Volusia County Mathematics Departmentpublic.volusia.k12.fl.us/mathematics/Documents/Curriculum...
Transcript of Volusia County Mathematics Departmentpublic.volusia.k12.fl.us/mathematics/Documents/Curriculum...
Mathematics Department Geometry Honors Curriculum Map Volusia County Schools 1206320/ISC Revision 6-27-12
Volusia County Mathematics Curriculum Map
Geometry Honors Course Number 1206320/ISC
Mathematics Department ii Geometry Honors Curriculum Map Volusia County Schools 1206320/ISC Revision 6-6-12
KEY TERMINOLOGY OF THE CURRICULUM MAP
Unit/Organizing Principle: the overarching organizational structure used to group content and concepts within the curriculum map Pacing: the recommended time period within the year for instruction related to the essential questions to occur Essential Questions: the overarching question(s) that will serve to guide instruction and push students to higher levels of thinking; essential questions should guide students to the heart of the content Measurement Topics: a list of the major underlying concepts covered in the development of the essential questions Learning Targets/Skills: the content knowledge, processes and enabling skills that will ensure successful mastery of the essential questions Benchmarks: the Next Generation Sunshine State Standards Academic Language: the content vocabulary and other key terms and phrases with which students should be familiar and that support mastery of the learning targets, skills and essential questions Activities and Resources: a listing of available, high quality and appropriate materials, strategies, lessons, textbooks, videos and other media sources that are aligned with the learning targets, skills and essential questions; developed to save teachers time when planning for instruction Assessment: a list of required formative assessments as well as suggested assessments that are available to use as formative or summative assessments
Mathematics Department iii Geometry Honors Curriculum Map Volusia County Schools 1206320/ISC Revision 6-6-12
UNIT/ORGANIZING PRINCIPLE: Lengths and Midpoints – Segments (G.1.1) PACING: 1st Quarter 8.5 days
ESSENTIAL QUESTIONS:
Can the student understand the relationships between points, lines, and planes?
MEASUREMENT TOPIC
T01: Lengths and Midpoints – Segments
LEARNING TARGETS/SKILLS
The student will:
PACING (Days)
BENCHMARK
ACADEMIC LANGUAGE
(Bold Assessed on EOC)
Pearson Screening Test www.pearsonsuccessnet.com Teacher Resources – Progress Monitoring Assessments Skills Review (pgs. 852, 858, 860, 861)
review prerequisite vocabulary 2 MA.912.G.1.1
Point Line Plane Dimension Collinear Coplanar Ray Line Segment Midpoint of a line Distance formula Coordinate Plane Congruent Segments
1.2 Points, Lines, Planes
understand that point, lines and planes have NO definitions 0.5 MA.912.G.8.1
1.2 Points, Lines, Planes
demonstrate understanding of a line, line segment, and ray 1 MA.912.G.1.1
1.2 Points, Lines, Planes
name 3 points that are collinear or coplanar 0.5 MA.912.G.1.1
1.2 Points, Lines, Planes draw 4 points that are coplanar but not collinear 0.5 MA.912.G.1.1
1.2 Points, Lines, Planes
use postulates to justify relationships between points, lines and planes
2 MA.912.G.1.1
1.3 Measuring Segments 1.7 Midpoint & Distance in Coordinate Plane
given two points, find the distance between them and the coordinates of the midpoint
2 MA.912.G.1.1
Make sense of problems and persevere in solving them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning of others.
Model with mathematics.
Use appropriate tools strategically.
Attend to precision. Look for and make use of structure.
Look for and express regularity in repeated reasoning.
MACC.K12.MP.1 MACC.K12.MP.2 MACC.K12.MP.3 MACC.K12.MP.4 MACC.K12.MP.5 MACC.K12.MP.6 MACC.K12.MP.7 MACC.K12.MP.8
Mathematics Department 1 Geometry Honors Curriculum Map Volusia County Schools 1206320/ISC Revision 6-6-12
ESSENTIAL QUESTIONS: Can the student understand the relationships between points, lines, and planes?
Activities and Resources Assessment
Suggested Resources Big Ideas:
CPALMS: http://www.floridastandards.org
TI Activity Exchange & APPS:
TI-Nspire Geometry Activity: Points, Lines, Angles – Determining Angle Measures
http://www.ti-mathnspired.com/geometry/points-lines-and-angles/determining-angle-measures/
Internet Resources
http://www.mathmeasures.org
http://www.interactmath.com/
http://www.math.com/homeworkhelp/Geometry.html
http://www.pearsonsuccessnet.com
http://fcat.fldoe.org/eoc/itemspecs.asp (EOC info, sample items)
Required Assessment State Assessments
State Mandated (DA) Assessments o #1: Beginning of First Semester (TBA) o #2: End of First Semester (TBA)
Tied to essential questions Defined Testing Window Data collected through Scantron
EOC Exam for Geometry – Defined Testing Window (TBA)
District Interim Assessments
Tied to benchmarks
Focus items imported into Scantron
Data available through Scantron and Performance Matters
Suggested Assessments/Internet Resources
teacher made tests/quizzes
chapter tests/quizzes from PearsonSuccessNet.com or using ExamViewPro
Mathematics Department 2 Geometry Honors Curriculum Map Volusia County Schools 1206320/ISC Revision 6-6-12
UNIT/ORGANIZING PRINCIPLE: Parallel lines and Special Angle Relationships (G.1.3)
PACING: 1st Quarter 12 days
ESSENTIAL QUESTIONS:
Can the student use the appropriate vocabulary to identify and use the relationships of the angles formed by intersecting lines and parallel lines cut by a transversal?
MEASUREMENT TOPIC
T02: Parallel Lines/ Angle Relationships
LEARNING TARGETS/SKILLS
The student will:
PACING (Days)
BENCHMARK ACADEMIC LANGUAGE
(Bold Assessed on EOC)
Skills Review (pg.852) use a protractor to draw various types of angles 0.5 MA.912.G.1.3 Conditional statement Hypothesis Conclusion Converse Postulate Axiom Theorem Angles – Right, Obtuse, Acute Sides of an angle
Protractor Linear Pairs Vertical Angles Adjacent Angles Complementary Angles Supplementary Angles Parallel lines Perpendicular lines Transversal
Corresponding angles Alternate interior/exterior angles Consecutive (same side) int. angles Angle Bisectors Perpendicular Bisectors Slope
Equations of Lines
1.4 Measuring Angles identify vertical angles, linear pairs, complementary and
supplementary angles 2 MA.912.A.3.1
Skills Review (pg.862) 1.5 Exploring Angle Pairs 2.6 Proving Angles Congruent (theorems only,
postpone formal proofs)
find the measure of these angles when given algebraic expressions to represent the angles
3.5 MA.912.G.1.3
2.2 Conditional
Statements 3.1-3.4 Perpendicular
and Parallel Lines
identify and use the relationships between special pairs of angles (corresponding, alternate interior, alternate exterior, and consecutive/same-side interior angles) formed by intersecting lines, parallel lines, transversals
6 MA.912.G.1.3
1.6 Basic Constructions
construct (using straight edge and compass and/or drawing programs) congruent segments and angles, and angle bisectors
* MA.912.G.1.2 (Not assessed moved to 4
th quarter)
1.6 Basic Constructions distinguish between sketching, constructing, and drawing
basic constructions *
MA.912.G.8.6 (Not assessed moved to 4
th quarter)
3.7 Equations of Lines in the Coordinate Plane 3.8 Slopes of Parallel and Perpendicular Lines
identify and determine if lines are parallel or perpendicular lines in the coordinate plane
* MA.912.G.1.4 (Not assessed moved to 4
th quarter)
3.7 Equations of Lines in the Coordinate Plane 3.8 Slopes of Parallel and Perpendicular Lines
explain if two lines are parallel, perpendicular, or neither given coordinates of points determine the equation of the line
* MA.912.G.1.4 (Not assessed moved to 4
th quarter)
Make sense of problems and persevere in solving them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning of others.
Model with mathematics.
Use appropriate tools strategically.
Attend to precision. Look for and make use of structure.
Look for and express regularity in repeated reasoning.
MACC.K12.MP.1 MACC.K12.MP.2 MACC.K12.MP.3 MACC.K12.MP.4 MACC.K12.MP.5 MACC.K12.MP.6 MACC.K12.MP.7 MACC.K12.MP.8
Mathematics Department 3 Geometry Honors Curriculum Map Volusia County Schools 1206320/ISC Revision 6-6-12
ESSENTIAL QUESTIONS: Can the student use the appropriate vocabulary to identify and use the relationships of the angles formed by intersecting lines and parallel lines cut by a transversal?
Activities and Resources Assessment
Suggested Resources Big Ideas: CPALMS: http://www.floridastandards.org
TI Activity Exchange & APPS:
TI-Nspire Geometry Activity: Points, Lines, and Angles –Alternate Interior Angles
http://www.ti-mathnspired.com/geometry/points-lines-and-angles/alternate-interior-angles/
TI-Nspire Geometry Activity: Points, Lines, and Angles – Parallel Lines and Transversals
http://www.ti-mathnspired.com/geometry/points-lines-and-angles/creating-parallel-lines-and-transversals/
Internet Resources
http://www.mathmeasures.org
http://www.interactmath.com/
http://www.math.com/homeworkhelp/Geometry.html
http://www.pearsonsuccessnet.com
http://fcat.fldoe.org/eoc/itemspecs.asp (EOC info, sample items)
http://www.ies.co.jp/math/products/geo1/menu.html
Required Assessment State Assessments
State Mandated (DA) Assessments o #1: Beginning of First Semester (TBA) o #2: End of First Semester (TBA)
Tied to essential questions Defined Testing Window Data collected through Scantron
EOC Exam for Geometry – Defined Testing Window (TBA)
District Interim Assessments
Tied to benchmarks
Focus items imported into Scantron
Data available through Scantron and Performance Matters
Suggested Assessments/Internet Resources
teacher made tests/quizzes
chapter tests/quizzes from PearsonSuccessNet.com or using ExamViewPro
Mathematics Department 4 Geometry Honors Curriculum Map Volusia County Schools 1206320/ISC Revision 6-6-12
UNIT/ORGANIZING PRINCIPLE: Triangle Inequality Theorems and Properties of Triangles (G.4.7)
PACING: 1st Quarter 6.5 days
ESSENTIAL QUESTIONS:
Can the student express and construct the classification of triangles and their components?
