1
Long Range Plan
Timothy Hamrick
Spring 2013
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2
Class Information
Algebra 1………………………………………………………………………………………….p. 3
Honors Geometry …………………………………………………………………………….p. 4
CP Geometry …………………………………………………………………………………….p. 7
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Algebra 1 (2A):
This class consists of 15 students, mostly sophomores with a few seniors. These students are in a
double block course in Algebra designed to boost their chances of passing both the Algebra 1 EOC
and the HSAP exam. The class is highly skewed, with 11 males and 4 females, 13 African American
students to 2 white students. Ten of the fifteen students are on free or reduced lunch, and one is
identified as academically gifted. There are four students with IEPs in the class. The
accommodations are as follows:
Student 1 – Resource teacher for math, allowed extra time on assessments
Student 2 – Ability to retake tests, allowed the use of a calculator when calculations are required,
preferential seating, extra time on assessments, resource teacher for math
Student 3 – Preferential seating, extra time on assessments
Student 4 – Behavior intervention plan in place
On the P.A.S.S. standardized test, of the fourteen students with test data, 1/14 students tested at
the “Exceptional” level, 4/14 students tested at the “Met” level, and 9/14 student tested at the “Not
Met” level.
Their M.A.P. scores were interesting. As expected, there were many low scores. However, one
student, the one identified as academically gifted, scored in the 76th percentile, skewing the data.
To see the breakdown of the data, view the box and whisker plot on page 8.
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Honors Geometry:
(1A)
The first section of Honors Geometry meets first period on A days. As a result, students drag
sometimes and require prodding along to motivate them. The breakdown of the class is balanced
in that there are 9 male students and 8 female students. However, the racial make-up is not as
balanced. There are 12 white students, 4 African American students, and 1 Hispanic student. This
does not reflect the racial make-up of the school (53% African-American, 43% White, 4% other).1
Three students are on free or reduced lunch and seven are labeled as academically gifted.2 One
student is an English Language Learner, but is proficient enough in English that she does not
require accommodations. Sometimes, it is important to bear in mind that she may not understand
a question because of the wording. Two students have IEPs in the class. The accommodations are
as follows:3
Student 1 – Extra time on assessments, may ask for lecture notes, ability to retake tests
Student 2 – Preferential seating, extra time on assessments, ability to retake tests orally, calculator
allowed when calculations are required
On the P.A.S.S. standardized test, of the nine students with test data, 4/9 students tested at the
“Exceptional” level, 4/9 students tested at the “Met” level, and one student tested at the “Not Met”
level.2
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To view M.A.P. score data, see page 8.2
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(3B)
The next section of Honors Geometry meets third period on B days. This class consists almost
entirely of freshmen, with one sophomore student. Demographically, the breakdown of the class is
10 male students to 13 female students. There are 11 white students, 11 African American
students, and 1 Hispanic student. Four students are on free or reduced lunch and thirteen are
labeled as academically gifted.2 Two students have IEPs in the class. The accommodations are as
follows:3
Student 1 – Extra time on assessments, ability to retake tests
Student 2 – Preferential seating, extra time on assessments, ability to retake tests
On the P.A.S.S. standardized test, of the twenty students with test data, 10/20 students tested at
the “Exceptional” level, and 10/20 students tested at the “Met” level.2
To view M.A.P. score data, see page 8.2
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(4B)
The final section of Honors Geometry meets fourth period on B days. This class consists almost
entirely of freshmen as well, with four sophomores. Demographically, the male to female ratio is
9:9. There are 10 white students to 8 African American students. One student is on free or reduced
lunch and nine are labeled as academically gifted.2
On the P.A.S.S. standardized test, of the fourteen students with test data, 8/14 students tested at
the “Exceptional” level, and 6/14 students tested at the “Met” level.2
To view M.A.P. score data, see page 8.2
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Geometry CP:
This class consists of 13 students, mostly sophomores and juniors. The class has a male to female
ratio of 8:5, with 6 white students, 6 African American students, and 1 Arabic student. Five
students are on free or reduced lunch, and two are identified as academically gifted.2 One student
in the class is an English Language Learner. No accommodations are in place, but she is always
allowed to ask us clarifying questions about the wording or vocabulary if she does not understand
directions.3
On the P.A.S.S. standardized test, of the sever students with test data, 4/7 students tested at the
“Met” level and 3/7 students tested at the “Not Met” level.2
To view the breakdown of their M.A.P. scores, see page 8.2
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M.A.P. Testing Scores2
120
100
93
91
80
77
76
55
39
20
22
1A
2A
2
50
7.5
2
3A
Min
Q1
Q3
39
19
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64
34
5
0
79
Median
55
53
40
89
70
64
66
60
98
92
84.5
3B
4B
Max
10
Instructional Goals
Algebra 1………………………………………………………………………………………….p. 10
Honors Geometry …………………………………………………………………………….p. 16
CP Geometry …………………………………………………………………………………….p. 20
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Algebra 1:
Content Standards4
Standard EA-1: The student will understand and utilize the mathematical processes of problem
solving, reasoning and proof, communication, connections, and representation.
Indicators
EA1.1
EA1.2
EA1.3
EA1.4
EA1.5
Communicate a knowledge of algebraic relationships by using mathematical terminology appropriately.
Connect algebra with other branches of mathematics.
Apply algebraic methods to solve problems in real-world contexts.
Judge the reasonableness of mathematical solutions.
Demonstrate an understanding of algebraic relationships by using a variety of representations (including
verbal, graphic, numerical, and symbolic).
EA1.6 Understand how algebraic relationships can be represented in concrete models, pictorial models, and
diagrams.
EA1.7 Understand how to represent algebraic relationships by using tools such as handheld computing devices,
spreadsheets, and computer algebra systems (CASs).
Standard EA-2:
The student will demonstrate through the mathematical processes an
understanding of the real number system and operations involving exponents,
matrices, and algebraic expressions.
Indicators
EA2.1 Exemplify elements of the real number system (including integers, rational numbers, and irrational numbers).
EA2.2 Apply the laws of exponents and roots to solve problems.
EA2.3 Carry out a procedure to perform operations (including multiplication and division) with numbers written in
scientific notation.
EA2.4 Use dimensional analysis to convert units of measure within a system.
EA2.5 Carry out a procedure using the properties of real numbers (including commutative, associative, and
distributive) to simplify expressions.
EA2.6 Carry out a procedure to evaluate an expression by substituting a value for the variable.
EA2.7 Carry out a procedure (including addition, subtraction, multiplication, and division by a monomial) to simplify
polynomial expressions.
EA2.8 Carry out a procedure to factor binomials, trinomials, and polynomials by using various techniques (including
the greatest common factor, the difference between two squares, and quadratic trinomials).
EA-2.9 Carry out a procedure to perform operations with matrices (including addition, subtraction, and scalar
multiplication).
EA-2.10 Represent applied problems by using matrices.
Standard EA-3: The student will demonstrate through the mathematical processes an
understanding of relationships and functions.
Indicators
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EA3.1
EA3.2
EA3.3
EA3.4
EA3.5
Classify a relationship as being either a function or not a function when given data as a table, set of
ordered pairs, or graph.
Use function notation to represent functional relationships.
Carry out a procedure to evaluate a function for a given element in the domain.
Analyze the graph of a continuous function to determine the domain and range of the function.
1
Carry out a procedure to graph parent functions (𝑦 = 𝑦, 𝑦 = |𝑦|, 𝑦 = 𝑦2 , 𝑦 = √𝑦, 𝑦 = ).
EA3.6
EA3.7
EA3.8
Classify a variation as either direct or inverse.
Carry out a procedure to solve literal equations for a specified variable.
Apply proportional reasoning to solve problems.
Standard EA-4:
𝑦
The student will demonstrate through the mathematical processes an
understanding of the procedures for writing and solving linear equations and
inequalities.
Indicators
EA-4.1
EA-4.2
EA-4.3
EA-4.4
EA-4.5
EA-4.6
EA-4.7
EA-4.8
EA-4.9
EA-4.10
Carry out a procedure to write an equation of a line with a given slope and a y-intercept.
Carry out a procedure to write an equation of a line with a given slope passing through a given point.
Carry out a procedure to write an equation of a line passing through two given points.
Use a procedure to write an equation of a trend line from a given scatterplot.
Analyze a scatterplot to make predictions.
Represent linear equations in multiple forms (including point-slope, slope-intercept, and standard).
Carry out procedures to solve linear equations for one variable algebraically.
Carry out procedures to solve linear inequalities for one variable algebraically and then to graph the
solution.
Carry out a procedure to solve systems of two linear equations graphically.
Carry out a procedure to solve systems of two linear equations algebraically.
Standard EA-5:
Indicators
The student will demonstrate through the mathematical processes an
understanding of the graphs and characteristics of linear equations and
inequalities.
EA5.1 Carry out a procedure to graph a line when given the equation of the line.
EA5.2 Analyze the effects of changes in the slope, m, and the y-intercept, b, on the graph of y = mx + b.
EA5.3 Carry out a procedure to graph the line with a given slope and a y-intercept.
EA5.4 Carry out a procedure to graph the line with a given slope passing through a given point.
EA5.5 Carry out a procedure to determine the x-intercept and y-intercept of lines from data given tabularly,
graphically, symbolically, and verbally.
EA5.6 Carry out a procedure to determine the slope of a line from data given tabularly, graphically, symbolically, and
verbally.
EA5.7 Apply the concept of slope as a rate of change to solve problems.
EA5.8 Analyze the equations of two lines to determine whether the lines are perpendicular or parallel.
EA5.9 Analyze given information to write a linear function that models a given problem situation.
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EA5.10 Analyze given information to determine the domain and range of a linear function in a problem situation.
EA5.11 Analyze given information to write a system of linear equations that models a given problem situation.
EA5.12 Analyze given information to write a linear inequality in one variable that models a given problem situation.
Standard EA-6:
Indicators
The student will demonstrate through the mathematical processes an
understanding of quadratic relationships and functions.
EA6.1 Analyze the effects of changing the leading coefficient a on the graph of 𝑦 = 𝑦𝑦2 .
EA6.2 Analyze the effects of changing the constant c on the graph of 𝑦 = 𝑦2 + 𝑦.
EA6.3 Analyze the graph of a quadratic function to determine its equation.
EA6.4 Carry out a procedure to solve quadratic equations by factoring.
EA6.5 Carry out a graphic procedure to approximate the solutions of quadratic equations.
EA6.6 Analyze given information to determine the domain of a quadratic function in a problem situation.
HSAP Standards5
Numbers and Operations
N1 - The student will understand numbers, ways of representing numbers, relationships among
numbers, and number systems.
HSAP N1a Represent a number using scientific notation in applied situations.
HSAP N1b Find square roots.
HSAP N1c Find the value of numbers using exponents (e. g. , 29 , 106 ).
HSAP N1d Represent a percent as a decimal or fraction and vice versa.
HSAP N1e Use number sense.
HSAP N1f Compare and order fractions, decimals, and percents.
HSAP N1g Apply the commutative, associative, distributive, equality, and identity properties, including order of
operations, to simplify mathematical expressions, equations, and inequalities.
HSAP N1h Justify the steps in solving equations and inequalities.
N1 - The student will compute with rational numbers and make reasonable estimates in applied
situations.
HSAP N2a Add, subtract, multiply, and divide rational numbers (e.g., fractions, decimals, percents, integers) in realworld situations.
HSAP N2b Use computational skills to solve applied problems with ratios and proportions.
HSAP N2c Perform operations of addition, subtraction, and scalar multiplication to solve problems using matrices in
applied situations.
HSAP N2d Use rounding skills to estimate computations.
HSAP N2e Determine mathematically reasonable solutions using supporting data.
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Algebra
A1 - The student will understand and apply patterns, relations, and functions.
HSAP A1a Find the next term of a pattern or sequence.
HSAP A1b Generalize a pattern.
HSAP A1c Describe, extend, analyze, and create a wide variety of patterns to investigate relationships and solve
problems.
HSAP A1d Interpret situations in terms of given graphs.
HSAP A1e1 Identify situations that can and cannot be represented by a line.
HSAP A1e2 Understand the effects of changing the slope and y-intercept on graphs, linear equations, and in applied
situations.
HSAP A1f Use the laws of exponents.
A2 - The student will represent, analyze, and model situations using mathematical structures and
algebraic symbols.
HSAP A2a Evaluate expressions.
HSAP A2b Find specific function values.
HSAP A2c Simplify polynomial expressions.
HSAP A2d Perform polynomial arithmetic.
HSAP A2e Use symbols to represent unknowns.
HSAP A2f Translate an expression, equation, or inequality from words and vice versa.
HSAP A2g Represent and translate linear functions as equations and inequalities from tables, and graphs, and vice
versa.
HSAP A2h Identify a linear equation given characteristics of the line.
HSAP A2i Solve linear equations.
HSAP A2j Solve linear inequalities.
HSAP A2k Solve systems of linear equations.
HSAP A2l Solve simple quadratic equations.
Measurement and Geometry
MG1 - The student will apply appropriate techniques, tools, and formulas to determine
measurements and solve problems.
HSAP MG1a Find the perimeter and area of 2-dimensional figures.
HSAP MG1b Use formulas to find volume and surface areas of 3-dimensional objects (e.g., prisms, pyramids,
cylinders).
HSAP MG1c Approximate and find volumes and areas for irregular figures.
HSAP MG1d Use dimensional analysis to convert units and check measurement computations.
HSAP MG1e Convert and use appropriate units of measure (customary and metric).
MG2 - The student will analyze characteristics of two- and three-dimensional geometric shapes,
understand geometric relationships, and apply spatial relationships using coordinate
geometry.
HSAP MG2a Identify and apply properties of circles, polygons, and angles.
HSAP MG2b Analyze the properties of spheres, cylinders, prisms and pyramids.
HSAP MG2c Identify attributes of congruent figures.
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HSAP MG2d Identify attributes of similar figures.
HSAP MG2e Use proportions to solve problems involving similar figures, including scale drawings.
HSAP MG2f Identify the congruent and supplementary relationships of the angles formed by parallel lines and a transversal.
HSAP MG2g Determine the resulting change in area and volume of a figure when one or more dimensions are
changed.
HSAP MG2h Solve applied problems using the Pythagorean Theorem.
HSAP MG2i Given two points, find the slope between them.
HSAP MG2j Identify missing coordinates needed to form a specific polygon.
HSAP MG2k Translate, reflect, rotate, and dilate figures on the coordinate plane.
Data Analysis and Probability
DP1 - The student will use appropriate statistical methods to analyze data and apply basic concepts
of probability.
HSAP DP1a Represent and interpret data using circle graphs, bar graphs, scatterplots, histograms, stem-and-leaf plots,
box-and-whisker plots, and matrices.
HSAP DP1b Determine positive, negative, or no correlation between data.
HSAP DP1c Find the equation of the line that best fits a set of data (line of best fit).
HSAP DP1d Determine the line of best fit.
HSAP DP1e Identify the graph of the function that best models a data set.
HSAP DP1f Find the mean, median, mode, and range for a set of data.
HSAP DP1g Find the number of possible outcomes of an event.
HSAP DP1h Represent possible outcomes in the form of an organized list, chart, or tree diagram.
HSAP DP1i Calculate the probability of a simple event.
HSAP DP1j Calculate the probability of a complementary event.
Integrated Response Question (Critical Response)
The test will include three integrated-response questions (IRs). IRs are 3-point constructedresponse items that integrate content standards and process standards. IRs require students to use
the process skills of problem solving, communication, representations, and connections to apply a
solution strategy, and communicate and represent the result.
HSAP Integrated Response Question
Integrated Response Question (Constructive Response)
The test will include three integrated-response questions (IRs). IRs are 3-point constructedresponse items that integrate content standards and process standards. IRs require students to use
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the process skills of problem solving, communication, representations, and connections to apply a
solution strategy, and communicate and represent the result.
South Carolina HSAP Mathematics Constructed Response Scoring Rubric
Score Point
3




