SCHOLARS ON-LINE

Course Syllabus

GEOMETRY

2018-2019

GEOMETRY

 Instructor ARTHUR MABBOTT MATHGUY SCHOLARS ON-LINE ART@MABBOTT.ORG (206) 605-7393

Course Description

This course is part of the sequence of courses that make up the SCHOLARS ON-LINE Mathematics Department.

General Course Goals

This course will focus on how to do mathematics including functions and trigonometry.  The Fall and Spring Semester Guides at the end are the goal for this course.  Chapter by Chapter Calendars will be distributed just in time and will reflect adjustments to meet the needs of the students each year.

Course Location

WIZIQ

## Course Dates and Times

 SYNCHRONIS SESSIONS Start Time End Time MONDAY 8:00AM 9:00AM WEDNESDAY 8:00AM 9:00AM FRIDAY 8:00AM 9:00AM

 Unit Title:  Chapter 1 – Introducing Geometry Suggested Number of Days/Weeks:  18 days; complete by September 30. Unit Rationale: This unit provides the foundation for this course. Essential Question:   How can definitions be used to CLASSIFY and DIFFERENTIATE terms? STANDARDS Vocabulary Reasoning, Prob. Solving, Comm. Planning Focus Standards: G.1.F Distinguish between definitions and undefined geometric terms and explain the role of definitions, undefined terms, postulates (axioms), and theorems. (1.1 – 1.8)   G.2.D Describe the intersections of lines in the plane and in space, of lines and planes, and of planes in space. (1.8) ·   Defined/Undefined Terms ·   Postulate/Theorem/Example/Counterexample ·   Point;  End point; Plane ·   Line /Line segment/Ray o Parallel/Perpendicular ·   Collinear/Coplanar ·   Congruent/Corresponding Parts ·   Midpoint/Bisect/Angle Bisector ·   Angle/Vertex o Right/Acute/Obtuse o Complementary/Supplementary o Vertical/Linear Pair ·  Protractor/Degree ·  Polygon/Sides; Perimeter o Triangle § Right/Acute/Obtuse § Scalene/Isosceles/Equilateral o Quadrilateral § Trapezoid/Kite § Parallelogram/Rhombus/Rectangle/Square o Pentagon, Hexagon o Consecutive/Non-Consecutive/Adjacent o Diagonal o Equiangular/Equilateral/Regular G.7.A Analyze a problem situation and represent it mathematically.  (1.9) G.7.B Select and apply strategies to solve problems. (1.9) G.7.E Read and interpret diagrams, graphs, and texts containing the symbols, language, and conventions of mathematics. (1.1-1.8)   Additional Vocabulary ·   Circle:  Center/Radius/Diameter ·   Central Angle/Inscribed Angle Space ·   Geometric Solid ·   Cylinder ·   Prism ·   Sphere ·   Cone ·   Pyramid ·   Hemisphere ·   Locus ·   Venn Diagram Required:  UYAS #1, 1.1-1.9 Replace Investigation 1.5 with Triangle Construction Activity including ·       Triangle property comparison, ·       Segment duplication ·       Angle duplication ·       Perpendicular segments Supporting Standards: Two and Three-Dimensional Figures G.3.K Analyze cross-sections of cubes, prisms, pyramids, and spheres and identify the resulting shapes. (1.8)   Geometry in the Coordinate Plane G.4.B Determine the coordinates of a point that is described geometrically. (UYAS #1) NOTE:  Much of the vocabulary for the year is introduced in this unit.  Work with students to develop notebooks or other tools for tracking vocabulary (and to determine which vocabulary), and connect to prior knowledge about perimeter, area, polygons, lines, solids, and circles. As a result of this unit the students will be able to: Write a definition to CLASSIFY and DIFFERENTIATE terms. Use appropriate geometric notation. Use geometric tools to measure lengths and angles. Write congruence statements. Identify CORRESPONDING PARTS. Construct isosceles, equilateral and right triangles.

