Prentice Hall Mathematics Geometry, Foundations Series 2011
|
|
- Dina Stokes
- 5 years ago
- Views:
Transcription
1 Prentice Hall Mathematics Geometry, Foundations Series 2011 Geometry C O R R E L A T E D T O from March 2009 Geometry
2 G.1 Points, Lines, Angles and Planes G.1.1 Find the length of line segments in one- or two-dimensional coordinate systems, the slopes of line segments in two-dimensional coordinate systems, and find the point that is a given fractional distance from one end of the segment to another. G.1.2 Construct congruent segments and angles, angle bisectors, perpendicular bisectors, and parallel and perpendicular lines using appropriate geometric construction tools, explaining and justifying the process used. G.1.3 Recognize, use, and justify the relationships between special angles created by parallel lines and transversals. G.1.4 Identify and apply properties of and theorems about parallel and perpendicular lines, and write equations of parallel and perpendicular lines, and develop simple geometric proofs involving parallel and perpendicular lines. G.1.5 Identify, justify and apply properties of planes. G.1.6 Represent geometric objects and figures algebraically using coordinates, use algebra to solve geometric problems, and develop simple coordinate proofs involving geometric objects in the coordinate plane. G.1.7 Describe the intersection of two or more geometric figures in the plane. Polygons G.2 General G.2.1 Find and use the sum of the measures of interior and exterior angles of convex polygons, justifying the method used. G.2.2 Identify types of symmetry (line, point, rotational, self-congruences) of polygons. G.2.3 Solve problems involving congruent and similar polygons. G.2.4 Predict and describe the results of translations, reflections, and rotations on polygons and describe a motion or series of motions that will show that two shapes are congruent. G.2.5 Deduce formulas relating lengths and sides, perimeters, and areas of regular polygons and understand how limiting cases of such formulas lead to expressions for the circumference and the area of a circle. SE/TE: 20-26, 44, 61-64, 81, , , , SE/TE: 49-54, 81, 83, , , 221, 288, 297, 306, SE/TE: , , , , 192, 194 SE/TE: 50, 80, , , 171, , , , , 221 SE/TE: 10-13, 14-18, 43, 44, , 179, SE/TE: 38-42, , , , , , , SE/TE: 14-18, 43, , , , , , , , , SE/TE: , 387 SE/TE: , 633, 635 SE/TE: , , , , , , , , , , , , , 677 SE/TE: , , , 632 SE/TE: 651, , 676, , , , 713,
3 G.2.6 Recognize and use coordinate geometry to verify properties of polygons such as regularity, congruence and similarity. G.2.7 Develop simple geometric proofs involving congruent and similar polygons and provide reasons for each statement. Quadrilaterals G.2.8 Describe, classify, and recognize relationships among the quadrilaterals such as squares, rectangles, rhombuses, parallelograms, trapezoids and kites. G.2.9 Prove and apply theorems about parallelograms and trapezoids (including isosceles trapezoids) involving their angles, sides, and diagonals and prove that given quadrilaterals are parallelograms, rhombuses, rectangles, squares, or trapezoids (as appropriate). Triangles G.2.10 Define, identify, construct, and solve problems involving perpendicular bisectors, angle bisectors, medians and altitudes in triangles. G.2.11 Construct triangles congruent to given triangles, explaining and justifying the process used. G.2.12 Use theorems to show whether two triangles are congruent (SSS, SAS, ASA) or similar (AA, SAS, SSS). SE/TE: 238, , , , , , , , 584, , , 614, , SE/TE: 233, , 247, 249, 251, , , 267, , , , 292, , 485 SE/TE: , , , , , , , , , 446 SE/TE: , , , , , , , , , , , 444, SE/TE: , 316, 317, , , , 334, 335, 428, 597, 673, , 856, 860, SE/TE: 244, 249, 258, 279, G.2.13 Apply the triangle inequality theorem. SE/TE: , 362 G.2.14 Develop simple geometric proofs involving triangles and provide reasons for each statement. Isosceles Triangles G.2.15 Prove and apply the isosceles triangle theorem and its converse. Right Triangles G.2.16 Prove the Pythagorean Theorem and its converse and use them to solve problems, including problems involving the length of a segment in the coordinate plane. G.2.17 Prove and apply the relationships that exist when the altitude is drawn to the hypotenuse of a right triangle. G.2.18 Use special right triangles (30-60 and ) to solve problems. SE/TE: , , , 257, , , , , 505 SE/TE: 181, 233, 239, 242, 244, 247, 251, 253, 254, , 267, 272, , 282, 283, , 340, 341, 347, 356, 441, 476, 497, 485, 519, 526, 539 SE/TE: , 291 SE/TE: , , 524, 554, SE/TE: , 506 SE/TE: , 561 2