MEASUREMENT TOPIC
T03: Triangle Theorems and Properties
LEARNING TARGETS/SKILLS
The student will:
PACING (Days)
BENCHMARK ACADEMIC LANGUAGE
(Bold Assessed on EOC)
Skills Review (pg.853)
classify triangles as obtuse, acute, or right angles 0.5 MA.912.G.4.1 Equilateral Isosceles Scalene Acute, Right, Obtuse Straight Angle Triangle Midsegment Compass Straight edge Altitude Perpendicular Bisector Angle Bisector Median Concurrent Equidistant Incenter Circumcenter Centroid Orthocenter Hinge Theorem Indirect Proof Inequalities in a triangle
3.5 Parallel Lines and Triangles
calculate each interior and exterior angle of a triangle 1 MA.912.G.2.2
5.6 Inequalities in One Triangle 5.7 Inequalities in Two Triangles
understand and apply the inequality theorems: o triangle inequality theorem o inequality in one triangle o Hinge Theorem
3 MA.912.G.4.7
5.1-5.4 Relationships within Triangles
define and identify altitudes, medians, triangle midsegments, angle bisectors and perpendicular bisectors
2 MA.912.G.4.2
5.1-5.4 Relationships within Triangles
explain the difference between sketching, constructing and drawing geometric figures
* MA.912.G.8.6 (Not assessed moved to 4
th quarter)
5.1-5.4 Relationships within Triangles
define, identify and construct altitudes, medians, triangle midsegments, angle bisectors, perpendicular bisectors and points of concurrency: orthocenter, incenter, circumcenter, centroid
* MA.912.G.4.2 (Not assessed moved to 4
th quarter)
Make sense of problems and persevere in solving them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning of others.
Model with mathematics.
Use appropriate tools strategically.
Attend to precision. Look for and make use of structure.
Look for and express regularity in repeated reasoning.
MACC.K12.MP.1 MACC.K12.MP.2 MACC.K12.MP.3 MACC.K12.MP.4 MACC.K12.MP.5 MACC.K12.MP.6 MACC.K12.MP.7 MACC.K12.MP.8
Mathematics Department 5 Geometry Honors Curriculum Map Volusia County Schools 1206320/ISC Revision 6-6-12
ESSENTIAL QUESTIONS: Can the student express and construct the classification of triangles and their components?
Activities and Resources Assessment
Suggested Resources Big Ideas: CPALMS: http://www.floridastandards.org
TI Activity Exchange & APPS:
TI-Nspire Geometry Activity: Triangles –Triangle Inequality Theorem
http://www.ti-mathnspired.com/geometry/triangles/triangle-inequality-theorem/
Internet Resources
http://www.mathmeasures.org
http://www.interactmath.com/
http://www.math.com/homeworkhelp/Geometry.html
http://www.pearsonsuccessnet.com
http://fcat.fldoe.org/eoc/itemspecs.asp (EOC info, sample items)
http://oneweb.utc.edu/~Christopher-Mawata/geom/geom2.htm
Required Assessment State Assessments
State Mandated (DA) Assessments o #1: Beginning of First Semester (TBA) o #2: End of First Semester (TBA)
Tied to essential questions Defined Testing Window Data collected through Scantron
EOC Exam for Geometry – Defined Testing Window (TBA)
District Interim Assessments
Tied to benchmarks
Focus items imported into Scantron
Data available through Scantron and Performance Matters
Suggested Assessments/Internet Resources
teacher made tests/quizzes
chapter tests/quizzes from PearsonSuccessNet.com or using ExamViewPro
Mathematics Department 6 Geometry Honors Curriculum Map Volusia County Schools 1206320/ISC Revision 6-6-12
UNIT/ORGANIZING PRINCIPLE: Logic Part One: Conjectures and Justification (G.8.4)
PACING: 1st Quarter 4.5 days
ESSENTIAL QUESTIONS:
Can the student identify a logical argument following the laws of inductive and deductive reasoning?
MEASUREMENT TOPIC
T04: Logic Part One
LEARNING TARGETS/SKILLS
The student will:
PACING (Days)
BENCHMARK ACADEMIC LANGUAGE
(Bold Assessed on EOC)
2.2 Conditional Statements 2.5 Reasoning in Algebra & Geometry 2.6 Proving Angles Congruent
determine if a solution is reasonable based on the given situation
0.5 MA.912.G.8.3
Conditional statement If-then form Hypothesis Conclusion Converse Postulates Axiom Theorems Diagramming Conjecture Formal Proof Direct Proof Deductive Reasoning
2.2 Conditional Statements 2.5 Reasoning in Algebra & Geometry 2.6 Proving Angles Congruent
make conjectures and justify and support the conjectures with geometric concepts and proofs
1 MA.912.G.8.4
2.2 Conditional Statements 2.5 Reasoning in Algebra & Geometry 2.6 Proving Angles Congruent
write geometric and algebraic proofs 3 MA.912.G.8.5
Make sense of problems and persevere in solving them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning of others.
Model with mathematics.
Use appropriate tools strategically.
Attend to precision. Look for and make use of structure.
Look for and express regularity in repeated reasoning.
MACC.K12.MP.1 MACC.K12.MP.2 MACC.K12.MP.3 MACC.K12.MP.4 MACC.K12.MP.5 MACC.K12.MP.6 MACC.K12.MP.7 MACC.K12.MP.8
Mathematics Department 7 Geometry Honors Curriculum Map Volusia County Schools 1206320/ISC Revision 6-6-12
ESSENTIAL QUESTIONS: Can the student identify a logical argument following the laws of inductive and deductive reasoning?
Activities and Resources Assessment
Suggested Resources Big Ideas: CPALMS: http://www.floridastandards.org
TI Activity Exchange & APPS:
TI-Nspire Geometry Activity (from TI Activity Exchange) –Conditional Statements
http://education.ti.com/educationportal/activityexchange/Activity.do?cid=US&aId=8744
Internet Resources
http://www.mathmeasures.org
http://www.interactmath.com/
http://www.math.com/homeworkhelp/Geometry.html
http://www.pearsonsuccessnet.com
http://fcat.fldoe.org/eoc/itemspecs.asp (EOC info, sample items)
Required Assessment State Assessments
State Mandated (DA) Assessments o #1: Beginning of First Semester (TBA) o #2: End of First Semester (TBA)
Tied to essential questions Defined Testing Window Data collected through Scantron
EOC Exam for Geometry – Defined Testing Window (TBA)
District Interim Assessments
Tied to benchmarks
Focus items imported into Scantron
Data available through Scantron and Performance Matters
Suggested Assessments/Internet Resources
teacher made tests/quizzes
chapter tests/quizzes from PearsonSuccessNet.com or using ExamViewPro
Mathematics Department 8 Geometry Honors Curriculum Map Volusia County Schools 1206320/ISC Revision 6-6-12
UNIT/ORGANIZING PRINCIPLE: Logic Part Two: Inverse, Converse, and Contrapositive (D.6.2)
PACING: 1st Quarter 3.5 days
ESSENTIAL QUESTIONS:
Can the student identify a logical argument following the laws of inductive and deductive reasoning?
MEASUREMENT TOPIC
T05: Logic Part Two
LEARNING TARGETS/SKILLS
The student will:
PACING (Days)
BENCHMARK ACADEMIC LANGUAGE
(Bold Assessed on EOC)
2.3 Biconditional Statements 2.4 Deductive Reasoning
find the converse, inverse and contrapositive of a statement 2 MA.912.D.6.2
Conditional statement If-then form Hypothesis Conclusion Postulate Axiom Theorem Converse Contrapositive Inverse Diagramming Conjecture Direct Proof Deductive Reasoning Law of Syllogism Law of Detachment
2.3 Biconditional Statements 2.4 Deductive Reasoning
determine whether two propositions are logically equivalent 0.5 MA.912.D.6.3
2.3 Biconditional Statements 2.4 Deductive Reasoning
determine whether a given short proof is logically valid using methods of direct proofs
0.5 MA.912.D.6.4
2.3 Biconditional Statements 2.4 Deductive Reasoning
demonstrate and use a variety of problem solving strategies to include diagramming, charting, equation writing and solving, trial and error
0.5 MA.912.G.8.2
Make sense of problems and persevere in solving them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning of others.
Model with mathematics.
Use appropriate tools strategically.
Attend to precision. Look for and make use of structure.
Look for and express regularity in repeated reasoning.
MACC.K12.MP.1 MACC.K12.MP.2 MACC.K12.MP.3 MACC.K12.MP.4 MACC.K12.MP.5 MACC.K12.MP.6 MACC.K12.MP.7 MACC.K12.MP.8
Mathematics Department 9 Geometry Honors Curriculum Map Volusia County Schools 1206320/ISC Revision 6-6-12
ESSENTIAL QUESTIONS: Can the student identify a logical argument following the laws of inductive and deductive reasoning?
Activities and Resources Assessment
Suggested Resources Big Ideas: CPALMS: http://www.floridastandards.org
TI Activity Exchange & APPS:
TI-Nspire Geometry Activity (from TI Activity Exchange) –Conditional Statements
http://education.ti.com/educationportal/activityexchange/Activity.do?cid=US&aId=8744
Internet Resources
http://www.mathmeasures.org
http://www.interactmath.com/
http://www.math.com/homeworkhelp/Geometry.html
http://www.pearsonsuccessnet.com
http://fcat.fldoe.org/eoc/itemspecs.asp (EOC info, sample items)
Required Assessment State Assessments
State Mandated (DA) Assessments o #1: Beginning of First Semester (TBA) o #2: End of First Semester (TBA)
Tied to essential questions Defined Testing Window Data collected through Scantron
EOC Exam for Geometry – Defined Testing Window (TBA)
District Interim Assessments
Tied to benchmarks
Focus items imported into Scantron
Data available through Scantron and Performance Matters
Suggested Assessments/Internet Resources
teacher made tests/quizzes
chapter tests/quizzes from PearsonSuccessNet.com or using ExamViewPro
Mathematics Department 10 Geometry Honors Curriculum Map Volusia County Schools 1206320/ISC Revision 6-6-12
UNIT/ORGANIZING PRINCIPLE: Prove Triangles (and Other Polygons) Congruent (G.2.3A and G.4.6A)
PACING: 15 days 1st Quarter 7 days 2nd Quarter 8 days
ESSENTIAL QUESTIONS:
Can the student make the appropriate conclusions based on triangles and their congruency?
MEASUREMENT TOPIC
T06: Congruence
LEARNING TARGETS/SKILLS
The student will:
PACING (Days)
BENCHMARK
ACADEMIC LANGUAGE
(Bold Assessed on EOC)
4.1-4.6 Congruent Triangles
use properties of congruent polygons to solve real-world problems
2 MA.912.G.2.3
Congruency Corresponding Parts SSS SAS ASA AAS CPCTC HL Isosceles Triangle Base Base Angles Right Triangle Equilateral Triangle Leg Hypotenuse Two-column proof Flow-chart proof Paragraph Proof Congruent Triangles Segment lengths
4.1-4.6 Congruent Triangles
use properties and theorems to prove triangles are congruent using a variety of methods such as flow charts, two-column and paragraph proofs
5 MA.912.G.8.5
4.1-4.6 Congruent Triangles
use the concept of corresponding parts of congruent triangles are congruent (CPCTC) prove more triangles parts congruent
2 MA.912.G.4.6
4.1-4.6 Congruent Triangles
use properties of congruent triangles to solve problems involving side length
2 MA.912.G.4.4
4.1-4.6 Congruent Triangles
use properties of special triangles (isosceles, right and equilateral) to solve problems involving angle measures and side lengths
3 MA.912.G.4.1
4.1-4.6 Congruent Triangles
use coordinate geometry to prove triangles are congruent 1 MA.912.G.8.5
4.1-4.6 Congruent Triangles
using congruent triangles find the measure of interior angles * MA.912.G.2.6 (Not assessed moved to 4
th quarter)
Make sense of problems and persevere in solving them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning of others.
