Notebook: · Web viewGeometry Course SyllabusPage 1. Geometry Course Syllabus 2013-2014 Course...

Geometry Course Syllabus 2013-2014Welcome to my Geometry class. I hope you find this course to be a positive

experience and I am certain that you will learn a great deal during the next 36 weeks. This ‘syllabus’ is an explanation to you about what I expect of you in terms of

behavior, classroom procedures, and academic performance. You will find out quickly that this course is one of the more challenging ones that you will face in high school. Your willingness to take the course seriously will determine how successful you are in it. As your instructor, I will place a lot of emphasis on ‘personal responsibility’ with all of my students. This means that I will expect you to strive towards making decisions that are more in line with what a responsible adult would make, being that are you edging closer to being young adults with each passing day. I will also go to great lengths to be very specific with what I expect you to learn each day and what I expect you to accomplish along the way in this journey that we are about to embark.

SUPPLIES NEEDED FOR: GeometryRequired:

A 3 ring binder that is at least 1 ½ inches wide A significant amount of loose leaf notebook paper A graphing calculator (TI-83 or TI-84) A pack of at least 100 index cards (5”x 8” OR larger…) (smaller sized cards will not

be large enough for our purposes.) A sizeable stash of pencils. A protractor A straight edge ruler A compass

General Classroom ProceduresStudent Behavior Policies and Expectations:

1. BE IN CLASS ON TIME EACH DAY.2. NO FOOD OR DRINKS IN CLASSROOM, EXCEPT WATER.3. NO DESK VANDALISM/GRAFFITI. 4. SHOW RESPECT TO OTHERS. 5. RESTRICTION OF CERTAIN ELECTRONIC DEVICES (Cell Phones)…

Classroom & Academic Policies & Expectations1. COME TO CLASS PREPARED.2. ALL WORK IS TO BE DONE IN PENCIL3. KEEP COURSE ASSIGNMENTS ORGANIZED: I expect my students to keep the

course assignments organized by properly labeling all assignments with the following minimum information:

Name; Date; Class Period Assignment Title: (Chapter # & Day # or Test/Quiz Title)

4. ‘HONESTY IS THE BEST POLICY’. (No Cheating)5. DO YOUR HOMEWORK EACH AND EVERY NIGHT6. TAKE OWNERSHIP OF YOUR OWN ACADEMIC FUTURE:

Geometry Course Syllabus

Grading Policy for the NINE weeks grades:90-----100 A80-----90 B70-----80 C60-----70 DBelow 60 F(In cases, where the letter grade is affected I will round up. Ex: 89.5% = A)

Grading Breakdown:There are several components to what makes up each nine weeks grade in Geometry. Here is a breakdown of those components:

80% of final grade Tests20% of final grade Notecards (Bellwork, HW checks, Exit Slips)Bonus Points – will be assigned from time to time.

Grading Components:TESTS : TESTS : These will be announced several days in advance, so that students are well

aware of when a test will be given. A complete and comprehensive review sheet will be worked the day before the test to ensure preparedness. It is CRITICAL that students utilize this review time to the best of their ability.

MAKE-UP WORK POLICY FOR TESTS/QUIZZES:When tests are missed in my classes, they must be made up before or after school in my classroom. Tests and quizzes that are missed are automatically recorded as a 'ZERO', until the student elects to make-up that activity in the stated time frame.

NOTECARDS: Bellwork/ HW Checks/ Exit Slips: At the start of each class session, there will be varying number problems on the

board for all students to complete. These problems should be completed promptly upon entering the classroom. These problems are usually collected from students on a daily basis. Typically, these are completed on the ‘note card’ along with homework answers and are graded by the instructor. These problems, along with the home work account for the student’s ‘daily’ grade in Algebra II.

HOMEWORK & CLASSWORK ASSIGNMENTS: GRADING OF HOMEWORK ASSIGNMENTS:

Homework is graded is through the ‘note card’ method, which will be the most common way for me to handle it.

