GATEWAY REGIONAL HIGH SCHOOL
MATHEMATICS GEOMETRY
PACING GUIDE
The Geometry curriculum is composed of the same major concepts or ‘Big Ideas’ as Geometry, but on a more rigorous level. In addition, students are expected to do more indepth geometric proofs. While knowledge of content is being developed, students are engaged in handson and cooperative activities that encourage mathematical reasoning, problem solving, communicating, and making connections. Through these activities students utilize technology. In addition, they are encouraged to think more critically through activities that involve investigations, explorations, and discovery. Finally, evaluation appears in several formats: tests, performance tasks, and long and shortterm projects using EdConnect and Desmos.
PACING GUIDE
Month  # Days  Standards  Skills  Activities  Assessments 
September  22  GCO.1 GCO9 CCO.12  Know precise definitions of angle, line, parallel line, and line segment, based on the undefined notions of point, line, and distance along a line. Prove theorems about lines and angles. Make formal geometric constructions with a variety of tools and methods (compass and straightedge, string, reflective devices, paper folding, dynamic geometric software, etc.).  Collaborative discussions CRP12 Cooperative group work (eg. Placemat Activity, word sort)/ Differentiated group work CRP12 Cooperative Team projects to discover relationships of undefined terms (points, lines, and planes) to defined terms (segments, surfaces, and solids). Analyzing questions 8.1.8.A.2, CRP11 Interactive Whiteboard Lessons based on student need  Quiz Intro to Geometry Test Finding congruence, Distance, and Length 
October  12  GCO.1 GCO9 CCO.12  Know precise definitions of angle, line, parallel line, and line segment, based on the undefined notions of point, line, and distance along a line. Prove theorems about parallel lines. Make formal geometric constructions with a variety of tools and methods (compass and straightedge, string, reflective devices, paper folding, dynamic geometric software, etc.).  Collaborative discussions CRP12 Cooperative group work (eg. Placemat Activity)/ Differentiated group work 8.1.8.A.2, CRP11, CRP4 Analyzing questions8.1.8.A.2, CRP11 Interactive Whiteboard Lessons based on student need  Quiz Equivalent Ratios, Rates and Unit Rates, Unit Conversions, Proportionality in tables and Graphs Quick Checksparallel lines. Test Parallel Lines 
November/December  28  GCO8 GCO9 GCO10 GSRT.4 GSRT.5 G.MG.3  Explain the criteria for triangle congruence Points on a perpendicular bisector of a segment are exactly those equidistant from the segment’s endpoints. Prove theorems about triangles. Use congruence and similarity criteria for triangles to solve problems and to prove relationships in geometric figures. Apply geometric methods to solve design problems. 
Foldable (converting fractions, decimals and percents) 8.1.8.A.2, CRP2 Collaborative discussions Cooperative group work (eg. Placemat Activity)/ Differentiated group work8.1.8.A.2, CRP11 Working with a typographic grid systems.
Analyzing questions Interactive Whiteboard Lessons based on student need  Quiz perpendicular bisectors Quick Checksproving triangles theorems. Test – Solve Design Problems. Lab: AngleAngle Similarity Lab Lab: SideSideSide Similarity Lab Lab: SideAngleSide Similarity Lab 
December  18  GC.1 GC.2 GC.3 GC.5  Prove that all circles are similar. Identify and describe relationships among inscribed angles, radii, and chords. Construct the inscribed and circumscribed circles of a triangle. Derive using similarity the fact that the length of the arc intercepted by an angle is proportional to the radius.  Collaborative discussions Analyzing questions Interactive Whiteboard Lessons based on student need  Test Prove all circles are similar. 
12 
 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. 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. Explain how the criteria for triangle congruence (ASA, SAS, and SSS) follow from the definition of congruence in terms of rigid motions.  Collaborative discussions Cooperative group work (eg. Placemat Activity)/ Differentiated group work Analyzing questions Interactive Whiteboard Lessons based on student need PickUp Sticks activity (review)  Quiz Transformations Quick ChecksCongruence Performance Assessment – Transformations.  
