2012-2013 Geometry Instructional Focus Calendar
The Sarasota County Schools Instructional Focus Calendars (IFC) are designed to maximize and coordinate instruction throughout the district. The IFC gives the scope and sequence of the benchmarks that are to be covered in each course as laid out in the course description on the Florida Department of Education website, CPALMS (Curriculum Planning and Learning Management System): http://www.floridastandards.org/homepage/index.aspx The Instructional Focus Calendars feature content purpose statements and language purpose statements for each benchmark.
The content purpose statements help the teachers and students to stay focused on what the expected outcome is for each lesson based on the benchmarks. The content purpose is the “piece” of the state benchmark students should learn and understand when the day’s lesson has been completed. The content purpose should require students to use critical and creative thinking to acquire information, resolve a problem, apply a skill, or evaluate a process and should be relevant to the student beyond the classroom or for learning’s sake.
The language purpose statements allow the students to show their knowledge of the content by speaking or writing using the concepts and vocabulary acquired from the lesson. The language purpose statements identify student oral and written language needs for the day’s lesson. The language purpose is focused on the specialized or technical vocabulary students need to learn, on the structure of the content language, such as grammar/syntax, signal words and sentence frames, or on function of the academic language.
The content and language purpose statements are the result of unpacking the benchmarks concentrating on what is essential to master each benchmark.
The Instructional Focus Calendars also include information from the FCAT/EOC Test Item Specifications document including specific page numbers in the document. The Test Item Specifications have in-depth descriptions of the benchmarks such as benchmark clarification, content limits, prior knowledge, and sample test items. To access the Test Item Specifications click the following link: http://fcat.fldoe.org/eoc/pdf/GeometrySpecs.pdf The Instructional Focus Calendar serves not only as a map of the curriculum but also as a resource for instructional support. Here are some of the district supported resources that are available to educators:
SAFARI Montage is a video library that is preloaded with educational video titles tied to the curriculum from the industry’s leading video publishers including Schlessinger Media, PBS, The History Channel, National Geographic, Scholastic, Disney Education, BBC, and more. It contains video clips in a variety of content areas that can be searched by topic or by benchmark. http://safari.sarasota.k12.fl.us/SAFARI/montage/login/login.php? EdExploreSRQ.com is a website designed to give teachers and principals access to “explorations” that connect classroom learning to community arts, science and history experiences. Use the search area to the left to investigate our available explorations by grade level, date, subject area or type of exploration. You can also enter a specific benchmark or keyword to further narrow your search. Current benchmarks and our district Instructional Focus Calendars are available under the Teacher Tab. http://edexploresrq.com/ With electronic reference books from Gale and our publishing partners, researchers can instantly access thousands of eBooks on virtually any subject. These trusted, authoritative reference works are available 24/7 through our state-of-the-art Gale Virtual Reference Library platform, providing an unprecedented combination of functionality and features. http://www.sarasota.k12.fl.us/High/ Language Arts:
In this course, the following Language Arts benchmarks are included as a part of the curriculum and should be addressed throughout the year:
LA.910.1.6.1 The student will use new vocabulary that is introduced and taught directly.
LA.910.1.62 The student will listen to, read, and discuss familiar and conceptually challenging text.
LA.910.1.6.5 The student will relate new vocabulary to familiar words.
In the 2012-2013 school year, the Instructional Focus Calendars have be updated and reformatted. Below is a guide to describe the features of the Instructional Focus Calendar:
Recommended Standards to be pacing guide taught
Benchmark Textbook descriptions reference and with links to topics to be CPALMS taught
Content Language purpose purpose statements for statements for each benchmark each benchmark
The Instructional Focus Calendars have a Quick Link table to help navigate through the IFC. Hover your cursor over the date, hold the Ctrl key and right click to jump to a specific period during the year. Quick Links to Specific Dates on the Instructional Focus Calendar | Quarter 1 | Weeks 1, 2, 3 | Weeks 4, 5, 6 | Weeks 7, 8, 9 | | Quarter 2 | Weeks 10, 11, 12 | Weeks 13, 14 | Weeks 15, 16, 17, 19 | Week 18 | Quarter 3 | Weeks 20, 21, 22 | Weeks 23, 24 | Weeks 25, 26, 27 | Weeks 28, 29 | Quarter 4 | Weeks 30, 31 | Weeks 32, 33 | Week 34 | Weeks 35, 36, 37, 38 | August 20 – September 7, 2012 Weeks 1, 2, 3September 3, 2012 Labor Day | Standard/sGeometry | Benchmark/s | Textbook Reference | Topics | MA.912.G.1.1 Find the lengths and midpoints of line segments in two-dimensional coordinate systems. MC, FRMA.912.G.1.2 . Construct congruent segments and angles, angle bisectors, and parallel and perpendicular lines using a straight edge and compass or a drawing program, explaining and justifying the process used. Not assessed.MA.912.G.8.1 Analyze the structure of Euclidean geometry as an axiomatic system. Distinguish between undefined terms, definitions, postulates, and theorems. Embedded throughout. | PearsonChapter 1Sections 2, 3, 45, 7GlencoeChapter 1Sections 1, 2, 3,4, 5LearnModule 1 | Points, Lines and PlanesMeasuring SegmentsMeasuring AnglesExploring Angle PairsMidpoint and Distance | Benchmark | Content Purpose Statement | Language Purpose Statement | MA.912.G.1.1 | 1. Use the midpoint formula on a number line and a graph. | 1. Explain the steps to find the midpoint of a segment or one of the endpoints of a segment. | | 2. Use the distance formula on a number line and a graph. | 2. Explain the steps to find the distance between two points. | | 3. Solve real-world problems using midpoint and distance formulas. | 3. Explain the use of the midpoint and distance between two points in real-world situations. |
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Benchmark | Content Purpose Statement | Language Purpose Statement | MA.912.G.1.2 | 1. Identify and sketch congruent segments and segment bisectors; set up and solve equations with or without diagrams provided. | 1. Use the definitions, notations, and symbols for the terms congruent, betweenness of points, line segment, ray, and segment bisector when describing and sketching a diagram. | | 2. Identify and sketch congruent angles, angle bisectors, and perpendicularity; set up and solve equations with or without diagrams. | 2. Use the definitions, notations, and symbols for degree, angle, vertex, congruent angles, angle bisectors, perpendicularity, right angle, straight angle, acute angle, and obtuse angle when describing and sketching a diagram. | | 3. Identify and use special pairs of angles. | 3. Recognize and use special pairs of angles (adjacent angles, vertical angles, linear pair, complementary angles, and supplementary angles) when solving problems. | MA.912.G.8.1 | 1. Identify and sketch undefined terms. | 1. Use definitions, notations, and symbols for points, lines, and planes. | Benchmark | Online Resources | MA.912.G.1.1 | Distance FormulaKhan Academy Self Check QuizMidpoint of a SegmentKhan Academy Self Check QuizMidpoint FormulaKhan Academy Self Check Quiz | MA.912.G.1.2 | NOT ASSESSEDExploring Angle PairsKhan Academy Self Check Quiz |