Model with mathematics.
Use appropriate tools strategically.
Attend to precision. Look for and make use of structure.
Look for and express regularity in repeated reasoning.
MACC.K12.MP.1 MACC.K12.MP.2 MACC.K12.MP.3 MACC.K12.MP.4 MACC.K12.MP.5 MACC.K12.MP.6 MACC.K12.MP.7 MACC.K12.MP.8
Mathematics Department 11 Geometry Honors Curriculum Map Volusia County Schools 1206320/ISC Revision 6-6-12
ESSENTIAL QUESTIONS: Can the student make the appropriate conclusions based on triangles and their congruency?
Activities and Resources Assessment
Suggested Resources Big Ideas: CPALMS: http://www.floridastandards.org
TI Activity Exchange & APPS:
TI-Nspire Geometry Activity: Triangles – Corresponding Parts of Congruent Triangles
http://www.ti-mathnspired.com/geometry/triangles/corresponding-parts-of-congruent-triangles/
TI-Nspire Geometry Activity: Triangles –Congruent Triangles
http://www.ti-mathnspired.com/geometry/triangles/congruent-triangles/
Internet Resources
http://www.mathmeasures.org
http://www.interactmath.com/
http://www.math.com/homeworkhelp/Geometry.html
http://www.pearsonsuccessnet.com
http://fcat.fldoe.org/eoc/itemspecs.asp (EOC info, sample items)
Required Assessment State Assessments
State Mandated (DA) Assessments o #1: Beginning of First Semester (TBA) o #2: End of First Semester (TBA)
Tied to essential questions Defined Testing Window Data collected through Scantron
EOC Exam for Geometry – Defined Testing Window (TBA)
District Interim Assessments
Tied to benchmarks
Focus items imported into Scantron
Data available through Scantron and Performance Matters
Suggested Assessments/Internet Resources
teacher made tests/quizzes
chapter tests/quizzes from PearsonSuccessNet.com or using ExamViewPro
Mathematics Department 12 Geometry Honors Curriculum Map Volusia County Schools 1206320/ISC Revision 6-6-12
UNIT/ORGANIZING PRINCIPLE: Prove Triangles (and Other Polygons) Similar (G.2.3B and G.4.6B)
PACING: 2nd Quarter 10 days
ESSENTIAL QUESTIONS:
Can the student prove and apply the properties of similar triangles with a variety of methods?
MEASUREMENT TOPIC
T07: Similarity
LEARNING TARGETS/SKILLS
The student will:
PACING (Days)
BENCHMARK
ACADEMIC LANGUAGE
(Bold Assessed on EOC)
7.1 Ratios and Proportions
do ratio and proportion practice 0.5 MA.912.G.2.4 Conversions Customary units Metric units Standard units Non-standard units Similarity Ratio
Means Extremes Proportions
Golden Ratio Fibonacci Sequence Coordinate Geometry Similar Triangles Similar Polygons
AA Δ Similarity Postulate SAS Δ Similarity Theorem SSS Δ Similarity Theorem Included Angles Included Side Direct Measurement Indirect Measurement Scale Drawing Scale Factor Rationalize Geometric Mean Dilations Reductions Enlargements
7.5 Proportions in Triangles
use ratios and proportions from patterns in sequences and series found in nature like the Fibonacci sequence and the golden ratio
0.5 MA.912.G.4.5
7.2 – 7.5 Similarity use properties of similar polygons to solve real-world
problems 0.5 MA.912.G.2.3
7.3 – 7.5 Similarity prove that triangles are similar 2 MA.912.G.4.6
7.3 Proving Triangles Similar
use properties of similar triangles to solve problems involving side length
1 MA.912.G.4.4
7.4 Similarity in Right Triangles
use coordinate geometry to prove that two triangles are similar using properties, postulates, and theorems
2 MA.912.G.8.5
7.4 Similarity in Right Triangle
use similar triangles to describe the relationship of the triangles formed when the altitude is drawn to the hypotenuse of a right triangle
1.5 MA.912.G.5.2
7.4 Similarity in Right Triangle
use geometric mean to apply the relationships that exist when the altitude is drawn to the hypotenuse of a right triangle
1 MA.912.G.5.2
9.5 Dilations identify and apply dilations 0.5 MA.912.G.2.4
7.5 Proportions in Triangles apply theorems where segments are divided proportionally 0.5 MA.912.G.4.5
Make sense of problems and persevere in solving them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning of others.
Model with mathematics.
Use appropriate tools strategically.
Attend to precision. Look for and make use of structure.
Look for and express regularity in repeated reasoning.
MACC.K12.MP.1 MACC.K12.MP.2 MACC.K12.MP.3 MACC.K12.MP.4 MACC.K12.MP.5 MACC.K12.MP.6 MACC.K12.MP.7 MACC.K12.MP.8
Mathematics Department 13 Geometry Honors Curriculum Map Volusia County Schools 1206320/ISC Revision 6-6-12
ESSENTIAL QUESTIONS: Can the student prove and apply the properties of similar triangles with a variety of methods?
Activities and Resources Assessment
Suggested Resources Big Ideas: CPALMS: http://www.floridastandards.org
TI Activity Exchange & APPS:
TI-Nspire Geometry Activity: Triangles – Corresponding Parts of Congruent Triangles
http://www.ti-mathnspired.com/geometry/triangles/corresponding-parts-of-congruent-triangles/
TI-Nspire Geometry Activity: Triangles – Congruent Triangles http://www.ti-mathnspired.com/geometry/triangles/congruent-triangles/
Internet Resources
http://www.mathmeasures.org
http://www.interactmath.com/
http://www.math.com/homeworkhelp/Geometry.html
http://www.pearsonsuccessnet.com
http://fcat.fldoe.org/eoc/itemspecs.asp (EOC info, sample items)
Required Assessment State Assessments
State Mandated (DA) Assessments o #1: Beginning of First Semester (TBA) o #2: End of First Semester (TBA)
Tied to essential questions Defined Testing Window Data collected through Scantron
EOC Exam for Geometry – Defined Testing Window (TBA)
District Interim Assessments
Tied to benchmarks
Focus items imported into Scantron
Data available through Scantron and Performance Matters
Suggested Assessments/Internet Resources
teacher made tests/quizzes
chapter tests/quizzes from PearsonSuccessNet.com or using ExamViewPro
Mathematics Department 14 Geometry Honors Curriculum Map Volusia County Schools 1206320/ISC Revision 6-6-12
UNIT/ORGANIZING PRINCIPLE: Polygon Angle Measures (G.2.2) PACING: 2nd Quarter 3.25 days
ESSENTIAL QUESTIONS:
Can the student use a variety of methods to find measures of interior and exterior angles? Can the student identify characteristics of a variety of types of polygons to solve real-world problems?
MEASUREMENT TOPIC
T08: Polygon Angles
LEARNING TARGETS/SKILLS
The student will:
PACING (Days)
BENCHMARK
ACADEMIC LANGUAGE
(Bold Assessed on EOC)
6.1 – Polygon Angle Sum Theorems identify and describe concave and convex polygons 0.25 MA.912.G.2.1
Polygons (2-D figures) Side Dimension Closed Figure Vertex Diagonal Equilateral Polygon Equiangular Polygon Regular Polygons Convex polygons Concave polygons Exterior Angle Interior Angle Adjacent angles Linear pair Angle-Sum Theorem
6.1 – Polygon Angle Sum Theorems
identify the polygon by the number of sides 0.25 MA.912.G.2.1
6.1 – Polygon Angle Sum Theorems
identify a regular polygon 0.25 MA.912.G.2.1
6.1 – Polygon Angle Sum Theorems
calculate the sum of the interior and exterior angles of any polygon including when angles are represented by algebraic expressions
1 MA.912.G.2.2
6.1 – Polygon Angle Sum Theorems
given an exterior angle numerically or as an algebraic expression, calculate an interior angle
0.5 MA.912.G.2.2
6.1 – Polygon Angle Sum Theorems
determine missing angle measures of polygons 0.5 MA.912.G.2.2
6.1 – Polygon Angle Sum Theorems
calculate each interior and exterior angle of a regular polygon 0.5 MA.912.G.2.2
Make sense of problems and persevere in solving them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning of others.
Model with mathematics.
Use appropriate tools strategically.
Attend to precision. Look for and make use of structure.
Look for and express regularity in repeated reasoning.
MACC.K12.MP.1 MACC.K12.MP.2 MACC.K12.MP.3 MACC.K12.MP.4 MACC.K12.MP.5 MACC.K12.MP.6 MACC.K12.MP.7 MACC.K12.MP.8
Mathematics Department 15 Geometry Honors Curriculum Map Volusia County Schools 1206320/ISC Revision 6-6-12
ESSENTIAL QUESTIONS: Can the student use a variety of methods to find measures of interior and exterior angles? Can the student identify characteristics of a variety of types of polygons to solve real-world problems?
Activities and Resources Assessment
Suggested Resources Big Ideas: CPALMS: http://www.floridastandards.org
TI Activity Exchange & APPS:
TI-Nspire Geometry Activity: Triangle –Triangle Sum Theorem
http://www.ti-mathnspired.com/geometry/triangles/triangle-sum-theorem/
TI-Nspire Geometry Activity: Quadrilaterals and Polygons – Interior Angles of a Polygon
http://www.ti-mathnspired.com/geometry/quadrilaterals-and-polygons/interior-angles-of-regular-polygons/
Internet Resources
http://www.mathmeasures.org
http://www.interactmath.com/
http://www.math.com/homeworkhelp/Geometry.html
http://www.pearsonsuccessnet.com
http://fcat.fldoe.org/eoc/itemspecs.asp (EOC info, sample items)
Required Assessment State Assessments
State Mandated (DA) Assessments o #1: Beginning of First Semester (TBA) o #2: End of First Semester (TBA)
Tied to essential questions Defined Testing Window Data collected through Scantron
EOC Exam for Geometry – Defined Testing Window (TBA)
District Interim Assessments
Tied to benchmarks
Focus items imported into Scantron
Data available through Scantron and Performance Matters
Suggested Assessments/Internet Resources
teacher made tests/quizzes
chapter tests/quizzes from PearsonSuccessNet.com or using ExamViewPro
Mathematics Department 16 Geometry Honors Curriculum Map Volusia County Schools 1206320/ISC Revision 6-6-12
UNIT/ORGANIZING PRINCIPLE: Quadrilaterals – Properties and Proofs (G.3.4) PACING: 2nd Quarter 4.25 days
ESSENTIAL QUESTIONS:
Can the student use precise language to identify quadrilaterals?
