North Laurel High School
Geometry Daily Pacing Map
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Last Revised: 5/15/12
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Unit 1-
Unit 1-
Unit 1-
Unit 1-
Unit 1-
Basics of Geometry
Basics of Geometry
Basics of Geometry
Basics of Geometry
Basics of Geometry
G.CO.1
I can identify the undefined
notions used in geometry
(point, line, plane, distance)
and describe their
characteristics.
G.CO.1
I can identify angles, circles,
perpendicular lines, parallel
lines, rays, and line
segments.
G.CO.1
I can identify angles, circles,
perpendicular lines, parallel
lines, rays, and line segments.
G.CO.1
I can define angles, circles,
perpendicular lines, parallel
lines, rays, and lines segments
precisely using the undefined
terms and “if-then” and “iff”
statements.
G.CO.1
I can define angles, circles,
perpendicular lines, parallel
lines, rays, and lines segments
precisely using the undefined
terms and “if-then” and “iff”
statements.
Quiz
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Unit 1-
Unit 1-
Unit 1-
Unit 1-
Unit 1-
Distance and Midpoint
Distance and Midpoint
Transformations
Transformations
Transformations
G.GPE.4
I can use the distance and
midpoint formulas to prove
congruence.
G.GPE.4
I can use the distance and
midpoint formulas to prove
congruence.
G.CO.2
I can draw transformations of
reflections, rotations,
translations, and
combinations of these using
graph paper, transparencies,
and/or geometry software.
G.CO.2
I can draw transformations of
reflections, rotations,
translations, and
combinations of these using
graph paper, transparencies,
and/or geometry software.
G.CO.2
-I can determine the
coordinates for the image of a
figure when a transformation
rule is applied to the
preimage.
Quiz
-I can distinguish between
transformations that are rigid
and those that are not.
North Laurel High School
Geometry Daily Pacing Map
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Last Revised: 5/15/12
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Unit 1-
Unit 1-
Unit 1-
Unit 1-
Unit 1-
Transformations
Transformations
Transformations
Transformations
Transformations
G.CO.2
-I can determine the
coordinates for the image of a
figure when a transformation
rule is applied to the
preimage.
G.CO.3
-I can describe and illustrate
how a figure is mapped onto
itself using transformations.
G.CO.3
-I can describe and illustrate
how a figure is mapped onto
itself using transformations.
-I can calculate the number
of lines of reflection
symmetry and the degree of
rotational symmetry of any
regular polygon.
-I can calculate the number of
lines of reflection symmetry
and the degree of rotational
symmetry of any regular
polygon.
G.CO.4
I can construct the reflection
definition by connecting any
point on the preimage to its
corresponding point on the
reflected image and
describing the line segment’s
relationship to the line of
reflection
Unit 1-
G.CO.4
I can construct the translation
definition by connecting any
point on the preimage to its
corresponding point on the
translated image, and
connecting a second point on
the preimage to its
corresponding point on the
translated image, and
describing how the two
segments are equal in length,
point the same direction, and
are parallel.
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Unit 1-
Transformations
Transformations
Transformations
G.CO.4
I can construct the rotation
definition by connecting the
center of rotation to any point
on the preimage and to its
corresponding point on the
rotated image, and describing
the measure of the angle
formed and the equal
measures of the segments
that formed the angle as part
of the definition.
G.CO.5
-I can draw specific
transformations.
G.CO.5
-I can draw specific
transformations.
-I can predict and verify the
sequence of transformations
that will map a figure onto
another.
-I can predict and verify the
sequence of transformations
that will map a figure onto
another.
-I can distinguish between
transformations that are rigid
and those that are not.
Quiz
16
Unit 1-
17
Flex day use for remediation
and differentiation.
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Mid Term Test
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North Laurel High School
Geometry Daily Pacing Map
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Last Revised: 5/15/12
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Unit 1-
Unit 1-
Unit 1-
Unit 1-
Unit 1-
Transformations
Transformations
Transformations
Proofs
Proofs
G.CO.6
I can define rigid motions as
reflections, rotations,
translations, and
combinations of these, all
preserving distance and angle
measure.