January  12  GCO.11 GGPE.4  Prove theorems about parallelograms. Use coordinates to prove simple geometric theorems algebraically  Collaborative discussions Cooperative group work (eg. Placemat Activity)/ Differentiated group work Analyzing questions Interactive Whiteboard Lessons based on student need  Quick ChecksQuadrilaterals Test Proofs involving quadrilaterals 
5  7.RP.A.3 7.EE.A.2 7.EE.B.3 7.NS.A.3 7.NS.1.d 7.NS.2.c
7.EE.4.a  Benchmark  Cooperative group work/ Differentiated group work Analyzing questions  Benchmark AssessmentOrder of Operations, Solving 1 and 2step equations  
February  8  7.NS.1.c
7.EE.1 7.EE.2 7.E.E.4.b 7.NS.1.c
7.EE.1 7.EE.2 7.E.E.4.b  Graphing Inequalities Writing Inequalities Solving 1Step Inequalities Solving 2Step Inequalities Review  Collaborative discussions Cooperative group work (eg. Placemat Activity)/ Differentiated group work Analyzing questions Interactive Whiteboard Lessons based on student need  Quick ChecksSolving Inequalities Test Graphing Inequalities, Writing Inequalities, Solving 1Step Inequalities , Solving 2Step Inequalities 
12  7.G.1 7.G.4 7.G.5 7.G.6  Angle Relationships Complementary and Supplementary Angles Classifying Triangles by sides and angles Classifying Quadrilaterals Perimeter and Circumference Area Perimeter  Collaborative discussions Cooperative group work (eg. Placemat Activity)/ Differentiated group work Analyzing questions Interactive Whiteboard Lessons based on student need  Quiz Angle Relationships, Complementary and Supplementary Angles, Classifying Triangles by sides and angles, Classifying Quadrilaterals Quick ChecksClassifying Triangles, Area  
March  8  7.G.1 7.G.4 7.G.5 7.G.6  Shaded area Proportions and Scale Drawings Review  Collaborative discussions Cooperative group work (eg. Placemat Activity)/ Differentiated group work Analyzing questions Interactive Whiteboard Lessons based on student need  Quick CheckShaded Area Test Angle Relationships, Complementary and Supplementary Angles, Classifying Triangles by sides and angles, Classifying Quadrilaterals Perimeter, Circumference Area, Shaded area, Proportions and Scale Drawings 
4  7.NS.1.c
7.EE.1 7.EE.2 7.E.E.4.b 7.NS.1.c
7.EE.1 7.EE.2 7.E.E.4.b 7.G.1 7.G.4 7.G.5 7.G.6 7.G.1 7.G.4 7.G.5 7.G.6  Benchmark  Cooperative group work/ Differentiated group work Analyzing questions  Benchmark AssessmentSolving Inequalities, 2D Geometry  
6  7.G.3 7.G.6  Identifying 3D figures Cross Sections Volume Review  Collaborative discussions Cooperative group work (eg. Placemat Activity)/ Differentiated group work Analyzing questions Interactive Whiteboard Lessons based on student need  Quiz Identifying 3D figures, Cross Sections, Volume Quick ChecksVolume  
April  12  7.G.3 7.G.6  Surface Area of Pyramids Surface Area of Cylinders Review  Collaborative discussions Cooperative group work (eg. Placemat Activity)/ Differentiated group work Analyzing questions Interactive Whiteboard Lessons based on student need  Quick CheckSurface Area Test Identifying 3D figures, Cross Sections, Volume, Surface Area of Pyramids, Surface Area of Cylinders 
6  7.EE.4 8.EE.8 8.F.4 8.F.5  Analyze table and graphs Make tables and graphs  Collaborative discussions Cooperative group work (eg. Placemat Activity)/ Differentiated group work Analyzing questions Interactive Whiteboard Lessons based on student need  
May  12  8.F.4 8.F.5  Writing Equations with 1 Operations Writing Equations with 2 Operations Linear Problem Solving Review Graphing Calculator Tables and Graphs  Collaborative discussions Cooperative group work (eg. Placemat Activity)/ Differentiated group work Analyzing questions Interactive Whiteboard Lessons based on student need  Quick Check Quiz Writing Equations with 1 Operations, Writing Equations with 2 Operations, Linear Problem Solving Test Writing Equations with 1 Operations, Writing Equations with 2 Operations, Linear Problem Solving 
12  7.SP.3 7.SP.4 7.SP.5 7.SP.6 7.SP.7  Central Tendencies Data Anaylsis BoxandWhisker Plot Samples Selecting Samples Review Probability and expected value Experimental and Theoretical Probability  Collaborative discussions Cooperative group work (eg. Placemat Activity)/ Differentiated group work Analyzing questions Interactive Whiteboard Lessons based on student need Spinner Activity  Quick CheckBoxand Whisker, Theoretecial and Experimental Quiz Central Tendencies, Data Anaylsis, BoxandWhisker Plot, Samples, Selecting Samples  
June  6  7.SP.8  Counting Trees and Lists Counting Principle  Collaborative discussions Cooperative group work (eg. Placemat Activity)/ Differentiated group work Analyzing questions Interactive Whiteboard Lessons based on student need  
5  7.G.3 7.G.6 7.G.3 7.G.6 7.EE.4 8.EE.8 8.F.4 8.F.5 8.F.4 8.F.5 7.SP.3 7.SP.4 7.SP.5 7.SP.6 7.SP.7 7.SP.8  Benchmark  Cooperative group work/ Differentiated group work Analyzing questions  Benchmark AssessmentLinear Functions, Probability, Data Analysis  
GATEWAY GROUP CURRICULUM UNIT PLAN  
Content Area: Mathematics  
Unit Title: Points Lines, Planes and Angles  Timeframe: 22 Days  
Lesson Components  
UNIT SUMMARY  
