Download Geometry - Southern Regional School District

SOUTHERN REGIONAL SCHOOL DISTRICT
MATHEMATICS CURRICULUM
Content Area: Mathematics
Course Title: Geometry
Grade Level: 10
Unit Plan 1
Introduction to Geometry,
Angle Relationships, Constructions
Pacing Guide
10 weeks
Unit Plan 2
Triangle Properties, Congruence,
Similarity, Transformation
Pacing Guide
12 weeks
Unit Plan 3
Area, Volume, Pythagorean Theorem,
Right Triangle Trigonometry
Pacing Guide
8 weeks
Unit Plan 4
Quadrilateral and Circle Properties,
Probability
Pacing Guide
8 weeks
Date Revised:
December 2014
Board Approved on:
January 7, 2015
1
SOUTHERN REGIONAL SCHOOL DISTRICT
Unit Overview
Content Area: Mathematics
Unit Title: Introduction to Geometry, Definitions, and Reasoning; Angle Relationships; Constructions
Target Course/Grade Level: Geometry / 10
Unit Summary:
Develop skills using a compass, a straight edge, patty paper and geometry software. Use inductive reasoning to
discover patterns. Use patterns to enforce the concepts of graphing, writing equations of lines and scatter plots
learned in Algebra 1. Angle relationships (vertical angles, linear pairs), special angles associated with parallel
lines.
Primary interdisciplinary connections:
Infused within the unit are connections to the Common Core Standards in Mathematics and Language Arts
Literacy and the NJCCCS in Technology.
21st Century Themes:
The unit will integrate the 21st Century Life and Career stand 9.1 strands A-D. These strands include: Critical
thinking and problem solving, creativity and innovation, collaboration, teamwork and leadership, and cross
cultural understanding and interpersonal communication.
Technology connections:
For further clarification refer to NJ Core Curriculum Content Standards at: http://www.state.nj.us/education/cccs/
Common Core Standards
G.CO.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.
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.CO.11 Prove theorems about parallelograms. 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.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.). 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 line parallel to a given line through a point not on the line.
G.CO.13 Construct an equilateral triangle, a square, and a regular hexagon inscribed in a circle.
G.GPE.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, Ö3)
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 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).
2
G.GPE.6 Find the point on a directed line segment between two given points that partitions the segment in a given
ratio.
G.GPE.7 Use coordinates to compute perimeters of polygons and areas of triangles and rectangles, e.g., using the
distance formula.
G.MG.1Use geometric shapes, their measures, and their properties to describe objects (e.g., modeling a tree trunk
or a human torso as a cylinder).
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).
3
Unit Essential Questions
• What is geometry?
• What are the building blocks of
geometry?
• How do you communicate what you have
observed utilizing inductive reasoning?
• How do constructions differ from sketches and
drawing?
• What are the five geometric constructions?
• How are they used to construct other shapes?
• How are geometric tools used in other
disciplines?
• How do we use graphing to visualize number
patterns?
• What equations can be used to represent patterns
from graphing?
• What are the significance of slope and yintercept when expressing a number pattern?
• What is the connection between algebra and the
geometric terms used?
• What are the special angles associated with
parallel lines and intersecting lines?
• What are properties associated with interior and
exterior angles of a triangle?
Unit Enduring Understandings
Students will understand that…
• Name, define, draw/sketch, label, and measure two and
three dimensional shapes.
• Utilize drawing as a problem solving approach.
• The components of a good definition.
• 5 Constructions and their applications.
• Linear patterns can be represented with linear
equations.
• Lines can be represented with various equations.
• There is a connection between the slopes of parallel
and perpendicular lines.
• The relationship between angles and
parallel/intersecting lines, and triangles.
Unit Objectives
Students will know…
• How to recognize basis characteristics of
geometric shapes.
• How to draw two and three dimensional shapes.
• How to communicate mathematically through
observation.
• How to construct the 5 basic constructions using
compass and straightedge.
• How to identify linear patterns.
• How to define slopes of parallel and
perpendicular lines.
• How to write equations for patterns and lines in
coordinate geometry.
• How to find angle measures using the properties
of parallel lines, intersecting lines, and triangles.
Unit Objectives
Students will be able to…
• Recognize, draw and communicate geometric shapes in
two and three dimensions.
• Begin to write conjectures based on their constructions.
• Reinforce algebra skills and relate them to geometry.
• Understand the important characteristics of a triangle
in geometry.
• Develop reasoning skills.
