Geometry Syllabus 2012-13

Course Name: Geometry
Course Code: MA 213; 223 Two Semesters Description

The study of geometry offers students the opportunity to develop skill in reasoning and formal proof. Students studying geometry in high school further develop analytic and spatial reasoning. They apply what they know about two-dimensional figures to three-dimensional figures in realworld contexts, building spatial visualization skills and deepening their understanding of shape and shape relationships. The study of formal logic and proof helps students to understand the axiomatic system that underlies mathematics. Throughout geometry, students will experience geometric thinking and reasoning techniques as accessible and powerful tools that can be used to explore the concept of mathematical proofs as well as to model and solve real-world problems. In this course, students must demonstrate mathematical proficiency through the 8 standards for mathematical practice 1. Make sense of problems and persevere in solving them 2. Reason abstractly and quantitatively 3. Construct viable arguments and critique the reasoning of others 4. Model with mathematics 5. Use appropriate tools strategically 6. Attend to precision 7. Look for and make use of structure 8. Look for and express regularity in repeated reasoning
Textbook
Discovering Geometry, Key Curriculum Press, 2008 Chapter 0 is an optional chapter that is intended to motivate learning. Those lessons can be done at any time and may be left as standing lesson plans for substitute teachers. Focus Investigations are listed for each unit. These are the critical investigations to the big concepts of the unit. Additional investigations are strongly suggested when appropriate and time permits. Please read the syllabus carefully as there are supplemental lessons that are required to meet the Common Core State Standards. Also included are Illuminations activities and Geometers Sketchpad activities offered via the Kendall Hunt website under Teacher Resources (labeled as GSP). Illuminations and GSP activities are necessary to meet the MET Requirements, however, it is not expected you will do all of them due to time constraints. With the exception of Chapter 1, Developing Proof items within the problems (marked with an icon) are to be covered to meet CCSS requirements. Further, Mini-Investigations are highlighted within the syllabus. These are important as they really hit the high school level. The Explorations in the Geometry text cover NEW material that is not seen elsewhere in the chapter. It is recommended that they be done unless stated otherwise. To meet the standard that requires students to use geometric thinking and apply that knowledge to design it is recommended that teachers should use a couple of the projects that are in the geometry text throughout the year. The Using Your Algebra Skills sections can be used throughout the year to prepare juniors that are taking Geometry for the ACT/MME.
Grand Rapids Public Schools Geometry 2011
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Met Standards
9.12.CT.1 Use digital resources (e.g., educational software, simulations, models) for problem solving and independent learning. 9.12.CC.2 Use available technologies (e.g., desktop conferencing, e-mail, video conferencing, instant messaging) to communicate with others on a class assignment or project. 9.12.CC.3 Collaborate in content-related projects that integrate a variety of media (e.g., print, audio, video, graphic, simulations, and models) 9.12.CC.4 Plan and implement a collaborative project using telecommunications tools (e.g., ePals, discussion boards, online groups, interactive websites, video conferencing) In order to meet the MET standards in mathematics teachers will need to supplement lessons with online experiences for students to practice with applets, online interactive activities, communication mediums such as email, forums, and discussion boards.
Technology and Other Resources

Graphing Calculators, TI-84 or higher with overhead screen Document cameras with projectors Interactive white boards Laptop carts Geometers Sketchpad
Grading Procedure and Scale 70% - 30%

70% Performance: (Assessment of understanding and knowledge of concepts) Common Assessments: 40% Other Performance Products: 30% (summative quizzes, tests, projects) 30% Process: Comprised of data from work he/she does during the learning process Class work & Formative Quizzes: 15% Homework/ Participation: 15% Grading Scale A+ 93 100 90 92 87 89 83 86 80 82 77 79 73 76 70 72 67 69 63 66 60 62 0 59
A AB+ B BC+ C CD+ D DE
Exemplary Level of Performance Outstanding level of performance High level of performance Acceptable level of performance Minimal level of performance Unacceptable level of performance
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Assessments
Required for each unit Common assessment Other teacher created assessments Formative assessments End of Semester Common Exam
Options for Literacy Strategies

Frayer Model Thinking Maps/Graphic Organizers SIOP Marzanos vocabulary strategies SQ3R Reflection strategy: RAFT, Writing to Learn
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Geometry Curriculum Map First Semester Unit of Study Instructional Materials

Unit 1 Introducing Geometry Discovering Geometry Chapter 1 All sections
Big Ideas
The foundation of Euclidean geometry is the undefined terms point, line, and plane. Skip Developing Proof. Focus Lesson Section 1.3. Tech Connection: Illuminations Reasoning skills are essential to construct viable arguments in Geometry. Mini-Investigation 2.4. Tech Connection: GSP Geometric constructions lend to investigating key properties of geometric figures. Focus Lesson 3.7; Mini-investigation 3.5, 3.7, 3.8 (especially 3.7). Tech Connection: GSP and Illuminations Understanding and applying the conditions for guaranteeing that two triangles are congruent. Focus Lessons 4.4 and 4.5; Mini-investigation 4.1. Tech Connection: GSP Polygons and their angles are useful for solving problems in architecture, construction, plumbing, engineering, landscaping, etc. Figures in a coordinate plane and their resulting images under a transformation are algebraically, and geometrically related. Transformations show movement in real-life situations. Focus Lessons: 5.7, 7.3; Mini-investigations 7.1 Tech Connection: Ch. 5 Illuminations and GSP; Ch. 7 GSP
Pacing
2 weeks
Unit 2 Reasoning in Geometry
Discovering Geometry Chapter 2 2.1, 2.3-2.6
3 weeks
3 weeks
Unit 3 Using Tools of Geometry
Discovering Geometry Chapter 3 All sections
3 weeks
Unit 4 Discovering and Proving Triangle Properties
4 weeks
Unit 5 Discovering and Proving Polygon Properties and Transformations
Discovering Geometry Chapter 5 All sections Discovering Geometry Chapter 7 7.1 7.3 (in 7.2, skip vectors)
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Geometry Curriculum Map Second Semester Unit of Study Instructional Materials

