| A | B | C | D | E | F | G | H | I | J | K | L | M | N | O | P | Q | R | S | T | |
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1 | Geometry / Grade 10 | |||||||||||||||||||
2 | Curriculum Carnegie | Approx. Length (in days) | Standards (Essential Standards in Bold) | Learning Targets | Success Criteria | Formative Assessment(s) | Summative Assessment(s) | |||||||||||||
3 | Geometry Vocabulary & Constructions | 12 | G-CO.A.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-MGD Apply geometric concepts in modeling situations | I am learning about points, lines and planes. | I can identify points, lines, planes, line segments and rays. I can properly name points, lines and planes as well as segments and rays. I can sketch points, lines and planes as well as segments and rays. I can solve real-life problems involving lines and planes. | Classroom Activities Quizizz/Kahoots Worksheets Textbook Pages | Lesson Quiz Unit Test | |||||||||||||
4 | G-CO Prove geometric theorems G-CO.A.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.D.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-MGD Apply geometric concepts in modeling situations | I am learning about measuring and constructing segments. | I can copy line segments from the book to my paper. I can compare segments for congruence. I can measure and construct a line segment accurate to the nearest 0.5cm. I can use Ruler Postulate and Segment Addition Postulate. | Classroom Activities Quizizz/Kahoots Worksheets Textbook Pages | Lesson Quiz Unit Test | |||||||||||||||
5 | G-CO.D.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-GPE.B.7 Use coordinates to compute perimeters of polygons and areas of triangles and rectangles, e.g., using the distance formula. | I am learning about distance and midpoint formulas. | I can identify, define and use midpoints and segment bisectors to find segment lengths. I can use the midpoint formula to find segment lengths. I can use the distance formula to find segment lengths. I can use the midpoint formula to find a missing endpoint given the midpoint and 1 endpoint. | |||||||||||||||||
6 | G-GPE.B.7 Use coordinates to compute perimeters of polygons and areas of triangles and rectangles, e.g., using the distance formula. G-MG.A.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). | I am learning about perimeter and area in the coordinate plane. | I can classify polygons by the number of sides and special attributes. I can use the distance formula to find missing dimensions of polygons in the coordinate plane.. I can find the perimeters and areas of polygons in the coordinate plane. | Classroom Activities Quizizz/Kahoots Worksheets Textbook Pages | Lesson Quiz Unit Test | |||||||||||||||
7 | G-CO.A.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.D.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. | I am learning about measuring and constructing angles. | I can use proper notation to name angles. I can measure angles to the nearest degree using a protractor. I can classify angles as acute, right, obtuse, or straight. I can identify congruent angles. I can use Angle Addition Postulate to find angle measures. I can bisect angles using a compass and ruler. | Classroom Activities Quizizz/Kahoots Worksheets Textbook Pages | Lesson Quiz Unit Test | |||||||||||||||
8 | G-CO.A.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. | I am learning about describing pairs of angles. | I can define and identify the following special angle pairs: complementary angles, supplementary angles, vertical angles, adjacent angles and linear pairs. I can apply the properties of these special angle pairs to find missing angle measurements even when no drawing is given. | Classroom Activities Quizizz/Kahoots Worksheets Textbook Pages | Lesson Quiz Unit Test | |||||||||||||||
9 | Geometric Reasoning | 13 | G-CO.C.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.C.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.C.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.B.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. | I am learning about writing conditional and biconditional statements. | I can write a statement in if-then form. I can write a negation. I can write conditional statements. I can write biconditional statements. I can make truth tables. | Classroom Activities Quizizz/Kahoots Worksheets Textbook Pages | Lesson Quiz Unit Test | |||||||||||||
10 | G-CO.C.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.C.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.C.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.B.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. | I am learning about inductive and deductive reasoning. | I can describe a visual pattern. I can make and test a conjecture. I can find a counterexample. I can use inductive reasoning. I can use the Law of Detachment. I can use the Law of Syllogism. I can use deductive reasoning. I can compare inductive and deductive reasoning. | Classroom Activities Quizizz/Kahoots Worksheets Textbook Pages | Lesson Quiz Unit Test | |||||||||||||||
