UNIT 3 GEOMETRY TEMPLATE CREATED BY REGION 1 ESA UNIT 3
|
|
|
- Ashlee Snow
- 6 years ago
- Views:
Transcription
1 UNIT 3 GEOMETRY TEMPLATE CREATED BY REGION 1 ESA UNIT 3
2 Geometry Unit 3 Overview: Critical Area 3: Students experience with two-dimensional and three-dimensional objects is extended to include informal explanations of circumference, area and volume formulas. Additionally, students apply their knowledge of two-dimensional shapes to consider the shapes of cross-sections and the result of rotating a two-dimensional object about a line. Template created by Region 1 ESA Page 2 of 10
3 Unit 3: Extending to Three Dimensions G.GMD.1 Instructional es: Informal arguments for area and volume of the first. Similarly, volumes of solid figures scale by k3 under a similarity transformation with scale factor k. G.GMD.1 Give an informal argument for the formulas for the circumference of a circle, area of a circle, volume of a cylinder, pyramid, and cone. Use dissection arguments, Cavalieri s principle, and informal limit arguments. Circumference of a circle I can define (pi) as the ratio of a circle s circumfernece to its diameter. I can use algebra to demonstrate that because (pi) is the ratio of a circle s circumference to its diameter that the formula for a circle s circumference must be C. #1 Make sense of problems and persevere in solving them. How can two-dimensional figures be used Assessments align to suggested learning targets. #2 Reason abstractly and quantitatively. to understand three-dimensional objects? #3 Construct viable arguments and critique the reasoning Two-dimensional figures can be stacked #4 Model with mathematics. Drill and practice #5 Use appropriate tools strategically. Multiple choice #6 Attend to precision. Short answer (written) Performance (verbal explanation) #7 Look for and make use of structure. Product / Project #8 Look for and express regularity in repeated reasoning. Pi, circle, circumference, diameter Template created by Region 1 ESA Page 3 of 10
4 Unit 3: Extending to Three Dimensions G.GMD.1 continued Cluster: Explain volume formulas and use them to solve problems. Instructional es: Informal arguments for area and volume of the first. Similarly, volumes of solid figures scale by k3 under a similarity transformation with scale factor k. G.GMD.1 Give an informal argument for the formulas for the circumference of a circle, area of a circle, volume of a cylinder, pyramid, and cone. Use dissection arguments, Cavalieri s principle, and informal limit arguments. Area of a circle I can inscribe a regular polygon in a circle and break it into many congruent traingles to find its area. I can explain how to use the dissection method on regular polygons to generate an areaformula for regular polygons A. I can calculate the area of a regular polygon A. #1 Make sense of problems and persevere in solving them. How can two-dimensional figures be used Assessments align to suggested learning targets. #2 Reason abstractly and quantitatively. to understand three-dimensional objects? #3 Construct viable arguments and critique the reasoning Two-dimensional figures can be stacked #4 Model with mathematics. Drill and practice #5 Use appropriate tools strategically. Multiple choice #6 Attend to precision. Short answer (written) Performance (verbal explanation) #7 Look for and make use of structure. Product / Project #8 Look for and express regularity in repeated reasoning. Pi, circle, circumference, diameter, dissection, equivalent, ratio, area, regular, polygon, perimeter, side, apothem Template created by Region 1 ESA Page 4 of 10
5 Unit 3: Extending to Three Dimensions G.GMD.1 continued Cluster: Explain volume formulas and use them to solve problems. Instructional es: Informal arguments for area and volume of the first. Similarly, volumes of solid figures scale by k3 under a similarity transformation with scale factor k. G.GMD.1 Give an informal argument for the formulas for the circumference of a circle, area of a circle, volume of a cylinder, pyramid, and cone. Use dissection arguments, Cavalieri s principle, and informal limit arguments. Area of a circle I can use pictures to explain that a regular polygon with many sides is nearly a circle, its perimeter is nearly the circumference of a circle, and that its apothem is nearly the radius of a circle. I can substitute the nearly values of a many sided regular polygon into A to show that the formula for the area of a circle is. #1 Make sense of problems and persevere in solving them. How can two-dimensional figures be used Assessments align to suggested learning targets. #2 Reason abstractly and quantitatively. to understand three-dimensional objects? #3 Construct viable arguments and critique the reasoning Two-dimensional figures can be stacked #4 Model with mathematics. Drill and practice #5 Use appropriate tools strategically. Multiple choice #6 Attend to precision. Short answer (written) Performance (verbal explanation) #7 Look for and make use of structure. Product / Project #8 Look for and express regularity in repeated reasoning. Pi, circle, circumference, diameter, dissection, equivalent, ratio, area, regular, polygon, perimeter, side, apothem Template created by Region 1 ESA Page 5 of 10
