Geometry (Period 1) Assignments
- Instructors
- Term
- Fall 2017
- Department
- Mathematics
- Description
-
If you get stuck on a problem, get help on it by clicking here. (In the eBook, the problems have a link next to them for their specific help.)
Solutions to past Do Now's are posted here (click here).
Lost the resource page passed out in class? Download and print another one here!
The Geometry Classes are implement the California Common Core State Standards. More info available by clicking here. Click here for an overview of the geometry course. The two e-Textbooks can be found at the links for each below.
Here are some eTools to help you.
- Desmos Scientific Calculator
- By problem number (eTools & Videos)
- Algebra Tiles (CPM)
- Desmos Graphing Calculator (Desmos)
- Probability Tools (CPM)
- Similarity Toolkit (CPM)
- 3D Blocks (CPM)
- Shape Bucket eTool (Desmos)
- Shape Bucket with Venn Diagrams (Desmos)
__________________________________________________
Houghton Mifflin Harcourt Geometry - log in information is inside the consumable textbook.
Houghton Mifflin Harcourt Geometry - (see textbook)__________________________________________________
Core Connections Geometry - each student has a unique username and password that they created, most likely the same as their CCUSD email.
Click here for a tour of the eBook. Click here for help with using the eBook.__________________________________________________
Here are notes and study guides for each CC by the section of the textbook:
The Study Guide with Extra Practice is available for purchase or accessible for free download according to the chapter and lesson needed below. Download for free the entire Study Guide with Extra Practice.
Core Connections Geometry
Study Guide by Chapter
Concept Category 1 (CC1): Transformations & Shapes
Chapter 1
Chapter 2
Lesson
Title
Lesson
Title
1.1.1 to 1.1.5
2.1.1 to 2.1.5
1.2.1 to 1.2.5
2.2.1 to 2.2.4
1.3.1 & 1.3.2
2.3.1 & 2.3.2
Concept Category 2 (CC2): Triangles (Similarity, Properties)
Chapter 3
3.1.1 to 3.1.4
3.2.1 to 3.2.6
Concept Category 3 (CC3): Triangle Trigonometry
Chapter 4
Chapter 5
4.1.1 to 4.1.5
5.1.1 to 5.1.3
5.2.1 to 5.2.2
5.3.1 to 5.3.3
5.3.4 to 5.3.5
Concept Category 4 (CC4): Triangle Congruence
Chapter 6
6.1.1 to 6.1.4
6.1.5
6.2.1 to 6.2.5
Concept Category 5 (CC5): Proof & Quadrilaterals
Chapter 7
7.1.1 to 7.1.2
7.1.3 to 7.1.4
7.2.1 to 7.2.6
7.3.1 to 7.3.3
Concept Category 6 (CC6): Polygons, Circles, Solids, & Constructions
Chapter 8
Chapter 9
8.1.1 to 8.1.5
9.1.1 to 9.1 5
8.2.1 & 8.2.2
9.2.1 to 9.2.4
8.3.1 to 8.3.3
Chapter 10
10.1.1 to 10.1.5
Concept Category 7 (CC7): Conditional Probability
Chapter 4
Chapter 10
4.2.1 & 4.2.4
10.2.1 to 10.2.3
4.2.5
10.3.1 to 10.3.5
Concept Category 8 (CC8): Solids & Conics
Chapter 11
Chapter 12
11.1.1 to 11.1.5
12.1.1 to 12.1.2
11.2.1 and 11.2.2
11.2.3
Algebra Practice 1
Algebra Practice 2
Welcome to your Geometry class! This course is the second in a five-year sequence of college preparatory mathematics courses. The course curriculum is aligned with the California Common Core State Standards. It emphasizes several big ideas in an integrated algebra/geometry context. The key concepts addressed in this course are:
- Transformations (reflection, rotation, translation, dilation) and symmetry
- Relationships between figures (such as similarity and congruence)
- Properties of plane figures (such as equal or perpendicular sides or diagonals)
- Measurements of plane figures (such as area, perimeter, and angle measure)
- Measurements of three-dimensional shapes (such as volume and surface area)
- Tools for analyzing and measuring shapes (such as the Pythagorean Theorem, trigonometric ratios, the Laws of Sine and Cosine, and coordinate geometry)
- Investigation and proof (having found patterns, students conjecture and prove)
- Geometric construction (with compass and straightedge)
- Algebra (with substantial review of writing and solving equations and graphing)
- Probability
Football is not learned by silently watching others play. Likewise, the only way you can become good at math is by doing problems and talking about them. If you do both, you will learn math. Hence, you must have the willingness and maturity to study & complete assignments every night. Furthermore, you will find that math is not only useful; it is fun.
Because you will be working in study teams, you are expected to:
- develop your ability to contribute to and benefit from working together in study teams
- bring your textbook or eDevice, calculator and well-organized notebook to class EVERY DAY;
- ask questions of others in your study team when you do not understand; and
- be responsible for understanding all the work all year.
Please be sure to read the Course Syllabus, (pdf is on the right), and return the bottom of the Notebook Assignment (pdf is on the right) signed by both the student and the parent. Students are required to keep a copy of the syllabus in their notebook, under the Assignment Sheets section.
