Mathematics Curriculum:
Geometry/Geometry Honors
Geometry Mapping
Dates
Math
September 4- October
24, 2014
5 Weeks
2 Weeks
Instruction Assessment/
Enrichment/
Unit 1
Asmnt
1/Unit 1
October 27 – December
22 2014
5 Weeks
2 Weeks
Instruction Assessment/
Enrichment/
Unit 2
Asmnt
2/Unit2
Mathematics: Geometry
Standard
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G.CO.1
G.CO.4
G.CO.2
G.CO.3
G.CO.5
G.CO.6
G.CO.7
G.CO8
G.CO.9
G.CO.10
G.CO.11
Description
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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.
Represent
transformations in the
plane using, e.g.,
transparencies and
geometry software;
describe
transformations as
functions that take
points in the plane as
inputs and give other
points as outputs.
Compare
transformations that
preserve distance and
angle to those that do
January 5 –Feb 27 2015
March 2 – Apr 24, 2014
Apr 27-June 19, 2014
5 Weeks
Instruction
5 Weeks
Instruction
5 Weeks
Instruction
Unit 3
2 Weeks
Assessment/
Enrichment/
Asmnt
3/Unit 3
Unit 4
2 Weeks
Assessment/
Enrichment/
Asmnt
4/Unit 4
Unit #1: Congruence, Proof, and
Construction
9/4/14-10/24/14
Student Learning Objectives
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Use the undefined notion of a
point, line, distance along a
line and distance around a
circular arc to develop
definitions for angles, circles,
parallel lines, perpendicular
lines and line segments.
Apply the definitions of
angles, circles, parallel lines,
perpendicular lines and line
segments to describe rotations,
reflections, and translations.
Develop and perform rigid
transformations that include
reflections,
rotations,
translations and dilations using
geometric software, graph
paper, tracing paper, and
geometric tools and compare
them
to
non-rigid
transformations.
Unit 3
2 Weeks
Assessment/
Enrichment/
Asmnt
5/Unit 5
Unit #1
Interdisciplinary Connections/Critical Thinking
 Translations:
Activity: Create your own kaleidoscope
http://www.zefrank.com/dtoy_vs_byokal/
 Reflections:
Activity Lab: Paper Folding and Reflections
Activity: Reflect the given pattern in a line:
http://www.primaryresources.co.uk/online/reflec
tion.swf
 Rotations:
Guided Problem Solving: Understanding Math
Problems
Activity: Rotate shapes either 90 or 45 degrees:
http://www.primaryresources.co.uk/online/rorati
on.swf
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Activity
Lab:
Tracing
Paper
Transformations
Use interactive figures to explore geometric
transformations (rotations, translations, and
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not (e.g., translation
versus horizontal
stretch).
Given a rectangle,
parallelogram,
trapezoid, or regular
polygon, describe the
rotations and reflections
that carry it onto itself.
Develop definitions of
rotations, reflections,
and translations in
terms of angles, circles,
perpendicular lines,
parallel lines, and line
segments
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.
Use geometric
descriptions of rigid
motions to transform
figures and to predict
the effect of a given
rigid motion on a given
figure; given two
figures, use the
definition of
congruence in terms of
rigid motions to decide
if they are congruent.
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Use rigid transformations to reflections and a composition of these):
determine, explain and prove http://standards.nctm.org/document/eexamples/c
congruence
of
geometric hap6/6.4/index.htm
figures.
Create proofs of theorems
involving
lines,
angles,
triangles, and parallelograms.
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Use the definition of
congruence in terms of
rigid motions to show
that two triangles are
congruent if and only if
corresponding pairs of
sides and corresponding
pairs of angles are
congruent.
Explain how the criteria
for triangle congruence
(ASA, SAS, and SSS)
follow from the
definition of
congruence in terms of
rigid motions.
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
those equidistant from
the segment’s
endpoints.
Prove theorems about
triangles. Theorems
include: measures of
interior angles of a
triangle sum to 180°;
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.
 Prove theorems about
parallelograms.
Theorems include:
measures of interior
angles of a triangle sum
to 180°; 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.