11 | G-CO.C.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.C.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.C.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.B.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. | I am learning about identifying postulates. | I can identify postulates using a diagram. I can sketch a diagram. I can interpret a diagram. | Classroom Activities Quizizz/Kahoots Worksheets Textbook Pages | Lesson Quiz Unit Test | |||||||||||||||
12 | G-CO.C.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.C.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.C.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.B.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. | I am learning about algebraic properties of equality as well as the distributive property. | I can identify the following algebraic properties of equality: addition, subtraction, multiplication, division and substitution. I can use the distributive property. I can justify steps, using algebraic properties of equality, when solving an equation. I can identify the following properties: reflexive, symmetric and transitive. I can use the reflexive, symmetric and transitive properties. | Classroom Activities Quizizz/Kahoots Worksheets Textbook Pages | Lesson Quiz Unit Test | |||||||||||||||
13 | G-CO.C.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. | I am learning about two-column proofs. | I can write a two-column proof. I can use properties of congruence. I can name properties of congruence. I can prove symmetric properties of congruence. | |||||||||||||||||
14 | G-CO.C.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. | I am learning about flowchart and paragraph proofs. | I can write flowchart proofs. I can write a paragraph proof. I can determine advantages to each type of proof: two-column, flowchart and paragraph. | Classroom Activities Quizizz/Kahoots Worksheets Textbook Pages | Lesson Quiz Unit Test | |||||||||||||||
15 | Parallel & Perpendicular Lines | 12 | G-CO.A.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. | I am learning about lines and planes as well as parallel and perpendicular lines. I am learning about pairs of angles formed by transversals. | I can identify lines and planes using terms such as parallel and skew. I can identify parallel and perpendicular lines. I can identify pairs of angles formed by transversals, such as: corresponding, alternate exterior, alternate interior and consecutive interior. | Classroom Activities Quizizz/Kahoots Worksheets Textbook Pages | Lesson Quiz Unit Test | |||||||||||||
16 | G-CO.C.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. | I am learning about properties of parallel lines. | I can identify special angle pairs formed when parallel lines are cut by a transversal. I can use properties of these special angle pairs to find missing angle measures. I can use these properties to prove theorems about parallel lines. I can use these properties to solve real-life problems. | Classroom Activities Quizizz/Kahoots Worksheets Textbook Pages | Lesson Quiz Unit Test | |||||||||||||||
17 | G-CO.C.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.D.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. | I am learning about proving theorems about parallel lines. | I can use the Corresponding Angles Converse to find missing angle measures and in proofs. I can construct parallel lines. I can prove theorems about parallel lines. I can determine whether lines are parallel. I can use the Transitive Property of Parallel Lines to solve problems. | Classroom Activities Quizizz/Kahoots Worksheets Textbook Pages | Lesson Quiz Unit Test | |||||||||||||||
18 | G-CO.C.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.D.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. | I am learning about perpendicular lines. | I can understand that the shortest distance from a point to a line is perpendicular. I can find the distance from a point to a line using distance formula or Pythagorean Theorem. I can construct perpendicular lines. I can construct a perpendicular bisector. I can prove theorems about perpendicular lines. | Classroom Activities Quizizz/Kahoots Worksheets Textbook Pages | Lesson Quiz Unit Test | |||||||||||||||
19 | G-GPE.B.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). G-GPE.B.6 Find the point on a directed line segment between two given points that partitions the segment in a given ratio. | I am learning about slope with respect to parallel and perpendicular lines. | I can partition a directed line segment. I can identify parallel lines. I can identify perpendicular lines. I can write equations of parallel lines, given a point to pass through and the equation of the other line. I can write equations of perpendicular lines, given a point to pass through and the equation of the other line. | |||||||||||||||||
20 | Translations & Transformations | 13 | G-CO.A.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.A.4 Develop definitions of rotations, reflections, and translations in terms of angles, circles, perpendicular lines, parallel lines, and line segments. 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. G-CO.B.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. | I am learning about translations. | I can graph a vector and identify its components. I can translate a figure using a vector. I can write a translation rule. I can translate a figure in the coordinate plane. I can perform a composition of transformations. I can apply vectors and transformations to real-life problems. | Classroom Activities Quizizz/Kahoots Worksheets Textbook Pages | Lesson Quiz Unit Test | |||||||||||||
