Download Honors/Standard Geometry Pacing Guide 2016

Honors/Standard Geometry
Pacing Guide 2016-2017
Quarter 3
Unit 6: Similarity
Week
Standards
Pre-Test
Week 1
Jan. 3-6
G.T.4: Given two triangles, 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, and to establish the AA criterion for two triangles to be
similar.

Determine whether polygons are similar and write similarity statements/scale factors.
G.T.5: Use properties of congruent and similar triangles to solve real-world and mathematical problems involving sides, perimeters, and areas of triangles.

Set up and use proportions to represent similar polygons based on pairs of sides or angles. Use measurements to solve real world problems.
PS: 1, 2, 3, 4, 5, 6, 7, and 8+ (Focus instruction using the Process Standards)
G.T.4: Given two triangles, 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, and to establish the AA criterion for two triangles to
be similar.
Week 2
Jan. 9-13
G.T.5: Use properties of congruent and similar triangles to solve real-world and mathematical problems involving sides, perimeters, and areas of triangles.

Use parallel lines to create proportional triangles (midsegments).
PS: 1, 2, 3, 4, 5, 6, 7, and 8+ (Focus instruction using the Process Standards)
G.T.2: Explain how the criteria for triangle congruence (ASA, SAS, and SSS) follow from the definition of congruence in terms of rigid motions.
Week 3
Jan. 18-20
MLK Day
Building PD
G.T.4: Given two triangles, 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, and to establish the AA criterion for two triangles to
be similar.
G.T.5: Use properties of congruent and similar triangles to solve real-world and mathematical problems involving sides, perimeters, and areas of triangles.

Use altitudes, medians, perpendicular bisectors, and angle bisectors to create similar triangles.
PS: 1, 2, 3, 4, 5, 6, 7, and 8+ (Focus instruction using the Process Standards)
Benchmark C Window Opens – only 10th grade
G.T.4: Given two triangles, 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, and to establish the AA criterion for two triangles to
be similar.
Week 4
Jan. 23-27
G.T.5: Use properties of congruent and similar triangles to solve real-world and mathematical problems involving sides, perimeters, and areas of triangles.
G.TR.2: Understand 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. Verify experimentally
the properties of dilations given by a center and a scale factor. Understand the dilation of a line segment is longer or shorter in the ratio given by the scale factor.

Determine if a dilation is an enlargement or reduction

Find scale factor based on similarity

PS:6 Attend to precision.

Draw dilations precisely
Indianapolis Public Schools
Curriculum and Instruction
Honors/Standard Geometry
Pacing Guide 2016-2017
Quarter 3
Benchmark C Window Closes
G.T.4: Given two triangles, 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, and to establish the AA criterion for two triangles to
be similar.
G.T.5: Use properties of congruent and similar triangles to solve real-world and mathematical problems involving sides, perimeters, and areas of triangles.
Week 5
Jan. 30-Feb. 3
G.TR.2: Understand 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. Verify experimentally
the properties of dilations given by a center and a scale factor. Understand the dilation of a line segment is longer or shorter in the ratio given by the scale factor.

Determine if a dilation is an enlargement or reduction

Find scale factor based on similarity

PS:6 Attend to precision.

Draw dilations precisely
Unit 6 Assessment
PS: 1, 2, 3, 4, 5, 6, 7, and 8+ (Focus instruction using the Process Standards)
Unit 7: Right Triangles and Trigonometry
Week
Standards
G.T.9: 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.
Week 6
Feb. 6 - 10
G.T.10: Use trigonometric ratios (sine, cosine and tangent) and the Pythagorean Theorem to solve real-world and mathematical problems involving right triangles.
G.T.11: Use special right triangles (30° - 60° and 45° - 45°) to solve real-world and mathematical problems.

Use these properties to study for PSAT/SAT

Have students find examples of special right triangles in real life.
PS: 1, 2, 3, 4, 5, 6, 7, and 8+ (Focus instruction using the Process Standards)
G.T.9: 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.
Week 7
Feb. 13 - 17
G.T.10: Use trigonometric ratios (sine, cosine and tangent) and the Pythagorean Theorem to solve real-world and mathematical problems involving right triangles.

Angles of elevation and depression problems.

Develop and use law of sines and law of cosines.

Use law of sines and law of cosines.
PS: 1, 2, 3, 4, 5, 6, 7, and 8+ (Focus instruction using the Process Standards)
Week 8
Feb. 21 – 24
(4 days)
Presidents’ Day
Corrective Instruction-based on data from Benchmark 3 and other formative assessments
Unit 7 Assessment
PS: 1, 2, 3, 4, 5, 6, 7, and 8+ (Focus instruction using the Process Standards)
Indianapolis Public Schools
Curriculum and Instruction
Honors/Standard Geometry
Pacing Guide 2016-2017
Quarter 3
Unit 8: Quadrilaterals
Week
Standards
ISTEP + Part 1 Window Opens –
Week 9
Feb. 27 - Mar 3
10th
grade only
G.QP.1: Prove and apply theorems about parallelograms, including the following: opposite sides are congruent; opposite angles are congruent; the diagonals of a parallelogram bisect
each other; and rectangles are parallelograms with congruent diagonals.

Perplexing Parallelograms NCTM Illuminations Activity for exploring properties

Have students create parallelograms and measure/label parts to have student-created theorems.
G.QP.2: Prove that given quadrilaterals are parallelograms, rhombuses, rectangles, squares or trapezoids. Include coordinate proofs of quadrilaterals in the coordinate plane.

Create criteria for the names you give quadrilaterals in a student-friendly way.
G.QP.3: Find measures of interior and exterior angles of polygons. Explain and justify the method used.

Develop method or formula to find interior angles.
PS: 1, 2, 3, 4, 5, 6, 7, and 8+ (Focus instruction using the Process Standards)
ISTEP + Part 1 Window Closes
Week 10
Mar 6 - 10
G.QP.1: Prove and apply theorems about parallelograms, including the following: opposite sides are congruent; opposite angles are congruent; the diagonals of a parallelogram bisect
each other; and rectangles are parallelograms with congruent diagonals.
G.QP.2: Prove that given quadrilaterals are parallelograms, rhombuses, rectangles, squares or trapezoids. Include coordinate proofs of quadrilaterals in the coordinate plane.

Demonstrate and use theorems and properties established using coordinate grids.
PS: 1, 2, 3, 4, 5, 6, 7, and 8+ (Focus instruction using the Process Standards)
Week 11
Mar. 13 - 17
G.QP.1: Prove and apply theorems about parallelograms, including the following: opposite sides are congruent; opposite angles are congruent; the diagonals of a parallelogram bisect
each other; and rectangles are parallelograms with congruent diagonals.
G.QP.2: Prove that given quadrilaterals are parallelograms, rhombuses, rectangles, squares or trapezoids. Include coordinate proofs of quadrilaterals in the coordinate plane.
Unit 8 Assessment
PS: 1, 2, 3, 4, 5, 6, 7, and 8+ (Focus instruction using the Process Standards)
Process Standards for Mathematics (PS):
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.
Spring Break
March 20-31
End of Quarter 3
Indianapolis Public Schools
Curriculum and Instruction
8. Look for and express
regularity in repeated
reasoning.
Honors/Standard Geometry
Pacing Guide 2016-2017
Quarter 3
Indianapolis Public Schools
Curriculum and Instruction