Download 2nd SIX WEEKS - Mercedes ISD

Mercedes ISD
Curriculum Mapping School Year 2011 - 2012
Mercedes High School
Campus
2ndSix Weeks
Process/Content/Evaluation
2nd SIX WEEKS
1.
Week of
Sept 28 - 30
(2 days)
Terms:
Isometric
transformations
(translations,
reflections, rotations)
Geometry
Content Area
TEKS
9th
Grade Level
TAKS
Obj.
or ELPS
Comments/Notes
Mon
Tues
Wed Engage 1 Students investigate translations and their effects on figures.
G5C,G10A,
1E; 3D;
5B
Handout: Picture Perfect, Grid Paper
Thurs Explore/Explain 1 Students investigate translations and their effects on
G5C,G10A
1E; 3D;
5B
Handout: Translations
figures in a coordinate plane. Students determine algebraic representations of
translations in a coordinate plane.
Fri STAFF DEVELOPMENT
2nd SIX WEEKS
2.
Week of
Oct 3-7
Process/Content/Evaluation
Mon Explore/Explain 2 Students investigate reflections and their effects on
Terms:
Isometric
transformations
(translations,
reflections, rotations,
scale factor, similarity
and dilations
figures in a coordinate plane. Students determine algebraic representations of
dilations in a coordinate plane whose center of dilation is (0, 0).
Thurs Explore/Explain 4 Students investigate dilations and their effects on
figures in a coordinate plane. Students determine algebraic representations of
dilations in a coordinate plane whose center of dilation is (0, 0).
Fri Elaborate 1 Students investigate tessellations using regular polygons.
Comments/Notes
1E; 3D;
5B
Handout: Reflections
G5C,G10A
1E; 3D;
5B
Handout: Rotations
G5B,G5C,
G10A,G11A,
G11B
1E; 3D;
5B
Handout: Extending Dilations
G5B,G5C,
G10A,G11A,
G11B
1E; 3D;
5B
Handout: Extending Dilations
G5B,G5C,
G10A,G11A,
G11B
1E; 3D;
5B
Handout: Tessellations, Regular Polygon
Templatesm Monkey Business
figures in a coordinate plane. Students determine algebraic representations of
rotations in a coordinate plane.
Wed Explore/Explain 4 Students investigate dilations and their effects on
TAKS
Obj.
or ELPS
G5C,G10A
figures in a coordinate plane. Students determine algebraic representations of
reflections in a coordinate plane.
Tues Explore/Explain 3 Students investigate rotations and their effects on
(5 days)
TEKS
Mercedes ISD
Curriculum Mapping School Year 2011 - 2012
Mercedes High School
Campus
2ndSix Weeks
Process/Content/Evaluation
2nd SIX WEEKS
3.
Week of
Oct 10-14
(4 days)
Terms:
Lines
Transversals
Angle pairs
(corresponding,
alternate, same
side, interior,
exterior)
Mon
HOLIDAY
Tues Evaluate 1 Performance Indicator(s): Create a mini-notebook that
(5 days)
Terms:
Lines
Transversals
Angle pairs
(corresponding,
alternate, same side,
interior, exterior
TEKS
9th
Grade Level
TAKS
Obj.
or ELPS
Comments/Notes
(G.4; G.5A,
G.5C; G.7A;
G.10A; G.11A)
1E; 3D;
5B, 5G
Handout: Tying Up Transformations
G2A, G3C,G3E,
G9A
1E; 3D
Handout: Transversals and Angle Pairs ,
Investigating Angle Pairs
Thurs
Explore/Explain 2 Students explore relationships of special angle pairs
that result when two parallel lines are cut by a transversal. Students correlate
angle pairs, parallel lines, and transversals to postulates and theorems.
G2A, G3C,G3E,
1E; 3D
Handout: Investigating Parallel Lines and
Angle Pairs
Fri
G9A
1E; 3D
Handout: Proofs of Special Angle Pairs
provides examples of each type of transformation (translation, reflection,
rotation, dilation) on a coordinate grid. State the rule used to transform the
coordinates. For each example, use the distance, midpoint, and slope formulas,
as well as the equations for lines, to verify the critical attributes of each
transformation.
Wed Engage 1 Students are introduced to angle pairs that occur when two
lines are cut by a transversal. Explore/Explain 1 Students investigate and
analyze angle pairs that occur when two lines are cut by a transversal.
Explore/Explain 3 Students formulate deductive proofs for conjectures
about angles formed by parallel lines and transversals.
TAKS
Obj.
or ELPS
Process/Content/Evaluation
TEKS
Mon Elaborate 1 Students investigate the relationship between two lines given
G2A, G3C,G3E,
G9A
1E; 3D,
3H; 5G
Handout: Investigating Parallel Lines
(G.2B; G.3C,
G.3E; G.9A)
1E; 3D,
3H; 5G
Handout: Lines and Transversals
(G.1C; G.2B;
G.3B; G.4; G.5A,
G.5B; G.7A,
G.7B, G.7C;
G.9B)
1C; 5B
Handout: Exploring Triangles
G.1C; G.2B;
G.3B; G.4; G.5A,
G.5B; G.7A,
G.7B, G.7C;
G.9B)
(G.1C; G.2B;
G.3B; G.4; G.5A,
G.5B; G.7A,
G.7B, G.7C;
G.9B)
1C; 5B
Handout: Classifying Triangles, : A
Different Approach to Classification
1C; 5B,
5G
Handout: Exploring Triangle
Relationships , Theorems Related to
Triangles
2nd SIX WEEKS
4.