Here are Some Things You May Find Helpful
Technology ResourcesThis Geometry curriculum includes many lessons that make use of technology capabilities in the classroom. Through the use of dynamic geometry software (Desmos, Geometers Sketchpad, and Cabri Jr.) you will see geometry through a dynamic environment that facilitates understanding, exploring, and conjecturing. Click here to see videos and a list of eTools to access them.
Parent SupportClick here for a website that offers support for Parents of Core Connections Geometry Students.
- The Parent Guide for Core Connections Geometry discusses the main ideas of each chapter, offers several solved examples, and provides hundreds of additional practice problems (with answers).
Need DuplicatesLost the resource page passed out in class? Download and print another one by clicking this link!
If you lose your Syllabus or an Assignment Sheet, you can download a duplicate at the right. (Remember, If you lose an Assignment Sheet, you also lost the points you had recorded on it. Assignments will NOT be graded a second time or late!)
Files
Upcoming Assignments
No upcoming assignments.
Past Assignments
Due:
Assignment
On Tuesday:
Review for Final Exam Retakes (you decide which ones to retake and prepare a defense for)
Periods 2 & 3 have a free day! Congratulations on earning this via the team points.
Due:
Assignment
On Thursday:
CC2 Final Exam
Concept Category 2 (CC2): Triangles (Similarity and Properties)
- Finding missing angles in shapes and parallel line diagrams. Students are to write equations to find missing values or to solve for variables based on angle relationships.
- Explore dilations using “rubber bands,” as in problems 3-5, 3-18, 3-46(a), and CL 3-114.
- Identify corresponding parts on similar figures and use common ratios to find missing side lengths on figures, as in problems 3-58, 3-65, 3-80, 3-113, and CL 3-118.
- Determine if two shapes are similar. Support conjectures with justification, including demonstrating equal ratios between corresponding sides and finding missing angles, as in problems 3-54, 3-55, 3-69, 3‑81, 3‑90, CL 3-115, and CL 3-122.
- Create if-then conditional statements, and use that logic in forming flowcharts of situations, as in problems 2-17(f), 2-26(c), 3-10, 3-23, 3-33, 3-44, 3-53, 3-68, 3-92, and CL 3-121.
- Formally determining if two shapes are similar using the SSS ~, AA ~, or SAS ~ conditions, as in problem 3-99.
Due:
Assignment
On Wednesday:
CC2 Review
Due:
Assignment
On Tuesday:
CC1 Final Exam
Concept Category 1 (CC1): Transformations & Basic Definitions
- Identify rotated, reflected, and translated figures, with the option of using tracing paper, as in problems 1-64, 1-108, and CL 1-128 (a) and (b).
- Rotate, reflect, and translate figures on a grid, with the option of using tracing paper, as in problems 1-85, 1-97, 1-109, 1-116, and CL 1-128 (c).
- Find the slope or equation of a perpendicular line as in problems 1-88 (e), 1-77, and 1‑105, 2-42, 2-58, 2-69, 2‑105, and CL 2-121 (d)
- Identify angle relationships, including Triangle Angle Sum Theorem, and solve problems using those relationships as in problems 2-34, 2-55, 2-56, 2-66, 2-67, 2-76, 2-107, 2-116, and CL 2-122. In many of these problems there will be more than one correct way to find missing angles and arrive at a solution, thus students’ ability to justify the steps they take is critical.
- Using the Triangle Inequality to determine if three given side lengths could form a triangle, or to find the possible range of lengths of a third side given the lengths of the two other sides as in problem 2-117.
- Using information given in a problem to choose an appropriate tool from the Triangle Toolkit to find a missing side or angle. Further, students can be expected to find missing sides or angles and then to apply that information to finding area or perimeter of a shape.
Due:
Assignment
On Monday:
CC3 Final Exam
Concept Category 3 (CC3): Triangle Trigonometry
- Create a diagram based on information in a word problem, and identify a right triangle within that diagram, as in problems 4-43, 4-50, 4-83, 4-113, and CL 4-124.
- In right triangles where one leg and an angle are given, use a calculator to find missing sides using the tangent ratio, as in the problems in the above bullet, and as in problems 4‑39, 4-63, 4-74, CL 4-122, and CL 4-130.
- Find the missing sides or angles of right triangles using sine, cosine, tangent, as in problems 5-17, 5-18, 5-44, 5-46, 5-100, 5-137, CL 5-139(a-d), and CL 5-143(a), and their inverse functions, as in problems 5-30, 5-77, 5-103, and CL 5-139(e-g). Problems may be presented as triangle diagrams in different orientations, or word problems with a diagram provided or instructions to draw one.
- Students can be asked to find the area and/or perimeter of a shape where they will need to use their knowledge of trigonometry to find missing lengths, as in problems 5-11, 5-33, 5-52, 5-129, and 5-135.
- Find the slope angle or the slope of the line segment on a coordinate grid using the tangent ratio, as in problems 5-42, 5-102, 5-113, and CL 5-149.
