CME Geometry

Year 1

Chapter 1about a month

• Most items are not for mastery…just exposure• Look at lesson quizzes and tests to determine

what to focus time on• Nspire work throughout the year will make

your class much more interesting and fun. It will be something that will be a different type of activity on the block schedule.

• The kids will pick up the Nspire stuff and then they can help you. It makes for nice discourse.

1A

• 1.0 I started the year with the In-class experiment at the bottom of pg.5. I also did the net problems briefly from pg.6 Nothing too in-depth at this point. 1 block day only.

• I did an Nspire scavenger hunt for 2 (regular)days the Mon/Tue of the first week. This allowed for schedule shuffling, etc.

• 1.1 Didn’t do the shadow thing; did the symmetry• 1.2 Drawing torture…but we learned together. The artsy

kids were happy, but they needed to follow the rules.

1Acont.

• 1.3 This was too hard for my 11th grade geometry students. I would do it with younger students.

• 1.4 Drawing from a recipe was hard also since many of my students were challenged with reading and patience.

1B

• 1.5 Great “for you to explore” activity.• 1.6 Good construction work also. In the future, all

construction can/should be done on the calculator or with patty paper. Great problem p.29 using patty paper. Have kids do it themselves. This section is not for mastery. Don’t panic over the lack of construction instructions. Kids can use ANY method. I found folding patty paper and tracing with a straight edge to be very effective. It will come up again later.

1C

• 1.7 Spend a couple of days here getting everyone to master the skills listed. A few kids will master it quickly…. they will be helpful in teaching others (or you!)

• 1.8 Have the students complete the “Windmill” as described on pg.39 and pg. 40 (check your understanding 1, 2) These skills will be used throughout the course.

• 1.9 UnMessUppable are important also. These may frustrate the kids, but encourage them to stick with it. This may take a few class periods for everyone to master. It is worth it.

1D

• We skipped this entire section.

Chapter 25 or 6 weeks (including conference break)

• As in the first chapter, refer to lesson quizzes and tests to guide how long you spend and how deeply you cover any given topic.

• Some topics here are for mastery, others are just for exposure.

• I used patty paper and colored pencils often during this chapter to illustrate topics.

2A

• 2.1 follow as written• 2.2 Minds in Action is valuable! Have them

actually read it out loud.• 2.3 Use patty paper here…nice visual

reinforcement• 2.4 Good activity in the green margin p.83

Spend a couple of days here

2B

• 2.5 Good Nspire activity. Might take more than one day.• 2.6 I did some algebra proofs first for one or two days

before starting into the geometry proofs. 2.6 is vertical angles proofs. This is just the beginning of proofs. *Warning: Don’t think that you need to add more at this time.

• 2.7 Big Vocab section. This takes a couple of days at least. We made a “graphic organizer” for all the definitions.

• 2.8 PAI theorem. Annoying name change! Just go with it.

2C

• Here is the in-depth proof work. We covered this by mistake in 2B. We will cover this using this section the second year. Sorry no insights on this for now.

2D

• This is the beginning of quadrilaterals. Don’t cover extra things that are not in the text. They will come up later.

• 2.15 -2.19 Lots of vocab here. A graphic organizer of some sort will help. This will be very important later. You may want to make some sort of game (Jeopardy or Concentration) to review all the terms

Chapter 3Get out the Scissors!

• I got a stack of book cards (class set)and cut them for use with the activity pg.171….worked well.

• Be sure to read the green margins in this chapter, especially page 171 where it talks about the “payoff of the struggle”

• Resist the temptation to just use the formulas here. This is a chapter that will help them develop the thinking and reasoning skills that we are working towards.

• The goal is to finish this by Christmas

3A

• 3.1 Physically do activity p.171. Spend time doing “for you to explore” top of pg. 172 It might take more than 1 day.

• 3.2 Cut out pieces and manipulate• 3.3 same idea• 3.4 same idea• 3.5 Very important section for later lessons.

Have them make the cuts and move the pieces to prove midline theorem.

3B

• Be sure to read the green column p.194 before beginning.

• 3.6 Do “for you to explore”. I also liked p.196 ex.6 extension in the green column.

• 3.7 I glossed over this, but used the problems in the hw set.

• 3.8 Great section and really worth spending time on. Worth it to spend time here. This is an example of the “CME” way of math.

3C

• Goal is to finish here by Thanksgiving.• We just did basic Pythagorean theorem here

using other resources. • This is where we spent a couple of days

brushing up their algebra skills with Pythagorean theorem as it will be used often the rest of the year.

3DGet it? It is the solids unit!

• This is a large unit, but it does not cover all “solids material”. Some is left for Ch. 6.

• Use cardboard boxes and duct tape to make “life sized” examples of these.

• Finish this unit by the Christmas holidays.• Collage or West DSM Community Resource

center has cut outs that are helpful (and cheap)

3Dcont.

• 3.12 Read green column pg.232• 3.13 Take your time here and help them

develop this instead of just using a formula. Important info in green column pg.236

• 3.14 We did cylinders but not cones (running out of time…)

• 3.15 Volumes- this is just the beginning. Invest time now with this, but don’t add what you think they forgot….it is in chapter 6

Chapter 4

• Don’t panic if you cannot draw….just use a straight edge and follow the rules and you will be fine. (I panicked.)

• Use patty paper and plain white paper and the Nspires.

• You will probably learn some cool math things here. I did.

• Goal is to finish 4A before Semester Ends.

4A

• 4.1 This is harder for them than you would think.• 4.2 Use patty paper and have them do the

folding with Sasha and Tony. These problems take longer than you think also.

• 4.3 Important!• 4.4 Important!• 4.5 Don’t panic…have them cut out and explore.

Use patty paper for them to trace and cut In-Class experiment.

4B

• Again, don’t panic and skip this. (I almost did)• 4.6 Good “for you to explore” Use Nspires to

do 7-10. It takes some time but it is worth it.• 4.7 I skipped these problems and went on • 4.8 This is really fun both on paper and using

the NSPires. I spent several days here because it was fun for everyone.

4C

• 4.9 for you to explore• 4.10 A few days here. Use Nspire for In-Class

Experiment p.308 . Have them put the ratios on the calculator screen and use “calculate” command. NICE! Good ratio work here.

• 4.11 We skipped• 4.12 More good ratio work…and THE ANSWER to

the strange pictures from the beginning. Great closure. Nice problems in the “reflections” pg. 321.

4D

• 4.13 follow the lesson• 4.14 measuring activity• 4.15 Similarity theorems…a few days here.• 4.16 we skipped