21 | G-CO.A.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.A.3 Given a rectangle, parallelogram, trapezoid, or regular polygon, describe the rotations and reflections that carry it onto itself. G-CO.A.4 Develop definitions of rotations, reflections, and translations in terms of angles, circles, perpendicular lines, parallel lines, and line segments. 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. G-CO.B.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-MG.A.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). | I am learning about reflections and lines of symmetry. | I can perform reflections along horizontal and vertical lines. I can reflect in the y = x line. I can reflect in the y = -x line. I can perform glide reflections. I can identify lines of symmetry. | Classroom Activities Quizizz/Kahoots Worksheets Textbook Pages | Lesson Quiz Unit Test | |||||||||||||||
22 | G-CO.A.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.A.3 Given a rectangle, parallelogram, trapezoid, or regular polygon, describe the rotations and reflections that carry it onto itself. G-CO.A.4 Develop definitions of rotations, reflections, and translations in terms of angles, circles, perpendicular lines, parallel lines, and line segments. 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. G-CO.B.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. | I am learning about rotations and rotational symmetry. | I can draw a rotation. I can rotate a figure in the coordinate plane. I can perform a composition of transformations with rotations. I can identify rotational symmetry. | Classroom Activities Quizizz/Kahoots Worksheets Textbook Pages | Lesson Quiz Unit Test | |||||||||||||||
23 | 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. G-CO.B.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. | I am learning about congruent figures and congruent transformations. | I can identify congruent figures. I can describe a congruence transformation that maps a pre-image onto an image. I can use theorems about congruence transformations. | |||||||||||||||||
24 | G-CO.A.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-SRT.A.1a A dilation takes a line not passing through the center of the dilation to a parallel line, and leaves a line passing through the center unchanged. G-SRT.A.1b The dilation of a line segment is longer or shorter in the ratio given by the scale factor. | I am learning about dilations. | I can identify if a dilation is an enlargement or reduction and state the scale factor. I can dilate a figure in the coordinate plane. I can construct a dilation. I can use a negative scale factor. I can find the scale factor given dimensions. I can apply d | Classroom Activities Quizizz/Kahoots Worksheets Textbook Pages | Lesson Quiz Unit Test | |||||||||||||||
25 | 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. G-SRT.A.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. | I am learning about similarity transformations. | I can perform a similarity transformation. I can describe a similarity transformation. I can prove figures are similar. | Classroom Activities Quizizz/Kahoots Worksheets Textbook Pages | Lesson Quiz Unit Test | |||||||||||||||
26 | Triangles | 17 | G-CO.C.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-MG.A.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). | I am learning about triangles. | I can classify triangles by sides. I can classify triangles by angles. I can find interior angle measures of a triangle. I can find exterior angle measures of a triangle. I can classify a triangle in the coordinate plane. I can apply my knowledge of triangles to real-life problems. | Classroom Activities Quizizz/Kahoots Worksheets Textbook Pages | Lesson Quiz Unit Test | |||||||||||||
27 | 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. | I am learning about corresponding parts. | I can identify corresponding parts. I can use properties of congruent figures to find missing dimensions. I can show that figures are congruent. I can Use the Third Angle Theorem. | Classroom Activities Quizizz/Kahoots Worksheets Textbook Pages | Lesson Quiz Unit Test | |||||||||||||||
28 | 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. G-MG.A.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). | I am learning about the Side-Angle-Side (SAS) congruence theorem. | I can identify if SAS can be used to prove triangles are congruent., given a drawing. I can use the SAS congruence theorem. I can solve real-life problems using the SAS congruence theorem. | Classroom Activities Quizizz/Kahoots Worksheets Textbook Pages | Lesson Quiz Unit Test | |||||||||||||||
