CCPCS- Geometry Curriculum Map

Rebecca Dunn
2015-2016
Unit/ Time

Unit 0: Introductions
to the Course
(First Week)

Content/ Skills

Classroom Norms
Introductions to Course & each other
What it means to be good at math
(Gladwell)
Syllabus + Classroom Routines
Log-ins to: IXL, Schoology, Jumprope,
CK-12 (honors), Email, Drive
Supplies: Textbooks, Binders, Online
Scavenger Hunt, Survey
Diagnostic Exam
o Broken down by LT: students
self-assess on each Algebra LT
after analyzing diagnostic in
order to choose what they will
focus on in IXL
o Diagnostic LTs
LT 1: Order of
Operations
LT 2: Ratios &
Proportions
LT 3: Scale maps &
drawings
LT 4: Properties of
Exponents
LT 5: Distributive
Property
LT 6: Combining Like
Terms
LT 7: Solving Linear
Equations
LT 8: Graphing
LT 9: Solving Quadratic
Equations
Geometric Formulas

Key Instructional Resources:

Texts, Lessons, Activities,
Projects, & Games
Classroom + Group work Norms
(painted cubes group work task)
Human Bingo
Diagnostic Exam
Student self-assessment of
diagnostic test + meetings with
teachers as necessary to discuss
areas of growth (specifically
algebraic)
Partner Share + Free Write: What
does it mean to be a good math
student? (Malcolm Gladwell Outliers
excerpt)
Online Survey: What kind of math
student are you?
Online Scavenger Hunt to get
comfortable w/ different websites
well use (Schoology, Jumprope, IXL,
Geogabra, Google Drive, Gmail)
IXL A.1-A.3, A.6-A.9, E.1 + Algebra
B.2, Z.8, H.2, I.2, S.6

Differentiation
Tools +
Language
Goals
Individual
conferences
after diagnostics
have been given
to discuss
student
strengths/
weaknesses/
goals (use openended response
at end of
diagnostic as a
starting place)

Assessments
(Pre, Formative,
& Summative)
Diagnostic Exam
+ Reflection on
Algebra Skills
Math Reference
Book
Summer work
packet
1-1 discussions

CCPCS- Geometry Curriculum Map

Rebecca Dunn
2015-2016

Unit 1: Geometric
Terms, Notations, &
Constructions
(Sep 9-Oct 8)
In this unit some
algebraic techniques
will be reviewed (in
particular, solving 1variable equations) by
way of introducing
students to geometric,
descriptive language.
Students will then use
this new vocabulary to
perform and discuss
various geometric
constructions.

Learning Targets:
I can recognize, define, and use geometric
terms and tools.
I can draw and represent lines, points,
planes, and rays using appropriate notation
and naming techniques. IXL: B1, B.4-5
I can define and use the terms collinear,
coplanar, and intersection to describe
geometric scenarios (Postulates- use
Geogabra instead of IXL)
I can draw and define parallel, skew and
perpendicular lines. IXL: D1
I can apply the Segment Addition Postulate
(and a ruler when necessary) to find line
segment lengths IXL: B3
I can categorize, measure, and name angles
appropriately (protractor use).-IXL C.1, C.2
I can identify angle pairs and define the
relationship between those angles
(supplementary, complementary, vertical,
adjacent angles) IXL C3, C.4
I can find angles of incidence and reflection.
I can use appropriate tools (straightedge &
compass / patty paper & straightedge) to
construct geometric objects and

Match Mine Activity (emphasizes

importance of descriptive, specific,
geometric language)
Intro to Geogabra Activity (search &
find all of the Geogabra tools to
make these objects/ configurations)
Patty Paper Geometry, Michael
Serra
Geometric Elements: Shape Bags
strings (4 equal length; 2 diff
length)
dots (to represent segments)
arrow (for rays/ lines)
triangles (all types)
polygons/ non-polygons
Word Wall- students assigned
geometric vocabulary words as they
arise. Students represent them
graphically, verbally, and give a real-

Strugglers:
guided notes/
reference charts
on naming
notations;
written steps for
construction
steps; posted
videos of
constructions on
Schoology (see
below); allow
students to
choose most
intuitive
materials to use
in creating the
geometric
constructions
High-Flyers:
create geometric
constructions
with different
tools (e.g. patty

Math Reference
Book
Daily Warm - Up
Exit Tickets
1-1; small group
seminar

Rebecca Dunn 1/14/15 3:37 PM

Comment [1]: Pretty good mix of Blooms
Levels in Unit 1 (slightly more Knowledge/
comprehension LTs, but I think this is okay
because of beginning of year notation that
needs to be talked about first)

Homework
IXL Classwork
Quizzes +
Reflection/
Correction
Hole in One
Project + Laser
Incidence/
Reflection Task
(measuring
angles with a
protractor)

Rebecca Dunn 1/14/15 3:35 PM

Comment [2]: Comprehension
Rebecca Dunn 1/14/15 3:35 PM
Comment [3]: Application

Rebecca Dunn 1/14/15 3:35 PM

Comment [4]: Knowledge
Rebecca Dunn 1/14/15 3:35 PM
Comment [5]: Knowledge

CCPCS- Geometry Curriculum Map

Rebecca Dunn
2015-2016
configurations. IXL see middle column
Note: Students should be familiar with the
following constructions: Copy a segment and
angle; bisect a segment and angle; construct
perpendicular lines, including the perpendicular
bisector of a line segment; construct a line
parallel to a given line through a point not on the
line; construct an equilateral triangle, a square,
and a regular hexagon in a circle

I can analyze and critique constructions in

terms of geometric elements and their
properties.