6 Unit 3: Extending to Three Dimensions G.GMD.1 continued Instructional es: Informal arguments for area and volume of the first. Similarly, volumes of solid figures scale by k3 under a similarity transformation with scale factor k. G.GMD.1 Give an informal argument for the formulas for the circumference of a circle, area of a circle, volume of a cylinder, pyramid, and cone. Use dissection arguments, Cavalieri s principle, and informal limit arguments. Volumes I can identify the base for prisms, cylinders, pyramides, and cones. I can calculate the area of the base for prisms, cylinders, pyramids, and cones. I can calculate the volume of a prism using the formula and the volume of a cylinder. I can defend the statement, The formula for the volume of a cylinder is basically the same as the formula for the volume of a prism. #1 Make sense of problems and persevere in solving them. How can two-dimensional figures be used Assessments align to suggested learning targets. #2 Reason abstractly and quantitatively. to understand three-dimensional objects? #3 Construct viable arguments and critique the reasoning Two-dimensional figures can be stacked #4 Model with mathematics. Drill and practice #5 Use appropriate tools strategically. Multiple choice #6 Attend to precision. Short answer (written) Performance (verbal explanation) #7 Look for and make use of structure. Product / Project #8 Look for and express regularity in repeated reasoning. Pi, circle, circumference, diameter, dissection, equivalent, ratio, area, regular, polygon, perimeter, side, apothem, radius, base, prism, pyramid, cone, volume, substitute, height Template created by Region 1 ESA Page 6 of 10
7 Unit 3: Extending to Three Dimensions G.GMD.1 continued Cluster: Explain volume formulas and use them to solve problems. Instructional es: Informal arguments for area and volume of the first. Similarly, volumes of solid figures scale by k3 under a similarity transformation with scale factor k. G.GMD.1 Give an informal argument for the formulas for the circumference of a circle, area of a circle, volume of a cylinder, pyramid, and cone. Use dissection arguments, Cavalieri s principle, and informal limit arguments. Volumes I can explain that the volume of a pyramid is 1/3 the volume of a prism with the same base and height and that the volue of a cone is 1/3 the volume of a cylinder with the same base area and height. I can defend the statement, The formula for the volume of a cone is basically the same as the formula for the volume of a pyramid. #1 Make sense of problems and persevere in solving them. How can two-dimensional figures be used Assessments align to suggested learning targets. #2 Reason abstractly and quantitatively. to understand three-dimensional objects? #3 Construct viable arguments and critique the reasoning Two-dimensional figures can be stacked #4 Model with mathematics. Drill and practice #5 Use appropriate tools strategically. Multiple choice #6 Attend to precision. Short answer (written) Performance (verbal explanation) #7 Look for and make use of structure. Product / Project #8 Look for and express regularity in repeated reasoning. Pi, circle, circumference, diameter, dissection, equivalent, ratio, area, regular, polygon, perimeter, side, apothem, radius, base, prism, pyramid, cone, volume, substitute, height Template created by Region 1 ESA Page 7 of 10
8 Unit 3: Extending to Three Dimensions G.GMD.3 Cluster: Explain volume formulas and use them to solve problems. Instructional es: Informal arguments for area and volume of the first. Similarly, volumes of solid figures scale by k3 under a similarity transformation with scale factor k. G.GMD.3 Use volume formulas for cylinders, pyramids, cones, and spheres to solve problems. I can calculate the volume of a cylinder and use the volume formula to solve problems. I can calculate the volume of a pyramid and use the volume formula to solve problems. I can calculate the volume of a cone and use the volume formula to solve problems. I can calculate the volume of a sphere and use the volume formula to solve problems. #1 Make sense of problems and persevere in solving them. How can two-dimensional figures be used Assessments align to suggested learning targets. #2 Reason abstractly and quantitatively. to understand three-dimensional objects? #3 Construct viable arguments and critique the reasoning Two-dimensional figures can be stacked #4 Model with mathematics. Drill and practice #5 Use appropriate tools strategically. Multiple choice #6 Attend to precision. Short answer (written) Performance (verbal explanation) #7 Look for and make use of structure. Product / Project #8 Look for and express regularity in repeated reasoning. Volume, cylinder, cone, sphere Template created by Region 1 ESA Page 8 of 10