29 | G-CO.C.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.D.13 Construct an equilateral triangle, a square, and a regular hexagon inscribed in a circle. G-MG.A.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). | I am learning about isosceles and equilateral triangles. | I can use the Base Angle theorem. I can use the converse of the Base Angle theorem. I can find measures in a triangle.. I can use properties of isosceles and equilateral triangles to find missing data. I can solve a multi-step problem involving properties of triangles. I can apply triangle properties to real-life problems. | Classroom Activities Quizizz/Kahoots Worksheets Textbook Pages | Lesson Quiz Unit Test | |||||||||||||||
30 | 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. G-MG.A.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-MG.A.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). | I am learning about the Side-Side-Side (SSS) congruence theorem. | I can identify if SSS can be used to prove triangles are congruent., given a drawing. I can use the SSS congruence theorem. I can solve real-life problems using the SSS congruence theorem. I can identify if the Hypotenuse-Leg (HL) congruence theorem can be used , given a drawing. I can use the HL congruence theorem. | Classroom Activities Quizizz/Kahoots Worksheets Textbook Pages | Lesson Quiz Unit Test | |||||||||||||||
31 | 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. | I am learning about the Angle-Side Angle (ASA) congruence theorem. I am learning about the Angle-Angle-Side (AAS) congruence theorem. | I can identify if ASA can be used to prove triangles are congruent., given a drawing. I can use the ASA congruence theorem. I can identify if AAS can be used to prove triangles are congruent., given a drawing. I can use the AAS congruence theorem. I can solve real-life problems using both the ASA and AAS congruence theorem. | Classroom Activities Quizizz/Kahoots Worksheets Textbook Pages | Lesson Quiz Unit Test | |||||||||||||||
32 | G-SRT.B.5 Use congruence and similarity criteria for triangles to solve problems and to prove relationships in geometric figures. | I am learning about using congruent triangles. | I can use congruent triangles in proofs. I can use congruent triangles for measurements. I can prove constructions are valid. | |||||||||||||||||
33 | G-GPE.B.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, √3) lies on the circle centered at the origin and containing the point (0, 2). | I am learning about writing coordinate proofs. | I can place a figure in a coordinate plane. Ican write a plan for a coordinate proof. I can apply variable coordinates. I can write a coordinate proof. | Classroom Activities Quizizz/Kahoots Worksheets Textbook Pages | Lesson Quiz Unit Test | |||||||||||||||
34 | Bisectors, Circumcenter, Incenter, Medians, Altitudes, Orthocenter, & Centroids | 15 | G-GPE.B.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). | I am learning about perpendicular bisectors and angle bisectors. | I can draw perpendicular bisectors for triangles. I can use the properties of perpendicular bisectors to solve problems. I can use the perpendicular bisector theorem. I can draw angle bisectors. I can use the properties of angle bisectors to solve problems. I can write equations for perpendicular bisectors. | Classroom Activities Quizizz/Kahoots Worksheets Textbook Pages | Lesson Quiz Unit Test | |||||||||||||
35 | G-CO.C.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-MG.A.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). | I am learning about the circumcenter and incenter of triangles. | I can define a circumcenter. I can define an incenter. I can draw perpendicular bisectors of a triangle and identify the point of concurrency as the circumcenter. I can solve real-life problems involving the circumcenter. I can use the incenter of a triangle to solve problems. I can solve real-life problems involving the incenter. | Classroom Activities Quizizz/Kahoots Worksheets Textbook Pages | Lesson Quiz Unit Test | |||||||||||||||
36 | G-CO.D.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-C.A.3 Construct the inscribed and circumscribed circles of a triangle, and prove properties of angles for a quadrilateral inscribed in a circle. G-MG.A.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-MG.A.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). | I am learning about medians and centroids. I am learning about altitudes and orthocenters. | I can define the median of a triangle. I can define the centroid of a triangle. I can find the centroid of a triangle. I can use the Centroid theorem to solve problems. I can define the altitude of a triangle. I can define the orthocenter of a triangle. I can use the altitude of a triangle to solve problems. I can find the orthocenter of a triangle. | Classroom Activities Quizizz/Kahoots Worksheets Textbook Pages | Lesson Quiz Unit Test | |||||||||||||||
37 | G-CO.C.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-MG.A.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). | I am learning about midsegments of triangles. | I can define a midsegment of a triangle. I can use midsegments in the coordinate plane. I can use the Triangle Midsegment theorem. I can solve real-life problems using the Triangle Midsegment theorem. | |||||||||||||||||