Related Standards:
G.CO.1 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.
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.

life connection (serves as a

classroom reference)
Game to Intro Angles of Incidence
and Reflection:
http://www.bbc.co.uk/bitesize/ks2/sci
ence/physical_processes/how_we_s
ee_things/play/
Geogabra Constructions:
http://wiki.geogebra.org/en/Tutorial:G
eometric_Constructions_%26_Use_
of_Commands
Constructions on IXL
Copy a segment and angle-C.7
Bisect a segment and angle- B.9,
C.6
Construct perpendicular lines- D2,
including the perpendicular bisector
of a line segment-B.9
Construct a line parallel to a given
line through a point not on the lineD.5
Construct an equilateral triangle
(U.13), a square (U.14), and a
regular hexagon (U.15) in a circle

paper or straight
edge and
compass);
inquiry into what
tools are needed
for each
construction;
film and post on
Schoology page
for peer
reference
ELL: vocabulary
glossary (points,
lines, planes);
visual reference
guides for
vocabulary
Language
Goal: I can
identify,
describe, and
classify
mathematical
objects.

Performance
Assessment
(completing
constructions)

Rebecca Dunn 1/14/15 3:36 PM

Comment [6]: Application, Synthesis

Online modules
through Instructor
Canvas
(questions about
constructions and
terms)
Unit Exam:
geometric terms
& tools +
Reflection/
Correction
Word Wall

Rebecca Dunn 1/14/15 3:36 PM

Comment [7]: Analysis + Evaluation
Rebecca Dunn 9/10/14 3:16 PM
Comment [8]: G.CO. 12/13: perform
constructions. I need to see how students are
actually going to be assessed on this because it
would not be possible to have them actually
perform them on the online assessment

Construction w/ compass and

straight-edge Activities

G.GPE.5 Prove the slope criteria for parallel and

perpendicular lines and uses 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).

My Math Reference Book- specific

geometry terms will be included in
notebook; serves as a student
reference for year;
appropriate/necessary vocab and
concepts will be added to in each
unit

G.CO.12 Make formal geometric constructions

Jigsaw Activity: Each student

Rebecca Dunn 9/10/14 3:16 PM

Comment [9]: More focus in subsequent
unit when we introduce proofs

CCPCS- Geometry Curriculum Map

Rebecca Dunn
2015-2016
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.
G.CO.13 Construct an equilateral triangle, a
square, and a regular hexagon inscribed in a
circle.
Unit 2:
Transformations
Congruence
(Oct 13- Nov 6)
In this unit students
will become familiar
with basic geometric
elements and three
basic transformations:
reflection, rotation,
and translation.
Through the
exploration of these
rigid transformations,
the concept of
congruence will be
introduced.

Intro
Learning Targets:
I can represent, perform, and identify
transformations.
I can identify, mathematically describe, and
perform translations of objects. IXL L.1-3
I can identify, mathematically describe, and
perform reflections of objects. IXL E.3, L.4-5
I can identify, mathematically describe, and
perform rotations of objects. IXL L.6-8
I can describe the sequence of
transformations that will carry an object from
its preimage to its image (including a
rectangle, parallelogram, trapezoid, or
regular polygon onto itself).. IXL L.10-11
I can identify isometries and use this
definition to confirm the congruence of
objects. IXL L.9,12
I can identify, mathematically describe, and
perform dilations of objects.. IXL L.13-15

responsible for 1 construction

(groups of 4: share out);
MCAS Finish Line Mathematics,
Continental Press 2007.
DCCAS Released Items, 2009
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
Literary Resources Used
Throughout the Course (only
listed here):
Geometry, Prentice Hall 2009.
Geometry, Holt 2004.
Geometry Workbooks (2 versionsboth Prentice Hall)
Contemporary Mathematics in
Context, Glencoe,McGraw- Hill
2003.
Geogebra.com
The Math Teachers Book of Lists,
nd
2 Ed. 2005.
Mathematical Excursions,
Brooks/Cole, 2007.

Related Standards:
G.CO.2 Represent transformations in the plane
using, e.g., transparencies and geometry

Discovering Geometry: An
Investigative Approach, Serra, 2008

Strugglers:
small group
instruction;
practice
manipulating
cut-outs before
writing
mathematical
notation

Math Reference
Book

High-Flyers:
extensions of
projects
described to the
right +
transformation
of functions as
well as
geometric
object; Honors
students demo
on how to
transform a
triangle so that
preimage and

Homework (book
& worksheets)

Daily Warm - Up
Exit Tickets
1-1; small group
seminar

Quizzes +
Reflection/
Correction
Word Wall
Performance
Assessment
(completing
transformations)
Online modules

Rebecca Dunn 1/14/15 3:40 PM

Comment [10]: This unit is extremely
knowledge/ comprehension heavy in terms of
the wording of the LTs, which is interesting
because I dont think the applications/ tasks are
like this (theyre more about apply, analyze,
and evaluate); this means I need to better write
the LTs to incorporate words like: judge,
assess, create, develop, deduce since these are
the tasks that students are ACTUALLY being
assessed on.

