Download West Windsor-Plainsboro Regional School District Geometry Honors

West Windsor-Plainsboro Regional School District
Geometry Honors
West Windsor-Plainsboro RSD
Page 1 of 17
Unit 1: Transformations, Congruence, and Lines
Content Area: Mathematics
Course & Grade Level: Geometry Honors, 9th grade
Summary and Rationale
Building on their work with the Pythagorean theorem to find distances, students will use a rectangular
coordinate system to verify geometric relationships, including properties and slopes of parallel and
perpendicular lines. Students will experiment with transformations in the plane. Comparisons of
transformations will provide the foundation for understanding congruence. Additionally, students will
prove theorems, using a variety of formats, and solve problems. Students should be encouraged to
focus on the validity of the underlying reasoning while exploring a variety of formats for expressing that
reasoning. The logical Laws of Inference will be used to draw conclusions from real world problems.
Students will establish the foundation for figure congruence which relies on the definition of
transformations. Students will build an understanding of rigid motions, including translations, reflections
and rotations, in order to develop notions about what it means for two objects to be congruent. Rigid
motions are at the foundation of the definition of congruence, and students should recognize that they
preserve distance and angle. Students will be encouraged to use a variety of tools, in order to transform
given figures to prove congruence.
Recommended Pacing
26 class days
State Standards
CCSS.MATH.CONTENT.HSG.CO.A.1
Know precise definitions of angle, circle, perpendicular line, parallel line, and line segment, based on the
undefined notions of point, line, distance along a line, and distance around a circular arc.
CCSS.MATH.CONTENT.HSG.CO.A.2
Represent transformations in the plane using, e.g., transparencies and geometry software; describe
transformations as functions that take points in the plane as inputs and give other points as outputs.
Compare transformations that preserve distance and angle to those that do not (e.g., translation versus
horizontal stretch).
CCSS.MATH.CONTENT.HSG.CO.A.3
Given a rectangle, parallelogram, trapezoid, or regular polygon, describe the rotations and reflections
that carry it onto itself.
West Windsor-Plainsboro RSD
Page 2 of 17
CCSS.MATH.CONTENT.HSG.CO.A.4
Develop definitions of rotations, reflections, and translations in terms of angles, circles, perpendicular
lines, parallel lines, and line segments.
CCSS.MATH.CONTENT.HSG.CO.A.5
Given a geometric figure and a rotation, reflection, or translation, draw the transformed figure using,
e.g., graph paper, tracing paper, or geometry software. Specify a sequence of transformations that will
carry a given figure onto another.
CCSS.MATH.CONTENT.HSG.CO.B.6
Use geometric descriptions of rigid motions to transform figures and to predict the effect of a given rigid
motion on a given figure; given two figures, use the definition of congruence in terms of rigid motions to
decide if they are congruent
CCSS.MATH.CONTENT.HSG.CO.C.9
Prove theorems about lines and angles. Theorems include: vertical angles are congruent; when a
transversal crosses parallel lines, alternate interior angles are congruent and corresponding angles are
congruent; points on a perpendicular bisector of a line segment are exactly those equidistant from the
segment's endpoints.
CCSS.MATH.CONTENT.HSG.GPE.B.5
Prove the slope criteria for parallel and perpendicular lines and use them to solve geometric problems
(e.g., find the equation of a line parallel or perpendicular to a given line that passes through a given
point).
CCSS.MATH.PRACTICE.MP3
Construct viable arguments and critique the reasoning of others.
Instructional Focus
Unit Enduring Understandings
 Understand the foundation for the development of Euclidean geometry as a formal, rigorous study
of mathematical relationships.
 Empirical verification is an important part of the process of proving, but it can never, by itself,
constitute a formal proof.
 Geometry uses a wide variety of kinds of proofs.
Unit Essential Questions
 How is visualization essential to the study of geometry?
 How does the concept of rigid motion connect to the concept of congruence?
 How does one create a series of logical arguments that lead to a conclusion?
 Can transformations be applied in any sequence in order to carry a shape onto itself?
