Curriculum Map
UNIT NAME
Unit 1
Lines and
Angles
Chapters 1 and
3
STANDARDS
OBJECTIVES
I can…
CRS
CCS
BOA: 13-15
■ model a variety of
problem situations with
expressions and/or
equations
■ locate and describe
objects in terms of their
position on the number
line and on a grid
■ Estimate or calculate the
length of a line segment
based on other lengths given
on a geometric
Figure
CCSS.MATH.CONTENT.7.G.
B.5
Use facts about supplementary,
complementary, vertical, and
adjacent angles in a multi-step
problem to write and solve
simple equations for an
unknown angle in a figure.
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CCSS.MATH.CONTENT.8.G.
B.8
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Apply the Pythagorean
Theorem to find the distance
between two points in a
coordinate system.
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BOA:20-23
■ Compute the perimeter
of polygons when all
side lengths are given
■ Locate points in the
coordinate plane
■ Comprehend the concept of
length on the number line*
■ Find the measure of an
angle using properties of
parallel lines
■ Exhibit knowledge of
basic angle properties
and special sums of
angle measures (e.g.,
90°, 180°, and 360°)
BOA: 24 – 27
■ Determine the slope of a
line from points or
equations*
■ Match linear graphs with
their equations*
■ graph linear equations
and inequalities,
determine slopes of
CCSS.MATH.CONTENT.HS
G.CO.A.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.
CCSS.MATH.CONTENT.HS
G.GPE.B.5
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).
CCSS.MATH.CONTENT.HS
G.GPE.B.7
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Identify and model points,
lines and planes
Identify collinear and
coplanar points and
intersecting lines and planes
in space
Compute with measures
Find the distance between
two points
Find the midpoint of a
segment
Measure and classify angles
Identify and use congruent
angles and the bisector of an
angle
Identify and use special pairs
of angles
Identify perpendicular lines
Identify and name polygons
Find perimeters of a
polygons
Identify the relationships
between two lines or two
planes
Name angles formed by a
pair of lines and transversal
Use the properties of parallel
lines to determine congruent
angles
Use algebra to find angle
measure
Find the slope of the line
Use slope to identify parallel
and perpendicular lines
Write an equation of a line
given information
Solve problems by writing
equations
ASSESSMENTS
BOY Exam
Mid Chapter Exam ( Chapter 1 )
Chapter 1 Exam
Mid Chapter Exam ( Chapter 3 )
Chapter 3 Exam
Midterm Exam
Projects:
PortfolioAssessments Throughout
Construction
 Copy a segment and angle
 Construct perpendicular/angle
bisector
 Construct an isosceles and
regular triangle
 Construct various regular
polygons
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Discovering angle relationship when two
parallel lines are intersected by a transversal
Discover the relationship between the
slopes of parallel and perpendicular lines
lines, identify parallel and
perpendicular lines, and find
distances
■ Find the midpoint of a line
segment*
■ Use several angle
properties to find an
unknown angle measure
BOA: 33-36
■ Use the Distance Formula
■ Use the Pythagorean
theorem
Use coordinates to compute
perimeters of polygons and
areas of triangles and
rectangles, e.g., using the
distance formula.*
CCSS.MATH.CONTENT.HS
G.CO.C.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 those
equidistant from the segment's
endpoints.
CCSS.MATH.CONTENT.HS
G.CO.C.10
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.
CCSS.MATH.CONTENT.HS
G.CO.D.12
Make formal geometric
constructions with a variety of
tools and methods (compass and
straightedge, string, reflective
devices, paper folding, dynamic
geometric software,
etc.). Copying a segment;
copying an angle; bisecting a
segment; bisecting an angle;
constructing perpendicular lines,
including the perpendicular
bisector of a line segment; and
constructing a line parallel to a
given line through a point not on
the line.
Curriculum Map
UNIT NAME
Unit 2
Triangles,
Proof,
Similarity, and
Trigonometry.
