Pacing Guide
Geometry Parts I & II
(& Honors)
Robert E. Lee High School
Staunton City Schools
Staunton, Virginia
June 2006
***** Honors Pacing guide at end of packet
Blueprint Summary Table
Reporting Categories No. of
Items
SOL
Lines and Angles 11 G.3 G.4 G.11
Triangles and Logic 12 G.1a,b,c,d G.5a,b G.6 G.7
Polygons and Circles 10 G.8a,b,c G.9 G.10
Three-Dimensional Figures 6 G.12 G.13 G.14a,b
Coordinate Relations and Transformations 6 G.2a,b,c
Total Number of Operational Items 45
Field Test Items* 10 *These field test items will not be used to compute students’ scores on the test
Total Number of Items 55
Week(s) Organizing Topics Related Standards of Learning
G e o m e t r y P a r t I 1
st 9
-wee
ks 1-2 Basics of Geometry G.1b
3-4 Segments and Angles G.1a, c, d, G.2a, G.3
5-6 Parallel and Perpendicular Lines G.3, G.4, G.11, G.2a
2n
d-9
wee
ks
1-2 Triangle Relationships G.6, G.7
3-4 Congruent Triangles G.5
5 Symmetry and Translations G.2b, c
6-7 Quadrilaterals G.8
G e o m e t r y P a r t I I
3rd 9
-wee
ks 1-3 Similarity G.5b, G.14a
3-5 Polygons and Area G.3, G.9
6-8 Surface Area and Volume G.12, G.13, G.14b
4th
9-w
eek
s
1-2 Right Triangles and Trigonometry G.7
3-5 Circles G.10
Tessellations and Tiling problems G.9
Scale drawings, perspective drawings, blueprints, etc. G.12
Week(s): ___1.1-1.2__
* Notes: R= Rubric needed L= develop “look fors” P= create project SR= write Selected Response test E= Essay
CH 1: Basics of Geometry
(none)
Relate
d SOL
Essential Knowledge and Skills
Students should be able to: Verbs
Strategies to Engage the Learner
The learner will . . .
Evidence of Mastery*
(See Notes)
(These are all basic terms that students need to
know before they can move on)
(see activities in textbook—they are good)
Quizzes / Tests
Week(s) ___1.3-1.4__
* Notes: R= Rubric needed L= develop “look fors” P= create project SR= write Selected Response test E= Essay
CH 2: Segments and Angles
G.1 The student will construct and judge the validity of a logical argument consisting of a set of premises and a conclusion. This will include
a) identifying the converse, inverse, and contrapositive of a conditional statement;
b) translating a short verbal argument into symbolic form;
c) using Venn diagrams to represent set relationships; and
d) using deductive reasoning, including the law of syllogism.
Relate
d SOL
Essential Knowledge and Skills
Students should be able to: Verbs
Strategies to Engage the Learner
The learner will . . .
Evidence of Mastery*
(See Notes)
G.1 A. Identify the converse, inverse, and
contrapositive of a conditional statement.
B. Translate short verbal arguments into
symbolic form, such as
(p → q) and (~p → ~q).
C. Use and interpret Venn diagrams.
D. Determine the validity of a logical argument.
E. Use valid forms of deductive reasoning,
including the law of syllogism.
F. Select and use various types of reasoning and
methods of proof, as appropriate.
Identify
Use
Interpret
Determine
Use
Select
Section 2.5 of Text book.
Go to: Z:\Math\Geometry\Honors
Geometry Fall 2005\Proofs
Section 2.6 Text book
Notes: \\Leemen\teachers\Teacher
Resources\Math\Geometry\Other Geo Stuff\Geometry notes from Kevin\Notes\Notes 1.7.doc
Overhead demonstrations
Worksheets
SL selected response
test
Conditional statement
card project ®
Identify correct Venn
Diagrams
Week(s) ___1.3-1.4__
* Notes: R= Rubric needed L= develop “look fors” P= create project SR= write Selected Response test E= Essay
CH 2: Segments and Angles
G.2 The student will use pictorial representations, including computer software, constructions, and coordinate methods, to solve problems
involving symmetry and transformation. This will include
a) investigating and using formulas for finding distance, midpoint, and slope
G.3 The student will solve practical problems involving complementary, supplementary, and congruent angles that include vertical
angles, angles formed when parallel lines are cut by a transversal, and angles in polygons.
Related
SOL
Essential Knowledge and Skills
Students should be able to: Verbs
Strategies to Engage the Learner
The learner will . . .
Evidence of
Mastery*(See Notes)
G.2 B. Apply the distance formula to find the length
of a line segment when given the coordinates
of the endpoints.
C. Find the coordinates of the midpoint of a
segment, using the midpoint formula.
Solve
investigate
Find the
distance
Section 2.1 textbook
Folding a segment bisector and measuring
segments
Coordinate plane-distance formula activity
Section 2.2 textbook
Folding Angle Bisector Activity, and
measure.
Paper Airplane
Project ®
SL Selected
Response test
G.3 B. State the relationships between pairs of angles,
including a linear pair, vertical angles,
corresponding angles, alternate interior
angles, same-side (consecutive) interior
angles, complementary angles, and
supplementary angles.