2




1




0

Descriptor
Addresses all parts of the task appropriately.
Provides thorough evidence of the student’s
knowledge, strategy, and execution (including
concepts, techniques, and representations) to meet
the intent of the task.
May contain execution errors that do not detract
from the overall correct completion of the task.
Clearly communicates the student’s mathematical
thinking.
Addresses most parts of the task appropriately.
Provides adequate evidence of the student’s
knowledge, strategy, and execution (including
concepts, techniques, and representations) to meet
the intent of the task.
May contain execution errors that do detract from
the overall correct completion of the task.
Adequately communicates the student’s
mathematical thinking.
Addresses some part(s) of the task appropriately.
Provides some evidence of the student’s knowledge,
strategy, and execution (including concepts,
techniques, and representations) to meet the intent
of the task.
Contains an attempt to accomplish some part of the
task with little success.
Minimally communicates the student’s mathematical
thinking.
There is no evidence of mathematical knowledge that
is appropriate to the intent of the task.
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B
UR
 Blank
 Unreadable or illegible.
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Honors Geometry:
Common Core6
Experiment with transformations in the plane

G-CO.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.

G-CO.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).

G-CO.3. Given a rectangle, parallelogram, trapezoid, or regular polygon, describe the rotations and reflections
that carry it onto itself.

G-CO.4. Develop definitions of rotations, reflections, and translations in terms of angles, circles, perpendicular
lines, parallel lines, and line segments.

G-CO.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.
Understand congruence in terms of rigid motions

G-CO.6. 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.

G-CO.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.

G-CO.8. Explain how the criteria for triangle congruence (ASA, SAS, and SSS) follow from the definition of
congruence in terms of rigid motions.
Prove geometric theorems

G-CO.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.

G-CO.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.
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
G-CO.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.
Make geometric constructions

G-CO.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.

G-CO.13. Construct an equilateral triangle, a square, and a regular hexagon inscribed in a circle.
Understand similarity in terms of similarity transformations

G-SRT.1. Verify experimentally the properties of dilations given by a center and a scale factor:
o
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.
o
The dilation of a line segment is longer or shorter in the ratio given by the scale factor.

G-SRT.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.

G-SRT.3. Use the properties of similarity transformations to establish the AA criterion for two triangles to be
similar.
Prove theorems involving similarity

G-SRT.4. 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.

G-SRT.5. Use congruence and similarity criteria for triangles to solve problems and to prove relationships in
geometric figures.
Define trigonometric ratios and solve problems involving right triangles

G-SRT.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.

G-SRT.7. Explain and use the relationship between the sine and cosine of complementary angles.

G-SRT.8. Use trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems.★
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Apply trigonometry to general triangles

G-SRT.9. (+) Derive the formula A = 1/2 ab sin(C) for the area of a triangle by drawing an auxiliary line from a
vertex perpendicular to the opposite side.

G-SRT.10. (+) Prove the Laws of Sines and Cosines and use them to solve problems.

G-SRT.11. (+) Understand and apply the Law of Sines and the Law of Cosines to find unknown measurements in
right and non-right triangles (e.g., surveying problems, resultant forces).
Understand and apply theorems about circles

G-C.1. Prove that all circles are similar.

G-C.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.

G-C.3. Construct the inscribed and circumscribed circles of a triangle, and prove properties of angles for a
quadrilateral inscribed in a circle.

G-C.4. (+) Construct a tangent line from a point outside a given circle to the circle.
Find arc lengths and areas of sectors of circles

G-C.5. Derive using similarity the fact that the length of the arc intercepted by an angle is proportional to the
radius, and define the radian measure of the angle as the constant of proportionality; derive the formula for the
area of a sector.
Translate between the geometric description and the equation for a conic section

G-GPE.1. 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.

G-GPE.2. Derive the equation of a parabola given a focus and directrix.

G-GPE.3. (+) Derive the equations of ellipses and hyperbolas given the foci, using the fact that the sum or
difference of distances from the foci is constant.
Use coordinates to prove simple geometric theorems algebraically

G-GPE.4. 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).

G-GPE.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).
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
G-GPE.6. Find the point on a directed line segment between two given points that partitions the segment in a
given ratio.

G-GPE.7. Use coordinates to compute perimeters of polygons and areas of triangles and rectangles, e.g., using
the distance formula.
Explain volume formulas and use them to solve problems

G-GMD.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.

G-GMD.2. (+) Give an informal argument using Cavalieri’s principle for the formulas for the volume of a sphere
and other solid figures.

G-GMD.3. Use volume formulas for cylinders, pyramids, cones, and spheres to solve problems.★
Visualize relationships between two-dimensional and three-dimensional objects

G-GMD.4. Identify the shapes of two-dimensional cross-sections of three-dimensional objects, and identify threedimensional objects generated by rotations of two-dimensional objects.
Apply geometric concepts in modeling situations

G-MG.1. Use geometric shapes, their measures, and their properties to describe objects (e.g., modeling a tree
trunk or a human torso as a cylinder).★

G-MG.2. Apply concepts of density based on area and volume in modeling situations (e.g., persons per square
mile, BTUs per cubic foot).★

G-MG.3. Apply geometric methods to solve design problems (e.g., designing an object or structure to satisfy
physical constraints or minimize cost; working with typographic grid systems based on ratios).
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Geometry CP:
Common Core6
Experiment with transformations in the plane

G-CO.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.

G-CO.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).

G-CO.3. Given a rectangle, parallelogram, trapezoid, or regular polygon, describe the rotations and reflections
that carry it onto itself.

G-CO.4. Develop definitions of rotations, reflections, and translations in terms of angles, circles, perpendicular
lines, parallel lines, and line segments.

G-CO.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.
Understand congruence in terms of rigid motions

G-CO.6. 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.