MAKE-UP WORK POLICY FOR HOMEWORK ASSIGNMENTS:We move at a very fast pace in this course. If you must miss my class for any reason, it is solely YOUR responsibility to find out make-up work and obtain class notes from a fellow student

BONUS POINTS: Bonus points are offered in a variety of different ways throughout the course.


Statement on the issue of class attendance: It is critical in this course that the student is in the class every day. It has been my

experience that students, who are absent from school frequently, find it difficult to be successful in this course. Many times students are on school-related trips, but it still their responsibility to get the assignment and teach themselves from the class handouts/notes/ and examples.

Statement on the issue of Math Anxiety: Often students tell teachers and parents that they do not test well in math. I believe

that math is 98% mind over matter. A student must believe that he/she can do math in order to be successful. But I also believe that math can be studied and that math anxiety can be overcome. With completion of homework assignments, review sheets for quizzes and tests, listening in class, and perfect attendance a student can be successful in math!

Recommendations on ‘How To Study for Math’:1. Do homework by yourself each night . If a student chooses to copy from a fellow

classmate, they are NOT going to learn the material. I encourage students to work together, but not so much that it affects how much they truly learn.

2. Do the study guide for quizzes and tests at least 2 times the night before the quiz or test.

Statement on the Issue of Calculators The instructor will NOT be providing calculators for students. I may have a small

supply of 3-4 calculators, which are distributed on a first come, first serve basis based on availability. It is expected that ALL students must have a calculator for the course and are expected to bring it to class each day.

Due to the difficulties that students have in learning how to use a calculator, it is suggested that students use the same calculator for the entire school year. Different models and brands are used quite differently and the instructor may or may not have any knowledge on the type/brand of calculator your student is using.

Students are NOT allowed to share calculators during tests.In summary: A few things parents and students should remember.

1. Personal responsibility is a major theme in any class that Mr. Spillman teaches. 2. Students who plan to ‘cheat’ their way through this course will NOT be successful in

the end.3. One school supply that is required for this course that may be unique from other

teachers is the pack of or 5” x 8” (or larger) note cards. (We will use these everyday)4. Students are expected to use the same calculator each day for the entire school

year. It is important to remain ‘faithful’ to the same calculator.5. Poor classroom attendance nearly always results in a failing grade in this course.6. Only students who complete homework and class work assignments consistently ON

THEIR OWN and who study the review guides on the night before tests and quizzes can expect to make A’s or B’s in this course.

7. Parents should feel free to contact me regarding any questions you may have.


Geometry Course SequenceChapter 1 – Points, Lines, & Planes (Intro to Geometry)Day # Standards/GoalsPre-Req Skills

A.1.b.: I can solve single & multi-step equations & inequalities in one variable.

1 C.1.b.: I can identify and write conditional statements and use these statements to form conclusions.

2 C.1.a.: I can use definitions, basic postulates, and theorems about points, segments, lines, angles, and planes to solve problems.

D.1.a.: I can identify and model plane figures, including collinear and non collinear points, lines, segments, rays, and angles using appropriate mathematical symbols.


G.CO.1.:o I can understand the undefined terms: point, line, and distance

along a line in a plane4 G.1.b.: I can apply the midpoint and distance formulas to points and

segments to find midpoints, distances, and missing information. G.CO.1.:

o I can understand the undefined terms: point, line, and distance along a line in a plane


D.1.a.: I can identify and model plane figures, including collinear and non collinear points, lines, segments, rays, and angles using appropriate mathematical symbols.

6 D.1.b.: I can identify vertical, adjacent, complementary, and supplementary angle pairs and use them to solve problems.

7 D.1.b.: I can identify vertical, adjacent, complementary, and supplementary angle pairs and use them to solve problems.

8 D.1.d.: I can use construction techniques, including straightedge and compass, to bisect and trisect segments and to create parallel and perpendicular lines, perpendicular bisectors, and angle bisectors.

9 D.2.h.: I can identify and classify regular and non-regular polygons based on the number of sides, the angle measures, and the side lengths.

