, 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. Make sense of problems and persevere in solving them. 1. Use multiple reading strategies. 2. Reason abstractly and quantitatively. 2. Understand and use correct mathematical vocabulary. 3. Construct viable arguments and critique the reasoning of others. 3. Discuss and articulate mathematical ideas. 4. Model with mathematics. 4. Write mathematical arguments. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. Standards 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, distance along a line, and distance around a circular arc. (Distance around a circular arc will be taught in Quarter 3 with Circles.) Student Friendly I Can Statements Transformations and Congruence I can describe and name the undefined notions of points, lines, and planes. I can precisely define line segments, rays, parallel lines, perpendicular lines, and skew lines and describe their characteristics. I can precisely define angles, including supplementary, complementary, adjacent, and linear pairs and describe their characteristics. I can use the Distance Formula or Pythagorean Theorem to find the length of a segment on the coordinate plane. I can use the Midpoint Formula to find the midpoint of a segment on the coordinate plane. Page 1 of 5

G.CO.A.2 Represent transformations in the plane in multiple ways, including technology. Describe transformations as functions that take points in the plane (pre-image) as inputs and give other points (image) as outputs. Compare transformations that preserve distance and angle measure to those that do not (e.g., translation versus horizontal stretch). I can draw transformations of reflections, rotations, translations, and combinations of these using graph paper, transparencies, and patty paper, both on and off the coordinate plane. I can determine the coordinates for the image of a figure when a transformation rule is applied to the pre-image. I can explain rigid motion as motion that preserves distance and angle measure. I can distinguish between congruence transformations that are rigid (reflections, rotations, translations) and those that are not (dilations or rigid motions followed by dilations). G.CO.A.3 Given a rectangle, parallelogram, trapezoid, or regular polygon, describe the rotations and reflections that carry the shape onto itself. I can determine if a figure has rotational symmetry (maps onto itself), and if so, determine the angle of rotation. I can determine if a figure has line symmetry, and if so, find all the lines of symmetry. G.CO.A.4 Develop definitions of rotations, reflections, and translations in terms of angles, circles, perpendicular lines, parallel lines, and line segments. I can define and describe transformations in terms of angles, circles, lines, and line segments (i.e. reflecting a figure over a line or parallel lines, rotating a figure 180, etc.). I can use a rule to define reflections, rotations, and translations on the coordinate plane (i.e. (x, y) ( y, x) when rotating 90 counterclockwise about the origin, etc.) G.CO.A.5 Given a geometric figure and a rigid motion, draw the image of the figure in multiple ways, including technology. Specify a sequence of rigid motions that will carry a given figure onto another. I can predict and verify the sequence of transformations (a composition) that will map a figure onto another. Page 2 of 5

G.CO.B.6 Use geometric descriptions of rigid motions to transform figures and to predict the effect of a given rigid motion on a given figure; given two figures, use the definition of congruence in terms of rigid motions to determine informally if they are congruent. G.CO.B.7 Use the definition of congruence in terms of rigid motions to show that two triangles are congruent if and only if corresponding pairs of sides and corresponding pairs of angles are congruent. I can define congruent figures as figures that have the same shape and size and state the composition of rigid motions (reflections, rotations, translations, and combinations of these) that will map one congruent figure onto the other. I can determine if two figures are congruent by determining if rigid motions will turn one figure onto the other (preserving distance and angle measure). I can explain and prove that in a pair of congruent triangles, corresponding sides are congruent and corresponding angles are congruent. G.CO.C.9 Prove theorems about lines and angles. Lines, Angles, and Triangles I can prove vertical angles are congruent. I can prove and apply theorems about the angles formed by parallel lines and a transversal (corresponding, alternate interior, same-side interior). (*ACT) G.GPE.B.2 Use coordinates to prove simple geometric theorems algebraically. G.GPE.B.3 Prove the slope criteria for parallel and perpendicular lines and use them to solve geometric problems. G.CO.B.8 Explain how the criteria for triangle congruence (ASA, SAS, AAS, and SSS) follow from the definition of congruence in terms of rigid motions. I can prove points on a perpendicular bisector of a line segment are exactly equidistant from the segment s endpoints. I can use coordinate geometry to prove theorems algebraically. I can use slope to prove lines are parallel or perpendicular. I can find the equation of a line parallel or perpendicular to a given line that passes through a given point. I can use the definition of congruence, based on rigid motion, to explain the triangle congruence criteria (ASA, AAS, SAS, SSS, and HL) Page 3 of 5