MEASUREMENT TOPIC
T09: Quadrilateral Proofs
LEARNING TARGETS/SKILLS
The student will:
PACING (Days)
BENCHMARK
ACADEMIC LANGUAGE
(Bold Assessed on EOC)
6.2 – 6.7 Quadrilaterals
know that a parallelogram has both pairs of opposite sides congruent; both pairs of opposite sides are parallel; and diagonals bisect each other
0.25 MA.912.G.3.1
Quadrilateral Parallelogram Square Rectangle Rhombus Trapezoid Isosceles Trapezoid Kite Diagonals Perpendicular Parallel Consecutive Sides Opposite Sides Opposite Angles Venn Diagram Trapezoid Midsegment
6.2 – 6.7 Quadrilaterals
understand that a rectangle is a parallelogram with four right angles and congruent diagonals
0.25 MA.912.G.3.1
6.2 – 6.7 Quadrilaterals
understand that a rhombus is a parallelogram with four congruent sides and perpendicular diagonals
0.25 MA.912.G.3.1
6.2 – 6.7 Quadrilaterals
understand that a square is a parallelogram with four congruent sides and four right angles
0.25 MA.912.G.3.1
6.2 – 6.7 Quadrilaterals
know that a trapezoid has both pairs of opposite sides parallel
0.25 MA.912.G.3.1
6.2 – 6.7 Quadrilaterals
find the midsegment (median) of a trapezoid 0.5 MA.912.G.3.1
6.2 – 6.7 Quadrilaterals
explain the special properties of the right and the isosceles trapezoids
0.25 MA.912.G.3.1
6.2 – 6.7 Quadrilaterals
know that a kite is a quadrilateral with two pairs of consecutive sides congruent; diagonals perpendicular; one diagonal bisected; one pair of opposite angles bisected
0.25 MA.912.G.3.1
6.2 – 6.7 Quadrilaterals
use Venn diagrams to associate all types of quadrilaterals 1 MA.912.G.3.2
6.2 – 6.7 Quadrilaterals
use two-column proofs to prove the theorems involving quadrilaterals
1 MA.912.G.3.4
Make sense of problems and persevere in solving them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning of others.
Model with mathematics.
Use appropriate tools strategically.
Attend to precision. Look for and make use of structure.
Look for and express regularity in repeated reasoning.
MACC.K12.MP.1 MACC.K12.MP.2 MACC.K12.MP.3 MACC.K12.MP.4 MACC.K12.MP.5 MACC.K12.MP.6 MACC.K12.MP.7 MACC.K12.MP.8
Mathematics Department 17 Geometry Honors Curriculum Map Volusia County Schools 1206320/ISC Revision 6-6-12
ESSENTIAL QUESTIONS: Can the student use precise language to identify quadrilaterals?
Activities and Resources Assessment
Suggested Resources Big Ideas: CPALMS: http://www.floridastandards.org
TI Activity Exchange & APPS:
TI-Nspire Geometry Activity: Quadrilaterals and Polygons – Diagonals of Quadrilaterals
http://www.ti-mathnspired.com/geometry/quadrilaterals-and-polygons/diagonals-of-quadrilaterals/
TI-Nspire Geometry Activity: Quadrilaterals and Polygons – Rhombi, Kites, and Trapezoids
http://www.ti-mathnspired.com/geometry/quadrilaterals-and-polygons/rhombi-kites-and-trapezoids/
Internet Resources
http://www.mathmeasures.org
http://www.interactmath.com/
http://www.math.com/homeworkhelp/Geometry.html
http://www.pearsonsuccessnet.com
http://fcat.fldoe.org/eoc/itemspecs.asp (EOC info, sample items)
Required Assessment State Assessments
State Mandated (DA) Assessments o #1: Beginning of First Semester (TBA) o #2: End of First Semester (TBA)
Tied to essential questions Defined Testing Window Data collected through Scantron
EOC Exam for Geometry – Defined Testing Window (TBA)
District Interim Assessments
Tied to benchmarks
Focus items imported into Scantron
Data available through Scantron and Performance Matters
Suggested Assessments/Internet Resources
teacher made tests/quizzes
chapter tests/quizzes from PearsonSuccessNet.com or using ExamViewPro
Mathematics Department 18 Geometry Honors Curriculum Map Volusia County Schools 1206320/ISC Revision 6-6-12
UNIT/ORGANIZING PRINCIPLE: Quadrilaterals in the Coordinate Plane (G.3.3) PACING: 2nd Quarter 4 days
ESSENTIAL QUESTIONS:
Can the student prove the properties of various quadrilaterals?
MEASUREMENT TOPIC
T10: Quadrilaterals in Coordinate Plane
LEARNING TARGETS/SKILLS
The student will:
PACING (Days)
BENCHMARK
ACADEMIC LANGUAGE
(Bold Assessed on EOC)
6.7 – 6.9 Polygons in the Coordinate Plane
use coordinate geometry to prove properties of congruent, regular, and similar quadrilaterals
1.5 MA.912.G.3.3
Midpoint Slope Distance Formula Perpendicular Parallel Diagonals Consecutive Sides Opposite Sides Opposite Angles Quadrilateral Parallelogram Square Rectangle Rhombus Trapezoid Kite
6.7 – 6.9 Polygons in the Coordinate Plane
use coordinate geometry to give the most specific name of a quadrilateral in the coordinate plane
2.5 MA.912.G.3.3
6.8, 6.9, 7.3 Polygons in the Coordinate Plane
use coordinate geometry to prove properties of congruent, regular and similar triangles
* MA.912.G.4.8
Make sense of problems and persevere in solving them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning of others.
Model with mathematics.
Use appropriate tools strategically.
Attend to precision. Look for and make use of structure.
Look for and express regularity in repeated reasoning.
MACC.K12.MP.1 MACC.K12.MP.2 MACC.K12.MP.3 MACC.K12.MP.4 MACC.K12.MP.5 MACC.K12.MP.6 MACC.K12.MP.7 MACC.K12.MP.8
Mathematics Department 19 Geometry Honors Curriculum Map Volusia County Schools 1206320/ISC Revision 6-6-12
ESSENTIAL QUESTIONS: Can the student use precise language to identify quadrilaterals?
Activities and Resources Assessment
Suggested Resources Big Ideas: CPALMS: http://www.floridastandards.org
TI Activity Exchange & APPS:
TI-Nspire Geometry Activity: Quadrilaterals and Polygons – Diagonals of Quadrilaterals
http://www.ti-mathnspired.com/geometry/quadrilaterals-and-polygons/diagonals-of-quadrilaterals/
TI-Nspire Geometry Activity: Quadrilaterals and Polygons – Rhombi, Kites, and Trapezoids
http://www.ti-mathnspired.com/geometry/quadrilaterals-and-polygons/rhombi-kites-and-trapezoids/
Internet Resources
http://www.mathmeasures.org
http://www.interactmath.com/
http://www.math.com/homeworkhelp/Geometry.html
http://www.pearsonsuccessnet.com
http://fcat.fldoe.org/eoc/itemspecs.asp (EOC info, sample items)
Required Assessment State Assessments
State Mandated (DA) Assessments o #1: Beginning of First Semester (TBA) o #2: End of First Semester (TBA)
Tied to essential questions Defined Testing Window Data collected through Scantron
EOC Exam for Geometry – Defined Testing Window (TBA)
District Interim Assessments
Tied to benchmarks
Focus items imported into Scantron
Data available through Scantron and Performance Matters
Suggested Assessments/Internet Resources
teacher made tests/quizzes
chapter tests/quizzes from PearsonSuccessNet.com or using ExamViewPro
Mathematics Department 20 Geometry Honors Curriculum Map Volusia County Schools 1206320/ISC Revision 6-6-12
UNIT/ORGANIZING PRINCIPLE: Solving Triangles – Real World (G.5.4) PACING: 2nd Quarter 5.5 days
ESSENTIAL QUESTIONS:
Can the student understand the Pythagorean Theorem? Can the student use right triangle relationships to solve application problems?
MEASUREMENT TOPIC
T11: Triangles – Real World
LEARNING TARGETS/SKILLS
The student will:
PACING (Days)
BENCHMARK
ACADEMIC LANGUAGE
(Bold Assessed on EOC)
8.1 Pythagorean Theorem and Its Converse
prove and apply the Pythagorean Theorem and its converse to find missing sides of a right triangle
1 MA.912.G.5.1
Hypotenuse Leg Pythagorean Theorem Pythagorean Triple Converse of Pythagorean Theorem Solving Right Triangles Right Triangle Geometry Elevation
45-45-90 triangle
30-60-90 triangle
8.2 Special Right Triangles
use the formulas to find missing side lengths of 45-45-90
or 30-60-90 special right triangles 2.5
MA.912.G.5.3
8.1 – 8.2 Right Triangles
use a variety of methods to solve real-world problems involving right triangles
2 MA.912.G.5.4
Make sense of problems and persevere in solving them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning of others.
Model with mathematics.
Use appropriate tools strategically.
Attend to precision. Look for and make use of structure.
Look for and express regularity in repeated reasoning.
MACC.K12.MP.1 MACC.K12.MP.2 MACC.K12.MP.3 MACC.K12.MP.4 MACC.K12.MP.5 MACC.K12.MP.6 MACC.K12.MP.7 MACC.K12.MP.8
Mathematics Department 21 Geometry Honors Curriculum Map Volusia County Schools 1206320/ISC Revision 6-6-12
ESSENTIAL QUESTIONS: Can the student understand the Pythagorean Theorem? Can the student use right triangle relationships to solve application problems?
Activities and Resources Assessment
Suggested Resources Big Ideas: CPALMS: http://www.floridastandards.org
TI Activity Exchange & APPS:
TI-Nspire Geometry Activity: Right Triangles and Trig – Pythagorean Relationships
http://www.ti-mathnspired.com/geometry/right-triangles-trig/pythagorean-relationships/
TI-Nspire Geometry Activity: Right Triangles and Trig – Special Right Triangles
http://www.ti-mathnspired.com/geometry/right-triangles-trig/special-right-triangles/
Internet Resources
http://www.mathmeasures.org
http://www.interactmath.com/
http://www.math.com/homeworkhelp/Geometry.html
http://www.pearsonsuccessnet.com
http://fcat.fldoe.org/eoc/itemspecs.asp (EOC info, sample items)
Required Assessment State Assessments
State Mandated (DA) Assessments o #1: Beginning of First Semester (TBA) o #2: End of First Semester (TBA)
Tied to essential questions Defined Testing Window Data collected through Scantron
EOC Exam for Geometry – Defined Testing Window (TBA)
District Interim Assessments
Tied to benchmarks
Focus items imported into Scantron
Data available through Scantron and Performance Matters
Suggested Assessments/Internet Resources
teacher made tests/quizzes
chapter tests/quizzes from PearsonSuccessNet.com or using ExamViewPro
Mathematics Department 22 Geometry Honors Curriculum Map Volusia County Schools 1206320/ISC Revision 6-6-12
UNIT/ORGANIZING PRINCIPLE: Trigonometric Ratios (T.2.1) PACING: 3rd Quarter 12 days
ESSENTIAL QUESTIONS:
Can the student solve right triangles using trigonometric ratios?
