concept or Theme: A. Points, Lines, Planes, and Angles
PA Standards: 2.1.11.A, 2.2.11.A, 2.2.11.B, 2.3.11.A, 2.3.11.B, 2.3.11.C, 2.5.11.B, 2.5.11.C, 2.8.11.D
Adaptations/Inclusion Techniques
Enrichment Strategies
Adaptations for students with special
instructional needs will be met in accordance
with each student’s Individualized Education
Plan.
Students may pursue independent
study on any topic in the textbook.
Suggestions of topics and where to
research them will be made
throughout the school year. The
Adaptations may include but are not limited to student will have an organizational
extended time on tests and assignments,
meeting with the teacher in order to
preferential seating, after-school help, or
better prepare himself regarding
modified homework assignments.
how to approach the study of his
selected topic. Examples of
independent study topics include:
Lives and Works of Famous
Mathematicians, Famous Problems,
Careers in Mathematics, other
topics or branches of mathematics
(e.g. Topology, Analysis, Linear
Programming, Tessellations,
Matrices, Logic and Truth Tables.)
Geometry - Level 1
Page 2
Approx. Time Allotment:
Remediation Strategies
Multicultural/Interdisciplin
ary
Connection
Students may take advantage
of before- or after-school
help, supplementary problem
worksheets, Mu Alpha Theta
tutors, BoxerMath Product,
test corrections, and extra
credit projects.
The textbook contains many
applications which connect
the math topics to other fields
of study. Like wise, many of
the applications involve
examples that are
multicultural in nature.
-2-
November 2003
Essential Question, Concept or Theme: B. Deductive Reasoning
PA Standards: 2.4.11.A, 2.4.11.B, 2.4.11.C, 2.4.11.D, 2.5.11.A, 2.5.11.B, 2.5.11.C, 2.5.11.D
Aligned Materials/
Benchmark/Skills
Assessment
Resources/Technology
Approx. Time Allotment:
Benchmark #1 – The student will
demonstrate the use of deductive
reasoning to give logical arguments.
Skills:
a) Recognize the hypothesis and
conclusion of a conditional
statement
b) State the converse, inverse, and
contrapositive of a conditional
statement
c) Use a counterexample to disprove a
conditional statement
d) Understand the meaning of if and
only if
e) Use properties from algebra and
properties of congruence
f) Use the Midpoint Theorem and the
Angle Bisector Theorem
g) Know the kinds of reasons that can
be used in proofs
h) Apply the definitions of
complementary and supplementary
angles
i) State and use the theorem about
vertical angles
j) Apply the definition and theorems
about perpendicular lines
k) Plan proofs and then write them in
two-column form
l) Plan and use the method of indirect
Lecture, demonstration, class
review, group work, cooperative
learning, working with
manipulatives (protractor,
compass, straightedge, two- and
three-dimensional models of
geometric figures), computer
programs (i.e. Sketchpad).
Strategy to be determined by the
teacher. In addition, each student
will be required to complete a
major project each marking period;
the general context of the project
will be assigned by the teacher,
however the specific topic will be
chosen by the student.
Geometry - Level 1
Assessments could include:
teacher-produced tests and quizzes,
homework assignments, board
work, group projects, graphing calc.
activities, individual projects,
midterm and final exams, Truth
Tables packet, and Transformation
Packet.
Page 3
Textbook: Geometry –
McDougall Littell, Houghton
Mifflin, ©1997.
TI-83 or similar graphing
calculator
BoxerMath Product
Geometry Sketchpad
Protractor, compass, and
straightedge
Numerous internet web sites
to be recommended by
teacher
Instructional Strategies
-3-
November 2003
Essential Question, Concept or Theme: B. Deductive Reasoning
PA Standards: 2.4.11.A, 2.4.11.B, 2.4.11.C, 2.4.11.D, 2.5.11.A, 2.5.11.B, 2.5.11.C, 2.5.11.D
Aligned Materials/
Benchmark/Skills
Assessment
Resources/Technology
proof
m) Use truth tables to reveal the logic of
mathematical statements
Geometry - Level 1
Page 4
Approx. Time Allotment:
Instructional Strategies
-4-
November 2003
Essential Question, Concept or Theme: B. Deductive Reasoning
PA Standards: 2.4.11.A, 2.4.11.B, 2.4.11.C, 2.4.11.D, 2.5.11.A, 2.5.11.B, 2.5.11.C, 2.5.11.D
Adaptations/Inclusion Techniques
Enrichment Strategies
Adaptations for students with special instructional
needs will be met in accordance with each student’s
Individualized Education Plan.
