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Trotwood-Madison City Schools Curriculum Map and Pacing Guide Mathematics Grading Period Quarter 1 Grade/Course . Domain/Standard August 2012 Time 10 Days Mon. Tues. Wed. Thur. Fri. 1 2 3 6 7 8 9 10 13 14 15 16 17 Teacher PD Teacher PD 23 24 20 First Day 21 22 G.CO.1. Know the 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.) G.CO-12. Make formal geometric constructions with a variety of tools and methods (compass and straightedge, string, reflective devices, paper folding, dynamic Mathematical Practices geometric software, etc.). Copying a 1. Make sense of problems and persevere in segment; copying an angle; bisecting a solving them. segment; bisecting an angle; 2. Reason abstractly and quantitatively. constructing perpendicular lines, 3. Construct viable arguments and critique including the perpendicular bisector the reasoning of others. of a line segment; and constructing a 4. Model with mathematics. line parallel to a given line through a 5. Use appropriate tools strategically. point not on the line. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. 27 28 29 30 31 Instructional Strategies (Including Interventions) Geometry Technology/ Resources _ Assessments (Formative, Performance) Review vocabulary associated with Geometer’s sketchpad, Bellwork, Chapter geometry (e.g. point line and plane, computers, smart-board, Test, Quizzes, angle, vertical angles and all graphing calculators. homework, angles formed by parallel lines cut Discovering Geometry Classroom practice, by transversal. Use graph paper, Textbook Chapter 1.1- Geometer’s tracing paper or dynamic 1.3 Sketchpad geometry software to obtain investigations, images of a given figure under Textbook specified rigid motions. investigations Have students identify examples of points, lines and planes in pictures and explain the meaning of these terms in words. Direct instruction about geometric terms and definition of geometric figures. Students will keep terms in their notebooks. They will make flash cards with terms, definition and pictures. TMCS—2012 Compass Learning quizzes when used. Trotwood-Madison City Schools Curriculum Map and Pacing Guide Mathematics Grading Period Quarter 1 Grade/Course . Domain/ Standard September 2012 G.CO-9. Prove theorems about Mon. Tues. Wed. Thur. Fri. 3 4 5 6 7 10 11 12 13 14 17 18 19 20 21 24 25 26 27 28 Labor Day 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. Time 18 days Instructional Strategies (Including Interventions) Geometry Technology/ Resources _ Assessments Use graph paper, tracing paper or Geometer’s sketchpad, Bellwork, Chapter dynamic geometry software to computers, smart-board, Test, Quizzes, obtain images of a given figure graphing calculators. homework, under specified rigid motions. Discovering Geometry Classroom practice, Textbook Finish Chapter Geometer’s Use compass learning to front 1.4-1.6 Chapter 2.1-2.2, Sketchpad load or intervene with students and 2.5-2.6 investigations, about angle relationships. Textbook Compass Learning investigations G.CO-12. Make formal geometric Compass Learning quizzes when used. constructions with a variety of tools and methods (compass and straightedge, string, reflective Mathematical Practices devices, paper folding, dynamic 1. Make sense of problems and persevere in geometric software, etc.). Copying a solving them. segment; copying an angle; bisecting 2. Reason abstractly and quantitatively. a segment; bisecting an angle; 3. Construct viable arguments and critique constructing perpendicular lines, the reasoning of others. including the perpendicular bisector 4. Model with mathematics. of a line segment; and constructing a 5. Use appropriate tools strategically. line parallel to a given line through a 6. Attend to precision. point not on the line. 7. Look for and make use of structure. 8. Look for and express regularity in . repeated reasoning TMCS—2012 Mathematics Trotwood-Madison City Schools Curriculum Map and Pacing Guide Grading Period Quarter 1/2 Domain/Standard October 2012 G.GPE.4. Use coordinates to Mon. Tues. Wed. Thur. Fri. 1 2 3rd Grade 3 OAA 4 5 8 9 10 11 12 15 16 17 18 End 1st 19 Quarter arter Records Day 24 25 26 Begin OGT thru 11/2 31 ferences thru 11/2 22 2 nd 23 Quarter 29 30 Con Grade/Course . 