G.CO.D.12 Make formal geometric constructions with a variety of tools and methods (compass and straightedge, string, reflective devices, paper folding, dynamic geometric software, etc.). Constructions : Scattered throughout the book; teachers use their discretion in covering as they fit in a particular lesson in the book, or all at once (as long as completed by end of quarter) Use a variety of tools to perform the following constructions: I can bisect a segment. I can bisect an angle. I can construct perpendicular lines including the perpendicular bisector of a segment. G.SRT.B.5 Use congruence and similarity criteria for triangles to solve problems and to justify relationships in geometric figures. Honors Addendum Note for Teachers of Honors: Do not teach this Honors Addendum at the end of the quarter. Embed the Honors Addendum within the regular Scope & Sequence. Understand and apply the rules of logic as they relate to proving geometric theorems. Investigate forms of non-euclidean geometry. Construct truth tables to determine the truth value of logical statements. I can construct a line parallel to a given line through a point not on the line. I can use congruence criteria to solve problems about triangles and prove relationships in geometric figures. I can write and analyze biconditional statements. I can write the inverse, converse, and contrapositive of a conditional statement. I can research and explain the other types of geometry besides Euclidean such as spherical, hyperbolic, and elliptical. I can identify, write, and analyze the truth value of conditional statements. I can apply the Law of Detachment and Law of Syllogism in logical reasoning. I can follow logical steps to write a simple indirect proof. I can construct truth tables to determine the truth value of logical statements. Page 4 of 5

2017.18, Geometry, Quarter 2 The following Practice Standards and Literacy Skills will be used throughout the course: Standards for Mathematical Practice Literacy Skills for Mathematical Proficiency 1. Make sense of problems and persevere in solving them. 1. Use multiple reading strategies. 2. Reason abstractly and quantitatively. 2. Understand and use correct mathematical vocabulary. 3. Construct viable arguments and critique the reasoning of others. 3. Discuss and articulate mathematical ideas. 4. Model with mathematics. 4. Write mathematical arguments. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. Standards G.CO.C.10 Prove theorems about triangles. Student Friendly I Can Statements Lines, Angles, and Triangles (con t) I can prove the sum of the measures of the interior angles of a triangle is equal to 180⁰. I can prove the base angles of isosceles triangles are congruent. I can identify that a polygon is a triangle given three side measures (Triangle Inequality Theorem). I can order the sides of a triangle from least to greatest given its angle measures. I can order the angles of a triangle from least to greatest given its side measures.

G.C.A.3 Construct the incenter and circumcenter of a triangle and use their properties to solve problems in context. I can construct the circumscribed circle whose center is the point of intersection of the perpendicular bisectors (circumcenter). I can solve problems using the properties of the circumcenter. I can construct the inscribed circle whose center is the point of

intersection of the angle bisectors (incenter). I can solve problems using the properties of the incenter. I can prove the segment joining the midpoints of two sides of a triangle (midsegment) is parallel to, and half the length of, the third side. I can prove the medians of a triangle meet at a point called the centroid. I can explore additional properties of the Centroid theorem. G.CO.C.11 Prove theorems about parallelograms. Quadrilaterals and Coordinate Proof I can define and describe the following quadrilaterals: all parallelograms, all trapezoids, and kites. I can prove the opposite sides of a parallelogram are congruent. I can prove the opposite angles of a parallelogram are congruent. I can prove the diagonals of a parallelogram bisect each other. I can prove rectangles are parallelograms with congruent diagonals. G.GPE.B.3 Prove the slope criteria for parallel and perpendicular lines and use them to solve geometric problems. G.GPE.B.2 Use coordinates to prove simple geometric theorems algebraically. I can use slope to determine properties of polygons. I can use slope to prove properties of quadrilaterals and classify them. I can represent the vertices of a figure in the coordinate plane using variables. I can write coordinate proofs.