G.CO.6
I can define congruent
figures as figures that have
the same size and shape and
state that a composition of
rigid motions will map one
congruent figure onto
another.
G.CO.6
I can determine if two figures
are congruent by verifying if a
series of rigid motions will
map one figure onto another
G.CO.9
I can correctly interpret
geometric diagrams by
identifying what can and
cannot be assumed.
G.CO.9
I can order statements based
on the Law of Syllogism when
constructing my proof.
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Quiz
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Unit 1-
Unit 1-
Unit 1-
Unit 1-
Unit 1-
Proofs
Proofs
Proofs
Proofs
Constructions
G.CO.9
I can identify and use the
properties of congruence and
equality (reflexive, symmetric,
transitive) in my proofs.
G.CO.9
I can use theorems,
postulates, or definitions to
prove theorems about lines,
and angles, including:
*Vertical angles are
congruent
*a transversal with parallel
lines creates congruent and
supplementary angles.
*points on a perpendicular
bisector of a line segment
are exactly those equidistant
from the segment’s
endpoint.
G.CO.9
I can use theorems,
postulates, or definitions to
prove theorems about lines,
and angles, including:
*Vertical angles are congruent
*a transversal with parallel
lines creates congruent and
supplementary angles.
*points on a perpendicular
bisector of a line segment are
exactly those equidistant from
the segment’s endpoint.
G.CO.9
I can use theorems,
postulates, or definitions to
prove theorems about lines,
and angles, including:
*Vertical angles are congruent
*a transversal with parallel
lines creates congruent and
supplementary angles.
*points on a perpendicular
bisector of a line segment are
exactly those equidistant from
the segment’s endpoint.
G.CO.12
I can identify the tools used in
formal constructions.
I can use tools and methods
to precisely copy a segment,
copy an angle, bisect a
segment, bisect and angle,
construct perpendicular lines
and bisectors, and construct a
line parallel to a given line
through a point not on the
line.
Quiz
North Laurel High School
Geometry Daily Pacing Map
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Last Revised: 5/15/12
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Unit 1-
Unit 1-
Constructions
Constructions
G.CO.12
I can identify the tools used in
formal constructions.
I can use tools and methods
to precisely copy a segment,
copy an angle, bisect a
segment, bisect and angle,
construct perpendicular lines
and bisectors, and construct a
line parallel to a given line
through a point not on the
line.
G.CO.12
I can informally perform the
constructions listed above
using string, reflective
devices, paper folding,
and/or geometric software.
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Flex day use for remediation
and differentiation.
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Flex day use for remediation
and differentiation.
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UNIT TEST
North Laurel High School
Geometry Daily Pacing Map
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Last Revised: 5/15/12
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Unit 2-
Unit 2-
Unit 2-
Unit 2-
Triangles
Triangles
Triangles/Congruence
Triangles/Congruence
G.CO.7
I can define and classify a
triangle.
I can identify corresponding
sides and corresponding
angles of congruent
triangles.
G.CO.7
I can define and classify a
triangle.
I can identify corresponding
sides and corresponding
angles of congruent
triangles.
G.CO.7
I can identify corresponding
sides and corresponding
angles of congruent
triangles.
G.CO.7
I can demonstrate that when
distance is preserved and
angle measure is preserved
the triangles must also be
congruent.
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FLEX DAY USED FOR
REMEDIATION AND
DIFFERENTIATION
Quiz
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Unit 2-
Unit 2-
Unit 2-
Unit 2-
Triangles
Triangles
Triangles
Triangles
G.CO.8
I can define rigid motions as
reflections, rotations,
translations, and
combinations of these, all of
which preserve distance and
angle measure.
G.CO.8
I can list the sufficient
conditions to prove
triangles are congruent.
G.CO.8
I can map a triangle with
one of the sufficient
conditions onto the original
triangle and show that
corresponding sides and
angles are congruent.
G.CO.8
I can map a triangle with one
of the sufficient conditions
onto the original triangle and
show that corresponding
sides and corresponding
angles are congruent.