4
SOUTHERN REGIONAL SCHOOL DISTRICT
Evidence of Learning
Formative Assessments
For additional ideas please refer to NJ State DOE classroom application documents:
http://www.state.nj.us/education/cccs/
•
•
•
•
•
Observation
Homework
Class participation
Do Now
Notebook
Summative Assessments
For additional ideas please refer to:
http://www.state.nj.us/education/cccs/
http://www.parcconline.org/assessment-blueprints-test-specs
http://www.parcconline.org/samples/mathematics/high-school-mathematics
•
•
•
•
•
•
Chapter/Unit Test
Quizzes
Presentations
Unit Projects
Quarterlies and Final Exam
PARCC PBA and EOY Assessments
Modifications (ELLs, Special Education, Gifted and Talented)
•
•
•
•
•
•
•
Teacher tutoring
Peer tutoring
Cooperative learning groups
Modified assignments
Differentiated instruction
Native language texts and native language to English dictionary
Follow all IEP modifications/504 plan
Curriculum development Resources/Instructional Materials/Equipment Needed Teacher Resources:
•
•
•
•
•
•
Geometry Common Core Textbook
Infinite Geometry
Geometry Sketchpad
TI-84 Graphing Calculator
Teacher-made tests, worksheets, warm-ups, and quizzes
Computer and online application to support unit
5
SOUTHERN REGIONAL SCHOOL DISTRICT
Unit Overview
Content Area: Mathematics
Unit Title: Triangle Properties; Congruence; Similarity; Transformation
Target Course/Grade Level: Geometry / 10
Unit Summary:
Defining the relationship between sides and angles of a triangle, properties of special triangles, properties of
special segments of a triangle, and proving triangles are congruent using two column/flow chart proofs. Finding
the points of concurrency on various triangles. Discover basic properties of transformation and symmetry.
Review ratios and proportions; define similar polygons, and finding shortcuts for similar triangles.
Primary interdisciplinary connections:
Infused within the unit are connections to the Common Core Standards in Mathematics and Language Arts
Literacy and the NJCCCS in Technology.
21st Century Themes:
The unit will integrate the 21st Century Life and Career stand 9.1 strands A-D. These strands include: Critical
thinking and problem solving, creativity and innovation, collaboration, teamwork and leadership, and cross
cultural understanding and interpersonal communication.
Technology connections:
For further clarification refer to NJ Core Curriculum Content Standards at: http://www.state.nj.us/education/cccs/
Common Core Standards
G.CO.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).
G.CO.3 Given a rectangle, parallelogram, trapezoid, or regular polygon, 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 line segments.
G.CO.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.
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.
G.CO.7 Use the definition of congruence in terms of rigid motions 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 motions.
6
G.CO.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.
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.CO.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.
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.). 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 line parallel to a given line through a point not on the line.
G.SRT.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.
G.SRT.3 Use the properties of similarity transformations to establish the AA criterion for two triangles to be
similar.
G.SRT.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.
G.SRT.5 Use congruence and similarity criteria for triangles to solve problems and to prove relationships in
geometric figures.
G.C.3 Construct the inscribed and circumscribed circles of a triangle, and prove properties of angles for a
quadrilateral inscribed in a circle.
G.GPE.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).
7
Unit Essential Questions
• What are the significant properties associated
with triangles?
• What are the methods used to determine if 2
triangles are congruent?
• How do you use logical reasoning to support a
conjecture?
• What is the significance of each point of
concurrency?
• When do figures have identical shapes?
• What properties of a figure when we a figure
undergoes a dilation?
• What is the relationship in space of similar
figures?
• What are some basic properties of
transformation and symmetry?
• Is it possible to replace two transformations
with a single transformation?
Unit Enduring Understandings
Students will understand that…
• Triangle can be proven congruent based on
predetermined short cuts.
• Conclusions are justified using forms of proof.
• 4 points of concurrency exist and the importance of
each.
• Ratios and proportions can be used to find missing side
lengths of similar figures.
• Indirect measurement can be used to find dimensions
of shapes too big to measure.
• There exist 3 types of isometries (transformations).
• Different types of symmetry exist.
• There is a connection between transformation and
coordinate geometry.
• There exist transformation compositions.
Unit Objectives
Students will know…
• How to organize logically in the form of a
proof.
• How to identify when not enough information is
provided.
• How to reinforce concepts of congruency.
• How to use constructions to observe special
segments of triangles.
• How to simplify rations and solve proportions.
• How to determine side measurements of similar
figures.
• How to identify which of the 3 transformations
occurred, if any.