9 Unit 3: Extending to Three Dimensions G.GMD.4 -dimensional and three-dimensional objects. Instructional es: none G.GMD.4 Identify the shapes of two-dimensional crosssections of three-dimensional objects, and identify threedimensional objects generated by rotations of twodimensional objects. and Type I can identfy the shapes of two-dimensional cross-sections of three-dimensional objects (e.g., The cross-section of a sphere is a circle and the cross-section of a rectangular prism is a rectangle, triangle, pentagon, or hexagon. I can rotate a two-dimesnional figure and identify the three-dimensional object that is formed (e.g., Rotating a circle produces a sphere, and rotating a rectangle produces a cylinder). #1 Make sense of problems and persevere in solving them. How can two-dimensional figures be used Assessments align to suggested learning targets. #2 Reason abstractly and quantitatively. to understand three-dimensional objects? #3 Construct viable arguments and critique the reasoning Two-dimensional figures can be stacked #4 Model with mathematics. Drill and practice #5 Use appropriate tools strategically. Multiple choice #6 Attend to precision. Short answer (written) Performance (verbal explanation) #7 Look for and make use of structure. Product / Project #8 Look for and express regularity in repeated reasoning. Cross-section, rotate Template created by Region 1 ESA Page 9 of 10
10 Unit 3: Extending to Three Dimensions G.MG.1 Cluster: Apply geometric concepts in modeling situations. Instructional es: Focus on situations that require relating two- and three-dimensional objects, determining and using volume, and the trigonometry of general triangles. G.MG.1 Use geometric shapes, their measures, and their properties to describe objects (e.g., modeling a tree trunk or a human torso as a cylinder).* I can represent real-world objects as geometric figures. I can estimate measures (circumference, area, perimeter, volume) of real-world objects using comparable geometric shapes or three-dimensional figures. I can apply the proerties of geometric figures to comparable real-world objects (e.g., The spokes of a wheel of a bicycle are equla lengths because they represent the radii of a circle.). #1 Make sense of problems and persevere in solving them. In what ways can geometric figures be Assessments align to suggested learning targets. #2 Reason abstractly and quantitatively. used to understand real-world situations? #3 Construct viable arguments and critique the reasoning Geometric definitions, properties, and theorems allow one to describe, model, and Check all assessment types that address this standard analyze situations in the real-world. #4 Model with mathematics. Drill and practice #5 Use appropriate tools strategically. Multiple choice #6 Attend to precision. Short answer (written) Performance (verbal explanation) #7 Look for and make use of structure. Product / Project #8 Look for and express regularity in repeated reasoning. Circumference, area, perimeter, volume Template created by Region 1 ESA Page 10 of 10
Mathematics Standards for High School Geometry
Mathematics Standards for High School Geometry Geometry is a course required for graduation and course is aligned with the College and Career Ready Standards for Mathematics in High School. Throughout
GEOMETRY CURRICULUM MAP
2017-2018 MATHEMATICS GEOMETRY CURRICULUM MAP Department of Curriculum and Instruction RCCSD Congruence Understand congruence in terms of rigid motions Prove geometric theorems Common Core Major Emphasis
UNIT 5 GEOMETRY TEMPLATE CREATED BY REGION 1 ESA UNIT 5
UNIT 5 GEOMETRY TEMPLATE CREATED BY REGION 1 ESA UNIT 5 Geometry Unit 5 Overview: Circles With and Without Coordinates In this unit, students prove basic theorems about circles, with particular attention
GEOMETRY Graded Course of Study
GEOMETRY Graded Course of Study Conceptual Category: Domain: Congruence Experiment with transformations in the plane. Understand congruence in terms of rigid motions. Prove geometric theorems both formally
A Correlation of. To the. New York State Next Generation Mathematics Learning Standards Geometry
A Correlation of 2018 To the New York State Next Generation Mathematics Learning Standards Table of Contents Standards for Mathematical Practice... 1... 2 Copyright 2018 Pearson Education, Inc. or its
UNIT 7 Coordinate Geometry 15 DAYS
Pg 46 UNIT 7 Coordinate Geometry 15 DAYS G.GPE.5 Prove the slope criteria for parallel and perpendicular lines and uses them to solve geometric problems (e.g., find the equation of a line parallel or perpendicular
Trigonometric Ratios
Geometry, Quarter 3, Unit 3.1 Trigonometric Ratios Overview Number of instructional days: 10 (1 day = 45 minutes) Content to be learned Make and defend conjectures to solve problems using trigonometric
Sequence of Geometry Modules Aligned with the Standards
Sequence of Geometry Modules Aligned with the Standards Module 1: Congruence, Proof, and Constructions Module 2: Similarity, Proof, and Trigonometry Module 3: Extending to Three Dimensions Module 4: Connecting
Grade 8 PI+ Yearlong Mathematics Map
Grade 8 PI+ Yearlong Mathematics Map Resources: Approved from Board of Education Assessments: PARCC Assessments, Performance Series, District Benchmark Assessment Common Core State Standards Standards