G-CO.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.

G-CO.8. Explain how the criteria for triangle congruence (ASA, SAS, and SSS) follow from the definition of
congruence in terms of rigid motions.
Prove geometric theorems

G-CO.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.

G-CO.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.
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
G-CO.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.
Make geometric constructions

G-CO.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.

G-CO.13. Construct an equilateral triangle, a square, and a regular hexagon inscribed in a circle.
Understand similarity in terms of similarity transformations

G-SRT.1. Verify experimentally the properties of dilations given by a center and a scale factor:
o
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.
o
The dilation of a line segment is longer or shorter in the ratio given by the scale factor.

G-SRT.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.

G-SRT.3. Use the properties of similarity transformations to establish the AA criterion for two triangles to be
similar.
Prove theorems involving similarity

G-SRT.4. 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.

G-SRT.5. Use congruence and similarity criteria for triangles to solve problems and to prove relationships in
geometric figures.
Define trigonometric ratios and solve problems involving right triangles

G-SRT.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.

G-SRT.7. Explain and use the relationship between the sine and cosine of complementary angles.

G-SRT.8. Use trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems.★
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Apply trigonometry to general triangles

G-SRT.9. (+) Derive the formula A = 1/2 ab sin(C) for the area of a triangle by drawing an auxiliary line from a
vertex perpendicular to the opposite side.

G-SRT.10. (+) Prove the Laws of Sines and Cosines and use them to solve problems.

G-SRT.11. (+) Understand and apply the Law of Sines and the Law of Cosines to find unknown measurements in
right and non-right triangles (e.g., surveying problems, resultant forces).
Understand and apply theorems about circles

G-C.1. Prove that all circles are similar.

G-C.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.

G-C.3. Construct the inscribed and circumscribed circles of a triangle, and prove properties of angles for a
quadrilateral inscribed in a circle.

G-C.4. (+) Construct a tangent line from a point outside a given circle to the circle.
Find arc lengths and areas of sectors of circles

G-C.5. Derive using similarity the fact that the length of the arc intercepted by an angle is proportional to the
radius, and define the radian measure of the angle as the constant of proportionality; derive the formula for the
area of a sector.
Translate between the geometric description and the equation for a conic section

G-GPE.1. 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.

G-GPE.2. Derive the equation of a parabola given a focus and directrix.

G-GPE.3. (+) Derive the equations of ellipses and hyperbolas given the foci, using the fact that the sum or
difference of distances from the foci is constant.
Use coordinates to prove simple geometric theorems algebraically

G-GPE.4. 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).

G-GPE.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).
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
G-GPE.6. Find the point on a directed line segment between two given points that partitions the segment in a
given ratio.

G-GPE.7. Use coordinates to compute perimeters of polygons and areas of triangles and rectangles, e.g., using
the distance formula.
Explain volume formulas and use them to solve problems

G-GMD.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.

G-GMD.2. (+) Give an informal argument using Cavalieri’s principle for the formulas for the volume of a sphere
and other solid figures.

G-GMD.3. Use volume formulas for cylinders, pyramids, cones, and spheres to solve problems. ★
Visualize relationships between two-dimensional and three-dimensional objects

G-GMD.4. Identify the shapes of two-dimensional cross-sections of three-dimensional objects, and identify threedimensional objects generated by rotations of two-dimensional objects.
Apply geometric concepts in modeling situations

G-MG.1. Use geometric shapes, their measures, and their properties to describe objects (e.g., modeling a tree
trunk or a human torso as a cylinder).★

G-MG.2. Apply concepts of density based on area and volume in modeling situations (e.g., persons per square
mile, BTUs per cubic foot).★