Due:
Assignment
On Friday:
CC3 Quick Check 1: Soh-Cah-Toa
Study for Monday's CC3 Final Exam
Due:
Assignment
This Week's Do Now's: You should be able to do each of these problems perfectly since it was taught the day before or later. If not, you need to ask yourself why and fix what is preventing you AND spend some time learning it now!
Attached is the solutions for each day. Also noted is the problem from the textbook that the Do Now problem was.
Due:
Assignment
On Tuesday:
4.1.2 Connecting Slope Ratios to Specific Angles
4-12 to 4-22
4-12 to 4-22
Students will connect specific slope ratios to their related angles and use this information to find missing sides or angles of right triangles with 11°, 22°, 18°, or 45° angles (and their complements).
Due:
Assignment
On Monday:
4.1.1 Constant Ratios in Right Triangles
4-1 to 4-11
4-1 to 4-11
Students will recognize that all the slope triangles on a given line are similar to each other and will begin to connect a specific slope to a specific angle measurement and ratio.
Due:
Assignment
This Week's Do Now's: You should be able to do each of these problems perfectly since it was taught the day before or later. If not, you need to ask yourself why and fix what is preventing you AND spend some time learning it now!
Attached is the solutions for each day. Also noted is the problem from the textbook that the Do Now problem was.
Due:
Assignment
On Tuesday:
Return Do Now papers from last week, use them to help you study! Do not allow yourself to wait on making sure you know and understand the topics of Do Nows.
Return CC1 MC#3, Do an error analysis, make sure you completely understand these questions and others from CC1 so you will be ready for any question that could be on the next CC1 test!
How can geometry save the Leaning Tower of Pisa? What question could we be asking about this? Watch the video, what do you think? Read page 210 to get an idea of what CC3 is going to be about. Read below, this is what you will need to know for the CC3 test too!
Video: https://youtu.be/HmMdb_9omqc
Concept Category 3 (CC3): Triangle Trigonometry
- Create a diagram based on information in a word problem, and identify a right triangle within that diagram, as in problems 4-43, 4-50, 4-83, 4-113, and CL 4-124.
- In right triangles where one leg and an angle are given, use a calculator to find missing sides using the tangent ratio, as in the problems in the above bullet, and as in problems 4‑39, 4-63, 4-74, CL 4-122, and CL 4-130.
- Find the missing sides or angles of right triangles using sine, cosine, tangent, as in problems 5-17, 5-18, 5-44, 5-46, 5-100, 5-137, CL 5-139(a-d), and CL 5-143(a), and their inverse functions, as in problems 5-30, 5-77, 5-103, and CL 5-139(e-g). Problems may be presented as triangle diagrams in different orientations, or word problems with a diagram provided or instructions to draw one.
- Students can be asked to find the area and/or perimeter of a shape where they will need to use their knowledge of trigonometry to find missing lengths, as in problems 5-11, 5-33, 5-52, 5-129, and 5-135.
- Find the slope angle or the slope of the line segment on a coordinate grid using the tangent ratio, as in problems 5-42, 5-102, 5-113, and CL 5-149.
Due:
Assignment
On Monday:
CC2 Mastery Check #2
Concept Category 2 (CC2): Triangles (Similarity and Properties)
- Finding missing angles in shapes and parallel line diagrams. Students are to write equations to find missing values or to solve for variables based on angle relationships.
- Explore dilations using “rubber bands,” as in problems 3-5, 3-18, 3-46(a), and CL 3-114.
- Identify corresponding parts on similar figures and use common ratios to find missing side lengths on figures, as in problems 3-58, 3-65, 3-80, 3-113, and CL 3-118.
- Determine if two shapes are similar. Support conjectures with justification, including demonstrating equal ratios between corresponding sides and finding missing angles, as in problems 3-54, 3-55, 3-69, 3‑81, 3‑90, CL 3-115, and CL 3-122.
- Create if-then conditional statements, and use that logic in forming flowcharts of situations, as in problems 2-17(f), 2-26(c), 3-10, 3-23, 3-33, 3-44, 3-53, 3-68, 3-92, and CL 3-121.
- Formally determining if two shapes are similar using the SSS ~, AA ~, or SAS ~ conditions, as in problem 3-99.
Due:
Assignment
On Friday,
CC1 Mastery Check #3
Concept Category 1 (CC1): Transformations & Basic Definitions
- Identify rotated, reflected, and translated figures, with the option of using tracing paper, as in problems 1-64, 1-108, and CL 1-128 (a) and (b).
- Rotate, reflect, and translate figures on a grid, with the option of using tracing paper, as in problems 1-85, 1-97, 1-109, 1-116, and CL 1-128 (c).
- Find the slope or equation of a perpendicular line as in problems 1-88 (e), 1-77, and 1‑105, 2-42, 2-58, 2-69, 2‑105, and CL 2-121 (d)
- Identify angle relationships, including Triangle Angle Sum Theorem, and solve problems using those relationships as in problems 2-34, 2-55, 2-56, 2-66, 2-67, 2-76, 2-107, 2-116, and CL 2-122. In many of these problems there will be more than one correct way to find missing angles and arrive at a solution, thus students’ ability to justify the steps they take is critical.
- Using the Triangle Inequality to determine if three given side lengths could form a triangle, or to find the possible range of lengths of a third side given the lengths of the two other sides as in problem 2-117.