West Windsor-Plainsboro RSD
Page 3 of 17
Objectives
Students will know:
 Concepts of rigid versus non-rigid motion
 Properties of transformations
 Undefined terms: point, line, plane
 Defined Terms: parallel lines, parallel planes, transversal, alternate interior angles, same side
interior angles, corresponding angles, corollary, triangle, equidistant, distance, collinear, coplanar,
intersection, segment, ray, angle, length,
congruent, midpoint, bisector, postulate, theorem
 Postulates: Segment and Angle Addition Postulate, Point‐Line‐Plane Postulates and postulates
dealing with parallel lines and proving lines parallel
 Theorems: Line Intersection Theorems, parallel and perpendicular line slope theorems and
theorems dealing with parallel lines and proving lines parallel,
Students will be able to:
 Visualize changes in a geometric shape
 Apply definitions, notation, and postulates of geometry
 Name, describe, and draw models for points, lines and planes; be able to use these terms to define
basic relationships
 Find the distance between two points using absolute value
 Apply segment addition postulate
 Name angles, find their measure and apply the angle addition postulate
 Apply the definitions of congruent segments and angles
 Apply relationships of segments with midpoints and segment bisectors
 Apply relationships with angles and angle bisectors
 Distinguish between intersecting lines, parallel lines
 State and apply the theorem about the intersection of two parallel planes by a third plane
 State and apply the postulates and theorems about parallel lines
 State and apply the theorems about a parallel and a perpendicular to a point outside the line
 Perform rigid motions to transform figures, and to predict the effect of a given rigid motion on
given figures.
 Use the definition in terms of rigid motions to decide if figures are congruent.
West Windsor-Plainsboro RSD
Page 4 of 17
Evidence of Learning
Assessment: quiz; common assessment, competency tasks, larger quests/tests
Competencies for 21st Century Learners
X Collaborative Team Member
X Effective Communicator
X Globally Aware, Active, & Responsible Student/Citizen
X Innovative & Practical Problem Solver
Information Literate Researcher
X Self-Directed Learner
Resources
Core Text: Geometry by Houghton Mifflin Harcourt
West Windsor-Plainsboro RSD
Page 5 of 17
Unit 2: Triangles and Quadrilaterals
Content Area: Mathematics
Course & Grade Level: Geometry Honors, 9th Grade
Summary and Rationale
Triangles
Students will use their knowledge of congruence to build an understanding of congruent triangles.
Students will explore properties and relationships of sides and angles of triangles. They will apply the
SSS, SAS, HL, and ASA Triangle Congruence Postulates/Theorems to solve problems and prove various
theorems about triangles throughout the unit, including those pertaining to congruence, mid-segments,
perpendicular bisectors, angle bisectors, medians and altitudes. They also will apply reasoning to
complete geometric constructions and explain why they work.
Quadrilaterals
Students will explore properties and conditions of special quadrilaterals such as parallelograms,
rhombuses, rectangles, squares, kites and trapezoids. They will use their knowledge of triangles to prove
theorems related to these special quadrilaterals. They will also do coordinate proofs using distance and
involving different types of quadrilaterals.
Recommended Pacing
32 days
State Standards
CCSS.MATH.CONTENT.HSG.CO.B.8
Explain how the criteria for triangle congruence (ASA, SAS, and SSS) follow from the definition of
congruence in terms of rigid motions.
CCSS.MATH.CONTENT.HSG.CO.C.10
Prove theorems about triangles. Theorems include: measures of interior angles of a triangle sum to 180°;
base angles of isosceles triangles are congruent; the segment joining midpoints of two sides of a triangle
is parallel to the third side and half the length; the medians of a triangle meet at a point.
CCSS.MATH.CONTENT.HSG.CO.C.11
Prove theorems about parallelograms. Theorems include: opposite sides are congruent, opposite angles
are congruent, the diagonals of a parallelogram bisect each other, and conversely, rectangles are
parallelograms with congruent diagonals.
CCSS.MATH.CONTENT.HSG.GPE.B.4
Use coordinates to prove simple geometric theorems algebraically. For example, prove or disprove that a
figure defined by four given points in the coordinate plane is a rectangle; prove or disprove that the point
(1, √3) lies on the circle centered at the origin and containing the point (0, 2).
West Windsor-Plainsboro RSD
Page 6 of 17
CCSS.MATH.CONTENT.HSG.GPE.B.7
Use coordinates to compute perimeters of polygons and areas of triangles and rectangles, e.g., using the
distance formula.
Instructional Focus
Unit Enduring Understandings
● Continue the development of Euclidean geometry as a system of postulates and theorems.
● Extend algebraic skills to problem solving with geometric concepts
● Communicate mathematical ideas effectively in a variety of modalities
● Empirical verification is an important part of the process of proving, but it can never, by itself,
constitute a formal proof.