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). G.GPE.5. Prove the slope criteria for parallel and perpendicular lines and uses them to solve geometric problems (e.g., find the equation of a line parallel or perpendicular to a given line that Mathematical Practices passes through a given 1. Make sense of problems and persevere in point). solving them. 2. Reason abstractly and quantitatively. G.GPE.6. Find the point on a 3. Construct viable arguments and critique directed line segment between two the reasoning of others. given points that partitions the 4. Model with mathematics. segment in a given ratio 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. G.CO.7. Use the definition of 8. Look for and express regularity in congruence in terms of rigid motions repeated reasoning. to show that two triangles are congruent if and only if corresponding pairs of sides and corresponding pairs of angles are congruent. G.CO.8. Explain how the criteria for triangle congruence (ASA, SAS, and SSS) follow from the definition of congruence in terms of rigid Time 20 days Instructional Strategies (Including Interventions) Geometry Technology/ Resources Students will do the investigation for triangle sums. Have students cut out a triangle size of their own choosing. Students will tare the thee angles off the triangle and rearrange them on a straight angle to show that the sum of the three angle is 180 degrees Should also include slopes of parallel lines in a coordinate plane and use this knowledge to proving properties of geometric figures in a coordinate plane. This has a small section in Use graph paper, tracing paper or the text: “Using Your Algebra Skills 3: Slopes dynamic geometry software to of parallel and obtain images of a given figure perpendicular lines” under specified rigid motions. p165. May also need to Investigations in geometer’s look outside the text sketchpad will be used to help students see that the ASA, SSS, for engaging activities. and SAS definitions prove that Geometer’s sketchpad, triangles are congruent. And to graphing calculators and show that base angles of any isosceles triangles are congruent. Discovering Geometry Textbook Chapter 4 (4.1-4.8, Use compass learning to front except 4.7) and other load or intervene with students resources. about triangle relationships including congruence, angle sum, and specific types of triangles. Compass learning _ Assessments (Formative, Performance) Bellwork, Chapter Test, Quizzes, homework, Classroom practice, Geometer’s Sketchpad investigations, Textbook investigations Compass Learning quizzes when used. Trotwood-Madison City Schools Curriculum Map and Pacing Guide motions. G-CO-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. G.SRT.5. Use congruence and similarity criteria for triangles to solve problems and to prove relationships in geometric figures TMCS—2012 Trotwood-Madison City Schools Curriculum Map and Pacing Guide Mathematics Grading Period Quarter 2 Grade/Course . Domain/Standard November 2012 G.CO.11. Prove theorems about Mon. Tues. Wed. Thur. Fri. 1 2 Conf. Comp Day 5 6 7 8 9 12 13 14 15 16 19 20 21 22 23 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. G.CO.12. Make formal geometric constructions with a variety of tools and methods (compass and 26 27 28 29 30 straightedge, string, reflective devices, paper folding, dynamic geometric software, etc.). Copying a segment; copying an angle; bisecting a segment; bisecting an angle; constructing perpendicular lines, including the perpendicular bisector of a line segment; and constructing a Mathematical Practices 1. Make sense of problems and persevere in line parallel to a given line through a point not on the line. solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique G.SRT.4. Prove theorems about the reasoning of others. triangles. Theorems inclulde: a line 4. Model with mathematics. parallel to one side of a triangle 5. Use appropriate tools strategically. divides the other two proportionally, 6. Attend to precision. and conversely; the Pythagorean 7. Look for and make use of structure. theorem proved using triangle 8. Look for and express regularity in similarity. repeated reasoning. Fall Break Time 16 days Instructional Strategies (Including Interventions) Geometry Technology/ Resources _ Assessments (Formative, Performance) Have students make a chart with Geometer’s sketchpad, Bellwork, Chapter headings, (number of sides, number of graphing calculators Test, Quizzes, triangles drawn, sum of the angles of and Discovering homework, the polygon. The teachers should put Geometry Textbook Classroom the same chart on board/smartboard. Chapter 