- Using information given in a problem to choose an appropriate tool from the Triangle Toolkit to find a missing side or angle. Further, students can be expected to find missing sides or angles and then to apply that information to finding area or perimeter of a shape.
Due:
Assignment
On Tuesday:
Algebra Review
In the Textbook Pgs. 784-785 (1-24) (attached) - Make sure you can do all these problems.
Due:
Assignment
On Monday:
Review of Algebra
From the Study Guide (attached) make sure you can do all the problems on Pgs. 162-163 (1-50)
Due:
Assignment
On Thursday:
CC2 Mastery Check #1
CC1 Mastery Check #2
CC1 Mastery Check #2
Concept Category 1 (CC1): Transformations & Basic Definitions
- Identify rotated, reflected, and translated figures, with the option of using tracing paper, as in problems 1-64, 1-108, and CL 1-128 (a) and (b).
- Rotate, reflect, and translate figures on a grid, with the option of using tracing paper, as in problems 1-85, 1-97, 1-109, 1-116, and CL 1-128 (c).
- Find the slope or equation of a perpendicular line as in problems 1-88 (e), 1-77, and 1‑105, 2-42, 2-58, 2-69, 2‑105, and CL 2-121 (d)
- Identify angle relationships, including Triangle Angle Sum Theorem, and solve problems using those relationships as in problems 2-34, 2-55, 2-56, 2-66, 2-67, 2-76, 2-107, 2-116, and CL 2-122. In many of these problems there will be more than one correct way to find missing angles and arrive at a solution, thus students’ ability to justify the steps they take is critical.
- Using the Triangle Inequality to determine if three given side lengths could form a triangle, or to find the possible range of lengths of a third side given the lengths of the two other sides as in problem 2-117.
- Using information given in a problem to choose an appropriate tool from the Triangle Toolkit to find a missing side or angle. Further, students can be expected to find missing sides or angles and then to apply that information to finding area or perimeter of a shape.
Concept Category 2 (CC2): Triangles (Similarity and Properties)
- Finding missing angles in shapes and parallel line diagrams. Students are to write equations to find missing values or to solve for variables based on angle relationships.
- Explore dilations using “rubber bands,” as in problems 3-5, 3-18, 3-46(a), and CL 3-114.
- Identify corresponding parts on similar figures and use common ratios to find missing side lengths on figures, as in problems 3-58, 3-65, 3-80, 3-113, and CL 3-118.
- Determine if two shapes are similar. Support conjectures with justification, including demonstrating equal ratios between corresponding sides and finding missing angles, as in problems 3-54, 3-55, 3-69, 3‑81, 3‑90, CL 3-115, and CL 3-122.
- Create if-then conditional statements, and use that logic in forming flowcharts of situations, as in problems 2-17(f), 2-26(c), 3-10, 3-23, 3-33, 3-44, 3-53, 3-68, 3-92, and CL 3-121.
- Formally determining if two shapes are similar using the SSS ~, AA ~, or SAS ~ conditions, as in problem 3-99.
Due:
Assignment
On Wednesday:
Review for CC1 & CC2 Mastery Checks on Thursday.
Concept Category 1 (CC1): Transformations & Basic Definitions
- Identify rotated, reflected, and translated figures, with the option of using tracing paper, as in problems 1-64, 1-108, and CL 1-128 (a) and (b).
- Rotate, reflect, and translate figures on a grid, with the option of using tracing paper, as in problems 1-85, 1-97, 1-109, 1-116, and CL 1-128 (c).
- Find the slope or equation of a perpendicular line as in problems 1-88 (e), 1-77, and 1‑105, 2-42, 2-58, 2-69, 2‑105, and CL 2-121 (d)
- Identify angle relationships, including Triangle Angle Sum Theorem, and solve problems using those relationships as in problems 2-34, 2-55, 2-56, 2-66, 2-67, 2-76, 2-107, 2-116, and CL 2-122. In many of these problems there will be more than one correct way to find missing angles and arrive at a solution, thus students’ ability to justify the steps they take is critical.
- Using the Triangle Inequality to determine if three given side lengths could form a triangle, or to find the possible range of lengths of a third side given the lengths of the two other sides as in problem 2-117.
- Using information given in a problem to choose an appropriate tool from the Triangle Toolkit to find a missing side or angle. Further, students can be expected to find missing sides or angles and then to apply that information to finding area or perimeter of a shape.
Concept Category 2 (CC2): Triangles (Similarity and Properties)
- Finding missing angles in shapes and parallel line diagrams. Students are to write equations to find missing values or to solve for variables based on angle relationships.
- Explore dilations using “rubber bands,” as in problems 3-5, 3-18, 3-46(a), and CL 3-114.
- Identify corresponding parts on similar figures and use common ratios to find missing side lengths on figures, as in problems 3-58, 3-65, 3-80, 3-113, and CL 3-118.
- Determine if two shapes are similar. Support conjectures with justification, including demonstrating equal ratios between corresponding sides and finding missing angles, as in problems 3-54, 3-55, 3-69, 3‑81, 3‑90, CL 3-115, and CL 3-122.
