Download NUMBER STRAND – Geometry - TEAM-Math

2006 TEAM-Math Curriculum Guide (July 15)
p. 17-1
Chapter 17. Curriculum for Geometry
Two versions of the Curriculum for Geometry are presented. The first, the “Cohort
Version,” is intended for teachers who have completed the TEAM-Math Summer Institute and
have been introduced to the Interactive Mathematics Program. An alternative version is intended
for those who have not yet attended the Summer Institute. The Appendix provides the correlation
of objectives, which should be useful for both groups of teachers.
Curriculum for Geometry (Cohort Version)
The geometry curriculum has been organized into four units. While the pacing of the
units is left up to individual schools and teachers, the curriculum writers’ intent is for each unit to
represent one-fourth of the total course content.
Unit titles reflect the “big ideas” of geometry. The main topics listed in each unit
summarize the Alabama Course of Study and TEAM-Math objectives.
The texts referenced in the geometry curriculum are Glencoe Geometry, Interactive
Mathematics Program, and Discovering Geometry. These resources guide teachers in using
inquiry-based methods and are endorsed by the TEAM-Math Partnership. Teachers are
encouraged to research, develop, and implement additional inquiry activities to meet their
students’ learning needs.
Suggested Pacing Guide (Cohort Version)
Unit
Fundamentals of Geometry – Lines, Angles, and
Logic
Triangles – Classification, Congruency, Similarity,
and Trigonometry
Geometric Figures – Quadrilaterals,
Transformations, and Circles
Area and Volume – Area of Polygons and Circles,
Surface Area and Volume
Semester Block
4 ½ weeks
Full Year
9 weeks
4 ½ weeks
9 weeks
4 ½ weeks
9 weeks
4 ½ weeks
9 weeks
2006 TEAM-Math Curriculum Guide (July 15)
Chapter 17 – Curriculum for Geometry (Cohort Version)
p. 17-2
Suggested Sequence of Instructions (Cohort Version)
UNIT: 1 Shadows: Fundamentals of Geometry – Lines, Angles and Logic
Topics
AL COS
TEAMMath
AHSGE
Glencoe
DG
IMP
Documentation
Investigations
Understand undefined terms of geometry
Analyze information in geometric contexts to
determine what relationships exist
9
D4
1-1 p 6-12
Throughout Chapter
2
p 29
P 106, p 112, p
118, p 136
Demonstrate competency with measurement tools
17
M1
1-2 p 13-20
Determine equations of parallel and perpendicular
lines
1,2,12
G5, G3
P 41, p 143, p
144, p 168
P 165, p 210
Revisit Pythagorean theorem and apply distance,
midpoint, and slope formulas
12
G3
Determine the equation of a circle
Introduction to coordinate geometry through
perimeter of polygons
Use inductive and deductive reasoning
5a
11
M3
9, 17
D2, G5
Using methods of proof to justify theorems
9
G5
Apply properties of similar triangles including use of
scale factors and proportions
3a, 5
G2
Application of inequalities to geometric problems
(triangle inequalities)
9a, 8
G6
Identify angle relationships and justify theorems
related to pairs of angles
2
G4, G5,
D4
VII-1
Application of equations to geometric problems
12
A1a
II-1
III-1, 2
IV-2
V-1,2,4
IV-2,
VII-2
IV-1
VII-3
II-1
II-2
VII-3
VII-4
VII-7
3-3 p 139-144
3-4 p 145-150
3-5 p 151-157
1-3 p 21-28
2-7 p. 101-106
3-3 p. 139-144
10-8 p 575-580
1-6 p 45-52
2-1 p 62-66
2-3 p 75-80
2-4 p 82-88
2-5 p 89-93
Shadows
[Throughout]
Shadows [Days
2-5]
P 36, p 133, P
462, P 468, P
486
P 488
P 96, p 102, P
551, P 611,
Shadows
[Days 9-12]
P 692, P 696,
P 708,
Shadows
[Throughout]
Shadows
[Days 7-13]
P 214, p 215, p
215,
Shadows
[Days 11-12]
P 49, p 120,
p 121, p 126,
p 128
Shadows
[Days 14-16]
6-1 p 282-288
6-2 p 289-297
5-2 p 247-254
5-4 p 261-266
5-5 p 267-273
1-4 p 29-36
1-5 p 37-44
2-8 p. 107-114
3-2 p. 133-138
3-3 p. 139-144
Throughout Chapter
3
Shadows
[Throughout]
Shadows
[Throughout]
Must supplement
Shadows with
Glencoe here
Optional here, may
be introduced in
Bees
2006 TEAM-Math Curriculum Guide (July 15)
Chapter 17 – Curriculum for Geometry (Cohort Version)
p. 17-3
UNIT: 2 Triangles – Classification, Congruency, Similarity and Trigonometry
Topics
AL COS
Classify types of triangles
Apply angle properties of triangles
Prove triangles are congruent and use properties of