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August 20 – September 7, 2012 Weeks 1, 2, 3September 3, 2012 Labor Day | Standard/sGeometry | Benchmark | Online Resources | MA.912.G.8.1 | Definitions of Points, Lines, and Collinear PointsStudent tutorial-Adaptive Curriculum Activity (Teacher must be logged into Angel/Learn to access this content.)Definition of PlaneStudent tutorial-Adaptive Curriculum Activity (Teacher must be logged into Angel/Learn to access this content.)Definition of SpaceStudent tutorial-Adaptive Curriculum Activity (Teacher must be logged into Angel/Learn to access this content.)Points, Lines and PlanesKhan Academy Self Check Quiz | Benchmark | PearsonChapter Section | GlencoeChapter Section | Geometry EOC Assessment | Geometry EOC AssessmentTest Item Specifications | Cognitive Complexity | Reporting Category | MA.912.G.1.1 | 1-3,1-7 | 1-3 | MC, FR | MA.912.G.1.1Pages 54-55 | Moderate | Two-Dimensional Geometry (65%) | MA.912.G.1.2 | | 1-2,1-4,1-5 | Not assessed | | Moderate | | MA.912.G.8.1 | 1-2 | 1-1 | Embedded throughout | | High | |
September 10 – 28, 2012 Weeks 4, 5, 6 | Standard/sGeometry, Discrete Mathematics | Benchmark/s | Textbook Reference | Topics | MA.912.D.6.2 Find the converse, inverse, and contrapositive of a statement. MCMA.912.D.6.3 Determine whether two propositions are logically equivalent. Assessed with MA.912.D.6.2MA.912.D.6.4 Use methods of direct and indirect proof and determine whether a short proof is logically valid. Assessed with MA.912.G.3.4 and MA.912.G.4.6.MA.912.G.8.1 Analyze the structure of Euclidean geometry as an axiomatic system. Distinguish between undefined terms, definitions, postulates, and theorems. Embedded throughout. MA.912.G.8.2 Use a variety of problem-solving strategies, such as drawing a diagram, making a chart, guess-and-check, solving a simpler problem, writing an equation, and working backwards. Embedded throughoutMA.912.G.8.3 Determine whether a solution is reasonable in the context of the original situation. Embedded throughout.MA.912.G.8.4 Make conjectures with justifications about geometric ideas. Distinguish between information that supports a conjecture and the proof of a conjecture. MCMA.912.G.8.5 Write geometric proofs, including proofs by contradiction and proofs involving coordinate geometry. Use and compare a variety of ways to present deductive proofs, such as flow charts, paragraphs, two-column, and indirect proofs. Assessed with MA.912.G.3.4 and MA.912.G.4.6. | PearsonChapter 2GlencoeChapter 2(Omit 2-2)LearnModule 2 | Patterns and Inductive ReasoningConditional StatementsConverse, Inverse, and ContrapositiveDefinitionsDeductive ReasoningReasoning in Algebra and GeometryProving Angles CongruentProving Segments Congruent |
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Benchmark | Content Purpose Statement | Language Purpose Statement | MA.912.D.6.2 | 1. Recognize and use logic symbols related to statements and word phrases. | 1. Translate logic symbols into word phrases and vice versa (if-then statements, hypothesis, conclusion and negation). | | 2. Identify the conditional, converse, inverse, and contrapositive of given statements. | 2. Use and understand the terms conditional, converse, inverse, and contrapositive given a statement. | MA.912.D.6.3 | 1. Analyze the truth value of given statements. | 1. Use the term logically equivalent after determining the truth value of statements. | MA.912.G.8.1 | 1. Identify definitions, postulates, and theorems. | 1. Explain the difference between the terms definition, axiom, postulate, theorem, and proof. | MA.912.G.8.2 | 1. Think critically in a variety of situations. | 1. Use definitions, postulates, axioms, and theorems to explain how to solve problems. | MA.912.G.8.3 | 1. Make conjectures based on inductive reasoning and be able to find counterexamples. | 1. Use the terms inductive reasoning, conjecture, and counterexample when analyzing patterns. | MA.912.G.8.4 | 1. Identify algebraic properties from a given statement. | 1. Justify when and how to use the addition, subtraction, multiplication, division, distributive, substitution, reflexive, symmetric, and transitive properties of equality in an algebraic proof. Describe when to use the associative and commutative properties of addition and multiplication in an algebraic proof. Describe when to use the associative and commutative properties of addition and multiplication in an algebraic proof. | | 2. Recognize and use alternative proof methods. | 2. Explain the differences between flow chart, paragraph, two-column, and indirect proofs. | | 3. Learn the components of a two-column proof and apply algebraic properties to write two-column proofs. | 3. Understand and use the terms statements, reasons, given, prove, and logical order when writing and discussing algebraic proofs. |
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Benchmark | Content Purpose Statement | Language Purpose Statement | MA.912.G.8.4 | 1. Identify algebraic properties from a given statement. | 1. Justify when and how to use the addition, subtraction, multiplication, division, distributive, substitution, reflexive, symmetric, and transitive properties of equality in an algebraic proof. Describe when to use the associative and commutative properties of addition and multiplication in an algebraic proof. Describe when to use the associative and commutative properties of addition and multiplication in an algebraic proof. | | 2. Recognize and use alternative proof methods. | 2. Explain the differences between flow chart, paragraph, two-column, and indirect proofs. | | 3. Learn the components of a two-column proof and apply algebraic properties to write two-column proofs. | 3. Understand and use the terms statements, reasons, given, prove, and logical order when writing and discussing algebraic proofs. | MA.912.G.8.5 | 1. Write proofs involving segment addition and congruence of segments. | 1. Justify how to use the Segment Addition Postulate in a proof. | | 2. Write proofs involving angle addition and congruence of angles. | 2. Justify how to use the Angle Addition Postulate in a proof. | | 3. Write proofs involving supplementary, complementary, and right angles. | 3. Justify how theorems associated with supplementary, complementary, and right angles are used in a proof. |
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September 10 – 28, 2012 Weeks 4, 5, 6 | Benchmark | Online Resources | MA.912.D.6.2 | Conditional statementsKhan Academy Self Check QuizConverse, inverse and contrapositiveKhan Academy Self Check Quiz | MA.912.D.6.3 | Conditional statements and truth valueKhan Academy Self Check Quiz | MA.912.D.6.4 | Deductive reasoningKhan Academy Self Check Quiz | MA.912.G.8.1 | NO RELATED RESOURCES | MA.912.G.8.3 | NO RELATED RESOURCES | MA.912.G.8.2 | NO RELATED RESOURCES | MA.912.G.8.4 | NO RELATED RESOURCES | MA.912.G.8.5 | NO RELATED RESOURCES | Benchmark | PersonChapter Section | GlencoeChapter Section | Geometry EOC Assessment | Geometry EOC AssessmentTest Item Specifications | Cognitive Complexity | Reporting Category | MA.912.D.6.2 | 2-2,2-3 | 2-3 | MC | MA.912.D.6.2Page 53 | Moderate | Trigonometry and Discrete Mathematics (15%) |
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Benchmark | PersonChapter Section | GlencoeChapter Section | Geometry EOC Assessment | Geometry EOC AssessmentTest Item Specifications | Cognitive Complexity | Reporting Category | MA.912.D.6.3 | 2-2,2-3 | 2-3 | Assessed with MA.912.D.6.2 | | Moderate | Trigonometry and Discrete Mathematics (15%) | MA.912.D.6.4 | 2-4,2-5,2-6 | 2-4,2-5,2-6 | Assessed with MA.912.G.3.4 and MA.912.G.4.6 | MA.912.G.3.4 Pages 72-74, MA.912.G.4.6Pages 75-76 | Moderate | Two-Dimensional Geometry (65%) | MA.912.G.8.1 | 2-3,2-6 | 2-5 | Embedded throughout | | High | | MA.912.G.8.2 | Embedded throughout | | Embedded throughout | | Moderate | | MA.912.G.8.3 | Embedded throughout | 2-1 | Embedded throughout | | Moderate | | MA.912.G.8.4 | 2-1 | 2-6 | MC | MA.912.G.8.4Pages 95-96 | High | Two-Dimensional Geometry (65%) | MA.912.G.8.5 | 2-5,2-6 | 2-5,2-6,2-7,2-8 | Assessed with MA.912.G.3.4 and MA.912.G.4.6 | MA.912.G.3.4 Pages 72-74, MA.912.G.4.6Pages 75-76 | High | Two-Dimensional Geometry (65%) |