F. Solve practical problems by using the
relationships between pairs of angles such as
vertical angles, corresponding angles,
alternate interior angles, same-side interior
angles, complementary angles, and
supplementary angles.
State
Solve
Sections 2.3, 2.4 text book
Gismos: Investigating Angles Activity A
Warm-up: \\Leemen\teachers\Teacher Resources\Math\Geometry\Geometry Part I\Warm-ups\1-7 (angle pairs).doc
SL selected response
test
Classroom
demonstration`
Week(s) ___1.5-1.6__
* Notes: R= Rubric needed L= develop “look fors” P= create project SR= write Selected Response test E= Essay
CH 3: Parallel and Perpendicular Lines
G.2 The student will use pictorial representations, including computer software, constructions, and coordinate methods, to solve problems
involving symmetry and transformation. This will include
a) investigating and using formulas for finding distance, midpoint, and slope;
G.3 The student will solve practical problems involving complementary, supplementary, and congruent angles that include vertical angles,
angles formed when parallel lines are cut by a transversal, and angles in polygons.
Related
SOL
Essential Knowledge and Skills
Students should be able to: Verbs
Strategies to Engage the Learner
The learner will . . .
Evidence of
Mastery*(See Notes)
G.2 a D. Find the slope of a line, given the graph or the
coordinates of two points on the line. Find
Prentice Hall Section 2-3 (p83) Quiz
G.3 A. Classify the types of angles formed by two
lines and a transversal.
B. State the relationships between pairs of angles,
including a linear pair, vertical angles,
corresponding angles, alternate interior
angles, same-side (consecutive) interior
angles, complementary angles, and
supplementary angles.
C. Solve practical problems involving
intersecting and parallel lines in a plane.
F. Solve practical problems by using the
relationships between pairs of angles such as
vertical angles, corresponding angles,
alternate interior angles, same-side interior
angles, complementary angles, and
supplementary angles.
Classify
State
Solve
Solve
Go to: http://www.explorelearning.com/ for Parallel
line and Planes gizmo
Assessment: \\Leemen\teachers\Teacher
Resources\Math\Geometry\Honors Geometry Fall 2005\Tests\HONORS ch 3 test.doc
Practice: \\Leemen\teachers\Teacher Resources\Math\Geometry\Geometry Part I\Accel Geo Pt. I\Tests_Quizzes\Ch 7\Practice
(7-1,7-2)b.doc
Assessment: \\Leemen\teachers\Teacher
Resources\Math\Geometry\Geometry Part I\Accel Geo Pt. I\Tests_Quizzes\Ch 7\QUIZ (7-
1,7-2).doc
R
Test / Quiz
Week(s) ___1.5-1.6__
* Notes: R= Rubric needed L= develop “look fors” P= create project SR= write Selected Response test E= Essay
CH 3: Parallel and Perpendicular Lines
G.4 The student will use the relationships between angles formed by two lines cut by a transversal to determine if two lines are parallel
and verify, using algebraic and coordinate methods as well as deductive proofs.
G.11 The student will construct a line segment congruent to a given line segment, the bisector of a line segment, a perpendicular to a given
line from a point not on the line, a perpendicular to a given line at a point on the line, the bisector of a given angle, and an angle
congruent to a given angle. ***(not in McD textbook)
Related
SOL
Essential Knowledge and Skills
Students should be able to: Verbs
Strategies to Engage the Learner
The learner will . . .
Evidence of
Mastery*(See Notes)
G.4 A. Use properties, postulates, and theorems to
determine whether two lines are parallel.
B. Use algebraic, coordinate, and deductive
methods to determine whether two lines are
parallel.
Use (activities in text) Quiz / Test
G.11 Construct
A. a line segment congruent to a given line
segment;
B. the bisector of a line segment;
C. a perpendicular to a given line from a point
not on the line;
D. a perpendicular to a given line at a point on
the line;
E. the bisector of a given angle; and
F. an angle congruent to a given angle.
Construct Construction Directions:
Honors Geometry Fall 2005\Notes_Handouts\Constructions.doc
Correct
Constructions
Week(s) ___2.1-2.2__
* Notes: R= Rubric needed L= develop “look fors” P= create project SR= write Selected Response test E= Essay
CH 4: Triangle Relationships
G.6 The student, given information concerning the lengths of sides and/or measures of angles, will apply the triangle inequality properties
to determine whether a triangle exists and to order sides and angles. These concepts will be considered in the context of practical
situations.
G.7 The student will solve practical problems involving right triangles by using the Pythagorean Theorem, properties of special right
triangles, and right triangle trigonometry. Solutions will be expressed in radical form or as decimal approximations.
Related
SOL
Essential Knowledge and Skills
Students should be able to: Verbs
Strategies to Engage the Learner
The learner will . . .
Evidence of
Mastery*(See Notes)
G.6 A. Given the lengths of three segments,
determine whether a triangle could be
formed.
B. Arrange the angles of a triangle in order from
smallest to largest when given the lengths of
the sides.
