©2007 Austin Independent School District
Austin ISD Instructional Planning Guide – Mathematics
5 h Six Weeks IPG - February 26th – April 18th (33 days; 2 days for 6 weeks review/test)
Major Concept #1: Geometric Models
Overarching
Idea
Teacher
Guiding
Questions
Matrix
#
Matrix
Strand
Problem Solving
Communication
609
608
611
609
Problem Communic Problem
Problem Solving
Solving
ation
Solving
611
12 Days
Students develop and use geometric concepts, formulas, and skills to model and solve practical two-dimensional real world situations.


How do you know when to find the area or the perimeter of a plane figure?
How can you find the area and perimeter of a composite figure?
TEKS
Knowledge & Skill
Student Expectation
Compare and analyze
various methods for
solving a real-life problem.
(M.1.A)
The student uses a variety
of strategies and
approaches to solve both
routine and non-routine
problems. (M.1)
Use multiple approaches
(algebraic, graphical, and
geometric methods) to
solve problems from a
variety of disciplines.
(M.1.B
Select a method to solve a
problem, defend the
method, and justify the
reasonableness of the
results. (M.1C)
(M.1.A)
(M.1)
TAKS
OBJ
Resource
Time/
Pace
Mathematical Models with
Applications:
Chapter 6,
Using Geometric Models to
Solve Problems
Students will continue to
build on the K-8 and
Algebra I foundations as
they expand their
understanding through
other mathematical
experiences. Students will
use algebraic, graphical,
and geometric reasoning to
recognize patterns and
structure, to model
information, and to solve
problems from various
disciplines. (B.1)
608
Math Models
Principles of Learning Tip: AT and CE
Students will develop both mathematical intuition and algebraic
skills through activities based on real world situations involving
geometric models.
Accelerated Curriculum for
Mathematics Exit TAKS
(ACM)
Students are encouraged to use the graphing calculator to
verify results after solving the problems manually. The
students should understand the meaning of  and use the 
key on the graphing calculator to gain more accuracy in their
computations.
Group 1:
Activity 6.1,
page 667, Walking Around
Bases, Gardens, Trusses,
and Other Figures
Exercises page 675
Activity 6.1 Vocabulary:
perimeter, regular polygon, square, rectangle, triangle,
parallelogram, trapezoid, circle, circumference, radius,
diameter, 
Activity 6.1 Objectives
1. Understand that perimeter is a geometric property of
plane figures.
2. Write the formulas needed to calculate perimeters of
regular polygons and use them to solve real life
problems.
3. Solve problems involving perimeter using unit
analysis.
4. Write the formula for circumference of a circle and
use it to solve real life problems.
5. Understand the meaning of  and that 3.14 is not
the exact value of .
6. Use the  key on the calculator to solve problems
involving circumference.
ACM:
3 days
page 156 Special
Quadrilaterals
page 157 Properties of
Polygons
page 172 Circumference and
Diameter
page 173 Circumference
Activity 6.2,
page 681, Lance Armstrong
and You
Exercises page 682
1 day
(M.1.B)
(M.1.C)
Teacher Tools
ACM:
page 199 Adding and Taking
Away Area
DRAFT
Math Models
ACM: Accelerated Curriculum for Mathematics Exit Level TAKS, Student Edition, by Region IV
Page 1 of 5
Activity 6.2 Vocabulary:
irregular polygon, composite plane figure
Activity 6.2 Objectives
1. Calculate the perimeters of irregular polygons and
composite plane figures using formulas and
combinations of formulas.
2. Solve problems involving perimeter using unit
analysis.
2/18/2016
©2007 Austin Independent School District
Austin ISD Instructional Planning Guide – Mathematics
5 h Six Weeks IPG - February 26th – April 18th (33 days; 2 days for 6 weeks review/test)
12 Days (cont’d. from previous page)
Major Concept #1: Geometric Models (Continued)
Overarching
Idea
Teacher
Guiding
Questions
609
611
328
Problem Communi Problem
Solving
cation
Solving
611
Communication
608
Matrix
Strand
Graphing & Transformations
Matrix
#
Math Models
Students develop and use geometric concepts, formulas, and skills to model and solve practical two-dimensional real world situations.