Chapters 2
(proof) 4, 5
(triangles), 6
(similarity) and
7 (Trig)
STANDARDS
CRS
CCS
BOA: 13- 15
■ Estimate or calculate the
length of a line segment
based on other lengths given
on a geometric figure
CCSS.MATH.CONTENT.8.G.
A.4
Understand that a twodimensional figure is similar to
another if the second can be
obtained from the first by a
sequence of rotations,
reflections, translations, and
dilations; given two similar twodimensional figures, describe a
sequence that exhibits the
similarity between them.
BOA: 16- 19
■ identify the basic
trigonometric ratios†
BOA: 20- 23
■ Exhibit some knowledge of
the angles associated with
parallel lines
■ describe angles and
triangles using
mathematical
terminology and apply
their properties
■ recognize what
geometric properties and
relationships for parallel
lines to apply to find
unknown angle
measures
■ recognize when to apply
geometric properties and
relationships of triangles to
find unknown angle
measures
BOA: 24- 27
■ Use properties of
isosceles triangles*
■ Recognize Pythagorean
triples*
■ Apply special right triangle
properties and the
Pythagorean Theorem to
solve congruent and similar
shape problems
CCSS.MATH.CONTENT.8.G.
A.5
Use informal arguments to
establish facts about the angle
sum and exterior angle of
triangles, about the angles
created when parallel lines are
cut by a transversal, and the
angle-angle criterion for
similarity of triangles. For
example, arrange three copies of
the same triangle so that the sum
of the three angles appears to
form a line, and give an
argument in terms of
transversals why this is so.
OBJECTIVES
I can…
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CCSS.MATH.CONTENT.8.G.
B.6
Explain a proof of the
Pythagorean Theorem and its
converse.
CCSS.MATH.CONTENT.8.G.
B.7
Apply the Pythagorean Theorem
to determine unknown side
lengths in right triangles in real-
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Identify and classify triangles
by angles and sides
Apply the Angle Sum Theorem
and the Exterior angle
Theorem
Name and label corresponding
parts of congruent triangles
Identify congruence
transformations
Use SSS and SAS Postulate to
test for triangle congruence
Use ASA and AAS Postulates to
test for triangle congruence
Use properties of Isosceles
and Equilateral triangles
Identify and use perpendicular
and angle bisectors in
triangles
Identify and use medians and
altitudes in triangles
Recognize and apply
properties of inequalities to
the measures of angles of a
triangle
Recognize and apply
properties of inequalities to
the relationship between
angles and sides of a triangle
Apply the Triangle Inequality
Theorem
Write ratios and use
properties of proportions
Identify similar figures and
solve problems involving scale
factors
Identify similar triangles and
use such to solve problems
Use proportional parts of
triangles
Divide a segment into parts
Use the Pythagorean Theorem
and its converse
Use properties of 45-45-90
ASSESSMENTS
Mid Chapter Exam ( Chapter 4 )
Chapter 4 Exam
Mid Chapter Exam ( Chapter 5 )
Chapter 5 Exam
Mid Chapter Exam ( Chapter 6 )
Chapter 6 Exam
Final Exam
Mid Chapter Exam ( Chapter 7 )
Chapter 7 Exam
Projects
Ongoing Portfolio Assessments
Student construct Sextants for Trig
Application Project
■ Express the sine, cosine,
and tangent of an angle in a
right triangle as a ratio of
given side lengths†
■ use basic trigonometric
ratios to solve problems
involving indirect
measurement†
BOA: 33- 36
■ Draw conclusions based
on a set of conditions
■ Solve multi step geometry
problems that involve
integrating concepts,
planning, visualization,
and/or making
connections with other
content areas
■ Write expressions,
equations, and
inequalities for common
algebra settings
■ Solve linear inequalities
that require reversing the
inequality sign
■ examine and compare a
variety of methods to find
areas of composite
figures and construct
scale drawings
■ Use scale factors to
determine the magnitude of a
size change
■Apply properties of 30°60°-90°, 45°-45°-90°,
similar, and congruent
triangles
■ Use the Pythagorean
Theorem
■ Apply basic Trigonometric
to solve right triangle
problems
world and mathematical
problems in two and three
dimensions.