- Create if-then conditional statements, and use that logic in forming flowcharts of situations, as in problems 2-17(f), 2-26(c), 3-10, 3-23, 3-33, 3-44, 3-53, 3-68, 3-92, and CL 3-121.
- Formally determining if two shapes are similar using the SSS ~, AA ~, or SAS ~ conditions, as in problem 3-99.
Due:
Assignment
On Tuesday:
Return CC2 Mastery Check ST
New Teams
CC3 Activity
Distribute Assignment Sheet
Due:
Assignment
On Monday:
CC2 Mastery Check ST with your Study Team
Concept Category 2 (CC2): Triangles (Similarity and Properties)
- Finding missing angles in shapes and parallel line diagrams. Students are to write equations to find missing values or to solve for variables based on angle relationships.
- Explore dilations using “rubber bands,” as in problems 3-5, 3-18, 3-46(a), and CL 3-114.
- Identify corresponding parts on similar figures and use common ratios to find missing side lengths on figures, as in problems 3-58, 3-65, 3-80, 3-113, and CL 3-118.
- Determine if two shapes are similar. Support conjectures with justification, including demonstrating equal ratios between corresponding sides and finding missing angles, as in problems 3-54, 3-55, 3-69, 3‑81, 3‑90, CL 3-115, and CL 3-122.
- Create if-then conditional statements, and use that logic in forming flowcharts of situations, as in problems 2-17(f), 2-26(c), 3-10, 3-23, 3-33, 3-44, 3-53, 3-68, 3-92, and CL 3-121.
- Formally determining if two shapes are similar using the SSS ~, AA ~, or SAS ~ conditions, as in problem 3-99.
Due:
Assignment
On Friday,
Review for CC1 & CC2 Mastery Checks on 11/9
Due:
Assignment
Due:
Assignment
On Thursday:
Turn in Assignment Sheet
Go over closure problems
Presentations
Study for Mastery Check on Friday!
Due:
Assignment
3.2.6 Applying Similarity
3-105 to 3-113
Students will apply their knowledge of similar triangles to multiple contexts.
Due:
Assignment
On Tuesday:
CC2 Quick Check 2: Triangle Similarity (3.1 & 3.2)
Concept Category 2 (CC2): Triangles (Similarity and Properties)
- Finding missing angles in shapes and parallel line diagrams. Students are to write equations to find missing values or to solve for variables based on angle relationships.
- Explore dilations using “rubber bands,” as in problems 3-5, 3-18, 3-46(a), and CL 3-114.
- Identify corresponding parts on similar figures and use common ratios to find missing side lengths on figures, as in problems 3-58, 3-65, 3-80, 3-113, and CL 3-118.
- Determine if two shapes are similar. Support conjectures with justification, including demonstrating equal ratios between corresponding sides and finding missing angles, as in problems 3-54, 3-55, 3-69, 3‑81, 3‑90, CL 3-115, and CL 3-122.
- Create if-then conditional statements, and use that logic in forming flowcharts of situations, as in problems 2-17(f), 2-26(c), 3-10, 3-23, 3-33, 3-44, 3-53, 3-68, 3-92, and CL 3-121.
- Formally determining if two shapes are similar using the SSS ~, AA ~, or SAS ~ conditions, as in problem 3-99.
Due:
Assignment
3.2.5 Determining Similarity
3-94 to 3-104
Students will practice using the three triangle similarity conditions (AA ~, SAS ~, and SSS ~) and organizing their reasoning in a flowchart. Students will also use a flowchart to diagram a multi-step argument.
Due:
Assignment
3.2.4 More Conditions for Triangle Similarity
3-82 to 3-93
Students will complete their list of triangle similarity conditions involving sides and angles, learning about the SSS ~ condition in the process.
Due:
Assignment
3.2.3 Triangle Similarity and Congruence
3-71 to 3-81
Students practice making and using flowcharts in more challenging reasoning contexts. Students also further investigate the fact that if two triangles are similar and the common ratio between the lengths of their corresponding sides is 1, then the triangles must be congruent.
Due:
Assignment
On Tuesday:
3.2.2 Creating a Flowchart
3-59 to 3-70
Students will learn how to use flowcharts to organize their arguments for triangle similarity and will continue to practice applying the AA ~ and SAS ~ conditions.
Due:
Assignment
On Monday
CC2 Quick Check 1 (on 3.1 & 2.1)
Concept Category 2 (CC2): Triangles (Similarity and Properties)
- Finding missing angles in shapes and parallel line diagrams. Students are to write equations to find missing values or to solve for variables based on angle relationships.
- Explore dilations using “rubber bands,” as in problems 3-5, 3-18, 3-46(a), and CL 3-114.
- Identify corresponding parts on similar figures and use common ratios to find missing side lengths on figures, as in problems 3-58, 3-65, 3-80, 3-113, and CL 3-118.
- Determine if two shapes are similar. Support conjectures with justification, including demonstrating equal ratios between corresponding sides and finding missing angles, as in problems 3-54, 3-55, 3-69, 3‑81, 3‑90, CL 3-115, and CL 3-122.