● The processes of proving include a variety of activities, such as developing conjectures, considering
the general case, exploring with examples, looking for structural similarities across cases, and
searching for counterexamples
● Making sense of others’ arguments and determining their validity are proof-related activities.
● A proof can have many different valid representational forms, including narrative, two-column
presentation, flow or algebraic form
● Coordinate geometry can be used to represent and verify geometric/algebraic relationships
● Students will apply their understanding of congruence to copy segments and angles using a variety
of tools and construction methods.
Unit Essential Questions
● How can reasoning be used to establish or refute conjectures?
● What are the characteristics of a valid argument?
● How can the properties of geometric figures be verified using a coordinate plane?
● What are the criteria for triangles to be congruent? How does this relate to transformations?
● What are the relationships between sides and angles of a triangle?
● What are the relationships formed by the points of concurrency of triangles?
● What minimum conditions are necessary to prove a quadrilateral is a special quadrilateral?
● How do geometric constructions enhance understanding of the geometric properties of objects?
● Use tools to construct geometric figures
West Windsor-Plainsboro RSD
Page 7 of 17
Objectives
Students will know:
 Terms: congruent, corresponding parts, isosceles triangle, parts of an isosceles triangle, parts of a
right triangle, median, altitude, perpendicular bisectors, equidistant, distance from a point to a
line, parallelogram, rectangle, rhombus, square, trapezoid, kite
 Theorems: Isosceles Triangle Theorem, Converse of Isosceles Triangle Theorem, ASA Theorem,
SAS Theorem, SSS Theorem AAS Theorem, HL Theorem, theorems about perpendicular bisectors
and angle bisectors, Theorems about the properties of a parallelogram, theorems about the ways
to prove a quadrilateral is a parallelogram, theorems about parallel lines and the segment joining
the two midpoints of two sides of a triangle, theorems about the properties of a rectangle and
rhombus, theorems about the ways to prove a parallelogram is a rectangle or rhombus, theorems
about the properties of a trapezoid/isosceles trapezoid, theorems about properties of kites,
theorems dealing with equilateral, equiangular, and isosceles triangles, theorems about points of
concurrency of triangles
Students will be able to:
● Identify the corresponding parts of congruent figures
● Show triangles are congruent using rigid transformations
● Apply SSS Theorem, the SAS Theorem, the ASA Theorem, and the AAS Theorem, HL Theorem to
prove triangles congruent.
● Deduce information about segments and angles after proving that two triangles are congruent
● Apply the theorems about isosceles triangles
● Apply the definitions and theorems of median and altitude of a triangle, the perpendicular bisector
of a segment and the bisector of an angle
● Apply the definition of parallelogram and the theorems about the properties of a parallelogram
● Prove using coordinate geometry and formal proof that quadrilaterals are special quadrilaterals
● Apply the mid-segment theorems for triangles
● Apply the definitions and identify the special properties of a rectangle, a rhombus, a square, a kite,
a trapezoid, and an isosceles trapezoid
West Windsor-Plainsboro RSD
Page 8 of 17
Evidence of Learning
Assessment
quiz; common assessment, competency tasks, larger quests/tests
Competencies for 21st Century Learners
X Collaborative Team Member
X Effective Communicator
X Globally Aware, Active, & Responsible Student/Citizen
X Innovative & Practical Problem Solver
Information Literate Researcher
X Self-Directed Learner
Resources
Core Text: Geometry, Houghton Mifflin Harcourt Publishing Company (2015)
West Windsor-Plainsboro RSD
Page 9 of 17
Unit 3: Similarity and Right Triangle Trigonometry
Content Area: Mathematics
Course & Grade Level: Geometry Honors, 9th Grade
Summary and Rationale
Students will use dilations to prove that figures are similar. They will use similarity transformations to
establish the AA and other Triangle Similarity Theorems. Students will make connections between
similarity and congruence, establishing that that congruence is a special case of similarity, where the
ratio of side lengths is 1:1. Students will use their knowledge of similarity of right triangles to establish
an understanding of the trigonometric ratios of angles in these triangles. They will explore the
interrelationships between the trigonometric functions and use these ratios, along with the Pythagorean
theorem to solve right triangles, given different initial information.