10 Review11 Test

Chapter 2 – Proofs & ReasoningDay # Standards/Goals1 C.1.b.: I can identify and write conditional statements and use these

statements to form conclusions. A.1.a.: I can apply properties such as: commutative, associative, identity,


inverse, and substitution to simplify algebraic expressions.2 C.1.a.: I can use definitions, basic postulates, and theorems about points,

segments, lines, angles, and planes to write proofs.3 D.1.b.: I can identify vertical, adjacent, complementary, and

supplementary angle pairs and use them to solve problems.4 C.1.c.: I can identify and write conditional and biconditional statements

along with the converse, inverse, and contrapositive of a conditional statement and use these statements to form conclusions.

5 C.1.b.: I can use inductive reasoning to make conjectures and deductive reasoning to arrive at valid conclusions.

6 C.1.e.: I can read and write different types and formats of proofs including two-column, flowchart, and paragraph proofs.

C.1.a.: I can use definitions, basic postulates, and theorems about points, segments, lines, angles, and planes to write proofs.









11 Review12 Test Part I (Free Response)13 Test Part II (Multiple Choice)

Chapter 3 – Lines (Parallel, Perpendicular & Slope)Day # Standards/Goals1 D.1.c.: I can identify corresponding, same-side interior, same-side exterior,

alternate interior, and alternate exterior angle pairs formed by a pair of parallel lines and a transversal and use these special angle pairs to solve problems.

2 D.1.c.: I can identify corresponding, same-side interior, same-side exterior, alternate interior, and alternate exterior angle pairs formed by a pair of parallel lines and a transversal and use these special angle pairs to solve problems.

D.1.f.: I can apply properties and theorems of parallel and perpendicular lines to solve problems.


3 D.1.c.: I can identify corresponding, same-side interior, same-side exterior, alternate interior, and alternate exterior angle pairs formed by a pair of parallel lines and a transversal and use these special angle pairs to solve problems.


4 C.1.d.: I can use various methods to prove that two lines are parallel or perpendicular by using coordinates or angle measures.

D.1.c.: I can identify corresponding, same-side interior, same-side exterior, alternate interior, and alternate exterior angle pairs formed by a pair of parallel lines and a transversal and use these special angle pairs to solve problems.


5 A.1.d.: I can recognize the concept of slope as a rate of change, and can determine the slope when given the equation of a line in standard form or slope-intercept form, the graph of a line, two points or a verbal description.

G.1.a.: I can use slope to distinguish between and write equations for parallel and perpendicular lines.

G.GPE.5.: I can prove that two lines are parallel or perpendicular based on the slope of the lines.

A.1.e.: I can graph a linear equation using a table of values, x & y intercepts, or slope-intercept form

6 A.1.c.: I can write linear equations in standard form and slope-intercept form when given two points, a point and the slope, or the graph of the equation.

G.1.a.: I can use slope to distinguish between and write equations for parallel and perpendicular lines.

7 Review8 Test

Chapter 4 – Transformations & Intro to QuadraticsDay # Standards/Goals1 G.CO.4./ E.1.e.: I can identify and draw images of transformations and

use their properties to solve problems.o I can understand the image, pre-image, scale factor, center, and

similar figures as how they relate to transformations. G.CO.4./ E.1.e.: I can identify and draw images of transformations and

use their properties to solve problems. G.CO.5.: I can draw a transformed figure and describe the sequence of

transformations that were used to carry the given figure onto the other. G.CO.2./ G.1.e.: I can determine the effect of reflections and their

compositions on the coordinate plane. G.CO.7.: I can understand the definition of congruence and how it relates

to a transformation that is a ‘rigid motion’.


2 G.CO.4./ E.1.e.: I can identify and draw images of transformations and use their properties to solve problems.

o I can understand the image, pre-image, scale factor, center, and similar figures as how they relate to transformations.

G.CO.4./ E.1.e.: I can identify and draw images of transformations and use their properties to solve problems.

G.CO.5.: I can draw a transformed figure and describe the sequence of transformations that were used to carry the given figure onto the other.

G.CO.2./ G.1.e.: I can determine the effect of reflections and their compositions on the coordinate plane.