C. Arrange the sides of a triangle in order from
smallest to largest when given the measures
of the angles.
D. Given the lengths of two sides of a triangle,
determine the range in which the length of the
third side must lie.
Apply
Arrange
Determine
Section 4.7 , 4.1, 4.2 , 4.3, Text Book
Triangle Inequality Activity Sheet: \\Leemen\teachers\Teacher Resources\Math\Geometry\Geometry Part I\Accel Geo Pt. I\Warm-ups\Ch 4\Triangle Inequalities.doc
(L)
(rubric included)
SL Selected Response
Test
G.7 A. Given the lengths of two sides of a right
triangle, use the Pythagorean Theorem to find
the length of the third side.
B. Determine whether a triangle formed with
three given lengths is a right triangle.
Find
Determine
Solve
Section 4.4, 4.5, 4.6 Text book
Areas and Right Triangles Activity (pg191)
Notes: \\Leemen\teachers\Teacher
Resources\Math\Geometry\Other Geo Stuff\Geometry notes from Kevin\Notes\Notes 5.3.doc
Sketchpad Pythag. Theorem Activity: \\LEEMEN\APPS\GEOMETRY\Instructor\Nussbaum\pyth
agorean theorem w. squares.gsp
Illustrate proof of the
Pythagorean
Theorem using
pictures or drawings.
(L)
SR Selected
Reponse Test
Week(s) ___2.3-2.4__
* Notes: R= Rubric needed L= develop “look fors” P= create project SR= write Selected Response test E= Essay
CH 5: Congruent Triangles
G.5 The student will
a) investigate and identify congruence and similarity relationships between triangles; and
b) prove two triangles are congruent or similar, given information in the form of a figure or statement, using algebraic and
coordinate as well as deductive proofs.
Related
SOL
Essential Knowledge and Skills
Students should be able to: Verbs
Strategies to Engage the Learner
The learner will . . .
Evidence of
Mastery*(See Notes)
G.5a
A. Use definitions, postulates, and theorems to
determine whether triangles are congruent.
Use
Determine
Investigate
Section 5.1, 5.2, 5.3, 5.4, 5.6
Congruent Triangles Activity (p 240)
Gizmos Congruent triangles activity
Sketchpad HL demonstration: \\LEEMEN\APPS\GEOMETRY\Instructor\Nussbaum\Hyp
otenuse Leg.gsp
Project involving
proofs of at least
three Theorems
relating to
congruent
triangles (L)
SR Selected response
test
G.5b D. Use coordinate methods, such as the distance
formula and the slope formula, to prove two
triangles are congruent.
Prove Overhead activity using Coordinate plane` Class Demonstration
Week(s) ___2.5__
* Notes: R= Rubric needed L= develop “look fors” P= create project SR= write Selected Response test E= Essay
CH XXX: Symmetry and Translations
G.2 The student will use pictorial representations, including computer software, constructions, and coordinate methods, to solve problems
involving symmetry and transformation. This will include
b) investigating symmetry and determining whether a figure is symmetric with respect to a line or a point; and
c) determining whether a figure has been translated, reflected, or rotated.
Related
SOL
Essential Knowledge and Skills
Students should be able to: Verbs
Strategies to Engage the Learner
The learner will . . .
Evidence of
Mastery*(See Notes)
G.2b
E. Determine whether a figure has point
symmetry, line symmetry, or neither.
Determine Section 5.7 11.8 text book
Construct shapes on paper, cut them out and
fold to find lines of symmetry
SR: selected response
test
G.2c A. Given an image and pre-image, identify the
transformation that has taken place as a
reflection, rotation, or translation.
Identify Go to:\\Leemen\teachers\Teacher
Resources\Math\Geometry\Geometry Part II\notes\Notes 3.1.doc
Go to http://www.explorelearning.com/
For “Reflections Activity”
Quiz
Week(s) ___2.6-2.7__
* Notes: R= Rubric needed L= develop “look fors” P= create project SR= write Selected Response test E= Essay
CH 6: Quadrilaterals
G.8 The student will
a) investigate and identify properties of quadrilaterals involving opposite sides and angles, consecutive sides and angles, and diagonals;
b) prove these properties of quadrilaterals, using algebraic and coordinate methods as well as deductive reasoning; and
c) use properties of quadrilaterals to solve practical problems.
Related
SOL
Essential Knowledge and Skills
Students should be able to: Verbs
Strategies to Engage the Learner
The learner will . . .
Evidence of
Mastery*(See Notes)
G.8 A. Solve practical problems, using the properties
specific to parallelograms, rectangles,
rhombi, squares, and trapezoids.
B. Prove that quadrilaterals have specific
properties, using coordinate and algebraic
methods, such as the distance formula, slope,
and midpoint formula.
C. Prove the properties of quadrilaterals, using
deductive reasoning.