Unit 6 Discovering and Proving Circle Properties Discovering Geometry Chapter 6 All sections
Big Ideas
Basic properties of a circle can be used to determine measures in real life situations. Pi is the relationship between the circumference and diameter of a circle. Focus Lesson 6.5; Mini-Investigations: 6.2, 6.4, 6.5, 6.6, 6.7 Tech Connection: GSP Area is the amount of space (in units squared) contained within a defined perimeter. Surface Area is the sum of all the surfaces of a solid. Focus Lesson 8.4; Mini-investigation 8.1 Tech Connection: GSP The Pythagorean Theorem and its converse can be used to find missing lengths of many shapes as well as finding the distance between any two points. Focus Lessons 9.1 and 12.1; Mini-investigations 9.3 and 9.5 Tech Connection: Ch. 9 and Ch. 12 GSP Volume is the amount of space contained within a three dimensional shape. Volume is measured in cubic units, even when the shape has rounded elements. Volume can be calculated without a formula by using displacement. Focus Lesson 10.4; Mini-investigation 10.1 Similarity between two objects is directly related to their proportionality. Given two similar figures, proportions can be used to solve for missing information. The relationship between surface area and volume is useful in many real-world applications. Focus Lesson 11.5; Mini-investigations 11.2 and 11.5 Tech Connection: GSP Definitions and postulates can be used with deductive reasoning to prove theorems. Focus Lesson 13.2; Mini-investigation 13.7
Pacing
3 weeks
3 weeks
Unit 7 Area and Surface Area
4 weeks
Unit 8 The Pythagorean Theorem and Trigonometry
Discovering Geometry Chapter 9 All sections Discovering Geometry Chapter 12 12.1, 12.2 only
3 weeks
Unit 9 Volume
3 weeks
Unit 10 Similarity
3 weeks
Unit 11 Geometry as a Mathematical System (Proofs)
Discovering Geometry Chapter 13 All sections except skip 13.5
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Unit 1: Introducing Geometry

Big Ideas: The foundation of Euclidean geometry is the undefined terms point, line, and plane. Essential Questions: How do you interpret the world in a spatial sense? What do I see? What dont I see? What is it? How do you measure attributes of objects in your world? Learning Outcomes: Understanding geometric definitions is fundamental to sharing a common language of Geometry. Points, lines and planes are undefined terms in geometry and are used in defining most other geometric figures. An angle is formed by two rays with a common endpoint which is called a vertex. An angle divides a plane into two regions: the interior and exterior of the angle. Polygons are closed planar figures formed by connecting line segments endpoint to endpoint and they are classified by the number of sides. A circle is a set of points that lie in a plane that are all equidistant from a given point. Three-dimensional figures can be represented in two dimensions by using nets and isometric drawings.
Instructional Notes: Chapter 1 is a review of middle school standards. Other than sections 1.8 & 1.9 the material covered is technically in the middle school Common Core standards. However, we realize that most students have either forgotten this information or did not successfully learn it in the first place. The major focus of Chapter 1 is to develop students observation skills by having them ask themselves What do I see? What dont I see? What is it? The emphasis is on what is seen, not so much the definitions.
Main Topics
Building blocks of Geometry (DG 1.1) Angles (DG 1.2) Focus Lesson: Creating geometric definitions (DG 1.3) Investigation: Defining Angles Polygons (DG 1.4) Triangles (DG 1.5) Special Quadrilaterals (DG 1.6) Circles (DG 1.7) Space Geometry (DG 1.8) Classifications (DG 1.9)
Common Core State Standards: ASW

G.CO.1 G.CO.13 G.GMD.4 Know precise definitions of angle, circle, perpendicular line, parallel line, and line segment, based on the undefined notions of point, line, distance along a line, and distance around a circular arc. (1.1, 1.3, 1.7) Construct an equilateral triangle, a square and a regular hexagon inscribed in a circle. (1.7) Identify the shapes of two dimensional cross-sections of three-dimensional objects, and identify threedimensional objects generated by rotations of two-dimensional objects. (1.8, 1.9, review of chapter 1)
METS
9.12.CT.1
Standard Explanation & Activities

9.12.CT.1 Use digital resources (e.g., educational software, simulations, models) for problem solving and independent learning. Isometric Drawing Tool-Creating dynamic drawings on an Isometric Dot
Grid http://illuminations.nctm.org/ActivityDetail.aspx?ID=125
Dynamic Geometry Exploration: Three types of angles at www.keymath.com/DG Model With Mathematics
Student Actions Apply prior contextual and mathematical knowledge to solve real-world problems Display relationships among important quantities using tools such as diagrams, graphs, tables, and/or formulas
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To make sense of Investigations, explore a simpler real-life scenario by making assumptions and using approximations Make sense of an answer according to the context of the problem Teacher Actions During real world Investigations, engage students in recognizing important quantities and exploring ways to represent mathematical relationships Facilitate discourse around student conjectures about relations and arguments supporting varied modeling representations
Use Appropriate Tools Strategically

Student Actions Select a specific tool, such as Sketchpad, patty paper, or Fathom, with an intended use in investigating a problem or deepening conceptual understanding Show proficiency in the interpretation and use of the results from employing tools (e.g., visualization; interpretation of graphic, tabular, or symbolic displays) Demonstrate increased concept understanding or problem solutions obtained through the use of a tool, as well as knowledge of the limitations of that tool Teacher Actions Encourage student to consider particular tools in exploring a problem or extending a concept Challenge or probe student decisions on the consequences of using chosen math tools for a given task
Assessments
Unit Assessment Geometry_Introducing Geometry
Gradebook
Assessment Rubric
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Unit 2: Reasoning in Geometry