October 1 – 19, 2012 Weeks 7, 8, 9October 22, 2012 – End of 1st grading periodOctober 26, 2012 – Professional Day | Standard/sGeometry | Benchmark/s | Textbook Reference | Topics | MA.912.G.1.3 Identify and use the relationships between special pairs of angles formed by parallel lines and transversals. MC, FRMA.912.G.2.2 Determine the measures of interior and exterior angles of polygons, justifying the method used. MC, FRMA.912.G.8.4 Make conjectures with justifications about geometric ideas. Distinguish between information that supports a conjecture and the proof of a conjecture. MCMA.912.G.8.5 Write geometric proofs, including proofs by contradiction and proofs involving coordinate geometry. Use and compare a variety of ways to present deductive proofs, such as flow charts, paragraphs, two-column, and indirect proofs. Assessed with MA.912.G.3.4 & MA.912.G.4.6. | PearsonChapter 3Sections 1, 2, 3, 4, 5, 8GlencoeChapter 3Sections 1, 2, 3, 5LearnModule 3 | Lines and AnglesProperties of Parallel LinesProving Lines ParallelParallel Lines and TrianglesSlopes of Parallel and Perpendicular Lines | Benchmark | Content Purpose Statement | Language Purpose Statement | MA.912.G.1.3continued | 1. Name angle pairs formed by lines and a transversal. | 1. Identify angle pairs, transversals, alternate interior angles, alternate exterior angles, consecutive interior (same-side interior) angles, consecutive exterior (same-side exterior) angles, and corresponding angles within a diagram. | | 2. Discover and understand the relationship between angle pairs formed by parallel lines and a transversal. | 2. Explain how parallel lines affect angle pairs given a diagram. |
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Benchmark | Content Purpose Statement | Language Purpose Statement | MA.912.G.1.3 | 3. Set up and solve algebra equations for angle measures. | 3. Explain how to use theorems associated with parallel lines to find angle measures and solve for variables. | | 4. Solve real-world problems involving parallel lines and special pairs of angles. | 4. Discuss how to apply special pairs of angles to real-world situations. | MA.912.G.2.2 | 1. Use the parallel postulate and find measures of interior and exterior angles of a triangle. | 1. Describe the process used to find the measure of an interior or exterior angle of a triangle | MA.912.G.8.4 | 1. Decide whether lines are parallel or angles are congruent or supplementary using a diagram. | 1. Explain why lines are parallel and angles are congruent or supplementary using information given in a diagram. | MA.912.G.8.5 | 1. Apply theorems to prove congruence and supplementary relationships between angle pairs formed by parallel lines and transversal. | 1. Explain how to use theorems associated with parallel lines and special angles in a proof. | | 2. Apply the converse of theorems to prove lines are parallel. | 2. Explain how the measure of special pairs of angles determines parallel lines using given information. | October 1 – 19, 2012 Weeks 7, 8, 9 | Benchmark | Online Resources | MA.912.G.1.3 | Basic angle relationships with parallel linesKhan Academy Self Check QuizAngle relationships with parallel linesKhan Academy Self Check Quiz | MA.912.G.2.2 | NO RELATED RESOURCES | MA.912.G.8.4 | NO RELATED RESOURCES | MA.912.G.8.5 | NO RELATED RESOURCES |
October 22 – November 9, 2012 Weeks 10, 11, 12October 22, 2012 – End of 1st grading period | Standard/sGeometry | Benchmark/s | Textbook Reference | Topics | MA.912.G.2.3 Use properties of congruent and similar polygons to solve mathematical or real-world problems. MC, FR MA.912.G.4.1 Classify, construct, and describe triangles that are right, acute, obtuse, scalene, isosceles, equilateral, and equiangular. Assessed with MA.912.G.2.3.MA.912.G.4.4 Use properties of congruent and similar triangles to solve problems involving lengths and areas. Assessed with MA.912.G.2.3.MA.912.G.4.6 Prove that triangles are congruent or similar and use the concept of corresponding parts of congruent triangles. MCMA.912.G.8.4 Make conjectures with justifications about geometric ideas. Distinguish between information that supports a conjecture and the proof of a conjecture. MC | PearsonChapter 4GlencoeChapter 4(Omit 4-7)LearnModule 4 | Congruent FiguresSSS, SAS TheoremsASA, AAS TheoremsUsing CPCTCIsosceles and Equilateral TrianglesHypotenuse-Leg Theorem (HL)Overlapping Triangles | Benchmark | Content Purpose Statement | Language Purpose Statement | MA.912.G.2.3 | 1. Use congruent triangles to solve real-world problems. | 1. Discuss how properties of congruence can be applied to real-world situations. | MA.912.G.4.1 | 1. Classify and sketch triangles according to their sides and angles. | 1. Discuss the relationship between different types of triangles (right, acute, obtuse, scalene, isosceles, equilateral, and equiangular). | | 2. Use and apply properties of isosceles and equilateral triangles. | 2. Explain how to use theorems of isosceles and equilateral triangles in a proof. |
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Benchmark | Content Purpose Statement | Language Purpose Statement | MA.912.G.4.4 | 1. Compare the corresponding parts of congruent figures and determine whether the figures are congruent; write congruence statements. | 1. Apply the terms corresponding, polygon, congruent polygons, and congruence statements when comparing congruent polygons. | | 2. Use congruent polygons to solve equations. | 2. Explain why and how to set up equations using congruent figures. | MA.912.G.4.6 | 1. Apply congruence shortcuts to identify congruent triangles. | 1. Use Side-Side-Side (SSS), Side-Angle-Side (SAS), Angle-Side-Angle (ASA), Angle-Angle-Side (AAS) congruence shortcuts when identifying congruent triangles. | | 2. Apply congruence shortcuts to prove triangles congruent. | 2. Explain the steps needed to prove triangles congruent. | | 3. Identify and apply the right triangle congruence shortcut to prove right triangles congruent. | 3. Explain the steps needed to prove triangles are congruent using Hypotenuse-Leg (HL). | | 4. Prove Corresponding Parts of Congruent Triangles are Congruent (CPCTC). | 4. Explain the steps needed to extend proofs and use CPCTC. | | 5. Prove overlapping triangles are congruent. | 5. Describe the common parts of overlapping triangles. | MA.912.G.8.4 | 1. Make conjectures using properties of congruent triangles. | 1. Use postulates, definitions, and theorems to support conjectures made about corresponding parts and congruent triangles. |
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October 22 – November 9, 2012 Weeks 10, 11, 12 | Benchmark | Online Resources | MA.912.G.2.3 | Finding Congruent TrianglesAdaptive Curriculum Activity (Teacher must be logged into Angel/Learn to access this account.)Congruent TrianglesAdaptive Curriculum Activity (Teacher must be logged into Angel/Learn to access this account.) | MA.912.G.4.1 | Classifying Triangles GameGame for classifying triangles using coordinate geometryTypes of TrianglesAdaptive Curriculum Activity (Teacher must be logged into Angel/Learn to access this account.)Classifying Triangles using their Sides and AnglesAdaptive Curriculum Activity (Teacher must be logged into Angel/Learn to access this account.) | MA.912.G.4.4 | Congruent TrianglesKhan Academy Self Check QuizCongruent Triangles part 2Khan Academy Self Check Quiz | MA.912.G.4.6 | Congruent TrianglesExploring congruent triangles using SSS, SAS, ASA, AASCongruency PostulatesKhan Academy Self Check Quiz | MA.912.G.8.4 | NO RELATED RESOURCES |
November 12 – 20, 2012 Weeks 13, 14November 21 – 23, 2012 – Thanksgiving Break | Standard/sGeometry | Benchmark/s | Textbook Reference | Topics | MA.912.G.4.2 Define, identify, and construct altitudes, medians, angle bisectors, perpendicular bisectors, orthocenter, centroid, incenter, and circumcenter. Assessed with MA.912.G.2.3.MA.912.G.4.5 Apply theorems involving segments divided proportionally. Assessed with MA.912.G.2.3.MA.912.G.4.7 Apply the inequality theorems: triangle inequality, inequality in one triangle, and the Hinge Theorem. MC | PearsonChapter 5Sections 1, 2, 3, 4, 6, 7GlencoeChapter 5(Add 7-4)LearnModule 5 | Midsegments of TrianglesPerpendicular and Angle BisectorsBisectors and TrianglesMedians and AltitudesInequalities in One TriangleInequalities in Two Triangles | Benchmark | Content Purpose Statement | Language Purpose Statement | MA.912.G.4.2 | 1. Identify and sketch a median, altitude, angle bisector, and perpendicular bisector of a triangle. | 1. Compare special segments in a triangle (median, altitude, angle bisector, and perpendicular bisector) and describe how to sketch them. | | 2. Identify and sketch the point of concurrency for medians, altitudes, angle bisectors, and perpendicular bisectors. | 2. Use the terms centroid, orthocenter, incenter, and circumcenter when identifying and sketching points of concurrency. | | 3. Discover the rules for each point of concurrency. | 3. Use the term equidistant when discussing the rules regarding points of concurrency. |