CCSS.MATH.CONTENT.HS
G.CO.B.7
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.
CCSS.MATH.CONTENT.HS
G.CO.B.8
Explain how the criteria for
triangle congruence (ASA, SAS,
and SSS) follow from the
definition of congruence in
terms of rigid motions.
CCSS.MATH.CONTENT.HS
G.CO.C.10
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.
CCSS.MATH.CONTENT.HS
G.CO.D.13
Construct an equilateral triangle,
a square, and a regular hexagon
inscribed in a circle.
CCSS.MATH.CONTENT.HS
G.SRT.A.1
Verify experimentally the
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and 30-60-90 triangles
Find trigonometric ratios using
right triangles
Solve problems using
trigonometric ratios
Solve problems using angles of
elevation and depression
properties of dilations given by a
center and a scale factor:
CCSS.MATH.CONTENT.HS
G.SRT.A.1.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.
CCSS.MATH.CONTENT.HS
G.SRT.A.1.B
The dilation of a line segment is
longer or shorter in the ratio
given by the scale factor.
CCSS.MATH.CONTENT.HS
G.SRT.A.2
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.
CCSS.MATH.CONTENT.HS
G.SRT.A.3
Use the properties of similarity
transformations to establish the
AA criterion for two triangles to
be similar.
CCSS.MATH.CONTENT.HS
G.SRT.C.6
Understand that by similarity,
side ratios in right triangles are
properties of the angles in the
triangle, leading to definitions of
trigonometric ratios for acute
angles.
CCSS.MATH.CONTENT.HS
G.SRT.C.7
Explain and use the relationship
between the sine and cosine of
complementary angles.
CCSS.MATH.CONTENT.HS
G.SRT.C.8
Use trigonometric ratios and the
Pythagorean Theorem to solve
right triangles in applied
problems.*
Curriculum Map
UNIT NAME
Unit 3
Quadrilaterals
And Circles
Chapters 8, 9
and 10
STANDARDS
CRS
BOA: 13 – 15
■ locate and describe
objects in terms of their
position on the number
line and on a grid
■ describe, compare, and
contrast plane and solid
figures using their attributes
■ Estimate or calculate the
length of a line segment
based on other lengths given
on a geometric figure
BOA: 16-19
■Locate points in the
coordinate plane
■ represent and interpret
relationships defined by
equations and formulas;
translate between
representations as ordered
pairs, graphs,
and equations; and
investigate symmetry and
transformations (e.g.,
reflections, translations,
rotations)
■ Compute the area of
rectangles when whole
number dimensions are given
■ find area and perimeter of a
variety of polygons by
substituting given values into
standard geometric formulas
■ Use geometric formulas
when all necessary
information is given
■ apply a variety of strategies
to determine the
circumference or perimeter
and the area for circles,
OBJECTIVES
I can…
CCS
CCSS.MATH.CONTENT.8.G.
A.3
Describe the effect of dilations,
translations, rotations, and
reflections on two-dimensional
figures using
CCSS.MATH.CONTENT.HS
G.CO.A.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.
CCSS.MATH.CONTENT.HS
G.CO.A.2
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 not (e.g.,
translation versus horizontal
stretch).
CCSS.MATH.CONTENT.HS
G.CO.A.5
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.