Solve
Prove
Prove
Geo Sketchpad Resource: M:\Instructor\Nussbaum\Quadrilaterals.gsp
\\LEEMEN\APPS\GEOMETRY\Instructor\Nussbaum\Qu
adrilateralsHONORS.gsp
Proofs: Z:\Math\Geometry\Geometry Part II\Proofs
“Discovering” Activity: Z:\Math\Geometry\Other Geo Stuff\Geometry notes from Kevin\Notes\Notes 9.1a.doc
Notes: Geometry Part II\notes\Ch 9\Notes 9.2.doc
R--Build and identify
properties of
Quadrilaterals
Correctly completed
Proofs
Tests/Quizzes
Week(s) ___3.1-3.2__
* Notes: R= Rubric needed L= develop “look fors” P= create project SR= write Selected Response test E= Essay
CH 7: Similarity
G.5 The student will
b) prove two triangles are congruent or similar, given information in the form of a figure or statement, using algebraic and
coordinate as well as deductive proofs.
Related
SOL
Essential Knowledge and Skills
Students should be able to: Verbs
Strategies to Engage the Learner
The learner will . . .
Evidence of
Mastery*(See Notes)
G.5b B. Use definitions, postulates, and theorems to
determine whether triangles are similar.
C. Use algebraic methods, such as properties of
proportions, to prove that triangles are
similar.
Use
Use
Notes: \\LEEMEN\TEACHERS\TEACHER
RESOURCES\Math\Geometry\Other Geo Stuff\Geometry notes from Kevin\Notes\Notes
10.4.doc
Notes: \\LEEMEN\TEACHERS\TEACHER RESOURCES\Math\Geometry\Other Geo Stuff\Geometry notes from Kevin\Notes\Notes
10.2.doc
Mirror Project: \\LEEMEN\TEACHERS\TEACHER RESOURCES\Math\Geometry\Geometry Part
II\Projects\Indirect Measurement MIRROR.doc
Notes: \\LEEMEN\TEACHERS\TEACHER RESOURCES\Math\Geometry\Other Geo
Stuff\Geometry notes from Kevin\Notes\Notes 10.3.doc
Chapter Test: \\LEEMEN\TEACHERS\TEACHER
RESOURCES\Math\Wead\Chapter 10 Test (Geo).doc
Quiz
Chapter Test
Mirror Project
Week(s) ___3.1-3.2__
* Notes: R= Rubric needed L= develop “look fors” P= create project SR= write Selected Response test E= Essay
CH 7: Similarity
G.14 The student will
a) use proportional reasoning to solve practical problems, given similar geometric objects
Related
SOL
Essential Knowledge and Skills
Students should be able to: Verbs
Strategies to Engage the Learner
The learner will . . .
Evidence of
Mastery*(See Notes)
G.14a
A. Compare perimeters and areas of similar two-
dimensional figures, using proportions.
C. Solve practical problems involving similar
objects.
Measure,
Calculate,
Use
Determine
Use
Solve, Find,
Determine
Mirror Project: \\LEEMEN\TEACHERS\TEACHER
RESOURCES\Math\Geometry\Geometry Part II\Projects\Indirect Measurement MIRROR.doc
Chapter 3 Quest (# 18-20): \\LEEMEN\TEACHERS\TEACHER RESOURCES\Math\Wead\Chapter 3 Quest
(Geo).doc
Notes: \\LEEMEN\TEACHERS\TEACHER RESOURCES\Math\Geometry\Other Geo
Stuff\Geometry notes from Kevin\Notes\Notes 10.1.doc
Chapter Test: \\LEEMEN\TEACHERS\TEACHER
RESOURCES\Math\Wead\Chapter 10 Test (Geo).doc
Geometric Mean in Right Triangles:
\\LEEMEN\APPS\GEOMETRY\Instructor\Nussbaum\Right Triangle Similarity.gsp
\\LEEMEN\APPS\GEOMETRY\Instructor\Nussbaum\Geo Mean in Rt Triangles.gsp
Quiz
Chapter Test
Mirror Project
Week(s) ___3.3-3.5__
* Notes: R= Rubric needed L= develop “look fors” P= create project SR= write Selected Response test E= Essay
CH 8: Polygons and Area
G.3 The student will solve practical problems involving complementary, supplementary, and congruent angles that include vertical angles,
angles formed when parallel lines are cut by a transversal, and angles in polygons.
G.9 The student will use measures of interior and exterior angles of polygons to solve problems. Tessellations and tiling problems will be
used to make connections to art, construction, and nature.
Related
SOL
Essential Knowledge and Skills
Students should be able to: Verbs
Strategies to Engage the Learner
The learner will . . .
Evidence of
Mastery*(See Notes)
G.3 D. Find the sum of the measures of the interior
and exterior angles of a convex polygon.
E. Find the measure of each interior and exterior
angle of a regular polygon.
Find Discovering Activities:
Other Geo Stuff\Geometry notes from Kevin\Other\Interior Angles of a Polygon.doc
Other Geo Stuff\Geometry notes from
Kevin\Other\Exterior Angles of a Polygon.doc
Notes: Other Geo Stuff\Geometry notes from Kevin\Notes\Notes 2.2.doc
Quiz / Test
G.9 A. Solve problems involving the measures of
interior and exterior angles of polygons.