4 G.2.19 Define and use the trigonometric functions (sine, cosine, tangent) in terms of angles of right triangles. G.2.20 Deduce and apply the area formula A=1/2 absinc, where a and b are the lengths of two sides of a triangle and C is the measure of the included angle formed by the two sides. G.2.21 Solve problems that can be modeled using right triangles, including problems that can be modeled using trigonometric functions. Interpret the solutions, and determine whether the solutions are reasonable, using technology as when appropriate. G.3 Circles G.3.1 Construct the circle that passes through three given points not on a line and construct tangents to circles and circumscribe and inscribe circles, justifying the processes used. G.3.2 Define, deduce and use formulas for, and prove theorems for radius, diameter, chord, secant, and tangent. G.3.3 Define, deduce and use formulas for, and prove theorems for measures of arcs and related angles (central, inscribed, and intersections of secants and tangents). G.3.4 Define, deduce and use formulas for, and prove theorems for measures of circumference, arc length, and areas of circles and sectors. G.3.5 Find the equation of a circle in the coordinate plane in terms of its center and radius and determine how the graph of a circle changes if a, b, and r are changed in the equation (x a)2 + (y b)2 = r2. G.3.6 Develop simple geometric proofs involving circles and provide reasons for each statement. G.4 Polyhedra and Other Solids G.4.1 Identify, justify and apply properties of prisms, regular pyramids, cylinders, right circular cones and spheres. G.4.2 Solve problems involving congruent and similar solids. G.4.3 Find and use measures of sides, volumes, and surface areas of prisms, regular pyramids, cylinders, right circular cones and spheres. Relate these measures to each other using formulas. SE/TE: , , 541, 562, SE/TE: , 715 SE/TE: 274, 276, 279, 489, 491, 517, 519, , 524, , , 533, 535, , , SE/TE: 807, 832, 848 SE/TE: , , , , , , SE/TE: , , , , 849 SE/TE: 67-71, 688, , , 710, 711, 849 SE/TE: , 849 SE/TE: , , , , , , , SE/TE: , , , 776 SE/TE: , 791 SE/TE: , , , , 757, , , ,
5 G.4.4 Visualize solids and surfaces in threedimensional space when given two-dimensional representations and create two-dimensional representations for the surfaces of threedimensional objects. G.5 Geometric Reasoning and Proof G.5.1 Describe the structure of and relationships within an axiomatic system (undefined terms, definitions, axioms/postulates, methods of reasoning, and theorems). G.5.2 Recognize that there are geometries, other than Euclidean geometry, in which the parallel postulate is not true and illustrate its counterparts in other geometries. G.5.3 Understand the difference between supporting evidence, counterexamples, and actual proofs. G.5.4 Develop simple geometric proofs (direct proofs, indirect proofs, proofs by contradiction and proofs involving coordinate geometry) using two-column, paragraphs, and flow charts formats and providing reasons for each statement in the proofs. Process Standards Problem Solving Build new mathematical knowledge through problem solving. Solve problems that arise in mathematics and in other contexts. Apply and adapt a variety of appropriate strategies to solve problems. Monitor and reflect on the process of mathematical problem solving. Reasoning and Proof Recognize reasoning and proof as fundamental aspects of mathematics. Make and investigate mathematical conjectures. SE/TE: 4-9, 43, 46, 80, 724, 726, 737 SE/TE: 10-13, 14, 91-96, , SE/TE: 189 SE/TE: 92-94, , , 137, 139 These methods of proof are specifically introduced and taught on: SE/TE: 123, 124, 130, 131, 137, 140, 161, 191, , 380, 433, 434, 439, 440, 446 SE/TE: 67, 148, 213, 281, 352, 425, 496, 570, 644, 702, 783, 843 SE/TE: 100, 177, 212, 304, 437, 491, 535, 548, 601, 698, 703, 766, 821 SE/TE: 24, 91, 92, 107, 129, 168, 199, 252, 314, 324, 326, 379, 399, , 525, 667, 701, 740 SE/TE: 102, 160, 210, 269, 339, 399, 455, 499, 552, 624, 725, 764 SE/TE: 123, 158, 251, 267, 337, , 526 SE/TE: 54, 199, 237, 256, 300, 314, 315, 535, 567, 584, 701, 740, 768, 814, 834 4