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Benchmark | Content Purpose Statement | Language Purpose Statement | MA.912.G.4.5 | 1. Set up and solve problems using the midsegment of a triangle. | 1. Identify a midsegment and describe the process used to find the length of the base and midsegment of a trapezoid. | MA.912.G.4.7 | 1. Determine whether three lengths can form the sides of a triangle. Use inequalities to express which angle or side is larger than another is. | 1. Use the terms opposite angle, opposite side, inequality, comparison property of inequality, and the Triangle Inequality Theorem when comparing sides and angles in one triangle.Use and understand notations for greater than (>) and less than (<) when discussing the measures of angles and lengths of sides in a triangle. | | 2. Write inequalities within one triangle and solve for unknown sides and angles. | 2. Use the Triangle Exterior Angle Theorem and the Corollary to the Triangle Exterior Angle Theorem when solving inequalities. | | 3. Write inequalities using two triangles. | 3. Explain the process used to set up the inequalities when given two triangles. |
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November 12 – 20, 2012 Weeks 13, 14November 21 – 23, 2012 – Thanksgiving Break | Benchmark | Online Resources | MA.912.G.4.2 | Constructing a Centroid of a TriangleVideo showing the construction of a centroid of a triangleAltitude, Median, and Angle Bisector in a TriangleAdaptive Curriculum Activity (Teacher must be logged into Angel/Learn to access this account.)Angle Bisector of a TriangleAdaptive Curriculum Activity (Teacher must be logged into Angel/Learn to access this account.)Altitude and Orthocenter of a TriangleAdaptive Curriculum Activity (Teacher must be logged into Angel/Learn to access this account.)Coordinates of a CentroidAdaptive Curriculum Activity (Teacher must be logged into Angel/Learn to access this account.)Angle Bisector TheoremKhan Academy Self Check Quiz | MA.912.G.4.5 | Proportions in TrianglesAdaptive Curriculum Activity (Teacher must be logged into Angel/Learn to access this account.) | MA.912.G.4.7 | Triangle Inequality TheoremAdaptive Curriculum Activity (Teacher must be logged into Angel/Learn to access this account.) |
November 26 – January 11, 2013 Weeks 15, 16, 17, 19 December 17 – 21, 2012 – Midterm Exams (See page 28 for week 18)December 24 – January 4, 2013 – Winter Break | Standard/sGeometry | Benchmark/s | Textbook Reference | Topics | MA.912.G.2.1 Identify and describe convex, concave, regular, and irregular polygons. Assessed with MA.912.G.2.3.MA.912.G.2.2 Determine the measures of interior and exterior angles of polygons, justifying the method used. MC, FRMA.912.G.3.1 Describe, classify, and compare relationships among quadrilaterals including the square, rectangle, rhombus, parallelogram, trapezoid, and kite. Assessed with MA.912.G.3.4.MA.912.G.3.2 Compare and contrast special quadrilaterals on the basis of their properties. Assessed with MA.912.G.3.4.MA.912.G.3.3 Use coordinate geometry to prove properties of congruent, regular, and similar quadrilaterals. MCMA.912.G.3.4 Prove theorems involving quadrilaterals. MC, FR | PearsonChapter 6Sections, 1, 2, 3, 4, 5, 6, 7GlencoeChapter 6LearnModule 6 | Polygon-Angle Sum TheoremsProperties of ParallelogramsProving a Quadrilateral is a ParallelogramProperties of Rhombuses, Rectangles, SquaresConditions for Rhombuses, Rectangles, SquaresTrapezoids and KitesPolygons in the Coordinate Plane | Benchmark | Content Purpose Statement | Language Purpose Statement | MA.912.G.2.1 | 1. Determine whether polygons are convex, concave, equiangular, equilateral, and regular. | 1. Use the terms convex, concave, equiangular polygon, equilateral polygon, and regular when describing polygons. | MA.912.G.2.2continued | 1. Name polygons based on the number of sides and angles. | 1. Use the terms quadrilateral, pentagon, hexagon, heptagon, octagon, nonagon, decagon, dodecagon, and diagonal when describing polygons. | | 2. Find the sum of the measures of the interior and exterior angles of a polygon; find each interior and exterior angle of a regular polygon. | 2. Explain how to find the measures of interior angles and exterior angles of a polygon. |
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Benchmark | Content Purpose Statement | Language Purpose Statement | MA.912.G.2.2 | 3. Use the interior and exterior angles theorems to solve for a variable or name a polygon. | 3. Explain the process used to find missing variables and identify the polygon. | MA.912.G.3.1 | 1. Use relationships among sides and angles of parallelograms | 1. Identify consecutive angles and opposite angles when given a parallelogram and justify your answer using properties of parallelograms. | | 2. Define, classify, and sketch special types of parallelograms. | 2. Discuss the relationships between special parallelograms (rectangle, rhombus, and square). | | 3. Define, classify, and sketch trapezoids and kites. | 3. Discuss the relationships between trapezoids, isosceles trapezoids, and kites; describe any special parts (legs, base, base angles) of a trapezoid. | | 4. Identify and use the midsegment of a trapezoid. | 4. Explain the definition of midsegment of a trapezoid; and describe the process used to find the length of a base or midsegment of a trapezoid. | MA.912.G.3.2 | 1. Compare and contrast special quadrilaterals on the basis of their properties. | 1. Summarize the relationships between the different quadrilaterals (parallelogram, rectangle, rhombus, square, trapezoid, isosceles trapezoid, and kite). | MA.912.G.3.3 | 1. Given four coordinate points, choose the best name for a parallelogram using slopes, lengths, and midpoints. | 1. Explain the different ways to name the parallelogram (rectangle, rhombus, and square) using slopes, lengths, and midpoints. | | 2. Given four coordinate points, choose the best name for the quadrilateral using slopes, lengths, and midpoints. | 2. Discuss the different ways to name the quadrilateral (trapezoid, isosceles trapezoid, and kite) using slopes, lengths, and midpoints. | MA.912.G.3.4 | 1. Prove that a quadrilateral is a parallelogram, rectangle, rhombus, or square. | 1. Explain the steps needed to prove that a quadrilateral is a parallelogram, rectangle, rhombus, or square. | | 2. Prove that a quadrilateral is a trapezoid, isosceles trapezoid, or kite. | 2. Explain the steps needed to prove that a quadrilateral is a trapezoid, isosceles trapezoid, or kite. |
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November 26 – January 11, 2013 Weeks 15, 16, 17, 19 December 17 – 21, 2012 – Midterm Exams (See page 28 for week 18)December 24 – January 4, 2013 – Winter Break | Benchmark | Online Resources | MA.912.G.2.1 | NO RELATED RESOURCES | MA.912.G.2.2 | Interior Angles of PolygonsAdaptive Curriculum Activity (Teacher must be logged into Angel/Learn to access this account.)Sums of Exterior Angles of PolygonsAdaptive Curriculum Activity (Teacher must be logged into Angel/Learn to access this account.)Angles of a polygonKhan Academy Self Check Quiz | MA.912.G.3.1 | Classifications of QuadrilateralsAdaptive Curriculum Activity (Teacher must be logged into Angel/Learn to access this account.)Parallelogram and Its PropertiesAdaptive Curriculum Activity (Teacher must be logged into Angel/Learn to access this account.)Rhombus and Its PropertiesAdaptive Curriculum Activity (Teacher must be logged into Angel/Learn to access this account.)Trapezoid and Its PropertiesAdaptive Curriculum Activity (Teacher must be logged into Angel/Learn to access this account.)Isosceles Trapezoid and Its PropertiesAdaptive Curriculum Activity (Teacher must be logged into Angel/Learn to access this account.) |