Georgia Standards of Excellence Curriculum Map. Mathematics. GSE Geometry
Georgia Standards of Excellence Curriculum Map Mathematics GSE Geometry These materials are for nonprofit educational purposes only. Any other use may constitute copyright infringement. Georgia Standards
Achieve Recommended Pathway: Geometry
Units Unit 1 Congruence, Proof, and Constructions Unit 2 Similarity, Proof, and Trigonometry Unit 3 Extending to Three Dimensions Unit 4 Connecting Algebra and Geometry through Coordinates Unit 5 Circles
Montclair Public Schools Math Curriculum Unit Planning Template Unit # SLO # MC 2 MC 3
Subject Geometry High Honors Grade Montclair Public Schools Math Curriculum Unit Planning Template Unit # Pacing 8-10 9 10 weeks Unit Circles, Conic Sections, Area & 3-D Measurements Name Overview Unit
Mathematics High School Geometry
Mathematics High School Geometry An understanding of the attributes and relationships of geometric objects can be applied in diverse contexts interpreting a schematic drawing, estimating the amount of
GEOMETRY PACING GUIDE School Year
GEOMETRY PACING GUIDE 2012-2013 School Year Montana Common Core Standards Mathematical Practice and Content (Nov 2011) Math Unit/Content Holt McDougal Burger ( 2012) Created by: (GHS) Anthony Lapke, Pam
Ohio s Learning Standards-Extended. Mathematics. Congruence Standards Complexity a Complexity b Complexity c
Ohio s Learning Standards-Extended Mathematics Congruence Standards Complexity a Complexity b Complexity c Most Complex Least Complex Experiment with transformations in the plane G.CO.1 Know precise definitions
Georgia Standards of Excellence Curriculum Map. Mathematics. GSE Geometry
Georgia Standards of Excellence Curriculum Map Mathematics GSE Geometry These materials are for nonprofit educational purposes only. Any other use may constitute copyright infringement. GSE Geometry Curriculum
Make geometric constructions. (Formalize and explain processes)
Standard 5: Geometry Pre-Algebra Plus Algebra Geometry Algebra II Fourth Course Benchmark 1 - Benchmark 1 - Benchmark 1 - Part 3 Draw construct, and describe geometrical figures and describe the relationships
Geometry. Geometry. Domain Cluster Standard. Congruence (G CO)
Domain Cluster Standard 1. Know precise definitions of angle, circle, perpendicular line, parallel line, and line segment, based on the undefined notions of point, line, distance along a line, and distance
Geometry Mathematical Common Core State Standards
Unit 1: Congruence, Proof, and Constructions G.CO.1 Know precise definitions of angle, circle, perpendicular line, parallel line, and line segment, based on the undefined notions of point, line, distance
Geometry Year at a Glance
Geometry Year at a Glance Name of Unit Learning Goals Knowledge & Skills Unit 1: Congruence, Proofs, and Constructions (45 days) Unit 2: Similarity, Proof, and Trigonometry Unit 3: Extending to Three Dimensions
GEOMETRY Curriculum Overview
GEOMETRY Curriculum Overview Semester 1 Semester 2 Unit 1 ( 5 1/2 Weeks) Unit 2 Unit 3 (2 Weeks) Unit 4 (1 1/2 Weeks) Unit 5 (Semester Break Divides Unit) Unit 6 ( 2 Weeks) Unit 7 (7 Weeks) Lines and Angles,
GEOMETRY CCR MATH STANDARDS
CONGRUENCE, PROOF, AND CONSTRUCTIONS M.GHS. M.GHS. M.GHS. GEOMETRY CCR MATH STANDARDS Mathematical Habits of Mind. Make sense of problems and persevere in solving them.. Use appropriate tools strategically..
Geometry Curriculum Map
Quadrilaterals 7.1 Interior Angle Sum Theorem 7.2 Exterior Angle Sum Theorem 7.3 Using Interior and Exterior Angles to Solve Problems Define the Angle Sum Theorem. Illustrate interior angles with the Angle
Correlation of Discovering Geometry 5th Edition to Florida State Standards
Correlation of 5th Edition to Florida State s MAFS content is listed under three headings: Introduced (I), Developed (D), and Applied (A). Developed standards are the focus of the lesson, and are being
Geometry CCLS 2011 Compiled by Eleanore Livesey Mathematical Practices
Geometry CCLS 2011 Compiled by Eleanore Livesey elivesey@verizon.net Mathematical Practices 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct
Honors Geometry Year at a Glance
Honors Geometry Year at a Glance Name of Unit Learning Goals Knowledge & Skills Unit 1: Congruence, Proofs, and Constructions Unit 2: Similarity, Proof, and Trigonometry Unit 3: Extending to Three Dimensions
UNIT 1 GEOMETRY TEMPLATE CREATED BY REGION 1 ESA UNIT 1
UNIT 1 GEOMETRY TEMPLATE CREATED BY REGION 1 ESA UNIT 1 Traditional Pathway: Geometry The fundamental purpose of the course in Geometry is to formalize and extend students geometric experiences from the
February 07, Dimensional Geometry Notebook.notebook. Glossary & Standards. Prisms and Cylinders. Return to Table of Contents
Prisms and Cylinders Glossary & Standards Return to Table of Contents 1 Polyhedrons 3-Dimensional Solids A 3-D figure whose faces are all polygons Sort the figures into the appropriate side. 2. Sides are
Common Core Cluster. Experiment with transformations in the plane. Unpacking What does this standard mean that a student will know and be able to do?