38 | G-CO.C.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. | I am learning about indirect proofs. I am learning about listing sides and angles of triangles in order. | I can define an indirect proof. I can write an indirect proof. I can relate sides and angles of a triangle. I can order angle measures of a triangle, given side lengths. I can order side lengths of a triangle , given angle measures. I can use the Triangle Inequality theorem to find possible side lengths for a triangle given 2 sides. | Classroom Activities Quizizz/Kahoots Worksheets Textbook Pages | Lesson Quiz Unit Test | |||||||||||||||
39 | G-CO.C.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. | I am learning about the Hinge theorem. | I can identify the Hinge theorem. I can identify the converse of the Hinge theorem. I can compare measures in a triangle using the Hinge theorem. I can compare measures in a triangle using the converse of the Hinge theorem. | Classroom Activities Quizizz/Kahoots Worksheets Textbook Pages | Lesson Quiz Unit Test | |||||||||||||||
40 | Parallelograms & Other Polynomials | 13 | G-CO.C.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. | I am learning about interior and exterior angle measures of polygons. | I can identify a diagonal in a polygon. I can use the Polygon Interior Angle theorem to find the sum of the angles in a polygon. I can find the number of sides of a polygon, given the sum of its interior angles. I can find unknown interior angle measures. I can define a regular polygon. I can find the angle measures in a polygon as well as in a regular polygon. I can use Exterior Angles theorem to solve problems. | Classroom Activities Quizizz/Kahoots Worksheets Textbook Pages | Lesson Quiz Unit Test | |||||||||||||
41 | G-CO.C.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.B.5 Use congruence and similarity criteria for triangles to solve problems and to prove relationships in geometric figures. | I am learning about parallelograms. | I can define a parallelogram. I can use properties of parallelograms to find side lengths. I can use properties of parallelograms to find angle measures. I can use properties of parallelograms to find diagonal lengths. I can use parallelograms in the coordinate plane. I can write proofs using properties of parallelograms. | Classroom Activities Quizizz/Kahoots Worksheets Textbook Pages | Lesson Quiz Unit Test | |||||||||||||||
42 | G-CO.C.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.B.5 Use congruence and similarity criteria for triangles to solve problems and to prove relationships in geometric figures. G-MG.A.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). | I am learning about parallelograms. | I can identify a parallelogram. I can verify a quadrilateral is a parallelogram. I can show that a quadrilateral is a parallelogram in the coordinate plane. I can find side lengths of a parallelogram. I can find diagonal lengths of a parallelogram. | Classroom Activities Quizizz/Kahoots Worksheets Textbook Pages | Lesson Quiz Unit Test | |||||||||||||||
43 | G-CO.C.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.B.5 Use congruence and similarity criteria for triangles to solve problems and to prove relationships in geometric figures. G-MG.A.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-MG.A.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). | I am learning about properties of special parallelograms. | I can identify a rhombus, rectangle and square. I can define a rhombus, rectangle and square. I can classify special quadrilaterals. I can use properties of special quadrilaterals. I can use properties of diagonals of special quadrilaterals. I can find angle measures in a rhombus. I can use coordinate geometry to identify a parallelogram. | Classroom Activities Quizizz/Kahoots Worksheets Textbook Pages | Lesson Quiz Unit Test | |||||||||||||||
44 | G-SRT.B.5 Use congruence and similarity criteria for triangles to solve problems and to prove relationships in geometric figures. G-MG.A.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). | I am learning about properties of trapezoids and kites. | I can define and identify a trapezoid. I can define and identify an isosceles trapezoid. I can define and identify a kite. I can use properties of trapezoids and isosceles trapezoids to solve problems. I can use the Trapezoid Midsegment theorem. I can use the midsegment of a trapezoid. I can use properties of kites. I can find angle measures in a kite. I can identify quadrilaterals and special quadrilaterals. | |||||||||||||||||
45 | 11 | G-SRT.A.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-MG.A.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). | I am learning about similar polygons. | I can identify corresponding parts of similar polygons. I can use similarity statements. I can find corresponding lengths in similar polygons. I can find perimeters of similar polygons. I can find areas of similar polygons. I can decide whether polygons are similar. | Classroom Activities Quizizz/Kahoots Worksheets Textbook Pages | Lesson Quiz Unit Test | ||||||||||||||