CCPCS- Geometry Curriculum Map

Rebecca Dunn
2015-2016
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
horizontal stretch).
G.SRT.1 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.
b. The dilation of a line segment is longer or
shorter in the ratio given by the scale factor.
G.CO.3 Given a rectangle, parallelogram,
trapezoid, or regular polygon, describe the
rotations and reflections that carry it onto itself.
G.CO.4 Develop definitions of rotations,
reflections, and translations in terms of angles,
circles, perpendicular lines, parallel lines, and
line segments.
G.CO.5 Given a geometric figure and a rotation,
reflection, or translation, draw the transformed
figure using, e.g., graph paper, tracing paper, or
geometry software. Specify a sequence of
transformations that will carry a given figure onto
another.
G.CO.6 Use geometric descriptions of rigid
motions to transform figures and to predict the
effect of a given rigid motion on a given figure;
given two figures, use the definition of
congruence in terms of rigid motions to decide if
they are congruent.

Patty paper constructions and basic

proofs
Missing Triangle Angle Proof (using
Angle Addition Postulate)
Transformations: manipulation/
tracing of objects
Human Transformations Activity
(student pairs show transformations
through physical movements)
Virtual Transformations:
http://www.shodor.org/interactivate/a
ctivities/Transmographer/
http://www.doe.mass.edu/candi/mod
el/units/MathgHSCongruencyTransformations.pdf
Transformation Golf
http://kaleidoscopemaths.blogspot.com/2013/03/transfo
rmation-golf.html
Aarons Design Performance Task:
http://www.insidemathematics.org/as
sets/common-core-mathtasks/aaron's%20designs.pdf
Escher project (transformations)
AND/OR
Super hero transformation comic
strip project
Geometric Maze Activity: Find the
transformations necessary to move
your shape from start to finish.

image form a
parallelogram
ELLs: glossary
of geometric
terms in English
& Spanish
Language
Goals: I can use
high-level
transition words
to describe my
solution.

through Instructor
Canvas
(questions about
transformations,
specifically which
carry an object
onto itself)
Unit Exam:
transformations +
Reflection/
Correction
Super hero
transformation
project
Escher project
(study of and
student-created
transformations):
also can be done
later in the year
during a testing
window

Rebecca Dunn 9/10/14 3:21 PM

Comment [11]: One option: have students
watch a video of a transformation, describe it
in words to a partner and then write about it.

CCPCS- Geometry Curriculum Map

Rebecca Dunn
2015-2016
Find my Treasure Partner Activity
(developed at Hollyhock): students
find each other treasure using
partner-created clues
Transformation Mapping Activity
(MARS- modified at Hollyhock)
http://map.mathshell.org/materials/do
wnload.php?fileid=1368
Honors: Triangle into Parallelogram
activity (Hollyhock)
Unit 3: Triangle
Properties,
Congruence
(Nov 9- Nov 25)
**begun in January;
finish in S2 (so that
we can complete
midterm review
project)
In this unit students
will move beyond
recognizing
congruence to be able
to formally define
congruence.
Specifically, they will
prove two triangles
congruent through this
definition. They will
also understand and
apply other geometric
proofs related to
triangles.

Learning Targets:
I can prove congruency of shapes.
I can classify triangles based on angle and
side measures IXL F.1
I can argue that two shapes are/ are not
congruent using a visual understanding of
rigid transformations and CPCTC- IXL J.1,
J.3
I can prove that two objects congruent by
using triangle congruency
postulates/theorems (AAS, SAS, SSS, ASA,
HL) in a 2-column proof (first visually
demonstrate, then use in proof).- IXL K.1-5,
K.7,8,10,11
Given congruent parts of a polygon I can
solve for missing sides and angles. IXL J.2
Related Standards:
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.

Intro to Proofs/ Logic begins here: If

you Give a Mouse a Cookie (order
the story using sequence logic) +
Guess my four-digit number activity
to discuss reasoning strategies (how
did you know, when did you guess?)
-> Conditional/ Bi-conditional;
Inductive/ Deductive Reasoning
Activities
Triangle Congruence Short-Cuts:
How much information is enough?
Activity (give students varying
amount of information regarding
triangles; when is there only one
triangle it could be?)
Lazy Lawrence Activity (wants to
do the least work necessary to
determine when two shingles are the
same)
Straw Activity: Visual Proof of
Triangle Congruency Postulates
Also use these material for triangle
inequality (honors demo)

Strugglers:
Focus on 2column proof;
flow of logic (if,
then
statements);
High-Flyers:
Geometric
proofs of triangle
congruence
shortcuts on
Geogabra
ELLs: continue
to encourage
visual
representations
before writing
proofs; frequent
references to
word wall when
discussing
shapes/
constructions
Language

Math Journal
Daily Warm - Up
Exit Tickets
Math Reference
Book

Rebecca Dunn 7/22/15 11:57 AM

Comment [12]: Comprehension

1-1; small group

seminar
Homework (book
& worksheets)
Quizzes +
Reflection/
Correction
Logic Activity
Worksheets
Triangle
Congruency
Requirements
Visual

Rebecca Dunn 9/10/14 3:19 PM

Comment [13]: In previous years students
were good about applying these formulas, but
couldnt prove it themselves. What level
should I go for- me showing them proofs and
them interpreting them or them actually
writing the proofs. Id like to see sample
assessment items to know which way is best
for the kids.