A summary of what the unit will contain and the learning students will be engaged in. Students will be able to describe and identify points, lines, and planes. Students will be able to determine whether segments are congruent. Students will be able to apply the Ruler Postulate and the Segment Addition Postulate to calculate the length of a line segment. Students will be able to apply the Segment Addition Postulate and the rules of algebra to write and solve algebraic equations to find the value of a variable. Students will be able to construct congruent segments using a compass and straightedge, and/or dynamic geometry software. Students will be able to identify and classify angles based on its measurement and name them. Students will be able to apply the Angle Addition Postulate to calculate the measurement of angles and angle pair relationships. Students will be able to measure angles using a protractor. Students will be able to construct an angle congruent to any given angle using a compass and straightedge, and/or dynamic geometry software. Students will be able to construct the angle bisector of any given angle using a compass and straightedge, and/or dynamic geometry software. Students will be able to construct arguments to prove theorems about angles Students will be able to apply their knowledge of angle bisectors to calculate the measurements of angles.  
LEARNING TARGETS  
ESSENTIAL QUESTIONS
 ENDURING UNDERSTANDINGS  

21st Century Themes/Career Readiness Practices  
Global Awareness: Students will analyze and synthesize information from multiple news sources relating to current events/global issues. Students will explore stereotypes and understand other cultures through class readings and writing prompts. Creativity and Innovation: Students will brainstorm and produce original narratives/arguments inspired from the texts read. Students will analyze texts for discussion and for developing a written response. Students will be open and responsive to new and diverse perspectives and develop arguments relating to the risks and rewards of undertaking bold actions. Critical Thinking and Problem Solving: Students will use various types of reasoning as appropriate to the situation. Students will analyze how parts of a text interact to produce the overall theme or purpose. Students will effectively analyze and evaluate evidence, arguments, claims, beliefs, and alternate points of view. Students will synthesize and make connections between information and arguments. Students will interpret information and draw conclusions based on analysis. Communication and Collaboration: Students will articulate thoughts and ideas effectively using oral, written, and nonverbal communication skills in a variety of contexts. Students will use various media to communicate. Students will demonstrate ability to work effectively and respectfully with diverse teams and work to accomplish a common goal. Information Literacy: Students will critically evaluate information from the internet in short research projects to assess its credibility for research purposes and use the information to accomplish a task. Students will apply a fundamental understanding of the ethical/legal issues surrounding the access and use of information. Media Literacy: Students will interpret and analyze a variety of media sources to better understand the unit theme. This includes how media can influence beliefs and behaviors. Students will apply a fundamental understanding of the ethical/legal issues surrounding the access and use of media. Students will create media products. ICT LiteracyInformation, Communications and Technology: Students will use technology as a tool to research, organize, evaluate, and communicate information. Students will apply a fundamental understanding of the ethical/legal issues surrounding the access and use of information technologies. Life and Career Skills/Standards/Practices: Students will interact with others through listening and speaking in a respectable and professional manner, manage goals, work independently and be selfdirected.  
EVIDENCE OF LEARNING  
Assessment (attach benchmarks/unit tests)
 
Materials/Equipment: Calculator, Interactive White Board, graph paper, ChromeBooks  
Differentiation/Adaptations/Modifications: The curriculum has a strong foundation of differentiated instruction. Differentiated instruction or modifications for all students, special education, ELL, and gifted & talented students include but not limited to learning environment, scheduling of learning tasks, materials and procedures. The classroom teacher often makes these modifications as appropriate to each child’s developmental and academic needs and/or directed by a child’s IEP or 504 plans. Gifted & talented students as well as all students are given choice of learning activities, assessments and projects as appropriate to the unit of study or lesson to meet their intellectual and academic differences.
 
Resources Provided: Textbook, Internet resources, graph paper G.CO.A.2 Horizontal Stretch of the Plane G.CO.D.12 Angle bisection and midpoints of line segments 
Technology Standards:  Career Ready Practices: (See Pacing Guide for Specific Integration) 
Standard 8.1 Educational Technology: All students will use digital tools to access manage, evaluate, and synthesize information in order to solve problems individually and collaborate and to create and communicate knowledge. A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations.
B. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge and develop innovative products and process using technology.
D. Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.
E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.
 CRP2. Apply appropriate academic and technical skills. CRP4. Communicate clearly and effectively and with reason. CRP6. Demonstrate creativity and innovation. CRP7. Employ valid and reliable research strategies. CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. CRP11. Use technology to enhance productivity. CRP12. Work productively in teams while using cultural global competence. 
GATEWAY GROUP CURRICULUM UNIT PLAN  
Content Area: Mathematics  
Unit Title: Parallel Lines  Timeframe: 13 Days  
Lesson Components  
UNIT SUMMARY  
A summary of what the unit will contain and the learning students will be engaged in. Students will be able to identify pairs of angles formed by two lines cut by a transversal. Students will be able to apply the properties of angles formed by parallel lines and a transversal. Students will be able to use information about angles to conclude whether or not lines are parallel/perpendicular. Students will be able to identify corresponding, alternateinterior, alternateexterior, and sameside interior angles and then find the missing angles or solve for x. Students will be able to construct parallel lines.  
LEARNING TARGETS  
ESSENTIAL QUESTIONS Can I logically communicate my mathematical reasoning in writing as well as orally? How do you prove that two lines are parallel?  ENDURING UNDERSTANDINGS  
Not all lines and not all planes intersect. When a line intersects two or more lines, the angles formed at the intersection points create special angle pairs. The special angle pairs formed by parallel lines and a transversal are either congruent or supplementary. Certain angle pairs can be used to decide whether two lines are parallel/perpendicular. Use basic construction techniques to explore properties. 
21st Century Themes/Career Readiness Practices  
Global Awareness: Students will analyze and synthesize information from multiple news sources relating to current events/global issues. Students will explore stereotypes and understand other cultures through class readings and writing prompts. Creativity and Innovation: Students will brainstorm and produce original narratives/arguments inspired from the texts read. Students will analyze texts for discussion and for developing a written response. Students will be open and responsive to new and diverse perspectives and develop arguments relating to the risks and rewards of undertaking bold actions. Critical Thinking and Problem Solving: Students will use various types of reasoning as appropriate to the situation. Students will analyze how parts of a text interact to produce the overall theme or purpose. Students will effectively analyze and evaluate evidence, arguments, claims, beliefs, and alternate points of view. Students will synthesize and make connections between information and arguments. Students will interpret information and draw conclusions based on analysis. Communication and Collaboration: Students will articulate thoughts and ideas effectively using oral, written, and nonverbal communication skills in a variety of contexts. Students will use various media to communicate. Students will demonstrate ability to work effectively and respectfully with diverse teams and work to accomplish a common goal. Information Literacy: Students will critically evaluate information from the internet in short research projects to assess its credibility for research purposes and use the information to accomplish a task. Students will apply a fundamental understanding of the ethical/legal issues surrounding the access and use of information. Media Literacy: Students will interpret and analyze a variety of media sources to better understand the unit theme. This includes how media can influence beliefs and behaviors. Students will apply a fundamental understanding of the ethical/legal issues surrounding the access and use of media. Students will create media products. ICT LiteracyInformation, Communications and Technology: Students will use technology as a tool to research, organize, evaluate, and communicate information. Students will apply a fundamental understanding of the ethical/legal issues surrounding the access and use of information technologies. Life and Career Skills/Standards/Practices: Students will interact with others through listening and speaking in a respectable and professional manner, manage goals, work independently and be selfdirected.  
EVIDENCE OF LEARNING  
Assessment (attach benchmarks/unit tests)
 
Materials/Equipment: Calculator, Interactive White Board, graph paper, ChromeBooks  
Differentiation/Adaptations/Modifications: The curriculum has a strong foundation of differentiated instruction. Differentiated instruction or modifications for all students, special education, ELL, and gifted & talented students include but not limited to learning environment, scheduling of learning tasks, materials and procedures. The classroom teacher often makes these modifications as appropriate to each child’s developmental and academic needs and/or directed by a child’s IEP or 504 plans. Gifted & talented students as well as all students are given choice of learning activities, assessments and projects as appropriate to the unit of study or lesson to meet their intellectual and academic differences.
 
Resources Provided: Textbook, Internet resources, graph paper G.CO.A.1 Defining Parallel Lines G.CO.A.1 Defining Perpendicular Lines 
Technology Standards:  Career Ready Practices: (See Pacing Guide for Specific Integration) 
Standard 8.1 Educational Technology: All students will use digital tools to access manage, evaluate, and synthesize information in order to solve problems individually and collaborate and to create and communicate knowledge. A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations.
B. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge and develop innovative products and process using technology.
D. Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.
E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.
 CRP2. Apply appropriate academic and technical skills. CRP4. Communicate clearly and effectively and with reason. CRP6. Demonstrate creativity and innovation. CRP7. Employ valid and reliable research strategies. CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. CRP11. Use technology to enhance productivity. CRP12. Work productively in teams while using cultural global competence. 
GATEWAY GROUP CURRICULUM UNIT PLAN  
Content Area: Mathematics  
Unit Title: Triangles  Timeframe: 28 Days  
Lesson Components  
UNIT SUMMARY  
A summary of what the unit will contain and the learning students will be engaged in. Students will be able to identify triangles by sides and angles Students will be able to write and solve algebraic equations to find the missing angle measurement, and/or the value of the variable using the Triangle Sum Theorem and Exterior Angles Theorem. Students will be able to identify which side of a triangle is the largest, knowing angle measure. Students will be able to identify which angle is the largest, knowing side lengths. Students will be able to write and solve proportions to find the missing side lengths in similar triangles. Students will be able to determine whether or not triangles are similar based on the given information. Students will be able to construct arguments and/or reasons to prove that triangles are similar. Students will be able to show triangles are congruent and solve problems based on that congruence. Students will be able state the congruence of corresponding parts knowing congruent triangles. Students will be able to complete and write proofs of triangles. Students will be able to find the congruent angles of an isosceles triangle given congruent sides. Students will be able to find the congruent sides of an isosceles triangle given congruent angles.  
LEARNING TARGETS  
ESSENTIAL QUESTIONS How can statements about triangles be proven?  ENDURING UNDERSTANDINGS  
Classifying triangles by sides and angles The sum of the angles of a triangle is 1800 Triangle Inequalities Similarity statements for triangles Proofs involving similar triangles Isosceles triangles have 2 congruent sides and two congruent angles Congruence statements for triangles CPCTC Proofs involving triangles 
21st Century Themes/Career Readiness Practices  
Global Awareness: Students will analyze and synthesize information from multiple news sources relating to current events/global issues. Students will explore stereotypes and understand other cultures through class readings and writing prompts. Creativity and Innovation: Students will brainstorm and produce original narratives/arguments inspired from the texts read. Students will analyze texts for discussion and for developing a written response. Students will be open and responsive to new and diverse perspectives and develop arguments relating to the risks and rewards of undertaking bold actions. Critical Thinking and Problem Solving: Students will use various types of reasoning as appropriate to the situation. Students will analyze how parts of a text interact to produce the overall theme or purpose. Students will effectively analyze and evaluate evidence, arguments, claims, beliefs, and alternate points of view. Students will synthesize and make connections between information and arguments. Students will interpret information and draw conclusions based on analysis. Communication and Collaboration: Students will articulate thoughts and ideas effectively using oral, written, and nonverbal communication skills in a variety of contexts. Students will use various media to communicate. Students will demonstrate ability to work effectively and respectfully with diverse teams and work to accomplish a common goal. Information Literacy: Students will critically evaluate information from the internet in short research projects to assess its credibility for research purposes and use the information to accomplish a task. Students will apply a fundamental understanding of the ethical/legal issues surrounding the access and use of information. Media Literacy: Students will interpret and analyze a variety of media sources to better understand the unit theme. This includes how media can influence beliefs and behaviors. Students will apply a fundamental understanding of the ethical/legal issues surrounding the access and use of media. Students will create media products. ICT LiteracyInformation, Communications and Technology: Students will use technology as a tool to research, organize, evaluate, and communicate information. Students will apply a fundamental understanding of the ethical/legal issues surrounding the access and use of information technologies. Life and Career Skills/Standards/Practices: Students will interact with others through listening and speaking in a respectable and professional manner, manage goals, work independently and be selfdirected.  
EVIDENCE OF LEARNING  
Assessment (attach benchmarks/unit tests)
 
Materials/Equipment: Calculator, Interactive White Board, graph paper, ChromeBooks  
Differentiation/Adaptations/Modifications: The curriculum has a strong foundation of differentiated instruction. Differentiated instruction or modifications for all students, special education, ELL, and gifted & talented students include but not limited to learning environment, scheduling of learning tasks, materials and procedures. The classroom teacher often makes these modifications as appropriate to each child’s developmental and academic needs and/or directed by a child’s IEP or 504 plans. Gifted & talented students as well as all students are given choice of learning activities, assessments and projects as appropriate to the unit of study or lesson to meet their intellectual and academic differences.