G-MG.3. Apply geometric methods to solve design problems (e.g., designing an object or structure to satisfy
physical constraints or minimize cost; working with typographic grid systems based on ratios).
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Sequence of Instructional Units
Algebra 1………………………………………………………………………………………….p. 25
Honors Geometry …………………………………………………………………………….p. 46
CP Geometry …………………………………………………………………………………….p. 55
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Algebra 1:
First Quarter – August 15, 2011 to October 18, 20113
Unit 1 – Graphing Unit #1 (August 15)
Standards: EA1.1, EA1.3, EA1.5, EA1.6, EA2.1, EA2.6, EA3.3, EA4.1, EA4.4, EA4.6, EA4.9, EA5.1,
EA5.2, EA5.3, EA5.4, EA5.6, EA5.7, HSAP N1d, HSAP N1g, HSAP A1d, HSAP A1e1, HSAP A1e2,
HSAP A2a, HSAP MG2i, HSAP DP1e
Unit 2 – Equations Unit (August 29)
Standards: EA1.1, EA1.2, EA1.3, EA2.6, EA3.3, EA3.7, EA4.7, EA5.9, EA5.10, HSAP A1a, HSAP
A2a, HSAP A2f, HSAP A2i, HSAP A2l, HSAP N1b, HSAP N1g, HSAP N1h
Unit 3 – Graphing Unit #2 (September 12)
Standards: EA1.1, EA1.3, EA1.5, EA1.6, EA3.3, EA3.7, EA4.1, EA4.4, EA4.6, EA4.9, EA5.3, EA5.4,
EA5.5, EA5.6, EA5.7, EA5.8, HSAP N1f, HSAP N2a
Unit 4 – Functions (September 23)
Standards: EA2.6, EA3.1, EA3.2, EA3.3, EA3.4, EA3.5, EA3.6, HSAP A1b, HSAP A2b, HSAP DP1e
Unit 5 – Inequalities (October 4)
Standards: EA1.1, EA1.3, EA4.8, EA5.12, HSAP A2f, HSAP A2j
Second Quarter – October 19, 2011 to January 9, 2012
Unit 6 – Writing Equations of Lines (October 17)
Standards: EA4.1, EA4.2, EA4.3, EA4.4, EA4.5, EA4.6, HSAP A2g, HSAP A2h, HSAP DP1b, HSAP
DP1c, HSAP DP1d, HSAP DP1a
Unit 7 – HSAP Geometric Measurements (October 25)
Standards: EA1.1, EA1.2, EA1.3, HSAP MG1a, HSAP MG1b, HSAP MG1c, HSAP MG2g, HSAP
Integrated Response
Unit 8 – Exponents and Monomial Multiplication & Division (November 3)
Standards: EA2.2, EA2.3, EA2.7, HSAP N1a, HSAP N1c, HSAP N1f, HSAP A1f
Unit 9 – HSAP Transformational & Coordinate Geometry (November 15)
Standards: EA1.1, EA1.2, EA1.3, HSAP MG2j, HSAP MG2k
Unit 10 – Polynomials (November 28)
Standards: EA2.7, EA6.4, HSAP A2c, HSAP A2d
Unit 11 – HSAP Data & Probability (December 5)
Standards: EA1.1, EA1.2, EA1.3, HSAP DP1f, HSAP DP1g, HSAP DP1h, HSAP DP1i, HSAP DP1j
Unit 12 – HSAP Data Graphs (December 12)
Standards: EA1.1, EA1.2, EA1.3, HSAP A1d, HSAP N1d, HSAP N1e, HSAP DP1a
Third Quarter – January 10, 2012 to March 14, 2012
Unit 13 – Systems of Equations (January 3)
Standards: EA4.9, EA4.10, EA5.8, EA5.11, HSAP N2a, HSAP A2k
Unit 14 – Exponents/ Polynomials Revisited (January 20)
Standards: EA2.2, EA2.3, EA2.7, HSAP N1a, HSAP N1c, HSAP A1f, HSAP A2c, HSAP A2d
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Unit 15 – Geometries Properties (January 31)
Standards: HSAP MG2a, HSAP MG2b, HSAP MG2c, HSAP MG2f
Unit 16 – Factoring and Quadratic Equations (February 16)
Standards: EA2.8, EA6.4 HSAP A2l
Unit 17 – Quadratic Graphing (February 29)
Standards: EA2.8, EA6.1, EA6.2, EA6.3, EA6.4, EA6.5,EA6.6
Fourth Quarter – March 15, 2012 to May 24, 2012
Units 18 – Applied Sciences in Algebra (March 13)
Standards: EA2.3, EA2.4, EA2.10, EA3.7, EA3.8, HSAP N2b, HSAP N2c, HSAP MG1d, HSAP
MG1e, HSAP MG2d, HSAP MG2e, HSAP dp1a
Unit 19 – Geometry Concepts (March 27)
EA1.2, EA1.4, EA4.7, HSAP N1e, HSAP N2d, HSAP N2e, HAPS MG2h
EOC Review/Prep (April 9 through May 1)
EOC Testing (May 2 through May 8)
Statistics Unit – Common Core Unit with Final Test (May 9 through May 24)
First Quarter3
Unit 1: Graphing Unit #1
EA1.1 Communicate a knowledge of algebraic relationships by using mathematical terminology appropriately.
EA1.3 Apply algebraic methods to solve problems in real-world contexts.
EA1.5 Demonstrate an understanding of algebraic relationships by using a variety of representations (including verbal,
graphic, numerical, and symbolic).
EA1.6 Understand how algebraic relationships can be represented in concrete models, pictorial models, and diagrams.
EA2.1 Exemplify elements of the real number system (including integers, rational numbers, and irrational numbers).
EA2.6 Carry out a procedure to evaluate an expression by substituting a value for the variable.
EA3.3 Carry out a procedure to evaluate a function for a given element in the domain.
EA4.1 Carry out a procedure to write an equation of a line with a given slope and a y-intercept.
EA4.4 Use a procedure to write an equation of a trend line from a given scatterplot.
EA4.6 Represent linear equations in multiple forms (including point-slope, slope-intercept, and standard).
EA4.9 Carry out a procedure to solve systems of two linear equations graphically.
EA5.1 Carry out a procedure to graph a line when given the equation of the line.
EA5.2 Analyze the effects of changes in the slope, m, and the y-intercept, b, on the graph of 𝑦 = 𝑦𝑦 + 𝑦.
EA5.3 Carry out a procedure to graph the line with a given slope and a y-intercept.
EA5.4 Carry out a procedure to graph the line with a given slope passing through a given point.
EA5.6 Carry out a procedure to determine the slope of a line from data given tabularly, graphically, symbolically, and verbally.
EA5.7 Apply the concept of slope as a rate of change to solve problems.
HSAP N1d Represent a percent as a decimal or fraction and vice versa.
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HSAP N1g Apply the commutative, associative, distributive, equality, and identity properties, including order of
operations, to simplify mathematical expressions, equations, and inequalities.
HSAP A1d Interpret situations in terms of given graphs.
HSAP A1e1 Identify situations that can and cannot be represented by a line.
HSAP A1e2 Understand the effects of changing the slope and y-intercept on graphs, linear equations, and in applied
situations.
HSAP A2a Evaluate expressions.
HSAP MG2i Given two points, find the slope between them.
HSAP DP1e Identify the graph of the function that best models a data set.
Day 1 (Monday August 15, 2011)
Introduction – grade calculation (decimal percents),
and student inventories (interest and intelligences - clicker)
Day 2
Rules Quiz
Graphing Concepts - Line Graphs
- Domain & Range
- Independent and Dependent Variable
- Input and Output
Cartesian Plane – Plotting Points
Day 3
Table Method: lines
Creating Tables from Graphed Lines (Missing Values on Linear Tables)
Day 4
Non-Linear Tables
Horizontal and Vertical Lines
Resource – Equation-Graph-Table
Identify the graph that best fits the data
Day 5
Graphing a line with slope and y-intercept
Write an equation of a line given a slope and y-intercept
Graphing a line given a slope and ANY POINT.
Write an equation of a line given a slope and ANY POINT
Day 6
Changes to m and b in 𝑦 = 𝑦𝑦 + 𝑦
Identify situations that can and cannot be represented by a line.
Day 7
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Two-point slope formula:
𝑦2 − 𝑦1
𝑦2 − 𝑦1
Slope Concept (tabular, graphed, picture, coordinate (including missing coordinates)
Day 8
Slope and y-intercept: Real World Problems
Review
Day 9
Assessment – Graphing Unit #1 – Test
Real Number Line (real number system: whole number/integers, rational and irrational numbers),
plus square root, absolute value, quadratics, and fractional-zero concepts.
Day 10
HSAP/EOC Prep
Unit 2: Equations Unit
EA1.1 Communicate a knowledge of algebraic relationships by using mathematical terminology appropriately.
EA1.2 Connect algebra with other branches of mathematics.
EA1.3 Apply algebraic methods to solve problems in real-world contexts.
EA2.6 Carry out a procedure to evaluate an expression by substituting a value for the variable.
EA3.3 Carry out a procedure to evaluate a function for a given element in the domain.
EA3.7 Carry out a procedure to solve literal equations for a specified variable.
EA4.7 Carry out procedures to solve linear equations for one variable algebraically.
EA5.9 Analyze given information to write a linear function that models a given problem situation.
EA5.10 Analyze given information to determine the domain and range of a linear function in a problem situation.
HSAP A1a Find the next term of a pattern or sequence.
HSAP A2e Use symbols to represent unknowns.
HSAP A2f Translate an expression, equation, … from words and vice versa.
HSAP A2i Solve linear equations.
HSAP A2l Solve simple quadratic equations.
HSAP N1b Find square roots.
HSAP N1g Apply the commutative, associative, distributive, equality, and identity properties, including order of
operations, to simplify mathematical expressions, equations, and inequalities.
HSAP N1h Justify the steps in solving equations and inequalities.
Day 11 (Monday August 29, 2011)
One-Step ALL skills
Two-Step Equations
Equations with Square Roots, Absolute Value, and simple Quadratics – with appropriate terminology
Linear Equation Modeling
Day 12
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More Two-Step Equations
Literal Equations – solving for identified variables
Connections: Substituting one half-coordinate of (𝑦, 𝑦) into an equation and solve for other variable
Set-up Skills – Multi-step Equations
Day 13
Multi-step equations (variables on one side)
Linear Equation Modeling
Day 14
Multi-step equations (variables on both sides)
Modeling Domain & Range in word problems
Day 15
More multi-step equations (mixed – variables on one and both sides, plus distributive property)
Literal Equations
September 5, 2011 – Labor Day
Day 16
Translating from written to algebraic
Geometry Concepts – linear modeling
Day 17
Patterns and Sequencing
Summary of Multi-Step Equations
Day 18
Assessment of Multi-Step Equations
Connections: Substituting algebraic expressions into variable then simplify/solve
Day 19
HSAP/EOC Prep
Unit 3: Graphing Unit #2
EA1.1 Communicate a knowledge of algebraic relationships by using mathematical terminology appropriately.
EA1.3 Apply algebraic methods to solve problems in real-world contexts.
EA1.5 Demonstrate an understanding of algebraic relationships by using a variety of representations (including verbal,
graphic, numerical, and symbolic).
EA1.6 Understand how algebraic relationships can be represented in concrete models, pictorial models, and diagrams.
EA3.3 Carry out a procedure to evaluate a function for a given element in the domain.
EA3.7 Carry out a procedure to solve literal equations for a specified variable.
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EA4.1
EA4.4
EA4.6
EA4.9
EA5.3
EA5.4
EA5.5
Carry out a procedure to write an equation of a line with a given slope and a y-intercept.
Use a procedure to write an equation of a trend line from a given scatterplot.
Represent linear equations in multiple forms (including point-slope, slope-intercept, and standard).
Carry out a procedure to solve systems of two linear equations graphically.
Carry out a procedure to graph the line with a given slope and a y-intercept.
Carry out a procedure to graph the line with a given slope passing through a given point.
Carry out a procedure to determine the x-intercept and y-intercept of lines from data given tabularly, graphically,
symbolically, and verbally.
EA5.6 Carry out a procedure to determine the slope of a line from data given tabularly, graphically, symbolically, and verbally.
EA5.7 Apply the concept of slope as a rate of change to solve problems.
EA5.8 Analyze the equations of two lines to determine whether the lines are perpendicular or parallel.
HSAP N1f Compare and order fractions, decimals, and percents.
HSAP N2a Add, subtract, multiply, and divide rational numbers (e.g., fractions, decimals, percents, integers) in real-world
situations.
Day 20 (September 12, 2011)
Standard Form (𝑦𝑦 + 𝑦𝑦 = 𝑦)
Manipulating linear equations from standard form (𝑦𝑦 + 𝑦𝑦 = 𝑦) to slope-intercept (𝑦 = 𝑦𝑦 +
𝑦)
Day21
Graphing – From Standard Form to Slope Intercept
Day 22 (September 14, 2011)
Approximate Date of Richland One FALL HSAP Diagnostic
Day 23
Finding X & Y intercepts
Day24
Graphing – Using X & Y Intercepts
Parallel & Perpendicular Lines (concepts)
Day 25
Parallel and Perpendicular Lines (reading slopes and graphing)
Day26
Systems using Graphing
One, None, and Infinity Many Solutions
Day 27 (DELAYED START - September 21, 2011)
Comparing Lines – parallel/perpendicular and common solution
Summary – Graphing Unit #2
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Day 28
Assessment – Graphing Unit #2