 Unit Title:  Chapter 2 – Reasoning in Geometry Suggested Number of Days/Weeks:  19 days; complete by October 28 Unit Rationale:  In this chapter, the students learn to justify their thinking as a precursor for proof writing. Essential Question:  HOW CAN SOUND GEOMETRIC REASONING ALLOW US TO MAKE AND PROVE CONJECTURES? STANDARDS Vocabulary Reasoning, Problem Solving, & Communication Planning Focus Standards: G.1.A Distinguish between inductive and deductive reasoning. (2.4) G.2.A Know, prove, and apply theorems about parallel and perpendicular lines. (2.6) G.2.B Know, prove, and apply theorems about angles, including angles that arise from parallel lines intersected by a transversal. (2.5-2.6)   G.1.B Use inductive reasoning to make conjectures, to test the plausibility of a geometric statement, and to help find a counterexample. (2.1, 2.6) ·       Inductive/Deductive Reasoning ·       Conjecture ·       Function Notation ·       Nth Term ·       Converse ·       Linear Pair Conjecture ·       Vertical Angle Conjecture ·       Parallel lines/Transversal o Corresponding Angles o Alternate Interior/Exterior Angles ·       Parallel Lines/Transversal o Same Side Interior/Exterior G.7.A Analyze a problem situation and represent it mathematically. (2.2-2.3, Review) G.7.B Select and apply strategies to solve problems. (2.1-2.3) G.7.D Generalize a solution strategy for a single problem to a class of related problems, and apply a strategy for a class of related problems to solve specific problems. (2.1) G.7.E Read and interpret diagrams, graphs, and text containing the symbols, language, and conventions of mathematics. (2.2, 2.6) G.7.H Use inductive reasoning to make conjectures, and use deductive reasoning to prove or disprove conjectures. (2.1, 2.4-2.5) Required:  2.1 – 2.6.  Include Parallel lines Constructions (3.5) at this time. UYAS #4 – Solving Equations can be used to review solving multistep linear equations*. Notes: ·             Using inductive reasoning to prove that a geometric conjecture is valid could be added to Lesson 2.4 & 2.5. More linear models need to be added to Lesson 2.3 Mathematical Modeling.  Most problems in the book are quadratic. Supporting Standards: G.1.C Use deductive reasoning to prove that a valid geometric statement is true. (2.4-2.5) G.3.K Analyze cross-sections of cubes, prisms, pyramids, and spheres and identify the resulting shapes. (2.1) Assumed Prior Knowledge: ·             *Solving multi-step equations ·             Vertical angles; linear pairs As a result of this unit the students will be able to: Use inductive reasoning to find the nth term. Generalize linear & geometric patterns to find the nth term. Write a conjecture using inductive reasoning. Apply angle relationships to solve for an unknown.

 Unit Title:  Chapter 3 – Using Tools of Geometry Suggested Number of Days/Weeks:  17 days; complete by November 23 Unit Rationale: The purpose of this unit is to use constructions to expand understanding of the properties of geometric shapes and the relationships between the various parts of these shapes. Essential Question:   HOW CAN GEOMETRY TOOLS BE USED TO construct basic geometric figures? STANDARDS Vocabulary Reasoning, Problem Solving, & Communication Planning Focus Standards: G.2.C Explain and perform basic compass and straightedge constructions related to parallel and perpendicular lines. (3.2-3.3, 3.5, Review) ·       Construction ·       Compass ·       Straightedge ·       Duplicate/Copy ·       Perpendicular Bisector ·       Median ·       Mid-segment ·       Altitude ·       Points of Concurrency o Centroid o Circumcenter o Incenter o Orthocenter ·        Inscribed ·        Circumscribed ·        Euler’s Line G.7.D  Generalize a solution strategy for a single problem to a class of related problems, and apply a strategy for a class of related problems to solve specific problems. G.7.H  Use inductive reasoning to make conjectures, and use deductive reasoning to prove or disprove conjectures. Required:  3.2 – 3.4, 3.7 – 3.8; UYAS #6 and #7 (3.2 – 3.4 introduce the constructions that support 3.7 – 3.8.) Dynamic Geometric Software and/or paper folding can be used in place of compass and straightedge constructions. Supporting Standards: Two and Three-Dimensional Figures G.3.A Know, explain, and apply basic postulates and theorems about triangles and the special lines, line segments, and rays associated with a triangle. (3.7-3.8, Euler Line Exploration) G.3.I Explain and perform constructions related to the circle. (3.7)   Geometry in the Coordinate Plane G.4.C Verify and apply properties of triangles and quadrilaterals in the coordinate plane.  (UYAS #3) G.4.A Determine the equation of a line in the coordinate plane that is described geometrically, including a line through two given points, a line through a given point parallel to a given line, and a line through a given point perpendicular to a given line. (UYAS #7) G.4.B Determine the coordinates of a point that is described geometrically. (UYAS #7) Assumed Prior Knowledge: ·        Construction of Isosceles, Equilateral & Right Triangle ·        Construct Perpendicular and Parallel lines As a result of this unit the students will be able to construct: Copies of Angles and Segments Angle & Segment Bisectors Perpendiculars Altitudes Medians Parallel lines