 
Resources Provided: Textbook, Internet resources, graph paper G.CO.B.7 Properties of Congruent Triangles G.SRT.B.4 Joining two midpoints of sides of a triangle 
Technology Standards:  Career Ready Practices: (See Pacing Guide for Specific Integration) 
Standard 8.1 Educational Technology: All students will use digital tools to access manage, evaluate, and synthesize information in order to solve problems individually and collaborate and to create and communicate knowledge. A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations.
B. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge and develop innovative products and process using technology.
D. Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.
E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.
 CRP2. Apply appropriate academic and technical skills. CRP4. Communicate clearly and effectively and with reason. CRP6. Demonstrate creativity and innovation. CRP7. Employ valid and reliable research strategies. CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. CRP11. Use technology to enhance productivity. CRP12. Work productively in teams while using cultural global competence. 
GATEWAY GROUP CURRICULUM UNIT PLAN  
Content Area: Mathematics  
Unit Title: Circles  Timeframe: 18 Days  
Lesson Components  
UNIT SUMMARY  
A summary of what the unit will contain and the learning students will be engaged in. Students will be able to identify the parts of a circle. Students will be able to find the measure of angles given angles with vertices at the center, inside the circle, on the circle, or outside the circle. Students will be able to calculate the length of an arc in a circle. Students will be able to calculate the measurement of angles and arcs in radians. Students will be able to calculate the lengths of tangents, secant segments, and chords depending on the location of the intersection.  
LEARNING TARGETS  
ESSENTIAL QUESTIONS Do “how” and “where” a line(s) intersect a circle make a difference?  ENDURING UNDERSTANDINGS  
Tangent lines intersect a circle at a single point. The angle measure of an angle that intersects a circle is related to the measure of the arc intersected. The power of a point depends on where the lines intersect in relationship to the circle. There is a relationship between central angles and arcs of a circle There is relationship between a chord, its distance from the center of a circle, and the radius of the circle. 
21st Century Themes/Career Readiness Practices  
Global Awareness: Students will analyze and synthesize information from multiple news sources relating to current events/global issues. Students will explore stereotypes and understand other cultures through class readings and writing prompts. Creativity and Innovation: Students will brainstorm and produce original narratives/arguments inspired from the texts read. Students will analyze texts for discussion and for developing a written response. Students will be open and responsive to new and diverse perspectives and develop arguments relating to the risks and rewards of undertaking bold actions. Critical Thinking and Problem Solving: Students will use various types of reasoning as appropriate to the situation. Students will analyze how parts of a text interact to produce the overall theme or purpose. Students will effectively analyze and evaluate evidence, arguments, claims, beliefs, and alternate points of view. Students will synthesize and make connections between information and arguments. Students will interpret information and draw conclusions based on analysis. Communication and Collaboration: Students will articulate thoughts and ideas effectively using oral, written, and nonverbal communication skills in a variety of contexts. Students will use various media to communicate. Students will demonstrate ability to work effectively and respectfully with diverse teams and work to accomplish a common goal. Information Literacy: Students will critically evaluate information from the internet in short research projects to assess its credibility for research purposes and use the information to accomplish a task. Students will apply a fundamental understanding of the ethical/legal issues surrounding the access and use of information. Media Literacy: Students will interpret and analyze a variety of media sources to better understand the unit theme. This includes how media can influence beliefs and behaviors. Students will apply a fundamental understanding of the ethical/legal issues surrounding the access and use of media. Students will create media products. ICT LiteracyInformation, Communications and Technology: Students will use technology as a tool to research, organize, evaluate, and communicate information. Students will apply a fundamental understanding of the ethical/legal issues surrounding the access and use of information technologies. Life and Career Skills/Standards/Practices: Students will interact with others through listening and speaking in a respectable and professional manner, manage goals, work independently and be selfdirected.  
EVIDENCE OF LEARNING  
Assessment (attach benchmarks/unit tests)
 
Materials/Equipment: Calculator, Interactive White Board, graph paper, ChromeBooks  
Differentiation/Adaptations/Modifications: The curriculum has a strong foundation of differentiated instruction. Differentiated instruction or modifications for all students, special education, ELL, and gifted & talented students include but not limited to learning environment, scheduling of learning tasks, materials and procedures. The classroom teacher often makes these modifications as appropriate to each child’s developmental and academic needs and/or directed by a child’s IEP or 504 plans. Gifted & talented students as well as all students are given choice of learning activities, assessments and projects as appropriate to the unit of study or lesson to meet their intellectual and academic differences.