6 Develop and evaluate mathematical arguments and proofs. Select and use various types of reasoning and methods of proof. Communication Organize and consolidate their mathematical thinking through communication. Communicate their mathematical thinking coherently and clearly to peers, teachers, and others. Analyze and evaluate the mathematical thinking and strategies of others. Use the language of mathematics to express mathematical ideas precisely. Connections Recognize and use connections among mathematical ideas. Understand how mathematical ideas interconnect and build on one another to produce a coherent whole. Recognize and apply mathematics in contexts outside of mathematics. Representation Create and use representations to organize, record, and communicate mathematical ideas. SE/TE: 90-93, , 135, , , 356, 439, , 519, , , , 833 SE/TE: 90-93, , 135, , , 356, 439, , 519, , , , 833 SE/TE: 76, 164, 328, 428, 483, 566, 654, 756, 855 SE/TE: 54, 141, 312, 402, 470, 547, 628, 691, 828 Students analyze the errors made in problemsolving strategies in many exercises throughout the text. SE/TE: 40, 104, 163, 234, 305, 356, 413, 483, 555, 607, 679, 743, 811 SE/TE: 4, 87, 101, 180, 316, 451, 511, 639, 721, 801, 835 SE/TE: 32, 99, 133, 171, 235, 280, 313, 349, 376, 395, 409, 435, 469, 491, 507, 530, 759, 832 SE/TE: 79, 136, 219, 289, 360, 444, 503, 559, 630, 713, 791, 848 SE/TE: 151, 270, 306, 470, 491, 529, 680, 755, 770, 771, 774 SE/TE: 274, 276, 279, 489, 491, 517, 519, , 524, , , 533, 535, , ,
7 Select, apply, and translate among mathematical representations to solve problems. Use representations to model and interpret physical, social, and mathematical phenomena. Estimation and Mental Computation Know and apply appropriate methods for estimating the results of computations. Use estimation to decide whether answers are reasonable. Decide when estimation is an appropriate strategy for solving a problem. Determine appropriate accuracy and precision of measurement in problem situations. Use properties of numbers and operations to perform mental computation. Recognize when the numbers involved in a computation allow for a mental computation strategy. Technology Technology should be used as a tool in mathematics education to support and extend the mathematics curriculum. Technology can contribute to concept development, simulation, representation, communication, and problem solving. The challenge is to ensure that technology supports-but is not a substitute for- the development of skills with basic operations, quantitative reasoning, and problem solving skills. Graphing calculators should be used to enhance middle school and high school students understanding and skills. SE/TE: 38-42, , , , , , SE/TE: 151, 270, 306, 470, 491, 529, 680, 755, 770, 771, 774 SE/TE: 76, 451, 547, 653, 673, 711, 740, 789, 830, 873 SE/TE: 822, 858 SE/TE: 822, 858 SE/TE: 20, 28 Opportunities to address this standard can be found on the following pages: SE/TE: 713, 780 Opportunities to address this standard can be found on the following pages: SE/TE: 713, 780 Technology is integrated throughout the text; see especially Concept Bytes, Dynamic Activities, and graphing calculator Problems. SE/TE: 50, 97, 196, 329, 404, 515, 586, 737, 815 Technology is integrated throughout the text; see especially Concept Bytes, Dynamic Activities, and graphing calculator Problems. SE/TE: 72, 180, 274, 325, 388, 484, 579, 702, 769 Technology is integrated throughout the text; see especially Concept Bytes, Dynamic Activities, and graphing calculator Problems. SE/TE: 57, 196, 325, 388, 484, 579, 702, 769, SE/TE: 78, 535, 537, 846 6
8 The focus must be on learning mathematics, using technology as a tool rather than as an end in itself. Technology is integrated throughout the text; see especially Concept Bytes, Dynamic Activities, and graphing calculator Problems. SE/TE: 67, 238, 316, 343, 410, 532, 644, 748, 825, 843 7
Prentice Hall CME Project Geometry 2009
Prentice Hall CME Project Geometry 2009 Geometry C O R R E L A T E D T O from March 2009 Geometry G.1 Points, Lines, Angles and Planes G.1.1 Find the length of line segments in one- or two-dimensional
More informationCarnegie Learning High School Math Series: Geometry Indiana Standards Worktext Correlations
Carnegie Learning High School Math Series: Logic and Proofs G.LP.1 Understand and describe the structure of and relationships within an axiomatic system (undefined terms, definitions, axioms and postulates,
More informationUse throughout the course: for example, Parallel and Perpendicular Lines Proving Lines Parallel. Polygons and Parallelograms Parallelograms
Geometry Correlated to the Texas Essential Knowledge and Skills TEKS Units Lessons G.1 Mathematical Process Standards The student uses mathematical processes to acquire and demonstrate mathematical understanding.