CCPCS- Geometry Curriculum Map

Rebecca Dunn
2015-2016
G.SRT.5 Use congruence and similarity criteria
for triangles to solve problems and to prove
relationships in geometric figures.
G.CO.7 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.

Online Proof Practice:

http://feromax.com/cgi-bin/ProveIt.pl
Proofs around the Room Activity
(different polygon pairs posted at
stations around the room; which are
congruent? Prove it.)

Goal: I can use

details and
complete
sentences to
justify my
approach to a
problem.

Proofs and a
beginning
understanding of how
to create them is the
major emphasis of this
unit. This will be
accomplished by way
of proving various
facts about angles and
lines by way of using
theorems relating
angles formed in a
system of parallel lines
and transversals.

Learning Targets:

My Math Reference Book

I can solve complex geometric problems and

prove geometric statements given multiple
lines creating a system of angles.
I can identify angle relationships (AIA,
corresponding, alternate exterior, same-side
interior, same-side exterior)- IXL D.3
I can solve for missing angles using angle
relationships (AIA, corresponding, alternate
exterior, same-side interior, same-side
exterior)- IXL D.4
I can identify and create the converse of a
conditional that statement. IXL I.7(**maybepractice has other vocab too)
I can prove statements about a system of
parallel and transversal lines by using a 2column proof. IXL D.6-7

Discovering Angle Pairs Activity

(spaghetti for lines; measure angle
pairs w/ protracotrs & make
hypotheses about relationship)

I can define and give counterexamples of a

Unit Exam:
Congruence +
Reflection/
Correction
Feedback/
Revision on
Selected sections
of Proof Packet

G.CO.8 Explain how the criteria for triangle

congruence (ASA, SAS, and SSS) follow from
the definition of congruence in terms of rigid
motions.

Unit 4: Parallel Lines

& An Introduction to
Proofs
(Nov 30- Dec 18)

Representation

Proof Packet (contains major proofs

in 2-column format; some proved in
class, some completed for
homework)

Strugglers:
structured
guided notes
with figures predrawn; colored
pencils to colorcode all shapes
being proven
congruent;
scaffolded 2columun proofs

Parallel Lines Town Activity (figure

out where to place the stores, etc.
based on clues about angle
relationships)

High Flyers:
creating proofs
in forms other
than 2-column
ELLs:
visuallysupported

Math Journal
Daily Warm - Up
Exit Tickets
Math Reference
Book
1-1; small group
seminar
Homework (book
& worksheets)
Quizzes +
Reflection/
Correction

Rebecca Dunn 1/14/15 3:42 PM

Comment [14]: Better Mix of Blooms

Rebecca Dunn 1/14/15 3:41 PM

Comment [15]: Knowledge

Rebecca Dunn 1/14/15 3:41 PM

Comment [16]: Application
Rebecca Dunn 1/14/15 3:41 PM
Comment [17]: Knowledge

Rebecca Dunn 1/14/15 3:40 PM

Comment [18]: Knowledge

CCPCS- Geometry Curriculum Map

Rebecca Dunn
2015-2016
given statement IXL I.2

proofs; mapping
out of proofs
(notes that leave
room for big
ideas of proof,
diagrams, key
words, etc.
before 2-column
proof is started)

Related Standards:
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.

Language
Goal: I can use
high-level
transition words
to describe my
solution.

**Begin Midterm Review Video Project/

Writing Task at end of this Unit**
Unit 5: Triangles &
Similarity

Cutting Polygons into Triangles

activity (measure sum of interior
angles)

(Jan 4- Jan 28)

In this unit students
will first learn to
visually recognize
similar figures. We will
then define similarity
more rigorously
through the use of
non-rigid
transformations
(specifically, dilations
with a focus on
triangles).

I can use properties of triangles to gain more

information.

I can DERIVE & APPLY A FORMULA for the

sum of the interior angles of any polygon and
solve for missing angle measures. IXL G.1-3
I can use the Triangle Sum Theorem and
Exterior Angle Theorem to find missing
interior angles of a polygon. IXL F.2-4
I can UTILIZE THE PROPERTIES of
isosceles and equilateral triangles to find

Virtual Dilations Activity

Similarity Examples/
Counterexamples Activity (to define
concept of similarity)
3 Broomsticks Task (Triangle
Inequality)
Partner Race- Similar Triangles
Practice Problems
Google Sketch Up Project (students

Strugglers:
color-coding of
corresponding
sides of similar
figures; practice
dilating images
on computer;
calculators to
help with
proportion
calculations
High-Flyers:
challenge to
find/ create
shapes that will
always be