5 and other practice, While in groups, students are then resources. Geometer’s asked to draw a triangle and draw a Sketchpad diagonal from one and only one vertex Note: 5.1 and 5.2 can investigations, to each of the other non-consecutive be done in one class Textbook vertices. This will form x number of session. Two class investigations triangles. Next the students will sessions on 5.3-5.6. multiply the number of triangles by Compass Learning 180 degrees to get their polygon’s Compass learning quizzes when used. angle sum. Each group will then record their data into the class chart. As a whole group the formula can then be discovered. Use graph paper, tracing paper or dynamic geometry software to obtain images of a given figure under specified rigid motions. Use compass learning to front load or intervene with students about segment, line and polygon relationships. TMCS—2012 Trotwood-Madison City Schools Curriculum Map and Pacing Guide Mathematics Grading Period Quarter 2 Grade/Course . Domain/Standard December 2012 G.CO.11. Prove theorems about Mon. Tues. Wed. Thur. 3 4 5 6 7 10 11 12 13 14 17 18 19 20 21 24 Winter 25 Break Begins 26 27 28 Fri. 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. G.C.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 Mathematical Practices the tangent where the radius intersects 1. Make sense of problems and persevere in the circle. solving them. 2. Reason abstractly and quantitatively. G.C.3. Construct the inscribed and 3. Construct viable arguments and critique circumscribed circles of a triangle, and the reasoning of others. prove properties of angles for a 4. Model with mathematics. quadrilateral inscribed in a circle. 5. Use appropriate tools strategically. 6. Attend to precision. G.C.4. (+) Construct a tangent line 7. Look for and make use of structure. from a point outside a given circle to 8. Look for and express regularity in the circle. repeated reasoning 31 Instructional Strategies (Including Interventions) Time 15 days Technology/ Resources _ Assessments (Formative, Performance) Use graph paper, tracing paper or Computer’s, Bellwork, Chapter dynamic geometry software to obtain Geometer’s sketchpad, Test, Quizzes, images of a given figure under graphing calculators homework, specified rigid motions. Students will and Discovering Classroom construct polygons on geometers and Geometry Textbook practice, note the different properties to draw Chapter 5.7 and Geometer’s conclusions about its properties. Chapter 6.1-6.4 and Sketchpad other resources. investigations, Students will use Geometer’s Textbook Sketchpad to complete investigation 1 Compass learning investigations and 2 in section 6.2. Use compass learning to front load or intervene with students about circle relationships. G. CO. 13 Construct an equilateral triangle, a square, and regular hexagon inscribed in a circle. G.CO.12. Make formal geometric constructions with a variety of tools and methods (compass and straightedge, string, reflective devices, paper folding, dynamic geometric software, etc.). (+) for Honors Geometry only Geometry TMCS—2012 Compass Learning quizzes when used. Trotwood-Madison City Schools Curriculum Map and Pacing Guide Mathematics Grading Period Quarter 2/3 Domain/Standard January 2013 G.CO.2. Represent transformations Mon. Tues. Wed. Thur. Fri. 1 2 3 4 Winter Break Ends 7 8 9 10 11 14 15 16 17 2nd Quarter ends 21 MLK Day 28 22 3rd 23 24 30 31 Quarter Begins 29 18 Records Day 25 Grade/Course . 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). G.CO.3. Given a rectangle, parallelogram, trapezoid, or regular describe the rotations and reflections that carry it onto itself. G.CO.4. Develop definitions of rotations, reflections, and translations in terms of angles, circles, perpendicular lines, parallel lines, and Mathematical Practices 1. Make sense of problems and persevere in line segments. solving them. 2. Reason abstractly and quantitatively. G.CO.5. Given a geometric figure and 3. Construct viable arguments and critique a rotation, reflection, or translation, the reasoning of others. draw the transformed figure using, e.g., 4. Model with mathematics. graph paper, tracing paper, or geometry 5. Use appropriate tools strategically. software. Specify a sequence of 6. Attend to precision. transformations that will carry a given 7. Look for and make use of structure. figure onto another. 8. Look for and express regularity in repeated reasoning. G.CO.