Congruence G.CO Experiment with transformations in the plane. G.CO.1 Know precise definitions of angle, circle, perpendicular line, parallel line, and line segment, based on the undefined notions of point,
Geometry Critical Areas of Focus
Ohio s Learning Standards for Mathematics include descriptions of the Conceptual Categories. These descriptions have been used to develop critical areas for each of the courses in both the Traditional
Houghton Mifflin Harcourt Geometry 2015 correlated to the New York Common Core Learning Standards for Mathematics Geometry
Houghton Mifflin Harcourt Geometry 2015 correlated to the New York Common Core Learning Standards for Mathematics Geometry Standards for Mathematical Practice SMP.1 Make sense of problems and persevere
Geometry SEMESTER 1 SEMESTER 2
SEMESTER 1 Geometry 1. Geometry Basics 2. Coordinate Geometry a) Transformations, e.g., T(x + a, y + b) 3. Angles 4. Triangles a) Circumcenter 5. Construction a) Copy a segment, angle b) Bisect a segment,
Geometry. Cluster: Experiment with transformations in the plane. G.CO.1 G.CO.2. Common Core Institute
Geometry Cluster: Experiment with transformations in the plane. G.CO.1: Know precise definitions of angle, circle, perpendicular line, parallel line, and line segment, based on the undefined notions of
Mathematics - High School Geometry
Mathematics - High School Geometry All West Virginia teachers are responsible for classroom instruction that integrates content standards and mathematical habits of mind. Students in this course will explore
Unit 7: 3D Figures 10.1 & D formulas & Area of Regular Polygon
Unit 7: 3D Figures 10.1 & 10.2 2D formulas & Area of Regular Polygon NAME Name the polygon with the given number of sides: 3-sided: 4-sided: 5-sided: 6-sided: 7-sided: 8-sided: 9-sided: 10-sided: Find
Name: Target 12.2: Find and apply surface of Spheres and Composites 12.2a: Surface Area of Spheres 12.2b: Surface Area of Composites Solids
Unit 12: Surface Area and Volume of Solids Target 12.0: Euler s Formula and Introduction to Solids Target 12.1: Find and apply surface area of solids 12.1a: Surface Area of Prisms and Cylinders 12.1b:
Achievement Level Descriptors Geometry
Achievement Level Descriptors Geometry ALD Stard Level 2 Level 3 Level 4 Level 5 Policy MAFS Students at this level demonstrate a below satisfactory level of success with the challenging Students at this
PRACTICAL GEOMETRY Course #240
PRACTICAL GEOMETRY Course #240 Course of Study Findlay City Schools 2013 TABLE OF CONTENTS 1. Findlay City Schools Mission Statement and Beliefs 2. Practical Geometry Course of Study 3. Practical Geometry
Geometry. Geometry Higher Mathematics Courses 69
Geometry The fundamental purpose of the Geometry course is to formalize and extend students geometric experiences from the middle grades. This course includes standards from the conceptual categories of
Mr. Whelan Name: Block:
Mr. Whelan Name: Block: Geometry/Trig Unit 10 Area and Volume of Solids Notes Packet Day 1 Notes - Prisms Rectangular Prism: How do we find Total Area? Example 1 6cm Find the area of each face: Front:
Pearson Mathematics Geometry Common Core 2015
A Correlation of Pearson Mathematics Geometry Common Core 2015 to the Common Core State Standards for Bid Category 13-040-10 A Correlation of Pearson, Common Core Pearson Geometry Congruence G-CO Experiment
Lawrence Public Schools Mathematics Curriculum Map, Geometry
Chapter 1: An Informal Introduction to Suggested Time frame: 21 days G-CO.12 Make formal geometric constructions with a variety of tools and methods (compass and straightedge, string, reflective devices,
The Pythagorean Theorem
Grade 8 Mathematics, Quarter 4, Unit 4.1 The Pythagorean Theorem Overview Number of instructional days: 4 (1 day = 45 minutes) Content to be learned Apply the Pythagorean Theorem to find the missing side
Mathematics Pacing Guide Alignment with Common Core Standards. Essential Questions What is congruence?
Time Frame: 6 Weeks September/October Unit 1: Congruence Mathematics Pacing Guide Alignment with Standards Experiment with Transformations in the plane. G.CO.1 Know precise definitions of angle, circle,
Attendance Questions: Find the area of each shape. Round your answer to the nearest tenth. 1. An equilateral triangle with edge length 20 cm.