Logic Activity
Worksheets
Triangle
Congruency
Requirements
Visual
Representation

Rebecca Dunn 1/14/15 3:40 PM

Comment [19]: Analysis, Synthesis

Unit Exam:
Congruence +
Reflection/
Correction
Unit Exam:
Proofs +
Reflection/
Correction
Feedback/
Revision on
Selected sections
of Proof Packet
Math Journal
Daily Warm - Up
Exit Tickets
Math Reference
Book
1-1; small group
seminar
Homework (book
& worksheets)
Quizzes +
Reflection/

Rebecca Dunn 7/22/15 12:00 PM

Comment [20]: Application

CCPCS- Geometry Curriculum Map

Rebecca Dunn
2015-2016
missing sides and angles (categories of
triangles)- IXL K.9

I can identify the medians and altitudes of a

triangle. IXL M.3
I can make conclusions about triangle side
lengths based upon the triangle inequality
theorems (sum of the lengths of any two
sides of a triangle must be greater than the
third side & larger sides are across from
larger angles) IXL M.4-5
I can identify and apply properties of triangle
midsegments. IXL M.1

I can define similarity and use it to solve

geometric problems.

I can explain similarity through

transformations (dilations: enlargements/
reduction) and give a dilation factor/ similarity
ratio- IXL P.8, P.2
I can verify and state similarity for triangles
(equality of all corresponding pairs of angles
and the proportionality of all corresponding
pairs of sides)- IXL P.1, 3
I can apply the attributes of similar figures to
solve geometric problems. IXL P.4-6
I can prove and apply the AA criterion for two
triangles to be similar IXL P.7
I can use the Side-Splitter and TriangleAngle-Bisector Theorems to solve for
missing side lengths. IXL P.10
I can decide if shapes within a category are
always similar to one another (circles,
squares, equilateral triangles, etc.) IXL P.9

Related Standards:

create virtual model of a specific

area of the new school or another
familiar place, such as their homestructure must be located
somewhere that students have easy
access to and can measure; sketch
up product will be accurate in
regards to scale ratio)

similar to one
another (whats
the unifying
criteria that
makes all of the
shapes work?);
challenge to find
criterion for
similar figures
other than
triangles (for
triangles its AA)
ELLs:
structurednotes; colorcoded
sides/angles of
triangles that
correspond with
numbers in
proportions/
ratios.
Language
Goal: I can
identify,
describe, and
classify
mathematical
objects.

Correction
Unit Exam:
Similarity
Reflection/
Correction
Scale Model
Project (could
use Google
Sketch Up)

CCPCS- Geometry Curriculum Map

Rebecca Dunn
2015-2016
G.SRT.2 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 corresponding
pairs of angles and the proportionality of all
corresponding pairs of sides.
G.SRT.3 Use the properties of similarity
transformations to establish the AA criterion for
two triangles to be similar.
G.SRT.4 Prove theorems about triangles.
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.

Unit 6: Right
Triangles
(first unit of S2: Feb
1-Feb 26)
In this unit students
will first become
familiar with a number
of tools that they can
use to gain more
information about right
triangles. Students will
then gain confidence
in determining when
various mathematical
tools are most useful
for a particular
scenario.

G.SRT.5 Use congruence and similarity criteria

for triangles to solve problems and to prove
relationships in geometric figures.
Learning Targets:
I can use the properties of right triangles to
gain more information.

I can use properties of similar right triangles

to solve for missing sides and angles (Leg/
Altitude Theorem)
I can use the Pythagorean Theorem to solve
for missing side lengths IXL Q.1 (A.4 for
simplifying radicals)
I can use the converse of the Pythagorean
Theorem to determine if a triangle is a right
triangle. IXL Q.2
I can define the sine, cosine, and tangent of
an acute angle IXL R.1, 4
I can use the sine, cosine, and tangent to
solve for a missing side length. IXL R.6, 8
I can use the inverse- sine, cosine, and

Proving the Pythagorean Theorem

through Completing a Puzzle
+ the formal proof
Why Trig Identities Exist -> shortcut
from using similar triangles
Student Trig-Reference Cheat
Sheet
-visual tools to remember how to
find opposite/ adjacent/ hypotenuse
sides and how to remember
SOHCAHTOA
Mystery Day Activity (Who killed
Roger Rabbit?)- analysis using
trigonometry to determine height

Strugglers:
have them label
angle of interest
and adjacent/
opposite/
hypotenuse
sides every
time; make
available
reference
sheets; colorcode examples
to show where
numbers go in
trig identities
High-flyers:
research into

Math Journal
Daily Warm - Up
Exit Tickets
Math Reference
Book
1-1; small group
seminar
Homework (book
& worksheets)
Quizzes +
Reflection/

CCPCS- Geometry Curriculum Map

Rebecca Dunn
2015-2016

tangent to solve for a missing angle

measure. IXL R.7, 9
I can use my knowledge of right triangles to
complete a right triangle. IXL R.10
I can prove and apply the Laws of Sines and
Cosines to triangle problems. IXL R.11-13
(time allowing- maybe honors)

Outdoor Trigonometry Project

(measure objects outside using
clinometers + laser range finder)/
Tree Health (collaborative project
with Urban Ecology)

Related Standards:
G.SRT.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.