- Create if-then conditional statements, and use that logic in forming flowcharts of situations, as in problems 2-17(f), 2-26(c), 3-10, 3-23, 3-33, 3-44, 3-53, 3-68, 3-92, and CL 3-121.
- Formally determining if two shapes are similar using the SSS ~, AA ~, or SAS ~ conditions, as in problem 3-99.
Due:
Assignment
On Friday
3.2.1 Conditions for Triangle Similarity
3-47 to 3-58
Students will learn the SAS ~ and AA ~ conditions for determining triangle similarity.
Due:
Assignment
On Thursday
3.1.4 Applications and Notation
3-35 to 3-46
Students will apply proportional reasoning and will learn how to write similarity statements."
Due:
Assignment
CC1 Mastery Check #1 (Individual)
If you need extra help, here is a guide for each problem.
Problem 1:
Problem 2:
Problem 3:
Problem 4:
Concept Category 1 (CC1): Transformations & Basic Definitions
- Identify rotated, reflected, and translated figures, with the option of using tracing paper, as in problems 1-64, 1-108, and CL 1-128 (a) and (b).
- Rotate, reflect, and translate figures on a grid, with the option of using tracing paper, as in problems 1-85, 1-97, 1-109, 1-116, and CL 1-128 (c).
- Find the slope or equation of a perpendicular line as in problems 1-88 (e), 1-77, and 1‑105, 2-42, 2-58, 2-69, 2‑105, and CL 2-121 (d)
- Identify angle relationships, including Triangle Angle Sum Theorem, and solve problems using those relationships as in problems 2-34, 2-55, 2-56, 2-66, 2-67, 2-76, 2-107, 2-116, and CL 2-122. In many of these problems there will be more than one correct way to find missing angles and arrive at a solution, thus students’ ability to justify the steps they take is critical.
- Using the Triangle Inequality to determine if three given side lengths could form a triangle, or to find the possible range of lengths of a third side given the lengths of the two other sides as in problem 2-117.
- Using information given in a problem to choose an appropriate tool from the Triangle Toolkit to find a missing side or angle. Further, students can be expected to find missing sides or angles and then to apply that information to finding area or perimeter of a shape.
Due:
Assignment
On Tuesday
3.1.3 Using Ratios of Similarity
3-24 to 3-34
As students continue to become familiar with similarity, they will examine the ratio of the perimeters of similar figures and will practice setting up and solving equations to solve proportional problems.
Due:
Assignment
3.1.2 Similarity
3-11 to 3-23
Students will learn that figures that can be related through a sequence of transformations that include a dilation are similar and will determine that multiplying (and dividing) lengths of figures by a common number (zoom factor) produces a similar figure. Students will use the equivalent ratios to find missing lengths in similar figures and will learn that congruent figures are similar and have a side ratio of 1.
Due:
Assignment
On Friday, due Monday
3.1.1 Dilations
3-1 to 3-10
Students will learn about the concept of dilation and will investigate the characteristics that figures share if they have the same shape. Students will determine that dilations have equal angles and proportional corresponding side lengths.
Due:
Assignment
On Thursday
Return CC1 Mastery Check ST
New Teams
Introduce Team Bonus Points For class to earn a free day
Due:
Assignment
CC1 Mastery Check ST (Study Team)
Concept Category 1 (CC1): Transformations & Basic Definitions
- Identify rotated, reflected, and translated figures, with the option of using tracing paper, as in problems 1-64, 1-108, and CL 1-128 (a) and (b).
- Rotate, reflect, and translate figures on a grid, with the option of using tracing paper, as in problems 1-85, 1-97, 1-109, 1-116, and CL 1-128 (c).
- Find the slope or equation of a perpendicular line as in problems 1-88 (e), 1-77, and 1‑105, 2-42, 2-58, 2-69, 2‑105, and CL 2-121 (d)
- Identify angle relationships, including Triangle Angle Sum Theorem, and solve problems using those relationships as in problems 2-34, 2-55, 2-56, 2-66, 2-67, 2-76, 2-107, 2-116, and CL 2-122. In many of these problems there will be more than one correct way to find missing angles and arrive at a solution, thus students’ ability to justify the steps they take is critical.
- Using the Triangle Inequality to determine if three given side lengths could form a triangle, or to find the possible range of lengths of a third side given the lengths of the two other sides as in problem 2-117.
- Using information given in a problem to choose an appropriate tool from the Triangle Toolkit to find a missing side or angle. Further, students can be expected to find missing sides or angles and then to apply that information to finding area or perimeter of a shape.
Due:
Assignment
CC 1 Closure
Prepare Presentations
1-128 to 1-137 & 2-118 to 2-126 (correct from answers/support in textbook)
Turn in CC 1 Assignment Sheet on 10/10
Due:
Assignment
On Tuesday
Turn in Assignment Sheet
Go over closure problems
Presentations
Study for Wednesday’s test
Due:
Assignment
2.3.2 The Pythagorean Theorem*
2-109 to 2-117
Students will develop and prove the Pythagorean Theorem.
2-109 to 2-117
Students will develop and prove the Pythagorean Theorem.