More informationPearson 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
More information104, 107, 108, 109, 114, 119, , 129, 139, 141, , , , , 180, , , 128 Ch Ch1-36
111.41. Geometry, Adopted 2012 (One Credit). (c) Knowledge and skills. Student Text Practice Book Teacher Resource: Activities and Projects (1) Mathematical process standards. The student uses mathematical
More informationGeometry. (F) analyze mathematical relationships to connect and communicate mathematical ideas; and
(1) Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is (A) apply mathematics to problems arising in everyday life,
More informationAssignment List. Chapter 1 Essentials of Geometry. Chapter 2 Reasoning and Proof. Chapter 3 Parallel and Perpendicular Lines
Geometry Assignment List Chapter 1 Essentials of Geometry 1.1 Identify Points, Lines, and Planes 5 #1, 4-38 even, 44-58 even 27 1.2 Use Segments and Congruence 12 #4-36 even, 37-45 all 26 1.3 Use Midpoint
More informationGeometry. 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
More informationLT 1.2 Linear Measure (*) LT 1.3 Distance and Midpoints (*) LT 1.4 Angle Measure (*) LT 1.5 Angle Relationships (*) LT 1.6 Two-Dimensional Figures (*)
PS1 Tools of Geometry: Students will be able to find distances between points and midpoints of line segments; identify angle relationships; and find perimeters, areas, surface areas and volumes. LT 1.1
More informationGeometry. Pacing Guide. Kate Collins Middle School
Geometry Pacing Guide Kate Collins Middle School 2016-2017 Points, Lines, Planes, and Angles 8/24 9/4 Geometry Pacing Chart 2016 2017 First Nine Weeks 1.1 Points, Lines, and Planes 1.2 Linear Measure and
More informationAmarillo 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
More informationThe Research- Driven Solution to Raise the Quality of High School Core Courses. Geometry. Course Outline
The Research- Driven Solution to Raise the Quality of High School Core Courses Course Outline Course Outline Page 2 of 5 0 1 2 3 4 5 ACT Course Standards A. Prerequisites 1. Skills Acquired by Students
More informationAmarillo 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
More informationSaint Patrick High School
Saint Patrick High School Curriculum Guide Department : Mathematics Grade and Level: Sophomore CP Class: Geometry Term (Semester or Year): Year Required Text: Additional Resources (i.e. texts, materials,
More informationTable of Contents TABLE OF CONTENTS. Section 1: Lessons 1 10, Investigation 1. Section 1 Overview
Section 1: Lessons 1 10, Investigation 1 Section 1 Overview 2A 1 Points, Lines, and Planes 2 2 Segments 7 3 Angles 13 LAB 1 Construction: Congruent Segments and Angles 19 4 Postulates and Theorems About
More informationWest Windsor-Plainsboro Regional School District Basic Geometry Grades 9-12
West Windsor-Plainsboro Regional School District Basic Geometry Grades 9-12 Unit 1: Basics of Geometry Content Area: Mathematics Course & Grade Level: Basic Geometry, 9 12 Summary and Rationale This unit
More informationCORRELATION TO GEORGIA QUALITY CORE CURRICULUM FOR GEOMETRY (GRADES 9-12)
CORRELATION TO GEORGIA (GRADES 9-12) SUBJECT AREA: Mathematics COURSE: 27. 06300 TEXTBOOK TITLE: PUBLISHER: Geometry: Tools for a Changing World 2001 Prentice Hall 1 Solves problems and practical applications
More informationGeometry Advanced (Master) Content Skills Learning Targets Assessment Resources & Technology. A: The Tools of Geometry
St. Michael Albertville High School Teacher: Nick Steve Geometry Advanced (Master) September 2015 Content Skills Learning Targets Assessment Resources & Technology CEQ: What are the properties of the basic
More informationSouth Carolina College- and Career-Ready (SCCCR) Geometry Overview
South Carolina College- and Career-Ready (SCCCR) Geometry Overview In South Carolina College- and Career-Ready (SCCCR) Geometry, students build on the conceptual knowledge and skills they mastered in previous
More informationGeometry Foundations Pen Argyl Area High School 2018
Geometry emphasizes the development of logical thinking as it relates to geometric problems. Topics include using the correct language and notations of geometry, developing inductive and deductive reasoning,
More informationcorrelated to the Utah 2007 Secondary Math Core Curriculum Geometry
correlated to the Utah 2007 Secondary Math Core Curriculum Geometry McDougal Littell Geometry: Concepts and Skills 2005 correlated to the Utah 2007 Secondary Math Core Curriculum Geometry The main goal
More informationBasic Course Information
Basic Course Information Title: A-G Geometry Transcript abbreviations: Geo A / Geo B Length of course: Full Year Subject area: Mathematics ("c") / Geometry UC honors designation? No Prerequisites: None
More informationA. Use coordinate geometry to investigate basic geometric terms. B. Understand and apply the components of a deductive structure.
Division: Special Education Course Number: MTH2N1/MTH2N2 Course Title: Instructional Geometry Course Description: This course integrates the basic principles of geometry and algebra. This sequence is for
More informationFLORIDA GEOMETRY EOC TOOLKIT
FLORIDA GEOMETRY EOC TOOLKIT CORRELATION Correlated to the Geometry End-of-Course Benchmarks For more information, go to etacuisenaire.com\florida 78228IS ISBN 978-0-7406-9565-0 MA.912.D.6.2 Find the converse,
More informationThe Research- Driven Solution to Raise the Quality of High School Core Courses. Geometry. Instructional Units Plan
The Research- Driven Solution to Raise the Quality of High School Core Courses Instructional Units Plan Instructional Units Plan This set of plans presents the topics and selected for ACT s rigorous course.