Page 1 of 17 Attendance Questions: Find the area of each shape. Round your answer to the nearest tenth. 1. An equilateral triangle with edge length 20 cm. Page 1 of 17 Page 2 of 17 2. A regular hexagon
Geometry Common Core State Standard (CCSS) Math
= ntroduced R=Reinforced/Reviewed HGH SCHOOL GEOMETRY MATH STANDARDS 1 2 3 4 Congruence Experiment with transformations in the plane G.CO.1 Know precise definitions of angle, circle, perpendicular line,
Agile Mind Geometry Scope and Sequence, Common Core State Standards for Mathematics
Students began their study of geometric concepts in middle school mathematics. They studied area, surface area, and volume and informally investigated lines, angles, and triangles. Students in middle school
Geometry Geometry Grade Grade Grade
Grade Grade Grade 6.G.1 Find the area of right triangles, special quadrilaterals, and polygons by composing into rectangles or decomposing into triangles and other shapes; apply these techniques in the
STANDARDS OF LEARNING CONTENT REVIEW NOTES GEOMETRY. 4 th Nine Weeks,
STANDARDS OF LEARNING CONTENT REVIEW NOTES GEOMETRY 4 th Nine Weeks, 2016-2017 1 OVERVIEW Geometry Content Review Notes are designed by the High School Mathematics Steering Committee as a resource for
A VERTICAL LOOK AT KEY CONCEPTS AND PROCEDURES GEOMETRY
A VERTICAL LOOK AT KEY CONCEPTS AND PROCEDURES GEOMETRY Revised TEKS (2012): Building to Geometry Coordinate and Transformational Geometry A Vertical Look at Key Concepts and Procedures Derive and use
Geometry 10 and 11 Notes
Geometry 10 and 11 Notes Area and Volume Name Per Date 10.1 Area is the amount of space inside of a two dimensional object. When working with irregular shapes, we can find its area by breaking it up into
Pearson Mathematics Geometry
A Correlation of Pearson Mathematics Geometry Indiana 2017 To the INDIANA ACADEMIC STANDARDS Mathematics (2014) Geometry The following shows where all of the standards that are part of the Indiana Mathematics
Common Core State Standards for Mathematics High School
Using the Program for Success Common Core State Standards for Mathematics High School The following shows the High School Standards for Mathematical Content that are taught in Pearson Common Core Edition
G-GMD.1- I can explain the formulas for volume of a cylinder, pyramid, and cone by using dissection, Cavalieri s, informal limit argument.
G.MG.2 I can use the concept of density in the process of modeling a situation. 1. Each side of a cube measures 3.9 centimeters. Its mass is 95.8 grams. Find the density of the cube. Round to the nearest
Geometry/Pre AP Geometry Common Core Standards
1st Nine Weeks Transformations Transformations *Rotations *Dilation (of figures and lines) *Translation *Flip G.CO.1 Experiment with transformations in the plane. Know precise definitions of angle, circle,
Geometry Workbook WALCH PUBLISHING
Geometry Workbook WALCH PUBLISHING Table of Contents To the Student..............................vii Unit 1: Lines and Triangles Activity 1 Dimensions............................. 1 Activity 2 Parallel
Test #1: Chapters 1, 2, 3 Test #2: Chapters 4, 7, 9 Test #3: Chapters 5, 6, 8 Test #4: Chapters 10, 11, 12
Progress Assessments When the standards in each grouping are taught completely the students should take the assessment. Each assessment should be given within 3 days of completing the assigned chapters.
School District of Marshfield Course Syllabus
School District of Marshfield Course Syllabus Course Name: Geometry Honors Length of Course: 1 Year Credit: 1 Program Goal(s): The School District of Marshfield Mathematics Program will prepare students
Sequenced Units for Arizona s College and Career Ready Standards MA32 Honors Geometry
Sequenced Units for Arizona s College and Career Ready Standards MA32 Honors Geometry Year at a Glance Semester 1 Semester 2 Unit 1: Basics of Geometry (12 days) Unit 2: Reasoning and Proofs (13 days)
(1) Page #2 26 Even. (2) Page 596 #1 14. (3) Page #15 25 ; FF #26 and 28. (4) Page 603 #1 18. (5) Page #19 26
Geometry/Trigonometry Unit 10: Surface Area and Volume of Solids Notes Name: Date: Period: # (1) Page 590 591 #2 26 Even (2) Page 596 #1 14 (3) Page 596 597 #15 25 ; FF #26 and 28 (4) Page 603 #1 18 (5)
Unit 1: Tools of Geometry
Unit 1: Tools of Geometry Geometry CP Pacing Guide First Nine Weeks Tennessee State Math Standards Know precise definitions of angle, circle, perpendicular line, parallel G.CO.A.1 line, and line segment,
Test Blueprint Dysart Math Geometry #2 Comp. AZ-HS.G-CO CONGRUENCE. 27.9% on Test. # on AP. # on Test. % on Test
Blueprint AZ-HS.G-CO CONGRUENCE Page 1 27.9 AZ-HS.G-CO.A.1. Know precise definitions of angle, circle, perpendicular line, parallel line, and line segment, based on the undefined notions of point, line,
Appendix. Correlation to the High School Geometry Standards of the Common Core State Standards for Mathematics
Appendix Correlation to the High School Geometry Standards of the Common Core State Standards for Mathematics The correlation shows how the activities in Exploring Geometry with The Geometer s Sketchpad
Standards to Topics. Common Core State Standards 2010 Geometry
Standards to Topics G-CO.01 Know precise definitions of angle, circle, perpendicular line, parallel line, and line segment, based on the undefined notions of point, line, distance along a line, and distance
In the first part of the lesson, students plot
NATIONAL MATH + SCIENCE INITIATIVE Mathematics Using Linear Equations to Define Geometric Solids Level Geometry within a unit on volume applications Module/Connection to AP* Area and Volume *Advanced Placement
Geometry Syllabus. Desired Results
Geometry Syllabus School Year: 2015-2016 Certificated Teacher: Desired Results Course Title: Geometry A and B Credit: one semester (.5) x two semesters (1.0) Prerequisites and/or recommended preparation:
Geometry. Standards for Mathematical Practice. Correlated to the Common Core State Standards. CCSS Units Lessons
Geometry Correlated to the Common Core State Standards CCSS Units Lessons Standards for Mathematical Practice MP1 Make sense of problems and persevere in solving them. Parallel and Perpendicular Angles
In the first part of the lesson, students plot. Abridged
NATIONAL MATH + SCIENCE INITIATIVE Mathematics Using Linear Equations to Define Geometric Solids LEVEL Geometry within a unit on volume applications MODULE/CONNECTION TO AP* Area and Volume *Advanced Placement
acute angle An angle with a measure less than that of a right angle. Houghton Mifflin Co. 2 Grade 5 Unit 6
acute angle An angle with a measure less than that of a right angle. Houghton Mifflin Co. 2 Grade 5 Unit 6 angle An angle is formed by two rays with a common end point. Houghton Mifflin Co. 3 Grade 5 Unit