45
FLEX DAY USED FOR
REMEDIATION AND
DIFFERENTIATION
Quiz
North Laurel High School
Geometry Daily Pacing Map
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Last Revised: 5/15/12
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Unit 2-
Unit 2-
Unit 2-
Unit 2-
Unit 2-
Proofs
Proofs
Proofs
Dilations
Dilations
G.CO.10
I can prove the following
theorems about triangles:
*Interior angles of a triangle
sum to 180
*Base angles of isosceles
triangles are congruent
*Segment joining midpoints
of two sides of a triangle is
parallel to the third side and
½ its length.
*The medians of a triangle
meet at one point.
G.CO.10
I can prove the following
theorems about triangles:
*Interior angles of a triangle
sum to 180
*Base angles of isosceles
triangles are congruent
*Segment joining midpoints
of two sides of a triangle is
parallel to the third side and
½ its length.
*The medians of a triangle
meet at one point.
G.CO.10
I can prove the following
theorems about triangles:
*Interior angles of a triangle
sum to 180
*Base angles of isosceles
triangles are congruent
*Segment joining midpoints
of two sides of a triangle is
parallel to the third side and
½ its length.
*The medians of a triangle
meet at one point.
G.SRT.1
I can define dilation.
I can perform a dilation with
a given center and scale
factor on a figure in the
coordinate system.
G.SRT.1
I can verify that when a side
passes through the center of
dilation, the side and its image
lie on the same line.
I can verify that corresponding
side of the preimage and
images are parallel.
Quiz
51
Unit 2Dilations
G.SRT.1
I can verify that a side
length of the image is equal
to the scale factor
multiplied by the
corresponding side length of
the preimage.
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55
FLEX DAY USED FOR
REMEDIATION AND
DIFFERENTIATION
Unit 2-
Unit 2-
Unit 2-
Similarity
Similarity
Similarity
Quiz
G.SRT.2
I can define similarity as a
composition of rigid
motions followed by
dilations in which angle
measure is preserved and
side length is proportional.
G.SRT.2
I can identify corresponding
sides and corresponding
angles of similar triangles.
I can demonstrate that in a
pair of similar triangles,
corresponding angles are
congruent and sides are
proportional.
G.SRT.2
I can determine that two
figure are similar by verifying
that angle measure is
preserved and corresponding
sides are proportional.
North Laurel High School
Geometry Daily Pacing Map
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Last Revised: 5/15/12
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Unit 2-
Unit 2-
Unit 2-
Unit 2-
Unit 2-
Similarity
Similarity
Similarity
Proofs
Proofs
G.SRT.2
I can determine that two
figure are similar by
verifying that angle measure
is preserved and
corresponding sides are
proportional.
G.SRT.3
I can show and explain that
when two angle measures
are known the third angle
measure is also known.
G.SRT.3
I can conclude and explain
that AA similarity is a
sufficient condition for two
triangles to be similar.
G.SRT.4
I can prove the following:
 A line parallel to
one side of a
triangle divides the
other two
proportionally.
The Pythagorean Theorem
proved using triangle
similarity.
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Unit 2-
G.SRT.4
I can prove the following:
 If a line divides two
sides of a triangle
proportionally it is
parallel to the third
side.
The Pythagorean Theorem
proved using triangle
similarity.
Quiz
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Mid Term Exam
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Unit 2-
Unit 2-
Unit 2-
Congruence/Similarity
Congruence/Similarity
Trigonometry
Trigonometry
G.SRT.5
I can use triangle
congruence and triangle
similarity to prove
relationships in geometric
figures.
G.SRT.5
I can use triangle
congruence and triangle
similarity to prove
relationships in geometric
figures.
G.SRT.6
I can demonstrate that
within a right triangle, line
segments parallel to a leg
create similar triangles by AA
similarity.
G.SRT.6
I can use characteristics of
similar figures to justify the
trig. ratios.
I can define the trig ratios for
acute angles in a right triangle.