Big Ideas: Reasoning skills are essential to construct viable arguments in Geometry. Essential Questions: What are real-life examples of inductive and deductive reasoning? How are the angles formed by two parallel lines and a transversal related? How can you summarize the information you discover while performing investigations? Learning Outcomes: Inductive reasoning involves making conjectures that generalize observed patterns in data. (General to specific) Deductive reasoning is the process of showing that certain statements follow logically from agreed upon assumptions and proven facts. (Specific to general) Special angles are formed when two or more lines are crossed by a transversal. The definitions of supplementary angles and adjacent angles can be used to prove the Linear Pair theorem and the Vertical Angle theorem. When the lines are parallel and a transversal crosses them, the following can be said: corresponding angles are congruent, alternate interior angles are congruent, alternate exterior angles are congruent. Same side interior are supplementary and same side exterior angles are supplementary. Instructional Notes: The point of this chapter is to introduce the idea of reasoning. It would be a good idea to discuss with the students how this chapter begins the process of developing geometric proof. This chapter introduces inductive and deductive reasoning and builds to paragraph proofs about angle relationships. Later in the text, students will move on to flowcharts and two-column proofs. The Exploration in this chapter does not need to be covered. The Developing Proof items found within the problems should be covered. The idea of proof enters in Section 2.6.
Main Topics
Inductive reasoning (DG 2.1) Mathematical modeling (DG 2.3) Focus Lesson: Deductive reasoning (DG 2.4) Investigation: Overlapping Segments Angle relationships (DG 2.5) Special angles on parallel lines (DG 2.6)

G.CO.3 G.CO.6 Given a rectangle, parallelogram, trapezoid, or regular polygon, describe the rotations and reflections that carry it onto itself. (2.1 and 2.5) Use geometric descriptions of rigid motions to transform figures and to predict the effect of a rigid motion on a figure; given two figures, use the definition of congruence in terms of rigid motions to decide if they are congruent. (2.6) Prove theorems about lines and angles. Theorems include: vertical angles are congruent; when a transversal crosses parallel lines, alternate interior angles are congruent and corresponding angles are congruent; points on a perpendicular bisector of a line segment are exactly those equidistant from the segments endpoints.(2.5 and 2.6) Identify the shapes of two dimensional cross-sections of three-dimensional objects, and identify threedimensional objects generated by rotations of two-dimensional objects. (2.1)
G.CO.9
G.GMD.4
METS
9.12.CT.1
Standard Explanation & Activities

9.12.CT.1 Use digital resources (e.g., educational software, simulations, models) for problem solving and independent learning.
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GSP activities for sections 2.4, 2.5 and 2.6 applet at keymath.com/DG (Special Angles on Parallel Lines) Construct Viable Arguments And Critique The Reasoning Of Others
Student Actions While completing an investigation, analyze situations and make or explore conjectures Build a logical progression of statements to justify a conjecture or present a counterexample Listen to or read the arguments of others and ask questions for clarification While completing an investigation, analyze other students arguments Reason inductively about data presented in context, making plausible arguments Teacher Actions Help students make connections between problem setting and symbolic representations
Model With Mathematics

Student Actions Apply prior contextual and mathematical knowledge to solve real-world problems Display relationships among important quantities using tools such as diagrams, graphs, tables, and/or formulas To make sense of Investigations, explore a simpler real-life scenario by making assumptions and using approximations Make sense of an answer according to the context of the problem Teacher Actions During real world Investigations, engage students in recognizing important quantities and exploring ways to represent mathematical relationships Facilitate discourse around student conjectures about relations and arguments supporting varied modeling representations

Assessments
Unit Assessment
Geometry_Reasoning in Geometry
Gradebook
Assessment Rubric
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Unit 3: Using tools of Geometry

Big Idea: Geometric constructions lend to investigating key properties of geometric figures. Essential Questions: How do you use the special tools of geometry (Ruler, straight edge, compass and protractor) when performing geometric constructions? What is the relationship between the slopes of parallel and perpendicular lines? Learning Outcomes: Formal geometric constructions can be completed with a variety of tools and methods including compasses, rulers, straightedges, protractors, paper and pencil, patty paper, reflective devices and dynamic geometric software. The term perpendicular describes two lines, segments, rays, etc. that meet at a 90 degree angle. The term bisect means to cut in half. The shortest distance from a given point to a given line will be the perpendicular segment that connects the point to the line. The slopes of parallel lines are equal, the slopes of perpendicular lines are negative reciprocals of each other. The points of concurrency in a triangle relate the perpendicular bisectors to the circumcenter and the angle bisectors to the incenter. Instructional Notes: This chapter is an ideal place to introduce students to Geometer Sketchpad. It is recommended that you cover a few of the proofs using paper and pencil, but a majority of the activities should be done using Geometer Sketchpad. You do not need to spend one day per section, but rather choose the most pertinent lessons to teach the main topics of this chapter. Using your Algebra skills #3 is necessary for standard G.GPE.5. Continue developing proof using the mini-investigations and Developing Proof items within the practice.
Main Topics
Duplicating segments and angles (DG 3.1) Constructing perpendicular bisectors (DG 3.2) Constructing perpendiculars to a line (DG 3.3) Constructing angle bisectors (DG 3.4) Constructing parallel lines (DG 3.5) Using your Algebra skills #3 Construction problems (DG 3.6) Focus Lesson: Constructing points of concurrency (DG 3.7) The Centroid (DG 3.8)

G.CO.3 G.CO.6 Given a rectangle, parallelogram, trapezoid, or regular polygon, describe the rotations and reflections that carry it onto itself. (3.1) Use geometric descriptions of rigid motions to transform figures and to predict the effect of a rigid motion on a figure; given two figures, use the definition of congruence in terms of rigid motions to decide if they are congruent. (3.1and 3.6) Use the definition of congruence in terms of rigid motions to show that two triangles are congruent if and only if corresponding pairs of sides and corresponding pairs of angles are congruent. (3.6) Explain how the criteria for triangle congruence (ASA, SAS, and SSS) follow from the definition of congruence. (3.6) Prove theorems about lines and angles. Theorems include: vertical angles are congruent; when a transversal crosses parallel lines, alternate interior angles are congruent and corresponding angles are congruent; points on a perpendicular bisector of a line segment are exactly those equidistant from the segments endpoints. (3.2) Construct the inscribed and circumscribed circles of a triangle, and prove properties of angles for a quadrilateral inscribed in a circle. (3.7) Prove the slope criteria for parallel and perpendicular lines and use them to solve geometric problems. (e.g., find the equation of a line parallel or perpendicular to a given line that passes through a given point). (UYAS 3)
G.CO.7 G.CO.8 G.CO.9
G.C.3 G.GPE.5
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G.CO.12
G.CO.13 Met Standards 9.12.CT.1
Make formal geometric constructions with a variety of tools and methods (compass and straightedge, string, reflective devices, paper folding, dynamic geometric software, etc). Copying a segment; copying an angle; bisecting a segment; bisecting an angle; constructing perpendicular lines, including the perpendicular bisector of a line segment; and constructing a line parallel to a given line through a point not on the line.(3.1, 3.2, 3.3, 3.4, and 3.6) Construct an equilateral triangle, a square and a regular hexagon inscribed in a circle. (3.1, 3.3, 3.5) Standard Explanation & Activities Use digital resources (e.g., educational software, simulations, models) for problem solving and independent learning. Hospital Locator-Investigating the placement of a new medical center so it is
mutually convenient to three cities. http://illuminations.nctm.org/ActivityDetail.aspx?ID=125