Solve Project:
SR GEO\Spring 2006\Unit Three\Regular Polygons
(circles)\Inscribed Regular Polygons Project.doc
Rubric from project
Week(s) ___3.3-3.5__
* Notes: R= Rubric needed L= develop “look fors” P= create project SR= write Selected Response test E= Essay
CH 8: Polygons and Area
G.10 The student will investigate and solve practical problems involving circles, using properties of angles, arcs, chords, tangents, and secants.
Problems will include finding arc length** and area of a sector, and may be drawn from applications of architecture, art, and construction.
**pull from Ch 11
Related
SOL
Essential Knowledge and Skills
Students should be able to: Verbs
Strategies to Engage the Learner
The learner will . . .
Evidence of
Mastery*(See Notes)
G.10 B. Calculate the area of a sector of a circle, using
proportions.
Calculate
Chapter 5 Test (# 23-25): \\LEEMEN\TEACHERS\TEACHER RESOURCES\Math\Wead\Chapter 5 Test
(Geo).doc
Notes: \\LEEMEN\TEACHERS\TEACHER
RESOURCES\Math\Geometry\Other Geo Stuff\Geometry notes from Kevin\Notes\Notes 5.8.doc
Quiz 5-7 and 5-8 (# 8-10): \\LEEMEN\TEACHERS\TEACHER RESOURCES\Math\Geometry\Other Geo Stuff\Geometry notes from Kevin\Notes\Notes
5.8.doc
Quiz
Chapter Test
Week(s) ___3.6-3.8__
* Notes: R= Rubric needed L= develop “look fors” P= create project SR= write Selected Response test E= Essay
CH 9: Surface Area and Volume
G.12 The student will make a model of a three-dimensional figure from a two-dimensional drawing and make a two-dimensional
representation of a three-dimensional object. Models and representations will include scale drawings, perspective drawings,
blueprints, or computer simulations.
Relate
d SOL
Essential Knowledge and Skills
Students should be able to: Verbs
Strategies to Engage the Learner
The learner will . . .
Evidence of
Mastery*(See Notes)
G.12 A. Use properties of three-dimensional objects to
make models.
B. Make a model of a three-dimensional figure
from a two-dimensional drawing.
C. Make a two-dimensional representation of a
three-dimensional object.
D. Solve problems, using scale drawings,
perspective drawings, blueprints, or computer
drawings as models of three-dimensional objects.
E. Identify a three-dimensional object from
different positions, such as the top view, side view,
and front view.
Define
Create,
Scale,
Purchase,
Construct,
Organize
Measure,
Compare,
Find
Create,
Design,
Find
Notes: \\LEEMEN\TEACHERS\TEACHER RESOURCES\Math\Geometry\Other Geo Stuff\Geometry notes from Kevin\Notes\Notes
6.1.doc
Create a floor model of a dream home
(Project): \\LEEMEN\TEACHERS\TEACHER RESOURCES\Math\Wead\Home Floor Model
Project.doc
Measure and compare facial lengths of one’s
own to a Greek statue: \\LEEMEN\TEACHERS\TEACHER
RESOURCES\Math\Geometry\Other Geo
Stuff\Geometry notes from Kevin\Other\Golden Greek Face.doc
Cheezironi Project: \\LEEMEN\TEACHERS\TEACHER RESOURCES\Math\Geometry\Other Geo
Stuff\Geomtery Part I (old stuff)\Projects ii\packing project.doc
Home Floor Model
Project
Greek Face Ratio
Wkst
Cheezironi Project
Week(s) ___3.6-3.8__
* Notes: R= Rubric needed L= develop “look fors” P= create project SR= write Selected Response test E= Essay
CH 9: Surface Area and Volume
G.13 The student will use formulas for surface area and volume of three-dimensional objects to solve practical problems. Calculators will
be used to find decimal approximations for results.
Related
SOL
Essential Knowledge and Skills
Students should be able to: Verbs
Strategies to Engage the Learner
The learner will . . .
Evidence of
Mastery*(See Notes)
G.13
A. Find the total surface area of cylinders, prisms,
pyramids, cones, and spheres, using the
appropriate formulas.
B. Calculate the volume of cylinders, prisms,
pyramids, cones, and spheres, using the
appropriate formulas.
C. Solve practical problems involving total
surface area and volume of cylinders, prisms,
pyramids, cones, and spheres as well as
combinations of three-dimensional figures.