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Benchmark | Online Resources | MA.912.G.3.2 | Quadrilateral Classification GameGame classifying quadrilaterals using the coordinate planeClassifying QuadrilateralsKhan Academy Self Check QuizAngles of QuadrilateralsKhan Academy Self Check Quiz | MA.912.G.3.3 | NO RELATED RESOURCES | MA.912.G.3.4 | NO RELATED RESOURCES |
December 17 – 21, 2012 Week 18January 14, 2013 – End of 2nd grading period | Standard/sDistrict Midterm Exam AP 2 (Chapters 5, 6-1, 6-2, 6-3) | Benchmark/s | Textbook Reference | Topics | | PearsonChapters 1-5, 6.1, 6.2, 6.3GlencoeChapters 1-5, 6.1, 6.2, 6.3 | | Benchmark | Content Purpose Statement | Language Purpose Statement | | | |
January 14 – February 1, 2013 Weeks 20, 21, 22January 14, 2013 – End of 2nd grading periodJanuary 21, 2013 – Martin Luther King DayJanuary 22, 2013 – Professional Day | Standard/sGeometry | Benchmark/s | Textbook Reference | Topics | MA.912.G.2.3 Use properties of congruent and similar polygons to solve mathematical or real-world problems. MC, FRMA.912.G.4.5 Apply theorems involving segments divided proportionally. Assessed with MA.912.G.2.3.MA.912.G.4.6 Prove that triangles are congruent or similar and use the concept of corresponding parts of congruent triangles. MCMA.912.G.5.2 State and apply the relationships that exist when the altitude is drawn to the hypotenuse of a right triangle. Assessed with MA.912.G.5.4.MA.912.G.8.4 Make conjectures with justifications about geometric ideas. Distinguish between information that supports a conjecture and the proof of a conjecture. MC | PearsonChapter 7GlencoeChapter 7(omit 7-4)LearnModule 7 | Ratios and ProportionsSimilar PolygonsProving Triangles SimilarSimilarity in Right TrianglesProportions in Triangles | Benchmark | Content Purpose Statement | Language Purpose Statement | MA.912.G.2.3continued | 1. Write and simplify ratios. | 1. Use the terms ratio, conversion, and units when simplifying ratios. | | 2. Set up and solve proportions. | 2. Use the terms proportion, means, extremes, equal ratios, cross products, cross multiplication, and extended proportions when solving for given variables in a proportion. |
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Benchmark | Content Purpose Statement | Language Purpose Statement | MA.912.G.2.3continued | 3. Identify whether polygons are similar, write similarity statements, and find the scale factor. | 3. Use the terms and notation for similarity statements, similar polygons, and scale factor when discussing similar polygons. | | 4. Solve mathematical and real-world problems using properties of similar polygons. | 4. Describe how you would set up and solve a problem involving similar polygons. | MA.912.G.4.5 | 1. Set up and solve mathematical and real-world problems involving parallel lines. | 1. Explain how to use the Side-Splitter Theorem and Corollary to the Side-Splitter Theorem when solving for variables or missing side lengths in a triangle. | | 2. Set up and solve mathematical and real-world problems involving angle bisectors of a triangle. | 2. Explain how to use the Triangle-Angle-Bisector Theorem when solving real-world problems. | MA.912.G.4.6 | 1. Prove triangles are similar. | 1. Explain the steps needed to prove that triangles are similar. | MA.912.G.5.2 | 1. Use relationships in similar right triangles to solve for missing lengths. | 1. Identify the shorter legs and longer legs in right triangles. Explain how to use a geometric mean to find the lengths of segments in triangles. | MA.912.G.8.4 | 1. Identify whether triangles are similar using similarity | 1. Use Angle-Angle (AA~) Similarity Postulate, Side-Side-Side (SSS~) Similarity Theorem, and Side-Angle-Side (SAS~) Similarity Theorem to justify that triangles are similar. |
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January 14 – February 1, 2013 Weeks 20, 21, 22January 14, 2013 – End of 2nd grading periodJanuary 21, 2013 – Martin Luther King DayJanuary 22, 2013 – Professional Day | Benchmark | Online Resources (continued on next page) | MA.912.G.2.3 | Ratio and RateAdaptive Curriculum Activity (Teacher must be logged into Angel/Learn to access this account.)Proportions and Their PropertiesAdaptive Curriculum Activity (Teacher must be logged into Angel/Learn to access this account.)Proportions 1Khan Academy Self CheckProportions 2Khan Academy Self Check | MA.912.G.4.5 | NO RELATED RESOURCES | MA.912.G.4.6 | Find Similar TrianglesAdaptive Curriculum Activity (Teacher must be logged into Angel/Learn to access this account.)Similar Triangles 1Khan Academy Self CheckSimilar Triangles 2Khan Academy Self CheckSolve Similar Triangles 1Khan Academy Self CheckSolve Similar Triangles 2Khan Academy Self CheckSimilar Triangles ReviewKhan Academy Self Check |
January 14 – February 1, 2013 Weeks 20, 21, 22January 14, 2013 – End of 2nd grading periodJanuary 21, 2013 – Martin Luther King DayJanuary 22, 2013 – Professional Day | Benchmark | Online Resources | MA.912.G.5.4 | NO RELATED RESOURCES | MA.912.G.8.4 | NO RELATED RESOURCES | Benchmark | PearsonChapter Section | GlencoeChapter Section | Geometry EOC Assessment | Geometry EOC AssessmentTest Item Specifications | Cognitive Complexity | Reporting Category | MA.912.G.2.3 | 7-2,7-3 | 7-2,7-3,7-5 | MC, FR | MA.912.G.2.3Pages 61-63 | High | Two-Dimensional Geometry (65%) | MA.912.G.4.5 | 7-5 | | Assessed with MA.912.G.2.3 | | Moderate | Two-Dimensional Geometry (65%) | MA.912.G.4.6 | 7-3 | 7-3,7-5 | MC | MA.912.G.4.6Pages 75-76 | High | Two-Dimensional Geometry (65%) | MA.912.G.5.2 | 7-4 | | Assessed with MA.912.G.5.4 | MA.912.G.5.4Pages 80-82 | Moderate | Two-Dimensional Geometry (65%) | MA.912.G.8.4 | Embedded throughout | 7-7 | MC | MA.912.G.8.4Pages 95-96 | High | Two-Dimensional Geometry (65%) |
February 4 – 15, 2013 Weeks 23, 24February 18, 2013 – Presidents’ Day | Standard/sGeometry, Trigonometry | Benchmark/s | Textbook Reference | Topics | MA.912.G.5.1 Prove and apply the Pythagorean Theorem and its converse. Assessed with MA.912.G.5.4.MA.912.G.5.3 Use special right triangles (30° - 60° - 90° and 45° - 45° - 90°) to solve problems. Assessed with MA.912.G.5.4.MA.912.G.5.4 Solve real-world problems involving right triangles. MC, FRMA.912.T.2.1 Define and use the trigonometric ratios (sine, cosine, tangent, cotangent, secant, cosecant) in terms of angles of right triangles. MC, FR | PearsonChapter 8GlencoeChapter 8LearnModule 8 | Pythagorean Theorem and Its ConverseSpecial Right TrianglesTrigonometryAngles of Elevation and Depression | Benchmark | Content Purpose Statement | Language Purpose Statement | MA.912.G.5.1 | 1. Solve problems using the Pythagorean Theorem. | 1. Explain how to use the Pythagorean Theorem and identify a Pythagorean Triple given side lengths of a right triangle. | | 2. Determine whether a triangle is acute, right, or obtuse using the given side lengths. | 2. Explain how to use the Converse of the Pythagorean Theorem and the Pythagorean Inequality Theorems when classifying triangles. | MA.912.G.5.3 | 1. Use the property of 45°-45°-90° triangles to solve for missing side lengths. | 1. Discuss how to set up and solve missing side lengths of 45°-45°-90° triangles. | | 2. Use the property of 30°-60°-90° triangles to solve for missing side lengths. | 2. Discuss how to set up and solve missing side lengths of 30°-60°-90° triangles. |