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. Time 12 days Geometry _ Instructional Strategies (Including Interventions) Technology/ Resources Use graph paper, tracing paper or dynamic geometry software to obtain images of a given figure under specified rigid motions. Students will construct polygons on geometers and perform transformations such as rotations, translations, reflections, and dilation. using these investigations students will develop coordinate rules for transformations and composite transformations Computer’s, Geometer’s sketchpad, graphing calculators and Discovering Geometry Textbook Chapter 6.5 and 6.7 and Chapter 7.17.3 must include dilations from a different source and other resources. Bellwork, Chapter Test, Quizzes, homework, Classroom practice, Geometer’s Sketchpad investigations, Textbook investigations Compass Learning Compass Learning quizzes when used. Use compass learning to front load or intervene with students about transformations. Assessments (Formative, Performance) Trotwood-Madison City Schools Curriculum Map and Pacing Guide G.CO.12. Make formal geometric constructions with a variety of tools and methods (compass and straightedge, string, reflective devices, paper folding, dynamic geometric software, etc.). G.SRT.1. Verify experimentally the properties of dilations given by a center and a scale factor. a. A dilation takes a line not passing through the center of the dilation to a parallel line, and leaves a line passing through the center unchanged. b. The dilation of a line segment is longer or shorter in the ratio given by the scale factor. G.C.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. TMCS—2012 Trotwood-Madison City Schools Curriculum Map and Pacing Guide Mathematics Grading Period Quarter 3 Grade/Course . Domain/Standard February 2013 G.SRT.8. Use trigonometric ratios Mon. Tues. Wed. 1 and the Pythagorean Theorem to solve right triangles in applied problems. G.SRT.4. Prove theorems about Thur. Fri. 4 5 6 7 8 11 12 13 14 15 18 President 19 20 21 22 27 28 29 Day 25 26 Con ferences 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. G.SRT.6 Understand that by similarity, side ratios in right triangles are properties of the angles in the triangle, leading to definitions of Mathematical Practices 1. Make sense of problems and persevere in trigonometric ratios for acute angles. solving them. G.SRT.9 (+) Derive the formula A 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique = 1/2 ab sin(C) for the area of a triangle by drawing an auxiliary line the reasoning of others. from a vertex perpendicular to the 4. Model with mathematics. opposite side. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. G.SRT.10 (+) Prove the Laws of Sines and Cosines and use them to solve problems. G.SRT.11 (+) Understand and apply the Law of Sines and the Law of Cosines to find unknown measurements in right and non-right triangles (e.g., surveying problems, resultant forces). Time 20 days Instructional Strategies (Including Interventions) Use graph paper, tracing paper or dynamic geometry software to obtain images of a given figure under specified rigid motions. Students test indirect measurement using Geometer’s Sketchpad to explore indirect measurement using trigonometric ratios with right triangles. Geometry Technology/ Resources Computer’s, Geometer’s sketchpad, graphing calculators and Discovering Geometry Textbook Chapter 9.19.4 and Chapter 12.112.2 and other resources. _ Assessments (Formative, Performance) Bellwork, Chapter Test, Quizzes, homework, Classroom practice, Geometer’s Sketchpad investigations, Textbook investigations Note: 12.3-12.4 are to Use compass learning to front load be done in Honors Geometry. Also Compass Learning or intervene with students about remember that we have quizzes when used. Pythagorean Theorem. skipped chapter 8 and 11 Students will do the Investigation so any exercises in chapters 9 and 12 that “The Three Sides of a Right involve finding the area Triangle” to help them see the proof of the Pythagorean Theorem. of geometric figure or similar figures may need They will also use Geometer’s to be omitted for now. Sketchpad to find Pythagorean After these concepts Triples. are addressed then those exercises can be used for practice or assessment. TMCS—2012 Trotwood-Madison City Schools Curriculum Map and Pacing Guide Mathematics Grading Period Quarter 3 Domain/Standard March 2013 G.GMD.1. Give an informal Mon. Tues. Wed. Thur. Fri. 1 Conf. Comp Day 4 5 6 7 8 11 12 13 OGT 14 15 18 19 20 OGT 21 22 25 26 27 3rd 28 Quarter Ends Records Day 29 Good Friday Grade/Course . 