MEASUREMENT TOPIC
T12: Trigonometric Ratios
LEARNING TARGETS/SKILLS
The student will:
PACING (Days)
BENCHMARK
ACADEMIC LANGUAGE
(Bold Assessed on EOC)
8.3 Trigonometry define and use the trigonometric ratios (sine, cosine, tangent)
in terms of angles of right triangles 5 MA.912.T.2.1
Hypotenuse Adjacent Leg Opposite Leg Pythagorean Theorem Trigonometric Ratios Reference Angle Elevation Sine Cosine Tangent Angle of Elevation Angle of Depression
Vectors Initial Point Terminal Point Magnitude Direction Law of Sines Law of Cosines Included Angle Non-included Angle
8.4 Angles of Elevation and Depression
use angles of elevation and depression to solve real-world problems
2 MA.912.G.5.4
8.1 – 8.4 Right Triangles
determine whether a solution is reasonable in the context of the original situation
1 MA.912.G.8.3
8-5 Vectors Describe vectors. Recognize that vectors are represented
geometrically and algebraically. 0.5 MA.912.G.9.2
8-5 Vectors Use vectors to model and solve application problems. 1 MA.912.G.9.3
8-5 Vectors Solve problems involving vector addition. 0.5 MA.912.G.9.3
Concept Byte pg. 522 Law of Sines and Law of Cosines
Apply the laws of sines and cosines to solve real-world problems using technology.
2 MA.912.T.2.3
Make sense of problems and persevere in solving them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning of others.
Model with mathematics.
Use appropriate tools strategically.
Attend to precision. Look for and make use of structure.
Look for and express regularity in repeated reasoning.
MACC.K12.MP.1 MACC.K12.MP.2 MACC.K12.MP.3 MACC.K12.MP.4 MACC.K12.MP.5 MACC.K12.MP.6 MACC.K12.MP.7 MACC.K12.MP.8
Mathematics Department 23 Geometry Honors Curriculum Map Volusia County Schools 1206320/ISC Revision 6-6-12
ESSENTIAL QUESTIONS: Can the student solve right triangles using trigonometric ratios?
Activities and Resources Assessment
Suggested Resources Big Ideas: CPALMS: http://www.floridastandards.org
TI Activity Exchange & APPS:
TI-Nspire Geometry Activity: Right Triangles and Trig –Pythagorean Relationships
http://www.ti-mathnspired.com/geometry/right-triangles-trig/pythagorean-relationships/
Internet Resources
http://www.mathmeasures.org
http://www.interactmath.com/
http://www.math.com/homeworkhelp/Geometry.html
http://www.pearsonsuccessnet.com
http://fcat.fldoe.org/eoc/itemspecs.asp (EOC info, sample items)
Required Assessment State Assessments
State Mandated (DA) Assessments o #1: Beginning of First Semester (TBA) o #2: End of First Semester (TBA)
Tied to essential questions Defined Testing Window Data collected through Scantron
EOC Exam for Geometry – Defined Testing Window (TBA)
District Interim Assessments
Tied to benchmarks
Focus items imported into Scantron
Data available through Scantron and Performance Matters
Suggested Assessments/Internet Resources
teacher made tests/quizzes
chapter tests/quizzes from PearsonSuccessNet.com or using ExamViewPro
Mathematics Department 24 Geometry Honors Curriculum Map Volusia County Schools 1206320/ISC Revision 6-6-12
UNIT/ORGANIZING PRINCIPLE: Perimeter and Area of Polygons (G.2.5) PACING: 3rd Quarter 3 days
ESSENTIAL QUESTIONS:
Can the student find area and perimeter?
MEASUREMENT TOPIC
T13: Perimeter and Area Polygons
LEARNING TARGETS/SKILLS
The student will:
PACING (Days)
BENCHMARK
ACADEMIC LANGUAGE
(Bold Assessed on EOC)
1.8 Perimeter, Circumference, Area
solve real-world problems using measures of circumference and areas of circles
1 MA.912.G.6.5
Length Width Base Height Circumference Altitude Area Perimeter Regular Polygon Irregular Polygon Apothem Radius of Regular Polygon Area of Regular Polygon Perimeter of Regular Polygon Trigonometric Ratios
10.1 – 10.2 Areas of Triangles and Quadrilaterals
explain the derivation and apply formulas for perimeter and area of polygons (triangles, quadrilaterals, etc.)
1 MA.912.G.2.5
10.3 Areas of Regular Polygons
find the area and perimeter of regular polygons, including trigonometric ratios
1 MA.912.T.2.1
Make sense of problems and persevere in solving them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning of others.
Model with mathematics.
Use appropriate tools strategically.
Attend to precision. Look for and make use of structure.
Look for and express regularity in repeated reasoning.
MACC.K12.MP.1 MACC.K12.MP.2 MACC.K12.MP.3 MACC.K12.MP.4 MACC.K12.MP.5 MACC.K12.MP.6 MACC.K12.MP.7 MACC.K12.MP.8
Mathematics Department 25 Geometry Honors Curriculum Map Volusia County Schools 1206320/ISC Revision 6-6-12
ESSENTIAL QUESTIONS: Can the student use precise language to identify quadrilaterals?
Activities and Resources Assessment
Suggested Resources Big Ideas: CPALMS: http://www.floridastandards.org
TI Activity Exchange & APPS:
TI-Nspire Geometry Activity: Perimeter and Area – Areas of Irregular Polygons
http://www.ti-mathnspired.com/geometry/perimeter-area-volume/areas-of-irregular-polygons/
TI-Nspire Geometry Activity: Perimeter and Area – Exploring Diameter and Circumference
http://www.ti-mathnspired.com/geometry/perimeter-area-volume/exploring-diameter-and-circumference/
Internet Resources
http://www.mathmeasures.org
http://www.interactmath.com/
http://www.math.com/homeworkhelp/Geometry.html
http://www.pearsonsuccessnet.com
http://fcat.fldoe.org/eoc/itemspecs.asp (EOC info, sample items)
Required Assessment State Assessments
State Mandated (DA) Assessments o #1: Beginning of First Semester (TBA) o #2: End of First Semester (TBA)
Tied to essential questions Defined Testing Window Data collected through Scantron
EOC Exam for Geometry – Defined Testing Window (TBA)
District Interim Assessments
Tied to benchmarks
Focus items imported into Scantron
Data available through Scantron and Performance Matters
Suggested Assessments/Internet Resources
teacher made tests/quizzes
chapter tests/quizzes from PearsonSuccessNet.com or using ExamViewPro
Mathematics Department 26 Geometry Honors Curriculum Map Volusia County Schools 1206320/ISC Revision 6-6-12
UNIT/ORGANIZING PRINCIPLE: Transformations of Polygons (G.2.4) PACING: 3rd Quarter 3 days
ESSENTIAL QUESTIONS:
Can the student identify the types of transformation?
MEASUREMENT TOPIC
T14: Polygon Transformations
LEARNING TARGETS/SKILLS
The student will:
PACING (Days)
BENCHMARK
ACADEMIC LANGUAGE
(Bold Assessed on EOC)
9.1 – 9.4, 9.7 Transformations and Tessellations
identify if a figure has been reflected, rotated, or translated 1 MA.912.G.2.4
Image Pre-image Transformation Isometry Symmetry Reflections – Flip Line of reflection Line of symmetry Rotation – Turn Center of rotation Angle of rotation Rotational symmetry Translations – Slide Tessellations
9.1 – 9.4, 9.7 Transformations and Tessellations
use the coordinate plane to draw transformations and show that the image and the pre-image are the same
2 MA.912.G.2.4
Make sense of problems and persevere in solving them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning of others.
Model with mathematics.
Use appropriate tools strategically.
Attend to precision. Look for and make use of structure.
Look for and express regularity in repeated reasoning.
MACC.K12.MP.1 MACC.K12.MP.2 MACC.K12.MP.3 MACC.K12.MP.4 MACC.K12.MP.5 MACC.K12.MP.6 MACC.K12.MP.7 MACC.K12.MP.8
Mathematics Department 27 Geometry Honors Curriculum Map Volusia County Schools 1206320/ISC Revision 6-6-12
ESSENTIAL QUESTIONS: Can the student identify the types of transformation?
Activities and Resources Assessment
Suggested Resources Big Ideas: CPALMS: http://www.floridastandards.org
TI Activity Exchange & APPS:
TI-Nspire Geometry Activity: Transformational Geometry – Exploring Transformations: Translations and Rotations
http://www.ti-mathnspired.com/geometry/transformational-geometry/exploring-transformations-translations-rotations/
TI-Nspire Geometry Activity: Transformational Geometry –Tessellations
http://www.ti-mathnspired.com/geometry/transformational-geometry/tessellations-with-regular-polygons/
Internet Resources
http://www.mathmeasures.org
http://www.interactmath.com/
http://www.math.com/homeworkhelp/Geometry.html
http://www.pearsonsuccessnet.com
http://fcat.fldoe.org/eoc/itemspecs.asp (EOC info, sample items)
http://www.mathsnet.net/transform/index.html
Enrichment Tessellation Project (Prentice Hall Section 9.7)
Required Assessment State Assessments
State Mandated (DA) Assessments o #1: Beginning of First Semester (TBA) o #2: End of First Semester (TBA)
Tied to essential questions Defined Testing Window Data collected through Scantron
EOC Exam for Geometry – Defined Testing Window (TBA)
District Interim Assessments
Tied to benchmarks
Focus items imported into Scantron
Data available through Scantron and Performance Matters
Suggested Assessments/Internet Resources
teacher made tests/quizzes
chapter tests/quizzes from PearsonSuccessNet.com or using ExamViewPro
Mathematics Department 28 Geometry Honors Curriculum Map Volusia County Schools 1206320/ISC Revision 6-6-12
UNIT/ORGANIZING PRINCIPLE: Describe and Sketch Polyhedrons (G.7.1) PACING: 3rd Quarter 2 days
ESSENTIAL QUESTIONS:
Can the student describe and identify the properties of polyhedra and spheres and use them to find the perimeter and areas of cross sections?
MEASUREMENT TOPIC
T15: Polyhedrons
LEARNING TARGETS/SKILLS
The student will:
PACING (Days)
BENCHMARK
ACADEMIC LANGUAGE
(Bold Assessed on EOC)
1.1 Nets and Drawings for Visualizing Geometry 11.1 Space Figures and Cross Sections
identify the types of polyhedrons and sketch the net for a given polyhedron
0.5 MA.912.G.7.1
Solid Figures (3-D), Nets Polyhedron Prisms / Right Prisms Pyramids / Right Pyramids Cone / Right Circular Cone Cylinder Sphere Right Polyhedron Oblique polyhedron Non-regular polyhedron Hexahedron Regular polyhedron Platonic solids Cube – Regular Hexahedron Tetrahedron Octahedron Dodecahedron Icosahedron Faces (side) / Edges / Bases Vertices of polyhedron Cross section of polyhedron
1.1 Nets and Drawings for Visualizing Geometry 11.1 Space Figures and Cross Sections
determine the number of faces, edges and vertices of a polyhedron
1 MA.912.G.7.2
11.1 Space Figures and Cross Sections
identify the cross section of a solid and find the perimeter and area
0.5 MA.912.G.7.2
Make sense of problems and persevere in solving them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning of others.
Model with mathematics.
Use appropriate tools strategically.
Attend to precision. Look for and make use of structure.
Look for and express regularity in repeated reasoning.
MACC.K12.MP.1 MACC.K12.MP.2 MACC.K12.MP.3 MACC.K12.MP.4 MACC.K12.MP.5 MACC.K12.MP.6 MACC.K12.MP.7 MACC.K12.MP.8
Mathematics Department 29 Geometry Honors Curriculum Map Volusia County Schools 1206320/ISC Revision 6-6-12
ESSENTIAL QUESTIONS: Can the student describe and identify the properties of polyhedra and spheres and use them to find the perimeter and areas of cross sections?