 Unit Title:  Chapter 4 – Discovering and Proving Triangle Properties Suggested Number of Days/Weeks:  15 days; complete by December 16 Unit Rationale: Essential Question:   HOW CAN SOUND GEOMETRIC REASONING ALLOW US TO MAKE AND PROVE THE TRIANGLE PROPERTY CONJECTURES? STANDARDS Vocabulary Reasoning, Problem Solving, & Communication Planning Focus Standards: G.3.A Know, explain, and apply basic postulates and theorems about triangles and the special lines, line segments, and rays associated with a triangle. (4.1-4.8) G.3.B Determine and prove triangle congruence, triangle similarity, and other properties of triangles. (4.4-4.6, Review) G.1.B Use inductive reasoning to make conjectures, to test the plausibility of a geometric statement, and to help find a counterexample. (4.1) ·       Isosceles triangle properties ·       Equilateral triangle properties ·       Interior and Exterior Angles ·       Congruent/ congruence ·       Triangle congruence short cuts (SSS, SAS, ASA, AAS) ·       Corresponding Parts of Congruence Triangles are Congruent (C.P.C.T.C.) G.7.B Select and apply strategies to solve problems. (4.6) G.7.C Evaluate a solution for reasonableness, verify its accuracy, and interpret the solution in the context of the original problem. (4.1-4.3) G.7.G Synthesize information to draw conclusions and evaluate the arguments and conclusions of others. (4.7, Review) G.7.H Use inductive reasoning to make conjectures, and use deductive reasoning to prove or disprove conjectures. (4.7-4.8) Required:  4.1-4.8, UYAS #4 (Solving Equations)   Optional Exploration: Napoleon’s Theorem Supporting Standards: G.1.B Use inductive reasoning to make conjectures, to test the plausibility of a geometric statement, and to help find a counterexample. (4.1) G.1.C Use deductive reasoning to prove that a valid geometric statement is true. (4.7-4.8) G.1.D Write the converse, inverse, and contrapositive of a valid proposition and determine their validity. (4.2) G.2.B Know, prove, and apply theorems about angles, including angles that arise from parallel lines intersected by a transversal. (4.2) G.6.E Use different degrees of precision in measurement, explain the reason for using a certain degree of precision, and apply estimation strategies to obtain reasonable measurements with appropriate precision for a given purpose. (4.1) Assumed Prior Knowledge: ·    Vertical Angle and Linear Pair Conjectures ·    Solving simple linear equations ·    Properties of Parallel Lines ·    Bisectors and Midpoints As a result of this unit the students will be able to prove and apply: The Triangle Sum Conjecture Isosceles Triangle Conjecture & its Converse. Triangle Inequality Conjecture Side-Angle Inequality Conjecture Triangle Exterior Angle Conjecture Shortcuts to Triangle Congruence C.P.C.T.C. Prove and Apply Properties of Triangles using paragraph, flowchart or two-column format.