North Laurel High School
Geometry Daily Pacing Map
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Last Revised: 5/15/12
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Unit 2-
Unit 2-
Unit 2-
Unit 2-
Unit 2-
Trigonometry
Trigonometry
Trigonometry
Trigonometry
Trigonometry
G.SRT.6
I can use division and the
Pythagorean Theorem to
prove that sin2 + cos2 = 1
G.SRT.7
I can define complementary
angles.
I can calculate sine and
cosine ratios for acute
angles in a right triangle
when given two side
lengths.
G.SRT.7
I can define complementary
angles.
I can calculate sine and
cosine ratios for acute
angles in a right triangle
when given two side
lengths.
G.SRT.7
I can use a diagram of a right
triangle to explain that for a
pair of complementary
angles A and B, the sine of A
is equal to the cosine of B
and vice versa.
G.SRT.8
I can use angle measures to
estimate side lengths.
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Unit 2-
Unit 2-
Unit 2-
Unit 2-
Unit 2-
Trigonometry
Trigonometry
Trigonometry
Trigonometry
Segment Partitioning
G.SRT.8
I can use side lengths to
estimate angle measures.
G.SRT.8
I can solve right triangles by
finding the measures of all
sides and all angles.
I can use sine, cosine,
tangent, and their inverses
to solve for the unknown
side lengths and angle
measures of a right triangle.
I can use the Pythagorean
theorem to solve for an
unknown side length of a
right triangle.
G.SRT.8
I can draw right triangles
that describe real world
problems and label the
sides and angles with their
given measures.
I can solve application
problems involving right
triangles. Including angle of
elevation and depression,
navigation, and surveying.
G.SRT.8
I can draw right triangles that
describe real world problems
and label the sides and
angles with their given
measures.
I can solve application
problems involving right
triangles. Including angle of
elevation and depression,
navigation, and surveying.
G.GPE.6
I can calculate the point(s) on a
directed line segment whose
endpoints are (x1,y1) and
(x2,y2) that partitions the
segment into a given ration, r1
to r2 using a formula.
Quiz
North Laurel High School
Geometry Daily Pacing Map
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Unit 2-
Last Revised: 5/15/12
77
FLEX DAY USED FOR
REMEDIATION AND
DIFFERENTIATION
Segment Partitioning
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FLEX DAY USED FOR
REMEDIATION AND
DIFFERENTIATION
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Exam
80
Exam
G.GPE.6
I can calculate the point(s)
on a directed line segment
whose endpoints are (x1,y1)
and (x2,y2) that partitions
the segment into a given
ration, r1 to r2 using a
formula.
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Unit 3-
Unit 3-
Unit 3-
Unit 3-
Unit 3-
Polygons
Polygons
Quadrilaterals
Quadrilaterals
Quadrilaterals
I can define and identify
polygons.
I can classify quadrilaterals.
I can define and identify
polygons.
I can classify quadrilaterals.
G.CO.11
I can prove the following
theorems.
 Opposite sides of a
parallelogram are
congruent
 Opposite angles of
a parallelogram are
congruent
G.CO.11
I can prove the following
theorems.
 Opposite sides of a
parallelogram are
congruent
 Opposite angles of
a parallelogram are
congruent
G.CO.11
I can prove the following
theorems.
 Diagonals of a
parallelogram bisect
each other
 Rectangles are
parallelograms with
congruent diagonals.
I can use
properties of
quadrilaterals to
solve.
I can use properties of
quadrilaterals to solve.
I can use properties of
quadrilaterals to solve.
North Laurel High School
Geometry Daily Pacing Map
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Unit 3-
Unit 3-
Unit 3-
Unit 3-
Unit 3-
Quadrilaterals
Parallel and Perpendicular
Parallel and Perpendicular
Parallel and Perpendicular
Classifying Quadrilaterals
G.CO.11
I can prove the following
theorems.
 Diagonals of a
parallelogram bisect
each other
 Rectangles are
parallelograms with
congruent
diagonals.
G.GPE.5
-I can determine if lines are
parallel using their slopes.
G.GPE.5
I can write an equation of a
parallel line through a
specific point.
G.GPE.5
I can write an equation of a
perpendicular line through
a specific point.