congruent triangles of find missing
measures(CPCTC)
Utilize the properties of isosceles and equilateral
triangles to determine missing measures
Identify special segments of triangles, their
intersections and their measurement properties
8
8
5, 8
TEAMMath
G2
G6
G2
5, 8
G6
8
G6
Apply properties of parallel lines, similar polygons
and similar triangles including use of scale factors
and proportions
Determine geometric mean to find missing lengths
in right triangles
Apply Pythagorean theorem, special right triangle
rules, and other operations involving radicals to find
missing lengths of sides
Apply right triangle definitions of sine, cosine and
tangent to find missing measures
3a, 5
G2
5, 8a
AHSGE
II-1
VII-1
Glencoe
IMP
Documentation
Investigations
VII-1
4-1 p 178-183
4-2 p 184-191
4-3 p 192-198
4-4 p 200-206
4-5 p 207-215
4-6 p 216-221
5-1 p 236-245
N4, G5
VII-3
VII-4
VII-7
VII-3
6-3 p 298-306
6-4 p 307-315
6-5 p 316-323
7-1 p 342-348
6, 7
N4, G4,
G6
IV-2
VII-2
7-2 p 349-356
7-3 p 357-363
10
G6
II-1
7-4 p 364-370
7-5 p 371-376
A3
I-3, I-4
II-2
Throughout text
Apply factoring and use of polynomials in problem
solving applications(covered throughout)
DG
P 60
P 199
P 220, p 221, p
225, p 230
P 205, p 206, p
242
P 147, p 148, p
157, p 158, p
176, p 177, p
183, p 184, p
189, p 190, P
329, P 401
P 564, P 581, P
586, P 588, P
604, P 606
P 475, P 476, P
634, P 635, P
641
P 622
Shadows [Day 10]
Appendix A
Triangular Data
Shadows
[Days 17-19]
Bees [Days 11-16]
Shadows
[Days 22-25]
UNIT: 3 Geometric Figures- Quadrilaterals, Transformations and Circles
Topics
AL COS
AHSGE
Glencoe
DG
4, 4a
TEAMMath
M2, M2a
Determine the measures of interior and exterior
angles associated with polygons and verify the
formulas
Identify quadrilaterals from verbal descriptions of
properties and apply the properties
VII-4
8-1 p 404-410
P 256, p 260
3, 12
G1, A1a
VII-4
8-2 p 411-416
8-3 p 417-423
8-4 p 424-430
8-5 p 431-438
8-6 p 439-445
P 62, p 268, p
273, p 274, p
279, p 287, p
288, p 289
IMP
Documentation
2006 TEAM-Math Curriculum Guide (July 15)
Chapter 17 – Curriculum for Geometry (Cohort Version)
p. 17-4
Understand and analyze properties of
transformations
13
G2
Coordinate geometry applications of
transformations
13
M6
15
N4
M4
5
A3
18
D3
Introduce operations with vectors
Understand and apply properties of circles
including arcs, chords, secants, tangents, and
angles related to circles
Real life applications related to circles,
quadrilaterals and other geometric shapes
Construct with precision a circle graph
representing data
VII-1
VII-2
VII-3
VII-3
VII-4
9-1 p 462-469
9-2 p 470-475
9-3 p 476-482
9-5 p 490-497
8-7 p 447-451
9-1 p 462-469
9-2 p 470-475
9-3 p 476-482
9-5 p 490-497
9-6 p 498-505
Chapter 10 10-1 to
10-7 p 522-574
Throughout Unit 3
Chapters 8, 9 & 10
P 360, P
367,P 374, P
375
P 367, P 566,
P 572, P 573,
P 574
P 69, P 319, P
320, P 321, P
321, P 342
P 86, p 307, p
307, p 309, p
309, p 313, p
314
10-2 p 529-535
UNIT: 4 Do Bees Build It Best? Area and Volume- Area of Polygons and Circles, Surface Area and Volume
Topics
TEAMMath
G4
AHSGE
Glencoe
II-1
Throughout Text
11
G4, M3
VII-3
VII-4
11-1 p 595-600
11-2 p 601-609
Revisit similarity and right triangle definitions of
sine, cosine and tangent to find missing measures
Revisit Pythagorean theorem
10
G6
II-1
12
G3
IV-2, VII2
7-4 p 364-370
7-5 p 371-376
1-3 p 21-28
7-2 p 350-356
Calculate measures of sectors of a circle
Calculate probabilities arising in geometric contexts
Application of equations to geometric problems
Determine relationships between perimeter, surface
area and volume of similar figures
Area of polygons, circles, and irregular figures
15
17b
12
16c
M4
D5
A1-a
M5c
11
G4, M3
Apply geometric properties and relationships in
solving multi-step problems in two and three
dimensions (also throughout Units 2 and 3)
Area of rectangles, triangles, parallelograms, and
trapezoids
AL COS
VII-6
II-1
VII-3
VII-4
11-5 p.622-627
11-5 p 622-627
Throughout
13-4 p 707-713
11-1 p 595-600
11-2 p 601-609
DG
IMP
Documentation
Bees - throughout
unit
P 412, P 417,
P 417, P 418,
P 426, P 433,
P 622
P 462, P 468,
P 486
P 442