Activities and Resources Assessment
Suggested Resources Big Ideas: CPALMS: http://www.floridastandards.org
TI Activity Exchange & APPS:
TI-Nspire Geometry Activity (from TI Activity Exchange) – The Painted Cube
http://education.ti.com/educationportal/activityexchange/Activity.do?cid=US&aId=8249
Internet Resources
http://www.mathmeasures.org
http://www.interactmath.com/
http://www.math.com/homeworkhelp/Geometry.html
http://www.pearsonsuccessnet.com
http://fcat.fldoe.org/eoc/itemspecs.asp (EOC info, sample items)
Required Assessment State Assessments
State Mandated (DA) Assessments o #1: Beginning of First Semester (TBA) o #2: End of First Semester (TBA)
Tied to essential questions Defined Testing Window Data collected through Scantron
EOC Exam for Geometry – Defined Testing Window (TBA)
District Interim Assessments
Tied to benchmarks
Focus items imported into Scantron
Data available through Scantron and Performance Matters
Suggested Assessments/Internet Resources
teacher made tests/quizzes
chapter tests/quizzes from PearsonSuccessNet.com or using ExamViewPro
Mathematics Department 30 Geometry Honors Curriculum Map Volusia County Schools 1206320/ISC Revision 6-6-12
UNIT/ORGANIZING PRINCIPLE: Surface/Lateral Area & Volume of Solids (G.7.5)
PACING: 3rd Quarter 7 days
ESSENTIAL QUESTIONS:
Can the student describe and identify the properties of polyhedra and spheres and use them to find the perimeter and areas of cross sections? Can students apply the formulas for finding surface area and volume of a given solid?
MEASUREMENT TOPIC
T16: SA and V of Solids
LEARNING TARGETS/SKILLS
The student will:
PACING (Days)
BENCHMARK
ACADEMIC LANGUAGE
(Bold Assessed on EOC)
11.2 – 11.6 Surface Area and Volume
explain and use the formulas for lateral area, surface area, and volume of various solids
6 MA.912.G.7.5
Prism, Rectangular Prisms Cross Section Pyramid, Square Pyramid Dimension Cone, Right Circular Cone Cylinder Sphere Faces, Lateral Faces Bases, Edges, Vertices Height, Slant Height Radii Great circle LA-SA Prisms / Cylinders LA-SA Pyramids / Cones Mass, Weight Volume of Prisms / Cylinders Volume of Pyramids / Cones Capacity of Solid Similar solids ratio
11.6 Surface Area and Volume of Spheres
identify chords, tangents, radii, and great circles of spheres 1 MA.912.G.7.4
Make sense of problems and persevere in solving them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning of others.
Model with mathematics.
Use appropriate tools strategically.
Attend to precision. Look for and make use of structure.
Look for and express regularity in repeated reasoning.
MACC.K12.MP.1 MACC.K12.MP.2 MACC.K12.MP.3 MACC.K12.MP.4 MACC.K12.MP.5 MACC.K12.MP.6 MACC.K12.MP.7 MACC.K12.MP.8
Mathematics Department 31 Geometry Honors Curriculum Map Volusia County Schools 1206320/ISC Revision 6-6-12
ESSENTIAL QUESTIONS: Can the student describe and identify the properties of polyhedra and spheres and use them to find the perimeter and areas of cross sections? Can students apply the formulas for finding surface area and volume of a given solid?
Activities and Resources Assessment
Suggested Resources Big Ideas: CPALMS: http://www.floridastandards.org
TI Activity Exchange & APPS:
TI-Nspire Geometry Activity (from TI Activity Exchange) –Volume
http://education.ti.com/educationportal/activityexchange/Activity.do?cid=US&aId=9689
Internet Resources
http://www.mathmeasures.org
http://www.interactmath.com/
http://www.math.com/homeworkhelp/Geometry.html
http://www.pearsonsuccessnet.com
http://fcat.fldoe.org/eoc/itemspecs.asp (EOC info, sample items)
Required Assessment State Assessments
State Mandated (DA) Assessments o #1: Beginning of First Semester (TBA) o #2: End of First Semester (TBA)
Tied to essential questions Defined Testing Window Data collected through Scantron
EOC Exam for Geometry – Defined Testing Window (TBA)
District Interim Assessments
Tied to benchmarks
Focus items imported into Scantron
Data available through Scantron and Performance Matters
Suggested Assessments/Internet Resources
teacher made tests/quizzes
chapter tests/quizzes from PearsonSuccessNet.com or using ExamViewPro
Mathematics Department 32 Geometry Honors Curriculum Map Volusia County Schools 1206320/ISC Revision 6-6-12
UNIT/ORGANIZING PRINCIPLE: Effect of Changing Dimensions on Polygons and Polyhedrons (G.7.7)
PACING: 3rd Quarter 5.5 days
ESSENTIAL QUESTIONS:
Can the student describe and identify the properties of polyhedra and spheres and use them to find the perimeter and areas of cross sections? Can students apply the formulas for finding surface area and volume of a given solid?
MEASUREMENT TOPIC
T17: Changes in Dimensions
LEARNING TARGETS/SKILLS
The student will:
PACING (Days)
BENCHMARK
ACADEMIC LANGUAGE
(Bold Assessed on EOC)
10.4 Perimeters and Areas of Similar Figures
solve mathematical or real-world problems using the properties and theorems of congruent and similar polygons
0.5 MA.912.G.2.3
Prism, Pyramid, Cylinder, Cone, Sphere Dimension Length Width Bases, Edges Altitude Height, Slant Height Radii Circumference Great circle Perimeter Area Lateral Area Surface Area Volume Capacity of Solid Similar solids ratio
10.4 Perimeters and Areas of Similar Figures
determine how changing the parameters of the dimensions of various geometric figures affect the perimeter and area of the figure
2 MA.912.G.2.7
11.7 Areas and Volumes of Similar Solids
identify and use the properties of congruent and similar solids in real-world problems
0.5 MA.912.G.7.6
11.2 – 11.7 Areas and Volumes of Similar Solids
determine the effect of changing parameter of the dimensions on the surface area and volume of a given solid
2 MA.912.G.7.7
11.7 Areas and Volumes of Similar Solids
find and use the scale factor of similar solids 0.5 MA.912.G.2.7
Make sense of problems and persevere in solving them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning of others.
Model with mathematics.
Use appropriate tools strategically.
Attend to precision. Look for and make use of structure.
Look for and express regularity in repeated reasoning.
MACC.K12.MP.1 MACC.K12.MP.2 MACC.K12.MP.3 MACC.K12.MP.4 MACC.K12.MP.5 MACC.K12.MP.6 MACC.K12.MP.7 MACC.K12.MP.8
Mathematics Department 33 Geometry Honors Curriculum Map Volusia County Schools 1206320/ISC Revision 6-6-12
ESSENTIAL QUESTIONS: Can the student describe and identify the properties of polyhedra and spheres and use them to find the perimeter and areas of cross sections? Can students apply the formulas for finding surface area and volume of a given solid?
Activities and Resources Assessment
Suggested Resources Big Ideas: CPALMS: http://www.floridastandards.org
TI Activity Exchange & APPS:
Internet Resources
http://www.mathmeasures.org
http://www.interactmath.com/
http://www.math.com/homeworkhelp/Geometry.html
http://www.pearsonsuccessnet.com
http://fcat.fldoe.org/eoc/itemspecs.asp (EOC info, sample items)
Required Assessment State Assessments
State Mandated (DA) Assessments o #1: Beginning of First Semester (TBA) o #2: End of First Semester (TBA)
Tied to essential questions Defined Testing Window Data collected through Scantron
EOC Exam for Geometry – Defined Testing Window (TBA)
District Interim Assessments
Tied to benchmarks
Focus items imported into Scantron
Data available through Scantron and Performance Matters
Suggested Assessments/Internet Resources
teacher made tests/quizzes
chapter tests/quizzes from PearsonSuccessNet.com or using ExamViewPro
Mathematics Department 34 Geometry Honors Curriculum Map Volusia County Schools 1206320/ISC Revision 6-6-12
UNIT/ORGANIZING PRINCIPLE: Circles – Real World (G.6.5) PACING: 3rd Quarter 7 days
ESSENTIAL QUESTIONS:
Can the student use the appropriate vocabulary to identify and define the components of a circle? Can the student use angles, segments, and arc measures formed by chords, secants, and tangents to solve problems?
MEASUREMENT TOPIC
T18: Real World Circles
LEARNING TARGETS/SKILLS
The student will:
PACING (Days)
BENCHMARK
ACADEMIC LANGUAGE
(Bold Assessed on EOC)
12.1, 12.2, 12.4 - Circles
define the vocabulary associated with circles including circumference, radius, diameter, arc, arc length, chord, secant, tangent and concentric circles
0.5 MA.912.G.6.2
Circle Center of a Circle Chord Secant Tangent to a Circle Point of Tangency Arc – Major/Minor Intercepted Arc Semicircle Central Angles Inscribed Angles Circumference Arc Length Concentric Circles Inscribed Circumscribed Radius Diameter Internal/External Tangents Area Sector of a Circle Segment of a Circle
12.1, 12.2, 12.4 - Circles identify the components of a circle 0.5 MA.912.G.6.2
12.1, 12.2, 12.4 - Circles identify tangents to a circle and point of tangency 0.5 MA.912.G.6.2
12.3, 12.4 - Circles
determine and use measures of arcs and related angles (central, inscribed and intersections of secants and tangents) and use theorems and formulas to find missing segment lengths
2 MA.912.G.6.4
12.3, 12.4 - Circles solve real-world problems using measures of circumference,
arc length, and areas of circles and sectors 2.5 MA.912.G.6.5
11.7 – Areas and Volumes of Similar Solids
determine how changes in dimension affect changes in perimeter and area of common geometric figures
1 MA.912.G.2.7
12.1 – Tangent Lines draw circles circumscribed and inscribed using triangles and
regular polygons *
(Not assessed moved to 4
th quarter)
12.3 – Inscribed Angles
identify and use the characteristics of quadrilateral inscribed in a circle
* (Not assessed moved to 4
th quarter)
Make sense of problems and persevere in solving them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning of others.
Model with mathematics.
Use appropriate tools strategically.
Attend to precision. Look for and make use of structure.
Look for and express regularity in repeated reasoning.
MACC.K12.MP.1 MACC.K12.MP.2 MACC.K12.MP.3 MACC.K12.MP.4 MACC.K12.MP.5 MACC.K12.MP.6 MACC.K12.MP.7 MACC.K12.MP.8
Mathematics Department 35 Geometry Honors Curriculum Map Volusia County Schools 1206320/ISC Revision 6-6-12
ESSENTIAL QUESTIONS:
Can the student use the appropriate vocabulary to identify and define the components of a circle? Can the student use angles, segments, and arc measures formed by chords, secants, and tangents to solve problems?