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Find the sum of the
measures of the
interior/exterior angles of a
polygon
Recognize and apply
properties of the sides,
angles and diagonals of
parallelograms
Recognize the conditions
that assure quadrilateral is a
parallelogram
Recognize and apply
properties of rectangles and
determine whether
parallelogram is a rectangle
Recognize and apply the
properties of rhombi and
squares
Recognize and apply the
properties of trapezoids
Solve problems involving
the medians of trapezoids
Draw reflected images and
recognize and draw lines of
symmetry
Draw translated images
using coordinates
Identify figures with
rotational symmetry
Determine whether the
dilation is enlargement, a
reduction or congruence
transformation
Determine the scale factor
for a given polygon
Solve problems involving
the circumference of a
circle
Find arc length
Recognize and use
relationships between arcs
ASSESSMENTS
Mid Chapter Exam ( Chapter 8 )
Chapter 8 Exam
Chapter 9 Exam
Chapter 10 Exam
Midterm Exam
Projects
Ongoing Portfolio Assessments
triangles, rectangles, and
composite geometric
figures
BOA: 20- 23
■ Compute the perimeter of
simple composite geometric
figures with unknown side
lengths*
BOA: 33-36
■ investigate angle and arc
relationships for circles
■ Use relationships among
angles, arcs, and
distances in a circle
CCSS.MATH.CONTENT.HS
G.CO.C.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 congruent
diagonals.
CCSS.MATH.CONTENT.HS
G.C.A.2
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.
and chords
Curriculum Map
UNIT NAME
Unit 4
Area, Surface
Area and
Volume
Chapters 11,12
and 13
STANDARDS
CRS
CCS
BOA: 13- 15
■ describe, compare, and
contrast plane and solid
figures using their
attributes
■ distinguish between area
and perimeter, and find the
area or perimeter when all
relevant dimensions are given
CCSS.MATH.CONTENT.7.G.
B.6
Solve real-world and
mathematical problems
involving area, volume and
surface area of two- and threedimensional objects composed
of triangles, quadrilaterals,
polygons, cubes, and right
prisms.
BOA: 16-19
■ Find area and perimeter of
a variety of polygons by
substituting given values into
standard geometric formulas
■ Compute the area and
perimeter of triangles and
rectangles in simple problems
■ Use geometric formulas
when all necessary
information is given
■ apply a variety of strategies
to determine the
circumference or perimeter
and the area for circles,
triangles, rectangles, and
composite geometric
figures
BOA: 20- 23
■ Compute the area of
triangles and rectangles
when one or more additional
simple steps are required
■ Compute the area and
circumference of circles
after identifying necessary
information
■ Compute the perimeter of
simple composite geometric
figures with unknown side
lengths*
CCSS.MATH.CONTENT.7.G.
B.6
Solve real-world and
mathematical problems
involving area, volume and
surface area of two- and threedimensional objects composed
of triangles, quadrilaterals,
polygons, cubes, and right
prisms.
CCSS.MATH.CONTENT.7.G.
B.4
Know the formulas for the area
and circumference of a circle
and use them to solve problems;
give an informal derivation of
the relationship between the
circumference and area of a
circle.
CCSS.MATH.CONTENT.8.G.
C.9
Know the formulas for the
volumes of cones, cylinders, and
spheres and use them to solve
real-world and mathematical
problems.
CCSS.MATH.CONTENT.HS
OBJECTIVES
I can…
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Find perimeters and areas of
parallelograms
Find areas of triangles and
trapezoids
Calculate areas of regular
polygons and circles
Find areas of irregular figures
Identify and use threedimensional figures
Draw two-dimensional models
for three-dimensional figures
Calculate surface areas of
three-dimensional figures
Find lateral and surface areas
of prisms, cylinders, pyramids
and cones
Calculate surface area of
sphere
Find volumes of prisms,
cylinders, cones, pyramids and
spheres
ASSESSMENTS
Mid Chapter Exam ( Chapter 11)
Chapter 11 Exam
Mid Chapter Exam ( Chapter 12 )
Chapter 12 Exam
Mid Chapter Exam ( Chapter 13 )
Chapter 13 Exam
Final Exam
EOY Exam
Projects
Group Research and Presentation Project
Concludes the last month of school year.
BOA: 24 – 27
■ Use relationships involving
area, perimeter, and volume
of geometric figures to
compute another measure
■ examine and compare a
variety of methods to find
areas of composite figures
and construct scale drawings
■ Compute the area of
composite geometric figures
when planning or
visualization is required
G.GMD.A.1
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.
CCSS.MATH.CONTENT.HS
G.GMD.A.3
Use volume formulas for
cylinders, pyramids, cones, and
spheres to solve problems.*