GSP activities for sections 3.2-3.4, 3.7 and 3.8 Three applet activities at keymath.com/DG (Triangle Centers, The Centroid, The Euler Line) Focus lesson 3.7 incorporates GSP Make Sense Of Problems And Persevere In Solving Them
Student Actions Seek and communicate entry points or representations for the problem Communicate observed relationships and constraints Build a solution plan on observed relationships Monitor and evaluate own work, and may report a change of strategy or perspective In examining a proposed solution, ask, 'Does this make sense?'
Teacher Actions
Monitor students thinking and processes to provide scaffolding for students conjectures and plans. In summary presentations, require student justifications and reasonableness, and seek alternative solutions


Assessments
Unit Assessment Geometry_Using Tools of Geometry
Gradebook
Assessment Rubric
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Unit 4: Discovering and Proving Triangle Properties

Big Idea: Understanding and applying the conditions for guaranteeing that two triangles are congruent. Essential Questions: How can you use ratios and proportions to connect mathematical ideas? How do you use the idea of congruent parts to prove triangle congruence? Learning Outcomes: The sum of the three angles of any triangle is 180 degrees. To prove that two triangles are congruent, each set of corresponding sides and each set of corresponding angles must be proven congruent. Triangle congruence conjectures can be used as a shortcut to prove whether or not two triangles are congruent. (SSS, SAS, ASA, AAS, HL) Once two triangles have been proven congruent, you can then assume that all corresponding parts of those two triangles are also congruent. A flowchart proof is used to demonstrate relationships among the ideas in a proof. It can be written vertically or horizontally. Instructional Notes: Chapter 4 builds the concept of flowchart proofs. The information used for these proofs comes from the triangle conjectures presented in the chapter. Section 4.1 covers the Triangle Sum conjecture. It is recommended that this investigation be done because it uses deductive reasoning and is important for the development of proof. In sections 4.4 & 4.5, teachers may choose to jigsaw the six investigations so that not all kids do all six activities, rather each group can do one investigation and share that knowledge with the whole class. The investigation in 4.1 is a middle school standard, however, the Developing Proof (p. 201) is high school content. You should the problems associated with the Developing Proof.
Main Topics
Triangle sum conjecture (DG 4.1) Properties of isosceles triangles (DG 4.2) Triangle inequalities (DG 4.3) Focus Lesson: Triangle congruence Part 1 (DG 4.4) Focus Lesson: Triangle congruence Part 2 (DG 4.5) Corresponding parts of congruent triangles (DG 4.6) Flowchart thinking (DG 4.7) Proving special triangle conjectures (DG 4.8)

G.CO.2 Represent transformations in the plane using, e.g., transparencies and geometry software; describe transformations as functions that take points in the plane as inputs and give other points as outputs. Compare transformations that preserve distance and angle to those that do not (e.g., translation versus stretch in a specific direction). (4.2) Explain how the criteria for triangle congruence (ASA, SAS, and SSS) follow from the definition of congruence. (4.4 and 4.5) Prove theorems about triangles. Theorems include: measures of interior angles of a triangle sum to 180; base angles of isosceles triangles are congruent; the segment joining midpoints of two sides of a triangle is parallel to the third side and half the length; the medians of a triangle meet at a point.(4.1, 4.2 and 4.3) Use triangle congruence and similarity criteria to solve problems and to prove relationships in geometric figures. (4.4, 4.5, 4.6, 4.7, and 4.8) Standard Explanation & Activities 9.12.CT.1 Use digital resources (e.g., educational software, simulations, models) for problem solving
G.CO.8 G.CO.10
G.SRT.5 MET Standards 9.12.CT.1
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and independent learning. GSP activities for Sections 4.1-4.5, 4.8 applet activites at keymath.com/DG for sections 4.2, 4 .3, 4.6 and 4.8 Make Sense Of Problems And Persevere In Solving Them
Teacher Actions
Monitor students thinking and processes to provide scaffolding for students conjectures and p lans. In summary presentations, require student justifications and reasonableness, and seek alternative solutions
Construct Viable Arguments And Critique The Reasoning Of Others



Assessments
Unit Assessment
Geometry_Triangle Properties
Gradebook
Assessment Rubric
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Unit 5: Discovering and Proving Polygon Properties/ Transformations