Activities and Resources Assessment
Suggested Resources Big Ideas: CPALMS: http://www.floridastandards.org
TI Activity Exchange & APPS:
TI-Nspire Geometry Activity: Circles – Angles and Arcs http://www.ti-mathnspired.com/geometry/circles/angles-and-arcs/
TI-Nspire Geometry Activity: Circles – Intersecting Lines and Segment Measures
http://www.ti-mathnspired.com/geometry/circles/intersecting-lines-and-segment-measures/
Internet Resources
http://www.mathmeasures.org
http://www.interactmath.com/
http://www.math.com/homeworkhelp/Geometry.html
http://www.pearsonsuccessnet.com
http://fcat.fldoe.org/eoc/itemspecs.asp (EOC info, sample items)
Required Assessment State Assessments
State Mandated (DA) Assessments o #1: Beginning of First Semester (TBA) o #2: End of First Semester (TBA)
Tied to essential questions Defined Testing Window Data collected through Scantron
EOC Exam for Geometry – Defined Testing Window (TBA)
District Interim Assessments
Tied to benchmarks
Focus items imported into Scantron
Data available through Scantron and Performance Matters
Suggested Assessments/Internet Resources
teacher made tests/quizzes
chapter tests/quizzes from PearsonSuccessNet.com or using ExamViewPro
Mathematics Department 36 Geometry Honors Curriculum Map Volusia County Schools 1206320/ISC Revision 6-6-12
UNIT/ORGANIZING PRINCIPLE: Equations of Circles (G.6.6) PACING: 3rd Quarter 3 days
ESSENTIAL QUESTIONS:
Can the student use the equation of circle and use its graph to solve problems?
MEASUREMENT TOPIC
T19: Circle Equations
LEARNING TARGETS/SKILLS
The student will:
PACING (Days)
BENCHMARK
ACADEMIC LANGUAGE
(Bold Assessed on EOC)
12.5 Circles in the Coordinate Plane
given the equation of a circle, identify the center and the radius
0.5 MA.912.G.6.6
Coordinate Plane Standard Equation of Circle Distance Formula Center of a Circle Radius Interior of Circle Exterior of Circle Locus Arc Intersection Perpendicular Bisector Angle Bisector Circle Solids
12.5 Circles in the Coordinate Plane
write the equation of a circle given the radius and the center 0.5 MA.912.G.6.6
12.5 Circles in the Coordinate Plane
in the coordinate plane, identify the center and radius and write the equation of the circle
1 MA.912.G.6.6
12.5 Circles in the Coordinate Plane
graph the equation of a circle on the coordinate plane given the equation or the radius and center of the circle
0.5 MA.912.G.6.7
Determine whether a solution is reasonable in the context of
the original situation. 0.5 MA.912.G.8.3
12.5 Circles in the Coordinate Plane
write the equation of circle, given the coordinates of the center and a point on the circle
* (Not assessed moved to 4
th quarter)
identify if a given point is on the circle or on the
exterior/interior of a circle *
(Not assessed moved to 4
th quarter)
Make sense of problems and persevere in solving them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning of others.
Model with mathematics.
Use appropriate tools strategically.
Attend to precision. Look for and make use of structure.
Look for and express regularity in repeated reasoning.
MACC.K12.MP.1 MACC.K12.MP.2 MACC.K12.MP.3 MACC.K12.MP.4 MACC.K12.MP.5 MACC.K12.MP.6 MACC.K12.MP.7 MACC.K12.MP.8
Mathematics Department 37 Geometry Honors Curriculum Map Volusia County Schools 1206320/ISC Revision 6-6-12
ESSENTIAL QUESTIONS:
Can the student use the appropriate vocabulary to identify and define the components of a circle? Can the student use angles, segments, and arc measures formed by chords, secants, and tangents to solve problems?
Activities and Resources Assessment
Suggested Resources Big Ideas: CPALMS: http://www.floridastandards.org
TI Activity Exchange & APPS:
TI-Nspire Geometry Activity: Circles – Equation of a Circle http://www.ti-mathnspired.com/geometry/circles/equation-of-a-circle/
Internet Resources
http://www.mathmeasures.org
http://www.interactmath.com/
http://www.math.com/homeworkhelp/Geometry.html
http://www.pearsonsuccessnet.com
http://fcat.fldoe.org/eoc/itemspecs.asp (EOC info, sample items)
Required Assessment State Assessments
State Mandated (DA) Assessments o #1: Beginning of First Semester (TBA) o #2: End of First Semester (TBA)
Tied to essential questions Defined Testing Window Data collected through Scantron
EOC Exam for Geometry – Defined Testing Window (TBA)
District Interim Assessments
Tied to benchmarks
Focus items imported into Scantron
Data available through Scantron and Performance Matters
Suggested Assessments/Internet Resources
teacher made tests/quizzes
chapter tests/quizzes from PearsonSuccessNet.com or using ExamViewPro
Mathematics Department 38 Geometry Honors Curriculum Map Volusia County Schools 1206320/ISC Revision 6-6-12
UNIT/ORGANIZING PRINCIPLE: Parallel lines and Special Angle Relationships (G.1.3)
PACING: 4th Quarter 12 days
ESSENTIAL QUESTIONS:
Can the student use the appropriate vocabulary to identify and use the relationships of the angles formed by intersecting lines and parallel lines cut by a transversal?
MEASUREMENT TOPIC
T20: Parallel Lines/ Angle Relationships
LEARNING TARGETS/SKILLS
The student will:
PACING (Days)
BENCHMARK ACADEMIC LANGUAGE
(Bold Assessed on EOC)
1.6 Basic Constructions
construct (using straight edge and compass and/or drawing programs) congruent segments and angles, and angle bisectors
* MA.912.G.1.2
Conditional statement Hypothesis Conclusion Converse Postulate Axiom Theorem Angles – Right, Obtuse, Acute Sides of an angle
Protractor Linear Pairs Vertical Angles Adjacent Angles Complementary Angles Supplementary Angles Parallel lines Perpendicular lines Transversal
Corresponding angles Alternate interior/exterior angles Consecutive (same side) int. angles Angle Bisectors Perpendicular Bisectors Slope
Equations of Lines
1.6 Basic Constructions distinguish between sketching, constructing, and drawing
basic constructions *
MA.912.G.8.6
3.7 Equations of Lines in the Coordinate Plane 3.8 Slopes of Parallel and Perpendicular Lines
identify and determine if lines are parallel or perpendicular lines in the coordinate plane
* MA.912.G.1.4
3.7 Equations of Lines in the Coordinate Plane 3.8 Slopes of Parallel and Perpendicular Lines
explain if two lines are parallel, perpendicular, or neither given coordinates of points determine the equation of the line
* MA.912.G.1.4
Make sense of problems and persevere in solving them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning of others.
Model with mathematics.
Use appropriate tools strategically.
Attend to precision. Look for and make use of structure.
Look for and express regularity in repeated reasoning.
MACC.K12.MP.1 MACC.K12.MP.2 MACC.K12.MP.3 MACC.K12.MP.4 MACC.K12.MP.5 MACC.K12.MP.6 MACC.K12.MP.7 MACC.K12.MP.8
Mathematics Department 39 Geometry Honors Curriculum Map Volusia County Schools 1206320/ISC Revision 6-6-12
ESSENTIAL QUESTIONS: Can the student use the appropriate vocabulary to identify and use the relationships of the angles formed by intersecting lines and parallel lines cut by a transversal?
Activities and Resources Assessment
Suggested Resources Big Ideas: CPALMS: http://www.floridastandards.org
TI Activity Exchange & APPS:
TI-Nspire Geometry Activity: Points, Lines, and Angles –Alternate Interior Angles
http://www.ti-mathnspired.com/geometry/points-lines-and-angles/alternate-interior-angles/
TI-Nspire Geometry Activity: Points, Lines, and Angles – Parallel Lines and Transversals
http://www.ti-mathnspired.com/geometry/points-lines-and-angles/creating-parallel-lines-and-transversals/
Internet Resources
http://www.mathmeasures.org
http://www.interactmath.com/
http://www.math.com/homeworkhelp/Geometry.html
http://www.pearsonsuccessnet.com
http://fcat.fldoe.org/eoc/itemspecs.asp (EOC info, sample items)
http://www.ies.co.jp/math/products/geo1/menu.html
Required Assessment State Assessments
State Mandated (DA) Assessments o #1: Beginning of First Semester (TBA) o #2: End of First Semester (TBA)
Tied to essential questions Defined Testing Window Data collected through Scantron
EOC Exam for Geometry – Defined Testing Window (TBA)
District Interim Assessments
Tied to benchmarks
Focus items imported into Scantron
Data available through Scantron and Performance Matters
Suggested Assessments/Internet Resources
teacher made tests/quizzes
chapter tests/quizzes from PearsonSuccessNet.com or using ExamViewPro
Mathematics Department 40 Geometry Honors Curriculum Map Volusia County Schools 1206320/ISC Revision 6-6-12
UNIT/ORGANIZING PRINCIPLE: Triangle Inequality Theorems and Properties of Triangles (G.4.7)
PACING: 4th Quarter 6.5 days
ESSENTIAL QUESTIONS:
Can the student express and construct the classification of triangles and their components?
MEASUREMENT TOPIC
T21: Triangle Theorems and Properties
LEARNING TARGETS/SKILLS
The student will:
PACING (Days)
BENCHMARK ACADEMIC LANGUAGE
(Bold Assessed on EOC)
5.1-5.4 Relationships within Triangles
explain the difference between sketching, constructing and drawing geometric figures
* MA.912.G.8.6
Equilateral Isosceles Scalene Acute, Right, Obtuse Straight Angle Triangle Midsegment Compass Straight edge Altitude Perpendicular Bisector Angle Bisector Median Concurrent Equidistant Incenter Circumcenter Centroid Orthocenter Hinge Theorem Indirect Proof Inequalities in a triangle
5.1-5.4 Relationships within Triangles
define, identify and construct altitudes, medians, triangle midsegments, angle bisectors, perpendicular bisectors and points of concurrency: orthocenter, incenter, circumcenter, centroid
* MA.912.G.4.2
Make sense of problems and persevere in solving them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning of others.
Model with mathematics.
Use appropriate tools strategically.
Attend to precision. Look for and make use of structure.
Look for and express regularity in repeated reasoning.
MACC.K12.MP.1 MACC.K12.MP.2 MACC.K12.MP.3 MACC.K12.MP.4 MACC.K12.MP.5 MACC.K12.MP.6 MACC.K12.MP.7 MACC.K12.MP.8
Mathematics Department 41 Geometry Honors Curriculum Map Volusia County Schools 1206320/ISC Revision 6-6-12
ESSENTIAL QUESTIONS: Can the student express and construct the classification of triangles and their components?