• How to assign an ordered pair rule on a
transformation.
Unit Objectives
Students will be able to…
• Understand the important characteristics of a triangle in
geometry.
• Develop reasoning skills.
• Use the points of concurrency to problem solve.
• See beyond congruence and see the common features
of similar figures; also they should see the impact on
these features by dilating the figure.
• Identify which of the 3 transformations occurred.
• Assign an ordered pair rule to a transformation.
• Replace the composition of two or more
transformations with a single transformation.
8
SOUTHERN REGIONAL SCHOOL DISTRICT
Evidence of Learning
Formative Assessments
For additional ideas please refer to NJ State DOE classroom application documents:
http://www.state.nj.us/education/cccs/
•
•
•
•
•
Observation
Homework
Class participation
Do Now
Notebook
Summative Assessments
For additional ideas please refer to:
http://www.state.nj.us/education/cccs/
http://www.parcconline.org/assessment-blueprints-test-specs
http://www.parcconline.org/samples/mathematics/high-school-mathematics
•
•
•
•
•
•
Chapter/Unit Test
Quizzes
Presentations
Unit Projects
Quarterlies and Final Exam
PARCC PBA and EOY Assessments
Modifications (ELLs, Special Education, Gifted and Talented)
•
•
•
•
•
•
•
Teacher tutoring
Peer tutoring
Cooperative learning groups
Modified assignments
Differentiated instruction
Native language texts and native language to English dictionary
Follow all IEP modifications/504 plan
Curriculum development Resources/Instructional Materials/Equipment Needed Teacher Resources:
•
•
•
•
•
•
Geometry Common Core Textbook
Infinite Geometry
Geometry Sketchpad
TI-84 Graphing Calculator
Teacher-made tests, worksheets, warm-ups, and quizzes
Computer and online application to support unit
9
OCEAN COUNTY MATHEMATICS CURRICULUM
SOUTHERN REGIONAL SCHOOL DISTRICT
Unit Overview
Content Area: Mathematics
Unit Title: Area, Volume, Pythagorean Theorem, Right Triangle Trigonometry (Ch. 8, 10, & 11)
Target Course/Grade Level: Geometry / 10
Unit Summary:
Find the area of circles and polygons, surface area and volume of geometric solids and explore concepts related to
right triangles, including trigonometry.
Primary interdisciplinary connections:
Infused within the unit are connections to the Common Core Standards in Mathematics and Language Arts
Literacy and the NJCCCS in Technology.
21st Century Themes:
The unit will integrate the 21st Century Life and Career stand 9.1 strands A-D. These strands include: Critical
thinking and problem solving, creativity and innovation, collaboration, teamwork and leadership, and cross
cultural understanding and interpersonal communication.
Technology connections:
For further clarification refer to NJ Core Curriculum Content Standards at: http://www.state.nj.us/education/cccs/
Common Core Standards
G.SRT.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.
G.SRT.7 Explain and use the relationship between the sine and cosine of complementary angles.
G.SRT.8 Use trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems.
G.SRT.9 (+) Derive the formula A = 1/2 ab sin(C) for the area of a triangle by drawing an auxiliary line from a
vertex perpendicular to the opposite side.
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).
G.CO.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.
G.CO.13 Construct an equilateral triangle, a square, and a regular hexagon inscribed in a circle.
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).
G.C.1 Prove that all circles are similar.
G.GPE.7Use coordinates to compute perimeters of polygons and areas of triangles and rectangles, e.g., using the
10
distance formula.
G.GMD.1Give 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.
G.GMD.2 (+) Give an informal argument using Cavalieri’s principle for the formulas for the volume of a sphere
and other solid figures.
G.GMD.3 Use volume formulas for cylinders, pyramids, cones, and spheres to solve problems.
G.GMD.4 Identify the shapes of two-dimensional cross-sections of three-dimensional objects, and identify threedimensional objects generated by rotations of two-dimensional objects.
11
Unit Essential Questions
• How do you find a side length or angle measure
in a right triangle?
• How do trig ratios relate to similar right
triangles?
• How do you find the area of a polygon or find
the circumference and area of a circle?
• How do perimeters and areas of similar
polygons compare?
• How can you determine the intersection of a
solid and a plane?
• How do you find the surface area and volume of
a solid?
• How do the surface areas and volumes of similar
solids compare?