Investigate,
Solve
Create,
Design, Find
Define,
Solve
Define
Define,
Solve
Soup Cans Project: \\LEEMEN\TEACHERS\TEACHER
RESOURCES\Math\Geometry\Other Geo Stuff\Geomtery Part I (old stuff)\Projects\Soup Cans\Soup cans.doc
Cheezironi Project: \\LEEMEN\TEACHERS\TEACHER
RESOURCES\Math\Geometry\Other Geo Stuff\Geomtery Part I (old stuff)\Projects ii\packing project.doc
Notes and practice problems: \\LEEMEN\TEACHERS\TEACHER
RESOURCES\Math\Geometry\Other Geo Stuff\Geometry notes from Kevin\Notes\Notes 6.3.doc
Notes: \\LEEMEN\TEACHERS\TEACHER RESOURCES\Math\Geometry\Other Geo
Stuff\Geometry notes from Kevin\Notes\Notes 6.4.doc
Notes and practice problems: \\LEEMEN\TEACHERS\TEACHER RESOURCES\Math\Geometry\Other Geo
Stuff\Geometry notes from Kevin\Notes\Notes 6.5.doc
Notes and practice problems: \\LEEMEN\TEACHERS\TEACHER RESOURCES\Math\Geometry\Other Geo
Stuff\Geometry notes from Kevin\Notes\Notes
Soup Cans Project
Cheezironi Project
Week(s) ___3.6-3.8__
* Notes: R= Rubric needed L= develop “look fors” P= create project SR= write Selected Response test E= Essay
Related
SOL
Essential Knowledge and Skills
Students should be able to: Verbs
Strategies to Engage the Learner
The learner will . . .
Evidence of
Mastery*(See Notes)
Define,
Solve
Solve
Solve, Draw
Find, Solve
6.6.doc
Surface area and volume quizzes/tests: In
Alex Wead’s Geometry notebooks
Surface areas quiz: \\LEEMEN\TEACHERS\TEACHER
RESOURCES\Math\Geometry\Geometry Part I\Tests & Quizzes\Chapter 6\Ch 6 quiz (6-2,6-
3)b.doc
Composite Figures Quiz: \\LEEMEN\TEACHERS\TEACHER RESOURCES\Math\Geometry\Geometry Part I\Tests & Quizzes\Chapter 6\QUIZ 6-7).doc
Quizzes
Chapter Test
Week(s) ___3.6-3.8__
* Notes: R= Rubric needed L= develop “look fors” P= create project SR= write Selected Response test E= Essay
CH 9: Surface Area and Volume
G.14 The student will
b) determine how changes in one dimension of an object affect area and/or volume of the object.
Related
SOL
Essential Knowledge and Skills
Students should be able to: Verbs
Strategies to Engage the Learner
The learner will . . .
Evidence of
Mastery*(See Notes)
G.14b
B. Describe how a change in one measure affects
other measures of an object. Measures of an
object may include perimeter, area, total
surface area, and volume.
Find, Relate
Solve, Find,
Compare
Solve, Find,
Compare
See how changes in lengths affect perimeters,
areas, and volumes by using examples
in a different section: \\LEEMEN\TEACHERS\TEACHER RESOURCES\Math\Geometry\Other Geo
Stuff\Geometry notes from Kevin\Notes\Notes 10.5.doc
Use similar figure problems to relate to skill /
Chapter 10 Test (# 12-15): \\LEEMEN\TEACHERS\TEACHER
RESOURCES\Math\Geometry\Other Geo Stuff\Geometry notes from Kevin\Tests\Chapter 10 Test.doc
Use similar figure problems to relate to skill /
Chapter 10 Test (# 21-23): \\LEEMEN\TEACHERS\TEACHER RESOURCES\Math\Wead\Chapter 10 Test
(Geo).doc
Notes: (go to Z:\Math\Geometry\Other Geo
Stuff\Geometry notes from
Kevin\Notes)
Test
Week(s) ___4.1-4.2__
* Notes: R= Rubric needed L= develop “look fors” P= create project SR= write Selected Response test E= Essay
CH 10: Right Triangles and Trigonometry
G.7 The student will solve practical problems involving right triangles by using the Pythagorean Theorem, properties of special right
triangles, and right triangle trigonometry. Solutions will be expressed in radical form or as decimal approximations.
Related
SOL
Essential Knowledge and Skills
Students should be able to: Verbs
Strategies to Engage the Learner
The learner will . . .
Evidence of
Mastery*(See Notes)
G.7
C. Solve for missing lengths in geometric figures,
using properties of 45°-45°-90° triangles.
D. Solve for missing lengths in geometric figures,
using properties of 30°-60°-90° triangles.
E. Solve problems involving right triangles, using
sine, cosine, and tangent ratios.
F. Solve practical problems, using right triangle
trigonometry and properties of right triangles.
Solve
Simplifying Radicals: Z:\Math\Geometry\Honors
Geometry Fall 2005\Notes_Handouts\simplifying
radicals.doc
Note: Geometry Part I\Accel Geo Pt. I\notes
for notebooks\Ch 5\Notes 5.4.doc
Notes: \\LEEMEN\TEACHERS\TEACHER RESOURCES\Math\Geometry\Geometry Part I\Accel Geo Pt. I\notes for notebooks\Ch 5\Notes 5.4.doc
Pythag Theorem/Special Right Triangle Quiz: \\LEEMEN\TEACHERS\TEACHER RESOURCES\Math\Wead\Quiz 5-3, 5-4.doc
Notes: \\LEEMEN\TEACHERS\TEACHER RESOURCES\Math\Geometry\Geometry Part I\Accel Geo Pt. I\notes for notebooks\Ch 5\Notes 5.3.doc
Chapter 5 Test (# 10-12): \\LEEMEN\TEACHERS\TEACHER RESOURCES\Math\Geometry\Geometry Part I\Accel
Geo Pt. I\notes for notebooks\Ch 5\Notes 5.3.doc
Notes:
\\Leemen\teachers\Teacher Resources\Math\Geometry\Geometry Part
II\notes\Ch 11\Itentifying Trig sides.doc
\\Leemen\teachers\Teacher Resources\Math\Geometry\Geometry Part
II\notes\Ch 11\Notes 11.1.doc
\\Leemen\teachers\Teacher Resources\Math\Geometry\Geometry Part
II\notes\Ch 11\Notes 11.2.doc
\\Leemen\teachers\Teacher Resources\Math\Geometry\Geometry Part II\notes\Ch 11\Notes 11.3.doc
Quiz / Test
R-for Trig Project
Geometry Part
II\Projects\Trig Project.doc
Week(s) ___4.1-4.2__
* Notes: R= Rubric needed L= develop “look fors” P= create project SR= write Selected Response test E= Essay
Related
SOL
Essential Knowledge and Skills
Students should be able to: Verbs
Strategies to Engage the Learner
The learner will . . .