G.SRT.8 Use trigonometric ratios and the

Pythagorean Theorem to solve right triangles in
applied problems

Unit Exam: Right

Triangles +
Reflection/
Correction
Outdoor
Trigonometry
Project

Language
Goal: I can
describe my
procedures and
thinking using
mathematical
vocabulary in
context.

G.SRT.9 (+) Derive the formula A = 1/2 ab sin(C)

for the area of a triangle by drawing an auxiliary
line from a vertex perpendicular to the opposite
side.
G.SRT.10 (+) Prove the Laws of Sines and
Cosines and use them to solve problems.

Unit 7: Geometry in
Coordinates &
Quadrilaterals
(Feb 29- March 18)
In this unit students
will apply their

Correction

ELLs: color
code angles,
sides; guided
notes with
figures already
drawn and ready
for labeling.

G.SRT.7 Explain and use the relationship

between the sine and cosine of complementary
angles.

G.SRT.11 (+) Understand and apply the Law of

Sines and the Law of Cosines to find unknown
measurements in right and non-right triangles
(e.g., surveying problems, resultant forces).
Learning Targets:
I can use information about the coordinates
of points to solve geometric problems.
I can calculate the distance between two
points given rectangular coordinates. IXL
B.8 (honors E.7& E.8)

history/
derivation of trig
identities/ us
today; problems
that require
extended
geometric
knowledge in
addition to trig to
solve (e.g.
supplementary
angles + trig)

Match Mine Activity (from beginning

of year, but this time giving
coordinates only to create shapes)
Creating Parallelograms Activity

Strugglers:
review of
coordinate
planes (in
particular,
slope); review of

Project: Mapping
out polling
locations in DC
(whats the
distance between
locations?)

CCPCS- Geometry Curriculum Map

Rebecca Dunn
2015-2016
previous knowledge of
the coordinate plane
and functions to
investigate and verify
geometric concepts
and properties.

I can calculate midpoints of segments when

given rectangular coordinates. IXL B.7
I can calculate an equation for a line
perpendicular or parallel to that line through
a specific point. IXL E.5, 6
I can classify different types of quadrilateralsIXL N.1
I can use the properties of special
quadrilaterals to solve for missing
information. IXL N.2,4-8
Given coordinates of points on a plane, I can
determine if they form a specific shape (e.g.
4 points forming a rectangle). IXL N.3

Related Standards:
G.GPE.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; prove or disprove that the point (1, 3)
lies on the circle centered at the origin and
containing the point (0, 2).
G.GPE.5 Prove the slope criteria for parallel and
perpendicular lines and uses 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).
G.GPE.6 Find the point on a directed line
segment between two given points that partitions
the segment in a given ratio.
G.GPE.7 Use coordinates to compute perimeters
of polygons and areas of triangles and
rectangles, e.g., using the distance formula.
G.GPE.2 Derive the equation of a parabola given
a focus and directrix.

Quadrilateral Hierarchy Activity (first

3-way matching to create index
cards before deciding on
classifications)
Deriving the Distance Formula
Activity
Using Distance Formula to find
Distances on a map
Finding Midpoints Activities (use
maps to determine where the
fairest locations for certain places
would be)
Linear Equation Review + parallel/
perpendicular lines

algebraic
simplification of
square roots
(distance
formula); make
available
reference sheets
High-flyers:
proving that
various
polygons on the
coordinate plane
can be classified
different ways
(using different
formats for
these proofs
other than two
column too)
ELLs: guided
notes; reference
card of relevant
shapes/
properties of
those shapes.
Language
Goal: I can
describe my
procedures and
thinking using
mathematical
vocabulary in
context.

Math Journal
Daily Warm - Up
Exit Tickets
Math Reference
Book
1-1; small group
seminar
Homework (book
& worksheets)
Quizzes +
Reflection/
Correction
Unit Exam:
Coordinate Geo
+ Reflection/
Correction

CCPCS- Geometry Curriculum Map

Rebecca Dunn
2015-2016

Unit 8: Dimensional
Analysis (focus on 3dimensional objects)
(March 21- April 1)
In this unit students
will discover
relationships between
two- and threedimensional objects.
Students will also gain
a deeper
understanding of
dimensional analysis;
for example, the effect
that changing one
measurement of an
object (e.g. radius)
has on another
measurement (e.g.
volume).

G.CO.11 Prove theorems about parallelograms.