How do you know when to find the area or the perimeter of a plane figure?
How can you find the area and perimeter of a composite figure?
TEKS
Knowledge & Skill
Student Expectation
(M.1.A)
(M.1)
The student uses algebraic
and geometric models to
represent patterns and
structures. (M.9)
Resource
(M.1.B)
Use geometric
transformations, symmetry,
and perspective drawings
to describe mathematical
patterns and structure in
art and architecture.
(M.9.A)
Time/
Pace
Activity 6.3,
page 685, Walking Around
Revisited
Exercises page 694
(M.1.B)
(M.1.C)
(M.1)
TAKS
OBJ
3 days
ACM:
page 181 Area of a Circle
page 182 Area of a Circle
Activity 6.4,
page 698, A New Pool and
Other Home Improvements
Exercises page 701
Group 1:
review skills
What Have I Learned? page
731,
How Can I Practice? page
733
assess mastery
Activity 6.3 Vocabulary:
area
Activity 6.3 Objectives
1. Write the formulas needed to calculate areas of
regular polygons and composite plane figures and
use them to solve real life problems.
2. Write the formula for area of a circle and use it to
solve real life problems.
Activity 6.4 Vocabulary:
1 day
Activity 6.6,
page 717, Moving Up With
Math
Exercises page 720
ACM:
page 149 Similar Polygons
page 152 Similar Polygons
page 155 Triangles
page 157 Properties of
Polygons
Teacher Tools
2 days
2 days
Activity 6.4 Objectives
1. Use geometric models to solve problems in context.
2. Distinguish between problems requiring area
formulas and perimeter formulas.
Activity 6.6 Vocabulary:
equilateral, isosceles, scalene, equiangular, right, acute,
obtuse, similarity
Activity 6.6 Objectives
1. Recognize the geometric properties of similar
triangles.
2. Use similar triangles in indirect measurement.
3. In context, use proportional reasoning to analyze
and choose the correct set up to utilize similar
triangles to model a real-life situation.
Teachers can use the Section 6 Skills Checks worksheets in
the Pearson Teacher’s Resource Guide to assess the
student’s understanding of the concepts/skills covered in
Chapter 6 Group 1 activities as an in-class quiz or as an athome assignment. The Section 7 Assessment of the Teacher’s
Resource Guide includes samples of quizzes, tests, and
exams that can be used as is or modified as needed. Teachers
are encouraged to include TAKS formatted problems from the
numerical fluency focus objectives on all formal assessments.
Students should be reminded that they have access to tutorials
and extra practice problems using the MathXL CD in addition
to the Interact Math and MyMathLab websites/software.
DRAFT
Math Models
ACM: Accelerated Curriculum for Mathematics Exit Level TAKS, Student Edition, by Region IV
Page 2 of 5
2/18/2016
©2007 Austin Independent School District
Austin ISD Instructional Planning Guide – Mathematics
5 h Six Weeks IPG - February 26th – April 18th (33 days; 2 days for 6 weeks review/test)
Major Concept #2: Three Dimensional Figures
Overarching
Idea
Teacher
Guiding
Questions
Communication
609
608
611
609
608
611
609
Problem Communic Problem Problem Commu Problem
Solving
ation
Solving Solving nication Solving
611
Problem
Solving
608
Matrix
Strand
10 Days
Students develop and use geometric concepts, formulas, and skills to model and solve practical three-dimensional real world situations.


How do you find the surface area of a three-dimensional object?
How do you find the volume of a three-dimensional object?
TEKS
Knowledge & Skill
Problem
Solving
Matrix
#
Math Models
Student Expectation
(M.1.A)
(M.1)
(M.1.B)
(M.1.C)
(M.1.A)
(M.1)
TAKS
OBJ
Resource
Time/
Pace
Group 2:
Activity 6.8,
page 738, Painting Your Way
Through the Summer
Exercises page 741
ACM:
page 189 Cube Towers
page 190 Area and Volume
page 191 Net of a Cube
page 192 Faces, Vertices,
and Edges
page 194 Visualizing the Net
page 196 Visualizing
3 days
Activity 6.9,
page 743, Truth in Labeling
Exercises page 746
(M.1.B)
(M.1.C)
(M.1.A)
(M.1)
Activity 6.10,
page 748, Analyzing an Ice
Cream Cone
Exercises page 751
(M.1.B)
3 days
Teacher Tools
Activity 6.8 Vocabulary:
surface area, rectangular prism, right circular cylinder, sphere
Activity 6.8 Objectives
1. Recognize the geometric properties of threedimensional figures.
2. Write the formulas for and calculate surface areas of
boxes (rectangular prisms), cans (right circular
cylinders), and balls (spheres).
Activity 6.9 Vocabulary:
volume
Activity 6.9 Objectives
1. Write the formulas for and calculate volumes of
boxes (rectangular prisms) and cans (right circular
cylinders).
2. Recognize geometric properties of threedimensional figures.
3. Distinguish between problems requiring area
formulas and volume formulas.
Activity 6.10 Vocabulary:
cone
Activity 6.10 Objectives
1. Write the formulas for and calculate volumes of balls
(spheres) and cones.
(M.1.C)
DRAFT
Math Models
ACM: Accelerated Curriculum for Mathematics Exit Level TAKS, Student Edition, by Region IV
Page 3 of 5
2/18/2016
©2007 Austin Independent School District
Austin ISD Instructional Planning Guide – Mathematics
5 h Six Weeks IPG - February 26th – April 18th (33 days; 2 days for 6 weeks review/test)
10 Days (cont’d. from previous page)
Major Concept #2: Three Dimensional Figures (Continued)
Overarching
Idea
Teacher
Guiding
Questions
Matrix
#
Matrix
Strand
Math Models
Students develop and use geometric concepts, formulas, and skills to model and solve practical three-dimensional real world situations.