G.CO.7.: I can understand the definition of congruence and how it relates to a transformation that is a ‘rigid motion’.

3 G.CO.2./ G.1.e.: I can determine the effect of reflections and their compositions on the coordinate plane.


4 G.CO.2./ G.1.e.: I can determine the effect of rotations and their compositions on the coordinate plane.


5 G.CO.2./ G.1.e.: I can determine the effect of rotations and their compositions on the coordinate plane.


6 G.SRT.1a: I can understand the idea of a dilation in the context of transformations.

o I can identify the scale factor from a dilation.o I can understand the image, pre-image, scale factor, center, and

similar figures as how they relate to transformations. G.SRT.1b: I can explain how a scale factor shows how much larger or

smaller a figure becomes after a dilation.7 E.1.a.: I can determine points or lines of symmetry and apply the

properties of symmetry to figures.8 From Algebra II standards:

I can identify the shape of a graph of a quadratic function. I can identify both the standard & vertex form of a quadratic function. I can determine whether a quadratic function has a maximum or

minimum value. E.2.a.: I can determine the domain and range of a quadratic function;

graph the function with and without technology. I can determine the translations that may occur with a quadratic function

and decide whether it is a reflection, stretch, compression, or a shift and in what direction and by how many units.

9 From Algebra II standards: I can identify the shape of a graph of a quadratic function. I can identify both the standard & vertex form of a quadratic function. I can determine whether a quadratic function has a maximum or

minimum value.


E.2.a.: I can determine the domain and range of a quadratic function; graph the function with and without technology.

I can determine the translations that may occur with a quadratic function and decide whether it is a reflection, stretch, compression, or a shift and in what direction and by how many units.

*10 (optional)

G.GPE.2.: I can derive the equation of a parabola based on a given focus or directrix.

11 Review12 Test

Chapter 5 – Triangles Part IDay # Standards/Goals1 D.2.a.: I can identify and classify triangles by their sides and angles.2 I can understand angle relationships in triangles.3 D.2.j. I can apply the Isosceles Triangle Theorem and its converse to

triangles to solve mathematical and real-world problems.4 C.1.g. I can use the principle that corresponding parts of congruent

triangles are congruent to solve problems.5 C.1.f.: I can prove that two triangles are congruent by applying the SSS,

SAS, ASA, and AAS congruence statements. C.1.g. I can use the principle that corresponding parts of congruent

triangles are congruent to solve problems.6 G.CO.10: I can prove theorems about triangles.

C.1.f.: I can prove that two triangles are congruent by applying the SSS, SAS, ASA, and AAS congruence statements.

C.1.g. I can use the principle that corresponding parts of congruent triangles are congruent to solve problems.

7 G.CO.10: I can prove theorems about triangles. C.1.f.: I can prove that two triangles are congruent by applying the SSS,

SAS, ASA, and AAS congruence statements. C.1.g. I can use the principle that corresponding parts of congruent

triangles are congruent to solve problems.8 Review9 Test

Chapter 6 – Triangles Part IIDay # Standards/Goals1 G.CO.12.: I can solve problems with triangles that involve a midsegment.2 D.2.b.: I can identify medians, altitudes, perpendicular bisectors, and

angle bisectors of triangles and use their properties to solve problems.3 D.2.b.: I can identify medians, altitudes, perpendicular bisectors, and

angle bisectors of triangles and use their properties to solve problems.4 D.2.b.: I can identify medians, altitudes, perpendicular bisectors, and


angle bisectors of triangles and use their properties to solve problems.5 D.2.c.: I can apply the triangle inequality theorem to determine if a

triangle exists and the order of sides and angles.6 D.2.c.: I can apply the triangle inequality theorem to determine if a

triangle exists and the order of sides and angles.7 G.CO.9.: I can prove theorems in proofs about triangles.8 G.CO.9.: I can prove theorems in proofs about triangles.9 G.CO.9.: I can prove theorems in proofs about triangles.10 Review11 Test Part I (Free Response)12 Test Part II (Multiple Choice)

Chapter 7 – Similarity & Indirect ProofsDay # Standards/Goals1 Algebra Skills Review

I can solve ratios and proportions2 E.1.d.: I can use the definition of similarity to establish the congruence of

angles, proportionality of sides, and scale factor of two similar polygons. G.SRT.5./ E.1.c.: I can identify similar figures and use ratios and

proportions to solve mathematical and real-world problems.3 G.SRT.2./ G.SRT.3/ C.1.h.: I can use several methods, including AA, SAS,

and SSS, to prove that two triangles are similar, corresponding sides are proportional, and corresponding angles are congruent.