46 | G-SRT.A.3 Use the properties of similarity transformations to establish the AA criterion for two triangles to be similar G-SRT.B.5 Use congruence and similarity criteria for triangles to solve problems and to prove relationships in geometric figures. | I am learning about Angle-Angle (AA) Similarity theorem. | I can use the AA Similarity theorem to show two triangles are similar. I can solve real-life problems using AA Similarity theorem. | Classroom Activities Quizizz/Kahoots Worksheets Textbook Pages | Lesson Quiz Unit Test | |||||||||||||||
47 | G-SRT.B.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.B.5 Use congruence and similarity criteria for triangles to solve problems and to prove relationships in geometric figures. G-GPE.B.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). G-MG.A.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). | I am learning about the Side-Side-Side (SSS) and Side-Angle-Side (SAS) Similarity theorem. | I can use the SSS Similarity theorem to show two triangles are similar. I can solve real-life problems using SSS Similarity theorem. I can use the SAS Similarity theorem to show two triangles are similar. I can solve real-life problems using SAS Similarity theorem. I can prove slope criteria using similar triangles. | Classroom Activities Quizizz/Kahoots Worksheets Textbook Pages | Lesson Quiz Unit Test | |||||||||||||||
48 | G-SRT.B.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.B.5 Use congruence and similarity criteria for triangles to solve problems and to prove relationships in geometric figures. G-GPE.B.6 Find the point on a directed line segment between two given points that partitions the segment in a given ratio. | I am learning about proportionality theorems. | I can identify the Triangle Proportionality theorem. I can identify the converse of the Triangle Proportionality theorem. I can use the Triangle Proportionality theorem and its converse to solve problems. I can use the Three Parallel Lines theorem to solve problems. I can use the Triangle Angle Bisector theorem to solve problems. | |||||||||||||||||
49 | Right Triange Trigonometry | 17 | G-SRT.B.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.C.8 Use trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems. | I am learning about the Pythagorean theorem . | I can recite the Pythagorean theorem. I can use the pythagorean theorem to find missing lengths of a triangle. I can use the pythagorean theorem in real-life problems. I can recite the Converse of the Pythagorean theorem. I can verify if a triangle is a right triangle . I can classify triangles | Classroom Activities Quizizz/Kahoots Worksheets Textbook Pages | Lesson Quiz Unit Test | |||||||||||||
50 | G-SRT.C.8 Use trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems. G-MG.A.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). | I am learning about special right triangles. | I can find side lengths in a 45-45-90 triangle. I can find side lengths in a 30-60-90 triangle. I can solve real-life problems using the properties of these special triangles. | Classroom Activities Quizizz/Kahoots Worksheets Textbook Pages | Lesson Quiz Unit Test | |||||||||||||||
51 | G-SRT.B.5 Use congruence and similarity criteria for triangles to solve problems and to prove relationships in geometric figures. | I am learning about similar triangles and geometric means. | I can identify similar triangles. I can solve real-life problems involving similar triangles. I can define geometric means. I can use geometric means to solve problems. I can solve problems using geometric means and indirect measurement. | |||||||||||||||||
52 | G-SRT.C.6 Understand that by similarity, side ratios in right triangles are properties of the angles in the triangle, leading to definitions of trigonometric ratios for acute angles. G-SRT.C.8 Use trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems. | I am learning about the tangent ratio. | I can define tangent as a ratio of side opposite over side adjacent. I can find tangent ratios, given a right triangle. I can find a missing leg length using tangent ratios. I can use special right triangles to find a tangent. I can solve real -life problems involving the tangent ratio. | Classroom Activities Quizizz/Kahoots Worksheets Textbook Pages | Lesson Quiz Unit Test | |||||||||||||||
53 | G-SRT.C.6 Understand that by similarity, side ratios in right triangles are properties of the angles in the triangle, leading to definitions of trigonometric ratios for acute angles. G-SRT.C.7 Explain and use the relationship between the sine and cosine of complementary angles. G-SRT.C.8 Use trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems. | I am learning about sine and cosine ratios. | I can define sine as a ratio of side opposite over hypotenuse. I can define cosine as a ratio of side adjacent over hypotenuse. I can find sine and cosine ratios, given a right triangle. I can find a missing leg length using sine and cosine ratios. I can find a missing hypotenuse using sine and cosine ratios. I can use special right triangles to find sine and cosine. I can solve real -life problems involving the sine and cosine ratios. | Classroom Activities Quizizz/Kahoots Worksheets Textbook Pages | Lesson Quiz Unit Test | |||||||||||||||