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Benchmark | Content Purpose Statement | Language Purpose Statement | MA.912.G.5.4 | 1. Solve real-world problems using the Pythagorean Theorem. | 1. Discuss how the Pythagorean Theorem is used to solve real-world situations. | | 2. Solve real-world problems using the Pythagorean Theorem. | 2. Discuss how to apply properties of special triangles (45°-45°-90° and 30°-60°-90°) to solve real-world situations. | | 3. Solve real-world problems using trigonometry. | 3. Explain how to draw and use angles of elevation and angles of depression to solve real-world problems. | MA.912.T.2.1 | 1. Sketch right triangles and set up trigonometric ratios. | 1. Use the terms trigonometry, trigonometric ratios, sine (sin), cosine (cos), tangent (tan), sinx, cosx, tanx, and adjacent angles when setting up ratios and drawing right triangles. | | 2. Determine side lengths in a right triangle using trigonometric ratios. | 2. Explain how to set up and solve equations using sine, cosine, and tangent. | | 3. Determine angle measure in a right triangle using trigonometric ratios. | 3. Use and understand the notation for inverse trigonometric ratios (sin-1x, cos-1x, and tan-1x) when solving for an angle measure in a right triangle. |
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February 4 – 15, 2013 Weeks 23, 24February 18, 2013 – Presidents’ Day | Benchmark | Online Resources | MA.912.G.5.1 | Annotated Proof of the Pythagorean TheoremAnimated proof of the Pythagorean TheoremValidation of the Pythagorean TheoremPuzzles that allow students to prove the Pythagorean TheoremProof of the Pythagorean TheoremAdaptive Curriculum Activity (Teacher must be logged into Angel/Learn to access this account.) | MA.912.G.5.3 | NO RELATED RESOURCES | MA.912.G.5.4 | Use the Pythagorean Theorem to Solve ProblemsAdaptive Curriculum Activity (Teacher must be logged into Angel/Learn to access this account.) | MA.912.T.2.1 | NO RELATED RESOURCES | Benchmark | PearsonChapter Section | GlencoeChapter Section | Geometry EOC Assessment | Geometry EOC AssessmentTest Item Specifications | Cognitive Complexity | Reporting Category | MA.912.G.5.1 | 8-1 | 8-2,8-3 | Assessed with MA.912.G.5.4 | | High | Two-Dimensional Geometry (65%) | MA.912.G.5.3 | 8-2 | 8-3 | Assessed with MA.912.G.5.4 | | Moderate | Two-Dimensional Geometry (65%) | MA.912.G.5.4 | 8-1,8-2,8-3,8-4 | 8-1,8-2,8-3,8-4,8-5 | MC, FR | MA.912.G.5.4Pages 80-82 | High | Two-Dimensional Geometry (65%) | MA.912.T.2.1 | 8-3,8-4 | 8-4,8-6 | MC, FR | MA.912.T.2.1Pages 97-99 | Moderate | Trigonometry and Discrete Mathematics (15%) |
February 19 – March 8, 2013 Weeks 25, 26, 27March 11 – 15, 2013 – Spring Break | Standard/sGeometry | Benchmark/s | Textbook Reference | Topics | MA.912.G.2.5 Explain the derivation and apply formulas for perimeter and area of polygons (triangles, quadrilaterals, pentagons, etc.). MC, FRMA.912.G.2.7 Determine how changes in dimensions affect the perimeter and area of common geometric figures. Assessed with MA.912.G.2.5 and MA.912.G.7.7.MA.912.G.4.4 Use properties of congruent and similar triangles to solve problems involving lengths and areas. Assessed with MA.912.G.2.3MA.912.G.6.2 Define and identify: circumference, radius, diameter, arc, arc length, chord, secant, tangent and concentric circles. Assessed with MA.912.G.6.5.MA.912.G.6.5 Solve real-world problems using measures of circumference, arc length, and areas of circles and sectors. MC, FR | PearsonChapter 10Sections 1, 2, 34, 5(Add 1-8)GlencoeChapter 11(Add 13-3)LearnModule 9 | Perimeter, Area, and Circumference of a CircleArea of Parallelograms and TrianglesArea of Trapezoids, Rhombus, KitesArea of Regular PolygonsPerimeter and Areas of Similar Figures | Benchmark | Content Purpose Statement | Language Purpose Statement | MA.912.G.2.5 | 1. Discover and calculate the perimeter of polygons. | 1. Explain the process of finding the perimeter of a polygon. | | 2. Find the area of parallelograms and triangles. | 2. Explain the process of deriving and calculating the area of parallelograms and triangles. | | 3. Find the area of rhombi, trapezoids, and kites. | 3. Explain the process of deriving and calculating the area of rhombi, trapezoids, and kites. |
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Benchmark | Content Purpose Statement | Language Purpose Statement | MA.912.G.2.5 | 4. Find the area of a regular polygon. | 4. Explain the process of deriving and calculating the area of a regular polygon. | | 5. Find areas of regular polygons and triangles using trigonometry. | 5. Describe how trigonometry is helpful when solving for the area of a regular polygon. | | 6. Find the area and perimeter of composite figures and shaded regions. | 6. Describe different methods to find the area and perimeter of a given composite figure or shaded region. | | 7. Find probabilities by using length and area. | 7. Describe the meaning of probability and the process of setting up and solving a geometric probability problem. | MA.912.G.2.7 | 1. Find the perimeter and area of similar polygons. | 1. Explain the process of deriving and calculating the perimeter and area of similar polygons. | MA.912.G.4.4 | 1. Find the perimeter and area of similar triangles. | 1. Explain the process of deriving and calculating the perimeter and area of similar triangles. | MA.912.G.6.2 | 1. Discover and calculate the circumference of a circle. | 1. Explain the process of deriving and calculating the circumference of a circle. | MA.912.G.6.5 | 1. Solve real-world problems using circumference. | 1. Discuss real-world situations in which circumference may be applied. |
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February 19 – March 8, 2013 Weeks 25, 26, 27March 11 – 15, 2013 – Spring Break | Benchmark | Online Resources | MA.912.G.2.5 | It's Raining!!! (Compare Areas of Wiped Windshields)Math Challenge #32 – project finding areas Perimeter of PolygonsKhan Academy Self Check QuizPerimeter of Squares and RectanglesKhan Academy Self Check QuizAreas of Squares and RectanglesKhan Academy Self Check QuizPerimeter and Area of a TriangleAdaptive Curriculum Activity (Teacher must be logged into Angel/Learn to access this account.)Area of a ParallelogramAdaptive Curriculum Activity (Teacher must be logged into Angel/Learn to access this account.)Perimeter and Area of a Square and RectangleAdaptive Curriculum Activity (Teacher must be logged into Angel/Learn to access this account.)Perimeter and Area of a RhombusAdaptive Curriculum Activity (Teacher must be logged into Angel/Learn to access this account.)Area of TrapezoidsAdaptive Curriculum Activity (Teacher must be logged into Angel/Learn to access this account.)Perimeter and Area of Regular PolygonsAdaptive Curriculum Activity (Teacher must be logged into Angel/Learn to access this account.) |
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Benchmark | Online Resources | MA.912.G.2.7 | NO RELATED RESOURCES | MA.912.G.4.4 | NO RELATED RESOURCES | MA.912.G.6.2 | NO RELATED RESOURCES | MA.912.G.6.5 | Area of a CircleKhan Academy Self Check QuizArea of Composite ShapesAdaptive Curriculum Activity (Teacher must be logged into Angel/Learn to access this account.) |
March 18 – 28, 2013 Weeks 28, 29March 28, 2013 – End of 3rd grading periodMarch 29, 2013 – Professional Day | Standard/sGeometry | Benchmark/s | Textbook Reference | Topics | MA.912.G.7.1 Describe and make regular, non-regular, and oblique polyhedra, and sketch the net for a given polyhedron and vice versa. MC, FRMA.912.G.7.2 Describe the relationships between the faces, edges, and vertices of polyhedra. Assessed with MA.912.G.7.1.MA.912.G.7.4 Identify chords, tangents, radii, and great circles of spheres Assessed with MA.912.G.7.5.MA.912.G.7.5 Explain and use formulas for lateral area, surface area, and volume of solids. MC, FRMA.912.G.7.6 Identify and use properties of congruent and similar solids. Assessed with MA,912.G.7.5.MA.912.G.7.7 Determine how changes in dimensions affect the surface area and volume of common geometric solids. MC, FR | PearsonChapter 11(Add 1-1)GlencoeChapter 12LearnModule 10 | NetsSpace Figures and Cross SectionsSurface Areas of Prisms and CylindersSurface Areas of Pyramids and ConesVolumes of Prisms and CylindersVolumes of Pyramids and ConesSurface Areas and Volumes of SpheresAreas and Volumes of Similar Solids | Benchmark | Content Purpose Statement | Language Purpose Statement | MA.912.G.7.1 | 1. Identify and draw nets of three-dimensional solids. | 1. Use the terms net, two-dimensional, and isometric drawing when naming a figure based on its net and vice-versa. | MA.912.G.7.2continued | 1. Describe polyhedra and their parts. | 1. Use the terms three-dimensional, solids, polyhedron, face, edge, vertex, concave, convex, regular polyhedrons, and Platonic solids when identifying and sketching solids. | | 2. Describe the relationship between faces, edges, and vertices of a three-dimensional figure using Euler’s Theorem. | 2. Derive and explain how Euler’s formula is useful when working with solids. |