Activities and Resources Assessment
Suggested Resources Big Ideas: CPALMS: http://www.floridastandards.org
TI Activity Exchange & APPS:
TI-Nspire Geometry Activity: Triangles –Triangle Inequality Theorem
http://www.ti-mathnspired.com/geometry/triangles/triangle-inequality-theorem/
Internet Resources
http://www.mathmeasures.org
http://www.interactmath.com/
http://www.math.com/homeworkhelp/Geometry.html
http://www.pearsonsuccessnet.com
http://fcat.fldoe.org/eoc/itemspecs.asp (EOC info, sample items)
http://oneweb.utc.edu/~Christopher-Mawata/geom/geom2.htm
Required Assessment State Assessments
State Mandated (DA) Assessments o #1: Beginning of First Semester (TBA) o #2: End of First Semester (TBA)
Tied to essential questions Defined Testing Window Data collected through Scantron
EOC Exam for Geometry – Defined Testing Window (TBA)
District Interim Assessments
Tied to benchmarks
Focus items imported into Scantron
Data available through Scantron and Performance Matters
Suggested Assessments/Internet Resources
teacher made tests/quizzes
chapter tests/quizzes from PearsonSuccessNet.com or using ExamViewPro
Mathematics Department 42 Geometry Honors Curriculum Map Volusia County Schools 1206320/ISC Revision 6-6-12
UNIT/ORGANIZING PRINCIPLE: Prove Triangles (and Other Polygons) Congruent (G.2.3A and G.4.6A)
PACING: 15 days 4th Quarter 7 days
ESSENTIAL QUESTIONS:
Can the student make the appropriate conclusions based on triangles and their congruency?
MEASUREMENT TOPIC
T22: Congruence
LEARNING TARGETS/SKILLS
The student will:
PACING (Days)
BENCHMARK
ACADEMIC LANGUAGE
(Bold Assessed on EOC)
4.1-4.6 Congruent Triangles
using congruent triangles find the measure of interior angles * MA.912.G.2.6
Congruency Corresponding Parts SSS SAS ASA AAS CPCTC HL Isosceles Triangle Base Base Angles Right Triangle Equilateral Triangle Leg Hypotenuse Two-column proof Flow-chart proof Paragraph Proof Congruent Triangles Segment lengths
Make sense of problems and persevere in solving them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning of others.
Model with mathematics.
Use appropriate tools strategically.
Attend to precision. Look for and make use of structure.
Look for and express regularity in repeated reasoning.
MACC.K12.MP.1 MACC.K12.MP.2 MACC.K12.MP.3 MACC.K12.MP.4 MACC.K12.MP.5 MACC.K12.MP.6 MACC.K12.MP.7 MACC.K12.MP.8
Mathematics Department 43 Geometry Honors Curriculum Map Volusia County Schools 1206320/ISC Revision 6-6-12
ESSENTIAL QUESTIONS: Can the student make the appropriate conclusions based on triangles and their congruency?
Activities and Resources Assessment
Suggested Resources Big Ideas: CPALMS: http://www.floridastandards.org
TI Activity Exchange & APPS:
TI-Nspire Geometry Activity: Triangles – Corresponding Parts of Congruent Triangles
http://www.ti-mathnspired.com/geometry/triangles/corresponding-parts-of-congruent-triangles/
TI-Nspire Geometry Activity: Triangles –Congruent Triangles
http://www.ti-mathnspired.com/geometry/triangles/congruent-triangles/
Internet Resources
http://www.mathmeasures.org
http://www.interactmath.com/
http://www.math.com/homeworkhelp/Geometry.html
http://www.pearsonsuccessnet.com
http://fcat.fldoe.org/eoc/itemspecs.asp (EOC info, sample items)
Required Assessment State Assessments
State Mandated (DA) Assessments o #1: Beginning of First Semester (TBA) o #2: End of First Semester (TBA)
Tied to essential questions Defined Testing Window Data collected through Scantron
EOC Exam for Geometry – Defined Testing Window (TBA)
District Interim Assessments
Tied to benchmarks
Focus items imported into Scantron
Data available through Scantron and Performance Matters
Suggested Assessments/Internet Resources
teacher made tests/quizzes
chapter tests/quizzes from PearsonSuccessNet.com or using ExamViewPro
Mathematics Department 44 Geometry Honors Curriculum Map Volusia County Schools 1206320/ISC Revision 6-6-12
UNIT/ORGANIZING PRINCIPLE: Quadrilaterals in the Coordinate Plane (G.3.3) PACING: 4th Quarter 4 days
ESSENTIAL QUESTIONS:
Can the student prove the properties of various quadrilaterals?
MEASUREMENT TOPIC
T23: Quadrilaterals in Coordinate Plane
LEARNING TARGETS/SKILLS
The student will:
PACING (Days)
BENCHMARK
ACADEMIC LANGUAGE
(Bold Assessed on EOC)
6.8, 6.9, 7.3 Polygons in the Coordinate Plane
use coordinate geometry to prove properties of congruent, regular and similar triangles
* MA.912.G.4.8
Midpoint Slope Distance Formula Perpendicular Parallel Diagonals Consecutive Sides Opposite Sides Opposite Angles Quadrilateral Parallelogram Square Rectangle Rhombus Trapezoid Kite
Make sense of problems and persevere in solving them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning of others.
Model with mathematics.
Use appropriate tools strategically.
Attend to precision. Look for and make use of structure.
Look for and express regularity in repeated reasoning.
MACC.K12.MP.1 MACC.K12.MP.2 MACC.K12.MP.3 MACC.K12.MP.4 MACC.K12.MP.5 MACC.K12.MP.6 MACC.K12.MP.7 MACC.K12.MP.8
Mathematics Department 45 Geometry Honors Curriculum Map Volusia County Schools 1206320/ISC Revision 6-6-12
ESSENTIAL QUESTIONS: Can the student use precise language to identify quadrilaterals?
Activities and Resources Assessment
Suggested Resources Big Ideas: CPALMS: http://www.floridastandards.org
TI Activity Exchange & APPS:
TI-Nspire Geometry Activity: Quadrilaterals and Polygons – Diagonals of Quadrilaterals
http://www.ti-mathnspired.com/geometry/quadrilaterals-and-polygons/diagonals-of-quadrilaterals/
TI-Nspire Geometry Activity: Quadrilaterals and Polygons – Rhombi, Kites, and Trapezoids
http://www.ti-mathnspired.com/geometry/quadrilaterals-and-polygons/rhombi-kites-and-trapezoids/
Internet Resources
http://www.mathmeasures.org
http://www.interactmath.com/
http://www.math.com/homeworkhelp/Geometry.html
http://www.pearsonsuccessnet.com
http://fcat.fldoe.org/eoc/itemspecs.asp (EOC info, sample items)
Required Assessment State Assessments
State Mandated (DA) Assessments o #1: Beginning of First Semester (TBA) o #2: End of First Semester (TBA)
Tied to essential questions Defined Testing Window Data collected through Scantron
EOC Exam for Geometry – Defined Testing Window (TBA)
District Interim Assessments
Tied to benchmarks
Focus items imported into Scantron
Data available through Scantron and Performance Matters
Suggested Assessments/Internet Resources
teacher made tests/quizzes
chapter tests/quizzes from PearsonSuccessNet.com or using ExamViewPro
Mathematics Department 46 Geometry Honors Curriculum Map Volusia County Schools 1206320/ISC Revision 6-6-12
UNIT/ORGANIZING PRINCIPLE: Circles – Real World (G.6.5) PACING: 4th Quarter 7 days
ESSENTIAL QUESTIONS:
Can the student use the appropriate vocabulary to identify and define the components of a circle? Can the student use angles, segments, and arc measures formed by chords, secants, and tangents to solve problems?
MEASUREMENT TOPIC
T18: Real World Circles
LEARNING TARGETS/SKILLS
The student will:
PACING (Days)
BENCHMARK
ACADEMIC LANGUAGE
(Bold Assessed on EOC)
12.1 – Tangent Lines draw circles circumscribed and inscribed using triangles and
regular polygons *
Circle Center of a Circle Chord Secant Tangent to a Circle Point of Tangency Arc – Major/Minor Intercepted Arc Semicircle Central Angles Inscribed Angles Circumference Arc Length Concentric Circles Inscribed Circumscribed Radius Diameter Internal/External Tangents Area Sector of a Circle Segment of a Circle
12.3 – Inscribed Angles
identify and use the characteristics of quadrilateral inscribed in a circle
*
Make sense of problems and persevere in solving them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning of others.
Model with mathematics.
Use appropriate tools strategically.
Attend to precision. Look for and make use of structure.
Look for and express regularity in repeated reasoning.
MACC.K12.MP.1 MACC.K12.MP.2 MACC.K12.MP.3 MACC.K12.MP.4 MACC.K12.MP.5 MACC.K12.MP.6 MACC.K12.MP.7 MACC.K12.MP.8
Mathematics Department 47 Geometry Honors Curriculum Map Volusia County Schools 1206320/ISC Revision 6-6-12
UNIT/ORGANIZING PRINCIPLE: Equations of Circles (G.6.6) PACING: 4th Quarter 3 days
ESSENTIAL QUESTIONS:
Can the student use the equation of circle and use its graph to solve problems?
MEASUREMENT TOPIC
T19: Circle Equations
LEARNING TARGETS/SKILLS
The student will:
PACING (Days)
BENCHMARK
ACADEMIC LANGUAGE
(Bold Assessed on EOC)
12.5 Circles in the Coordinate Plane
write the equation of circle, given the coordinates of the center and a point on the circle
*
Coordinate Plane Standard Equation of Circle Distance Formula Center of a Circle Radius Interior of Circle Exterior of Circle Locus Arc Intersection Perpendicular Bisector Angle Bisector Circle Solids
identify if a given point is on the circle or on the
exterior/interior of a circle *
Make sense of problems and persevere in solving them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning of others.
Model with mathematics.
Use appropriate tools strategically.
Attend to precision. Look for and make use of structure.
Look for and express regularity in repeated reasoning.
MACC.K12.MP.1 MACC.K12.MP.2 MACC.K12.MP.3 MACC.K12.MP.4 MACC.K12.MP.5 MACC.K12.MP.6 MACC.K12.MP.7 MACC.K12.MP.8
Mathematics Department 48 Geometry Honors Curriculum Map Volusia County Schools 1206320/ISC Revision 6-6-12
ESSENTIAL QUESTIONS:
Can the student use the appropriate vocabulary to identify and define the components of a circle? Can the student use angles, segments, and arc measures formed by chords, secants, and tangents to solve problems?
Activities and Resources Assessment
Suggested Resources Big Ideas: CPALMS: http://www.floridastandards.org
TI Activity Exchange & APPS:
TI-Nspire Geometry Activity: Circles – Equation of a Circle http://www.ti-mathnspired.com/geometry/circles/equation-of-a-circle/
Internet Resources
http://www.mathmeasures.org
http://www.interactmath.com/
http://www.math.com/homeworkhelp/Geometry.html
http://www.pearsonsuccessnet.com
http://fcat.fldoe.org/eoc/itemspecs.asp (EOC info, sample items)
Required Assessment State Assessments
State Mandated (DA) Assessments o #1: Beginning of First Semester (TBA) o #2: End of First Semester (TBA)
Tied to essential questions Defined Testing Window Data collected through Scantron
EOC Exam for Geometry – Defined Testing Window (TBA)
District Interim Assessments
Tied to benchmarks
Focus items imported into Scantron
Data available through Scantron and Performance Matters
Suggested Assessments/Internet Resources
teacher made tests/quizzes
chapter tests/quizzes from PearsonSuccessNet.com or using ExamViewPro