54 | G-SRT.C.8 Use trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems. G-MG.A.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-MG.A.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). | I am learning about inverse trigonometric ratios. | I can use inverse trigonometric ratios to find missing angles. I can solve right triangles, given a 90 degree angle and 2 sides. | Classroom Activities Quizizz/Kahoots Worksheets Textbook Pages | Lesson Quiz Unit Test | |||||||||||||||
55 | SRT.D.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. SRT.D.10 Prove the Laws of Sines and Cosines and use them to solve problems. SRT.D.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-MG.A.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). | I am learning about finding areas of triangles. I am learning about the Law of Sines and the Law of Cosines. | I can find trigonometric ratios for oblique triangles. I can find the area of a triangle. I can identify the Law of Sines. I can use the Law of Sines to solve problems. I can identify the Law of Cosines. I can use the Law of Cosines to solve problems. I can determine when I need to use the Law of Sines or Law of Cosines to solve a problem. I can solve real -life problems using Law of Sines and Law of Cosines. | Classroom Activities Quizizz/Kahoots Worksheets Textbook Pages | Lesson Quiz Unit Test | |||||||||||||||
56 | Circles | 18 | G-CO.A.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-C.A.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.A.4 Construct a tangent line from a point outside a given circle to the circle. | I am learning about the circle's special segments and lines. | I can identify a radius, chord, diameter, secant and tangent of a circle. I can draw and identify common tangents. I can use properties of tangents to solve problems. I can find the radius of a circle , given the point of tangency. I can verify a tangent to a circle. I can construct a tangent to a circle. | Classroom Activities Quizizz/Kahoots Worksheets Textbook Pages | Lesson Quiz Unit Test | |||||||||||||
57 | G-C.A.1 Prove that all circles are similar. G-C.A.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. | I am learning about arcs. | I can find a minor and major arc of a circle. I can find measures of arcs. I can use the Arc Addition postulate to solve problems. I can find missing arc lengths. I can identify congruent arcs. I can prove circles are similar. | Classroom Activities Quizizz/Kahoots Worksheets Textbook Pages | Lesson Quiz Unit Test | |||||||||||||||
58 | G-C.A.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-MG.A.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). | I am learning about chords of circles. | I can use chords of circles to find an arc measure. I can use a diameter to find arc lengths. I can use perpendicular bisectors to solve problems. I can use congruent chords to find a circle's radius. | Classroom Activities Quizizz/Kahoots Worksheets Textbook Pages | Lesson Quiz Unit Test | |||||||||||||||
59 | G-CO.D.13 Construct an equilateral triangle, a square, and a regular hexagon inscribed in a circle. G-C.A.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.A.3 Construct the inscribed and circumscribed circles of a triangle, and prove properties of angles for a quadrilateral inscribed in a circle. | I am learning about inscribed angles. | I can identify inscribed angles. I can identify an intercepted arc. I can use the Measure of an Inscribed Angle theorem to solve problems. I can find the measure of an intercepted angle. I can find the measure of an angle. I can use inscribed polygons to solve problems. I can use a circumscribed circle to solve problems. | Classroom Activities Quizizz/Kahoots Worksheets Textbook Pages | Lesson Quiz Unit Test | |||||||||||||||
60 | G-C.A.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. | I am learning about angle and arc measures. | I can find the angle or arc measure, given tangent line and either angle or arc. I can find the angle measure, given angles inside the circle. I can find the angle measure, given angle outside the circle. I can use circumscribed angles to find missing measures. | Classroom Activities Quizizz/Kahoots Worksheets Textbook Pages | Lesson Quiz Unit Test | |||||||||||||||
61 | G-C.A.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-MG.A.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). | I am learning about segments of chords, tangents and secants. | I can use segments of chords to solve problems. I can use segments of secants to solve problems. I can use segments of tangents to solve problems. I can use special segments to find the radius of a circle. | Classroom Activities Quizizz/Kahoots Worksheets Textbook Pages | Lesson Quiz Unit Test | |||||||||||||||
62 | G-GPE.A.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. GPE.B.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, √3) lies on the circle centered at the origin and containing the point (0, 2). | I am learning about circles. | I can write the equation of a circle , given the graph. I can graph a circle, given the equation. I can write a coordinate proof involving circles. I can solve real-life problems using circles. | Classroom Activities Quizizz/Kahoots Worksheets Textbook Pages | Lesson Quiz Unit Test | |||||||||||||||