Add, subtract, multiply, and divide rational numbers (fractions, decimals, percents, integers) in realworld situations.
Unit 4: Functions
EA2.6 Carry out a procedure to evaluate an expression by substituting a value for the variable.
EA3.1 Classify a relationship as being either a function or not a function when given data as a table, set of ordered pairs,
or graph.
EA3.2 Use function notation to represent functional relationships.
EA3.3 Carry out a procedure to evaluate a function for a given element in the domain.
EA3.4 Analyze the graph of a continuous function to determine the domain and range of the function.
1
EA3.5 Carry out a procedure to graph parent functions (𝑦 = 𝑦, 𝑦 = |𝑦|, 𝑦 = 𝑦2 , 𝑦 = √𝑦, 𝑦 = )
𝑦
EA3.6 Classify a variation as either direct or inverse.
HSAP N1d Represent a percent as a decimal or fraction and vice versa.
HSAP A1b Generalize a pattern.
HSAP A2b Find specific function values.
HSAP DP1e Identify the graph of the function that best models a data set.
Day 29 (September 23, 2011)
Function Definition
Classify Functions – Function Tests
Determine Domain & Range
Linear Functions … modeled word problems
Day 30
Use function notation to represent functions
Carry out a procedure to evaluate a function for a given element in the domain
Day 31
Determine Domain & Range
Parent Functions (include Table, Domain & Range, how to generate) - Determine Domain & Range
Day 32
Transforming Parent Functions (Lines, Parabolas, Absolute Value, Square Root, and Hyperbolas)
Identify the graph of the function that best models a data set.
Day 33
Classify as Direct or Inverse Variation
Patterns & Relationships
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Day 34
Summary of Functions
Day 35
Assessment of Functions
Represent a percent as a decimal or fraction (and vice versa)….calculate percentage off and sales tax.
Unit 5: Inequalities
EA1.1 Communicate a knowledge of algebraic relationships by using mathematical terminology appropriately.
EA1.3 Apply algebraic methods to solve problems in real-world contexts.
EA4.8 Carry out procedures to solve linear inequalities for one variable algebraically and then to graph the solution.
EA5.12 Analyze given information to write a linear inequality in one variable that models a given problem situation.
HSAP A2f Translate an expression, … or inequality from words and vice versa.
HSAP A2j Solve linear inequalities.
Day 36 (October 4, 2011)
Inequality Concepts (including real number concepts and graphing)
Two-Step Inequalities
Linear Inequality Modeling
Day 37
Linear Inequalities – variables on one side
Linear Inequality Modeling – multi step inequalities
Day 38
Linear Inequalities – variables on both sides
Day 39
Translating from written words to algebraic sentences
Summary - Linear Inequalities
Day 40
Assessment - Linear Inequalities
Day 41 (DELAYED START - October 11, 2011)
Inequality Graphing – Two Dimensional (x/y graph)
Day 42 (October 12, 2011 – School-wide PSAT)
Second Quarter
Unit 6: Writing Equations of Lines
EA4.1 Carry out a procedure to write an equation of a line with a given slope and a y-intercept.
EA4.2 Carry out a procedure to write an equation of a line with a given slope passing through a given point.
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EA4.3 Carry out a procedure to write an equation of a line passing through two given points.
EA4.4 Use a procedure to write an equation of a trend line from a given scatterplot.
EA4.5 Analyze a scatterplot to make predictions
EA4.6 Represent linear equations in multiple forms (including point-slope, slope-intercept, and standard).
HSAP A2g Represent and translate linear functions as equations and inequalities from tables, and graphs, and vice versa.
HSAP A2h Identify a linear equation given characteristics of the line.
HSAP DP1b Determine positive, negative, or no correlation between data.
HSAP DP1c Find the equation of the line that best fits a set of data (line of best fit).
HSAP DP1d Determine the line of best fit.
HSAP DP1a Represent and interpret data … scatterplots
Day 43
Writing equations of lines (𝑦 = 𝑦𝑦 + 𝑦) and given a point and slope - graphically
Writing equations of lines given a point and slope - algebraically
Point-Slope Formula: 𝑦 − 𝑦1 = 𝑦(𝑦 − 𝑦1 )
October 14, 2011 – District Professional Development Day
Day 44
Writing equations of lines given two points
Writing an equation of a line given a table.
Day 45 (October 18, 2011 – end 1st Quarter)
More Practice – Writing Equations of Lines
Day 46 (October 19, 2011 – begin 2nd Quarter)
Irregular Scale
Day 47 (FALL HSAP MATH – retaking 11th and 12th graders – October 20, 2011)
Trend Line/Line of Best Fit - Scatterplot and positive and negative correlation
Writing Equations of Lines – Scatterplot
Making predictions using scatterplot
Day 48
Review
Day 49
Assessment – Writing Equations of Lines
Area of Rectangles and Triangles
Unit 7: HSAP Geometric Measurement Unit
EA1.1 Communicate a knowledge of algebraic relationships by using mathematical terminology appropriately.
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EA1.2 Connect algebra with other branches of mathematics.
EA1.3 Apply algebraic methods to solve problems in real-world contexts.
HSAP MG1a Find the perimeter and area of 2-dimensional figures.
HSAP MG1b Use formulas to find volume and surface areas of 3-dimensional objects (e.g., prisms, pyramids, cylinders).
HSAP MG1c Approximate and find volumes and areas for irregular figures.
HSAP MG2g Determine the resulting change in area and volume of a figure when one or more dimensions are changed.
HSAP Integrated Response
Day 50 (October 25, 2011)
Finding Perimeter and Area of 2-Dimensional Figures – Formulas
HSAP Reference Sheet
Day 51 (HALF DAY - October 26, 2011 – Parent Conference Day)
Finding Perimeter and Area of 2-Dimensional Figures – Irregular Figures
Approximating Area
Day 52
Surface Area Formulas
HSAP Reference Sheet
Day 53
Cubic Volume and Volume Formulas
Irregular Volume
HSAP Reference Sheet
Day 54
Changes in Volume and Area
Integrated Response Question – development
Review
Day 55
Assessment – HSAP Measurement Unit
Day 56
HSAP/EOC Prep
Unit 8: Exponents and monomial multiplication & division
EA2.2 Apply the laws of exponents and roots to solve problems.
EA2.3 Carry out a procedure to perform operations (including multiplication and division) with numbers written in
scientific notation.
EA2.7 Carry out a procedure (including addition, subtraction, multiplication, and division by a monomial) to simplify
polynomial expressions.
HSAP N1a Represent a number using scientific notation in applied situations.
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HSAP N1c Find the value of numbers using exponents (𝑦. 𝑦. , 29 , 106 ).
HSAP N1f Compare and order fractions, decimals, and percents.
HSAP A1f Use the laws of exponents.
Day 57 (November 3, 2011)
Exponent Product Properties
Day 58
More Product Properties
Day 59
Exponent Quotient Properties
Day 60
More Quotient Properties
Day 61 (DELAYED START - November 9, 2011)
Scientific Notation (exponent calculation with multiplication and division in scientific notation)
Square Roots as Exponents
Day 62
Monomial multiplied by a polynomial
Monomial divided into a polynomial
Day 63
Big 10 Exponent Skills
Summary - Exponents
Day 64
Assessment - Exponents
Compare and Order Fractions, Decimals and Percents
Unit 9: HSAP Transformational & Coordinate Geometry
EA1.1 Communicate a knowledge of algebraic relationships by using mathematical terminology appropriately.
EA1.2 Connect algebra with other branches of mathematics.
EA1.3 Apply algebraic methods to solve problems in real-world contexts.
HSAP MG2j Identify missing coordinates needed to form a specific polygon.
HSAP MG2k Translate, reflect, rotate, and dilate figures on the coordinate plane.
Day 65 (November 15, 2011)
Identifying Missing Coordinates on geometric figures
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Translations
Day 66
Reflections
Rotations
Day 67
Dilations
Review
Day 68
Assessment – HSAP Transformational & Coordinate Geometry
Day 69
Tessellation Project
Day 70 (November 22, 2011)
Tessellation Project
Thanksgiving Break
Unit 10: Polynomials
EA2.7 Carry out a procedure (including addition, subtraction, multiplication, and division by a monomial) to simplify
polynomial expressions.
EA6.4 Carry out a procedure to solve quadratic equations by factoring.
HSAP A2c Simplify polynomial expressions.
HSAP A2d Perform polynomial arithmetic
Day 71 (November 28, 2011)
Polynomial Properties (Terms, Descending Order, Degree, Leading Coefficient)
Polynomial Addition (horizontal, vertical, and perimeter problems)
Polynomial Subtracting (including “distributing the negative”)
Combination of Addition and Subtraction with Polynomials
Day 72
Monomial multiplied by Polynomial (including area problems)
Monomial divided into a Polynomial (including factoring like questions)
Polynomial by Polynomial Multiplication
Day 73
More Polynomial Multiplication
Special Products with Polynomials
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Polynomial Geometry Problems
Day 74
Big 10 Polynomial Skills
Summary - Polynomials
Day 75
Assessment – Polynomials
Unit 11: HSAP Data & Probability
EA1.1 Communicate a knowledge of algebraic relationships by using mathematical terminology appropriately.
EA1.2 Connect algebra with other branches of mathematics.
EA1.3 Apply algebraic methods to solve problems in real-world contexts.
HSAP DP1f Find the mean, median, mode, and range for a set of data.
HSAP DP1g Find the number of possible outcomes of an event.
HSAP DP1h Represent possible outcomes in the form of an organized list, chart, or tree diagram.
HSAP DP1i Calculate the probability of a simple event.
HSAP DP1j Calculate the probability of a complementary event.
Day 76 (December 5, 2011)
Mean, Median, and Mode
Day 77
Tree Diagram and Counting Possibilities
Day 78
Probabilities – Simply
Probabilities – with replacement
Day 79
Probabilities – without replacement
Summary – HSAP Data & Probability
Day 80
Assessment – HSAP Data & Probability
Line Graphs
Unit 12: HSAP Data Graphs
EA1.1 Communicate a knowledge of algebraic relationships by using mathematical terminology appropriately.
EA1.2 Connect algebra with other branches of mathematics.
EA1.3 Apply algebraic methods to solve problems in real-world contexts.
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HSAP A1d Interpret situations in terms of given graphs.
HSAP N1d Represent a percent as a decimal or fraction and vice versa.
HSAP N1e Use number sense.
HSAP DP1a Represent and interpret data using circle graphs, bar graphs, … histograms, … box-and-whisker plots
Day 81 (December 12, 2011)
Percents and Circle Graphs
Day 82
Bar Graphs
Day 84
Histograms
Day 83
Stem & Leaf
Box & Whisker
Day 84 (December 16, 2011)
Unit Projects Presentations
Christmas Break – December 19, 2011 – December 30, 2011
Third Quarter (Second Semester)
Unit 13: Systems of Equations
EA4.9 Carry out a procedure to solve systems of two linear equations graphically.
EA4.10 Carry out a procedure to solve systems of two linear equations algebraically.
EA5.8 Analyze the equations of two lines to determine whether the lines are perpendicular or parallel.
EA5.11 Analyze given information to write a system of linear equations that models a given problem situation.
HSAP N2a Add, subtract, … rational numbers (e.g., fractions) in real-world situations.
HSAP A2k Solve systems of linear equations.
January 2, 2012 – Teacher Work Day
Day 85 (January 3, 2012)
Reading graphs of lines and determining common solution, infinite solution, or no solution
Graphing Systems of Equations, graphing lines (including horizontal and vertical lines)
Graphing Systems of Equations, using variety of graphing methods (include “substitute for y”)
Day 86
Substitution Skills
Solving Systems of Equations using Substitution Method
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Day 87
More Solving Systems of Equations using Substitution Method
Day 88
Systems Modeling
Day 89
Summary of Systems of Equations (Graphing and Substitution Methods)
Day 90
Assessment of Systems of Equations (Graphing and Substitution Methods)
Adding & Subtracting Fractions
Day 91 (January 10, 2012 – begin 3rd quarter)
Solving Systems of Equations using Elimination Method(s) – Addition/ Subtraction
Day 92 (DELAYED START - January 11, 2012)