 Unit Title:  CHAPTER 5 – DISCOVERING AND PROVING POLYGON PROPERTIES Suggested Number of Days/Weeks:  18 days; complete by January 26 Unit Rationale: This chapter extends the properties and theorems of triangles to convex polygons. Essential Question:   HOW CAN THE PROPERTIES OF POLYGONS BE USED TO IDENTIFY AND PROVE THEOREMS? STANDARDS Vocabulary Reasoning, Problem Solving, & Communication Planning Focus Standards: G.2.A Know, prove, and apply theorems about parallel and perpendicular lines. (5.5-5.7) G.2.B Know, prove, and apply theorems about angles, including angles that arise from parallel lines intersected by a transversal. (5.2)   G.3.F Know, prove, and apply basic theorems about parallelograms. (5.5-5.7, Review) G.3.G Know, prove, and apply theorems about properties of quadrilaterals and other polygons. (5.1-5.4, Review, Take Another Look)   G.4.A Determine the equation of a line in the coordinate plane that is described geometrically, including a line through two given points, a line through a given point parallel to a given line, and a line through a given point perpendicular to a given line. (UYAS #5) G.4.B Determine coordinates of a point that is described geometrically. (5.4-5.6) ·       Quadrilateral Kite ·       Trapezoid ·       Parallelogram G.7.D Generalize a solution strategy for a single problem to a class of related problems and apply a strategy for a class of related problems to solve specific problems.   G.7.G Synthesize information to draw conclusions and evaluate the argument and conclusions of others. Required:  5.1 – 5.7, UYAS #5   Optional:  Exploration Assumed Prior Knowledge: ·       Interior angle ·       Exterior angle ·       Mid-segment ·       Properties of Triangles Supporting Standards: G.1.B Use inductive reasoning to make conjectures, to test the plausibility of a geometric statement, and to help find a counterexample. (5.2) G.1.C Use deductive reasoning to prove that a valid geometric statement is true. (5.7) G.3.A Know, explain, and apply basic postulates and theorems about triangles and the special lines, line segments, rays associated with a triangle. (4.1-4.8) G.4.C Verify and apply properties of triangles and quadrilaterals in the coordinate plane.  (5.4) As a result of this unit the students will be able to: Determine the sum of the measures of the interior angles of any polygon and the measure of each angle in a regular polygon. Apply the knowledge that the sum of the exterior angles of a polygon is constant at 360˚. Identify, prove, and apply the properties of general and special quadrilaterals (kites, trapezoids, parallelograms, rhombi, rectangles, and squares).

 Unit Title:  CHAPTER 6 – DISCOVERING AND PROVING CIRCLE PROPERTIES Suggested Number of Weeks:  15 days; complete by February 17 Unit Rationale: This chapter extends the properties and theorems of convex polygons to circles. Essential Question: HOW CAN THE PROPERTIES OF CIRCLES BE USED TO IDENTIFY AND PROVE THEOREMS? STANDARDS Vocabulary Reasoning, Problem Solving, & Communication Planning Focus Standards G.3.H Know, prove, and apply basic theorems relating circles to tangents, chords, radii, secants, and inscribed angles. (6.1 – 6.5, Exploration, Review)   G.3.I Explain and perform constructions related to the circle. (6.1-6.2, Exploration, Review)   G.6.A Derive and apply formulas for arc length and area of a sector of a circle. (6.7, Review) ·       Tangent line ·       Arc ·       Intercepted arc ·       Arc measure ·       Arc length ·       Pi ·       Circumference G.7.D  Generalize a solution strategy for a single problem to a class of related problems, and apply a strategy for a class of related problems to solve specific problems.   G.7.H  Use inductive reasoning to make conjectures, and use deductive reasoning to prove or disprove conjectures. Required:  6.1 – 6.6, UYAS #6 – Solving Systems of Linear Equations, 6.7, Exploration   Note:  Exploration requires Sketchpad. Supporting Standards: G.4.B Determine the coordinates of a point that is described geometrically. (UYAS #6)    G.6.E Use different degrees of precision in measurement, explain the reason for using a certain degree of precision, and apply estimation strategies to obtain reasonable measurements with appropriate precision for a given purpose. (6.5) Assumed Prior Knowledge: As a result of this unit the students will be able to: Identify the basic structure of a circle. Identify, prove, and apply the properties of circles: Angle conjectures (Central, Inscribed, Interior, Exterior, Tangent-Secant, and Tangent-Tangent) Angles inscribed in a semicircle. Relationships between circumference, diameter, radius and π.

 Unit Title:  CHAPTER 7 – TRANSFORMATIONS AND TESSELLATIONS Suggested Number of Days/Weeks:  7 days; complete by March 6 Unit Rationale:  This unit provides the geometric connection to transformational work in functions to be explored in Advanced Algebra. Essential Question: What is the impact of basic transformations to shapes in the plane? STANDARDS Vocabulary Reasoning, Problem Solving, & Communication Planning Focus Standards Geometric Transformations G.5.A Sketch results of transformations and compositions of transformations for a given two-dimensional figure on the coordinate plane, and describe the rule(s) for performing translations or for performing reflections about the coordinate axes or the line y = x. (7.1-7.3, Review) ·       Symmetry ·       Transformation ·       Compositions of Transformations ·       Reflection ·       Rotation ·       Superimpose G.7.D Generalize a solution strategy for a single problem to a class of related problems, and apply a strategy for a class of related problems to solve specific problems.   G.7.H Use inductive reasoning to make conjectures, and use deductive reasoning to prove or disprove conjectures. Required:  7.1-7.3 Skip:  7.4 – 7.8 UYAS #7 (done in Ch. 3) G.5.B Determine and apply properties of transformations. (7.1-7.3, Review)   G.5.C Given two congruent or similar figures in a coordinate plane, describe a composition of translations, reflections, rotations, and dilations that superimposes one figure on the other. (7.3)   G.5.D Describe the symmetries of two-dimensional figures and describe transformations, including reflections across a line and rotations about a point. (7.1-7.3, Review) Assumed Prior Knowledge: As a result of this unit the students will be able to: Recognize and apply simple isometries in the plane and on a coordinate system using the correct algebraic notation.