More informationJunior Year: Geometry/Trigonometry
Junior Year: Geometry/Trigonometry Textbooks: Larson Geometry, Common Core Edition Houghton Mifflin Harcourt Publishing Company. ISBN:978-0-547-64708-1 Course Description: The purpose of this course is
More informationPacemaker GEOMETRY, 2003 and Classroom Resource Binder. Prentice Hall GEOMETRY, 2004
Pacemaker GEOMETRY, 2003 and Classroom Resource Binder correlated to Prentice Hall GEOMETRY, 2004 Bookworks, Santa Fe Pacemaker Geometry, 2003 and Classroom Resource Binder PEARSON LEARNING GROUP correlated
More informationGeometry CP Pen Argyl Area High School 2018
Geometry emphasizes the development of logical thinking as it relates to geometric problems. Topics include using the correct language and notations of geometry, developing inductive and deductive reasoning,
More informationInstructional Unit CPM Geometry Unit Content Objective Performance Indicator Performance Task State Standards Code:
306 Instructional Unit Area 1. Areas of Squares and The students will be -Find the amount of carpet 2.4.11 E Rectangles able to determine the needed to cover various plane 2. Areas of Parallelograms and
More informationCurriculum Catalog
2017-2018 Curriculum Catalog 2017 Glynlyon, Inc. Table of Contents GEOMETRY COURSE OVERVIEW...1 UNIT 1: INTRODUCTION... 1 UNIT 2: LOGIC... 1 UNIT 3: ANGLES AND PARALLELS... 2 UNIT 4: CONGRUENT TRIANGLES
More informationMichigan Edition. correlated to the. Michigan Merit Curriculum Course / Credit Requirements Geometry
Michigan Edition correlated to the Michigan Merit Curriculum Course / Credit Requirements Geometry McDougal Littell Geometry 2008 (Michigan Edition) correlated to the Michigan Merit Curriuclum Course /
More informationDover-Sherborn High School Mathematics Curriculum Geometry Level 1/CP
Mathematics Curriculum A. DESCRIPTION This is the traditional geometry course with emphasis on the student s understanding of the characteristics and properties of two- and three-dimensional geometry.
More informationPre AP Geometry. Mathematics Standards of Learning Curriculum Framework 2009: Pre AP Geometry
Pre AP Geometry Mathematics Standards of Learning Curriculum Framework 2009: Pre AP Geometry 1 The content of the mathematics standards is intended to support the following five goals for students: becoming
More informationMATHia Unit MATHia Workspace Overview TEKS
1 Tools of Geometry Lines, Rays, Segments, and Angles Distances on the Coordinate Plane Parallel and Perpendicular Lines Angle Properties Naming Lines, Rays, Segments, and Angles Working with Measures
More informationCourse: Geometry PAP Prosper ISD Course Map Grade Level: Estimated Time Frame 6-7 Block Days. Unit Title
Unit Title Unit 1: Geometric Structure Estimated Time Frame 6-7 Block 1 st 9 weeks Description of What Students will Focus on on the terms and statements that are the basis for geometry. able to use terms
More informationGeometry Curriculum Map
Geometry Curriculum Map Unit 1 st Quarter Content/Vocabulary Assessment AZ Standards Addressed Essentials of Geometry 1. What are points, lines, and planes? 1. Identify Points, Lines, and Planes 1. Observation
More informationGeometry. Chapter 1 Foundations for Geometry. Chapter 2 Geometric Reasoning. Chapter 3 Parallel and Perpendicular Lines. Chapter 4 Triangle Congruence
Geometry Chapter 1 Foundations for Geometry Chapter 2 Geometric Reasoning Chapter 3 Parallel and Perpendicular Lines Chapter 4 Triangle Congruence Chapter 5 Properties and Attributes of Triangles Chapter
More informationMathematics Scope & Sequence Geometry
Mathematics Scope & Sequence 2016-17 Geometry Revised: June 21, 2016 First Grading Period (24 ) Readiness Standard(s) G.5A investigate patterns to make conjectures about geometric relationships, including
More informationCurriculum Catalog
2017-2018 Curriculum Catalog 2017 Glynlyon, Inc. Table of Contents GEOMETRY COURSE OVERVIEW... 1 UNIT 1: INTRODUCTION... 1 UNIT 2: LOGIC... 2 UNIT 3: ANGLES AND PARALLELS... 2 UNIT 4: CONGRUENT TRIANGLES
More informationGeometry Year-Long. September 2014
St. Michael-Albertville High School Teacher: Nick Steve Geometry Year-Long September 2014 NOTE: The topics covered in Geometry and in Advanced Geometry are basically the same. However, the Advanced Geometry
More informationGEOMETRY 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
More informationThis image cannot currently be displayed. Course Catalog. Geometry Glynlyon, Inc.