Solving Systems of Equations using Elimination Method(s) – Multiplication (one equation)
Day 93
Solving Systems of Equations using Elimination Methods(s) – Multiplication (two equations)
Day 94
Combination of all algebraic and graphing procedures for systems
Systems Modeling (solving solutions)
January 16, 2011 – Martin Luther King holiday
Day 95
Summary of Systems of Equations (Elimination Methods)
Day 96
Assessment of Systems of Equations (Elimination Methods)
Day 97
EOC/ HSAP Review
Unit 14: Exponent/Polynomials REVISITED
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EA2.2 Apply the laws of exponents and roots to solve problems.
EA2.3 Carry out a procedure to perform operations (including multiplication and division) with numbers written in
scientific notation.
EA2.7 Carry out a procedure (including addition, subtraction, multiplication, and division by a monomial) to simplify
polynomial expressions.
HSAP N1a Represent a number using scientific notation in applied situations.
HSAP N1c Find the value of numbers using exponents (𝑦. 𝑦. , 29 , 106 ).
HSAP A1f Use the laws of exponents.
HSAP A2c Simplify polynomial expressions.
HSAP A2d Perform polynomial arithmetic.
Day 98 (January 20, 2012)
Exponent Product Properties
Scientific Notation Multiplication
Day 99
Exponent Quotient Properties
Scientific Notation Division
Day 100
Polynomial Addition & Subtraction
Day 101
Monomial Multiplication & Division with Polynomials
Day 102
More Polynomial Multiplication
Special Products with Polynomials
Polynomial Geometry Problems
Day 103
Summary – Exponents/Polynomials REVISITED
Day 104
Assessment – Exponents/Polynomials REVISITED
Unit 15: Geometry Properties
HSAP MG2a Identify and apply properties of circles, polygons, and angles.
HSAP MG2b Analyze the properties of spheres, cylinders, prisms and pyramids.
HSAP MG2c Identify attributes of congruent figures.
HSAP MG2f Identify the congruent and supplementary relationships of the angles formed by parallel lines and a transversal.
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Day 105 (January 31, 2012)
Intersecting Lines – angles properties
Two parallel lines intersected by a transversal
Day 106
Triangle - 180°
Exterior Angle Theorem
Day 107
Triangle Classification and Application
Total Interior Angle Degrees (𝑦 − 2)180
Day 108
Quadrilateral Properties – (Parallelogram)
Day 109
Quadrilateral Properties – (Rectangle, Rhombus, and Square)
Day 110
Quadrilateral Properties – (Trapezoids)
Day 111 (DELAYED START – February 8, 2012)
Circle Geometry – diameter, radius, and arcs (arc degree and arc length)
Central Angles
Inscribed Angles
Day 112
Circle Geometry – Angle Properties (secants, tangents, and chords)
Day 113
Circle Geometry – Segment Properties (secants, tangents, and chords)
Day 114
Summary – Geometry Properties
Day 115
Assessment – Geometry Properties
Day 116
EOC/HSAP Prep
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Unit 16: Factoring and Quadratic Equations
EA2.8 Carry out a procedure to factor binomials, trinomials, and polynomials by using various techniques (including the
greatest common factor, the difference between two squares, and quadratic trinomials).
EA6.4 Carry out a procedure to solve quadratic equations by factoring.
HSAP A2l Solve simple quadratic equations.
Day 117 (February 16, 2012)
Zero Product Property
“Setting Equal To Zero”
Day 118
Factoring – Common Monomial
Quadratic Equations – common monomial factoring
February 20, 2012 – Professional Development Day
Day 119
Factoring – Trinomials into a Product of Binomials (second sign +)
Factoring – Trinomials into a Product of Binomials (second sign -)
Solve Quadratic Equations – trinomial factoring
Day 120
Factoring – Difference Between Two Squares
Quadratic Equations – difference between two squares
Day 121
Quadratic Equations – using all three factoring skills
Quadratic Domain in Problem Situations
Day 122
Quadratic Equations – mixed factoring skills (include equations not set equal to zero)
Summary – Factoring and Quadratic Equations
Day 123
Assessment – Factoring and Quadratic Equations
Connections: Determining Quadratic Solutions of Graphed Parabola when 𝑦(𝑦) = 0
Day 124
EOC/ HSAP Review
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Unit 17: Quadratic Graphing
EA2.8 Carry out a procedure to factor binomials, trinomials, and polynomials by using various techniques (including the
greatest common factor, the difference between two squares, and quadratic trinomials).
EA6.1 Analyze the effects of changing the leading coefficient a on the graph of 𝑦 = 𝑦𝑦2 .
EA6.2 Analyze the effects of changing the constant c on the graph of 𝑦 = 𝑦2 + 𝑦
EA6.3 Analyze the graph of a quadratic function to determine its equation.
EA6.4 Carry out a procedure to solve quadratic equations by factoring.
EA6.5 Carry out a graphic procedure to approximate the solutions of quadratic equations.
EA6.6 Analyze given information to determine the domain of a quadratic function in a problem situation.
Day 125 (February 29, 2012)
Analyze the effects on 𝑦 = 𝑦𝑦2 + 𝑦 by changing 𝑦 and 𝑦 - Discovery
Day 126
Analyze the effects on 𝑦 = 𝑦𝑦2 + 𝑦 by changing 𝑦 and 𝑦 – Quick Graphs
Day 127
Quadratic Equation/Parabolic Solutions
– reading parabola and comparing to factoring (including all 3 factoring skills)
– approximating solutions from graph (both whole coordinate and approximate)
– determining solutions through factoring (whole and approximate)
Day 128
Approximating Domain
Practice #1
Day 129
Domain of quadratics in problem situations
Day 130
Quadratic Equations – Technology Connections
Technology Connections – how to use the technology to model Quadratics
Day 131
Summary – Quadratic Graphing
Day 132
Assessment – Quadratic Graphing
Day 133
HSAP/ EOC Prep
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Fourth Quarter
Unit 18: Applied Sciences in Algebra
EA2.3 Carry out a procedure to perform operations (including multiplication and division) with numbers written in
scientific notation.
EA2.4 Use dimensional analysis to convert units of measure within a system.
EA2.10 Represent applied problems by using matrices.
EA3.7 Carry out a procedure to solve literal equations for a specified variable.
EA3.8 Apply proportional reasoning to solve problems.
HSAP N2b Use computational skills to solve applied problems with ratios and proportions.
HSAP N2c Perform operations of addition, subtraction, and scalar multiplication to solve problems using matrices in
applied situations.
HSAP MG1d Use dimensional analysis to convert units and check measurement computations.
HSAP MG1e Convert and use appropriate units of measure (customary and metric).
HSAP MG2d Identify attributes of similar figures.
HSAP MG2e Use proportions to solve problems involving similar figures, including scale drawings.
HSAP DP1a Represent and interpret data … matrices.
Day 134 (March 13, 2012)
Proportions
Applied Proportional Reasoning – word problems
Day 135 (March 14, 2012, End of 3rd Quarter)
Proportions
Similar Figures
Day 136 (March 15, 2012, Begin 4th Quarter)
Unit Conversion – Dimensional Analysis
March 16, 2012 – Professional Development Day
Day 137
Unit Conversion – Dimensional Analysis continued
Scientific Notation Operations
Day 138
Manipulating Formulas – solving for a specified variable
– evaluating an answer
Day 139
Matrices – representing data using matrices
Exploring Applied Sciences
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Day 140
Summary – Applied Sciences in Algebra
Day 141
Assessment – Applied Sciences in Algebra
Day 142
Approximate Date of Richland One SPRING HSAP Diagnostic
Guide - Unit 19: Geometry Concepts
EA1.2 Connect algebra with other branches of mathematics.
EA1.4 Judge the reasonableness of mathematical solutions.
EA4.7 Carry out procedures to solve linear equations for one variable algebraically.
HSAP N1e Use number sense.
HSAP N2d Use rounding skills to estimate computations.
HSAP N2e Determine mathematically reasonable solutions using supporting data.
HSAP MG2h Solve applied problems using the Pythagorean Theorem.
Day 143 (March 27, 2012)
Geometry Concepts from Algebra I EOC Reference Sheet
Day 144 (Half Day - March 28, 2012 – Parent Conference Day)
Pythagorean Theorem
Day 145
Formulas from Algebra I EOC Reference Sheet
Summary – Geometry Concepts
Day 146
Assessment – Geometry Concepts
Spring Break – April 2 – 6, 2012
Unit: EOC Prep (April 9, 2012 – May 1, 2012)
Day 147 (April 9, 2012)
EOC Prep Day 1: Quiz #1 - Factoring
Graphing Concepts
Patterns & Relationships
Quiz #2 – Geometry Concepts
Day 148
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EOC Prep Day 2: Quiz #3 – Relationships & Geometry Concepts
Word Problems
Mixed Problems
Day 149
EOC Prep Day 3: EOC Prep Test #1
Day 150
EOC Prep Day 4: Equations & Inequalities
Mixed Problems
Day 151
EOC Prep Day 5: Quiz #4 – Equations & Inequalities
Mixed Problems
Day 152
EOC Prep Day 6: EOC Prep Test #2
Day 153 (April 17, 2012)
HSAP ELA-1
Day 154 (April 18, 2012)
HSAP ELA-2
Day 155 (April 19, 2012)
HSAP MATHEMATICS
Day 156
EOC Prep Day 7: Functions
Writing Equations of Lines Practice
Quiz #5 - Functions
Day 157
EOC Prep Day 8: EOC Prep Test #3
Graphing Practice
Day 158
EOC Prep Day 9: Quiz #6 – Graphing Practice
Exponents
Polynomials
Day 159
EOC Prep Day 10: EOC Prep Test #4
Linear Inequality Graphing
Day 160
EOC Prep Day 11: Quiz #7 – mixed
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Essential EOC Skills
Quiz #8 – mixed
Day 161
EOC Prep Day 12: EOC Prep Test #5 (50 questions)
Day 162
EOC Prep Day 13: Quiz #9 – mixed
Mixed Questions…old 14b
Most Likely EOC
Day 163
EOC Prep Day 14: Test #6
EOC Week
Days 164 – 168 (EOC testing – May 2, 2012 – May 8, 2012)
EOC Exam 20% of Final Course Grade
Unit: Final Unit
Days 169 – 180
Final Test
Final Grades Calculated and Posted
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Honors Geometry3
1st Quarter
August 20/21, 2012
1.1 point, line, plane and key terms
2.4 Understanding a Diagram and foundational postulates
1.2 Ruler Postulate and congruent segments
3.1 Relations in Space
elements of note-taking
August 22/23, 2012
1.2 Segment Addition Postulate
1.3 Midpoint and Segment Bisector
Algebraic-Verifications (Deductive Reasoning)
August 24/27, 2012
Ti-nspire Activities – Introduction and Segment Addition Postulate & Midpoint
August 28/29, 2012
1.3 Coordinate Geometry – Distance Formula and Midpoint
Compass Constructions #1 & #2, congruent segments and segment (perpendicular) bisector (p.
33)
August 30/31, 2012
Circle 360°and Central Angle
1.4 Protractor Postulate, Angle Addition Postulate and Angle Bisector
Compass Constructions #3 & #4, congruent segments and segment bisector (p. 34)
September 3, 2012 – Labor Day
September 4/5, 2012
1.5/2.7 Linear Pair, Vertical Angles, and other angle relationships
September 6/7, 2012
Ti-nspire Activity – Angle Measurements (extra pages 114-115)
2.1/1.6 Inductive Reasoning
Polygons, Convex & Concave, Equilateral, Equiangular, Regular, and (𝑦 − 2)180
September 10/11, 2012
Review (also see pages 52-56)
e2020 – Geometry Foundations
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September 12/13, 2012 (Delayed Start – Sept 12th)
Test – Chapter 1
September 14/17, 2012
2.2 Conditional Statements
2.3 Law of Detachment and Law of Syllogism
2.5 Real Number Properties
Extension – truth tables
September 18/19, 2012
2.6/2.7 Two-Column Proofs (segments and angles)
September 20/21, 2012
Compass Constructions - right angles, bisected right angles
- verifying Vertical Angle Theorem
September 24/25, 2012
3.1 Transversals
3.2/3.3 Parallel Lines & Transversals and Converse
September 26/27, 2012
Linear Equations 𝑦 = 𝑦𝑦 + 𝑦 and 𝑦 − 𝑦1 = 𝑦(𝑦 − 𝑦1 )
𝑦 −𝑦
3.4 Slope 𝑦2 −𝑦1
2
1
3.5 Graphing and Writing Parallel and Perpendicular Lines
September 28/October 1, 2013
3.6 Two-Column Proofs – additional parallel & perpendicular theorems
Compass Construction #5 – parallel line through a given point (p. 190-191)
October 2/3, 2012
Ti-nspire Activity – Parallel Line Construction & Verification (extra pages 145 & 171)
October 4/5, 2012
Review (also see pages 133-138, 201-206)
e2020 – Conditional Statements
Construction Take-Home Test Due
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October 8/9, 2012
Test – Chapters 2 & 3
October 10/11, 2012
4.1 Triangle Classification
Coordinate Proofs – Triangle Classification