 Unit Title:  CHAPTER 8 - AREA Suggested Number of Days/Weeks: 13 days; complete by  March 23 Unit Rationale: This chapter extends the properties area explored in middle school to regular polygons and sections of a circle. Essential Question:   HOW CAN YOU USE PROPERTIES OF REGULAR POLYGONS AND CIRCLES TO DETERMINE THEIR AREAS? STANDARDS Vocabulary Reasoning, Problem Solving, & Communication Planning Focus Standards:   G.6.A Derive and apply formulas for arc length and area of a sector of a circle. (8.6, Review)   G.6.C Apply formulas for surface area and volume of three-dimensional figures to solve problems. (8.7, Review)   G.3.G Know, prove, apply theorems about properties of Quadrilaterals and other polygons (8.4) ·       Apothem ·       Area ·       Annulus ·       Segment of a Circle ·       Sector of a Circle ·       Faces ·       Later faces ·       Surface area G.7.D Generalize a solution strategy for a single problem to a class of related problems, and apply a strategy for a class of related problems to solve specific problems.   G.7.H Use inductive reasoning to make conjectures, and use deductive reasoning to prove or disprove conjectures. Required:  UYAS #8 –Products, Factors, Quadratic Equations, 8.4 – 8.7 Optional Review:  8.1 – 8.3 Optional Explorations: Pick’s Theorem Geometric Probability Hero’s Theorem Supporting Standards: Assumed Prior Knowledge: As a result of this unit the students will be able to: Determine the area of regular polygons and different sections of a circle. Determine the surface area of prisms, pyramids, cylinders, and cones.

 Unit Title:  CHAPTER 9 – The PYTHAGOREAN THEOREM Suggested Number of Days/Weeks:  15 days; complete by April 13 Unit Rationale:  This unit is an extension of work begun in middle school (“Looking for Pythagoras”).   Understanding of the Pythagorean Theorem can be applied to engineering design, construction, and navigation. Essential Question:   HOW CAN THE PYTHAGOREAN THEOREM BE APPLIED TO REAL WORLD SITUATIONS? STANDARDS Vocabulary Reasoning, Problem Solving, & Communication Planning G.3.C Use the properties of special right triangles (45 -45 -90 and 30 -60 -90 ) to solve problems. (9.3, 9.6, Review) G.3.D Know, prove, and apply the Pythagorean Theorem and its converse. (9.1-9.2, 9.4-9.6, Exploration, Review, Take Another Look)   G.4.D Determine the equation of a circle that is described geometrically in the coordinate plane, and, given equations for a circle and a line, determine the coordinates of their intersection(s).   (9.5) ·       Pythagorean Theorem ·       Special triangles (45-45-90 and 30-60-90) ·       Distance formula ·       Converse ·       Inverse ·       Contrapositive ·       Validity ·       Counterexample G.7.D Generalize a solution strategy for a single problem to a class of related problems, and apply a strategy for a class of related problems to solve specific problems.   G.7.F Summarize mathematical ideas with precision and efficiency for a given audience and purpose. Required:  UYAS #9 (Radical Expressions);  9.3-9.6   Optional Review: - 9.1-9.2 coved in “Looking for Pythagoras” in Middle School Math - Exploration: A Pythagorean Fractal - Ladder Climb Notes:  More practice needs to be added for Lesson 9.4:  Use Practice Your Skills for 9.4, and additional problems. G.1.B Use inductive reasoning to make conjectures, to test the plausibility of a geometric statement, and to help find a counterexample. (9.2-9.3) G.1.C Use deductive reasoning to prove that a valid geometric statement is true. (9.1) G.1.D Write the converse, inverse, and contrapositive of a valid proposition, and determine their validity.  (9.2) Assumed Prior Knowledge: As a result of this unit the students will be able to: Apply The Pythagorean Theorem and its converse to: ·    Real world situations ·    Finding distance on a coordinate grid ·    Circles