Evidence of
Mastery*(See Notes)
\\Leemen\teachers\Teacher Resources\Math\Geometry\Geometry Part II\notes\Ch 11\Notes 11.6.doc
\\Leemen\teachers\Teacher Resources\Math\Geometry\Geometry Part II\notes\Ch 11\PRACTICE WITH TRIGONOMETRY.doc
Fun handout: Z:\Math\Geometry\Honors Geometry Fall
2005\Notes_Handouts\Ch 8\sohcahtoa.doc
Interactive website: http://www.explorelearning.com
Trig notes in grid: Z:\Math\Geometry\Honors
Geometry Fall 2005\Notes_Handouts\Ch 8\Trig Notes.doc
Trig grid: Z:\Math\Geometry\Geometry Part II\notes\Ch
11\Trigonometry Grid.doc
Additional Practice: Geometry Part II\notes\Ch
11\PRACTICE WITH TRIGONOMETRY.doc
Project: Geometry Part II\Projects\Trig Project.doc
Week(s) ___4.3-4.5__
* Notes: R= Rubric needed L= develop “look fors” P= create project SR= write Selected Response test E= Essay
CH 11: Circles
G.10 The student will investigate and solve practical problems involving circles, using properties of angles, arcs, chords, tangents, and
secants. Problems will include finding arc length and area of a sector, and may be drawn from applications of architecture, art, and
construction.
Related
SOL
Essential Knowledge and Skills
Students should be able to: Verbs
Strategies to Engage the Learner
The learner will . . .
Evidence of
Mastery*(See Notes)
G.10
A. Given two intersecting chords or two
intersecting tangents, find missing lengths.
C. Given the measure of a central angle in
degrees and the radius of the circle, find the
related arc length.
D. Solve practical problems associated with
circles, using properties of angles and arcs.
Use
Use
Use, Solve
Solve
Notes: \\Leemen\teachers\Teacher
Resources\Math\Geometry\Geometry Part II\notes\Ch 12\Circle Notes.doc
Sketchpad Activity (3 links--needs editing):
\\Leemen\teachers\Teacher Resources\Math\Geometry\Geometry Part
II\notes\Ch 12\Wksh for Sketchpad Circles.doc
\\Leemen\teachers\Teacher Resources\Math\Geometry\Geometry Part
II\notes\Ch 12\Wksh for Sketchpad Circles (Part II).doc
\\LEEMEN\APPS\GEOMETRY\Instructor\
Nussbaum\Circles.gsp
Notes: \\Leemen\teachers\Teacher Resources\Math\Geometry\Geometry Part II\notes\Ch 12\Notes 12.1.doc
Graphing Activity: \\Leemen\teachers\Teacher Resources\Math\Geometry\Geometry Part
II\notes\Ch 12\12-1 Graphing Activity.doc
Notes: \\LEEMEN\TEACHERS\TEACHER
RESOURCES\Math\Geometry\Other Geo
Stuff\Geometry notes from Kevin\Notes\Notes 12.3.doc
Notes: \\LEEMEN\TEACHERS\TEACHER
RESOURCES\Math\Geometry\Other Geo Stuff\Geometry notes from Kevin\Notes\Notes
Test
Week(s) ___4.3-4.5__
* Notes: R= Rubric needed L= develop “look fors” P= create project SR= write Selected Response test E= Essay
Related
SOL
Essential Knowledge and Skills
Students should be able to: Verbs
Strategies to Engage the Learner
The learner will . . .
Evidence of
Mastery*(See Notes)
12.4.doc
Notes: \\LEEMEN\TEACHERS\TEACHER
RESOURCES\Math\Geometry\Other Geo Stuff\Geometry notes from Kevin\Notes\Notes 12.5.doc
Chapter 12 Test: \\LEEMEN\TEACHERS\TEACHER RESOURCES\Math\Wead\Chapter 12 Test (Geo).doc
Week(s) ______________
* Notes: R= Rubric needed L= develop “look fors” P= create project SR= write Selected Response test E= Essay
Tessellations and Tiling Problems
G.9 The student will use measures of interior and exterior angles of polygons to solve problems. Tessellations and tiling problems will be used
to make connections to art, construction, and nature.