Unit Enduring Understandings
Students will understand that…
• Use Pythagorean theorem
• Use concepts of 30-60-90 and 45-45-90 triangles
• Use trig ratios to form proportions
• Examine sine, cosine and tangent ratios
• Use formulas to find areas of parallelograms,
triangles, trapezoids, rhombuses and kites
• Explore area concepts related to regular polygons
• Use trig to find areas
• Find circumference and areas of circles
• Examine ratios among similar figures
• Find the area of a figure similar to the original
• Examine cross sections
• Use formulas to find surface areas and volumes of
prisms, cylinders, pyramids, cones and spheres.
• Examine ratios among similar solids
• Find the surface area of a solid similar to the original
solid
• Find the volume of a solid similar to the original solid
Unit Objectives
Students will know…
• How to use Pythagorean theorem
• How to use concepts of 30-60-90 and 45-45-90
triangles
• How to use trig ratios to form proportions
• How to examine sine, cosine and tangent ratios
• How to use formulas to find areas of
parallelograms, triangles, trapezoids, rhombuses
and kites
• How to explore area concepts related to regular
polygons
• How to use trig to find areas
• How to find circumference and areas of circles
• How to examine ratios among similar figures
• How to find the area of a figure similar to the
original
• How to examine cross sections
• How to use formulas to find surface areas and
volumes of prisms, cylinders, pyramids, cones
and spheres
• How to examine ratios among similar solids
• How to find the surface area of a solid similar to
the original solid
• How to find the volume of a solid similar to the
original solid
Unit Objectives
Students will be able to…
• Use Pythagorean theorem
• Use concepts of 30-60-90 and 45-45-90 triangles
• Use trig ratios to form proportions
• Examine sine, cosine and tangent ratios
• Use formulas to find areas of parallelograms, triangles,
trapezoids, rhombuses and kites
• Explore area concepts related to regular polygons
• Use trig to find areas
• Find circumference and areas of circles
• Examine ratios among similar figures
• Find the area of a figure similar to the original
• Examine cross sections
• Use formulas to find surface areas and volumes of
prisms, cylinders, pyramids, cones and spheres.
• Examine ratios among similar solids
• Find the surface area of a solid similar to the original
solid
• Find the volume of a solid similar to the original solid
12
SOUTHERN REGIONAL SCHOOL DISTRICT
Evidence of Learning
Formative Assessments
For additional ideas please refer to NJ State DOE classroom application documents:
http://www.state.nj.us/education/cccs/
•
•
•
•
•
Observation
Homework
Class participation
Do Now
Notebook
Summative Assessments
For additional ideas please refer to:
http://www.state.nj.us/education/cccs/
http://www.parcconline.org/assessment-blueprints-test-specs
http://www.parcconline.org/samples/mathematics/high-school-mathematics
•
•
•
•
•
•
Chapter/Unit Test
Quizzes
Presentations
Unit Projects
Quarterlies and Final Exam
PARCC PBA and EOY Assessments
Modifications (ELLs, Special Education, Gifted and Talented)
•
•
•
•
•
•
•
Teacher tutoring
Peer tutoring
Cooperative learning groups
Modified assignments
Differentiated instruction
Native language texts and native language to English dictionary
Follow all IEP modifications/504 plan
Curriculum development Resources/Instructional Materials/Equipment Needed Teacher Resources:
•
•
•
•
•
•
Geometry Common Core Textbook
Infinite Geometry
Geometry Sketchpad
TI-84 Graphing Calculator
Teacher-made tests, worksheets, warm-ups, and quizzes
Computer and online application to support unit
13
SOUTHERN REGIONAL SCHOOL DISTRICT
Unit Overview
Content Area: Mathematics
Unit Title: Quadrilateral and Circle Properties, Probability (Sections Ch. 6, 12, &13)
Target Course/Grade Level: Geometry / 10
Unit Summary:
Examine properties of quadrilateral and use the properties to prove special types of quadrilaterals, explore
concepts related to circles and expand the student’s knowledge of probability.
Primary interdisciplinary connections:
Infused within the unit are connections to the Common Core Standards in Mathematics and Language Arts
Literacy and the NJCCCS in Technology.
21st Century Themes:
The unit will integrate the 21st Century Life and Career stand 9.1 strands A-D. These strands include: Critical
thinking and problem solving, creativity and innovation, collaboration, teamwork and leadership, and cross
cultural understanding and interpersonal communication.
Technology connections:
For further clarification refer to NJ Core Curriculum Content Standards at: http://www.state.nj.us/education/cccs/
Common Core Standards
G.CO.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.