Compass Constructions – equilateral triangle, isosceles triangle, right triangle, and triangle
congruence
October 12/15, 2012
4.1 Triangle Sum Theorem
Exterior Angle Theorem
4.2 3rd Angle Theorem
Ti-nspire Activity – Triangle Sum and Inequalities
October 16/17, 2012
PSAT DAY – October 17th
October 18/19-Professional Development Day/22, 2012
4.2 Congruent Triangles
4.8 Isosceles Triangle Theorems
2nd Quarter
October 23/24, 2012
1st Quarter Ends – October 23rd
Transformation and Congruence p. 223-224
4.3 Rigid Motion Transformations
4.9 Congruent Triangles Transformations
October 25/26, 2012 (Delayed Start Oct 25th)
Review – Chapter 4 (part I) – also see page 281 Big Idea #1 and #3, page 282 and page 286
e2020 – OR – algebra review ….
October 29/30, 2012
Test – Chapter 4 (part I)
October 31/November 1, 2012
Half Day – November 1st
November 2/5, 2012
4.4-4.6 Proving Triangle Congruence
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November 6 – Election Day
November 7/8, 2012
Triangle Congruence – Two-Column Proof
November 9/12, 2012
Triangle Congruence – Two-Column Proof – corresponding parts of congruent triangles
4.9 Ti-nspire Activity – Triangle Congruence Construction and with Transformations (extra p. 231
and p. 245)
Compass Constructions – Congruent Triangles
November 13/14, 2012
Triangle Congruence – Two-Column Proof
Review (P. 281 – Big Idea #2 and page 284-285)
November 15/16, 2012
Test – Chapter 4 (part II – Two-Column Proofs)
November 19/20, 2012
5.1 Midsegment Theorem
Coordinate Proofs - Midsegments
Thanksgiving: November 21-23, 2012
November 26/27, 2012
5.2 Perpendicular Bisector Theorem
Point of Concurrency (perpendicular bisectors) – Circumcenter (circumscribed)
Ti-nspire Activity – Circumcenter (extra p. 328, Ex #1)
November 28/29, 2012
5.3 Angle Bisector Theorem
Point of Concurrency (angle bisectors) – Incenter (inscribed)
Ti-nspire Activity – Incenter (extra p. 328, Ex #3)
November 30/December 3, 2012
5.4 Medians & Altitudes
Concurrency of Medians Theorem
Point of Concurrency (medians) – Centriod (extra p. 328, Ex #2)
Point of Concurrency (altitudes) – Orthocenter
Ti-nspire Activity – Centriod & Orthocenter
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54
December 4/5, 2012 (Delayed Start, Dec 5th)
5.5 Inequalities in Triangles
Triangle Inequality Theorem
5.6 Hinge Theorem
Ti-nspire Activity – Triangle Inequality Theorem and Hinge Theorem
December 6/7, 2012
Review (also see pages 343-348)
TCA Test Prep – PSAT Sample Sections
December 10/11, 2012
Test – Chapter 5
December 12/13, 2012
6.1 Similar Polygons
December 14/17, 2012
6.2/ 6.6 Similarity and Transformations/ Dilations
December 18/19, 2012
more similarity and proportion work
Christmas Break: December 20, 2012 – January 1, 2013
January 2, 2013 – Work Day
January 3/4, 2013
6.3 Proving Triangle Similarity AA
6.4 Proving Triangle Similarity SSS and SAS
January 7/8, 2013
6.5 Triangle Proportionality Theorem
Three Parallel Lines Proportionality
January 9/10, 2013
Review (also see pages 413 – 418)
TCA Test Prep – PSAT Sample Sections
January 11/14, 2013
2nd Quarter Ends- January 14th
Test – Chapter 6
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5 HSAP Standards
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55
3rd Quarter
January 15/16, 2013
7.1 Pythagorean Theorem
7.2 Converse of the Pythagorean Theorem
Ti-nspire Activity – Pythagorean Theorem and its Converse (extra page 434)
January 17/18, 2013
7.3 Right Triangle Altitude and Similarity
January 21, 2013 – Martin Luther King Holiday
January 22/23, 2013
7.4 Special Right Triangles
January 24/25, 2013
Trigonometry
7.5 Tangent in Right Triangles
7.6 Sine and Cosine in Right Triangles
7.7 Inverse of Sin, Cos, and Tan
January 28/29, 2013
Continue with Trigonometry
January 30/31, 2013 (Delayed Start, Jan 30th)
7.7 extension - Law of Sines and Law of Cosines (p. 484-486)
February 1/4, 2013
Review (also see pages 487 – 492)
February 5/6, 2013
Test – Chapter 7
computer based programs
February 7/8, 2013
8.1 Polygon Interior Angle Theorem
Polygon Exterior Angle Theorem
February 11/12, 2013
8.2 Quadrilaterals
Parallelogram Properties
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February 13/14, 2013
8.3 Proving Parallelograms
Coordinate Proofs (also see p. 524-525)
February 15, 2013/February 18, 2013 – Professional Development/ February 19, 2013
Ti-nspire Activity – Parallelogram Properties and Proofs (extra page 508)
February 20/21, 2013
8.4 Rhombus, Rectangles, and Squares
Coordinate Proofs
February 22/25, 2013
Ti-nspire Activity – Rhombuses, Rectangles, and Squares
February 26/27, 2013 (Delayed Start, Feb 27th)
8.5 Trapezoids and Kites
Midsegment of Trapezoid
Ti-nspire Activity – Trapezoid & Kites and Trapezoid Midsegment (extra 535)
February 28/March 1, 2013
8.6 Identifying Special Quadrilaterals
Review (also see pages 551 – 556)
March 4/5, 2013
Test – Chapter 8
computer based programs
March 6/7, 2013
9.1/9.2 Translations and Vector Directions
March 8/11, 2013
9.3 Reflections
9.4 Rotations
March 12/13, 2013
9.5 Compositions of Transformations
9.6 Symmetry
Tessellations (also see pages 608-609)
March 14/15, 2013
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Ti-nspire Activity – Transformations (extra page 599)
Tessellation Project Due
March 18/19, 2013
9.7 Dilations
Ti-nspire Activity – Transformations-Dilations (extra page 617)
4th Quarter
March 20/21, 2013
March 20 – ENDS 3rd Quarter
Review (also see pages 627-632)
March 22/25, 2013
Test – Chapter 9
March 26/27, 2013
10.2 Arc Length
10.3 Chord & Diameter – segment lengths
March 28, 2013/ March 29, 2013 – Work Day/ April 8, 2013
April 1-5, 2013 – Spring Break
March 28, 2013 – Half Day (A-DAY)
10.4 Inscribed Angles
Inscribed Polygons
10.5 Tangent-Chord Angle Relationship
April 9/10, 2013
10.5 Circle Angle-Arc Relationships
April 11/12, 2013
10.1 Tangent-Perpendicular Relationships
Inscribed Polygons
10.6 Circle Secants-Tangents and Chords Relationships
April 15/16, 2013
10.7 Equations of a Circle
April 17/18, 2013
HSAP Testing April 16-18, 2013
April 19/22, 2013
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5 HSAP Standards
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Ti-nspire Activity – Circle Arc-Angle Relationships (extra page 661)
Review (also see pages 697-703)
April 23/24, 2013
Test – Chapter 10
April 25/26, 2013
Basic Perimeter & Circumference/Area & Surface-Area/ Volume – Day #1
April 29/30, 2013
Basic Perimeter & Circumference/Area & Surface-Area/ Volume – Day #2
May 1/2, 2013
11.1 Arc Length
11.2 Sector Area
May 3/6, 2013
11.3 Regular Polygon Area
11.4 Geometric Probability
May 7/8, 2013
11.5 Solids/ Cubic Volume
Extra – Pages 740-741
11.6 Prisms & Cylinders
May 9/10, 2013
11.7 Pyramids & Cones
11.8 Spheres
Review
May 13/14, 2013
Test – Chapter 11
11.9 Similar Solids
May 15/16, 2013
12.1 Probability
12.2 Permutations
May 17/20, 2013
12.3 Probability-Combinations
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5 HSAP Standards
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May 21/22, 2013
12.4/12.5 Probability Events
May 23/24, 2013
Final Exam
May 27/28, 2013
May 29/30, 2013
Graduation – May 29th @ 3:00 PM
Ends 4th Quarter – May 30th
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4 South Carolina State Standards for Mathematics
5 HSAP Standards
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7 District Pacing Guide
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60
Geometry CP:
District pacing guide below as well as attached.
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5 HSAP Standards
6 Common Core State Standards of Mathematics
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61
www.dreher.richlandone.org
Student report via PowerSchool
3 Information via Daniel Oddo
4 South Carolina State Standards for Mathematics
5 HSAP Standards
6 Common Core State Standards of Mathematics
7 District Pacing Guide
1
2
62
www.dreher.richlandone.org
Student report via PowerSchool
3 Information via Daniel Oddo
4 South Carolina State Standards for Mathematics
5 HSAP Standards
6 Common Core State Standards of Mathematics
7 District Pacing Guide
1
2
63
www.dreher.richlandone.org
Student report via PowerSchool
3 Information via Daniel Oddo
4 South Carolina State Standards for Mathematics
5 HSAP Standards
6 Common Core State Standards of Mathematics
7 District Pacing Guide
1
2
64
Assessment
Grades will be determined using the following grade scale:3
A: 100-93
B: 92-85
C: 84-77
D: 76-69
F: 68-0
For each class, the following weights will be assigned to these assignments:3
Algebra 1:
Tests – 50%
Quizzes – 25%
Daily Work – 25%
Honors Geometry:
Tests – 60%
Quizzes – 20%
Homework – 20%
Geometry CP:
Tests – 60%
Quizzes – 30%
Daily Work – 10%
Typically, we will follow each instructional unit with a unit test. There will be a select few units
where this is not the case, primarily due to the shortness of these units. Throughout each unit,
there will be several (typically 3-5) quizzes to assess student progression through the unit. Daily,
student learning will be assessed through daily work for Algebra 1 and Geometry CP or homework
for Honors Geometry. We will also rely on observation and questioning strategies to gauge
understanding in class.3
Grades will be recorded using the built in gradebook feature of PowerSchool. Printouts will be
given at least every half quarter.3
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5 HSAP Standards
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65
Class Expectations/Classroom Management
Algebra 1………………………………………………………………………………………….p. 66
Honors Geometry …………………………………………………………………………….p. 68
CP Geometry …………………………………………………………………………………….p. 70
Rules and Management ……………………………………………………………………p. 72
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Algebra 1:
Course:
Teacher:
Date:
Phone:
E-mail:
Dreher High School
Richland County School District One
High School Course Requirements and Procedures Form
Algebra IB
_X_ Regular Credit
Grading Scale
Mr. Daniel Oddo
___ Weighted Credit
A = 93 - 100
August 20, 2012
_X_ Yearly Course
B = 85 - 92
253-7000 ext. 2318
___ Semester Course
C = 77 - 84
doddo@richlandone.org
D = 70 - 76
F = 60 - 69
Principal's Approval:
_________Dept. Chairperson:_________________________________
Course Topics
This course will cover Algebra I. More specifically, the course will cover the following: (1) real number
system and operation involving exponents, matrices, and algebraic expressions; (2) an understanding of relationships
and functions; (3) procedures for writing and solving linear equations and inequalities; (4) graphs and characteristics
of linear equations and inequalities; (5) quadratic relationships and functions. This course strictly follows the South
Carolina’s Algebra I course content standards and readies learners for the State’s Algebra One End-of-Course (EOC)
Exam. In addition, concentration for the High School Exit Exam (HSAP-Math) will be integrated through the school
year.
Course Requirements
I am happy that your child is taking Algebra I and very much want this to be a successful year. Success in
Algebra I will enable your child to take other courses needed for higher education and promising careers. In our
world today, a strong mathematical background is required for almost every field of work or study. To assist in
accomplishing success in Algebra I, your child will need a folder, paper, pencils, and a willing attitude. A three-ring
binder will be provided and kept in the classroom. A calculator is not required for this course but a graphing
calculator (i.e. TI-83) is strongly recommended.
Class Attendance, Daily work/Homework, Quizzes, and Tests
It is important to be in class each day. The meaningful discussions and presentations, which take place, are
difficult if not impossible to repeat on an individual basis with the same effectiveness and after the fact.
Daily work/Homework is an integral part of each math lesson. It must be done on a daily basis if maximum
learning is to take place. Daily work/Homework is the learning experience, which allows students to practice topics
learned in class. Absences for any reason (including any type of field trip) do not excuse a student from class
work/homework assigned during the absence or from learning the topics taught during the absence. If possible, the