Students may pursue
independent study on any
topic in the textbook.
Suggestions of topics and
where to research them
will be made throughout
the school year. The
student will have an
organizational meeting
with the teacher in order to
better prepare himself
regarding how to approach
the study of his selected
topic. Examples of
independent study topics
include: Lives and Works
of Famous
Mathematicians, Famous
Problems, Careers in
Mathematics, other topics
or branches of mathematics
(e.g. Topology, Analysis,
Linear Programming,
Tessellations, Matrices,
Logic and Truth Tables.)
Adaptations may include but are not limited to
extended time on tests and assignments, preferential
seating, after-school help, or modified homework
assignments.
Geometry - Level 1
Page 5
Remediation Strategies
Students may take
advantage of before- or
after-school help,
supplementary problem
worksheets, Mu Alpha
Theta tutors, BoxerMath
Product, test corrections,
and extra credit projects.
Approx. Time Allotment:
Multicultural/Interdisciplinary
Connection
The textbook contains many
applications which connect the
math topics to other fields of study.
Like wise, many of the applications
involve examples that are
multicultural in nature.
-5-
November 2003
Essential Question, Concept or Theme: C. Parallel Lines and Planes
PA Standards: 2.4.11.A, 2.4.11.B, 2.5.11.B, 2.5.11.C, 2.8.11.A, 2.8.11.D, 2.8.11.G, 2.9.11.A
Aligned Materials/
Benchmark/Skills
Assessment
Resources/Technology
Approx. Time Allotment:
Benchmark #1 – The student will
demonstrate an understanding of
parallel lines and resultant situations
Skills:
a) Distinguish between intersecting,
parallel, and skew lines
b) State and apply the theorem about
the intersection of two parallel
planes by a third plane
c) Identify the angles formed when
two lines are cut by a transversal
d) State and apply postulates and
theorems about parallel lines
e) State and apply the theorems about
a parallel and a perpendicular to a
given line through a point outside
the line
f) Classify triangles according to
sides and angles
g) State and apply the theorem and
the corollaries about the sum of the
measures of a triangle
h) Recognize and name convex
polygons and regular polygons
Lecture, demonstration, class
review, group work, cooperative
learning, working with
manipulatives (protractor,
compass, straightedge, two- and
three-dimensional models of
geometric figures), computer
programs (i.e. Sketchpad).
Strategy to be determined by the
teacher. In addition, each student
will be required to complete a
major project each marking period;
the general context of the project
will be assigned by the teacher,
however the specific topic will be
chosen by the student.
Geometry - Level 1
Assessments could include:
teacher-produced tests and
quizzes, homework
assignments, board work, group
projects, graphing calc.
activities, individual projects,
midterm and final exams, Truth
Tables packet, and
Transformation Packet.
Page 6
Textbook: Geometry – McDougall
Littell, Houghton Mifflin, ©1997.
TI-83 or similar graphing
calculator
BoxerMath Product
Geometry Sketchpad
Protractor, compass, and
straightedge
Numerous internet web sites to be
recommended by teacher
Instructional Strategies
-6-
November 2003
Essential Question, Concept or Theme: C. Parallel Lines and Planes
PA Standards: 2.4.11.A, 2.4.11.B, 2.5.11.B, 2.5.11.C, 2.8.11.A, 2.8.11.D, 2.8.11.G, 2.9.11.A
Adaptations/Inclusion Techniques
Adaptations for students with special
instructional needs will be met in accordance
with each student’s Individualized Education
Plan.
Adaptations may include but are not limited to
extended time on tests and assignments,
preferential seating, after-school help, or
modified homework assignments.
Geometry - Level 1
Enrichment Strategies
Remediation Strategies
Students may pursue
independent study on any
topic in the textbook.
