GEOMETRY SYLLABUS
Geometry Unit Descriptions
Mathematical reasoning skills developed in previous courses, provide a solid foundation for understanding proof and logic in Geometry. A study of analytical geometry is weaved throughout this course, highlighted by a study of transformations in the plane. The concept of area is also weaved throughout, with a discussion of the areas of many different geometric objects. Previous knowledge of angles and angle pairs is used to prove important results about the congruence of angles. A construction of the angle bisector is explored.
Triangles, quadrilaterals, and polygons are classified and important results are proven. The triangle congruence theorems are explored in depth and used to prove two triangles congruent. The concepts of ratio and proportion are applied in the study of similar polygons. This leads to a discussion of special right triangles, and the Pythagorean theorem. Different proofs of the
Pythagorean theorem are explored. The concept of a ratio is necessary for the study of the trigonometric ratios and their relationship to right triangles.
Connections among shapes and their properties are made in the study of circles, including an exploration of how polygons, lines, and circles interact. Finally, the concept of shape is expanded to three dimensions, with special focus on the study of prisms, pyramids, and cylinders. The concept of function is revisited in the study of the formulas for volume and surface area.
Unit 1: Logic and Reasoning
This unit lays the foundation for proving geometric relationships by developing the effective thinking needed to construct mathematically accurate logical arguments and proofs. Different forms of logical statements are explored, including the converse, negation, contrapositive, and biconditional statements.
Counterexamples are used to show that a logical statement is false. Logical statements are then used in defining basic geometric objects (i.e. points, lines, and planes), postulates (i.e. addition, subtraction, substitution and partition postulates), and properties (i.e. reflexive, symmetric, transitive). Deductive reasoning is used to prove basic geometric statements. Two column proofs are introduced and a connection is made between this type of proof, and written justification of steps used in an algebra problem. Multiple types of proofs are used to prove statements about segment congruence, including twocolumn proofs and paragraph proofs. As an introduction to coordinate geometry, the distance formula and the midpoint are derived and organized as proofs. The definition of equidistant is given and illustrated in the coordinate plane using the distance formula.
 High Priority Standards: Geometry: 1.0, 2.0, 3.0, 17.0
 Supporting Standards: Geometry: 4.0
Unit 2: Angles and Angle Relationships
This unit begins with a discussion of congruence properties of angles, and how

they are used to prove that all right angles are congruent. A linear pair is then defined and used to illustrate the concept of supplementary angles. The vertical angle theorem is then introduced and a proof given. The perpendicular postulate is presented and illustrated using a compass and straightedge construction.
Important results about perpendicular angles are proven and used to find the measure of missing angles. The parallel postulate is then introduced and important results are proven. The definition of a transversal is given, as well as definitions for the different types of angels formed by two parallel lines and a transversal. Congruence theorems are proven for corresponding angles, alternate interior angles, and alternate exterior angles. Theorems are also proven for same side interior angles and same side exterior angles. The concept of an angle bisector is introduced, and illustrated using constructions. Angle bisector theorems, including the perpendicular bisector theorem, and their converses are proven. Throughout this unit, important theorems and results are used to make logical arguments, find measures of missing angles, and solve problems in a real world context. Continuing the study of coordinate geometry, parallel and perpendicular lines, and their properties, are explored in the coordinate plane. Translation, reflection, and rotation of angles in the coordinate plane are introduced. It is clearly illustrated that these motions preserves the measure of angles, and the congruence of angles.
 High Priority Standards: Geometry: 2.0, 4.0, 7.0, 16.0, 17.0
 Supporting Standards: Geometry: 1.0, 3.0, 22.0
Unit 3: Triangles and Triangle Congruence
This unit begins with proofs of the triangle sum theorem and the exterior angle theorem. Triangles are then classified by side, and by angle. Important vocabulary is defined, including special vocabulary for right and isosceles triangles. The base angle theorem for isosceles triangles is proven, as well as results about equilateral triangles. Side relationships of triangles are studied, and the proof of the triangle inequality theorem is given. The mid-segment theorem and its proof are discussed and illustrated in the coordinate plane.
