Sample Unit Plan

Day: 1
Standard: HS.G-CO.B.8. Explain
how the criteria for triangle
congruence (ASA, SAS, and SSS)
follow from the definition of
congruence in terms of rigid
motions.
Objective: For students to
recognize triangle congruence
based on ASA, SAS, and SSS.
Sub-objectives: Students will be
able to analyze a series of
triangles and be able figure out
which ones are congruent.
Students will discover that SSA
does not prove that triangles are
congruent

Day: 2
Standard: HS.G-SRT.C.6.
Understand that by similarity, side
ratios in right triangles are
properties of the angles in the
triangle, leading to definitions of
trigonometric ratios for acute
angles.
Objective: Students will be able
to solve for various sides and
angles given a side and an angle
or two side measures.
Sub-objectives: The students will
apply the strategies used in class
to solve the various problems.
They will also be able to explain

Teaching method:
The teaching method
will be a
combination of a
lecture and a lab.
Check for
comprehension/Asse
ssment:
The teacher will
collect the work for
a grade at the end of
the class period and
will assess the work.
There will also be a
homework
assignment
involving finding
congruent triangles
using ASA, SAS,
and SSS.

Teaching method:
Lecture
Check for
comprehension/Asse
ssment: The teacher
will ask questions to
do an informal
check for
understanding.
There will also be a
corresponding
homework
assignment.

Tie to theme
or area of
focus:
The theme is
to find
geometric
properties in
the world
around the
students.
Congruent
triangles are
often found in
architecture.

Tie to theme
or area of
focus:
Focuses on
how to solve
for an angle
measure in a
triangle.

Activity (single or
portion of main
project)
The activity will be
separate from the
main project. The
class will use a
compass and ruler
to create different
triangles and figure
out how many ways
they can find
congruent triangles.
The teacher will
then lecture about
the ways and why
they work.
Followed by a
homework
assignment
involving finding
congruent triangles
using ASA, SAS,
and SSS.
Activity (single or
portion of main
project): Students
will be asked to find
3 triangles in the
world around them.
They will then they
will use the
triangles to find
different angels and
side lengths. This is
to help them start
seeing how
geometry,
specifically
triangles, are used
in the world around
us. The student must
write a short

their logic.

Day: 3
Standard: HS.G-SRT.C.6.
Understand that by similarity, side
ratios in right triangles are
properties of the angles in the
triangle, leading to definitions of
trigonometric ratios for acute
angles.
Objective: Students will be able
to solve for various sides and
angles given a side and an angle
or two side measures.
Sub-objectives: The students will
apply the strategies used in class
to solve the various problems.
They will also be able to explain
their logic.

Day: 4
Standard: HS.G-SRT.C.8. Use
trigonometric ratios and the
Pythagorean Theorem to solve
right triangles in applied
problems.
Objective: For the students to
understand and apply they
Pythagorean Theorem to different
problems.
Sub-objectives: Analyze how the
Pythagorean theorem is useful for
solving real world problems.
Day: 5
Standard: HS.G-SRT.D.9. Derive
the formula A = ab sin(C) for

Teaching method:
Group work
Check for
comprehension/Asse
ssment: The teacher
will have the
students working in
groups. She will
walk around and ask
questions to check
for understanding
along with collecting
the group work and
assessing it. There
will also be a
summative
assessment which is
a homework
assignment.

Tie to theme
or area of
focus:
The area of
focus is
solving for an
angle
measure in a
triangle.

Teaching method:
Group work

Tie to theme
or area of
focus:
The area of
focus is on
the
Pythagorean
theorem and
how it applies
to the real
world.

Check for
comprehension/Asse
ssment: The teacher
will check for
student
understanding by
reading the short
paragraph they she
has them write
during class and
assessing their
homework.
Teaching method:
Lecture
Check for

Tie to theme
or area of
focus:

paragraph
explaining how they
found their triangles
and what they
solved for.
Activity (single or
portion of main
project):
The activity is for
the students to
discuss where they
found their triangles
from the previous
nights homework
and how they solved
for the different
angels. They will
share their
paragraphs and have
the other students
comment on their
work. They will also
have a silent
discussion on what
they found
interesting about
this assignment.
Activity (single or
portion of main
project)
The activity for the
class is to read in
groups Whats
your angle
Pythagoras? and
analyze the
application of the
book. The students
are to make a
graffiti board that
covers the main
points of the book.
Activity (single or
portion of main
project)

the area of a triangle by drawing

comprehension/Asse
an auxiliary line from a vertex
ssment:
perpendicular to the opposite side. The students will be
able to state which
theorems were used
Objective: Being able to analyze
to derive the area of
the work done to derive the
a triangle using
formula for the area of a triangle
Euclidean geometry
using Euclidean geometry.
theorems provided
Sub-objectives: Reading
from the book as a
comprehension of Euclids
group. Formative
theorems.
assessment:
homework
assignment.
Day: 6
Teaching method:
Standard: HS.G-GMD.A.3. Use
Group work
volume formulas for cylinders,
Check for
pyramids, cones, and spheres to
comprehension/Asse
solve problems.
ssment:
The teacher will
Objective: Understand how to
assess the students
find volume for cylinders.
work from class and
the outside activity.
Sub-objectives: Analyze the
problems given to figure out what
information is missing given
different measurements.
Day: 7
Standard: HS.G-GMD.A.3. Use
volume formulas for cylinders,
pyramids, cones, and spheres to
solve problems.
Objective: Understand how to
find volume for pyramids.