Big Idea: Polygons and their angles are useful for solving problems in architecture, construction, plumbing, engineering, landscaping, etc. Transformations are created by the reflection, rotation and/or translation of a shape and can be used in many real world applications. Essential Questions: Why do we study 2-dimensional objects when we study in a 3-dimensional world? What patterns exist when examining transformations? How do you interpret movement geometrically in the world? Learning Outcomes: The polygon-sum conjecture (n 2)180 can be used to find the sum of the angles of any polygon. The sum of the exterior angles of any polygon is 360 degrees. The diagonal properties of a quadrilateral can be used to identify the specific quadrilateral type. Quadrilaterals can be organized in to a hierarchy of properties. A midsegment of a trapezoid is parallel to the bases and its length is the average of the lengths of the bases. A midsegment of a triangle is parallel to its base and is half the length of the base. A transformation is a movement of a geometric figure. Rigid transformations (isometries) do not change the shape or size of a figure, only its location. The line of reflection is the perpendicular bisector of all segments joining points on the original figure with corresponding points on the image. Translations occur when a figure is reflected over parallel lines. Rotations occur when a figure is reflected over intersecting lines. Instructional Notes: Sections 5.1 5.3 are assumed prior knowledge, but it is not recommended to skip this information because the conjectures covered are critical for completing the remainder of the course. Section 5.7 is a review and extension that looks at inductive versus deductive reasoning and formalizes what students learned in the chapter. In section 7.2, the information on vectors can be skipped unless you are teaching a STEM course. Tessellations are no longer in the High School standards; therefore they are not covered in this course.
Main Topics
Polygon sum conjecture (DG 5.1) Exterior angles of polygons (DG 5.2) Kite and trapezoid properties (DG 5.3) Properties of midsegments (DG 5.4) Building an arch (DG 5.4) Properties of parallelograms (DG 5.5) Properties of special parallelograms (DG 5.6) Focus Lesson: Proving quadrilateral properties (DG 5.7) Transformations and symmetry (DG 7.1) Properties of isometries (DG 7.2) Skip vectors Focus Lesson: Compositions of transformations (DG 7.3)

G.CO.10 Prove theorems about triangles. Theorems include: measures of interior angles of a triangle sum to 180; base angles of isosceles triangles are congruent; the segment joining midpoints of two sides of a triangle is parallel to the third side and half the length; the medians of a triangle meet at a point.(5.4) Prove theorems about parallelograms. Theorems include: opposite sides are congruent, opposite angles are congruent, the diagonals of a parallelogram bisect each other and conversely, rectangle are parallelograms with congruent diagonals. (5.5, 5.6 and 5.7)
G.CO.11
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G. MG.3
G. CO.2
Apply geometric methods to solve design problems (e.g., designing an object or structure to satisfy constraints or minimize cost; working with typographic grid systems based on ratios). (Chapter 5 projects: Building an Arch and Japanese PuzzleQuilts, Chapter 7 project: Kaleidoscopes) Represent transformations in the plane using, e.g., transparencies and geometry software; describe transformations as functions that take points in the plane as inputs and give other points as outputs. Compare transformations that preserve distance and angle to those that do not (e.g., translation versus stretch in a specific direction). (7.1, 7.2 and 7.3)
G.CO.3 G.CO.4 G.CO.5
G.CO. 6
MET Standards 9.12.CT.1
Given a rectangle, parallelogram, trapezoid, or regular polygon, describe the rotations and reflections that carry it onto itself. (7.1) Develop definitions of rotations, reflections and translations in terms of angles, circles, perpendicular lines, parallel lines and line segments. (7.1, 7.2 and 7.3) Given a specified rotation, reflection or translation and a geometric figure, construct the transformed figure using, e.g., graph paper, tracing paper, or geometry software. Construct a sequence of transformations that will carry a given figure onto another. (7.1, 7.2 and 7.3) Use geometric descriptions of rigid motions to transform figures and to predict the effect of a rigid motion on a figure; given two figures, use the definition of congruence in terms of rigid motions to decide if they are congruent. (7.1) Standard Explanation & Activities Use digital resources (e.g., educational software, simulations, models) for problem solving and independent learning. Circle Packing (Soda Can Activity)-Investigating the Geometry of packing circles in
real-world problems. http://illuminations.nctm.org/LessonDetail.aspx?ID=L690 Diagonals to Quadrilaterals-Investigating the quadrilaterals formed by various arrangements of diagonals http://illuminations.nctm.org/ActivityDetail.aspx?ID=125
GSP activities for Sections 5.1-5.7 and 7.1-7.3 applet activities at keymath.com/DG for Sections 5.2, 5.3, 5.5 and 5.6 Make Sense Of Problems And Persevere In Solving Them
Teacher Actions


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Assessments
Unit Assessment Geometry_Polygon Properties and Transformations
Gradebook
Assessment Rubric
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Unit 6: Discovering and Proving Circle Properties

Big Ideas: Basic properties of a circle can be used determine measures in real life situations. Pi is the relationship between the circumference and diameter of a circle. Essential Questions: How are circles and their properties used to determine measures in real life situations? What is Pi, and what is its significance with respect to circumference and area? Learning Outcomes: Every line tangent to a circle is perpendicular to the radius at the point of tangency. Two tangent segments from the same point outside of a circle are congruent. Congruent chords determine congruent central angles, intercept congruent arcs and are equidistant from the center. A central angle is equal to the measure of its intercepted arc. An inscribed angle is equal to half of its intercepted arc. Pi is the ratio of the circumference to the diameter. Arc length is measured in distance units and is found by circumference by the central angle divided by 360 degrees. Instructional Notes: This chapter is all new learning. Every section should be covered. Attention should still be given to the Developing Proof and Mini-investigation items.
Main Topics
Tangent properties (DG 6.1) Chord properties (DG 6.2) Arcs and angles (DG 6.3) Proving circle conjectures (DG 6.4) Focus Lesson: The circumference/diameter ratio (DG 6.5) Applications of the circumference conjecture Around the World (DG 6.6) Arc Length (DG 6.7)

G.CO.12 Make formal geometric constructions with a variety of tools and methods (compass and straightedge, string, reflective devices, paper folding, dynamic geometric software, etc). Copying a segment; copying an angle; bisecting a segment; bisecting an angle; constructing perpendicular lines, including the perpendicular bisector of a line segment; and constructing a line parallel to a given line through a point not on the line. (Exploration: Intersecting Lines through a Circle) Apply geometric methods to solve design problems (e.g., designing an object or structure to satisfy constraints or minimize cost; working with typographic grid systems based on ratios). (Chapter 6 project: Racetrack Geometry) Give an informal argument for the formulas for the circumference of a circle, area of a circle, volume of a cylinder, pyramid, and cone. Use dissection arguments, Cavalieris principle, and informal limit arguments. (6.5) Identify and describe relationships among inscribed angles, radii, and chords. Include the relationship between central, inscribed and circumscribed angles; inscribed angles on a diameter are right angles; the radius of a circle is perpendicular to the tangent where the radius intersects the circle. (6.1, 6.2 and 6.3) Construct the inscribed and circumscribed circles of a triangle, and prove properties of angles for a quadrilateral inscribed in a circle. (6.3) Construct a tangent line from a point outside a given circle to the circle. (6.1) Derive using similarity the fact that the length of the arc intercepted by an angle is proportional to the radius, and define the radian measure of the angle as the constant of proportionality; derive the formula for the area
G.MG.3
G.GMD.1
G.C.2
G.C.3 G.C.4+ G.C.5
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of a sector. (6.7) Standard Explanation & Activities Use digital resources (e.g., educational software, simulations, models) for problem-solving and independent learning. GSP activities for sections 6.1-6.7 Focus lesson 6.5 uses an applet and incorporates within the Mini -Investigation applets for Sections 6.2 and 6.6 Make Sense Of Problems And Persevere In Solving Them MET Standards 9.12.CT.1
Teacher Actions



