SCHOLARS ON-LINE
Course Syllabus
GEOMETRY
2018-2019
GEOMETRY
Instructor |
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ARTHUR MABBOTT MATHGUY SCHOLARS ON-LINE ART@MABBOTT.ORG (206) 605-7393 |
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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
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 |
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Suggested
Number of Days/Weeks: 18 days;
complete by September 30. |
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Unit Rationale: This
unit provides the foundation for this course. |
Essential
Question: How can definitions be used to CLASSIFY and
DIFFERENTIATE terms? |
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STANDARDS |
Vocabulary |
Reasoning,
Prob. Solving, Comm. |
Planning |
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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/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 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, 1.1-1.9 Replace Investigation 1.5 with Triangle Construction
Activity including á Triangle
property comparison, á Segment
duplication á Angle
duplication á Perpendicular
segments |
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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) |
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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. |
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As a result of
this unit the students will be able to:
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Unit Title:
Chapter 2 – Reasoning in Geometry |
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Suggested Number of Days/Weeks: 19 days; complete by October 28 |
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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? |
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STANDARDS |
Vocabulary |
Reasoning, Problem Solving, &
Communication |
Planning |
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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) |
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. (2.2-2.3, 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: 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. |
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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) |
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Assumed Prior
Knowledge: á
*Solving
multi-step equations á
Vertical
angles; linear pairs |
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As a result of
this unit the students will be able to:
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Unit Title: Chapter 3
– Using Tools of Geometry |
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Suggested Number of Days/Weeks:
17 days; complete by November 23 |
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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? |
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STANDARDS |
Vocabulary |
Reasoning, Problem Solving, & Communication |
Planning |
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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) |
á
Construction á
Compass á
Straightedge á
Duplicate/Copy á
Perpendicular Bisector á
Median á
Mid-segment 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. |
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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) |
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Assumed Prior Knowledge: á
Construction
of Isosceles, Equilateral & Right Triangle á
Construct
Perpendicular and Parallel lines |
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As a result of this unit the
students will be able to construct:
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Unit Title:
Chapter 4 – Discovering and Proving Triangle Properties |
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Suggested Number of Days/Weeks: 15 days; complete by December 16 |
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Unit Rationale: |
Essential
Question: HOW CAN SOUND
GEOMETRIC REASONING ALLOW US TO
MAKE AND PROVE THE TRIANGLE PROPERTY CONJECTURES? |
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STANDARDS |
Vocabulary |
Reasoning, Problem Solving, &
Communication |
Planning |
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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) |
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. (4.1-4.3) 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: NapoleonÕs Theorem |
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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) |
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Assumed Prior
Knowledge: á
Vertical Angle
and Linear Pair Conjectures á
Solving simple
linear equations á
Properties of
Parallel Lines á
Bisectors and
Midpoints |
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As a result of
this unit the students will be able to prove and apply:
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Unit Title:
CHAPTER 5 – DISCOVERING AND PROVING POLYGON PROPERTIES |
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Suggested Number of Days/Weeks: 18 days; complete by January 26 |
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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? |
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STANDARDS |
Vocabulary |
Reasoning, Problem Solving, &
Communication |
Planning |
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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) |
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 |
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Assumed Prior
Knowledge: á
Interior angle á
Exterior angle á
Mid-segment á
Properties of Triangles |
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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) |
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As a result of
this unit the students will be able to:
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Unit Title:
CHAPTER 6 – DISCOVERING AND PROVING CIRCLE PROPERTIES |
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Suggested Number of Weeks: 15 days; complete by February 17 |
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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? |
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STANDARDS |
Vocabulary |
Reasoning, Problem Solving, &
Communication |
Planning |
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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) |
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. |
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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: |
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As a result of
this unit the students will be able to:
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Unit Title:
CHAPTER 7 – TRANSFORMATIONS AND TESSELLATIONS |
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Suggested Number of Days/Weeks: 7 days; complete by March 6 |
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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? |
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STANDARDS |
Vocabulary |
Reasoning, Problem Solving, &
Communication |
Planning |
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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) |
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: 7.1-7.3 Skip: 7.4 – 7.8 UYAS #7 (done in Ch. 3) |
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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: |
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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. |
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Unit Title:
CHAPTER 8 - AREA |
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Suggested Number of Days/Weeks: 13 days; complete
by March 23 |
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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? |
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STANDARDS |
Vocabulary |
Reasoning, Problem Solving, &
Communication |
Planning |
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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) |
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 |
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Supporting
Standards: |
Assumed Prior Knowledge: |
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As a result of
this unit the students will be able to:
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Unit Title:
CHAPTER 9 – The PYTHAGOREAN THEOREM |
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Suggested Number of Days/Weeks: 15 days; complete by April 13 |
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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? |
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STANDARDS |
Vocabulary |
Reasoning, Problem Solving, & Communication |
Planning |
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G.3.C
Use the properties of special right triangles (45 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) |
á
Pythagorean Theorem á
Special triangles (45-45-90 and
30-60-90) 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); 9.3-9.6 Optional Review: - 9.1-9.2 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. |
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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: |
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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 |
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Unit Title:
CHAPTER 10 – VOLUME |
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Suggested Number of Days/Weeks: 10 days; complete by May 4. |
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Unit Rationale: This unit expands the studentÕs
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? |
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STANDARDS |
Vocabulary |
Reasoning, Problem Solving, &
Communication |
Planning |
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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 |
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Assumed Prior Knowledge: |
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As a result of
this unit the students will be able to:
á
Parts of 3-D
shapes including prism, cylinders, pyramids, cones and spheres. á
3-D shapes
from their nets |
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Unit Title:
CHAPTER 11 – Similarity |
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Suggested Number of Days/Weeks: 18 days; complete by May31 (allows
time for review for End of Course Exam) |
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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? |
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STANDARDS |
Vocabulary |
Reasoning, Problem Solving, &
Communication |
Planning |
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á
Dilation á
Similar á
Proportional á
Indirect
measurements á
AA
Similarity á
SSS
Similarity á
SAS
Similarity |
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Required: UYAS #11, 11.1 – 11.7 Optional: Explorations |
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Assumed Prior Knowledge: |
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As a result of
this unit the students will be able to:
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Chapter 1 – 18 Days
Monday |
Tuesday |
Wednesday |
Thursday |
Friday |
September |
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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 |
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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 |