G.GPE.4
I can represent the vertices of
a figure in the coordinate
plane using variables.
I can use coordinates to prove
or disprove a claim about a
figure.
*slope to determine parallel or
perpendicular
*distance for congruence
*midpoint for bisectors
-I can determine if lines are
perpendicular using their
slopes.
Quiz
Quiz
I can use properties
of quadrilaterals to
solve.
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Unit 3-
Unit 3-
Unit 3-
Unit 3-
Unit 3-
Classifying Quadrilaterals
Perimeter and Area
Volume
Volume
Volume
G.GPE.4
I can represent the vertices
of a figure in the coordinate
plane using variables.
I can use coordinates to
prove or disprove a claim
about a figure.
*slope to determine parallel
or perpendicular
*distance for congruence
*midpoint for bisectors
G.GPE.7
I can use the coordinates of
the vertices of a polygon
graphed in the coordinate
plane and use the distance
formula to compute the
perimeter.
I can use coordinates of the
vertices of triangles and
rectangles graphed in the
coordinate plane to
compute area.
G.GMD.1
I can define Pi as the ratio
of a circle’s circumference
to its diameter.
I can use algebra to
demonstrate that
circumference = pi * d
I can find the area of a
circle.
G.GMD.1
I can break a regular
polygon into triangles to
find its area.
I can use the Area formula
for a regular polygon
I can explain that as a
polygon increases its
number of sides it
approaches the area of a
circle.
G.GMD.1
I can identify the base for
prisms, cylinders, pyramids,
and cones.
I can calculate the area of the
base for prisms, cylinders,
pyramids, and cones.
Quiz
Quiz
North Laurel High School
Geometry Daily Pacing Map
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Last Revised: 5/15/12
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Unit 3-
Unit 3-
Unit 3-
Unit 3-
Unit 3-
Volume
Volume
Volume
Volume
Volume
G.GMD.1
I can develop the formula for
the volume of a prism and
cylinder.
I can compare the two
formulas and defend that
they are the same.
G.GMD.1
I can explain and use the
property that a pyramid and
cone are 1/3 the volume of
a prism and cylinder.
I can compare the two
formulas and defend that
they are the same.
G.GMD.2
I can state that if two solid
figures have the same total
height and their crosssectional areas are identical
at every level, the figures
have the same volume.
I can use a deck of cards to
demonstrate.
G.GMD.2
I can find cross sectional
area using Pythagorean
theorem and area formulas.
G.GMD.2
I can find cross sectional area
using Pythagorean theorem
and area formulas.
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Unit 3-
112
Flex day use for
remediation and
differentiation.
Volume
113
Flex day use for
remediation and
differentiation.
114
MIDTERM EXAM
115
Unit 3Volume
G.GMD.2
I can develop the formula for
the volume of a sphere.
G.GMD.3
I can use the formulas for the
volume of 3-D figures.
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Unit 3-
Unit 3-
Unit 3-
Unit 3-
Unit 3-
Volume
Volume
Volume
Volume
Volume
G.GMD.3
I can use the formulas for the
volume of 3-D figures.
G.GMD.3
I can use the formulas for
the volume of 3-D figures.
G.GMD.3
I can use the formulas for
the volume of 3-D figures.
G.GMD.3
I can use the formulas for
the volume of 3-D figures.
G.GMD.4
I can identify the shapes of
two-dimensional crosssections of three-dimensional
objects.
I can rotate a 2-D figure and
identify the 3-D object formed.
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Unit 3-
Unit 3-
Unit 3-
Unit 3-
Unit 3-
Volume
Volume
Volume
Volume
Volume
G.GMD.4
I can identify the shapes of
two-dimensional crosssections of threedimensional objects.
I can rotate a 2-D figure and
identify the 3-D object that is
formed.
G.GMD.4
I can identify the shapes of
two-dimensional crosssections of threedimensional objects.
I can rotate a 2-D figure and
identify the 3-D object that
is formed.
G.MG.2
I can decide whether it is
best to calculate or
estimate the area or
volume of a geometric
figure and perform the
calculation or estimation.