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Benchmark | Content Purpose Statement | Language Purpose Statement | MA.912.G.7.2 | 3. Visualize cross sections of three-dimensional figures. | 3. Discuss how a solid may have different cross sections. | MA.912.G.7.4 | 1. Using information about a great circle, find the surface and volume of a sphere. | 1. Describe how properties of a great circle will help to calculate the surface area and volume of the sphere. | MA.912.G.7.5 | 1. Find the lateral area and surface area of cones and pyramids. | 1. Explain the relationship between lateral area and surface area of solids. Describe how prisms and cylinders are comparable.Explain the process of deriving and calculating the lateral area and surface area of prisms and cylinders. | | 2. Find the lateral area and surface area of cones and pyramids. | 2. Describe how cones and pyramids are alike. Explain the process of deriving and calculating the lateral area and surface area of cones and pyramids. | | 3. Find the volume of prisms and cylinders. | 3. Explain the relationship between surface area and e volume of solids.Explain the process of deriving and calculating the volume of prisms and cylinders. | | 4. Find the volume of cones and pyramids. | 4. Explain the process of deriving and calculating the volume of cones and pyramids. | | 5. Find the surface area and volume of spheres. | 5. Explain the process of deriving and calculating the volume of cones and pyramids. | | 6. Find the volume of composite solids. | 6. Describe different methods to find the volume of a given composite figure. | | 7. Find the surface area of composite solids. | 7. Describe different methods to find the surface area of a given composite solid figure. |
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Benchmark | Content Purpose Statement | Language Purpose Statement | MA.912.G.7.6 | 1. Identify and use properties of congruent and similar solids. | 1. Justify the property or properties used in a chosen solution method. | MA.912.G.7.7 | 1. Find surface area and volume of similar solids. | 1. Describe the relationship between the area and volume of similar solids. | March 18 – 28, 2013 Weeks 28, 29March 28, 2013 – End of 3rd grading periodMarch 29, 2013 – Professional Day | Benchmark | Online Resources | MA.912.G.7.1 | Tetrahedral KitesActivity to make tetrahedral kites | MA.912.G.7.2 | Drawing 2 – D views of a 3 – D ObjectAdaptive Curriculum Activity (Teacher must be logged into Angel/Learn to access this account.)Completing 2 –D and 3 – D ObjectsAdaptive Curriculum Activity (Teacher must be logged into Angel/Learn to access this account.) | MA.912.G.7.4 | NO RELATED RESOURCES |
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Benchmark | Online Resources | MA.912.G.7.5 | Three Dimensional ShapesInteractive Exploration of Surface Area and VolumeSurface Area and Volume of SolidsKhan Academy Self Check QuizChanges in Volumes of Square PrismsAdaptive Curriculum Activity (Teacher must be logged into Angel/Learn to access this account.)Changes in Surface Area of Regular PrismsAdaptive Curriculum Activity (Teacher must be logged into Angel/Learn to access this account.)Changes in Surface Area of Square PyramidsAdaptive Curriculum Activity (Teacher must be logged into Angel/Learn to access this account.)Changes in Volume of Quadrilateral PyramidsAdaptive Curriculum Activity (Teacher must be logged into Angel/Learn to access this account.)Changes in Surface Area of CylindersAdaptive Curriculum Activity (Teacher must be logged into Angel/Learn to access this account.)Changes in Volume of CylindersAdaptive Curriculum Activity (Teacher must be logged into Angel/Learn to access this account.)Changes in Surface Area of ConesAdaptive Curriculum Activity (Teacher must be logged into Angel/Learn to access this account.)Volumes of PrismsAdaptive Curriculum Activity (Teacher must be logged into Angel/Learn to access this account.) | MA.912.G.7.6 | NO RELATED RESOURCES | MA.912.G.7.7 | Scaling AwayMeasure objects and find new dimensions using scale factors – show changes in surface area and volume |
April 1 – 12, 2013 Weeks 30, 31 | Standard/sGeometry | Benchmark/s | Textbook Reference | Topics | MA.912.G.6.2 Define and identify: circumference, radius, diameter, arc, arc length, chord, secant, tangent and concentric circles. Assessed with MA.912.G.6.5.MA.912.G.6.4 Determine and use measures of arcs and related angles (central, inscribed, and intersections of secants and tangents). Assessed with MA.912.G.6.5.MA.912.G.6.5 Solve real-world problems using measures of circumference, arc length, and areas of circles and sectors. MC, FRMA.912.G.6.6 Given the center and the radius, find the equation of a circle in the coordinate plane or given the equation of a circle in center-radius form, state the center and the radius of the circle. MCMA.912.G.6.7 Given the equation of a circle in center-radius form or given the center and the radius of a circle, sketch the graph of the circle. Assessed with MA.912.G.6.6. | PearsonChapter 12(Add 10-6 & 10-7)GlencoeChapter 10LearnModule 11 | Arc Lengths and Sector AreasTangent LinesChords and ArcsInscribed AnglesAngle Measures and Segment LengthsEquations of Circles | Benchmark | Content Purpose Statement | Language Purpose Statement | MA.912.G.6.2continued | 1. Identify parts of a circle. | 1. Use the terms radius, diameter, chord, tangent, point of tangency, point of contact, and secant when identifying parts of a circle. | | 2. Use chords to find measures and lengths in circles. | 2. Describe how congruent chords affect measures and lengths of an arc in a circle. |
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Benchmark | Content Purpose Statement | Language Purpose Statement | MA.912.G.6.2 | 3. Find the length of an arc in a circle. | 3. Describe how to derive and calculate the arc length of a circle. | MA.912.G.6.4 | 1. Find the measure of central angles and arcs and classify an arc according to its measure. | 1. Use the terms central angle, measure of an arc, minor arc, major arc, and semicircle when classifying central angles and finding measures of angles. | | 2. Find the measure of angles whose vertex is on the circle. | 2. Discuss how to use the Chord-chord Angle Theorem to solve for angle measures on a circle. | | 3. Find measures of angles formed by lines intersecting inside a circle. | 3. Describe how to use theorems associated with secant-secant angles, tangent-secant angles, and tangent-tangent angles to solve for angle measures. | | 4. Find measures of angles formed by lines intersecting outsidea circle. | 4. Describe how to use theorems associated with secant-secant angles, tangent-secant angles, and tangent-tangent angles to solve for angle measures. | | 5. Find the perimeter of a circumscribed polygon. | 5. Describe the process of finding the perimeter of a circumscribed polygon. | | 6. Find the length of segments formed by segments intersecting inside a circle. | 6. Use the theorem associated with a chord-chord angle to solve for a variable and to find the length segments. | | 7. Find the length of segments formed by segments intersecting outside a circle. | 7. Use the theorem associated with secant-tangent angles secant-secant angles to solve for a variable and to find the length of segments. |
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Benchmark | Content Purpose Statement | Language Purpose Statement | MA.912.G.6.5 | 1. Find the area of a sector of a circle. | 1. Describe how to derive and calculate the area of a sector of a circle. | | 2. Find the area of a shaded segment in problems involving circles. | 2. Describe how to calculate the area of a sector of a circle. | | 3. Solve real-world problems involving sectors of a circle. | 3. Discuss real-world situations in which sectors of a circle are applied. | MA.912.G.6.6 | 1. Write the equation of a circle and find the center and radius of a circle. | 1. Explain how to use the center and radius of a circle to write the equation of a circle and vice-versa. | MA.912.G.6.7 | 1. Graph a circle and write the equation of a circle given its graph. | 1. Describe how to graph a circle given (a) the equation of a circle and (b) the center and the radius of the circle. |