 
Resources Provided: Textbook, Internet resources, graph paper G.SRT.B.5 Tangent Line to Two Circles 
Technology Standards:  Career Ready Practices: (See Pacing Guide for Specific Integration) 
Standard 8.1 Educational Technology: All students will use digital tools to access manage, evaluate, and synthesize information in order to solve problems individually and collaborate and to create and communicate knowledge. A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations.
B. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge and develop innovative products and process using technology.
D. Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.
E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.
 CRP2. Apply appropriate academic and technical skills. CRP4. Communicate clearly and effectively and with reason. CRP6. Demonstrate creativity and innovation. CRP7. Employ valid and reliable research strategies. CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. CRP11. Use technology to enhance productivity. CRP12. Work productively in teams while using cultural global competence. 
GATEWAY GROUP CURRICULUM UNIT PLAN  
Content Area: Mathematics  
Unit Title: Transformations  Timeframe: 14 Days  
Lesson Components  
UNIT SUMMARY  
A summary of what the unit will contain and the learning students will be engaged in.
 
LEARNING TARGETS  
ESSENTIAL QUESTIONS What types of transformations are rigid motions? How can you represent a transformation in the coordinate plane? How do recognize symmetry in a figure? What does it mean for two figures to be congruent? To be similar? Which sequence of transformations can map one figure onto the other?  ENDURING UNDERSTANDINGS  
Rigid motions: translation, reflection, rotation and glide reflection Dilations Line and rotational symmetry Compositions of Transformations Congruence and Similarity Transformations 
21st Century Themes/Career Readiness Practices  
Global Awareness: Students will analyze and synthesize information from multiple news sources relating to current events/global issues. Students will explore stereotypes and understand other cultures through class readings and writing prompts. Creativity and Innovation: Students will brainstorm and produce original narratives/arguments inspired from the texts read. Students will analyze texts for discussion and for developing a written response. Students will be open and responsive to new and diverse perspectives and develop arguments relating to the risks and rewards of undertaking bold actions. Critical Thinking and Problem Solving: Students will use various types of reasoning as appropriate to the situation. Students will analyze how parts of a text interact to produce the overall theme or purpose. Students will effectively analyze and evaluate evidence, arguments, claims, beliefs, and alternate points of view. Students will synthesize and make connections between information and arguments. Students will interpret information and draw conclusions based on analysis. Communication and Collaboration: Students will articulate thoughts and ideas effectively using oral, written, and nonverbal communication skills in a variety of contexts. Students will use various media to communicate. Students will demonstrate ability to work effectively and respectfully with diverse teams and work to accomplish a common goal. Information Literacy: Students will critically evaluate information from the internet in short research projects to assess its credibility for research purposes and use the information to accomplish a task. Students will apply a fundamental understanding of the ethical/legal issues surrounding the access and use of information. Media Literacy: Students will interpret and analyze a variety of media sources to better understand the unit theme. This includes how media can influence beliefs and behaviors. Students will apply a fundamental understanding of the ethical/legal issues surrounding the access and use of media. Students will create media products. ICT LiteracyInformation, Communications and Technology: Students will use technology as a tool to research, organize, evaluate, and communicate information. Students will apply a fundamental understanding of the ethical/legal issues surrounding the access and use of information technologies. Life and Career Skills/Standards/Practices: Students will interact with others through listening and speaking in a respectable and professional manner, manage goals, work independently and be selfdirected.  
EVIDENCE OF LEARNING  
Assessment (attach benchmarks/unit tests)
 
Materials/Equipment: Calculator, Interactive White Board, graph paper, ChromeBooks  
Differentiation/Adaptations/Modifications: The curriculum has a strong foundation of differentiated instruction. Differentiated instruction or modifications for all students, special education, ELL, and gifted & talented students include but not limited to learning environment, scheduling of learning tasks, materials and procedures. The classroom teacher often makes these modifications as appropriate to each child’s developmental and academic needs and/or directed by a child’s IEP or 504 plans. Gifted & talented students as well as all students are given choice of learning activities, assessments and projects as appropriate to the unit of study or lesson to meet their intellectual and academic differences.
 
G.CO.A.3 Symmetries of rectangles 
Technology Standards:  Career Ready Practices: (See Pacing Guide for Specific Integration) 
Standard 8.1 Educational Technology: All students will use digital tools to access manage, evaluate, and synthesize information in order to solve problems individually and collaborate and to create and communicate knowledge. A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations.
B. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge and develop innovative products and process using technology.
D. Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.
E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.
 CRP2. Apply appropriate academic and technical skills. CRP4. Communicate clearly and effectively and with reason. CRP6. Demonstrate creativity and innovation. CRP7. Employ valid and reliable research strategies. CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. CRP11. Use technology to enhance productivity. CRP12. Work productively in teams while using cultural global competence. 