Theorems include: opposite sides are congruent,
opposite angles are congruent, the diagonals of
a parallelogram bisect each other, and
conversely, rectangles are parallelograms with
congruent diagonals.
Learning Targets:
I can use formulas and measurement to
describe geometric objects.
I can use appropriate formulas to find the
perimeter and area of two-dimensional
geometric objects. IXL S.1-S.9, 12 (S8:
compound; S9: between 2 shapes)
I can use appropriate formulas to find the
volume and surface area of threedimensional geometric objects IXL T.1-9
I can relate changes in one measurement of
an object to other measures of that object
(e.g. how does increasing radius of a sphere
affect volume of sphere)
I can use dimensional and unit analysis to
verify formulas and check my work.
I can relate two-dimensional and threedimensional figures to one another (e.g. the
net, projection, or cross section of a three
dimensional object). IXL H.1-5
Related Standards:
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).*
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).*
G.MG.3 Apply geometric methods to solve
design problems (e.g., designing an object or

Painted Cubes Task (surface area

vs. volume)
Flatland Movie + dimensions
worksheet
Wrapping Paper Activity to define
surface area
Dice creation to create nets for 3-D
objects save these to use when
discussing probability later
Deriving volume formulas worksheet:
Slicing Shapes (differentiated by
shapes studied: derivation is more/
less difficult depending on shape)
Volume formulas Activity (practice
simplifying expressions)
Error Analysis Activity (identifying
mistakes via unit analysis)

Strugglers:
review algebraic
skills necessary
for manipulating
volume
formulas; label
objects with
dimensions to
determine which
values to plug in
High-flyers:
Flatland Project/
creating nets for
irregular objects;
How many
different nets
can I create for
one object?
ELLs: glossary
of terms;
labeling of
figures with
required
information for
formulas (colorcoding to
identify what
variables
represent what
measurements
in a figure/ on an
object)

Nets/ 3-D Object

Project
Math Journal
Daily Warm - Up
Exit Tickets
Math Reference
Book
1-1; small group
seminar
Homework (book
& worksheets)
Quizzes +
Reflection/
Correction
Unit Exam: 3-D
Objects +
Reflection/
Correction
Google Sketch
Up Project?

CCPCS- Geometry Curriculum Map

Rebecca Dunn
2015-2016
structure to satisfy physical constraints or
minimize cost; working with typographic grid
systems based on ratios).

Language
Goal: I can
analyze the
parts of a
mathematical
word to
determine its
meaning.

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.
G.GMD.3 Use volume formulas for cylinders,
pyramids, cones, and spheres to solve problems.
G.GMD.4 Identify the shapes of two-dimensional
cross-sections of three- dimensional objects, and
identify three- dimensional objects generated by
rotations of two- dimensional objects.

Unit 9: Circles
(April 4-May 6)
In this unit students
will prove and apply
theorems about
circles. They will also
study characteristics
of circles, analyze
circles on a coordinate
plane, and use circles
to model real-life
scenarios.
** edit dates such
that PARCC EOY
Immediately follows

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).
Learning Targets:
I can precisely define a circle and its
components and describe the relationships
between those components.
I can precisely define a circle and use an
equation to describe its position and size. IXL
V.1-5 (circle intro: U.1)

I can solve problems involving the tangent of

a circle. IXL U.7
I can describe circles and solve related
problems using chords, arcs, central angles,
inscribed angles, and circumscribed angles.
IXL U.2-6,9,12

Related Standards:
G.CO.1 Know precise definitions of angle, circle,

Sir Cumference, Charlesbridge

2001.
Worksheet: Discovering the Equation
of a Circle through the Pythagorean
Theorem (also explores precise
definition of a circle: infinitely many
points a set distance from the center)
Geogabra demonstrations of circle
measurement relationships
(Late) Pi-Day Celebration:
Exploration of Pi- students derive it
themselves through circle
measurement (+ pie)- outside activity
where we create a circle (Tanton)

Strugglers:
reference cards
with labeled
circle diagrams
High-Flyers:
Connections
between
ellipsoid/
spheres and
circles (how do
theorems/
relationships
translate into 3
dimensions)
ELLs: glossary
of circle terms

Daily Warm - Up
Exit Tickets
Math Reference
Book
1-1; small group
seminar
Homework (book
& worksheets)
Quizzes +
Reflection/
Correction

CCPCS- Geometry Curriculum Map

Rebecca Dunn
2015-2016
this unit

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.
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.
G.C.1 Prove that all circles are similar.
G.C.2 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.
G.C.3 Construct the inscribed and circumscribed
circles of a triangle, and prove properties of
angles for a quadrilateral inscribed in a circle.
G.C.4 (+) Construct a tangent line from a point
outside a given circle to the circle.
G.C.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
G.GPE.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.

Laminated Circle Flash Cards

(partner practice)
Can you see Capital City from the
top of the Washington Monument?
Problem (developed at Hollyhock
Fellowship): Students use
knowledge of spheres, right
triangles, trigonometry, angles within
a circle, and arc length to answer
above questions mathematically

with pictures
Language
Goal: I can
describe by
procedures and
thinking using
mathematical
vocabulary in
context.

Unit Exam:
Circles +
Reflection/
Correction

CCPCS- Geometry Curriculum Map

Rebecca Dunn
2015-2016
G.GPE.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; prove or disprove that the point (1, 3)
lies on the circle centered at the origin and
containing the point (0, 2).