Suggestions of topics and
where to research them
will be made throughout
the school year. The
student will have an
organizational meeting
with the teacher in order to
better prepare himself
regarding how to approach
the study of his selected
topic. Examples of
independent study topics
include: Lives and Works
of Famous
Mathematicians, Famous
Problems, Careers in
Mathematics, other topics
or branches of mathematics
(e.g. Topology, Analysis,
Linear Programming,
Tessellations, Matrices,
Logic and Truth Tables.)
Students may take advantage
of before- or after-school
help, supplementary problem
worksheets, Mu Alpha Theta
tutors, BoxerMath Product,
test corrections, and extra
credit projects.
Page 7
Approx. Time Allotment:
Multicultural/Interdisciplinary
Connection
The textbook contains many
applications which connect the
math topics to other fields of study.
Like wise, many of the applications
involve examples that are
multicultural in nature.
-7-
November 2003
Essential Question, Concept or Theme: D. Congruent Triangles
PA Standards: 2.4.11.A, 2.4.11.B, 2.5.11.A, 2.5.11.B, 2.5.11.C, 2.5.11.D, 2.8.11.G 2.9.11.B, 2.9.11.D
Aligned Materials/
Benchmark/Skills
Assessment
Resources/Technology
Approx. Time Allotment:
Benchmark #1 – The student will
identify pairs of congruent triangles
Skills:
a) Identify corresponding parts of
congruent figures
b) Prove two triangles are congruent
by using the SSS, SAS, and ASA
Postulates
c) Deduce information about
segments and angles after proving
that two triangles are congruent
d) Apply the theorems and
corollaries about isosceles
triangles
e) Use the AAS and HL theorems to
prove that two triangles are
congruent
f) Prove that two overlapping
triangles are congruent
Lecture, demonstration, class
review, group work, cooperative
learning, working with
manipulatives (protractor,
compass, straightedge, two- and
three-dimensional models of
geometric figures), computer
programs (i.e. Sketchpad).
Strategy to be determined by the
teacher. In addition, each student
will be required to complete a
major project each marking period;
the general context of the project
will be assigned by the teacher,
however the specific topic will be
chosen by the student.
Geometry - Level 1
Assessments could include:
teacher-produced tests and
quizzes, homework assignments,
board work, group projects,
graphing calc. activities,
individual projects, midterm and
final exams, Truth Tables
packet, and Transformation
Packet.
Page 8
Textbook: Geometry – McDougall
Littell, Houghton Mifflin, ©1997.
TI-83 or similar graphing
calculator
BoxerMath Product
Geometry Sketchpad
Protractor, compass, and
straightedge
Numerous internet web sites to be
recommended by teacher
Instructional Strategies
-8-
November 2003
Essential Question, Concept or Theme: D. Congruent Triangles
PA Standards: 2.4.11.A, 2.4.11.B, 2.5.11.A, 2.5.11.B, 2.5.11.C, 2.5.11.D, 2.8.11.G 2.9.11.B, 2.9.11.D
Adaptations/Inclusion Techniques
Enrichment Strategies
Adaptations for students with special instructional
needs will be met in accordance with each
student’s Individualized Education Plan.
Students may pursue
independent study on any
topic in the textbook.
Suggestions of topics and
where to research them will
be made throughout the
school year. The student
will have an organizational
meeting with the teacher in
order to better prepare
himself regarding how to
approach the study of his
selected topic. Examples of
independent study topics
include: Lives and Works of
Famous Mathematicians,
Famous Problems, Careers
in Mathematics, other topics
or branches of mathematics
(e.g. Topology, Analysis,
Linear Programming,
Tessellations, Matrices,
Logic and Truth Tables.)
Adaptations may include but are not limited to
extended time on tests and assignments,
preferential seating, after-school help, or
modified homework assignments.
Geometry - Level 1
Page 9
Remediation Strategies
Students may take
advantage of before- or
after-school help,
supplementary problem
worksheets, Mu Alpha
Theta tutors, BoxerMath
Product, test corrections,
and extra credit projects.
Approx. Time Allotment:
Multicultural/Interdisciplinary
Connection
The textbook contains many
applications which connect the
math topics to other fields of study.
Like wise, many of the applications
involve examples that are
multicultural in nature.