P 592, P 594,
P 599
P 412, P 417,
P 417, P 418,
Bees [Days 2-8],
[Day 11], [Day 17]
Bees [Days 9-10]
[Day 18] [Day 21]
Bees [Days 11-15]
Bees [Day 11]
Bees [Days 15-16]
Bees [Day 18],
[Day 28]
Bees [Days 18-20]
Optional here,
may be
introduced in
Bees
Must
supplement bees
2006 TEAM-Math Curriculum Guide (July 15)
Chapter 17 – Curriculum for Geometry (Cohort Version)
p. 17-5
Classify polyhedra according to their properties
14
G1
Develop formulas for & calculate surface area; find
missing dimensions of solid figures including
cylinders, prisms, spheres, cones, and pyramids
from surface area
16,
16a
16b
M5,
M5a
M5b
VII-4
Develop formulas for & calculate volume; find
missing dimensions of solid figures including
cylinders, prisms, spheres, cones, and pyramids
from volume
16
16a
16b
M5
M5a
M5b
VII-4
11-3 p 610-616
11-4 p 617-621
12-1 p 636-642
P 426, P 433
12-3 p 649-654
12-4 p 655-659
12-5 p 660-665
12-6 p 666-670
12-7 p 671-677
13-1 p 688-695
13-2 p 696-701
13-3 p 702-706
P 448, P 449,
P 546
Bees [Days 22-29]
P 515, P 522,
P 542
Bees [Days 23-29]
Bees [Days 25-26]
for irregular
figures
Must
supplement
Bees for
spheres, cones,
pyramids and
Platonic Solids
Must
supplement bees
for spheres,
cones, and
pyramids
Must
supplement bees
for spheres,
cones and
pyramids
2006 TEAM-Math Curriculum Guide (July 15)
Chapter 17. Curriculum for Geometry (Non-cohort Version)
p. 17-6
Curriculum for Geometry (Non-Cohort Version)
The geometry curriculum for non-cohort teachers has been organized into four units. While the
pacing of the units is left up to individual schools and teachers, the curriculum writers’ intent is for each
unit to represent one-fourth of the total course content.
Unit titles reflect the “big ideas” of geometry. The main topics listed in each unit summarize the
Alabama Course of Study and TEAM-Math objectives.
Suggested Pacing Guide
Unit
Fundamentals of Geometry – Lines, Angles, and
Logic
Triangles – Classification, Congruency, Similarity,
and Trigonometry
Geometric Figures – Quadrilaterals,
Transformations, and Circles
Area and Volume – Area of Polygons and Circles,
Surface Area and Volume
Semester Block
4 ½ weeks
Full Year
9 weeks
4 ½ weeks
9 weeks
4 ½ weeks
9 weeks
4 ½ weeks
9 weeks
2006 TEAM-Math Curriculum Guide (July 15)
Chapter 17. Curriculum for Geometry (Non-cohort Version)
p. 17-7
Part A. Suggested Sequence of Instruction (Non-Cohort Version)
This curricular sequence is aligned with the chapters of the Glencoe textbook and should only be used by teachers who have not yet attended summer
institute. Each unit is considered to be ¼ of the course.
UNIT: 1 Fundamentals of Geometry – Lines, Angles and Logic
Topics
Understand undefined terms of geometry (point, line, plane)
Demonstrate competency with measurement tools (ruler, protractor, compass)
Revisit Pythagorean theorem and apply distance, midpoint, and slope formulas
Identify angle relationships and justify theorems related to pairs of angles
AL COS
TEAM-Math
17
12
2
Introduction to coordinate geometry through perimeter of polygons (introduced
here but covered throughout)
Use inductive and deductive reasoning
11
M1
G3
G4, G5,
D4
M3
9, 17
D2, G5
Using methods of proof to justify theorems
9
G5
Analyze information (introduced here but covered throughout )
9
D4
Determine equations of parallel and perpendicular lines
1,2,12
G5
Application of equations to geometric problems(covered throughout)
12
A1a
Topics
Classify types of triangles
Apply angle properties of triangles
Prove triangles are congruent and use properties of congruent triangles of find
missing measures(CPCTC)
AL COS
8
8
5, 8
TEAM-Math
G2
G6
G2
Utilize the properties of isosceles and equilateral triangles to determine missing
measures
5, 8
G6
Glencoe
1-1 p 6-12
1-2 p 13-20
1-3 p 21-28
1-4 p 29-36
1-5 p 37-44
1-6 p 45-52
IMP
2-1 p 62-66
2-2 p 67-74
2-3 p 75-80
2-4 p 82-88
2-5 p 89-93
2-6 p 99-100
2-7 p 101-106
2-8 p107-114
Throughout Chapter 2
(1) Shadows
throughout unit
3-1 p 126-131
3-2 p 133-138
3-3 p 139-144
3-4 p 145-150
3-5 p 151-157
Throughout Chapter 3
(1) Shadows
[Days 14-16]
(1) Shadows
throughout unit
(1) Shadows
throughout unit