T Teaching method:
Group work
Check for
comprehension/Asse
ssment:
The teacher will
assess the students
work from class the
outside activity.

Sub-objectives: Analyze the

problems given to figure out what
information is missing given
different measurements.
Day: 8
Standard: HS.G-GMD.A.3. Use
volume formulas for cylinders,

Teaching method:
Group work
Check for

This will give

students a
deeper
understanding
of how
triangles
work.
Specifically
when coming
up with how
to find the
area.

The activity is not

part of the final
project but it leads
to it. The students
will be able to
calculate area of a
triangle for their
final project if they
choose to do so.

Tie to theme
or area of
focus:
The theme of
focus is
finding
volume of a
cylinder. This
can help with
finding the
volume of
cylinders in
the real
world.
Tie to theme
or area of
focus:
The theme of
focus is
finding
volume of a
pyramid. This
can help with
finding the
volume of
pyramids in
the real
world.

Activity (single or
portion of main
project)

Tie to theme
or area of
focus:

Activity (single or
portion of main
project)

The activity is to
find cylinders at
their house.
Measure them and
solve for the volume
and explain their
process in writing.

Activity (single or
portion of main
project)
The activity is to
find pyramids in the
world and find the
volume of them.
Students must also
explain their
process in writing.

pyramids, cones, and spheres to

solve problems.
Objective: Understand how to
find volume for cones.

comprehension/Asse
ssment:
The teacher will
assess the students
work from class and
their outside activity.

The theme of
focus is
finding
volume of a
cone. This
can help with
finding the
volume of
cones in the
real world.

Teaching method:
Group work
Check for
comprehension/Asse
ssment:
The teacher will
assess the students
work from class and
their homework to
make sure that they
comprehend the
main ideas.

Tie to theme
or area of
focus:
The theme of
focus is
finding
volume of a
sphere. This
can help with
finding the
volume of
sphere in the
real world.

Teaching method:
Group activity

Tie to theme
or area of
focus:

The activity is for

the students to find
the volume of a ball
at their house. They
must also find the
volume of a
hemisphere and
write a list of things
that they can find
the volume using
the volume of a
hemisphere and a
sphere.
Activity (single or
portion of main
project)

The area of
focus is all of
the concepts
covered the
last 9 days.
This will tie
to the theme

The students will

compile a list of
places that they
have seen the
geometric figures in
the real world. They
will use this list to

Sub-objectives: Analyze the

problems given to figure out what
information is missing given
different measurements.

Day: 9
Standard: HS.G-GMD.A.3. Use
volume formulas for cylinders,
pyramids, cones, and spheres to
solve problems.
Objective: Understand how to
find volume for spheres.
Sub-objectives: Understand how
to find the volume of
hemispheres.

Day: 10
Standard: Standards from
day 1 through day 9

Objective: Review the key

concepts covered the previous 9
days.
Sub-objectives: Students will be
able to use the information they
have learned to complete the

Check for
comprehension/Asse
ssment:
The teacher will
assess the students
work from class and
their homework to
make sure that they

The activity is to
find an ice cream
cone and figure out
how much ice
cream the cone
actually hold. They
must explain their
process in writing.
They must also
create a list of
places they see
cones in the real
world. This will get
them thinking about
how they can use
cones in their
diorama.
Activity (single or
portion of main
project)

review activity.

comprehend the
main ideas covered
the last 9 days.

Day : 11
Standard: Standards from
day 1 through day 9
Objective: Students will present
their projects and describe in
detail the mathematics they used
to solve the problems they
created.
Sub-objectives: The students will
analyze the work of their peers.

Teaching method:
Student
presentations
Check for
comprehension/Asse
ssment:
The teacher will
check for
comprehension as
the students present
and will check for
comprehension by
the work that the
students turn in.

of geometry
in the real
world
because they
will compile a
list of places
where they
see the
geometric
figures in the
real world.
Tie to theme
or area of
focus:
The theme is
seeing
geometry in a
real world
context.

help them with

creating their
diorama and seeing
the different figures
in their design.

Activity (single or
portion of main
project)
The activity is
presenting the unit
project of a mini
diorama that shows
how the geometric
figures we had
covered in class can
be applied to the
real world.

Project:
1. Directions to give to students for project completion
Geometry Diorama
Directions:
Create a diorama of a landscape that is at least 8.5 by 11 inches. Some types of
landscapes include, but are not limited to a city landscape, outdoor landscape, or
family room landscape. Be creative and use your imagination.
Your landscape should include 4 different geometric figures that we have been
discussing over the last week.
Mark out the different figures on your diorama. Label the figures clearly and label
what you are trying to find. Mark the different figures with numbers or letters so that
you can correspond your work that is on a separate sheet of paper with the figures in
your diorama.
On a separate sheet of paper solve the problems you created and explain the reasoning
for what you did. After each problem should be a short explanation of the
mathematics involved.