Sample CCSS Pacing Guide Template
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UnitMain IdeaChapterTimeStandardClusterStandardStandard SubsectionExamples
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4TransformationsChapter 96 daysAssessmentsTesthttps://docs.google.com/document/d/1GJuNTrMy3cbJq214lxgpeJG32UmQkfujYkI_DkqiS9E/edit?usp=sharing
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Previous Standards22Students know the effects of rigid motion on figures in the coordinate plan and space, including rotations, translations, and reflections.
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G-CO.A.2 Experiment with transformations in the planeRepresent 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).Maths Vision Project:https://drive.google.com/file/d/0B3QYYAX3vJZNU2VrS25oMWhyVDg/edit?usp=sharing
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G-CO.A.4 Develop definitions of rotations, reflections, and translations in terms of angles, circles, perpendicular lines, parallel lines, and line segments.
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G-CO.A.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.https://docs.google.com/document/d/19xyEVsfNhJoJPsTOTk9h0JLkQEYbJUWXV_gtsmbRqTA/edit?usp=sharing
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5Triangle CongruenceChapter 414 daysAssessmentsPre Testhttps://docs.google.com/document/d/1KWl3C_UL-rih8JQcelhGjJ6fETFfAzTNoeAClGTrx-U/edit?usp=sharing
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Testhttps://docs.google.com/document/d/13-Zc9vcExdIRaGSitCXQK2_9wRerSo1sY4bkidQXXiE/edit?usp=sharing
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Test Part 1 Take Homehttps://docs.google.com/a/fsusd.org/document/d/1HDP7WUL-dqVtw6D_j84a2sqPl5zQ2cY8tG6BoHOPth0/edit?usp=sharing
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Test Part 2 Proofshttps://docs.google.com/document/d/1HYK0olcWbE_E04RJgfQZ47fUAHCFqgd7GXRh_EEalss/edit?usp=sharing
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Previous Standards4.0Students prove basic theorems involving congruence and similarity.
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5.0Students prove that triangles are congruent or similar, and they are able to use the concept of corresponding parts of congruent triangles.https://docs.google.com/file/d/0B3QYYAX3vJZNMUlCak9WYnVOTk0/edit?usp=sharinghttps://docs.google.com/file/d/0B3QYYAX3vJZNdHptbTl6NUNfdXc/edit?usp=sharinghttps://docs.google.com/file/d/0B3QYYAX3vJZNcFU2QUpNQXNibUU/edit?usp=sharinghttps://docs.google.com/file/d/0B3QYYAX3vJZNQTZidEZtUkpqaG8/edit?usp=sharinghttps://docs.google.com/file/d/0B3QYYAX3vJZNX0dNSGtnRTREc0U/edit?usp=sharinghttps://docs.google.com/file/d/0B3QYYAX3vJZNYVdlM2hwV1J4bEE/edit?usp=sharing
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12.0Students find and use measures of sides and of interior and exterior angles of triangles and polygons.
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G-CO.B.6 Understand congruence in terms of rigid motionsUse 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.
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G-CO.B.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.Read page 34 about rigid motion:http://www.mathematicsvisionproject.org/uploads/1/1/6/3/11636986/sec2_mod5_geofig_te_040913.pdf
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G-CO.B.8 Explain how the criteria for triangle congruence (ASA, SAS, and SSS) follow from the definition of congruence in terms of rigid motions.More about proving congruence starts around pg 50:http://www.mathematicsvisionproject.org/uploads/1/1/6/3/11636986/sec1_mod5_ccp_se_112612.pdf
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G-CO.C.10 Prove geometric theoremsProve 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.https://docs.google.com/document/d/1SXNEtU3-V--o8-qOz7Io2mGc3j6wKKfnvMOmzxrxVMU/edit?usp=sharing
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6PolygonsChapter 612 daysAssessments
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Previous Standards7.0Students prove and use theorems involving the properties of parallel lines cut by a transversal, the properties of quadrilaterals, and the properties of circles.http://goo.gl/uRktmsstolen from:http://scottfarrar.com/asilomar2013/https://www.dropbox.com/s/ng2e8p6ln4ep47z/6.4%20SquareNotSquare.ggbhttp://geo.mrstuckey.com/2013/12/square-or-not-square.html
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12.0Students find and use measures of sides and of interior and exterior angles of triangles and polygons.https://drive.google.com/file/d/0B3QYYAX3vJZNNWM5R1dtS3R6ZWM/edit?usp=sharing
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13.0Students prove relationships between angles in polygons by using properties of complementary, supplementary, vertical, and exterior angles.
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16.0Students perform basic constructions with a straightedge and compass, such as angle bisectors, perpendicular bisectors, and the line parallel to a given line through a point off the line.
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G-CO.A.3 Experiment with transformations in the planeGiven a rectangle, parallelogram, trapezoid, or regular polygon, describe the rotations and reflections that carry it onto itself.
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G-CO.B.6 Understand congruence in terms of rigid motionsUse 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.
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G-CO.C.11 Prove geometric theoremsProve 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.https://docs.google.com/document/d/1jLNHhpG0VpwIV_fTnb8gkI4Sj3KliHMmT64wN41Re48/edit?usp=sharinghttps://docs.google.com/document/d/1YwLC6Ep-to4RPPbW0wWzRLa5g4GRJ_EcPZ_inMRVS0Q/edit?usp=sharing
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G-CO.D.13 Make geometric constructionsConstruct an equilateral triangle, a square, and a regular hexagon inscribed in a circle.
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