G.SRT.5 Use congruence and similarity criteria for triangles to solve problems and to prove relationships in
geometric figures.
G.GPE.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.
G.GPE.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, Ö3)
lies on the circle centered at the origin and containing the point (0, 2).
G.GPE.7 Use coordinates to compute perimeters of polygons and areas of triangles and rectangles, e.g., using the
distance formula.
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 the tangent where the radius intersects the circle.
G.C.3 Construct the inscribed and circumscribed circles of a triangle, and prove properties of angles for a
quadrilateral inscribed in a circle.
G.C.4 (+) Construct a tangent line from a point outside a given circle to the circle.
14
G.GMD.4 Identify the shapes of two-dimensional cross-sections of three-dimensional objects, and identify threedimensional objects generated by rotations of two-dimensional objects.
S.CP.1 Describe events as subsets of a sample 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 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.
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 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).
15
Unit Essential Questions
• How can you find the sum of the measures of
polygon angles?
• How can you classify quadrilaterals?
• How can you use coordinate geometry to prove
general relationships?
• How can you prove relationships between angles
and arcs in a circle?
• When lines intersect a circle or within a circle,
how do you find the measures of resulting
angles, arc and segments?
• How do you find the equation of a circle in the
coordinate plane?
• What is the difference between experimental
probability and theoretical probability?
• What is a frequency table
• What does it mean for an event to be random?
•
Unit Enduring Understandings
Students will understand that…
• Derive the formula for polygon sum
• Use the properties of parallel and perpendicular lines
and diagonals to classify quadrilaterals
• Use coordinate geometry to classify special
parallelograms
• Examine slope, length and distance formula in a
coordinate plane
• Examine angles formed by lines that intersect inside
and outside circles
• Relate arcs and angles
• Use properties of tangent lines, chords, central angles
• Solve problems with angles formed by secant and
tangents
• Find the equation of a circle
• Find probability based on real-world observations as
well as probabilities based strictly on mathematics
• Use frequency tables
• Learn different ways to model randomness and make
fair decisions
Unit Objectives
Students will know…
• How to derive the formula for polygon sum
• How to use the properties of parallel and
perpendicular lines and diagonals to classify
quadrilaterals
• How to use coordinate geometry to classify
special parallelograms
• How to examine slope, length and distance
formula in a coordinate plane
• How to examine angles formed by lines that
intersect inside and outside circles
• How to relate arcs and angles
• How to use properties of tangent lines, chords,
central angles
• How to solve problems with angles formed by
secant and tangents
• How to find the equation of a circle
• How to find probability based on real-world
observations as well as probabilities based
strictly on mathematics
• How to use frequency tables
• How to use different ways to model randomness
and make fair decisions
Unit Objectives
Students will be able to…
• Derive the formula for polygon sum
• Use the properties of parallel and perpendicular lines
and diagonals to classify quadrilaterals
• Use coordinate geometry to classify special
parallelograms
• Examine slope, length and distance formula in a
coordinate plane
• Examine angles formed by lines that intersect inside
and outside circles
• Relate arcs and angles
• Use properties of tangent lines, chords, central angles
• Solve problems with angles formed by secant and
tangents
• Find the equation of a circle
• Find probability based on real-world observations as
well as probabilities based strictly on mathematics
• Use frequency tables
• Learn different ways to model randomness and make
fair decisions
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SOUTHERN REGIONAL SCHOOL DISTRICT
Evidence of Learning
Formative Assessments
For additional ideas please refer to NJ State DOE classroom application documents:
http://www.state.nj.us/education/cccs/
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Observation
Homework
Class participation
Do Now
Notebook
Summative Assessments
For additional ideas please refer to:
http://www.state.nj.us/education/cccs/
http://www.parcconline.org/assessment-blueprints-test-specs
http://www.parcconline.org/samples/mathematics/high-school-mathematics
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Chapter/Unit Test
Quizzes
Presentations
Unit Projects
Quarterlies and Final Exam
PARCC PBA and EOY Assessments
Modifications (ELLs, Special Education, Gifted and Talented)
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Teacher tutoring
Peer tutoring
Cooperative learning groups
Modified assignments
Differentiated instruction
Native language texts and native language to English dictionary
Follow all IEP modifications/504 plan
Curriculum development Resources/Instructional Materials/Equipment Needed Teacher Resources:
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Geometry Common Core Textbook
Infinite Geometry
Geometry Sketchpad
TI-84 Graphing Calculator
Teacher-made tests, worksheets, warm-ups, and quizzes
Computer and online application to support unit
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