63 | Circumference, Area & Volume of Polygons | 19 | G-GMD.A.1 Give 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-C.B.5 Derive using similarity the fact that the length of the arc intercepted by an angle is proportional to the radius, and define the radian measure of the angle as the constant of proportionality; derive the formula for the area of a sector. G-CO.A.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. | I am learning about the circumference of circles. I am learning about radians. | I can use the formula for circumference. I can find the arc length of a circle, given a central angle and radius. I can find the circumference of a circle, given arc length and central angle. I can solve real-life problems involving arc lengths. I can measure angles in radians. I can convert angle measures from degrees to radians and vice versa. | Classroom Activities Quizizz/Kahoots Worksheets Textbook Pages | Lesson Quiz Unit Test | |||||||||||||
64 | G-GMD.A.1 Give 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-MG.A.2 Apply concepts of density based on area and volume in modeling situations (e.g., persons per square mile, BTUs per cubic foot). G-C.B.5 Derive using similarity the fact that the length of the arc intercepted by an angle is proportional to the radius, and define the radian measure of the angle as the constant of proportionality; derive the formula for the area of a sector. | I am learning about the area of circles and sectors. I am learning about population density.. | I can use the formula for the area of a circle. I can use the formula for population density. I can find the area of a sector. I can use the area of sectors to solve problems. | Classroom Activities Quizizz/Kahoots Worksheets Textbook Pages | Lesson Quiz Unit Test | |||||||||||||||
65 | G-GMD.A.3 Use volume formulas for cylinders, pyramids, cones, and spheres to solve problems. | I am learning about finding the area of various polygons. | I can find the area of a rhombus. I can find the area of a kite. I can find the area of a regular polygon. | Classroom Activities Quizizz/Kahoots Worksheets Textbook Pages | Lesson Quiz Unit Test | |||||||||||||||
66 | G-GMD.B.4 Identify the shapes of two-dimensional cross-sections of three-dimensional objects, and identify three-dimensional objects generated by rotations of two-dimensional objects. | I am learning about solids and cross sections. | I can classify solids. I can describe cross sections of a sliced solid. I can sketch and describe solids of revolution. | Classroom Activities Quizizz/Kahoots Worksheets Textbook Pages | Lesson Quiz Unit Test | |||||||||||||||
67 | G-GMD.A.1 Give 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.A.2 Give an informal argument using Cavalieri's principle for the formulas for the volume of a sphere and other solid figures. G-GMD.A.3 Use volume formulas for cylinders, pyramids, cones, and spheres to solve problems. G-MG.A.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-MG.A.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.A.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). | I am learning about the volume of prisms and cylinders. | I can find the volume of a prism. I can find the volume of a cylinder. I can find the formula for density. I can solve real-life problems using the volume of prisms and cylinders. | Classroom Activities Quizizz/Kahoots Worksheets Textbook Pages | Lesson Quiz Unit Test | |||||||||||||||
68 | G-GMD.A.1 Give 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.A.3 Use volume formulas for cylinders, pyramids, cones, and spheres to solve problems. G-MG.A.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). | I am learning about the volume of pyramids. | I can find the volume of a pyramid. I can use the volume of pyramids to solve problems. I can find the volume of a similar shape. I can find the volume of composite solid. | |||||||||||||||||
69 | G-GMD.A.1 Give 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.A.3 Use volume formulas for cylinders, pyramids, cones, and spheres to solve problems. | I am learning about cones. | I can find the surface area of a right cone. I can find the lateral surface area of a cone. I can find the volume of cones. I can find the volume of composite solids. | Classroom Activities Quizizz/Kahoots Worksheets Textbook Pages | Lesson Quiz Unit Test | |||||||||||||||
70 | G-GMD.A.2 Give an informal argument using Cavalieri's principle for the formulas for the volume of a sphere and other solid figures. G-GMD.A.3 Use volume formulas for cylinders, pyramids, cones, and spheres to solve problems. G-MG.A.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). | I am learning about spheres. | I can find the surface area of spheres. I can find the volume of spheres. I can find the diameter or radius of a sphere, given the surface area. I can find the diameter or radius of a sphere, given the volume. I can find the volume of a composite solid. | Classroom Activities Quizizz/Kahoots Worksheets Textbook Pages | Lesson Quiz Unit Test | |||||||||||||||
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