Assessments
Unit Assessment Geometry_Circle Properties
Gradebook
Assessment Rubric
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Unit 7: Area and Surface Area

Big Ideas: Area is the amount of space (in units squared) contained within a defined perimeter. Surface Area is the sum of all the surfaces of a solid. Essential Questions: What patterns exist when examining transformations? How do you interpret movement geometrically in the world? How does changing the dimensions of an object have an effect on the surface area of that object? What real-life situations might require us to calculate surface area? Learning Outcomes: Perimeter is distance around a polygon. Area of a plane figure is a measure of the space contained within a given perimeter. It is measured in square units. The area of a regular polygon can be found using perimeter and the apothem. The circumference of a circle is the measure of the distance around the circle and the area is the flat surface the circle covers. A sector of a circle is the region between two radii and an arc of the circle. Surface area is the sum of all surfaces of a solid. Instructional Notes: The material covered in sections 8.1 8.4 is technically covered in the middle school Common Core standards. However, we realize that most students have either forgotten this information or did not successfully learn it in the first place. Considering that surface area and volume build on this knowledge, we felt it necessary to cover it again here. Plan on spending several days on section 8.7 as this section covers the Surface Area of ALL shapes.
Main Topics
Areas of rectangles and parallelograms (DG 8.1) Areas of triangles, trapezoids, and kites (DG 8.2) Area problems (DG 8.3) Focus Lesson: Areas of regular polygons (DG 8.4) Areas of circles (DG 8.5) Areas of sectors (DG 8.6) Surface Area (DG 8.7)

G.GMD.1 Give an informal argument for the formulas for the circumference of a circle, area of a circle, volume of a cylinder, pyramid, and cone. Use dissection arguments, Cavalieris principle, and informal limit arguments. (8.5) Derive using similarity the fact that the length of the arc intercepted by an angle is proportional to the radius, and define the radian measure of the angle as the constant of proportionality; derive the formula for the area of a sector. (8.5 and 8.6) Standard Explanation & Activities 9.12.CT.1 Use digital resources (e.g., educational software, simulations, models) for problem solving and independent learning. GSP activities for Sections 8.1, 8.2, 8.4 and 8.5 applet activities for Sections 8.1 and 8.2 Focus lesson 8.4 incorporates GSP
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Make Sense Of Problems And Persevere In Solving Them

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Assessments
Unit Assessment
Geometry_Area and Surface Area

Gradebook
Assessment Rubric
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Unit 8: The Pythagorean Theorem and Trigonometry

Big Idea: The Pythagorean Theorem and its converse can be used to find missing lengths of many shapes as well as finding the distance between any two points. Essential Questions: Why was the Pythagorean Theorem one of the most important mathematical discoveries? How can the Pythagorean Theorem be applied to finding the distance between any two points? How are the Pythagorean Theorem and trigonometric ratios used to solve real-world problems? Learning Outcomes: The Pythagorean Theorem is a claim about the areas of squares built on the sides of a right triangle. The area of the square on the hypotenuse is the sum of the areas of the squares on the legs. The Pythagorean Theorem can be used to find the length of any one of the missing sides of a right triangle given the lengths of the other two. Special right triangle ratios can be used to find the exact trigonometric ratios for 30, 45 and 60 degree angles. The distance formula can be found using the Pythagorean Theorem. The distance between any two points can be found using the distance formula. Trigonometric ratios can be used to find the missing lengths or angles of right triangles. Sine = opposite over hypotenuse, Cosine = adjacent over hypotenuse and Tangent = opposite over adjacent.
Instructional Notes: Simplifying radical expressions is not specifically covered in the text. You may use the Using Your Algebra Skills 9 found on page 489. Sections 12.1 & 12.2 introduce the idea of right triangle trigonometry. Sections 12.3 12.5 must be covered in STEM courses only.
Main Topics
Focus Lesson: The Theorem of Pythagoras (DG 9.1) The converse of the Pythagorean Theorem (DG 9.2) Two special right triangles (DG 9.3) Story problems (DG 9.4) Distance in coordinate geometry (DG 9.5) Circles and the Pythagorean Theorem (DG 9.6) Focus Lesson: Trigonometric Ratios (DG 12.1) Problem solving with right triangles (DG 12.2)

G.GPE.1 G.GPE.7 G.SRT.6 G.SRT.7 G.SRT.8 MET Standards 9.12.CT.1 Derive the equation of a circle of given center and radius using the Pythagorean Theorem; complete the square to find the center and radius of a circle given by an equation. (9.5) Use coordinates to compute perimeters of polygons and areas for triangles and rectangles, e.g. using the distance formula. (9.5) Understand that by similarity, side ratios in right triangles are properties of the angles in the triangle, leading to definitions of trigonometric ratios for acute angles. (12.1) Explain and use the relationship between the sine and cosine of complementary angles. (12.1) Use trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems. (12.1 and 12.2) Standard Explanation & Activities Use digital resources (e.g., educational software, simulations, models) for problem solving and independent learning. GSP activities for Sections 9.1-9.3, 9.5 and 12.1 Focus lesson 9.1 incorporates GSP and an applet for the investigation of the Pythagorean Theorem Focus lesson 12.1 incorporates the graphing calculator and GSP
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Make Sense Of Problems And Persevere In Solving Them

