Download CCISD Mathematics Year At A Glance – Geometry 2016

CCISD Mathematics Year At A Glance – Geometry 2016‐17 This is the second year of implementation of the revised Texas Essential Knowledge and Skills (TEKS) for high school mathematics courses. The district textbook for this course is McGraw Hill Texas Geometry. The primary content areas in Geometry are: Coordinate and transformational geometry Logical argument and constructions Proof and congruence Similarity, proof, and trigonometry Two dimensional and three dimensional figures Circles Probability Overview of student outcomes for each of these primary content areas 
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The student uses the process skills to understand the connections between algebra and geometry and uses the one‐ and two‐dimensional coordinate systems to verify geometric conjectures. The student uses the process skills to generate and describe rigid transformations (translation, reflection, and rotation) and non‐rigid transformations (dilations that preserve similarity and reductions and enlargements that do not preserve similarity). The student uses the process skills with deductive reasoning to understand geometric relationships. The student uses constructions to validate conjectures about geometric figures. The student uses the process skills with deductive reasoning to prove and apply theorems by using a variety of methods such as coordinate, transformational, and axiomatic and formats such as two‐
column, paragraph, and flow chart. The student uses the process skills in applying similarity to solve problems. The student uses the process skills with deductive reasoning to prove and apply theorems by using a variety of methods such as coordinate, transformational, and axiomatic and formats such as two‐
column, paragraph, and flow chart. The student uses the process skills to understand and apply relationships in right triangles. The student uses the process skills to recognize characteristics and dimensional changes of two‐ and three‐dimensional figures. The student uses the process skills in the application of formulas to determine measures of two‐ and three‐dimensional figures. The student uses the process skills to understand geometric relationships and apply theorems and equations about circles. The student uses the process skills to understand probability in real‐world situations and how to apply independence and dependence of events. 1 CCISD Mathematics Year At A Glance – Geometry 2016‐17 In addition to the new content standards, the new TEKS include process standards that describe ways in which students are expected to engage in the content. The process standards weave the other knowledge and skills together so that students may be successful problem solvers and use mathematics efficiently and effectively in daily life. The process standards are integrated at every grade level K‐12 mathematics. Mathematics Process Standards, K‐12 
Students will apply mathematics to problems arising in everyday life, society, and the workplace. 
Students will use a problem‐solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem‐solving process and the reasonableness of the solution. 
Students will select appropriate tools such as real objects, manipulatives, algorithms, paper and pencil, and technology and techniques such as mental math, estimation, number sense, and generalization and abstraction to solve problems. 
Students will effectively communicate mathematical ideas, reasoning, and their implications using multiple representations such as symbols, diagrams, graphs, computer programs, and language. 
Students will use mathematical relationships to generate solutions and make connections and predictions. 
Students will analyze mathematical relationships to connect and communicate mathematical ideas. 
Students will display, explain, or justify mathematical ideas and arguments using precise mathematical language in written or oral communication. The full version of the new TEKS can be viewed at the TEA Curriculum website: http://ritter.tea.state.tx.us/rules/tac/chapter111/index.html 2 CCISD Mathematics Year At A Glance – Geometry 2016‐17 Curriculum Overview First Semester First Grading Period: August 22 ‐ October 14 Unit 1: Probability Geometric Probability Permutations and Combinations Independent and Dependent Events Unit 2: Introduction to Geometry Points, Lines, Planes, Postulates and Paragraph Proofs Inductive and Deductive Reasoning Conditional and Bi‐Conditional Statements Algebraic Proofs with Line Segments Unit 3: Lines Slope and Equations of Lines Distance and Midpoint Second Grading Period: October 17 ‐ December 16 Unit 4: Angles Angle Relationships Parallels and Transversals Unit 5: Triangles Definitions and Theorems Congruency Unit 6: Relationship in Triangles Special Segments Inequalities in Triangles Semester Review and Exam: Geometry CBA will cover Units 1‐6 3 CCISD Mathematics Year At A Glance – Geometry 2016‐17 Second Semester Third Grading Period: January 3 – March 10 Unit 7: Right Triangles Pythagorean Theorem Special Right Triangles Trigonometric Ratios Applications Unit 8: Quadrilaterals Polygons of n‐sides Parallelograms and Rectangles Squares and Rhombi Unit 9: Transformations Reflections and Translations Rotations Compositions and Symmetry Unit 10: Similarity Proportions and Geometric Mean Triangles Dilations Fourth Grading Period: March 20 – June 1 Unit 11: Area of Polygons Polygons, Circles, and Sectors Composites and Similar Figures Unit 12: Surface Area and Volume Polyhedra Surface Area Polyhedra Volume Spheres and Spherical Geometry Unit 13: Circles Arcs and Angles Arcs and Chords Special Lines and Segments Equations Semester Review and Exam 4