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:

  1. Use inductive reasoning to find the nth term.
  2. Generalize linear & geometric patterns to find the nth term.
  3. Write a conjecture using inductive reasoning.
  4. 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

        Eulers 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:

  1. Copies of Angles and Segments
  2. Angle & Segment Bisectors
  3. Perpendiculars
  4. Altitudes
  5. Medians
  6. 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: Napoleons 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:

  1. The Triangle Sum Conjecture
  2. Isosceles Triangle Conjecture & its Converse.
  3. Triangle Inequality Conjecture
  4. Side-Angle Inequality Conjecture
  5. Triangle Exterior Angle Conjecture
  6. Shortcuts to Triangle Congruence
  7. C.P.C.T.C.
  8. 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:

  1. Determine the sum of the measures of the interior angles of any polygon and the measure of each angle in a regular polygon.
  2. Apply the knowledge that the sum of the exterior angles of a polygon is constant at 360.
  3. 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:

  1. Identify the basic structure of a circle.
  2. 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 .

 

 


 

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:

Picks Theorem

Geometric Probability

Heros Theorem

 

Supporting Standards:

 

Assumed Prior Knowledge:

 

As a result of this unit the students will be able to:

  1. Determine the area of regular polygons and different sections of a circle.
  2. 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 students 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:

  1. Determine the volume of solids.
  2. 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:

  1. Identify, prove, and apply the properties of similar polygons.
  2. Identify, prove, and apply the properties of similar triangles.
  3. 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