UNIT: 2 Triangles – Classification, Congruency, Similarity and Trigonometry
Glencoe
4-1 p 178-183
4-2 p 184-191
4-3 p 192-198
4-4 p 200-206
4-5 p 207-215
4-6 p 216-221
IMP
2006 TEAM-Math Curriculum Guide (July 15)
Chapter 17. Curriculum for Geometry (Non-cohort Version)
p. 17-8
Identify special segments of triangles, their intersections and their
measurement properties
Application of inequalities to geometric problems (triangle inequalities)
8
G6
5-1 p 236-245
9a, 8
G6
Apply properties of similar triangles including use of scale factors and
proportions
3a, 5
G2
Determine geometric mean to find missing lengths in right triangles
Apply Pythagorean theorem, special right triangle rules, and other operations
involving radicals to find missing lengths of sides
5, 8a
6, 7
N4, G5
N4, G4,
G6
5-2 p 247-254
5-4 p 261-266
5-5 p 267-273
6-1 p 282-288
6-2 p 289-297
6-3 p 298-306
6-4 p 307-315
6-5 p 316-323
7-1 p 342-348
7-2 p 349-356
7-3 p 357-363
Apply right triangle definitions of sine, cosine and tangent to find missing
measures
10
G6
7-4 p 364-370
7-5 p 371-376
A3
Throughout text
AL COS
4, 4a
TEAM-Math
M2, M2a
Glencoe
8-1 p 404-410
3
G1, A1a
8-2 p 411-416
8-3 p 417-423
8-4 p 424-430
8-5 p 431-438
8-6 p 439-445
9-1 p 462-469
9-2 p 470-475
9-3 p 476-482
8-7 p 447-451
9-1 p 462-469
9-2 p 470-475
9-3 p 476-482
9-6 p 498-505
Chapter 10 10-1 to 10-7 p 522-574
Apply factoring and use of polynomials in problem solving
applications(covered throughout)
(1) Shadows
[Days 11-12]
(1) Shadows
[Days 7-13
Days 17-19]
(1) Shadows
[Days 7-13]
(2) Bees [Days 1116]
(1) Shadows
[Days 22-25]
(2) Bees [Days 9-10]
UNIT: 3 Geometric Figures- Quadrilaterals, Transformations and Circles
Topics
Determine the measures of interior and exterior angles associated with
polygons and verify the formulas
Identify quadrilaterals from verbal descriptions of properties and apply the
properties (parallelogram, rhombus, square, and trapezoid.)
Understand and analyze properties of transformations
Coordinate geometry applications of transformations
Introduce operations with vectors
Understand and apply properties of circles including arcs, chords, secants,
tangents, and angles related to circles
Real life applications related to circles, quadrilaterals and other geometric
shapes
G2
13
M6
15
N4
M4
5
A3
Throughout Unit 3
Chapters 8, 9 & 10
IMP
2006 TEAM-Math Curriculum Guide (July 15)
Chapter 17. Curriculum for Geometry (Non-cohort Version)
Construct with precision a circle graph representing data
Determine the equation of a circle
p. 17-9
18
5a
D3
10-2 p 529-535
10-8 p 575-580
UNIT: 4 Area and Volume- Area of Polygons and Circles, Surface Area and Volume
Topics
AL COS
Area of polygons, circles, and irregular figures
11
TEAMMath
G4, M3
Calculate measures of sectors of a circle
Calculate probabilities arising in geometric contexts
Classify polyhedra according to their properties
15
17b
14
M4
D5
G1
Develop formulas for & calculate surface area; find missing dimensions of
solid figures including cylinders, prisms, spheres, cones, and pyramids from
surface area
16,
16a
16b
M5,
M5a
M5b
Develop formulas for & calculate volume; find missing dimensions of solid
figures including cylinders, prisms, spheres, cones, and pyramids from volume
16
16a
16b
16c
M5
M5a
M5b
M5c
G4
Determine relationships between surface area and volume of similar figures
Apply geometric properties and relationships in solving multi-step problems in
two and three dimensions (also throughout Units 2 and 3)
Glencoe
IMP
11-1 p 595-600
11-2 p 601-609
11-3 p 610-616
11-4 p 617-621
11-5 p 622-627
11-5 p 622-627
12-1 p 636-642
(2) Bees [Days 3-8]
12-3 p 649-654
12-4 p 655-659
12-5 p 660-665
12-6 p 666-670
12-7 p 671-677
13-1 p 688-695
13-2 p 696-701
13-3 p 702-706
13-4 p 707-713
Throughout Text
(2) Bees [Days 22-27]
(2) Bees [Days 22-27]
(2) Bees - throughout
unit
2006 TEAM-Math Curriculum Guide (July 15)
Chapter 17. Curriculum for Geometry (Appendix)
p. 17-10
Appendix: Correlation of Objectives with Recommended Textbooks
NUMBER STRAND – Geometry
Alabama Course of Study
TEAM-Math
G4. Apply operations involving
radicals and introduce
operations with vectors.