This image cannot currently be displayed. Course Catalog Geometry 2016 Glynlyon, Inc. Table of Contents COURSE OVERVIEW... 1 UNIT 1: INTRODUCTION... 1 UNIT 2: LOGIC... 1 UNIT 3: ANGLES AND PARALLELS...
More informationNFC ACADEMY COURSE OVERVIEW
NFC ACADEMY COURSE OVERVIEW Geometry Honors is a full year, high school math course for the student who has successfully completed the prerequisite course, Algebra I. The course focuses on the skills and
More informationGeometry Pacing Guide Teacher Name Period
Geometry Pacing Guide 2016-2017 Teacher Name Period This Pacing Guide is a suggestion for you to use as a guide. Each class should progress at its own pace. Although there are a few quizzes listed in the
More informationGanado Unified School District Geometry
Ganado Unified School District Geometry PACING Guide SY 2016-2017 Timeline & Resources 1st Quarter Unit 1 AZ & ELA Standards Essential Question Learning Goal Vocabulary CC.9-12.G.CO. Transformations and
More informationHonors Geometry Pacing Guide Honors Geometry Pacing First Nine Weeks
Unit Topic To recognize points, lines and planes. To be able to recognize and measure segments and angles. To classify angles and name the parts of a degree To recognize collinearity and betweenness of
More informationBellwood-Antis School District Curriculum Revised on 10/7/2011
Bellwood-Antis School District Curriculum Revised on 10/7/2011 Course: Geometry Grade Level(s): 9-12 Month Duration PA Standards/Anchors Content Assessment Instructional Unit I: Lines and Angles Aug- I
More informationMANHATTAN HUNTER SCIENCE HIGH SCHOOL GEOMETRY CURRICULUM
COORDINATE Geometry Plotting points on the coordinate plane. Using the Distance Formula: Investigate, and apply the Pythagorean Theorem as it relates to the distance formula. (G.GPE.7, 8.G.B.7, 8.G.B.8)
More informationCURRICULUM GUIDE. Honors Geometry
CURRICULUM GUIDE Honors Geometry This level of Geometry is approached at an accelerated pace. Topics of postulates, theorems and proofs are discussed both traditionally and with a discovery approach. The
More informationJOHN F. KENNEDY HIGH SCHOOL GEOMETRY COURSE SYLLABUS DEPARTMENT OF MATHEMATICS
JOHN F. KENNEDY HIGH SCHOOL GEOMETRY COURSE SYLLABUS DEPARTMENT OF MATHEMATICS 1. COURSE NUMBER, TITLE, UNITS AND PRINCIPAL/DEPARTMENT APPROVED DESCRIPTION MGS252-14 GEOMETRY PL/S 10.0 UNITS According
More informationCorrelation 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
More informationGeometry Course Title: Geometry
Course Title: Geometry Geometry--2013 Duration: one year Frequency: one class period daily Year: 2013-14 Text: Geometry(Prentice Hall Mathematics) Other materials: Teacher prepared worksheets Areas to
More informationMADISON ACADEMY GEOMETRY PACING GUIDE
MADISON ACADEMY GEOMETRY PACING GUIDE 2018-2019 Standards (ACT included) ALCOS#1 Know the precise definitions of angle, circle, perpendicular line, parallel line, and line segment based on the undefined
More information1 Reasoning with Shapes
1 Reasoning with Shapes Topic 1: Using a Rectangular Coordinate System Lines, Rays, Segments, and Angles Naming Lines, Rays, Segments, and Angles Working with Measures of Segments and Angles Students practice
More informationDover- Sherborn High School Mathematics Curriculum Geometry Level 2/CP
Mathematics Curriculum A. DESCRIPTION This is the traditional geometry course with emphasis on the student s understanding of the characteristics and properties of two- and three- dimensional geometry.
More informationGeometry. A1. Identify and Model points, lines, and planes. A2. Identify collinear and coplanar points, and intersecting lines and planes in space.
St. Mary's College High School Geometry Points, Lines, and Planes and Angles What notations represent different sets of points? Why are some important geometric terms left undefined? How is the distance
More informationSequence 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
More informationCCSD Proficiency Scale - Language of Geometry
CCSD Scale - Language of Geometry Content Area: HS Math Grade : Geometry Standard Code: G-CO.1 application G-CO.1 Know precise definitions of angle, circle, perpendicular lines, parallel lines, and line
More informationx On record with the USOE.
Textbook Alignment to the Utah Core Geometry This alignment has been completed using an Independent Alignment Vendor from the USOE approved list (www.schools.utah.gov/curr/imc/indvendor.html.) Yes N/A
More information, 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.