I can prove or disprove geometric theorems or definitions in relation to the coordinate plane using slope, distance and midpoint formulas (i.e. proving a quadrilateral on the coordinate plane is a rectangle, etc.) G.GPE.B.5 Know and use coordinates to compute perimeters of polygons and areas of triangles and rectangles. I can use coordinate geometry and the distance formula to find the area and perimeters of polygons on the coordinate plane. G.SRT.A.1 Verify informally the properties of dilations given by a center and a scale factor. Unit 4 - Similarity I can define dilation. I can perform a dilation with a given center and scale factor on a figure in the coordinate plane. I can verify that when a side passes through the center of dilation, the side and its image lie on the same line. G.SRT.A.2 Given two figures, use the definition of similarity in terms of similarity transformations to decide if they are similar; explain using similarity transformations the meaning of similarity for triangles as the equality of all corresponding pairs of angles and the proportionality of all corresponding pairs of sides. I can verify that corresponding sides of the pre-image and images are parallel and proportional. I can define similarity as a composition of rigid motions followed by dilations in which angle measure is preserved and side length is proportional. I can identify corresponding sides and corresponding angles of similar triangles. I can determine scale factor between two similar figures and use the scale factor to solve problems. I can demonstrate that corresponding angles are congruent and corresponding sides are proportional in a pair of similar triangles. G.SRT.A.3 Use the properties of similarity transformations to establish the AA criterion for two triangles to be similar. I can determine that two figures are similar by verifying that angle measure is preserved and corresponding sides are proportional.

G.SRT.B.5 Use congruence and similarity criteria for triangles to solve problems and to justify relationships in geometric figures I can show and explain that when two angles measures (AA) are known, the third angle measure is also known. (Third Angle Theorem) I can use triangle similarity theorems such as AA, SSS and SAS to prove two triangles are similar. G.SRT.B.4 Prove theorems about similar triangles. I can prove a line parallel to one side of a triangle divides the other two proportionally. I can prove if a line divides two sides of a triangle proportionally; then it is parallel to the third side. G.GPE.B.4 Find the point on a directed line segment between two given points that partitions the segment in a given ratio. Honors Addendum Note for Teachers of Honors: Do not teach this Honors Addendum at the end of the quarter. Embed the Honors Addendum within the regular Scope & Sequence. Relationships Within Triangles Construct the points of concurrency within a triangle and solve problems using the properties of the centroid, orthocenter, incenter, and circumcenter. I can find the point on a line segment, given two endpoints, that divides the segment into a given ratio. Relationships Within Triangles I can distinguish among altitudes, angle bisectors, perpendicular bisectors, medians and midsegments in triangles and use their properties to solve problems. I can distinguish among the centroid, orthocenter, incenter, and circumcenter in a triangle and use the properties of each to solve problems. I can construct special segments in triangles using a compass and a straight edge or patty paper. I can use points of concurrency to construct and make conjectures about the Euler Line.

2017.18, Geometry, Quarter 3 The following Practice Standards and Literacy Skills will be used throughout the course: Standards for Mathematical Practice Literacy Skills for Mathematical Proficiency 1. Make sense of problems and persevere in solving them. 1. Use multiple reading strategies. 2. Reason abstractly and quantitatively. 2. Understand and use correct mathematical vocabulary. 3. Construct viable arguments and critique the reasoning of others. 3. Discuss and articulate mathematical ideas. 4. Model with mathematics. 4. Write mathematical arguments. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. Standards G.SRT.C.6 Understand that by similarity, side ratios in right triangles are properties of the angles in the triangle, leading to definitions of trigonometric ratios for acute angles. G.SRT.C.7 Explain and use the relationship between the sine and cosine of complementary angles. Trigonometry Student Friendly I Can Statements I can use properties of similar right triangles to form the definitions of trigonometric ratios for acute angles. I can calculate sine and cosine ratios for acute angles in a right triangle when two side lengths are given. I can explain and use the relationship between the sine of an acute angle and the cosine of its complement. Page 1 of 4

G.SRT.C.8 Solve triangles. a. Know and use trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems. I can use the Pythagorean Theorem to solve for unknown side length of a right triangle. I can draw right triangles that describe real world problems and label the sides and angles with their given measures. I can solve application problems involving right triangles, including angle of elevation and depression, navigation and surveying, using the Pythagorean Theorem and trigonometry. b. Know and use the Law of Sines and Law of Cosines to solve problems in real life situations. Recognize when it is appropriate to use each. I can use the Law of Sines and Law of Cosines to solve real world problems. I can distinguish between situations that require the Law of Sines or the Law of Cosines. I can represent real world problems with diagrams of right and nonright triangles and use them to solve for unknown side lengths and angle measures. I can solve right triangles including special right triangles (such as 30-60-90 and 45-45-90) by finding the measures of all sides and angles in the triangles. Circles Page 2 of 4