PARCC Prep
(Geometry/ Algebra
Recap)

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).
Learning Targets:
All previous + major Algebra Learning Targets

**This section will be

incorporated
throughout the
spring semester**

Differentiation:
individual
conferences
reviewing most
missed concepts
on ANET

Individual
Lessons to Class
on Review topics

Strugglers:
probability
project has more
specific
guidelines;
guided
worksheet to
determine

Math Journal

Use of laptops for differentiated

practice/ multiple review sites

This unit is very

flexible and intended
to be as personalized
as possible. The
specific content of the
unit will largely be
determined by the
prior algebraic skills of
students.
Unit 10: Probability &
Statistics
(May 9- May 20)
The aim of this unit is
for students to refine
their data
interpretation and
representation skills,

Individual students ANET (or other

diagnostic test) score analysis + testtaking techniques
(taking tests on a laptop: flagging/
checking work; attempting all
problems; how to approach a BCR
you are unsure of)

Project- groups to review certain

concepts (discuss as a class which
we need the most practice with);
groups create a mini-lesson,
worksheet, questions (in DCCAS
format, and other formats)

Learning Targets:
I can use statistics and probability to better
quantitatively understand the world around
me and make decisions.
I can collect and organize reliable data.
I can represent data in a graphically
appropriate way and interpret that graph.
I can use set notation and language to

Statistics students buddies (AP

expert students come in to teach
mini lessons after AP exam)
M&M activity
Create graphical representations of

Daily Warm - Up
Exit Tickets
Math Reference
Book

CCPCS- Geometry Curriculum Map

Rebecca Dunn
2015-2016
as well as formalize
previous notions of
probability. When
appropriate, students
will also use geometric
probability models,
thus incorporating the
geometric skills they
have acquired
throughout the course.

represent events and probabilities

I can define and calculate probabilities of
individual events. IXL X.1
I can define and calculate probabilities of the
intersection of events (and). IXL X.2 (as an
intro)
I can define and calculate probabilities of the
intersection of events (or).
I can calculate the geometric probability for
different scenarios. IXL X.7
I can use my understanding of probability to
create and analyze a game of chance.

Related Standards:
S.CP.1 Describe events as subsets of a sample
space (the set of outcomes) using characteristics
(or categories) of the outcomes, or as unions,
intersections, or complements of other events
(or, and not).
S.CP.2 Understand that two events A and B are
independent if the probability of A and B
occurring together is the product of their
probabilities, and use this characterization to
determine if they are independent.
S.CP.3 Understand the conditional probability of
A given B as P(A and B)/P(B), and interpret
independence of A and B as saying that the
conditional probability of A given B is the same
as the probability of A, and the conditional
probability of B given A is the same as the
probability of B.
S.CP.4 Construct and interpret two-way
frequency tables of data when two categories are
associated with each object being classified. Use
the two-way table as a sample space to decide if
events are independent and to approximate
conditional probabilities. For example, collect
data from a random sample of students in your
school on their favorite subject among math,
science, and English. Estimate the probability

school statistics (tardies/ absences/

honor roll for different grade level/
advisory/ etc.)

probabilities for
their specific
game

Research colleges youre interested

in and create graphical
representations of those colleges
statistics

High-flyers:
introduce
conditional
probability and
have them
calculate
conditional
probability for
their games

Dropping pennies into marked areas

Activity (experimental vs. theoretical
geometric probabilities)
Project: Student design, play, and
analysis of games of chance

ELLs: Sentence
starter/ more
structure in
game rules for
probability
project
Language
Goal: I can use
details and
complete
sentences to
justify my
approach to a
problem.

1-1; small group

seminar
Homework (book
& worksheets)
Quizzes +
Reflection/
Correction
Unit Exam:
Statistics +
Reflection/
Correction
(time allowing)
Unit Exam:
Probability +
Reflection/
Correction

CCPCS- Geometry Curriculum Map

Rebecca Dunn
2015-2016
that a randomly selected student from your
school will favor science given that the student is
in tenth grade. Do the same for other subjects
and compare the results.
S.CP.5 Recognize and explain the concepts of
conditional probability and independence in
everyday language and everyday situations. For
example, compare the chance of having lung
cancer if you are a smoker with the chance of
being a smoker if you have lung cancer
S.CP.6 Find the conditional probability of A given
B as the fraction of Bs outcomes that also
belong to A, and interpret the answer in terms of
the model.
S.CP.7 Apply the Addition Rule, P(A or B) = P(A)
+ P(B) P(A and B), and interpret the answer in
terms of the model.
S.CP.8 (+) Apply the general Multiplication Rule
in a uniform probability model, P(A and B) =
P(A)P(B|A) = P(B)P(A|B), and interpret the
answer in terms of the model.
S.CP.9 (+) Use permutations and combinations
to compute probabilities of compound events and
solve problems.
S.MD.6 (+) Use probabilities to make fair
decisions (e.g., drawing by lots,
using a random number generator).
S.MD.7 (+) Analyze decisions and strategies
using probability concepts
(e.g., product testing, medical testing, pulling a
hockey goalie at the end
of a game).
Unit 11: Final Review
& Portfolio
Presentation
Preparation
(May 23- June 15)
The aim of this unit is
for students to identify
important learning

All LTs from course

Video Review project- students are

assigned LTs and create a video
explaining LT/ problems related to
that LT (similar to midterm review
writing task project)
Portfolio Presentation jigsaw (each

Video project
Final Exam
Portfolio
Presentation

CCPCS- Geometry Curriculum Map

Rebecca Dunn
2015-2016
targets from the
course and review
concepts where
necessary.

group completes for one projectdifferent elements of portfolio rubric)