Corresponding parts of congruent triangles are identified and basic congruence properties of triangles are given. Various postulates and theorems that are used to prove the congruence of two triangles are explored, including the Side-
Side-Side postulate, Side-Angle-Side postulate, Angle-Side-Angle postulate, and the AngleAngle-Side theorem. The Hypotenuse-Leg Theorem is then proven as a method for proving two right triangles are congruent. Throughout this unit, important theorems and results are used to make logical arguments, find measures of missing angles and sides, and solve problems in a real world context. The Pythagorean theorem is then revisited in the coordinate plane, and lengths of missing sides are found. The converse of the Pythagorean theorem is used to develop conditions for when a triangle is acute, right, or obtuse. Finally, the area of a triangle is explored, and formulas for the area of a triangle are derived and used to find the area of triangles in the coordinate plane.
Transformations in the plane are then used on triangles.
 High Priority Standards: Geometry: 2.0, 4.0, 10.0, 12.0, 13.0,

 Supporting Standards: Geometry: 1.0, 3.0, 5.0, 6.0, 8.0, 15.0, 22.0
Unit 4: Quadrilaterals
This unit begins in a similar fashion as the previous unit, by proving the
Quadrilateral Angle Sum theorem. Parallelograms are then defined and important results are proven regarding the sides and angles of a parallelogram.
These theorems are used to find the measure of missing sides and angles.
Other theorems are introduced in order to prove that certain quadrilaterals are parallelograms. Special parallelograms are then defined, including the rhombus, rectangle, and square. Conditions are developed that describe when a parallelogram is a rhombus, rectangle, or square. Special quadrilaterals are defined, including a trapezoid and kite. Conditions for an isosceles trapezoid are developed. The midsegment theorem for trapezoids is proven. Formulas for the area of various quadrilaterals are developed, and used in a real world context.
The Pythagorean theorem is used again in order to find the lengths of the diagonals of a rhombus and a kite. Area is revisited in terms of quadrilaterals.
Formulas for the areas of parallelograms and trapezoids are developed and used. Finally, quadrilaterals are plotted on the coordinate plane, and translated, reflected, or rotated. Each of these transformations is identified as an isometry, in that they preserve length.
 High Priority Standards: Geometry: 2.0, 7.0, 10.0, 12.0, 13.0, 22.0
 Supporting Standards: Geometry: 1.0, 3.0, 4.0, 8.0, 15.0
Unit 5: Polygons
Polygons are introduced by developing the polygon angle sum theorem. The differences between convex and concave polygons are explored, and sets of polygons are classified. A regular polygon is defined, and the formula for the measure of the interior angle of a regular polygon is derived. This formula is also used to find the number of sides of a polygon given the angle measure. The polygon exterior angle theorem is proven. The concept of area is applied to polygons. Areas of both regular and irregular polygons are found. Throughout this unit, important theorems and results are used to find measures of missing angles and sides, and solve problems in a real world context. Isometries in the coordinate plane are further discussed in terms of polygons.
 High Priority Standards: Geometry: 2.0, 12.0, 13.0, 22.0
 Supporting Standards: Geometry: 1.0, 3.0, 4.0, 7.0, 8.0, 10.0
Unit 6: Similar Polygons
Ratios and proportions are used to find missing lengths in geometric figures.
Similarity is then introduced in terms of a polygon. Corresponding parts of similar polygons are identified, and results are proven showing the proportional relationship of the perimeter of a polygon and the lengths of its sides. Ratios are used to relate corresponding sides of similar polygons. Areas of similar polygons are investigated. Triangles then become the focus. The Angle-Angle similarity postulate is introduced and used to prove two triangles are similar. The Side-

Side-Side and the Side-Angle-Side similarity theorems are proven and also used to prove two triangles similar. The Triangle Proportionality Theorem and its converse are also proven and used to solve problems in a real world context. Pythagorean triples and similarity are discussed, including an introduction to the special right triangles (30-60-90 and 45-45-90). Similarity is discussed in the coordinate plane by using similar triangles to illustrate the concept of the slope of a line. Throughout this unit, important theorems and results are used to find measures of missing angles and sides, and solve problems in a real world context.