G.MG.2
I can break composite
geometric figures into
manageable pieces.
G.MG.2
I can apply area and volume to
situation involving density.
I can convert units of
measure.
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127
Unit 3-
Unit 3-
Volume
Volume
G.MG.3
I can create a visual
representation of a design
problem.
I can solve design problems
using a geometric model.
G.MG.3
I can interpret the results
and make conclusions
based on the geometric
model.
128
Flex day use for
remediation and
differentiation.
29
Flex day use for
remediation and
differentiation.
130
Nine Weeks Exam
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Unit 4-
Unit 4-
Unit 4-
Unit 4-
Unit 4-
Circles
Circles
Circles
Circles
Circles
G.C.1
I can prove that all circles
are similar by showing that
for a dilation centered at
the center of a circle, the
preimage and the image
have equal central angle
measures.
G.C.1
I can prove that all circles
are similar by showing that
for a dilation centered at
the center of a circle, the
preimage and the image
have equal central angle
measures.
G.C.2
I can identify central angles,
inscribed angles,
circumscribed angles,
diameters, radii, chords, and
tangents.
G.C.2
I can describe the relationship
between a central angle and the
arc it intercepts.
G.C.2
I can describe the relationship
between a circumscribed
angle and the arcs it
intercepts.
I can describe the relationship
between and inscribed angle
and the arc it intercepts.
Quiz
I can recognize that an inscribed
angle whose sides intersect the
endpoints of the diameter of a
circle is a right angle.
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137
Unit 4-
Unit 4-
Circles
Circles/Constructions
G.C.2
I can recognize that the
radius of a circle is
perpendicular to the
tangent where the radius
intersects the circle.
G.C.3
I can define the terms:
inscribed, circumscribed,
angle bisector, and
perpendicular bisector.
I can construct the inscribed
circle.
I can construct the
circumscribed circle.
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G.C.3
I can apply the Arc Addition
Postulate to solve for missing
arc measures.
I can prove that opposite
angles in an inscribed
quadrilateral are
supplementary.
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140
Unit 4-
Unit 4-
Circles/Arc Length
Circles/Sector Area
G.C.5
I can use similarity to calculate
the length of an arc.
G.C.5
I can define and calculate the
area of a sector of a circle.
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Unit 4-
Unit 4-
Unit 4-
Unit 4-
Unit 4-
Circles/Radians
Circles/Constructions
Circles/Equations
Circles/Equations
Parabolas
G.C.5
I can define the radian
measure of an angle as the
ratio of an arc length to its
radius and calculate a
radian measure when
given an arc length and its
radius.
G.CO.13
I can construct the
following:
G.GPE.1
I can draw a right triangle with
a horizontal leg, a vertical leg,
and the radius of a circle as its
hypotenuse.
G.GPE.1
I can identify the center and
radius of a circle given its
equation.
G.GPE.2
I can define a parabola.
I can find the distance from a
point on the parabola to the
directrix.
I can convert degrees to
radians using the constant
of proportionality
Hexagon inscribed in a
circle.
Quiz
Equilateral triangle
inscribed in a circle.
Square inscribed in a circle.
I can use the distance
formula, the coordinates of a
circle’s center and the circle’s
radius to write the equation
of the circle.
I can convert an equation of a
circle in general form to
standard form by completing
the square.
I can identify the center and
radius of a circle given its
equation.
Quiz
I can find the distance from a
point on the parabola to the
focus using the distance
formula.
North Laurel High School
Geometry Daily Pacing Map
146
Last Revised: 5/15/12
147
148
149
Unit 4-
Unit 4-
Unit 4-
Unit 4-
Parabolas
Ellipses
Ellipses
Ellipses
G.GPE.2
I can equate the two
distance expressions for a
parabola to write its
equation.
G.GPE.3
I can define an ellipse and a
hyperbola.
G.GPE.3
I can use the distance formula
to write an expression for the
sum of the distances from a
point on the ellipse to each
focus and equate it to the
given constant sum.
G.GPE.3
I can use the distance formula
to write an expression for the
difference of the distances from
a point on the hyperbola to
each focus and equate it to the
given constant sum.