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Assessments
Unit Assessment
Geometry_The Pythagorean Theorem and Trigonometry

Gradebook
Assessment Rubric
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Unit 9: Volume
Big Idea: Volume is the amount of space contained within a three dimensional shape. Volume is measured in cubic units, even when that shape has rounded elements. Volume can be calculated without a formula by using displacement. Essential Questions: How are the volume formulas for both the prisms and the cylinders related to each other? How are the volume formulas for pyramids and cones similar? How is density related to volume? Learning Outcomes: Volume is the amount of space contained within a three dimensional shape. Volume is measured in cubic units, even when that shape has rounded elements. Polyhedrons are made up of flat polygonal faces. The height of a prism or cylinder is the perpendicular distance between the two bases. The height of a pyramid or cone is the perpendicular distance between the base and the vertex. The volume of an irregularly shaped object is measured by the amount of liquid it displaces. Volumes can be used to find the density of an object and thus determine which materials they are made of. Instructional Notes: This chapter does not use real proofs for volume. Students will derive and apply the formulas. Explorations can be skipped.
Main Topics
The Geometry of solids (DG 10.1) Volume of prisms and cylinders (DG 10.2) Volume of pyramids and cones (DG 10.3) Focus Lesson: Volume problems (DG 10.4) Displacement and density (DG 10.5) Volume of a sphere (DG 10.6) Surface area of a sphere (DG 10.7)

G.MG.1 Use geometric shapes, their measures and their properties to describe objects (e.g., modeling a tree trunk or a human torso as a cylinder). (10.1, 10.2, 10.3, 10.4, 10.5, 10.6, and 10.7) G.MG.2 Apply concepts of density based on area and volume in modeling situations (e.g., persons per square mile, BTUs per cubic foot). (10.5) G.GMD.1 Give an informal argument for the formulas for the circumference of a circle, area of a circle, volume of a cylinder, pyramid, and cone. Use dissection arguments, Cavalieris principle, and informal limit arguments. (10.1 and 10.2) G.GMD.3 Use volume formulas for cylinders, pyramids, cones and spheres to solve problems. (10.2, 10.3, 10.4, 10.5 and 10.6) G.GMD.4 Identify the shapes of two dimensional cross-sections of three-dimensional objects, and identify threedimensional objects generated by rotations of two-dimensional objects. (10.2) MET Standards Standard Explanation & Activities Use digital resources (e.g., educational software, simulations, models) for problem solving and independent 9.12.CT.1 learning. Graphing calculator technology will be used throughout this unit. Make Sense Of Problems And Persevere In Solving Them
Student Actions Seek and communicate entry points or representations for the problem
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Communicate observed relationships and constraints Build a solution plan on observed relationships Monitor and evaluate own work, and may report a change of strategy or perspective In examining a proposed solution, ask, 'Does this make sense?' Monitor students thinking and processes to provide scaffolding for students conjectures and plans. In summary presentations, require student justifications and reasonableness, and seek alternative solutions
Teacher Actions Construct Viable Arguments And Critique The Reasoning Of Others


Assessments
Unit Assessment
Geometry_Volume
Gradebook
Assessment Rubric
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Unit 10: Similarity

Big Idea: Similarity between two objects is directly related to their proportionality. Given two similar figures, proportions can be used to solve for missing information. The relationship between surface area and volume is useful in many real-world applications. Essential Questions: How can you show that two figures are similar? How can you use the idea of similar figures to solve real-world problems? Why is the Surface Area to Volume ratio important and how is it used? Learning Outcomes: Similar polygons (noted using the ~ symbol) are dilations of one another. All corresponding angles are congruent and the lengths of corresponding sides are proportional. Similarity shortcuts, like congruence shortcuts, refer to the congruence of angles, but they refer to the proportionality rather than the congruence of the sides. (AA, SSS, SAS) Similar triangles can be used to measure heights indirectly by using proportions. If two figures are similar, then the ratio of any corresponding two-dimensional parts (area) is the square of the scale factor. If two figures are similar, then the ratio of their volumes is the cube of the scale factor.
Main Topics
Similar polygons (DG 11.1)* See Instructional Notes Similar triangles (DG 11.2) Indirect measurement with similar triangles (DG 11.3) Corresponding parts of similar triangles (DG 11.4) Focus Lesson: Proportions with area (DG 11.5) Proportions with volume (DG 11.6) Proportional segments between parallel lines (DG 11.7)

G.C.1 G.CO.2 Prove that all circles are similar. (11.1) Represent transformations in the plane using, e.g., transparencies and geometry software; describe transformations as functions that take points in the plane as inputs and give other points as outputs. Compare transformations that preserve distance and angle to those that do not (e.g., translation versus stretch in a specific direction). (11.1, 11.2 and Exploration: Constructing a Dilation Design) Given a specified rotation, reflection or translation and a geometric figure, construct the transformed figure using, e.g., graph paper, tracing paper, or geometry software. Construct a sequence of transformations that will carry a given figure onto another. (11.1, 11.2 and Exploration: Constructing a Dilation Design) Verify experimentally the properties of dilations given by a center and a scale factor: a. A dilation takes a line not passing through the center of the dilation to a parallel line, and leaves a line passing through the center unchanged. (11.1) b. The dilation of a line segment is longer or shorter in the ratio given by the scale factor. (11.1, 11.2 and Exploration: Constructing a Dilation Design) Given two figures, use the definition of similarity in terms of similarity transformations to decide if they are similar; explain using similarity transformations the meaning of similarity for triangles as the equality of all pairs of angles and the proportionality of all pairs of sides. (11.1 and 11.2) Use the properties of similarity transformations to establish the AA criterion for similarity of triangles. (11.2) Prove theorems about triangles using similarity transformations. Theorems include: a line parallel to one side of a triangle divides the other two proportionally, and conversely; the Pythagorean theorem proved using triangle similarity. (11.3, 11.4 and 11.7) Use triangle congruence and similarity criteria to solve problems and to prove relationships in geometric figures. (11)
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G.SRT.3 G.SRT.4
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G.GPE.6 METS
Find the point on a directed line segment between two given (11.6 and 11.7) Standard Explanation & Activities 9.12.CT.1 Use digital resources (e.g., educational software, simulations, models) for problem solving and independent learning. GSP activities for Sections 11.1-11.5, 11.7 Focus lesson 11.5 incorporates GSP and an applet applet activities for Sections 11.2 and 11.4 Make Sense Of Problems And Persevere In Solving Them
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Assessments
Unit Assessment
Geometry_Similarity
Gradebook
Assessment Rubric
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Unit 11: Geometry as a Mathematical System (Proofs)