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. G.GPE.7. Use coordinates to compute perimeters of polygons and areas of triangles and rectangles, e.g., using the distance formula.★ G.C.5. Derive using similarity the fact that the length of the arc intercepted by an angle is Mathematical Practices proportional to the radius, and 1. Make sense of problems and persevere in define the radian measure of the solving them. angle as the constant of 2. Reason abstractly and quantitatively. proportionality; derive the formula 3. Construct viable arguments and critique for the area of a sector. the reasoning of others. G.SRT.9 (+) Derive the formula 4. Model with mathematics. A = 1/2 ab sin(C) for the area of a 5. Use appropriate tools strategically. triangle by drawing an auxiliary line 6. Attend to precision. from a vertex perpendicular to the 7. Look for and make use of structure. opposite side. 8. Look for and express regularity in repeated reasoning. Time 11 days Instructional Strategies (Including Interventions) Geometry Technology/ Resources _ Assessments (Formative, Performance) Use graph paper, tracing Computer’s, Geometer’s Bellwork, Chapter paper or dynamic geometry sketchpad, graphing calculators. Test, Quizzes, software to obtain images of a homework, given figure under specified The Text Discovering Geometry Classroom rigid motions. Students will chapter 8 is a review of grade practice, construct various geometric 7th and 8th grade standards. Geometer’s figures e.g. polygons, circles, Our standards encourage Sketchpad sectors, and regular polygons students to approach areas and investigations, and use these figures to help perimeters through problem Textbook them derive formulas for solving and modeling. Students investigations their areas. will need to be able to apply their knowledge of area to solve Compass Learning Use compass learning to front real world problems. (We are all quizzes when load or intervene with aware that students are coming used. students about area of to us deficient but we need to geometric figures. push our students to be more independent learners.) Students will do the Investigation “The Three Note: You may now want to Sides of a Right Triangle” to revisit those exercises that help them see the proof of involved area now. They can be the Pythagorean Theorem. used as practice or assessment They will also use Geometer’s from chapters 9 or 12. These Sketchpad to find exercises may provide the Pythagorean Triples. opportunity for students to apply area. In Honors Geometry you can revisit Standard G.SRT.9 (+) TMCS—2012 Trotwood-Madison City Schools Curriculum Map and Pacing Guide Mathematics Grading Period Quarter 4 Grade/Course . Domain/Standard April 2013 19 days G.GMD.3. Use volume formulas for 2 Spring 3 Break 4 5 cylinders, pyramids, cones, and spheres to solve problems.★ 9 10 11 12 G.SRT.2. Given two figures, use the Mon. 1 8 4th Quarter Begins Tues. Wed. Thur. Fri. 15 16 17 18 19 22 23 24 25 26 Begin OAA thru 5/10 OAA Test thru 5/10 29 30 Mathematical Practices 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning Instructional Strategies (Including Interventions) Time 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. G.SRT.3. Use the properties of similarity transformations to establish the AA criterion for two triangles to be similar. G.MG.1. Use geometric shapes, their measures, and their properties to describe objects (e.g., modeling a tree trunk or a human torso as a cylinder).* Geometry Technology/ Resources Use graph paper, tracing Computer’s, Geometer’s paper or dynamic geometry sketchpad, graphing software to obtain images of calculators and a given figure under specified Discovering Geometry rigid motions. Students test Textbook Chapter 1.8, indirect measurement using 10.1, 10.4, 10.5 and other Geometer’s Sketchpad to resources. explore volumes, and similar figures. The text does a pretty good job with real world problem involving volume, Use compass learning to front load or intervene with displacement and density. students about the concept of volume and similar geometric figures. G.MG.2. Apply concepts of density based on area and volume in modeling situations (e.g., persons per square mile, BTUs per cubic foot).* G.MG.3 Apply geometric methods to solve design problems (e.g., designing an object or structure to satisfy physical constraints or minimize cost; working with typographic grid systems based on ratios).