SCHOLARS ONLINE
Course Syllabus
GEOMETRY
20182019
GEOMETRY
Instructor 

ARTHUR MABBOTT MATHGUY SCHOLARS ONLINE ART@MABBOTT.ORG (206) 6057393 

Course Description
This course is part of the
sequence of courses that make up the SCHOLARS ONLINE 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
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) 
á
Defined/Undefined
Terms á
Postulate/Theorem/Example/Counterexample á
Point;
End point; Plane á
Line
/Line segment/Ray o Parallel/Perpendicular á
Collinear/Coplanar á
Congruent/Corresponding
Parts á
Midpoint/Bisect/Angle
Bisector á
Angle/Vertex o Right/Acute/Obtuse o Complementary/Supplementary o Vertical/Linear Pair á Protractor/Degree á Polygon/Sides;
Perimeter o Triangle ¤
Right/Acute/Obtuse
¤
Scalene/Isosceles/Equilateral o Quadrilateral ¤
Trapezoid/Kite ¤
Parallelogram/Rhombus/Rectangle/Square o Pentagon, Hexagon o Consecutive/NonConsecutive/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. (1.11.8) Additional
Vocabulary á
Circle: Center/Radius/Diameter á
Central
Angle/Inscribed Angle Space á
Geometric Solid á
Cylinder á
Prism á
Sphere á
Cone á
Pyramid á
Hemisphere á
Locus á
Venn Diagram 
Required: UYAS #1, 1.11.9 Replace Investigation 1.5 with Triangle Construction
Activity including á Triangle
property comparison, á Segment
duplication á Angle
duplication á Perpendicular
segments 

Supporting
Standards: Two
and ThreeDimensional Figures G.3.K Analyze crosssections 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:

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. (2.52.6) 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) 
á
Inductive/Deductive
Reasoning á
Conjecture á
Function
Notation á
Nth
Term á
Converse á
Linear
Pair Conjecture á
Vertical
Angle Conjecture á
Parallel
lines/Transversal o Corresponding Angles o Alternate
Interior/Exterior Angles á
Parallel Lines/Transversal o Same Side Interior/Exterior 
G.7.A Analyze a problem situation and
represent it mathematically. (2.22.3, Review) G.7.B Select and apply strategies to solve
problems. (2.12.3) 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, 2.42.5) 
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: á
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. (2.42.5) G.3.K Analyze crosssections of cubes,
prisms, pyramids, and spheres and identify the resulting shapes. (2.1) 

Assumed Prior
Knowledge: á
*Solving
multistep equations á
Vertical
angles; linear pairs 

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


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.
(3.23.3, 3.5, Review) 
á
Construction á
Compass á
Straightedge á
Duplicate/Copy á
Perpendicular Bisector á
Median á
Midsegment á
Altitude á
Points of Concurrency o Centroid o Circumcenter o Incenter o Orthocenter á
Inscribed á
Circumscribed á
EulerÕs 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 ThreeDimensional
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. (3.73.8,
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: á
Construction
of Isosceles, Equilateral & Right Triangle á
Construct
Perpendicular and Parallel lines 

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

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. (4.14.8) G.3.B Determine
and prove triangle congruence,
triangle similarity, and other properties of triangles. (4.44.6, 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) 
á
Isosceles triangle properties á
Equilateral triangle properties á
Interior and Exterior Angles á
Congruent/ congruence á
Triangle congruence short cuts
(SSS, SAS, ASA, AAS) á
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. (4.14.3) 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.
(4.74.8) 
Required: 4.14.8, UYAS #4 (Solving Equations) Optional Exploration: NapoleonÕs 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. (4.74.8) 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: á
Vertical Angle
and Linear Pair Conjectures á
Solving simple
linear equations á
Properties of
Parallel Lines á
Bisectors and
Midpoints 

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




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. (5.55.7) 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. (5.55.7, Review) G.3.G Know,
prove, and apply theorems about properties of quadrilaterals and other polygons.
(5.15.4, 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. (5.45.6) 
á
Quadrilateral Kite á
Trapezoid á
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: á
Interior angle á
Exterior angle á
Midsegment á
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. (4.14.8) 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:




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. (6.16.2,
Exploration, Review) G.6.A
Derive and apply formulas for arc length and area
of a sector of a circle. (6.7, Review) 
á
Tangent line á
Arc á
Intercepted arc á
Arc measure á
Arc length á
Pi á
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:


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 twodimensional 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. (7.17.3,
Review) 
á
Symmetry á
Transformation á
Compositions of Transformations á
Reflection á
Rotation á
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: 7.17.3 Skip: 7.4 – 7.8 UYAS #7 (done in Ch. 3) 

G.5.B Determine
and apply properties of transformations. (7.17.3, 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 twodimensional figures and describe transformations,
including reflections across a line and rotations about a point. (7.17.3,
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 threedimensional figures to solve problems. (8.7, Review) G.3.G
Know, prove, apply theorems about properties of Quadrilaterals and other
polygons (8.4) 
á
Apothem á
Area á
Annulus á
Segment of a Circle á
Sector of a Circle á
Faces á
Later faces á
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: PickÕs Theorem Geometric Probability HeroÕs Theorem 

Supporting
Standards: 
Assumed Prior Knowledge: 

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


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 (ÒLooking for PythagorasÓ). 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 (454590 and 306090) to solve problems. (9.3, 9.6, Review) G.3.D
Know, prove, and apply the Pythagorean Theorem and its converse. (9.19.2,
9.49.6, 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) 
á
Pythagorean Theorem á
Special triangles (454590 and
306090) á
Distance formula á
Converse á
Inverse á
Contrapositive á
Validity á
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); 9.39.6 Optional Review:  9.19.2 coved in ÒLooking for
PythagorasÓ 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. (9.29.3) 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: á
Real world
situations á
Finding
distance on a coordinate grid á
Circles 

Unit Title:
CHAPTER 10 – VOLUME 


Suggested Number of Days/Weeks: 10 days; complete by May 4. 


Unit Rationale: This unit expands the studentÕs
knowledge of 2dimensional shapes and their areas to 3dimensional shapes and
their surface areas and volumes. 
Essential
Question: HOW DO THE PROPERTIES OF 3DIMENSIONAL SHAPES USED TO DETERMINE THE
VOLUME? 

STANDARDS 
Vocabulary 
Reasoning, Problem Solving, &
Communication 
Planning 


á
Polyhedron á
Tetrahedron á
Faces á
Edges á
Lateral
faces á
Lateral
edges á
Right
polyhedra á
Oblique
Polyhedra á
Axis
of a polyhedra á
Altitude
vs. height á
Hemisphere á
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:
á
Parts of 3D
shapes including prism, cylinders, pyramids, cones and spheres. á
3D 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 


á
Dilation á
Similar á
Proportional á
Indirect
measurements á
AA
Similarity á
SSS
Similarity á
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:



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 
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181 