3 Identify shapes as two-dimensional (lying in a plane, flat ) or three-dimensional ( solid ).
Geometry Kindergarten Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres). 1 Describe objects in the environment using names of shapes,
R.P.S. Common Core Math Curriculum Overview
Summary of the Year In, instructional time should focus on four critical areas: 1. Extending student understanding of basic transformations from younger grades and connect to congruence in terms of rigid
District 200 Geometry (I, A) Common Core Curriculum
Length: Two Semesters Prerequisite: Algebra 1 or equivalent District 200 Geometry (I, A) Common Core Curriculum How to read this document: CC.9-12.N.Q.2 Reason quantitatively and use units to solve problems.
Lesson 9. Three-Dimensional Geometry
Lesson 9 Three-Dimensional Geometry 1 Planes A plane is a flat surface (think tabletop) that extends forever in all directions. It is a two-dimensional figure. Three non-collinear points determine a plane.
YEAR AT A GLANCE Student Learning Outcomes by Marking Period
2014-2015 Term 1 Overarching/general themes: Tools to Build and Analyze Points, Lines and Angles Dates Textual References To Demonstrate Proficiency by the End of the Term Students Will : Marking Period
May 01, Lateral and Surface area Pyramids and Cones ink.notebook. Page 159. Page Surface Area of Pyramids and Cones
12.3 Lateral and Surface area Pyramids and Cones ink.notebook May 01, 2017 Page 159 12.3 Surface Area of Pyramids and Cones Page 161 Page 160 Page 162 Page 163 1 Lesson Objectives Standards Lesson Notes
Grade 9, 10 or 11- Geometry
Grade 9, 10 or 11- Geometry Strands 1. Congruence, Proof, and Constructions 2. Similarity, Proof, and Trigonometry 3. Extending to Three Dimensions 4. Connecting Algebra and Geometry through Coordinates
Amarillo ISD Math Curriculum
Amarillo Independent School District follows the Texas Essential Knowledge and Skills (TEKS). All of AISD curriculum and documents and resources are aligned to the TEKS. The State of Texas State Board
, Geometry, Quarter 1
2017.18, Geometry, Quarter 1 The following Practice Standards and Literacy Skills will be used throughout the course: Standards for Mathematical Practice Literacy Skills for Mathematical Proficiency 1.
Precalculus, Quarter 2, Unit 2.1. Trigonometry Graphs. Overview
13 Precalculus, Quarter 2, Unit 2.1 Trigonometry Graphs Overview Number of instructional days: 12 (1 day = 45 minutes) Content to be learned Convert between radian and degree measure. Determine the usefulness
Geometry Assessment Structure for Mathematics:
Geometry Assessment Structure for 2013-2014 Mathematics: The Common Core State Standards for Mathematics are organized into Content Standards which define what students should understand and be able to
8th Grade. Slide 1 / 97. Slide 2 / 97. Slide 3 / 97. 3D Geometry. Table of Contents. 3-Dimensional Solids. Volume. Glossary & Standards
Slide 1 / 97 Slide 2 / 97 8th Grade 3D Geometry 2015-11-20 www.njctl.org Table of Contents Slide 3 / 97 3-Dimensional Solids Click on the topic to go to that section Volume Prisms and Cylinders Pyramids,
Guide Assessment Structure Geometry
Guide Assessment Structure Geometry The Common Core State Standards for Mathematics are organized into Content Standards which define what students should understand and be able to do. Related standards
Milford Public Schools Curriculum. Department: Mathematics Course Name: Geometry Level 3. UNIT 1 Unit Title: Coordinate Algebra and Geometry
Milford Public Schools Curriculum Department: Mathematics Course Name: Geometry Level 3 UNIT 1 Unit Title: Coordinate Algebra and Geometry The correspondence between numerical coordinates and geometric
Arizona Mathematics Standards Geometry. ARIZONA DEPARTMENT OF EDUCATION HIGH ACADEMIC STANDARDS FOR STUDENTS December, 2016
Arizona Mathematics Standards Geometry ARIZONA DEPARTMENT OF EDUCATION HIGH ACADEMIC STANDARDS FOR STUDENTS December, 2016 Geometry Overview NUMBER AND QUANTITY - N Quantity (N-Q) Reason quantitatively