AHSGE
IV-2,VII-2
IV-2,VII1,VII-2
ALL:VII-4
Glencoe
7-2 p 349-356
9-6 p 498-505
p 744-745
AHSGE
ALL:VII-4
Glencoe
Scattered
throughout text
IMP Unit
(3) Meadows or Malls [ Days 27-35 ]
Core Plus
IV-A Unit 2 Lesson 1
Navigation
II-A Unite 2 Lesson 1
Modeling p102
ALGEBRA STRAND – Geometry
Alabama Course of Study
1. Determine the equation of a
line parallel or perpendicular to a
second line through a given point.
TEAM-Math
A1a. Extend solving equations
and inequalities to
applications.
b. Reinforce and apply
operations on polynomials
A3. Applying factoring when
problem solving.
IV-2,VI-1
3-4 p 146-147
II-1,II-3,IV-2, 5-1 p 241-242
VII-1
ALL:VII-4
IMP Unit
(3) Fireworks [ Day 2]
Core Plus
III-A Unit 3 Lesson 5
Investigation 2 Algebraic
(Reasoning in Geo and
Stat)
(3) Fireworks [ Day 4 ]
IV-B Lesson 1
Investigation 1
II-A Unit 2 Lesson 1
Modeling p 90
2006 TEAM-Math Curriculum Guide (July 15)
Chapter 17. Curriculum for Geometry (Appendix)
p. 17-11
GEOMETRY STRAND – Geometry
Alabama Course of Study
3. Verify the relationships
among different classes of
polygons by using their
properties.
a. Determining the missing
lengths of sides or measures
of angles in similar
polygons
14. Classify polyhedrons
according to their properties,
including the number of
faces.
b. Identifying Euclidean
solids
8. Deduce relationships between
two triangles, including
proving congruence or
similarity of the triangles from
given information, using the
relationships to solve
problems and to establish
other relationships.
a. Determining the geometric
mean to find missing
lengths in right triangles
13. Identify the coordinates of
the vertices of the image of a
given polygon that is
translated, rotated, reflected,
or dilated.
12. Apply distance, midpoint,
and slope formulas to solve
problems and to confirm
properties of polygons.
TEAM-Math
G1. Identify geometric
figures from a verbal
description of its properties.
(Course of Study #3 & #14)
AHSGE
II-1,VI-1,VII-1,
VII-3
II-1,IV-2, VI-1,
VII-1, VII-3
II-1,IV-2,VI-1, VII3
II-1, IV-1
Glencoe
6-2 p 289-296
6-3 p 300-301
6-4 p 308-309
6-5 p 316-318
IMP Unit
(1) Patterns [ p 115, 119]
(1) Shadows [ Day 11]
(3) Orchard Hideout [Day 1]
Core Plus
II-B Unit 6 Investigation 1
Lesson 1 (Using Quadrilaterals
In linkages)
I-B unit 5 Lesson 3 Investigation 1
(Polygons and Their Properties)
12-1 p 636-642
ALL:VII-4
G2. Understand and analyze
properties of
transformations, similarity,
and congruence. (Course of
Study #8 & #13)
IV-2,VII-1
IV-2,VII-1
VII-1
VII-1
II-1,IV-2, VI-1,
VII-1, VII-3
II-1, IV-1
II-2, VII-3
4-3 p 192-194
4-4 p 200-203
4-5 p 207- 210
4-5 Follow Up p
214- 215
6-3 p 298-301
6-5 p 316-319
7-1 p 342- 344
(1) Shadows[ Days 6-16]
(2) Do Bees Build [ entire
unit]
(3) Orchard Hideout [Day 1]
II-A Unit 2 Investigation 1
Modeling Rigid Transformations
II-B Unit 2 Investigation 2 Lesson 1
Linkages and Similarity
ALL:VII-4
G3. Apply distance, midpoint,
and slope formulas to solve
problems and to confirm
properties of polygons.
(Course of Study #12)
I-2, II-1,IV-1,IV-2,
VI-1,VII-1
II-1,VI-1,VII-1, VII3
II-1, IV-1
II-1,IV-2,VII-1
I-2,II-1,IV-1,IV-2,
VII-1
I-2,II-1,IV-2,VII-1
II-1,IV-1,VI-1
II-1,VII-1
1-6 p 48-49
6-2 p 295
6-5 p 315
8-2 p 415
8-3 p 420-422
8-6 p 442-448
9-2 p 472
9-4 p 488
9-5 p 495
11-1 p 597-599
11-2 p 603
II-A Lesson 1 Unit 2 Investigation
1 Plotting Polygons and
Computing distances
2006 TEAM-Math Curriculum Guide (July 15)
Chapter 17. Curriculum for Geometry (Appendix)
p. 17-12
IV-1, IV-2,VII-3
IV-1, IV-2,
II-1, IV-1, IV-2
11-2 p 605-606
11-4 p 618-621
IV-1, IV-2, VI-1
ALL: VII-4
5. Solve real-life and
mathematical problems using
properties and theorems
related to circles,
quadrilaterals, and other
geometric shapes.
a. Determining the equation
of a circle given its center
and radius
6. Apply the Pythagorean
Theorem to solve application
problems, expressing answers
in simplified radical form or
as decimal approximations,
using Pythagorean triples
when applicable.