G.SRT.5./ E.1.c.: I can identify similar figures and use ratios and proportions to solve mathematical and real-world problems.

4 E.1.d.: I can use the definition of similarity to establish the congruence of angles, proportionality of sides, and scale factor of two similar polygons.

G.GPE.4.: I can understand the idea of a ratio in the context of a line segment between two given points.

5 E.1.d.: I can use the definition of similarity to establish the congruence of angles, proportionality of sides, and scale factor of two similar polygons.

G.GPE.4.: I can understand the idea of a ratio in the context of a line segment between two given points.

6 G.SRT.5./ E.1.c.: I can identify similar figures and use ratios and proportions to solve mathematical and real-world problems.

*7 (optional)

G.SRT.5./ E.1.c.: I can identify similar figures and use ratios and proportions to solve mathematical and real-world problems.

8 C.1.e.: I can read and write different types and formats of proofs such as indirect proofs.

E.1.b.: I can identify congruent figures and their corresponding parts. G.SRT.5./ E.1.c.: I can identify similar figures and use ratios and

proportions to solve mathematical and real-world problems.9 C.1.e.: I can read and write different types and formats of proofs such as

indirect proofs. E.1.b.: I can identify congruent figures and their corresponding parts. G.SRT.5./ E.1.c.: I can identify similar figures and use ratios and


proportions to solve mathematical and real-world problems.10 C.1.e.: I can read and write different types and formats of proofs such as

indirect proofs.*11 (optional)

C.1.e.: I can read and write different types and formats of proofs such as indirect proofs.

*12 (optional)

C.1.e.: I can read and write different types and formats of proofs such as indirect proofs.

13 Review14 Test Part I (Free Response)15 Test Part II (Multiple Choice)

Chapter 8 – Right TrianglesDay # Standards/Goals1 Algebra Skills Review

I can simplify square root expressions and solve equations involving square roots

2 G.SRT.4./ D.2.e.: I can apply the Pythagorean theorem and its converse to triangles to solve mathematical and real-world problems.

3 E.1.g.: I can determine the geometric mean between two numbers and use it to solve problems.

D.2.d.: I can solve problems involving the relationships formed when the altitude to the hypotenuse of a right triangle is drawn.

G.SRT.6.: I can name the sides of a right triangle as they relate to one of the acute angles.

o I can compare ratios for similar right triangles and understand the connection between the ratio and the acute angle leading to trigonometric ratios.

4 H.1.a.: I can apply the properties of a 45-45-90 degree and 30-60-90 degree triangle to determine lengths of sides of triangles.

5 C.1.f.: I can prove that two right triangles are congruent by applying the LA, LL, HL, and HA congruence statements.

6 Review7 Test

Chapter 9 – TrigonometryDay # Standards/Goals1 G.SRT.7./ H.1.b.: I can find the sine, cosine and tangent ratios of acute

angles given the side lengths of right triangles.2 G.SRT.7./ H.1.b.: I can find the sine, cosine and tangent ratios of acute

angles given the side lengths of right triangles. G.SRT.8/ H.1.c.: I can use trigonometric ratios to find the sides or angles of

right triangles and to solve real-world problems3 G.SRT.7./ H.1.b.: I can find the sine, cosine and tangent ratios of acute

angles given the side lengths of right triangles.


G.SRT.8/ H.1.c.: I can use trigonometric ratios to find the sides or angles of right triangles and to solve real-world problems

4 G.SRT.7./ H.1.b.: I can find the sine, cosine and tangent ratios of acute angles given the side lengths of right triangles.


o I can use angles of elevation and depression to find missing angles.