Common Core Standards Curriculum Map - Geometry Quarter One. Unit One - Geometric Foundations, Constructions and Relationships (24 days/12 blocks)
Common Core Standards Curriculum Map - Geometry Quarter One Unit One - Geometric Foundations, Constructions and Relationships (24 days/12 blocks) Experiment with transformations in the plane. G.CO.1. Know
Pearson Geometry Common Core 2015
A Correlation of Geometry Common Core to the Common Core State Standards for Mathematics High School , Introduction This document demonstrates how meets the Mathematics High School, PARRC Model Content
7 th Grade CCGPS Math LFS Unit 5: Geometry
7 th Grade CCGPS Math LFS Unit 5: Geometry Standards: Cluster: Draw, construct, and describe geometrical figures and describe the relationships between them. MCC7.G.2 (DOK2) Draw (freehand, with ruler
Monroe County Schools Geometry
Overview Content Standard Domains and Clusters Congruence [G-CO] Experiment with transformations in the plane. Understand congruence in terms of rigid motions. Prove geometric theorems. Make geometric
First Semester Units 1-5 Second Semester Units 6-10
First Semester Units 1-5 Second Semester Units 6-10 Unit 1: Geometric Transformations In high school, students formalize much of the geometric exploration from middle school. In this unit, students develop
SOL Chapter Due Date
Name: Block: Date: Geometry SOL Review SOL Chapter Due Date G.1 2.2-2.4 G.2 3.1-3.5 G.3 1.3, 4.8, 6.7, 9 G.4 N/A G.5 5.5 G.6 4.1-4.7 G.7 6.1-6.6 G.8 7.1-7.7 G.9 8.2-8.6 G.10 1.6, 8.1 G.11 10.1-10.6, 11.5,
CURRICULUM CATALOG. GSE Geometry ( ) GA
2018-19 CURRICULUM CATALOG Table of Contents COURSE OVERVIEW... 1 UNIT 1: TRANSFORMATIONS IN THE COORDINATE PLANE... 2 UNIT 2: SIMILARITY, CONGRUENCE, AND PROOFS PART 1... 2 UNIT 3: SIMILARITY, CONGRUENCE,
YEC Geometry Scope and Sequence Pacing Guide
YEC Scope and Sequence Pacing Guide Quarter 1st 2nd 3rd 4th Units 1 2 3 4 5 6 7 8 G.CO.1 G.CO.2 G.CO.6 G.CO.9 G.CO.3 G.CO.7 G.CO.10 G.CO.4 G.CO.8 G.CO.11 Congruence G.CO.5 G.CO.12 G.CO.13 Similarity, Right
Fairfield Public Schools
Mathematics Fairfield Public Schools GEOMETRY 21 Geometry 21 BOE Approved 05/21/2013 1 GEOMETRY 21 Critical Areas of Focus The fundamental purpose of the course in Geometry is to formalize and extend students
Practice Test Unit 8. Note: this page will not be available to you for the test. Memorize it!
Geometry Practice Test Unit 8 Name Period: Note: this page will not be available to you for the test. Memorize it! Trigonometric Functions (p. 53 of the Geometry Handbook, version 2.1) SOH CAH TOA sin
Curriculum Scope & Sequence
BOE APPROVED 3/27/12 REVISED 9/25/12 Curriculum Scope & Sequence Subject/Grade Level: MATHEMATICS/HIGH SCHOOL Course: GEOMETRY CP/HONORS *The goals and standards addressed are the same for both levels
Common Core Specifications for Geometry
1 Common Core Specifications for Geometry Examples of how to read the red references: Congruence (G-Co) 2-03 indicates this spec is implemented in Unit 3, Lesson 2. IDT_C indicates that this spec is implemented
A plane that is to the base of the figure will create a cross section that is the same shape as the base.
Objective: 9.1 3 Notes: Surface Area of Solids Name Cross Sections: A cuts through a solid figure to create a cross section. Depending on the way in which the plane cuts through the figure will determine
Geometry. Instructional Activities:
GEOMETRY Instructional Activities: Geometry Assessment: A. Direct Instruction A. Quizzes B. Cooperative Learning B. Skill Reviews C. Technology Integration C. Test Prep Questions D. Study Guides D. Chapter
Geometry GEOMETRY. Congruence
Geometry Geometry builds on Algebra I concepts and increases students knowledge of shapes and their properties through geometry-based applications, many of which are observable in aspects of everyday life.
G.CO.2 G.CO.3 G.CO.4 G.CO.5 G.CO.6
Standard G.CO.1 G.CO.2 G.CO.3 G.CO.4 G.CO.5 G.CO.6 Jackson County Core Curriculum Collaborative (JC4) Geometry Learning Targets in Student Friendly Language I can define the following terms precisely in