Big Idea: Definitions and postulates can be used in a variety of ways with deductive reasoning to prove theorems. Essential Questions: How do you know that a theorem is true? What part do postulates, properties and axioms play in deductive systems? What is the difference between deductive and inductive reasoning and how do you know when to use each? Learning Outcomes: Deductive reasoning systems help organize mathematical ideas so that circular reasoning can be avoided. There are different formats for formal proofs. (Two-column, paragraph and flow-chart proofs) The mathematical system of geometry is based on the assumptions of Algebraic and Arithmetic properties and the postulates of geometry. When writing a proof you should follow a logical set of steps from beginning with a conditional statement to drawing and labeling any relevant pictures to proving what has been asked. Instructional Notes: Section 13.1 sets up the whole chapter. Cover all sections other than 13.5 because it is not in the standards. The Using Your Algebra Skills section is critical as it is a part of the common core standards.
Main Topics
The premises of Geometry (DG 13.1) Focus Lesson: Planning a Geometry proof (DG 13.2) Triangle proofs (DG 13.3) Quadrilateral proofs (DG 13.4) Circle proofs (DG 13.6) Similarity proofs (DG 13.7)

G.CO.9 Prove theorems about lines and angles. Theorems include: vertical angles are congruent; when a transversal crosses parallel lines, alternate interior angles are congruent and corresponding angles are congruent; points on a perpendicular bisector of a line segment are exactly those equidistant from the segments endpoints.(13.2) Prove theorems about triangles. Theorems include: measures of interior angles of a triangle sum to 180; base angles of isosceles triangles are congruent; the segment joining midpoints of two sides of a triangle is parallel to the third side and half the length; the medians of a triangle meet at a point.(13.3) Prove theorems about parallelograms. Theorems include: opposite sides are congruent, opposite angles are congruent, the diagonals of a parallelogram bisect each other and conversely, rectangle are parallelograms with congruent diagonals. (13.4) Use coordinates to prove simple geometric theorems algebraically. For example, prove or disprove that a figure defined by four given points in the coordinate plane is a rectangle. (UYAS 13) Prove theorems about triangles using similarity transformations. Theorems include: a line parallel to one side of a triangle divides the other two proportionally, and conversely; the Pythagorean theorem proved using triangle similarity. (13.7) Use triangle congruence and similarity criteria to solve problems and to prove relationships in geometric figures. (13.3 and 13.7)
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Standard Explanation & Activities Use digital resources (e.g., educational software, simulations, models) for problem solving and independent learning. Graphing calculator technology will be utilized throughout the unit. Make Sense Of Problems And Persevere In Solving Them
Teacher Actions

Student Actions While completing an investigation, analyze situations and make or explore conjectures Build a logical progression of statements to justify a conjecture or present a counterexample Listen to or read the arguments of others and ask questions for clarification While completing an investigation, analyze other students arguments Reason inductively about data presented in context, making plausible arguments Teacher Actions Help students make connections between problem setting and symbolic representations Challenge or probe student decisions on the consequences of using chosen math tools for a given task
Assessments
Unit Assessment
Geometry_Geometry as a Mathematical System (Proofs)

Gradebook
Assessment Rubric
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Geometry Syllabus 2012-13

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Course Name: Geometry

Course Code: MA 213; 223 Two Semesters Description

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Technology and Other Resources

Grading Procedure and Scale 70% - 30%

A AB+ B BC+ C CD+ D DE

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Options for Literacy Strategies

Grand Rapids Public Schools Geometry 2011

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Geometry Curriculum Map First Semester Unit of Study Instructional Materials

Unit 2 Reasoning in Geometry

Discovering Geometry Chapter 2 2.1, 2.3-2.6

Unit 3 Using Tools of Geometry

Discovering Geometry Chapter 3 All sections

Unit 4 Discovering and Proving Triangle Properties

Discovering Geometry Chapter 4 All sections

Unit 5 Discovering and Proving Polygon Properties and Transformations

Grand Rapids Public Schools Geometry 2011

Geometry Curriculum Map Second Semester Unit of Study Instructional Materials

Unit 7 Area and Surface Area

Discovering Geometry Chapter 8 All sections

Unit 8 The Pythagorean Theorem and Trigonometry

Discovering Geometry Chapter 10 All sections

Discovering Geometry Chapter 11 All sections

Unit 11 Geometry as a Mathematical System (Proofs)

Discovering Geometry Chapter 13 All sections except skip 13.5

Grand Rapids Public Schools Geometry 2011

Unit 1: Introducing Geometry

Common Core State Standards: ASW

Standard Explanation & Activities

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Use Appropriate Tools Strategically

Grand Rapids Public Schools Geometry 2011

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Unit 2: Reasoning in Geometry

Common Core State Standards: ASW

Standard Explanation & Activities

Grand Rapids Public Schools Geometry 2011

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Model With Mathematics

Use Appropriate Tools Strategically

Grand Rapids Public Schools Geometry 2011

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Unit 3: Using tools of Geometry

Common Core State Standards: ASW

G.CO.7 G.CO.8 G.CO.9

Grand Rapids Public Schools Geometry 2011

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G.CO.13 Met Standards 9.12.CT.1

mutually convenient to three cities. http://illuminations.nctm.org/ActivityDetail.aspx?ID=125

Model With Mathematics

Use Appropriate Tools Strategically

Grand Rapids Public Schools Geometry 2011

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Unit 4: Discovering and Proving Triangle Properties

Common Core State Standards: ASW

G.SRT.5 MET Standards 9.12.CT.1

Grand Rapids Public Schools Geometry 2011

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Construct Viable Arguments And Critique The Reasoning Of Others

Model With Mathematics

Use Appropriate Tools Strategically