5 G.SRT.7./ H.1.b.: I can find the sine, cosine and tangent ratios of acute angles given the side lengths of right triangles.


o I can use angles of elevation and depression to find missing angles.

6 G.SRT.10(+) I can use the law of sines and cosines to find missing side lengths or angle measures of a triangle.

G.SRT.11.(+) I can use the law of sines or cosines to find the unknown measurements in a real-life situation.

G.3.a.: I can use the law of cosines to find the lengths and measures of angles in triangles in mathematical and real-world problems.

*7 (optional)

I can find the coordinates that describe a vector. I can describe a vector using cardinal directions. I can find the magnitude and direction of a vector. I can add vectors together.

8 Review9 Test

Chapter 10 – QuadrilateralsDay # Standards/Goals1 D.2.h.: I can identify and classify regular and non-regular polygons based

on the number of sides, the angle measures, and the side lengths. D.2.i.: I can apply the angle sum theorem for triangles and polygons to

find interior and exterior angle measures given the number of sides, to find the number of sides given angle measures, and solve real-world problems.

G.SRT.5.: I can solve problems and prove relationships in geometric figures.

2 D.2.h.: I can identify and classify regular and non-regular polygons based on the number of sides, the angle measures, and the side lengths.

D.2.i.: I can apply the angle sum theorem for triangles and polygons to find interior and exterior angle measures given the number of sides, to find the number of sides given angle measures, and solve real-world problems.

G.SRT.5.: I can solve problems and prove relationships in geometric figures.

3 D.2.g.: I can identify and classify quadrilaterals, including parallelograms,


using their properties.4 D.2.g.: I can identify and classify quadrilaterals, including parallelograms,

using their properties.5 D.2.g.: I can identify and classify quadrilaterals, including parallelograms

and rectangles, using their properties.6 D.2.g.: I can identify and classify quadrilaterals, including parallelograms,

rhombi, and squares using their properties.7 D.2.g.: I can identify and classify quadrilaterals, including trapezoids, and

isosceles trapezoids using their properties.8 D.2.g.: I can identify and classify quadrilaterals, including kites using their

properties.9 G.CO.11/ C.1.i.: I can use properties of special quadrilaterals in a proof.

D.2.g.: I can identify and classify quadrilaterals, including parallelograms, rectangles, rhombi, squares, kites, trapezoids, and isosceles trapezoids using their properties.

10 G.CO.11/ C.1.i.: I can use properties of special quadrilaterals in a proof. D.2.g.: I can identify and classify quadrilaterals, including parallelograms,

rectangles, rhombi, squares, kites, trapezoids, and isosceles trapezoids using their properties.

11 Review12 Test

Chapter 11 – CirclesDay # Standards/Goals1 G.C.4(+)/ D.3.a.: I can identify and define line segments associated with

circles such as radii, diameters, chords, secants, and tangents. G.C.5: I can find the area and circumference of a circle. G.C.1.: I can understand the idea that all circles are similar to one another.

2 G.C.2./ D.3.c.: I can find segment lengths, angle measures, and intercepted arc measures formed by chords, secants, and tangents intersecting inside and outside circles.

3 G.C.2./ D.3.c.: I can find segment lengths, angle measures, and intercepted arc measures formed by chords, secants, and tangents intersecting inside and outside circles.

F.1.d.: I can find arc lengths and circumferences of circles from given information.

4 D.3.b.: I can determine the measures of central and inscribed angles and their intercepted arcs.

*5 (optional)

G.C.2./ D.3.c.: I can find segment lengths, angle measures, and intercepted arc measures formed by chords, secants, and tangents intersecting inside and outside circles.

G.C.4(+)/ D.3.a.: I can identify and define line segments associated with circles such as radii, diameters, chords, secants, and tangents.

*6 (optional)




*7 (optional)



8 G.GPE.1/ G.1.d.: I can write equations for circles in standard form and solve problems using equations and graphs.

*9 (optional)

D.1.e.: I can locate, describe , and draw a locus in a plane or space.