-9-
November 2003
Essential Question, Concept or Theme: E. Quadrilaterals
PA Standards: 2.4.11.A, 2.4.11.B, 2.5.11.B, 2.5.11.C, 2.8.11.D, 2.9.11.A, 2.9.11.C
Aligned Materials/
Benchmark/Skills
Assessment
Resources/Technology
Approx. Time Allotment:
Benchmark #1 – The student will
identify quadrilaterals by type and
name characteristics of each type
Skills:
a) Use the definition and theorems
about parallelograms to name
characteristics of parallelograms
b) Prove that certain quadrilaterals
are parallelograms
c) Apply theorems about parallel
lines and the segment that joins
the midpoints of two sides of a
triangle
d) Identify the special properties of a
rectangle, rhombus, and square
e) Determine when a parallelogram
is a rectangle, rhombus, or square
f) Identify the properties of a
trapezoid and an isosceles
trapezoid
Lecture, demonstration, class
review, group work, cooperative
learning, working with
manipulatives (protractor,
compass, straightedge, two- and
three-dimensional models of
geometric figures), computer
programs (i.e. Sketchpad).
Strategy to be determined by the
teacher. In addition, each student
will be required to complete a
major project each marking period;
the general context of the project
will be assigned by the teacher,
however the specific topic will be
chosen by the student.
Geometry - Level 1
Assessments could include:
teacher-produced tests and
quizzes, homework assignments,
board work, group projects,
graphing calc. activities,
individual projects, midterm and
final exams, Truth Tables
packet, and Transformation
Packet.
Page 10
Textbook: Geometry – McDougall
Littell, Houghton Mifflin, ©1997.
TI-83 or similar graphing
calculator
BoxerMath Product
Geometry Sketchpad
Protractor, compass, and
straightedge
Numerous internet web sites to be
recommended by teacher
Instructional Strategies
- 10 -
November 2003
Essential Question, Concept or Theme: E. Quadrilaterals
PA Standards: 2.4.11.A, 2.4.11.B, 2.5.11.B, 2.5.11.C, 2.8.11.D, 2.9.11.A, 2.9.11.C
Adaptations/Inclusion Techniques
Enrichment Strategies
Adaptations for students with special instructional Students may pursue
needs will be met in accordance with each
independent study on any
student’s Individualized Education Plan.
topic in the textbook.
Suggestions of topics and
Adaptations may include but are not limited to
where to research them will
extended time on tests and assignments,
be made throughout the
preferential seating, after-school help, or
school year. The student
modified homework assignments.
will have an organizational
meeting with the teacher in
order to better prepare
himself regarding how to
approach the study of his
selected topic. Examples of
independent study topics
include: Lives and Works of
Famous Mathematicians,
Famous Problems, Careers
in Mathematics, other topics
or branches of mathematics
(e.g. Topology, Analysis,
Linear Programming,
Tessellations, Matrices,
Logic and Truth Tables.)
Geometry - Level 1
Page 11
Approx. Time Allotment:
Remediation Strategies
Students may take
advantage of before- or
after-school help,
supplementary problem
worksheets, Mu Alpha
Theta tutors, BoxerMath
Product, test corrections,
and extra credit projects.
Multicultural/Interdisciplinary
Connection
The textbook contains many
applications which connect the
math topics to other fields of study.
Like wise, many of the applications
involve examples that are
multicultural in nature.
- 11 -
November 2003
Essential Question, Concept or Theme: F. Geometric Inequalities; Indirect Proof
Approx. Time Allotment:
PA Standards: 2.1.11.D, 2.1.11.E, 2.4.11.A, 2.4.11.B, 2.5.11.B, 2.5.11.C, 2.5.11.D, 2.8.11.A, 2.8.11.B, 2.8.11.C
Aligned Materials/
Benchmark/Skills
Assessment
Instructional Strategies
Resources/Technology
Benchmark #1 – The student will express geometric
inequalities, and will understand and apply the concept
of indirect reasoning
Skills:
a) Apply properties of inequality to positive numbers,
lengths of segments, and measures of angles
b) State the contrapositive and inverse of a conditional
statement
c) Understand the relationship between logically
equivalent statements
d) Draw correct conclusions from given statements
e) Write indirect proofs in paragraph form
f) State and apply theorems about inequalities in one
triangle and inequalities in two triangles
Geometry - Level 1
Assessments could include:
teacher-produced tests and
quizzes, homework
assignments, board work,
group projects, graphing
calc. activities, individual
projects, midterm and final
exams, Truth Tables
packet, and Transformation
Packet.