Mathematics: Geometry
Standard
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G.SRT.1
G.SRT.2
G.SRT.3
G.SRT.4
G.CO.10
Unit #2: Similarity and Proof
10/27/14-12/22/14
Student Learning Objectives
Description
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Verify experimentally
the
properties
of
dilations given by a
center and a scale
factor.
a. A dilation takes a
line not passing through
the center of the
dilation to a parallel
line, and leaves a line
passing through the
center unchanged.
b. The dilation of a line
segment is longer or
shorter in the ratio
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Justify the properties of
dilations given by a center and
a scale factor. A dilation takes
a line not passing through the
center of the dilation to a
parallel line, and leaves a line
passing through the center
unchanged (the dilation of a
line segment is longer or
shorter in the ratio given by the
scale factor).
Given two figures, use the
Unit #2
Interdisciplinary Connections/Critical Thinking
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Interactive webpage allowing students to
test all similarity triangle postulates.
http://www.keymath.com/x3343.xml
 Interactive calculator lesson using a TI
83 to experiment with the side splitter
theorem
http://education.ti.com/calculators/downloads/U
S/Activities/Detail?id=12318
 Multiple TI calculator lessons to explore
similar geometric figures
http://education.ti.com/calculators/timathnspired
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given by the scale
factor.
Given two figures, use
the
definition
of
similarity in terms of
similarity
transformations
to
decide if they are
similar; explain using
similarity
transformations
the
meaning of similarity
for triangles as the
equality
of
all
corresponding pairs of
angles
and
the
proportionality of all
corresponding pairs of
sides.
Use the properties of
similarity
transformations
to
establish
the
AA
criterion
for
two
triangles to be similar.
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.
Prove theorems about
triangles.
Theorems
include: measures of
interior angles of a
triangle sum to 180°;
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definition of similarity in terms /US/Activities/?t=5053&sa=5024
of similarity transformations to
decide if they are similar;
explain
using
similarity
transformations the meaning of
similarity for triangles as the
equality of all corresponding
pairs of angles and the
proportionality
of
all
corresponding pairs of sides.
Use the properties of similarity
transformations to establish the
AA criterion for two triangles
to be similar.
Prove
theorems
about
triangles.
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.
Mathematics: Geometry
Standard
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G.GPE.6
G.SRT.4
G.SRT.5
G.SRT.6
G.SRT.7
G.SRT.8
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Description
Find the point on a
directed line segment
between two given
points that partitions
the segment in a given
ratio.
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.
Use congruence and
similarity criteria for
triangles
to
solve
problems and to prove
relationships
in
geometric figures.
Understand that by
similarity, side ratios in
right
triangles
are
properties of the angles
Unit #3: Trigonometry
1/5/15-2/27/15
Student Learning Objectives
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Unit # 3
Interdisciplinary Connections/Critical Thinking
Real-World Applications:
 Website introduces geometric shapes and their
properties using everyday objects. Use classroom
objects and household items to discover 3
dimensional shapes and finding volume for those
shapes
http://www.learner.org/interactives/geometry/index.html
Find the point on a directed
line segment between two
given points that partitions the
segment in a given ratio.
Prove
theorems
about
triangles.
Use congruence and similarity Science/Chemistry/Physics Applications:
criteria for triangles to solve
 Density based labs that can be constructed in the
problems and to prove
classroom to model situations
relationships in geometric http://www.edinformatics.com/math_science/mass_volum
e_density.htm
figures.
Derive the definitions for
trigonometric ratios using
similarity of right triangles.
Explain
and
use
the
relationship between the sine
and cosine of complementary
angles.
Use trigonometric ratios and
the Pythagorean Theorem to
solve right triangles in applied
problems.
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in the triangle, leading
to
definitions
of
trigonometric ratios for
acute angles.
Explain and use the
relationship
between
the sine and cosine of
complementary angles.
Use
trigonometric
ratios
and
the
Pythagorean Theorem
to solve right triangles
in applied problems.
Mathematics: Geometry
Standard
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G.C.2
G.GPE.1
G.GPE.5
G.CO.11
G.GPE.4
G.GPE.7
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Description
Identify and describe
relationships among
inscribed angles, radii,
and chords. Include the
relationship between
central, inscribed, and
circumscribed angles;
inscribed angles on a
diameter are right
angles; the radius of a
circle is perpendicular
to the tangent where the
radius intersects the
circle.