Recommended Pacing
15 days
State Standards
CCSS.MATH.CONTENT.HSG.SRT.A.1
Verify experimentally the properties of dilations given by a center and a scale factor
CCSS.MATH.CONTENT.HSG.SRT.A.2
Given two figures, use the definition of similarity in terms of similarity transformations to decide if they
are similar; explain using similarity transformations the meaning of similarity for triangles as the equality
of all corresponding pairs of angles and the proportionality of all corresponding pairs of sides.
CCSS.MATH.CONTENT.HSG.SRT.A.3
Use the properties of similarity transformations to establish the AA criterion for two triangles to be
similar.
CCSS.MATH.CONTENT.HSG.SRT.B.4
Prove theorems about triangles. Theorems include: a line parallel to one side of a triangle divides the
other two proportionally, and conversely; the Pythagorean Theorem proved using triangle similarity.
CCSS.MATH.CONTENT.HSG.SRT.B.5
Use congruence and similarity criteria for triangles to solve problems and to prove relationships in
geometric figures.
CCSS.MATH.CONTENT.HSG.SRT.C.6
Understand that by similarity, side ratios in right triangles are properties of the angles in the triangle,
leading to definitions of trigonometric ratios for acute angles.
West Windsor-Plainsboro RSD
Page 10 of 17
CCSS.MATH.CONTENT.HSG.SRT.C.7
Explain and use the relationship between the sine and cosine of complementary angles.
CCSS.MATH.CONTENT.HSG.SRT.C.8
Use trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems.
Instructional Focus
Unit Enduring Understandings
 Extend algebraic skills to problem solving with geometric concepts
 The processes of proving includes developing conjectures, considering the general case, exploring
with examples, looking for structural similarities across cases, and searching for counterexamples.
 Making sense of others’ arguments and determining their validity are proof-related activities. A
proof can have many different valid representational forms, including narrative, two-column
presentation, flow or algebraic form
Unit Essential Questions
 What are the criteria for triangles to be similar? How does this relate to transformations?
 How does congruency relate to similarity?
 How can similarity be used to solve problems and/or prove statements about or properties of
triangles?
 How are the values of the trigonometric functions of right triangles connected to the similarity of
the right triangles?
 How are the sine, cosine and tangent related?
 What relationships exist between the trigonometric functions and the Pythagorean theorem?
 How can right triangles be solved?
Objectives
Students will know:
 Terms: ratio, proportion, means, extremes, similar, scale factor (similarity ratio), geometric mean,
sine, cosine, tangent, angle of depression, angle of elevation
 Postulate: AA Similarity Postulate
 Theorems: SAS Similarity Theorem, SSS Similarity Theorem, Triangle Proportionality Theorem,
Theorem about the similar triangles formed by the altitude to the hypotenuse, Pythagorean
Theorem, converse of the Pythagorean Theorem, theorems about the lengths of the sides of an
acute/ obtuse triangle, 45˚ - 45˚ - 90˚ Theorem, 30˚- 60˚ - 90˚ Theorem, Theorem dealing with
parallel lines and proportional segments, theorems about the altitude drawn to the hypotenuse
of a right triangle and the geometric mean
 The dilation of a line segment is longer or shorter in the ratio given by the scale factor
West Windsor-Plainsboro RSD
Page 11 of 17
Students will be able to:
• Transform figures in the coordinate plane using dilations
 Verify experimentally the properties of dilations given by a center and a scale factor
• Use dilations to show that two figures are similar
 Identify the corresponding parts of similar figures
 Prove two triangles similar by using AA Postulate, the SAS Theorem and the SSS Theorem
 Deduce information about segments and angles after proving that two triangles are similar
 Apply the Triangle Proportionality Theorem and its converse
 Determine the geometric mean between two numbers
 State and apply the relationships that exist when the altitude is drawn to the hypotenuse of a
right triangle
 State and apply the Pythagorean Theorem
 State and apply the converse of the Pythagorean Theorem and related theorems about obtuse
and acute triangles
 Determine the lengths of two sides of a 45˚ - 45˚ - 90˚ or a 30˚ - 60˚ - 90˚ triangle when the length
of the third side is known
 Relate sines and cosines of complementary angles
 Solve right triangle problems by using the sine, cosine and tangent ratios
Evidence of Learning
Assessment
quiz; common assessment, competency tasks, larger quests/tests
Competencies for 21st Century Learners
X Collaborative Team Member
X Effective Communicator
X Globally Aware, Active, & Responsible Student/Citizen
X Innovative & Practical Problem Solver
Information Literate Researcher
X Self-Directed Learner
Resources
Core Text: Geometry, Houghton Mifflin Harcourt Publishing Company (2015)
West Windsor-Plainsboro RSD
Page 12 of 17
Unit 4: Circles
Content Area: Mathematics
Course & Grade Level: Geometry Honors, 9th Grade
Summary and Rationale
Students will build on their understanding of similarity to investigate relationships between circles. In
addition, students will explore and prove relationships between parts of circles, including radii, tangents,
secants, and chords. Students should understand how these parts relate to segment lengths and angle
measures, and how this relates back to similarity. Through multiple constructions, students will explore
properties of other figures and how this relates to circles. Students will justify the formulas for
circumference and area, and use them to explore arc length, and derive the formula for the area of a
sector and apply this knowledge to find the area of a segment of a circle. Using their understanding of
the Cartesian coordinate system, students will use distance formula to write equations of circles given a
radius and center. Students should be able to justify whether or not a given point lies on a given circle
using their understanding of coordinate geometry.