student should learn what is going to be taught prior to an absence and complete the daily work/homework prior to
the return to class after the absence. In the event of illness, the student should begin to work on the homework
missed when it becomes feasible to do so and certainly at the time of return to school.
A student will be given one more than the number of days absent to complete responsibilities for work
missed. For example, if a student is absent three days, he/she will be given four days to complete missing work
including homework and tests. Each student has the opportunity to request additional assistance as needed.
Arrangements should be made with the teacher.
Grading Procedures
Daily will be graded on appropriate effort and count as 20% of their grade for the marking period. Quizzes will
count as 20% of their grade for the marking period. Tests will count as 60% of their grade for the marking period. A
student's final grade for the course will be determined by the first semester (each semester is averaged by the two
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3 Information via Daniel Oddo
4 South Carolina State Standards for Mathematics
5 HSAP Standards
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67
marking periods within the semester), second semester, and End-Of-Course Exam (EOC): First semester is 40%,
second semester is 40%, and EOC is 20% of the student’s final grade.
Gradebook
My gradebook typically is very much up-to-date. Please allow a few days to grade major tests as you check
the online services through the school’s Parent Connect. In fact, I highly encourage you to use the Parent Connect will
all your student’s classes.
Website, Emails, and Initial Contact
I regularly post notes and other information on my webpage. I highly encourage students to quickly get into
the habit of using these notes for assignments and test preparation. In addition, I regularly communicate to parents via
email; please, as soon as possible, send me an email at doddo@richlandone.org to confirm that you have received this
course requirement sheet AND to introduce yourself (include your name, your student’s name, the course I have your
student in, and contact phone numbers for during the school day and after school/evenings). I am looking forward to a
great year!3
www.dreher.richlandone.org
Student report via PowerSchool
3 Information via Daniel Oddo
4 South Carolina State Standards for Mathematics
5 HSAP Standards
6 Common Core State Standards of Mathematics
7 District Pacing Guide
1
2
68
Geometry Honors:
Dreher High School
Richland County School District One
High School Course Requirements and Procedures Form
Course: Geometry (Honors)
Teacher: Mr. Daniel Oddo
Date: August 20, 2012
Phone: 253-7000 extension 2318
E-mail: doddo@richlandone.org
Textbook: Holt McDougal - Geometry
_____
__X___
X__
Regular Credit
Weighted Credit
Yearly Course
Semester Course
Principals’ approval:
Grading Scale
A = 93 - 100
B = 85 - 92
C = 77 - 84
D = 70 - 76
F = 0 – 69
Dept. Chairperson
Course topics
This course will cover Geometry. More specifically, the course will cover the following: problem solving and proofs,
properties of geometric figures, triangles, quadrilaterals, other polygons, circles, coordinate geometry, right triangle
trigonometry, constructions, transformations, three dimensional objects, surface area, and volume. With this being an
honor’s class predominately with freshmen, clear directions and expectations will be given often to best assist your
student into making his/her transition into honor’s high school mathematics.
Course Requirements
I am happy that your child is taking Geometry and very much want this to be a successful year. Success in Geometry
will enable your child to continue in other academic courses needed for higher education and promising careers.
Geometry will enable your child to continue in other academic courses needed for higher education and promising
careers. In our world today, a strong mathematical background is required for almost every field of work or study. To
assist in accomplishing success in Geometry, your child will need a homework folder and pencils. To assist in
accomplishing success in Geometry, your child will need to following:
 Homework Folder (simple two-pocket folder will be fine – 2 “ binder will be provided and kept in the
class).
 Writing Utensils including pencils and colored pencils
 Compass and Protractor
Class Attendance and Assignments
It is important to be in class each day. The meaningful discussions and presentations, which take place, are
difficult if not impossible to repeat on an individual basis with the same effectiveness and after the fact.
The designed in class activities cannot be identically duplicated outside of class-time. Extensive absences
quickly will impact student learning. The daily work average represents 25% of the students overall grade.
Grading procedures
A student’s grade for each marking period will be determined by averaging the daily work average (25%),
quizzes average (25%) and tests average (50%). The overall grade calculation matches district requirements such
that the 1st and 2nd quarter average for the first semester, the 3rd and 4th quarter average for the second semester, and
the final grade is the average of the first and second semesters.
Gradebook
My gradebook typically is very much up-to-date. Please allow a few days to grade major tests as you check
the online services through the school’s Parent Connect. In fact, I highly encourage you to use the Parent Connect will
all your student’s classes.
www.dreher.richlandone.org
Student report via PowerSchool
3 Information via Daniel Oddo
4 South Carolina State Standards for Mathematics
5 HSAP Standards
6 Common Core State Standards of Mathematics
7 District Pacing Guide
1
2
69
Website, Emails, and Initial Contact
I regularly post notes and other information on my webpage. I highly encourage students to quickly get into
the habit of using these notes for assignments and test preparation. In addition, I regularly communicate to parents
via email; please, as soon as possible, send me an email at doddo@richlandone.org to confirm that you have received
this course requirement sheet AND to introduce yourself (include your name, your student’s name, the course I have
your student in, and contact phone numbers for during the school day and after school/evenings). I am looking
forward to a great year!
If email is not available to you, please initial this page and return with essential contact information.3
www.dreher.richlandone.org
Student report via PowerSchool
3 Information via Daniel Oddo
4 South Carolina State Standards for Mathematics
5 HSAP Standards
6 Common Core State Standards of Mathematics
7 District Pacing Guide
1
2
70
Geometry CP:
Dreher High School
Richland County School District One
High School Course Requirements and Procedures Form
Course: Geometry (College Prep)
Teacher: Mr. Daniel Oddo
Date: August 20, 2012
Phone: 253-7000 extension 2318
E-mail: doddo@richlandone.org
Textbook: Carnegie Learning - Geometry
X__
_____
X__
Regular Credit
Weighted Credit
Yearly Course
Semester Course
Principals’ approval:
Grading Scale
A = 93 - 100
B = 85 - 92
C = 77 - 84
D = 70 - 76
F = 0 – 69
Dept. Chairperson
Course topics
This course will cover Geometry. More specifically, the course will cover the following: problem solving and proofs,
properties of geometric figures, triangles, quadrilaterals, other polygons, circles, coordinate geometry, right triangle
trigonometry, constructions, transformations, three dimensional objects, surface area, and volume.
Course Requirements
I am happy that your child is taking Geometry and very much want this to be a successful year. Success in Geometry
will enable your child to continue in other academic courses needed for higher education and promising careers.
Geometry will enable your child to continue in other academic courses needed for higher education and promising
careers. In our world today, a strong mathematical background is required for almost every field of work or study. To
assist in accomplishing success in Geometry, your child will need a homework folder and pencils. To assist in
accomplishing success in Geometry, your child will need to following:
 Homework Folder (simple two-pocket folder – 2 “ binder will be provided and kept in the class).
 Writing Utensils including pencils and colored pencils
 Compass and Protractor
Class Attendance and Assignments
It is important to be in class each day. The meaningful discussions and presentations, which take place, are
difficult if not impossible to repeat on an individual basis with the same effectiveness and after the fact.
The designed in class activities cannot be identically duplicated outside of class-time. Extensive absences
quickly will impact student learning. The daily work average represents 25% of the students overall grade.
Grading procedures
A student’s grade for each marking period will be determined by averaging the daily work average (25%),
quizzes average (25%) and tests average (50%). The overall grade calculation matches district requirements such
that the 1st and 2nd quarter average for the first semester, the 3rd and 4th quarter average for the second semester, and
the final grade is the average of the first and second semesters.
Gradebook
My gradebook typically is very much up-to-date. Please allow a few days to grade major tests as you check
the online services through the school’s Parent Connect.
Website, Emails, and Initial Contact
I regularly post notes and other information on my webpage. I highly encourage students to quickly get into
the habit of using these notes for assignments and test preparation. In addition, I regularly communicate to parents
via email; please, as soon as possible, send me an email at doddo@richlandone.org to confirm that you have received
www.dreher.richlandone.org
Student report via PowerSchool
3 Information via Daniel Oddo
4 South Carolina State Standards for Mathematics
5 HSAP Standards
6 Common Core State Standards of Mathematics
7 District Pacing Guide
1
2
71
this course requirement sheet AND to introduce yourself (include your name, your student’s name, the course I have
your student in, and contact phone numbers for during the school day and after school/evenings). I am looking
forward to a great year!
If email is not available to you, please initial this page and return with essential contact information. 3
www.dreher.richlandone.org
Student report via PowerSchool
3 Information via Daniel Oddo
4 South Carolina State Standards for Mathematics
5 HSAP Standards
6 Common Core State Standards of Mathematics
7 District Pacing Guide
1
2
72
Classroom rules:3
1. Follow all school rules and procedures
2. Maintain a positive learning environment
3. Be prepared to work from the beginning of class to the end of class
4. Keep hands feet and objects to yourself unless specifically directed
The classroom rules are designed to measure whether a student in the classroom is there to learn.
The rules are not necessarily directed at specific behaviors.3
If a student exhibits that they are not in the classroom to learn, the following procedures will be
followed:3
1. First warning and verbal reinforcement of ways to correct the behavior
2. Second warning
3. Ask student to speak with you in the hall. Speak with student about causes of misbehavior,
ask if they can return to classroom and behave as expected, if they answer yes, allow them
to come back in. If not, send them to ISS
4. Student is sent for disciplinary action either in ISS or to an administrator with a referral.
Procedures:
As students enter the room, they are expected to retrieve their materials from their designated
cabinets if they have been assigned materials. If not, they are expected to have their homework
out so that the teacher may check for completeness.3
Attendance is kept on a printed seating chart to record absences and tardies. The seating charts
are also used to record homework completeness, daily work scores, student behavior notes, and
general classroom information.3
www.dreher.richlandone.org
Student report via PowerSchool
3 Information via Daniel Oddo
4 South Carolina State Standards for Mathematics
5 HSAP Standards
6 Common Core State Standards of Mathematics
7 District Pacing Guide
1
2