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April 1 – 12, 2013 Weeks 30, 31 | Benchmark | Online Resources | MA.912.G.6.2 | The Story of PiVideo of how Pi works and how it is usedRadius, Diameter and CircumferenceKhan Academy Self Check QuizCalculating the Circumference of a CircleAdaptive Curriculum Activity (Teacher must be logged into Angel/Learn to access this account.) | MA.912.G.6.4 | Inscribed Angles 1Khan Academy Self Check QuizInscribed Angles 2Khan Academy Self Check QuizInscribed Angles 3Khan Academy Self Check Quiz | MA.912.G.6.5 | Formula for the Area of a CircleAdaptive Curriculum Activity (Teacher must be logged into Angel/Learn to access this account.) | MA.912.G.6.6 | Equation of a CircleKhan Academy Self Check Quiz | MA.912.G.6.7 | NO RELATED RESOURCES |
April 15 – 26, 2013 Weeks 32, 33 | Standard/sGeometry | Benchmark/s | Textbook Reference | Topics | MA.912.G.2.4 Apply transformations (translations, reflections, rotations, dilations, and scale factors) to polygons. to determine congruence, similarity, and symmetry. Know that images formed by translations, reflections, and rotations are congruent to the original shape. Create and verify tessellations of the plane using polygons. MC, FR | PearsonChapter 9GlencoeChapter 9LearnModule 12 | TranslationsReflectionsRotationsSymmetryDilationsCompositions of ReflectionsTessellations | Benchmark | Content Purpose Statement | Language Purpose Statement | MA.912.G.2.4continued | 1. Identify congruence transformations. | 1. Use the terms transformation, preimage, image, congruence transformation, isometry, translation, reflection, and rotation when analyzing different transformations. | | 2. Draw and write a rule for translations. | 2. Use the terms and notation for translation vectors, component form of a vector, initial point, terminal point, direction, magnitude, and slide when writing a rule and sketching translations. | | 3. Draw and write a rule for reflections. | 3. Use the terms and notation for line of reflection when writing a rule and sketching reflections. |
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Benchmark | Content Purpose Statement | Language Purpose Statement | MA.912.G.2.4 | 4. Draw and write a rule for rotations. | 4. Use the terms and notation for center of rotation, angle of rotation, clockwise, and angle of rotation when writing a rule and sketching rotations. | | 5. Identify the type of symmetry used in a figure. | 5. Use the terms symmetry, rotational symmetry, angle of rotation, line symmetry, line of symmetry, and point symmetry when comparing the different types of symmetry. | | 6. Draw and write a rule for dilations. | 6. Use the terms and notation for dilation, center, enlargement, and reduction when writing a rule for and sketching dilations. | | 7. Draw and write a rule for two or more transformations. | 7. Use the terms composition of transformations and glide reflections when writing a rule for and sketching two or more transformations. | | 8. Identify and create tessellations. | 8. Use the terms composition of transformations and glide reflections when writing a rule for and sketching two or more transformations. |
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April 15 – 26, 2013 Weeks 32, 33 | Benchmark | Online Resources | MA.912.G.2.4 | Scaling AwayMeasure objects and find new dimensions using scale factors – show changes in surface area and volumeSymmetry of a FigureAdaptive Curriculum Activity (Teacher must be logged into Angel/Learn to access this account.)Applications of TranslationsAdaptive Curriculum Activity (Teacher must be logged into Angel/Learn to access this account.)Draw the Reflection of a FigureAdaptive Curriculum Activity (Teacher must be logged into Angel/Learn to access this account.)Introducing TessellationsAdaptive Curriculum Activity (Teacher must be logged into Angel/Learn to access this account.)TransformationsAdaptive Curriculum Activity (Teacher must be logged into Angel/Learn to access this account.) | Benchmark | PearsonChapter Section | GlencoeChapter Section | Geometry EOC Assessment | Geometry EOC AssessmentTest Item Specifications | Cognitive Complexity | Reporting Category | MA.912.G.2.4 | 9-1,9-2,9-3,9-4,9-5,9-6,9-7 | 9-1,9-2,9-3,9-4,9-5,9-6 | MC, FR | MA.912.G.2.4Pages 64-66 | High | Two-Dimensional Geometry (65%) |
April 29 – May 3, 2013 Week 34 | Standard/sReview and End of Course Assessment | Benchmark/s | Textbook Reference | Topics | | | | Benchmark | Content Purpose Statement | Language Purpose Statement | | | |
May 6 – June 4, 2013 Weeks 35, 36, 37, 38June 4, 2013 – Last day for students | Standard/sDiscreet Mathematics, Geometry | Benchmark/s | Textbook Reference | Topics | MA.912.D.6.1 Use truth tables to determine truth values of propositional statements. Not assessed. | PearsonN/AGlencoeSection 2-2 | Determine Truth ValuesVenn DiagramsLogic symbols | MA.912.D.9.3 Use vectors to model and solve application problems. Not assessed. This benchmark is included in course12006320 Geometry Honors. | PearsonN/AGlencoeSection 8-7 | Vector MagnitudeVector DirectionAdd & Subtract Vectors | MA.912.D.11.5 Explore and use other sequences found in nature such as the Fibonacci sequence and the golden ratio. Not assessed. This benchmark is included in course12006320 Geometry Honors. | PearsonN/AGlencoePage 464 | Fibonacci SequenceGolden Ratio |
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Benchmark/s | Textbook Reference | Topics | MA.912.G.8.6 Perform basic constructions using a straightedge and compass, and/or drawing programs describing and justifying the procedures used. Distinguish between sketching, constructing, and drawing geometric figures. Not assessed. | PearsonSections 1-6, 3-6GlencoeSections 1-2, 4-1, 9-1 | Geometric Constructions | MA.912.G.1.2 Construct congruent segments and angles, angle bisectors, and parallel and perpendicular lines using a straight edge and compass or a drawing program, explaining and justifying the process used. Not assessed. | PearsonSections 1-6, 3-6GlencoeSections 1-2,1-4,1-5,3-5,3-6 | Geometric Constructions | MA.912.G.2.6 Use coordinate geometry to prove properties of congruent, regular and similar polygons, and to perform transformations in the plane. Not assessed. This benchmark is included in course12006320 Geometry Honors. | PearsonN/AGlencoeSections 1-6, 11-1, 11-4 | Perimeter and Area on a Coordinate Plane |
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Benchmark/s | Textbook Reference | Topics | MA.912.G.4.8 Use coordinate geometry to prove properties of congruent, regular, and similar triangles. Not assessed. This benchmark is included in course12006320 Geometry Honors. | PearsonN/AGlencoe Sections 4-8 | Coordinate Proofs with Triangles | MA.912.G.6.1 Determine the center of a circle. Given three points not on a line, construct the circle that passes through them. Construct tangents to circles. Circumscribe and inscribe circles about and within triangles and regular polygons. Not assessed. This benchmark is included in course12006320 Geometry Honors. | PearsonN/AGlencoePages 704, 720, 726 | Constructions with Circles | MA.912.G.6.3 Prove theorems related to circles, including related angles, chords, tangents, and secants. Not assessed. This benchmark is included in course12006320 Geometry Honors. | PearsonN/AGlencoeSections 10-2, 10-3, 10-4, 10-5, 10-6, 10-7 | Proofs with Circles |
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Benchmark/s | Textbook Reference | Topics | MA.912.G.7.3 Identify, sketch, find areas and/or perimeters of cross sections of solid objects. Not assessed. This benchmark is included in course12006320 Geometry Honors. | PearsonN/AGlencoeSection 12-1 | Cross Sections | MA.912.G.6.5 Solve real-world problems using measures of circumference, arc length, and areas of sectors and circles. | PearsonSection 10-8GlencoeSection13-3 | Geometric Probability |