Recommended Pacing
19 Days
State Standards
CCSS.MATH.CONTENT.HSG.C.A.1
Prove that all circles are similar.
CCSS.MATH.CONTENT.HSG.C.A.2
Identify and describe relationships among inscribed angles, radii, and chords. Include the relationship
between central, inscribed, and circumscribed angles; inscribed angles on a diameter are right angles;
the radius of a circle is perpendicular to the tangent where the radius intersects the circle.
CCSS.MATH.CONTENT.HSG.C.A.3
Construct the inscribed and circumscribed circles of a triangle, and prove properties of angles for a
quadrilateral inscribed in a circle.
CCSS.MATH.CONTENT.HSG.C.B.5
Derive using similarity the fact that the length of the arc intercepted by an angle is proportional to the
radius, and define the radian measure of the angle as the constant of proportionality; derive the formula
for the area of a sector.
CCSS.MATH.CONTENT.HSG.GPE.A.1
Derive the equation of a circle of given center and radius using the Pythagorean Theorem; complete the
square to find the center and radius of a circle given by an equation.
West Windsor-Plainsboro RSD
Page 13 of 17
Instructional Focus
Unit Enduring Understandings
 Communicate mathematical ideas effectively in a variety of modalities
 The processes of proving include a variety of activities, such as developing conjectures, considering
the general case, exploring with examples, looking for structural similarities across cases, and
searching for counterexamples
 Making sense of others’ arguments and determining their validity are proof-related activities.
 Making sense of others’ arguments and determining their validity are proof-related activities.
 A proof can have many different valid representational forms, including narrative, two-column
presentation, flow or algebraic form
Unit Essential Questions
 How are segments within circles, such as radii, diameters, and chords, related to each other?
What is the relationship of their measurements?
 How do inscribed, circumscribed, and central angles relate to each other?
 How can various figures be inscribed in a circle using various tools? How do the properties of these
figures relate to the parts of a circle?
 What relationships exist between segments and angles formed by tangents, secants and chords?
 Why does the formula for the circumference of a circle work?
 How can coordinates be used to derive the equation for a circle given center and radius? How can
you determine whether or not a given point lies on this circle?
Objectives
Students will know:
 Terms: circle, center, radius, chord, diameter, secant, tangent, point of tangency, congruent
circles,
concentric circles, inscribed and circumscribed circles, great circle, common tangents, tangent
circles, central angle, arc, minor and major arc, semicircle, measure of an arc, adjacent arcs,
congruent arcs, inscribed angle, intercepted arc
 Postulate: Arc Addition Postulate
 Theorems: Theorems dealing with tangents and chords (and their converses), same circles and
congruent circles, inscribed angles, tangent‐tangent angles, tangent‐chord angles, chord‐chord
angles, tangent‐secant angles. Theorems dealing with segments of a circle including chord‐chord
segments, tangent‐secant segments, secant‐secant segments, Theorems dealing with tangents and
inscribed angles.
West Windsor-Plainsboro RSD
Page 14 of 17
Students will be able to:
 Define a circle, a sphere and terms related to them
 Prove that all circles are similar
 Identify and describe relationships among inscribed angles, radii, and chords.
 Recognize inscribed (circumscribed) polygons and circumscribed (inscribed) circles
 Construct the inscribed and circumscribed circles of a triangle, and prove the properties of angles
for a quadrilateral inscribed in a circle.