G4. Apply geometric
properties and relationships
in solving multi-step
problems in 2 & 3
dimensions. (Course of
Study #5 & #6)
I-2,II-1,IV-1,IV-2,
VII-1,VI-1
IV-2
II-1,VII-1
IV-2,VII-1
VII-1
VII-1
VI-1,VII-1,VII-3,
IV-2,VI-1,VII1,VII-3
VII-3
VII-2,VII-3
IV-2,VII-2
IV-2,VII-1,VII-2
VI-1,VII-2
VI-1
VI-1,VII-2
VII-1
IV-2,VII-1
IV-2,VII-1
II-1,IV-1,VII-1
IV-1,VI-1
II-1,II-2,IV-1,VI-1
II-3,IV-2
IV-2
IV-2
IV-2,VI-1
1-6 P 47
4-1 P 178
4-2 P 188
4-3 P 193
4-5 P 209-210
5-2 P 250
5-5 P 270
6-2 P 290-292
6-3 P 300-301
6-4 P 310
6-5 P 318
7-1 P 344
7-2 P 350-356
7-3 P 358
7-5 P 371-372
7-6 P 379-380
7-7 P 387
8-1 p 405
8-3 p 418
8-5 p 433
10-3 p 537
10-6 p 563
10-7 p 570
10-8 p 575-577
11-1 p 596-597
11-3 p 612
11-4 p 618
(1) Shadows [ Days 10, 20]
(2) Do Bees Build [Days 1216]
(3) Orchard Hideout Day [ 514,19]
II-B Unit 6 Lesson 2 Investication 1
(Triangles with a Variable –
Length side)
I-B Unit 5 Investigation 2 Lesson 2
(Television screen and Pythagoras)
1-5 p 37- 40
(1) Patterns[ Day 20]
II-B Unit 6 Lesson 1 Investigation 1
ALL: VII-4
2. Justify theorems related to
G5. Emphasize proof by
I-2,II01,VI-1,VII-1
2006 TEAM-Math Curriculum Guide (July 15)
Chapter 17. Curriculum for Geometry (Appendix)
pairs of angles, including
angles formed by parallel and
perpendicular lines, vertical
angles, adjacent angles,
complementary angles, and
supplementary angles.
8. Deduce relationships between
two triangles, including
proving congruence or
similarity of the triangles from
given information, using the
relationships to solve
problems and to establish
other relationships.
a. Determining the geometric
mean to find missing
lengths in right triangles
9. Use inductive reasoning to
make conjectures and
deductive reasoning to justify
conclusions.
a. Recognizing the limitations
of justifying a conclusion
through inductive
reasoning
7. Use the ratios of the sides of
special right triangles to find
lengths of missing sides.
a. Deriving the ratios of the
sides of 30-60-90 and 4545-90 triangles
10. Find the missing measures of
sides and angles in right
triangles by applying the right
triangle definitions of sine,
cosine, and tangent.
having students communicate
with each other and justify
theorems and methods of
solving problems. (Course of
Study #2 & #8)
p. 17-13
VII-1
ALL: VII-4
ALL: VII-4
G6. Determine lengths of
sides and angle measures of
triangles (including the use of
trigonometry) (Course of
Study #4 bullet & Course of
Study #7 & Course of Study
#10)
2-8 p 107-114
3-1 p 126-130
I-2,II-1,IV-1,VII-1
2-1 p 62-64
2-2 p 68-69
2-3 p 76-77
2-4 p 82-87
p 88
Study Guide p
115-117
5-3 p 255-257
Spreadsheet Inv
p 410
8-1 p 404-410
IV-2,VII-1,VII-2
IV-2,VII-1,VII-2,
VII-3
IV-1,VI-1,VII-2,
VII-4
7-3 p 357-363
7-4 p 364-370
7-5 p 371- 373
(1) Shadows [ Days 9-16]
(2) Do Bees Build [Day 9]
(3) Orchard Hideout [Days
3,10]
(Using Quadrilateral in
Linkages)
III-A Unit 4 Lesson 1 Investigation
4 (parallel Lines, Transversals,
and Angles)
IV-A Unit 4 Lesson 3 Investigation
1 (Infinity, recursion, and
Mathematical Induction)
I-A Unit 2 Investigation 1
Modeling a Bungee Apparatus
(1) Patterns [ Days 15-20]
(1) Shadows [ Days 13, 16,
20, 22-25]
(2) Do Bees Build [Days 810,21]
(3) Orchard Hideout [Day 1]
II-B Unit 6 Lesson 2 Investigation 2
(What’s the Angle?)