I can use algebra to convert
the derived equation for a
hyperbola to standard form.
I can identify the center, foci,
and axes of an ellipse when
give the standard form
equation.
I can use algebra to convert the
derived equation for a
hyperbola to standard form.
I can identify the focus and
directrix of a parabola
when given its equation.
I can define and identify the
foci of an ellipse and a
hyperbola.
150
Mid Term Test
Unit 5-
Unit 5-
Unit 5-
I can identify the center, foci,
axes, and asymptotes of a
hyperbola when given the
standard form equation.
154
Unit 5-
Probability
Probability
Probability
Probability
Probability
S.CP.1
I can define event and
sample space.
I can establish events as
subsets of a sample space.
S.CP.1
I can define union,
intersection, and
complement.
S.CP.1
I can establish events as
subsets of a sample space
based on the union,
intersection, and/or
complement of other events.
S.CP.2
I can define and identify
independent events.
S.CP.2
I can calculate the probability
of an event.
I can explain and provide an
example to illustrate that for
two independent events, the
probability of the events
occurring together is the
product of the probability of
each event.
I can predict if two events are
independent, explain my
reasoning, and check my
statement by calculating
P(AandB) and P(A)xP(B)
151
152
153
Quiz
155
Unit 5-
North Laurel High School
Geometry Daily Pacing Map
156
Last Revised: 5/15/12
157
158
159
160
Unit 5-
Unit 5-
Unit 5-
Unit 5-
Unit 5-
Probability
Probability
Probability
Probability
Probability
S.CP.2
I can calculate the
probability of an event.
S.CP.3
I can define dependent
events and conditional
probability.
S.CP.3
I can explain that for two
events A and B, the
probability of event A
occurring given the
occurrence of event B is
P(A|B)= P(AandB)/P(B) and
give examples.
S.CP.3
I can explain that A and B are
independent events if the
occurrence of A does not
impact the probability of B
occurring and vice versa.
P(A|B)=P(A) and P(B|A)=P(B).
S.CP.4
I can determine when a twoway frequency table is an
appropriate display for a set
of data.
I can predict if two events
are independent, explain
my reasoning, and check
my statement by
calculating P(AandB) and
P(A)xP(B)
I can explain that
conditional probability is
the probability of an event
occurring given the
occurrence of some other
event and give examples
that illustrate conditional
probability.
I can determine if two events
are independent and justify my
conclusion.
Quiz
I can collect data from a
random sample.
I can construct a two-way
frequency table for the data
using the appropriate
categories for each variable.
I can pose a question for
which a two-way frequency is
appropriate, use statistical
techniques to sample the
population, and design a n
appropriate product to
summarize the process and
report the results.
North Laurel High School
Geometry Daily Pacing Map
161
Last Revised: 5/15/12
162
163
164
165
Unit 5-
Unit 5-
Unit 5-
Unit 5-
Unit 5-
Probability
Probability
Probability
Probability
Probability
S.CP.4
Using a two-way frequency
table:
S.CP.5
I can illustrate the concept
of a conditional probability
using everyday examples of
dependent events.
S.CP.6
I can calculate the probability
of the intersection of two
events.
S.CP.6
I can calculate the conditional
probability of A given B.
S.CP.6
I can interpret probability
based on the context of the
given problem.
I can decide if events are
independent of each other
by comparing P(B|A) and
P(B) or P(A|B) and P(A).
I can calculate the
conditional probability of A
given B using the formula
P(A|B)=P(AandB)\P(B)
Quiz
I can illustrate the concept
of independence using
everyday examples of
independent events.
166
167
Unit 5-
Unit 5-
Probability
Probability
S.CP.7
I can apply the Apply the
Addition Rule to determine
the probability of the
union of two events using
the formula.
P(A or B)=P(A) + P(B) – P(A
and B)
S.CP.7
I can interpret the
probability of unions and
intersections based on the
context of the given
problem.
168
Flex day use for remediation
and differentiation.
169
Flex day use for remediation
and differentiation
170
Final Exam