* TMCS—2012 _ Assessments (Formative, Performance) Bellwork, Chapter Test, Quizzes, homework, Classroom practice, Geometer’s Sketchpad investigations, Textbook investigations Compass Learning quizzes when used. Trotwood-Madison City Schools Curriculum Map and Pacing Guide Mathematics Grading Period Quarter 4 Grade/Course . Domain/Standard May 2013 Time S.CP.1. Describe events as subsets of a sample Mon. Tues. Wed. 1 13 7 14 Fri. 2 thru 5/10 3 9 thru 5/10 10 OAA Test 15 16 17 OAA Test 6 Thur. 8 20 21 22 23 24 27 28 29 30 31 Memorial Day 22 days space (the set of outcomes) using characteristics (or categories) of the outcomes, or as unions, intersections, or complements of other events (“or,” “and,” “not”). S.CP.2. Understand that two events A and B are independent if the probability of A and B occurring together is the product of their probabilities, and use this characterization to determine if they are independent. S.CP.3. Understand the conditional probability of Mathematical Practices 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. A given B as P(A and B)/P(B), and interpret independence of A and B as saying that the conditional probability of A given B is the same as the probability of A, and the conditional probability of B given A is the same as the probability of B. S.CP.4. Construct and interpret two-way frequency tables of data when two categories are associated with each object being classified. Use the two-way table as a sample space to decide if events are independent and to approximate conditional probabilities. For example, collect data from a random sample of students in your school on their favorite subject among math, science, and English. Estimate the probability that a randomly selected student from your school will favor science given that the student is in tenth grade. Do the same for other subjects and compare the results. TMCS—2012 Instructional Strategies (Including Interventions) Use compass learning to front load or intervene with students on applications of probability. There is not much in the text about probability so we will need to seek activities outside of the text for these standards. Students could explore geometric probability using 2 Explorations: 1. Geometric Probability I p86 2. Geometric probability II p442-444. Geometry Technology/ Resources Explorations: 1. Geometric Probability I p86 2. Geometric probability II p442444. _ Assessments (Formative, Performance) Bellwork, Chapter Test, Quizzes, homework, Classroom practice, Geometer’s Sketchpad investigations, Textbook investigations Compass Learning quizzes when used. Trotwood-Madison City Schools Curriculum Map and Pacing Guide Mathematics Grading Period Quarter 4 Grade/Course . Domain/Standard June 2013 Time Continue with the probability unit from May. Mon. 3 Tues. 4 Wed. Thur. 5 Last Day 6 Last Day for Students Fri. 7 for Teachers 10 11 12 13 14 17 18 19 20 21 24 25 26 27 28 S.CP.5. Recognize and explain the concepts of conditional probability and independence in everyday language and everyday situations. For example, compare the chance of having lung cancer if you are a smoker with the chance of being a smoker if you have lung cancer. S.CP.6. Find the conditional probability of A given B as Mathematical Practices 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. the fraction of B’s outcomes that also belong to A, and interpret the answer in terms of the model. S.CP.7. Apply the Addition Rule, P(A or B) = P(A) + P(B) – P(A and B), and interpret the answer in terms of the model. S.CP.8 (+) Apply the general Multiplication Rule in a uniform probability model, P(A and B) = P(A)P(B|A) = P(B)P(A|B), and interpret the answer in terms of the model. S.CP.9 (+) Use permutations and combinations to compute probabilities of compound events and solve problems. S.MD.6 (+) Use probabilities to make fair decisions (e.g., drawing by lots, using a random number generator). S.MD.7 (+) Analyze decisions and strategies using probability concepts (e.g., product testing, medical testing, pulling a hockey goalie at the end of a game). TMCS—2012 Instructional Strategies (Including Interventions) Geometry Technology/ Resources _ Assessments (Formative, Performance) Bellwork, Chapter Test, Quizzes, homework, Classroom practice, Geometer’s Sketchpad investigations, Textbook investigations Compass Learning quizzes when used.