III-A Unit 4 Lesson 1 Investigation
4 (Parallel Lines Transversals and
Angles)
II –B Unit 6 Lesson 2 Investigation
3 (Measuring without measuring)
2006 TEAM-Math Curriculum Guide (July 15)
Chapter 17. Curriculum for Geometry (Appendix)
p. 17-14
MEASUREMENT STRAND – Geometry
Alabama Course of Study
4. Determine the measure of
interior and exterior angles
associated with polygons.
a. Verifying the formulas for
the measures of interior and
exterior angles of polygons
inductively and deductively
11. Determine the areas and
perimeters of regular polygons,
including inscribed or
circumscribed polygons, given
the coordinates of vertices or
other characteristics.
15. Calculate measures of arcs
and sectors of a circle from
given information.
Examples: finding the area of a
sector given its arc length and
radius, finding the arc length of a
sector given its area and radius,
finding the area or arc length
given the measure of the central
angle and the radius
16. Calculate surface areas and
volumes of solid figures,
including spheres, cones, and
pyramids.
a. Developing formulas for
surface area and volume of
TEAM-Math
M1. Analyze various
problems to determine
which measurement and
tools are appropriate in
relation to Geometry topics,
including analyzing
accuracy and approximate
error.
M2. Determine the measure
of interior and exterior
angles associated with
polygons.
a. Verifying the formulas
for the measures of
interior and exterior
angles of polygons
inductively and
deductively
(Course of Study #4)
M3. Determine the areas and
perimeters of regular
polygons, including
inscribed or circumscribed
polygons, given the
coordinates of vertices or
other characteristics.(
Course of Study #11)
M4. Calculate measures of
arcs and sectors of a circle
from given information.
Examples: finding the area of
a sector given its arc length
and radius, finding the arc
length of a sector given its
area and radius, finding the
area or arc length given the
measure of the central angle
and the radius (Course of
Study #15)
M5. Calculate surface areas
and volumes of solid
AHSGE
ALL: VII-4
I-2,II-1,IV-1, VII-1,
VII-4
Glencoe
Scattered
throughout text
IMP Unit
(1) Shadows [ Days 6-12 ]
(2) Do Bees Build [ Days 2-8 ]
(3) Orchard Hideout [ Days 5-7 ]
(3) Meadows or Malls [Days 8-14 ]
(4) As The Cube Turns [ Days 20-30]
(4) Know How [ Days 3-4 }
Core Plus
IV-A Unit 5 Lesson 4
Investigation 1
(Characteristics of
Experiments)
8-1 p 404-410
(1) Shadows [ Days 12, 14-15]
III-A Unit 4 Lesson 1
Extending p295
III-A Capstone
Investigation 1 (Do Bees
Build it Best)
1-6 p 47-49
4-1 p 180
5-1 p 241-244
6-3 p 302
6-3 p 305-306
7-7 p 390
8-5 p 432
8-6 p 442-445
10-1 p 528
11-1 p 595-598
11-2 p 601-603
11-3 p 610-616
11-4 p 617-618
12-1 p 642
Skills p 732-733
(2) Do Bees Build It [entire unit]]
(3) Orchard Hideout [Days 5-14]
III-A Capstone
Investigation (Do Bees
Build it Best?)
I-A Unit 2 Lesson 4 P151
#5
I-B Unit 5 Lesson 1
Investigation 2
(Recognizing and
Constructing SpaceShapes)
I-B Unit 5 Lesson 2
Investigation 1
(Describing size)
I-B Unit 5 Lesson 2
Investigation 3 (Size
Measures for SpaceShapes)
ALL: VII-4
I-2,II-1,IV-1,IV-2,
VII-1,VI-1
IV-2
IV-2,VII-1
IV-2,VI-1,VII-1
IV-1,VI-1,VII-2
IV-1,IV-2,VII-1
VII-1,IV-2
IV-1
IV-1,IV-2
IV-1,IV-2
IV-1,IV-2
IV-1,IV-2
I-2,II-1,IV-1,VII-1
I-2,II-1,IV-1,VII-1,
VII-2
VII-6
10-2 p 529-535
10-3 p 536- 543
11-5 p 623- 626
12-5 p 660 –665
2006 TEAM-Math Curriculum Guide (July 15)
Chapter 17. Curriculum for Geometry (Appendix)
Alabama Course of Study
spheres, cones, and pyramids
b. Calculating specific missing
dimensions of solid figures
from surface area or volume
c. Determining the relationship
between the surface areas of
similar figures and volumes
of similar figures
13. Identify the coordinates of
the vertices of the image of a
given polygon that is
translated, rotated, reflected, or
dilated.
TEAM-Math
figures, including spheres,
cones, and pyramids.
a. Developing formulas for
surface area and volume
of spheres, cones, and
pyramids
b. Calculating specific
missing dimensions of
solid figures from surface
area or volume
c. Determining the
relationship between the
surface areas of similar
figures and volumes of
similar figures
(Course of Study #16)
M6. Identify the coordinates
of the vertices of the image
of a given polygon that is
translated, rotated,
reflected, or dilated.