More informationGREE CASTLE A TRIM HIGH SCHOOL PLA ED COURSE Board Approved: March 2010
GREE CASTLE A TRIM HIGH SCHOOL PLA ED COURSE Board Approved: March 2010 COURSE TITLE: GEOMETRY GRADE LEVEL (S): 9, 10, 11 COURSE TEXT: GEOMETRY, HOLT/RINEHART/WINSTON, 1991 EDITION LIST OF TOPICS: REVIEW
More informationA 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
More informationGeometry. 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
More informationCURRICULUM CATALOG. Geometry ( ) TX
2018-19 CURRICULUM CATALOG Table of Contents GEOMETRY (03100700) TX COURSE OVERVIEW... 1 UNIT 1: INTRODUCTION... 1 UNIT 2: LOGIC... 1 UNIT 3: ANGLES AND PARALLELS... 2 UNIT 4: CONGRUENT TRIANGLES AND QUADRILATERALS...
More informationIndiana College and Career Ready Standards Academic Standards Comments
Geometry Indiana Academic Standards Crosswalk 2014 2015 The Process Standards demonstrate the ways in which students should develop conceptual understanding of mathematical content and the ways in which
More informationSequenced 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)
More informationWAYNESBORO AREA SCHOOL DISTRICT CURRICULUM ACCELERATED GEOMETRY (June 2014)
UNIT: Chapter 1 Essentials of Geometry UNIT : How do we describe and measure geometric figures? Identify Points, Lines, and Planes (1.1) How do you name geometric figures? Undefined Terms Point Line Plane
More informationGeometry Curriculum Guide Lunenburg County Public Schools June 2014
Marking Period: 1 Days: 4 Reporting Category/Strand: Reasoning, Lines, and Transformations SOL G.1 The student will construct and judge the validity of a logical argument consisting of a set of premises
More informationPublisher: Big Ideas Learning. Author: Larson & Boswell
MATHEMATICS COURSE SYLLABUS Course Title: Geometry Department: Mathematics Textbook: Geometry: A Common Core Curriculum Publisher: Big Ideas Learning Author: Larson & Boswell Course Description: The course
More informationAchievement 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
More informationPearson 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
More informationDover- Sherborn High School Mathematics Curriculum Geometry Honors
Mathematics Curriculum A. DESCRIPTION This course represents an accelerated, rigorous approach to the topics of the traditional geometry course. Enrichment is gained through student projects and presentations,
More informationNEW YORK GEOMETRY TABLE OF CONTENTS
NEW YORK GEOMETRY TABLE OF CONTENTS CHAPTER 1 POINTS, LINES, & PLANES {G.G.21, G.G.27} TOPIC A: Concepts Relating to Points, Lines, and Planes PART 1: Basic Concepts and Definitions...1 PART 2: Concepts
More informationMadison County Schools Suggested Geometry Pacing Guide,
Madison County Schools Suggested Geometry Pacing Guide, 2016 2017 Domain Abbreviation Congruence G-CO Similarity, Right Triangles, and Trigonometry G-SRT Modeling with Geometry *G-MG Geometric Measurement
More informationPerformance Objectives Develop dictionary terms and symbols
Basic Geometry Course Name: Geometry Unit: 1 Terminology & Fundamental Definitions Time Line: 4 to 6 weeks Building Blocks of Geometry Define & identify point, line, plane angle, segment, ray, midpoint,
More informationCURRICULUM 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,
More informationContent Descriptions Based on the Georgia Performance Standards. GPS Geometry
Content Descriptions Based on the Georgia Performance Standards GPS Geometry Introduction The State Board of Education is required by Georgia law (A+ Educational Reform Act of 2000, O.C.G.A. 20-2-281)
More informationMathematics Scope & Sequence Geometry
Mathematics Scope & Sequence Geometry Readiness Standard(s) First Six Weeks (29 ) Coordinate Geometry G.7.B use slopes and equations of lines to investigate geometric relationships, including parallel
More informationPacing for a Common Core Curriculum with Prentice Hall Geometry 2004
Pacing for a Common Core Curriculum with Prentice Hall Geometry 2004 This leveled pacing chart can help you transition to a curriculum based on the for Mathematics. The chart indicates the Standard(s)
More informationCourse Name - Strategic Math - Geometry Qtr./Mon. Content HSCE Essential Skills Assessment Vocabulary
Sem. 1 Sept. Points & Lines G1.1.6 Recognize Euclidean geometry as an axiom system. Know the key axioms and understand the meaning of and distinguish between undefined terms, axioms, definitions, and theorems.
More informationcorrelated to the Michigan High School Content Expectations Geometry
correlated to the Michigan High School Content Expectations Geometry McDougal Littell Integrated Mathematics 2 2005 correlated to the Michigan High School Content Expectations Geometry STANDARD L1: REASONING
More informationFONTANA UNIFIED SCHOOL DISTRICT Glencoe Geometry Quarter 1 Standards and Objectives Pacing Map
Glencoe Geometry Quarter 1 1 August 9-13 2 August 16-20 *1.0 Students demonstrate understanding by identifying and giving examples of undefined terms, axioms, theorems, and inductive and deductive reasoning.