 Derive using similarity the fact that the length of the arc intercepted by an angle is proportional to
the radius, and define the radian measure of the angle as the constant of proportionality.
 Derive the formula for the area of a sector.
 Apply theorems about chords of a circle
 Solve problems and prove statements involving inscribed angles and angles formed by chords,
secants and tangents of a circle
 Solve problems involving lengths of chords, secant segments and tangent segment
 Derive the equation of a circle of given center and radius using the Pythagorean Theorem;
complete the square to find the center and radius given by an equation.
Evidence of Learning
Assessment
quiz; common assessment, competency tasks, larger quests/tests
Competencies for 21st Century Learners
X Collaborative Team Member
X Effective Communicator
X Globally Aware, Active, & Responsible Student/Citizen
X Innovative & Practical Problem Solver
Information Literate Researcher
X Self-Directed Learner
Resources
Core Text: Geometry, Houghton Mifflin Harcourt Publishing Company (2015)
West Windsor-Plainsboro RSD
Page 15 of 17
Unit 5: Volume and Surface Area
Content Area: Mathematics
Course & Grade Level: Geometry Honors, 9th Grade
Summary and Rationale
Students’ experience with two-dimensional and three-dimensional objects is extended to include
informal explanations of area, and volume formulas. Students will model problems with threedimensional figures and will consider the shapes of the two-dimensional cross-sections of those figures.
In addition, students will consider the figures created by the rotation of two-dimensional figures about a
line.
Recommended Pacing
10 days
State Standards
CCSS.MATH.CONTENT.HSG.GMD.A.1
Give an informal argument for the formulas for the circumference of a circle, area of a circle, volume of
a cylinder, pyramid, and cone. Use dissection arguments, Cavalieri's principle, and informal limit
arguments.
CCSS.MATH.CONTENT.HSG.GMD.A.2
Give an informal argument using Cavalieri's principle for the formulas for the volume of a sphere and
other solid figures.
CCSS.MATH.CONTENT.HSG.GMD.A.3
Use volume formulas for cylinders, pyramids, cones, and spheres to solve problems.
CCSS.MATH.CONTENT.HSG.GMD.B.4
Identify the shapes of two-dimensional cross-sections of three-dimensional objects, and identify threedimensional objects generated by rotations of two-dimensional objects.
Instructional Focus
Unit Enduring Understandings
 Communicate mathematical ideas effectively in a variety of modalities
 Identification of different parts of 3-dimensional solids.
 The processes of calculating surface area and volume of 3-dimensional solids includes a variety of
dimensions, such as height, slant height, radius, base edge length, and so forth.
 Methods of generating 3-dimensional solids from 2-dimensional shapes.
West Windsor-Plainsboro RSD
Page 16 of 17
Unit Essential Questions
 How can the formulas for volume, area and circumference be explained using various tools and
visual or tactile representations?
 What will be the three-dimensional result of rotating a two-dimensional figure about a line?
Objectives
Students will know:
 Terms: prism, base, altitude, lateral face, lateral edge, right prism, oblique prism, lateral area,
surface area, cube, volume, regular pyramid, vertex, slant height, cylinder, cone, sphere, similar
solids
 Theorems: Theorems dealing with lateral area, total area and volume of prisms, pyramids,
cylinders and cones. Theorems with area and volume of spheres. Theorems involving ratios of two
similar solids
Students will be able to:
 Identify the parts of prisms, pyramids, cones and cylinders
 Give an informal argument using Cavalieri’s principle for the formulas for the volume of a sphere
and other solid figures.
 Identify the shapes of two-dimensional cross-sections of three-dimensional objects, and identify
three-dimensional objects generated by rotations of two-dimensional objects.
 Find the lateral areas, total areas and volumes of right prisms, regular pyramids, right cylinders,
right cones.
 Find the area and volume of a sphere
 State and apply the properties of similar solids
Evidence of Learning
Assessment
quiz; common assessment, competency tasks, larger quests/tests
Competencies for 21st Century Learners
X Collaborative Team Member
X Effective Communicator
X Globally Aware, Active, & Responsible Student/Citizen
X Innovative & Practical Problem Solver
Information Literate Researcher
X Self-Directed Learner
Resources
Core Text: Geometry, Houghton Mifflin Harcourt Publishing Company (2015)
West Windsor-Plainsboro RSD
Page 17 of 17