Example: using a translation
vector, rotating a triangle a
given number of degrees
around a specific point
(Course of Study #13)
p. 17-15
AHSGE
IV-1,VII-2
IV-1,VII-2
IV-1,VII-2
IV-1
IV-1
I-3,I-4,IV-1
IV-1,VII-3
Glencoe
12-6 p 666- 669
12-7 p 671- 676
13-2 p 696- 700
13-3 p 702 –
706
IMP Unit
Core Plus
(1) Shadows [ p 43 ]
(4) As The Cube Turns [ Days 820,31-33]
(4) World Of Functions [Days 27-28]
I-B Unit 5
Tessellations/Symmetry
I-B Unit 5 Lesson 3
Investigation 3
(Symmetry, Patterns In
Strips)
12-4 p 656
13-4 p 707 –
713
All: VII-4
II-1,IV-1,VI-1
IV-1,VII-1
IV-1,IV-2,VII-3
IV-1,IV-2
All: VII-4
9-1 p 465-468
9-2 p 470-474
9-3 p 479-481
9-5 p 492- 495
11-1 p 600
2006 TEAM-Math Curriculum Guide (July 15)
Chapter 17. Curriculum for Geometry (Appendix)
p. 17-16
DATA ANALYSIS & PROBABILITY STRAND – Geometry
Alabama Course of Study
4. Analyze sets of data from
geometric contexts, to
determine what, if any,
relationships exist
a. Distinguishing between
conclusions drawn when
using deductive and
statistical reasoning
18. Construct with precision a
circle graph to represent data
from given tables or
classroom experiments.
17. Analyze sets of data from
geometric contexts to
determine what, if any,
relationships exist.
a. Distinguishing between
conclusions drawn when
using deductive and
statistical reasoning
b. Calculating probabilities
arising in geometric
contexts
TEAM-Math
D2. Distinguishing between
conclusions drawn when using
deductive and statistical
reasoning (Course of Study
#17a)
AHSGE
All: VII-4
D3. Construct with precision a
circle graph to represent data
from given tables or classroom
experiments. (Course of Study
#18)
D4. Analyze sets of data from
geometric contexts to
determine what, if any,
relationships exist. (Course of
Study #17a)
I-2,II-1,IV-1,VII1,VII-4
D5. Calculating probabilities
arising in geometric contexts
(Course of Study #17b)
Glencoe
2-1 p 62-64
2-2 p 68-69
2-3 p 76-77
2-4 p 82-87;
p 88
Study Guide p 115-117
5-3 p 255-257
Spreadsheet Inv p 410
10-2 p 534
IV-1, VII-4,VII-6
IMP Unit
Core Plus
I-B Unit 6 Lesson 2
Investigation 2 (Sierpinski
Carpets)
I-B Unit 6 Lesson 2
Investigation 2 (Sierpinski
Carpets)
Geometry Activity p 20
11-5 p 622- 627
I-B Unit 7 Lesson 1 p494
#5
II-B Unit 7 Lesson 2
Investigation 1
(Multiplying Probabilities)
2006 TEAM-Math Curriculum Guide (July 15)
Chapter 17. Curriculum for Geometry (Appendix)
TEAM-Math Curriculum Guide
References
GEOMETRY
Textbooks
Boyd, C., Cummins, J., Malloy, C., Carter, J., & Flores, A. (2005). Geometry (Alabama teacher wraparound
edition). New York: Glencoe McGraw Hill. (ISBN 0-07-860381-1)
Online resources: http://www.al.geometryonline.com/
Serra, M. (2003). Discovering Geometry: An investigative approach (Teacher’s edition). Emeryville, CA: Key
Curriculum Press. (ISBN 1-55953-460-5)
Online resources: http://www.keypress.com/
Interactive Mathematics Program
Fendel, D., Resek, D., Alper, L., & Fraser, S. (1997). Interactive mathematics program. Emeryville, CA: Key
Curriculum Press.
Teacher’s Guides
Title
Year 1
Patterns
The Game of Pig
The Overland Trail
The Pit and the Pendulum
Shadows
Year 2
Solve It!
Is There Really A Difference?
Do Bees Build It Best?
Cookies
All About Alice
Year 3
Fireworks
Orchard Hideout
Meadows or Malls?
Small World, Isn’t It?
Pennant Fever
Year 4
High Dive
As the Cube Turns
Know How
The World of Functions
The Pollster’s Dilemma
Other
Baker’s Choice
ISBN
1-55953-251-3
1-55953-252-1
1-55953-253-X
1-55953-254-8
1-55953-255-6
1-55953-258-0
1-55953-259-9
1-55953-260-2
1-55953-261-0
1-55953-264-5
1-55953-262-9
1-55953-294-7
1-55953-295-5
1-55953-296-3
1-55953-297-1
1-55953-345-5
1-55953-346-3
1-55953-347-1
1-55953-348-X
1-55953-349-8
1-55953-145-2
Online resources: http://www.keypress.com/