 High Priority Standards: Geometry: 2.0, 4.0, 5.0, 6.0
 Supporting Standards: Geometry: 1.0, 3.0, 8.0, 10.0, 17.0, 20.0
Unit 7: Right Triangle Trigonometry
This unit begins with an exploration of several different proofs of the Pythagorean theorem. The three trigonometric ratios (sine, cosine, tangent) are defined in terms of a right triangle. The trigonometric ratios are found for given angles in a triangle, including the special right triangles. Values of the trigonometric ratios for 30 o
, 45 o
, 60 o
, and 90 o
angles are found. The trigonometric ratios are used in a real world context by solving problems using indirect measurement. The inverse trigonometric relationships are introduced, and used to solve triangles for missing sides and angles in a right triangle. The trigonometric ratios are defined in the coordinate plane using a right triangle placed at the origin along the xaxis.
Using these definitions, basic trigonometric identities are developed, including the fundamental trigonometric identities.
 High Priority Standards: Geometry: 2.0, 14.0, 18.0, 19.0, 20.0, 15.0
 Supporting Standards: Geometry: 1.0, 3.0
Unit 8: Circles
This unit begins with the geometric definition of a circle, and definitions of important vocabulary, including center, radius, diameter, chord, secant, and tangent. The concept of tangency is further explored, and the perpendicular relationship between a circles tangent and its radius, is proven. The chord of a circ le is used in the construction of the circle’s center, and results about congruent chords are proven. The focus of the unit then shifts to angles inside of a circle. Arcs and inscribed angles are defined, and results relating theses are proven. Theorems about the congruence of inscribed angles are proven. This leads to a discussion of inscribed and circumscribed polygons. Conditions for when a certain polygon can be inscribed in a circle are developed and proven. Throughout this unit, important results about circles are used to find the measure of missing angles or side lengths. Circles are then studied in the coordinate plane. The equation of a circle centered at the origin is developed, and knowledge of transformations of the plane is used to write the standard form of a circle centered at any point in the plane.
 High Priority Standards: Geometry: 2.0, 4.0, 7.0, 17.0, 21.0, 22.0
 Supporting Standards: Geometry: 1.0, 3.0, 8.0, 16.0

Unit 9: Solid Geometry
The concept of three-dimensional geometry is introduced, and the definition of a polyhedron is given, and connected with the definition of a polygon. Important vocabulary is defined, including the faces, edges, and vertices of polyhedra.
Polyhedra are classified, and regular polyhedra are defined, and compared to regular polygons. The concept of convex and concave is revisited in terms of the polyhedra. Euler’s theorem is introduced and used to relate the number of faces, vertices, and sides of polyhedra. The concept of a net is introduced to help define the surface area of prisms, cylinders, pyramids and cones. The concept of volume is reviewed in terms of the volume of a cube. Formulas for the volumes of prisms, cylinders, pyramids and cones are developed and used. The concept of a sphere is defined, and formulas for the surface area and volume of a sphere are found. Formulas for area and volume of geometric objects are written as functions, and graphed on a coordinate plane. Throughout this unit formulas and theorems relating to three-dimensional solids are used to solve problems in a real world context.
 High Priority Standards: Geometry: 2.0, 8.0, 9.0, 11.0
Supporting Standards: Geometry: 1.0, 3.0, 10.0
Unit 10: CST Review Unit
In this final unit, the connections that have been formed from unit to unit are solidified. The relationships between all the skill sets and concepts that have been learned throughout the course are communicated. As a way of differentiating instruction, understanding of skills and concepts from the course is self-assessed, and an individualized plan is developed to address any deficiencies.