Geometry Curriculum Map
Course Understandings
Essential Questions
Assessments
Course Knowledge/Skills
First Quarter
Students will understand:
Basic terminology of
geometry and its
measurements (lengths,
and angles).
How do the undefined
terms of point, line, and
plane set the stage for all of
geometry?
How to prove various
theorems using 2 column
proofs, flow proofs, and
paragraph proofs.
How does measurement
play an important role in
geometry and what other
ideas are there besides
measuring something?
Use properties of parallel
and perpendicular lines
and there relationships
with transversals.
How to use slope,
distance, and midpoint to
determine the congruence
of segments or parallelism
of them.
How do you use the ideas of
direct and indirect proof,
and counter-examples to
verify valid conjectures and
refute invalid conjectures?
How do you use properties
of lines and transversals to
find missing measures of
angles?
How can you use
coordinates and algebraic
techniques to represent,
interpret, and verify
geometric relationships?
Diagnostic Assessment:
Diagnostic tests on algebra competency.
Benchmark Assessment:
Students’ ability to comprehend
necessary math skills will be determined
through a Study Island Benchmark test 1
2.3.G.C.: G.2.2.1 Use and/or compare measurements of
angles.
2.9.G.A.:G.1.2.1 Recognize and/or apply properties of
angles, polygons, and polyhedra.
Formative Assessments:
Various formative assessments to
monitor student progress such as student
questioning, listening to students explain
to others, quizzes on individual sections,
written responses.
2.4.G.B.Use statements, converses, inverses, and
contrapositives to construct valid arguments
Summative Assessments:
2.9.G.C.:G.2.1.2 Solve problems using analytic
Tests and quizzes on properties of lines
and their angle measures that are
created when they intersect.
Test and quizzes on proofs.
Tests and quizzes on slope, distance, and
midpoint and graphing lines
Common Assessment on Chapters 1-3
2.4.G.A.:G.1.3.2 Write formal proofs and/or use logic
statements to construct or validate arguments.
geometry. Relate slope to perpendicularity or
parallelism. Use slope, distance, and/or midpoint
between two points.
Second Quarter
Students will understand:
How to prove triangles are
congruent and what
information is known once
you prove they are
congruent.
How to use various
properties of triangles and
find the missing angle
measures given certain
facts.
How to use various
properties of
quadrilaterals and
determine using
coordinate geometry what
type of quadrilateral it is.
How do you use the ideas of
direct and indirect proof,
and counter-examples to
verify valid conjectures and
refute invalid conjectures?
How do you determine if
triangles are congruent; and
what information will that
give you about the
triangles?
How do the relationships
with parallel lines from the
first nine weeks relate to
various quadrilaterals
properties?
How can you use
coordinates and algebraic
techniques to represent,
interpret, and verify
geometric relationships?
Diagnostic Assessment:
Study island questions (but not the
benchmark test)
2.4.G.A.:G.1.3.2 Write formal proofs and/or use logic
statements to construct or validate arguments.
Formative Assessments:
Various formative assessments to
monitor student progress such as student
questioning, listening to students explain
to others, quizzes on individual sections,
written responses.
Summative Assessments:
Tests and quizzes on proving triangles
congruent.
Tests and quizzes on properties of
triangles and their measures.
Tests and quizzes on properties of
quadrilaterals and their measures.
Common Assessment on Chapters 4-6
2.8.G.B.Use algebraic representations to solve problems
using coordinate geometry.
2.9.G.A.:G.1.2.1 Recognize and/or apply properties of
angles, polygons, and polyhedra.
2.11.G.C. AND 2.3 G.C.:G.2.2.2 Use and/or develop
procedures to determine or describe measures of
perimeter, circumference, and/or area. (May require
conversions within the same system.)
Third Quarter
Students will understand:
Solving proportional
relationships in similar
triangles.
How to simplify radical
expressions.
How to solve for missing
parts of a right triangle by
using Pythagorean
theorem or the basic trig
functions of sine, cosine,
tangent.
How to use 30-60-90 and
45-45-90 triangle
relationships and
Pythagorean triples to
quickly find missing
lengths
Diagnostic Assessment:
How can you explain the
relationship between
congruence and similarity in
both 2- and 3-dimensional
figures?
How are the rules of
exponents in algebra used
to simplify radical
expressions?
How can it be determined
what the values of the sides
and angles of a right triangle
are based upon a fixed angle
and side?
How do similar triangle
relationships relate to the
basic trig functions?
Study island questions
2.9.G.B.:G.1.3.1 Use properties of congruence,
correspondence, and similarity in problem solving
settings involving 2- and 3-dimensional figures.
Diagnostic test on working with radicals
2.10.G.A.:G.2.1.1 Solve problems involving right
triangles.
Benchmark Assessment:
Students’ ability to comprehend
necessary math skills will be determined
through a Study Island Benchmark test 2
Formative Assessments:
Various formative assessments to
monitor student progress such as student
questioning, listening to students explain
to others, quizzes on individual sections,
written responses.
Summative Assessments:
Tests and quizzes on solving ratios and
proportions.
Tests and quizzes on solving similar
polygons.
Tests and quizzes on simplifying radical
expressions for use with 30-60-90
relationships and basic trig functions
Tests and quizzes on solving a triangle for
missing sides or angles by using basic
trigonometric functions or the
Pythagorean theorem.
Common Assessment on chapters 8 and
9
2.1.G.A.
Model and compare values of irrational numbers.
Fourth Quarter
Students will understand:
Diagnostic Assessment:
How to use chords,
tangents, and secants to
find missing arc measures
and segment lengths.
How do intersections of
segments on a circle affect
arc measures and segment
lengths?
How to find area of
sectors and arc lengths of
circles.
How is the area of a sector
similar to find the arc length
of part of a circle, and how
are they different?
How to find the
geometric probability of
an event.
How to find volume and
surface area of prisms,
pyramids, cylinders,
cones, and spheres.
How can we represent the
probability of an event using
geometric properties of
length or area?
How can a change in one
measurement of a 2- or 3dimensional figure effect
other measurements such
as perimeter, area, surface
area or volume of that
figure?
Study island questions
Classroom Diagnostic Tools test
Or Keystones when implemented
2.9.G.A.:G.1.1.1 Identify and/or use parts of circles and
segments associated with circles, spheres, and
cylinders.
Formative Assessments:
Various formative assessments to
monitor student progress such as student
questioning, listening to students explain
to others, quizzes on individual sections,
written responses.
2.3.G.C.: G.2.2.2 Use and/or develop procedures to
determine or describe measures of perimeter,
circumference, and/or area. (May require conversions
within the same system.)
2.7.G.A.:G.2.2.4 Apply probability to practical situations.
Summative Assessments:
2.3.G.E.:G.2.2.3 Describe how a change in one
Test and quizzes on arc measures and
segment lengths in circles.
Tests and quizzes on area, circumference,
area of sectors, and arc length of a circle.
Tests and quizzes on geometric
probability.
Tests and quizzes on volume and surface
area of solids.
Common Assessment chapters 10-12
dimension of a 2 OR 3-dimensional figure affects other
measurements of that figure.
2.3.G.C.:G.2.3.1 Use and/or develop procedures to
determine or describe measures of surface area and/or
volume. (May require conversions within the same
system.)