Week of
Oct 17-21
Geometry
Content Area
relationships between angles formed by the transversal using the converses of
parallel postulates and theorems.
Tues Evaluate 1 Performance Indicator(s): From a magazine, newspaper, or
online resource, find a picture that incorporates what appear to be parallel lines
with a transversal, On the picture, superimpose and label lines. Verify which if
any of the lines are parallel by comparing corresponding angles, alternate
interior angles, alternate exterior angles, and same-side interior angle pairs.
Summarize your conclusions for each pair of lines as to why they are parallel (or
why they are not).
Wed Engage 1 Students review their prior knowledge of triangles.
Explore 1 Students measure side lengths and angles of triangles to make
comparisons and connections. Students construct Venn diagrams to illustrate
their findings and understanding of the classifications.
Thurs Explain 1 Students formalize vocabulary of triangles. Students use
coordinate geometry to classify and verify classification of triangles.
Fri
Explore/Explain 1
Students use various methods to discover theorems related to triangles.
Comments/Notes
Mercedes ISD
Curriculum Mapping School Year 2011 - 2012
Mercedes High School
Campus
2ndSix Weeks
Process/Content/Evaluation
2nd SIX WEEKS
5.
Week of
Oct 24 - 28
(5 days)
Terms:
Angles
Classification of angles
Characteristics of angles
Triangles
Characteristics of
triangles
Classification of
triangles
Coordinate geometry
Geometry
Content Area
Mon Explore/Explain 2 Students explore and analyze the special segments of
triangles using concrete methods.
Tues Elaborate 1 Students create deductive arguments for theorems related
to triangle relationships. Students draw and analyze special segments and
determine equations of the line to represent special segments.
Wed. Evaluate 1 Performance Indicator(s):
Analyze the special segments of a
triangle given coordinates for the vertices. Determine the coordinates for the point where
the medians intersect and the point where the perpendicular bisectors intersect. Create a
graphic organizer for each that includes: (1) a diagram, (2) the analysis used to determine
the equations for the lines containing the medians or perpendicular bisectors, (3) the
solutions to the system of equations, and (4) a written summary and justification of the
methods used.
Thurs Engage 1 Students use the graphing calculator and congruence
transformations to illustrate congruent triangle mappings.
Fri Explore 1 Students use concrete models to discover which congruence
relationships between triangle parts determine if the triangles are congruent.
Process/Content/Evaluation
2nd SIX WEEKS
6.
Week of
Oct 31-Nov 4
(4 days)
* CBA week
Mon Explain 1
Students investigate formal postulates and theorems that can be used to prove
triangles congruent.
Tues Elaborate 1
Students extend congruent triangle proofs to prove corresponding parts of
congruent triangles are congruent.
Wed Evaluate 1 Performance Indicator(s): Draw (or find) a picture of a shape
that can be broken down into a composite of triangles Using a ruler, a
protractor, and/or a compass, create an exact (congruent) duplicate of the
picture. Explain the steps used to recreate the triangles in the picture, and
relate the steps back to the each of the rules for demonstrating that triangles
are congruent (SSS, SAS, ASA, etc.). Determine the sum of the measures of the
angles in each triangle. Write an explanation of the effect on the sum of the
angles in each triangle if the picture was superimposed onto a spherical object.
Write an explanation of the effect on the sum of the angles in each triangle if the
picture was superimposed onto the inner surface of a satellite dish.
Thurs Review for CBA
Fri
CBA WINDOW
TEKS
9th
Grade Level
TAKS
Obj.
or ELPS
Comments/Notes
(G.1C; G.2B;
G.3B; G.4;
G.5A
(G.1C; G.2B;
G.3B; G.4;
G.5A
1C; 5B
Handout: Exploring Special Segments,
Special Segments
1C; 5B
Handout: Evaluating Triangle Relationships
(G.1C; G.2B;
G.3B; G.4;
G.5A, G.5B;
G.7A, G.7B,
G.7C; G.9B)
1C; 5B,
5G
Handout: Evaluating Triangle Relationships
(G.1C; G.2B;
G.3B; G.4;
G.5A
(G.1C; G.2B;
G.3B; G.4;
G.5A
1C; 5B
Handout: Congruence Transformations and
Triangles
1C; 5B
Handout: The Savory Sandwich Menu
TEKS
TAKS
Obj.
or ELPS
Comments/Notes
(G.1C; G.2B;
G.3B; G.4;
G.5A
1C; 5B
Handout: Congruent Triangle Theorems ,
What Makes Triangles Congruent?
(G.1C; G.2B;
G.3B; G.4;
G.5A
1C; 5B
Handout: Proving Triangles Congruent and
CPCTC
(G.1C; G.2B;
G.3B; G.4;
G.5A
1C; 5B
Handout: Evaluating Congruent Triangles