Page 12
Textbook: Geometry –
McDougall Littell,
Houghton Mifflin, ©1997.
Lecture, demonstration, class
review, group work,
cooperative learning, working
with manipulatives
TI-83 or similar graphing
(protractor, compass,
calculator
straightedge, two- and threeBoxerMath Product
dimensional models of
Geometry Sketchpad
geometric figures), computer
Protractor, compass, and
programs (i.e. Sketchpad).
straightedge
Strategy to be determined by
Numerous internet web sites the teacher. In addition, each
to be recommended by
student will be required to
teacher
complete a major project each
marking period; the general
context of the project will be
assigned by the teacher,
however the specific topic
will be chosen by the student.
- 12 -
November 2003
Essential Question, Concept or Theme: F. Geometric Inequalities; Indirect Proof
Approx. Time Allotment:
PA Standards: 2.1.11.D, 2.1.11.E, 2.4.11.A, 2.4.11.B, 2.5.11.B, 2.5.11.C, 2.5.11.D, 2.8.11.A, 2.8.11.B, 2.8.11.C
Multicultural/Interdisciplinary
Adaptations/Inclusion Techniques
Enrichment Strategies
Remediation Strategies
Connection
Adaptations for students with special instructional
needs will be met in accordance with each
student’s Individualized Education Plan.
Adaptations may include but are not limited to
extended time on tests and assignments,
preferential seating, after-school help, or
modified homework assignments.
Geometry - Level 1
Students may pursue
independent study on any
topic in the textbook.
Suggestions of topics and
where to research them will
be made throughout the
school year. The student
will have an organizational
meeting with the teacher in
order to better prepare
himself regarding how to
approach the study of his
selected topic. Examples of
independent study topics
include: Lives and Works of
Famous Mathematicians,
Famous Problems, Careers
in Mathematics, other topics
or branches of mathematics
(e.g. Topology, Analysis,
Linear Programming,
Tessellations, Matrices,
Logic and Truth Tables.)
Page 13
Students may take
advantage of before- or
after-school help,
supplementary problem
worksheets, Mu Alpha
Theta tutors, BoxerMath
Product, test corrections,
and extra credit projects.
The textbook contains many
applications which connect the
math topics to other fields of study.
Like wise, many of the applications
involve examples that are
multicultural in nature.
- 13 -
November 2003
Essential Question, Concept or Theme: G. Similar Polygons
Approx. Time Allotment:
PA Standards: 2.4.11.A, 2.4.11.B, 2.4.11.C, 2.5.11.A, 2.5.11.B, 2.5.11.C, 2.8.11.A, 2.8.11.B, 2.8.11.C, 2.9.11.G, 2.9.11.J
Aligned Materials/
Benchmark/Skills
Assessment
Instructional Strategies
Resources/Technology
Benchmark #1 – The student will
define and identify similar polygons
Skills:
a) Express a ratio in simplest form
b) Solve for an unknown term in a
proportion
c) Express a given proportion in
equivalent form
d) State and apply properties of
similar polygons
e) Prove triangles are similar using
the AA, SAS, and SSS similarity
postulates and theorems
f) Use similar triangles to deduce
information about segments or
angles
g) Apply the Triangle
Proportionality Theorem and the
Triangle Angle-Bisector Theorem
Geometry - Level 1
Assessments could include:
teacher-produced tests and
quizzes, homework assignments,
board work, group projects,
graphing calc. activities,
individual projects, midterm and
final exams, Truth Tables
packet, and Transformation
Packet.
Page 14
Textbook: Geometry – McDougall
Littell, Houghton Mifflin, ©1997.
TI-83 or similar graphing
calculator
BoxerMath Product
Geometry Sketchpad
Protractor, compass, and
straightedge
Numerous internet web sites to be
recommended by teacher
Lecture, demonstration, class
review, group work, cooperative
learning, working with
manipulatives (protractor,
compass, straightedge, two- and
three-dimensional models of
geometric figures), computer
programs (i.e. Sketchpad).