More informationMATHEMATICS Geometry Standard: Number, Number Sense and Operations
Standard: Number, Number Sense and Operations Number and Number A. Connect physical, verbal and symbolic representations of 1. Connect physical, verbal and symbolic representations of Systems integers,
More informationThe School District of Palm Beach County GEOMETRY HONORS Unit A: Essentials of Geometry
MAFS.912.G-CO.1.1 MAFS.912.G-CO.4.12 MAFS.912.G-GPE.2.7 MAFS.912.G-MG.1.1 Unit A: Essentials of Mathematics Florida Know precise definitions of angle, circle, perpendicular line, parallel line, and line
More informationBMGM-2 BMGM-3 BMGM-1 BMGM-7 BMGM-6 BMGM-5 BMGM-8 BMGM-9 BMGM-10 BMGM-11 DXGM-7 DXGM-23 BMGM-12 BMGM-13 BMGM-14 BMGM-15 BMGM-16 DXGM-9
Objective Code Advance BMGM-2 BMGM-3 BMGM-1 BMGM-7 BMGM-6 BMGM-5 BMGM-8 BMGM-9 BMGM-10 BMGM-11 DXGM-7 DXGM-8 BMGM-12 BMGM-13 BMGM-14 BMGM-15 BMGM-16 DXGM-9 DXGM-10 DXGM-11 DXGM-15 DXGM-17 DXGM-16 DXGM-18
More informationMathematics 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
More informationCourse: Geometry Level: Regular Date: 11/2016. Unit 1: Foundations for Geometry 13 Days 7 Days. Unit 2: Geometric Reasoning 15 Days 8 Days
Geometry Curriculum Chambersburg Area School District Course Map Timeline 2016 Units *Note: unit numbers are for reference only and do not indicate the order in which concepts need to be taught Suggested
More informationDiscovering Geometry: 1 st Quarter. California Geometry Standard Resources
Discovering Geometry: 1 st Quarter 1.0 Students demonstrate understanding by identifying and giving examples of undefined terms, axioms, Ch. 1,2, 1,2,3, 2.0 Students write geometric proofs, including proofs
More informationMathematics High School Geometry An understanding of the attributes and relationships of geometric objects can be applied in diverse contexts
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
More informationTexas High School Geometry
Texas High School Geometry This course covers the topics shown below. Students navigate learning paths based on their level of readiness. Institutional users may customize the scope and sequence to meet
More informationThe School District of Palm Beach County GEOMETRY HONORS Unit A: Essentials of Geometry
Unit A: Essentials of G CO Congruence G GPE Expressing Geometric Properties with Equations G MG Modeling G GMD Measurement & Dimension MAFS.912.G CO.1.1 MAFS.912.G CO.4.12 MAFS.912.G GPE.2.7 MAFS.912.G
More informationGeometry Mathematics. Grade(s) 10th - 12th, Duration 1 Year, 1 Credit Required Course
Scope And Sequence Timeframe Unit Instructional Topics 9 Week(s) 9 Week(s) 9 Week(s) Geometric Structure Measurement Similarity Course Overview GENERAL DESCRIPTION: In this course the student will become
More informationHS Geometry Mathematics CC
Course Description This course involves the integration of logical reasoning and spatial visualization skills. It includes a study of deductive proofs and applications from Algebra, an intense study of
More informationEast Penn School District Secondary Curriculum
East Penn School District Secondary Curriculum A Planned Course Statement for Geometry CP Lab Course # 312L Grade(s) 9-12 Department: Mathematics Length of Period (mins.) 41 Total Clock Hours: 62 Periods
More informationAldine ISD Benchmark Targets /Geometry SUMMER 2004
ASSURANCES: By the end of Geometry, the student will be able to: 1. Use properties of triangles and quadrilaterals to solve problems. 2. Identify, classify, and draw two and three-dimensional objects (prisms,
More informationNorthern York County School District Curriculum
Course Name Keystone Geometry (1.03 / 1.06 / 1.10) Grade Level Grade 10 Northern York County School District Curriculum Module Instructional Procedures Module 1: Geometric Properties and Reasoning Course
More informationGEOMETRY PRECISION GLEs
GEOMETRY PRECISION GLEs NUMBER AND NUMBER RELATIONS GLE.1 GLE.2 GLE.3 Simplify and determine the value of radical expressions Predict the effect of operations on real numbers (e.g., the quotient of a positive
More informationMathematics 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
More informationGeometry. Course Requirements
Geometry Geometry is a full year, high school math course for the student who has successfully completed the prerequisite course, Algebra I. The course focuses on the skills and methods of linear, coordinate,
More informationYEAR 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
More information