Related
SOL
Essential Knowledge and Skills
Students should be able to: Verbs
Strategies to Engage the Learner
The learner will . . .
Evidence of
Mastery*(See Notes)
G.9
B. Identify tessellations in art, construction, and
nature.
Identify Tessellation activity: ..\Wead\Tessellations Wkst.doc
Aticles with more Tessellation Projects: http://my.nctm.org/eresources/toc.asp?journal_id=2&Issue_id=760
R
R
Week(s) ______________
* Notes: R= Rubric needed L= develop “look fors” P= create project SR= write Selected Response test E= Essay
Scale drawings, perspective drawings, blueprints, etc.
G.12 The student will make a model of a three-dimensional figure from a two-dimensional drawing and make a two-dimensional representation of
a three-dimensional object. Models and representations will include scale drawings, perspective drawings, blueprints, or computer
simulations.
Related
SOL
Essential Knowledge and Skills
Students should be able to: Verbs
Strategies to Engage the Learner
The learner will . . .
Evidence of
Mastery*(See Notes)
G.12
A. Use properties of three-dimensional objects to
make models.
D. Solve problems, using scale drawings,
perspective drawings, blueprints, or computer
drawings as models of three-dimensional
objects.
E. Identify a three-dimensional object from
different positions, such as the top view, side
view, and front view.
For Brian’s house project, go to:
Z:\Math\Geometry\Geometry Part
II\House
For Alex’s house project, go to:
..\Wead\Home Floor Model Project.doc
Platonic Solids website http://www.mathsnet.net/geometry/solid/nets.html
Project (includes SA):SR GEO\Spring 2004\Projects\Surface Area\Surface Area
Project.doc
(rubrics included in
file)
..\Wead\Home Project Grading.doc
rubric included
HONORS GEOMETRY PACING GUIDE
***It is extremely important that you move with pace in order to complete all standards. Students who cannot move quickly should be moved into Geo Parts I & II
Week(s) Organizing Topics Related Standards of Learning
1st 9
-wee
ks
1 (5 days) CH 1 Essentials of Geometry G.2.a (w/o slope), G.3 (w/o transv.), G.11
2-3 (10 days) CH 2 Reasoning and Proof G.1.a,b,c,d
4-5 (6 days) CH 3 Parallel and Perpendicular Lines G.2.a (slope only), G.3 (transv. only), G.4,
5-6 (7 days) CH 4 Congruent Triangles G.5.a,b (congruent only)
7 (5 days) CH 5 Relationships within Triangles G.6
8 (5 days) CH 6 Similarity G.5.a,b (similar only), G.14a
2n
d-9
wee
ks
1-2 (6 days) CH 7 Right Triangles and Trigonometry G.7
2-3 (5 days) CH 8 Quadrilaterals G.8, G.9 (w/o tess.)
3-4 (1 or 2 days) CH 9 Properties of Transformations G.2.b, c, G.9 (tess. Only)
4-5 (9 days) CH 10 Properties of Circles G.10
6 (7 days) CH 11 Measuring Length and Area G.10 (arcs,
7 (5 days) CH 12 Surface Area and Volume of Solids G.12, G.13, G.14.b
***Go to Z:\Math\Geometry\Honors Geometry Fall 2005 for a complete look at curriculum using the Merrill book.
***go to Z:\Math\Geometry\Other Geo Stuff\Flatland for resources for integrating FLATLAND into the curriculum
Additional Topics for Geometry Honors
Prove with constructions and coordinate methods:
If a point is on the perpendicular bisector of a segment, then it is equidistant from the endpoints of the segment.
If a point is equidistant from the endpoints of a segment, then it lies on the perpendicular bisector of the segment.
Investigate concurrency properties in triangles through paper folding, and form a conjecture.
Perform and prove the concurrency constructions using only a straightedge and compass.
angle bisectors and the incenter of the triangle
perpendicular bisectors of the sides of the triangle and the circumcenter of the triangle
medians from each vertex of the triangle and the centroid of the triangle
altitudes to each side of the triangle from the opposing vertex and the orthocenter of the triangle.
Resources
The Geometry Center http://www.umn.edu/
NASA http://spacelink.nasa.gov/.index.html
The Math Forum http://forum.swarthmore.edu/
4teachers http://www.4teachers.org
Appalachia Educational Laboratory (AEL) http://www.ael.org/pnp/index.htm
Eisenhower National Clearinghouse http://www.enc.org/
Geometry Instructional Modules
The Geometry Center http://www.umn.edu/
NASA http://spacelink.nasa.gov/.index.html
The Math Forum http://forum.swarthmore.edu/
4teachers http://www.4teachers.org
Appalachia Educational Laboratory (AEL) http://www.ael.org/pnp/index.htm
Eisenhower National Clearinghouse http://www.enc.org/
Mathematics SOL Teacher Resource Guide
http://www.pen.k12.va.us/VDOE/Instruction/math_resource.html
SOL Test Blueprints
SOL Test Released Items
Recommended