Strategy to be determined by the
teacher. In addition, each student
will be required to complete a
major project each marking period;
the general context of the project
will be assigned by the teacher,
however the specific topic will be
chosen by the student.
- 14 -
November 2003
Essential Question, Concept or Theme:
PA Standards:
Adaptations/Inclusion Techniques
Approx. Time Allotment:
Enrichment Strategies
Adaptations for students with special instructional Students may pursue
needs will be met in accordance with each
independent study on any
student’s Individualized Education Plan.
topic in the textbook.
Suggestions of topics and
Adaptations may include but are not limited to
where to research them will
extended time on tests and assignments,
be made throughout the
preferential seating, after-school help, or
school year. The student
modified homework assignments.
will have an organizational
meeting with the teacher in
order to better prepare
himself regarding how to
approach the study of his
selected topic. Examples of
independent study topics
include: Lives and Works of
Famous Mathematicians,
Famous Problems, Careers
in Mathematics, other topics
or branches of mathematics
(e.g. Topology, Analysis,
Linear Programming,
Tessellations, Matrices,
Logic and Truth Tables.)
Geometry - Level 1
Page 15
Remediation Strategies
Students may take
advantage of before- or
after-school help,
supplementary problem
worksheets, Mu Alpha
Theta tutors, BoxerMath
Product, test corrections,
and extra credit projects.
Multicultural/Interdisciplinary
Connection
The textbook contains many
applications which connect the
math topics to other fields of study.
Like wise, many of the applications
involve examples that are
multicultural in nature.
- 15 -
November 2003
Essential Question, Concept or Theme: H. Right Triangles
Approx. Time Allotment:
PA Standards: 2.1.11.A, 2.2.11.A, 2.2.11.B, 2.2.11.F, 2.5.11.B, 2.5.11.C, 2.8.11.A, 2.8.11.D, 2.9.11.A, 2.9.11.D, 2.10.11.B
Aligned Materials/
Benchmark/Skills
Assessment
Instructional Strategies
Resources/Technology
Benchmark #1 – The student will
understand and apply the basic
theorems of right triangles
Skills:
a) Determine the geometric mean
between two numbers
b) State and apply the relationships
that exist when the altitude is
drawn to the hypotenuse of a right
triangle
c) State and apply the Pythagorean
Theorem
d) State and apply the converse of
the Pythagorean Theorem
e) Determine the lengths of two
sides of a 45-45-90 triangle
f) Determine the lengths of two
sides of a 30-60-90 triangle
Geometry - Level 1
Assessments could include:
teacher-produced tests and
quizzes, homework assignments,
board work, group projects,
graphing calc. activities,
individual projects, midterm and
final exams, Truth Tables
packet, and Transformation
Packet.
Page 16
Textbook: Geometry – McDougall
Littell, Houghton Mifflin, ©1997.
TI-83 or similar graphing
calculator
BoxerMath Product
Geometry Sketchpad
Protractor, compass, and
straightedge
Numerous internet web sites to be
recommended by teacher
Lecture, demonstration, class
review, group work, cooperative
learning, working with
manipulatives (protractor,
compass, straightedge, two- and
three-dimensional models of
geometric figures), computer
programs (i.e. Sketchpad).
Strategy to be determined by the
teacher. In addition, each student
will be required to complete a
major project each marking period;
the general context of the project
will be assigned by the teacher,
however the specific topic will be
chosen by the student.
- 16 -
November 2003
Essential Question, Concept or Theme: H. Right Triangles
Approx. Time Allotment:
PA Standards: 2.1.11.A, 2.2.11.A, 2.2.11.B, 2.2.11.F, 2.5.11.B, 2.5.11.C, 2.8.11.A, 2.8.11.D, 2.9.11.A, 2.9.11.D, 2.10.11.B
Multicultural/Interdisciplinary
Adaptations/Inclusion Techniques
Enrichment Strategies
Remediation Strategies
Connection
Adaptations for students with special instructional Students may pursue
needs will be met in accordance with each
independent study on any
student’s Individualized Education Plan.
topic in the textbook.