How do you find the surface area of a three-dimensional object?
How do you find the volume of a three-dimensional object?
TEKS
Knowledge & Skill
Student Expectation
TAKS
OBJ
Resource
Time/
Pace
Teacher Tools
611
Communication
Activity 6.11,
page 754, Summertime
(M.1)
(M.1.B)
ACM:
page 200 Calculating Area
and Volume
page 204 Changing
Dimensions
page 215 Calculating Area
and Volume
Group 2:
review skills
What Have I Learned? page
757,
How Can I Practice? page
760
Gateway Review page 771
assess mastery
DRAFT
Math Models
ACM: Accelerated Curriculum for Mathematics Exit Level TAKS, Student Edition, by Region IV
Page 4 of 5
2 days
Activity 6.11 Vocabulary:
scale drawing
Activity 6.11 Objectives
1. Solve real life problems using geometry formulas.
2. Use scale drawings in the problem-solving process.
Teachers should assess the student’s ability to use the
concepts/skills covered in the Chapter 6 Group 2 activities.
The Gateway sections of the text can be used as the review
for a chapter test.
2 days
Students should be reminded that they have access to online
tutorials and extra practice problems using the MathXL CD in
addition to the Interact Math and MyMathLab
websites/software.
2/18/2016
©2007 Austin Independent School District
Austin ISD Instructional Planning Guide – Mathematics
5 h Six Weeks IPG - February 26th – April 18th (33 days; 2 days for 6 weeks review/test)
Math Models
Major Concept #3: Transformations and Math in Art
Overarching
Idea
Teacher
Guiding
Questions
Matrix
#
Matrix
Strand
9 Days
Students develop an understanding of transformational geometry and the mathematics involved in nature and the visual arts.



Where are some examples of the use of tessellations in the real world?
How can you differentiate among the movements of transformational geometry?
How has the golden ratio been utilized in nature and the artistic world?
TEKS
Knowledge & Skill
Student Expectation
TAKS
OBJ
Resource
Time/
Pace
512
Displaying & Interpreting Data
Activity 6.5,
page 703, Tessellations
Exercises page 713
(M.9)
(M.9.A)
ACM:
page 123 Translations,
Rotations, and Reflections
page 126 Tessellations
page 128 Changes and More
Changes
page 130 Dilations
4 days
504
Proportional Reasoning in
Probability
M. C. Escher website:
www.mcescher.com
Activity 6.7,
page 722, Math in Art
Exercises page 729
(M.9)
(M.9.A)
3 days
assess mastery
2 days
Teacher Tools
Activity 6.5 Vocabulary:
transformation, rigid motion, translation, rotation, reflection,
glide reflection, axis of reflection, vertex, center of rotation,
angle of rotation, symmetry, line of symmetry, reflective
symmetry, rotational symmetry
Activity 6.5 Objectives
1. Identify a tessellation.
2. Perform a transformation on a given figure.
3. Perform a reflection on a given figure.
4. Perform a rotation on a given figure.
5. Perform a translation on a given figure.
6. Perform a glide reflection on a given figure.
7. Identify reflective and translational symmetry.
Activity 6.7 Vocabulary:
golden ratio, golden rectangle, perspective, one-point
perspective, two-point perspective, illusion, Fibonacci number
Activity 6.7 Objectives
1. Recognize a golden rectangle by finding the golden
ratio.
2. Recognize Fibonacci numbers and the limit of the
ratio of successive Fibonacci numbers.
3. Distinguish between one- and two-point
perspectives.
4. Demonstrate an understanding of Desargue’s
Theorem.
Teachers should assess the student’s ability to use the
concepts/skills covered in these two Chapter 6 application
activities. A project or report could be used as an assessment
tool. The topics covered in these two sections provide an
excellent opportunity for students to mine the internet for more
information relating art and nature to mathematics and the use
of tessellations in ancient and modern cultures.
Students should be reminded that they have access to online
tutorials and extra practice problems using the MathXL CD in
addition to the Interact Math and MyMathLab
websites/software.
DRAFT
Math Models
ACM: Accelerated Curriculum for Mathematics Exit Level TAKS, Student Edition, by Region IV
Page 5 of 5
2/18/2016