GATEWAY GROUP CURRICULUM UNIT PLAN  
Content Area: Mathematics  
Unit Title: Quadrilaterals  Timeframe: 12 Days  
Lesson Components  
UNIT SUMMARY  
A summary of what the unit will contain and the learning students will be engaged in. Students will be able to find the measures of interior and exterior angles in polygons Students will be able to use the properties of quadrilaterals to find the measurements of angles and the lengths of sides. Students will be able to use the properties of quadrilaterals to write and solve algebraic equations. Students will be able to identify the members of the quadrilaterals family. Students will be able to construct quadrilaterals by applying sufficient conditions. Students will be able to construct arguments to write proofs involving quadrilaterals.  
LEARNING TARGETS  
ESSENTIAL QUESTIONS What are the similarities and differences between the different quadrilaterals? How do you graph a translation or reflection?  ENDURING UNDERSTANDINGS  
Interior and Exterior Angles of Polygons Properties of parallelograms, trapezoids, isosceles trapezoids, rectangles, kites, rhombi, and squares Applying quadrilateral properties to coordinate proofs Applying quadrilateral properties to constructions 
21st Century Themes/Career Readiness Practices  
Global Awareness: Students will analyze and synthesize information from multiple news sources relating to current events/global issues. Students will explore stereotypes and understand other cultures through class readings and writing prompts. Creativity and Innovation: Students will brainstorm and produce original narratives/arguments inspired from the texts read. Students will analyze texts for discussion and for developing a written response. Students will be open and responsive to new and diverse perspectives and develop arguments relating to the risks and rewards of undertaking bold actions. Critical Thinking and Problem Solving: Students will use various types of reasoning as appropriate to the situation. Students will analyze how parts of a text interact to produce the overall theme or purpose. Students will effectively analyze and evaluate evidence, arguments, claims, beliefs, and alternate points of view. Students will synthesize and make connections between information and arguments. Students will interpret information and draw conclusions based on analysis. Communication and Collaboration: Students will articulate thoughts and ideas effectively using oral, written, and nonverbal communication skills in a variety of contexts. Students will use various media to communicate. Students will demonstrate ability to work effectively and respectfully with diverse teams and work to accomplish a common goal. Information Literacy: Students will critically evaluate information from the internet in short research projects to assess its credibility for research purposes and use the information to accomplish a task. Students will apply a fundamental understanding of the ethical/legal issues surrounding the access and use of information. Media Literacy: Students will interpret and analyze a variety of media sources to better understand the unit theme. This includes how media can influence beliefs and behaviors. Students will apply a fundamental understanding of the ethical/legal issues surrounding the access and use of media. Students will create media products. ICT LiteracyInformation, Communications and Technology: Students will use technology as a tool to research, organize, evaluate, and communicate information. Students will apply a fundamental understanding of the ethical/legal issues surrounding the access and use of information technologies. Life and Career Skills/Standards/Practices: Students will interact with others through listening and speaking in a respectable and professional manner, manage goals, work independently and be selfdirected.  
EVIDENCE OF LEARNING  
Assessment (attach benchmarks/unit tests)
 
Materials/Equipment: Calculator, Interactive White Board, graph paper, ChromeBooks  
Differentiation/Adaptations/Modifications: The curriculum has a strong foundation of differentiated instruction. Differentiated instruction or modifications for all students, special education, ELL, and gifted & talented students include but not limited to learning environment, scheduling of learning tasks, materials and procedures. The classroom teacher often makes these modifications as appropriate to each child’s developmental and academic needs and/or directed by a child’s IEP or 504 plans. Gifted & talented students as well as all students are given choice of learning activities, assessments and projects as appropriate to the unit of study or lesson to meet their intellectual and academic differences.
 
G.CO.C.11 Midpoints of the Sides of a Parallelogram G.CO.C.11 Is this a parallelogram? 
Technology Standards:  Career Ready Practices: (See Pacing Guide for Specific Integration) 
Standard 8.1 Educational Technology: All students will use digital tools to access manage, evaluate, and synthesize information in order to solve problems individually and collaborate and to create and communicate knowledge. A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations.
B. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge and develop innovative products and process using technology.
D. Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.
E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.
 CRP2. Apply appropriate academic and technical skills. CRP4. Communicate clearly and effectively and with reason. CRP6. Demonstrate creativity and innovation. CRP7. Employ valid and reliable research strategies. CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. CRP11. Use technology to enhance productivity. CRP12. Work productively in teams while using cultural global competence. 