Derive the equation of a
circle of given center
and radius using the
Pythagorean Theorem;
complete the square to
find the center and
radius of a circle given
Unit # 4: Circles and Expressing
Geometric Properties through Equations
3/2/15-4/24/15
Student Learning Objectives
 Identify and describe relationships
among inscribed angles, radii, and
chords. Include the relationship
between central, inscribed, and
circumscribed angles; inscribed
angles on a diameter are right angles;
the radius of a circle is perpendicular
to the tangent where the radius
intersects the circle.
 Derive the equation of a circle of
given center and radius using the
Pythagorean Theorem; complete the
square to find the center and radius
of a circle given by an equation.
 Prove the slope criteria for parallel
and perpendicular lines and use them
to solve geometric problems (e.g.
find the equation of a line parallel or
perpendicular to a given line that
passes through a given point.)
 Construct formal proofs using
Unit # 4
Interdisciplinary Connections/Critical Thinking
Data Analysis spiraled with coordinate proofs:
 Proofs Using Coordinate Geometry:
Example: Planning a Coordinate Geometry
Proof
http://regentsprep.org/Regents/math/geometry/GCG4/Coo
rdinatepRACTICE.htm
Activity Lab: Data Analysis: Interpreting Data
Technology Application: Geometer’s Sketchpad:
 Students will use the Geometer’s Sketchpad to
create different size circles. Then, they will
measure the degrees of all circles, and set up
ratios between. After, they will be able to take
the circumference of one and multiply by the
scale factor to get the other circle.
 Students will work with the Geometer’s
Sketchpad to construct circles. They will then
draw in radii, angles and chords and measure
angles formed between to show the relationship
between each.
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by an equation.
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
congruent diagonals.
Use coordinates to
prove simple geometric
theorems algebraically.
For example, prove or
disprove that a figure
defined by four given
points in the coordinate
plane is a rectangle;
prove or disprove that
the point (1, √3) lies on
the circle centered at
the origin and
containing the point (0,
2).
Prove the slope criteria
for parallel and
perpendicular lines and
use them to solve
geometric problems.
(E.g. find the equation
of a line parallel or
perpendicular to a
given line that passes
through a given point.
Use coordinates to
compute perimeters of
polygons and areas of
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theorems, postulates, and definitions
involving parallelograms. *
Use coordinates to prove simple
geometric theorems algebraically.
Use coordinates to compute
perimeters of polygons and areas of
triangles and rectangles, e.g., using
the distance formula.
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Students will use the Geometer’s Sketchpad to
draw triangles and measure out midpoints and
angle bisectors in order to create inscribed and
circumscribed triangles.
Students will use Geometer’s Sketchpad to create
tangent lines to given circles.
Students will use the Geometer’s Sketchpad to
create circles. They will then create and shade a
sector of a given circle, then draw in to create a
triangle within the sector. Students will then be
able to use formulas for area to show that
measured area is the same as ones they derived
themselves.
triangles and
rectangles, e.g., using
the distance formula.
Mathematics: Geometry
Standard
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G. GMD.3
G.MG.1
G.MG.2
G.MG.3
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Description
Give an informal
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.
Use geometric shapes,
their measures, and
their properties to
describe objects
Apply concepts of
density based on area
and volume in
modeling situations
Apply geometric
methods to solve design
problems
Unit # 5: Extending to Three Dimensions
4/27/15-6/19/15
Student Learning Objectives
 Solve problems using volume
formulas for cylinders, pyramids,
cones, and spheres.
 Use geometric shapes, their
measures, and their properties to
describe objects (e.g., modeling a
tree trunk or a human torso as a
cylinder).
 Use density concepts in modeling
situations based on area and volume.
(e.g., persons per square mile, BTUs
per cubic foot).
 Solve design problems using
geometric methods. (e.g., designing
an object or structure to satisfy
physical constraints or minimize
cost; working with typographic grid
systems based on ratios).
Unit # 5
Interdisciplinary Connections/Critical Thinking
Real-World Applications:
•
Website introduces geometric shapes and their
properties using everyday objects. Use classroom objects
and household items to discover 3 dimensional shapes and
finding volume for those shapes
http://www.learner.org/interactives/geometry/index.html