10 Review11 Test

Chapter 12 – AreaDay # Standards/Goals1 F.1.a.: I can find the perimeter and area of common plane figures, such as:

triangles, quadrilaterals, regular polygons, and irregular figures, from given information using appropriate units of measurement.

F.1.b.: I can manipulate perimeter and area formulas to solve problems.2 F.1.a.: I can find the perimeter and area of common plane figures, such as:


F.1.b.: I can manipulate perimeter and area formulas to solve problems.3 F.1.c.: I can find the area of a circle and the area of a sector of a circle from

given information.4 F.1.a.: I can find the perimeter and area of common plane figures, such as:


F.1.b.: I can manipulate perimeter and area formulas to solve problems.5 F.1.a.: I can find the perimeter and area of common plane figures, such as:


F.1.b.: I can manipulate perimeter and area formulas to solve problems.6 G.SRT.5./ E.1.c.: I can identify similar figures and use ratios and

proportions to solve mathematical and real-world problems. E.1.d.: I can use the definition of similarity to establish the congruence of

angles, proportionality of sides, and scale factor of two similar polygons.7 F.1.a.: I can find the perimeter and area of common plane figures, such as:


F.1.b.: I can manipulate perimeter and area formulas to solve problems.8 Review9 Test


Chapter 13 – Surface Area & VolumeDay # Standards/Goals1 D.4.a.: I can identify and classify prisms, pyramids, cylinders, cones, and

spheres and use their properties to solve problems. G.GMD.3.: I can use the volume formulas for a variety of different figures

(pyramids, cones, cylinders, spheres, prisms) F.2.a.: I can find the lateral area, surface area, and volume of prisms,

cylinders, cones, and pyramids in mathematical and real-world settings.2 D.4.a.: I can identify and classify prisms, pyramids, cylinders, cones, and












cylinders, cones, and pyramids in mathematical and real-world settings. F.2.c.: I can find the surface area and volume of a sphere in mathematical

and real-world settings.6 D.4.a.: I can identify and classify prisms, pyramids, cylinders, cones, and



cylinders, cones, and pyramids in mathematical and real-world settings. F.2.c.: I can find the surface area and volume of a sphere in mathematical

and real-world settings. G.MG.2.: I can apply concepts of density as how it relates to the area and

volume of a real-life situation.7 G.GMD.4/ D.4.b.: I can describe and draw cross sections of prisms,

cylinders, pyramids, and cones.8 E.1.f.: I can apply relationships between perimeters of similar figures,


areas of similar figures, and volumes of similar figures, in terms of scale factor to solve mathematical and real-world problems.

E.1.h.: I can identify and give properties of congruent or similar solids.9 Review10 Test

Chapter 14 – ProbabilityDay # Standards/Goals1 S.MD.6(+): I can compute both experimental and theoretical probabilities.

A.1.f.: I can find the probability of a simple event.2 S.CP.9 (+): I can use combinations and permutations to compute

probabilities.3 A.1.f.: I can find the probability of a simple event.

S.CP.7.: I can use the General Addition rule for both mutually exclusive and non-mutually exclusive events.

S.CP.8(+): I can use the General Multiplication rule for events that are not independent.

S.CP.1: I can define the union, intersection and complements of events in the context of probability.

S.CP.2.: I can determine if two events are independent or not4 S.CP.4.: I can use a two-way table involving categories to determine

probabilities. S.CP.5.: I can recognize the concepts of conditional probabilities and

independence in everyday situations. S.CP.6.: I can calculate a conditional probability and interpret the result in

the context of the given problem.5 S.CP.4.: I can use a two-way table involving categories to determine

probabilities. S.CP.5.: I can recognize the concepts of conditional probabilities and

independence in everyday situations. S.CP.6.: I can calculate a conditional probability and interpret the result in

the context of the given problem.6 A.1.f.: I can find the probability of a simple event.

F.1.c.: I can use area to solve problems involving geometric probability.7 A.1.f.: I can find the probability of a simple event.

F.1.c.: I can use area to solve problems involving geometric probability.8 Review9 Test


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