 Unit Title:  CHAPTER 10 – VOLUME Suggested Number of Days/Weeks:  10 days; complete by May 4. Unit Rationale:  This unit expands the student’s knowledge of 2-dimensional shapes and their areas to 3-dimensional shapes and their surface areas and volumes. Essential Question: HOW DO THE PROPERTIES OF 3-DIMENSIONAL SHAPES USED TO DETERMINE THE VOLUME? STANDARDS Vocabulary Reasoning, Problem Solving, & Communication Planning ·       Polyhedron ·       Tetrahedron ·       Faces ·       Edges ·       Lateral faces ·       Lateral edges ·       Right polyhedra ·       Oblique Polyhedra ·       Axis of a polyhedra ·       Altitude vs. height ·       Hemisphere ·       Great circles G.7.D Generalize a solution strategy for a single problem to a class of related problems, and apply a strategy for a class of related problems to solve specific problems.   G.7.F Summarize mathematical ideas with precision and efficiency for a given audience and purpose. Required: 10.1 – 10.3; Exploration:  The Five Platonic Solids;  10.4; 10.6 – 10.7 Optional:  10.5; Exploration:  Orthographic Drawing; UYAS # 10; Exploration:  Sherlock Holmes and Forms of Valid Reasoning Assumed Prior Knowledge: As a result of this unit the students will be able to: Determine the volume of solids. Identify ·             Parts of 3-D shapes including prism, cylinders, pyramids, cones and spheres. ·             3-D shapes from their nets

 Unit Title:  CHAPTER 11 – Similarity Suggested Number of Days/Weeks:  18 days; complete by May31 (allows time for review for End of Course Exam) Unit Rationale: This unit extends the work of the transformation unit and the work with congruence to include shapes that are similar.  It also pulls together what we know about area, volume and proportionality Essential Question: HOW DOES DILATION EFFECT AREA AND VOLUME? HOW CAN WE USE TRIANGLES PROPERTIES TO SIMILARITY OF TRIANGLES? STANDARDS Vocabulary Reasoning, Problem Solving, & Communication Planning ·       Dilation ·       Similar ·       Proportional ·       Indirect measurements ·       AA Similarity ·       SSS Similarity ·       SAS Similarity Required:   UYAS #11, 11.1 – 11.7   Optional:  Explorations Assumed Prior Knowledge: As a result of this unit the students will be able to: Identify, prove, and apply the properties of similar polygons. Identify, prove, and apply the properties of similar triangles. Use the properties of similarity to determine the measures of corresponding parts and their impact on the area and/or volume of shapes in 2 & 3-dimensions.

Chapter 1 – 18 Days

 Monday Tuesday Wednesday Thursday Friday September Day 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18

Chapter 2 – 19 Days

 Monday Tuesday Wednesday Thursday Friday Day 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38

Chapter 3 – 17 Days

 Monday Tuesday Wednesday Thursday Friday Day 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 Thanksgiving

Chapter 4 – 15 Days

 Monday Tuesday Wednesday Thursday Friday Day 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76

Christmas Break

 Monday Tuesday Wednesday Thursday Friday 24 25 26 27 28 31 January 1 2 3 4

Chapter 5 –18 Days

 Monday Tuesday Wednesday Thursday Friday Day 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96

Chapter 6 – 15 Days

 Monday Tuesday Wednesday Thursday Friday Day 97 98 99 100 101 102 103 104 105 106 107 108 109 110 111

Chapter 7 – 7 Days

 Monday Tuesday Wednesday Thursday Friday Day 112 113 114 115 116 117 118 119 120 121

Chapter 8 – 13 Days

 Monday Tuesday Wednesday Thursday Friday Day 122 123 124 125 126 127 128 129 130 131 132 133 134 135 136

Spring Break

 March 26 27 28 29 30

Chapter 9 – 15 Days (Pythagoras & Coordinate Geometry)

 Monday Tuesday Wednesday Thursday Friday Day 137 138 139 140 141 142 143 144 145 146 147 148 149 150 151

Chapter 10 – 10 Days

 Monday Tuesday Wednesday Thursday Friday 152 153 154 155 156 157 158 159 160 161

Chapter 11 – 18 Days

 Monday Tuesday Wednesday Thursday Friday 162 163 164 165 166 167 168 169 170 171 172 173 174 175 176 177 178 179 180 181