Suggestions of topics and
Adaptations may include but are not limited to
where to research them will
extended time on tests and assignments,
be made throughout the
preferential seating, after-school help, or
school year. The student
modified homework assignments.
will have an organizational
meeting with the teacher in
order to better prepare
himself regarding how to
approach the study of his
selected topic. Examples of
independent study topics
include: Lives and Works of
Famous Mathematicians,
Famous Problems, Careers
in Mathematics, other topics
or branches of mathematics
(e.g. Topology, Analysis,
Linear Programming,
Tessellations, Matrices,
Logic and Truth Tables.)
Geometry - Level 1
Page 17
Students may take
advantage of before- or
after-school help,
supplementary problem
worksheets, Mu Alpha
Theta tutors, BoxerMath
Product, test corrections,
and extra credit projects.
The textbook contains many
applications which connect the
math topics to other fields of study.
Like wise, many of the applications
involve examples that are
multicultural in nature.
- 17 -
November 2003
Essential Question, Concept or Theme: I. Circles
PA Standards: 2.5.11.B, 2.5.11.C, 2.8.11.D, 2.8.11.G, 2.9.11.A, 2.9.11.E, 2.9.11.F
Aligned Materials/
Resources/Technology
Benchmark/Skills
Assessment
Benchmark #1 – The student will
understand, and apply theorems about
circles.
Skills:
a) Define a circle, sphere, and terms
related to them
b) Recognize circumscribed and
inscribed polygons and circles
c) Apply theorems that relate tangents
and radii
d) Define and apply properties of arcs
and central angles
e) Apply theorems about the chords of
a circle
f) Solve problems and prove
statements involving inscribed
angles
g) Solve problems and prove
statements involving angles formed
by chords, secants, and tangents
h) Solve problems involving lengths of
chords, secant segments, and tangent
segments
Assessments could include:
teacher-produced tests and
quizzes, homework
assignments, board work, group
projects, graphing calc.
activities, individual projects,
midterm and final exams, Truth
Tables packet, and
Transformation Packet.
Geometry - Level 1
Approx. Time Allotment:
Page 18
Textbook: Geometry –
McDougall Littell, Houghton
Mifflin, ©1997.
TI-83 or similar graphing
calculator
BoxerMath Product
Geometry Sketchpad
Protractor, compass, and
straightedge
Numerous internet web sites to
be recommended by teacher
Instructional Strategies
Lecture, demonstration, class
review, group work, cooperative
learning, working with
manipulatives (protractor,
compass, straightedge, two- and
three-dimensional models of
geometric figures), computer
programs (i.e. Sketchpad).
Strategy to be determined by the
teacher. In addition, each student
will be required to complete a
major project each marking period;
the general context of the project
will be assigned by the teacher,
however the specific topic will be
chosen by the student.
- 18 -
November 2003
Essential Question, Concept or Theme: I. Circles
PA Standards: 2.5.11.B, 2.5.11.C, 2.8.11.D, 2.8.11.G, 2.9.11.A, 2.9.11.E, 2.9.11.F
Adaptations/Inclusion Techniques
Enrichment Strategies
Adaptations for students with special instructional
needs will be met in accordance with each
student’s Individualized Education Plan.
Students may pursue
independent study on any
topic in the textbook.
Suggestions of topics and
where to research them will
be made throughout the
school year. The student
will have an organizational
meeting with the teacher in
order to better prepare
himself regarding how to
approach the study of his
selected topic. Examples of
independent study topics
include: Lives and Works of
Famous Mathematicians,
Famous Problems, Careers
in Mathematics, other topics
or branches of mathematics
(e.g. Topology, Analysis,
Linear Programming,
Tessellations, Matrices,
Logic and Truth Tables.)
Adaptations may include but are not limited to
extended time on tests and assignments,
preferential seating, after-school help, or
modified homework assignments.
Geometry - Level 1
Page 19
Approx. Time Allotment:
Remediation Strategies
Students may take
advantage of before- or
after-school help,
supplementary problem
worksheets, Mu Alpha
Theta tutors, BoxerMath
Product, test corrections,
and extra credit projects.
Multicultural/Interdisciplinary
Connection
The textbook contains many
applications which connect the
math topics to other fields of study.
Like wise, many of the applications
involve examples that are
multicultural in nature.
- 19 -
November 2003
Geometry - Level 1
Page 20
- 20 -
November 2003