Due:
Assignment
2.3.1 Triangle Inequality*
2-99 to 2-108
Students will develop a strategy to find the length of the hypotenuse of a right triangle when the lengths of the legs are known in preparation for the Pythagorean Theorem in Lesson 2.3.2. The students will also learn how to determine whether or not three given lengths can make a triangle. They will also understand how to find the maximum and minimum lengths of a third side given the lengths of the two other sides.
2-99 to 2-108
Students will develop a strategy to find the length of the hypotenuse of a right triangle when the lengths of the legs are known in preparation for the Pythagorean Theorem in Lesson 2.3.2. The students will also learn how to determine whether or not three given lengths can make a triangle. They will also understand how to find the maximum and minimum lengths of a third side given the lengths of the two other sides.
Due:
Assignment
Due:
Assignment
2.1.5 Applying Angle Relationships
2-46 to 2-59
Students will learn the converses of some of their angle theorems, and see arguments for them. Students will also apply their knowledge of angle relationships to analyze the hinged mirror trick they saw in Lesson 2.1.1.
2-46 to 2-59
Students will learn the converses of some of their angle theorems, and see arguments for them. Students will also apply their knowledge of angle relationships to analyze the hinged mirror trick they saw in Lesson 2.1.1.
Due:
Assignment
2.1.4 Angles in a Triangle
2-37 to 2-45
Students will discover that the angles in a triangle add up to 180°. They will also practice finding angles in complex diagrams that use multiple relationships.
2-37 to 2-45
Students will discover that the angles in a triangle add up to 180°. They will also practice finding angles in complex diagrams that use multiple relationships.
Due:
Assignment
2.1.3 More Angles Formed by Transversals
2-24 to 2-36
Students will continue to apply their knowledge of corresponding angles, and will develop theorems about alternate interior and same-side interior angles. Students will also learn that when a light beam reflects off a mirror, the angle of the light hitting the mirror equals the angle of the light leaving the mirror.
2-24 to 2-36
Students will continue to apply their knowledge of corresponding angles, and will develop theorems about alternate interior and same-side interior angles. Students will also learn that when a light beam reflects off a mirror, the angle of the light hitting the mirror equals the angle of the light leaving the mirror.
Due:
Assignment
2.1.2 Angles Formed by Transversals
2-13 to 2-23
Students will use their understanding of translation to determine that when a transversal intersects parallel lines, corresponding angles have equal measure. They will also continue to practice using angle relationships to solve for unknown angles.
2-13 to 2-23
Students will use their understanding of translation to determine that when a transversal intersects parallel lines, corresponding angles have equal measure. They will also continue to practice using angle relationships to solve for unknown angles.
Due:
Assignment
2.1.1 Complementary, Supplementary, and Vertical Angles
2-1 to 2-12
Students will be introduced to a problem about mirror reflections that will motivate much of their work in Section 2.1. Students will learn how to name angles, and will learn the three main relationships for angle measures, namely, supplementary, complementary, and same (have the same measure). Students will also discover that vertical angles have the same measure.
2-1 to 2-12
Students will be introduced to a problem about mirror reflections that will motivate much of their work in Section 2.1. Students will learn how to name angles, and will learn the three main relationships for angle measures, namely, supplementary, complementary, and same (have the same measure). Students will also discover that vertical angles have the same measure.
Due:
Assignment
1.3.2 More Characteristics of Shapes
1-117 to 1-127
Students will continue to study the attributes of shapes as they begin to formalize their vocabulary: both names of shapes (such as quadrilateral and trapezoid) and attributes of shapes (such as parallel sides and right angle). Students will also become familiar with how to mark diagrams to help communicate attributes such as equal length and right angle.
1-117 to 1-127
Students will continue to study the attributes of shapes as they begin to formalize their vocabulary: both names of shapes (such as quadrilateral and trapezoid) and attributes of shapes (such as parallel sides and right angle). Students will also become familiar with how to mark diagrams to help communicate attributes such as equal length and right angle.
Due:
Assignment
1.3.1 Attributes and Characteristics of Shapes
1-110 to 1-116
Students will learn how to classify shapes by their attributes using Venn diagrams. They will also review geometric vocabulary and concepts, such as number of sides, number of angles, same-length sides, right angle(s), equilateral, perimeter, edge, and parallel.
1-110 to 1-116
Students will learn how to classify shapes by their attributes using Venn diagrams. They will also review geometric vocabulary and concepts, such as number of sides, number of angles, same-length sides, right angle(s), equilateral, perimeter, edge, and parallel.
Due:
Assignment
1.2.6 Symmetry
1-99 to 1-109
Students will learn about reflection, rotation, and translation symmetry and will identify which common shapes have each type of symmetry.
1-99 to 1-109
Students will learn about reflection, rotation, and translation symmetry and will identify which common shapes have each type of symmetry.
Due:
Assignment
CC1 Quick Check #1 (on 1.1 & 1.2)
Attached is the QC1, and its solutions. Use this to study and prepare yourself for the Mastery Check. Also, use the Study Guide to help you with understanding these topics.
|
1.1.1 to 1.1.5 |
|
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1.2.1 to 1.2.5 |
Due:
Assignment
1.2.5 Using Transformations to Create Shapes
1-90 to 1-98
Students use what they know about transformations to make other shapes including: rhombus, square, parallelogram, isosceles triangle, right triangle, kite, and dart.