G.C.A.2 Identify and describe the relationships among inscribed angles, radii, and chords. I can identify central angles, inscribed angles, circumscribed angles, diameters, radii, chords, and tangents. I can describe the relationship between a central angle and its intercepted arc. I can describe the relationship between an inscribed angle and its intercepted arc. I can describe the relationship between a circumscribed angle and its intercepted arcs. I can describe the relationship between two secants, a secant and a tangent or two tangents in relation to the intercepted circle. I can verify that inscribed angles on a diameter are right angles. G.CO.D.12 Make formal geometric constructions with a variety of tools and methods (compass and straightedge, string, reflective devices, paper folding, dynamic geometric software, etc.). G.C.A.1 Recognize that all circles are similar. G.GMD.A.1 Give an informal argument for the formulas for the circumference of a circle and the volume and surface area of a cylinder, cone, prism, and pyramid.(only circumference in this quarter) G.C.B.4 Know the formula and find the area of a sector of a circle in a real-world context. I can verify that the radius of a circle is perpendicular to the tangent where the radius intersects the circle. I can prove that the opposite angles in an inscribed quadrilateral are supplementary. I can construct following objects inscribed in a circle: equilateral triangle, square, and regular hexagon. I can recognize that all circles are similar. I can define and demonstrate π as the ratio of a circle s circumference to its diameter. I can find the area of a circle. I can use similarity to derive the formula for the area of a sector. I can find the area of a sector. I can calculate the length of an arc of a circle. Page 3 of 4

G.GPE.A.1 Know and write the equation of a circle of given center and radius using the Pythagorean Theorem. G.GPE.B.2 Use coordinates to prove simple geometric theorems algebraically. Honors Addendum Note for Teachers of Honors: Do not teach this Honors Addendum at the end of the quarter. Embed the Honors Addendum within the regular Scope & Sequence. Make use of the Converse of the Pythagorean theorem. Derive the formula A = 1/2 ab sin(c) for the area of a triangle by drawing an auxiliary line from a vertex perpendicular to the opposite side. I can know and write the equation of circle of given center and radius using the Pythagorean Theorem. I can prove or disprove whether a point lies on a circle given the center and the radius of the circle. I can use the converse of the Pythagorean Theorem to determine if a triangle is acute, obtuse, or right. I can derive the formula, A = ½ absin(c), and use it to solve for the area of a triangle. Page 4 of 4

2017.18, Geometry, Quarter 4 The following Practice Standards and Literacy Skills will be used throughout the course: Standards for Mathematical Practice Literacy Skills for Mathematical Proficiency 1. Make sense of problems and persevere in solving them. 1. Use multiple reading strategies. 2. Reason abstractly and quantitatively. 2. Understand and use correct mathematical vocabulary. 3. Construct viable arguments and critique the reasoning of others. 3. Discuss and articulate mathematical ideas. 4. Model with mathematics. 4. Write mathematical arguments. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. Standards Student Friendly I Can Statements Measurement and Modeling in Two and Three Dimensions G.GMD.A.1 Give an informal argument for the formulas for the I can find the area of all 2-dimensional figures, including triangles, circumference of a circle (3rd quarter) and the volume and surface quadrilaterals, and composite figures. area of a cylinder, cone, prism, and pyramid. G.GMD.A.2 Know and use volume and surface area formulas for cylinders, cones, prisms, pyramids, and spheres to solve problems. I can find the area of a regular polygon I can understand the relationship between cones and cylinders, and prisms and pyramids. I can apply Cavalieri s Principle to solve problems involving volume of solid figures. I can develop formulas to calculate the volumes and surface area of 3-D figures including spheres, cylinders, cones, prisms, and pyramids. I can find the lateral area of a 3-D figure. Page 1 of 3

G.MG.A.1 Use geometric shapes, their measures, and their properties to describe objects. G.MG.A.2 Apply geometric methods to solve real world problems. I can use the similarity ratio between two solids to find the volume. I can use geometric shapes, their measures and their properties to describe objects. I can apply the concept of density when referring to situations involving area and volume. I can apply geometric methods to solve real-world problems. Honors Addendum After state testing, recommendation is to introduce the unit circle and it s connection to special right triangles in preparation for Algebra 2, in addition to standards below. Page 2 of 3