1-90 to 1-98
Students use what they know about transformations to make other shapes including: rhombus, square, parallelogram, isosceles triangle, right triangle, kite, and dart.
Due:
Assignment
1.2.4 Using Transformations
1-81 to 1-89
As students investigate reflections, they will begin to develop an understanding of reflection symmetry, which will be explored in Lesson 1.2.6. Students also will learn how to translate a geometric figure on a coordinate grid. Finally, students learn that reflection and reflection symmetry can help them discover relationships within a shape, namely an isosceles triangle.
1-81 to 1-89
As students investigate reflections, they will begin to develop an understanding of reflection symmetry, which will be explored in Lesson 1.2.6. Students also will learn how to translate a geometric figure on a coordinate grid. Finally, students learn that reflection and reflection symmetry can help them discover relationships within a shape, namely an isosceles triangle.
Due:
Assignment
1.2.3 Slope of Parallel and Perpendicular Lines
1-68 to 1-80
Students will discover that objects and their images are equidistant from the line of reflection, and that the line segment connecting a point with its reflected image is perpendicular to the line of reflection. In the process, students will recognize that the slopes of perpendicular lines are opposite reciprocals.
1-68 to 1-80
Students will discover that objects and their images are equidistant from the line of reflection, and that the line segment connecting a point with its reflected image is perpendicular to the line of reflection. In the process, students will recognize that the slopes of perpendicular lines are opposite reciprocals.
Due:
Assignment
New Teams
1.2.2 Rigid Transformations: Rotations and Translations
1-59 to 1-67
Students will understand the three rigid transformations (translations, reflections, and rotations) and will learn some connections between them. Students are also introduced to notation for corresponding parts.
1.2.2 Rigid Transformations: Rotations and Translations
1-59 to 1-67
Students will understand the three rigid transformations (translations, reflections, and rotations) and will learn some connections between them. Students are also introduced to notation for corresponding parts.
Due:
Assignment
1.2.1 Spatial Visualization and Reflection
1-50 to 1-58 (altered because of short day)
Students will use their spatial visualization skills to investigate reflection.
1-50 to 1-58 (altered because of short day)
Students will use their spatial visualization skills to investigate reflection.
Due:
Assignment
1.1.5 Building a Kaleidoscope*
1-37 to 1-46
Students will build understanding of what an angle is and how it is measured. Students will be introduced to complicated shapes composed of triangles and will begin to use attributes of sides and angles to compare and describe those shapes.
1-37 to 1-46
Students will build understanding of what an angle is and how it is measured. Students will be introduced to complicated shapes composed of triangles and will begin to use attributes of sides and angles to compare and describe those shapes.
Due:
Assignment
1.1.4* Logical Arguments
1-30 to 1-36
Students will be introduced to how to develop a convincing argument.
1-30 to 1-36
Students will be introduced to how to develop a convincing argument.
Due:
Assignment
1.1.3* Perimeter and Areas of Enlarging Tile Patterns
1-19 to 1-29
1-19 to 1-29
Students will build an understanding of area and perimeter. Students will investigate how the perimeter and area of a shape change as the shape is enlarged proportionally.
Due:
Assignment
On Friday, due Monday:
1.1.2* Making Predictions and Investigating Results
1-8 to 1-18
Students will generate questions to investigate, make predictions, and test their predictions as they work with Möbius strips and related constructions.
Parents:
Check your students
Due:
Assignment
On Thursday, due Friday:
1.1.1 Creating Quilt Using Symmetry*
1-1 to 1-7
Students will work together to build symmetrical designs using the same basic shapes.
Start in class, finish at home.
Due:
Assignment
On Wednesday:
Finish reading Mathographies
Discuss class expectations, begin preparations for lesson 1.1.1
Due:
Assignment
On Tuesday:
Notebook Assignment due Tuesday, 9/5
Mathography due Tuesday, 9/5
Read Mathographies in class
Due:
Assignment
On Friday:
Video: Growth Mindset Video
Mathography & Notebook Assignment due Tuesday, 9/5
Go to library and pick up the 3 books for this class.
Finish Syllabus: popcorn read & discussed
Some discussion about class related to materials
Name Game
Due:
Assignment
On Thursday:
Video: Never Say Can't
Read around of Mathography rough drafts
Start typing in class Mathography Final Draft due Tuesday 9/5
Name Game
Due:
Assignment
On Wednesday:
Video: Growth Mindset Animation
Discuss tardy policy (start counting today)
Notebook Assignment due Tuesday, 9/5
Read Syllabus
Assign Mathography: use template in Google Classroom, turn in electronically via Google Classroom
Mr. Marsh shared his Mathography
Mathograhpy rough draft due tomorrow, 8/31
Due:
Assignment
On Tuesday
Assign eBook & Google Classroom
Discuss tardy policy (will start counting tomorrow)
Notebook Assignment due Tuesday, 9/5
Watched Video: Famous Failures
Due:
Assignment
On Monday
Name Tent made
Index card w/ Name
Watched Video: Euclid as the father of geometry (video) | Khan Academy