Geometry 1-2 2014-2015

PUHSD Curriculum

PARCC Model Content Frameworks

Students bring many geometric experiences with them to high school; in this course, they begin to use more precise definitions and develop
careful proofs. Although there are many types of geometry, this course focuses on Euclidean geometry, studied both with and without
coordinates. This course begins with an early definition of congruence and similarity with respect to transformations, then moves on through the
triangle congruence criteria and other theorems regarding triangles, quadrilaterals and other geometric figures. Students then move on to right
triangle trigonometry and the Pythagorean theorem, which they may extend to the Laws of Sines and Cosines (+). An important aspect of the
Geometry course is the connection of algebra and geometry when students begin to investigate analytic geometry in the coordinate plane. In
addition, students in Geometry work with probability concepts, extending and formalizing their initial work in middle school. They compute
probabilities, drawing on area models. Area models for probability can serve to connect this material to the other aims of the course.

To summarize, high school Geometry corresponds closely to the Geometry conceptual category in the high school standards. Thus, the course
involves working with congruence (G-CO), similarity (G-SRT), right triangle trigonometry (in G-SRG), geometry of circles (G-C), analytic geometry
in the coordinate plane (G-GPE), and geometric measurement (G-GMD) and modeling (G-MG). The Standards for Mathematical Practice apply
throughout the Geometry course and, when connected meaningfully with the content standards, allow for students to experience mathematics
as a coherent, useful and logical subject. Details about the content and practice standards follow in this analysis.

Page 1 of 17 Major Content Supporting Content Additional Content Standards in gray are emphasized in a different unit
Geometry 1-2 2014-2015
PUHSD Curriculum

Geometry 1-2 Learning Outcomes

Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Unit 8

Foundations Introduction to Triangle Quadrilaterals Similarity Trigonometry 2/3-D Shapes Circles
and Tools for Transformational Congruence
Geometry Geometry
G-CO.A.1 G-CO.A.2 # G-CO.B.7 G-GPE.B.4# G-CO.A.2 # G-SRT.C.6 G-CO.A.2 # G-C.A.1
G-CO.D.12 # G-CO.A.3 # G-CO.B.8 G-CO.A.3 # G-CO.C.10 # G-SRT.C.7 G-GPE.B.7 # G-C.A.2

G-CO.C.9# G-CO.A.4# G-CO.C.9 # G-CO.A.5 # G-SRT.A.1a G-SRT.C.8 # G-GMD.A.1 # G-C.A.3

G-GPE.B.4# G-CO.A.5 # G-CO.C.10 # G-CO.C.11 G-SRT.A.1b G-GMD.A.3 G-C.B.5
G-GPE.B.5# G-CO.B.6 G-CO.D.12 # G-CO.D.13 # G-SRT.A.2 G-GMD.B.4 G-GPE.A.1
G-CO.D.13 # G-GPE.B.5# G-SRT.A.3 G-MG.A.1 # G-GMD.A.1 #
G-SRT.B.5 # G-MG.A.1# G-SRT.B.4 G-MG.A.2 G-MG.A.3#
G-SRT.C.8 # G-SRT.B.5 # G-MG.A.3#
G-MG.A.3# G-GPE.B.6

*= standards are addressed in multiple courses

#=standards are addressed in multiple units

Page 2 of 17 Major Content Supporting Content Additional Content Standards in gray are emphasized in a different unit
Geometry 1-2 2014-2015
PUHSD Curriculum

Quarter 1 Quarter 2 Quarter 3 Quarter 4

Introduction to Geometry Triangles Similarity Two and three Dimensional Shapes
(19 days) (25 days) (25 days) (19 days)
Definitions Prove triangle theorems Dilations Perimeter/area
Constructions Prove triangle congruence Triangle and Polygon Similarity -Area of sector
Prove Theorems about lines ASA, SSS, SAS Midpoint Formula and Section -Using Coordinates
and angles Pythagorean Theorem Formula -Changing parameters
Use coordinate formulas in Prove lines/angles theorems Proofs involving similarity -Dissection, Argument
proofs Constructions involving -Complex polygons
Different types of proofs - triangles Trigonometry Volume
two column, flow, paragraph Proofs involving triangles (16 days) -Changing parameters
Slope of parallel and Special Right Triangle -Cavalieris principle
perpendicular lines - use with Relationships Density based on area and
geometric shapes Right Triangle Relationships volume
Proofs (justification of Trigonometry and Inverse Design Problems
thinking) Quadrilaterals Trigonometry Proofs
- informal (15 days)
- sequence of logical Polygons
statements Quadrilaterals Circles
Proofs (16 days)
Introduction to transformational Constructions Similarity
Geometry Parts of Circles
(18 days) Constructions
Transform Proportionality
Definitions Equations
Multiple Transformations Arguments
Rigid Motion Proofs
Congruence Constructions

Page 3 of 17 Major Content Supporting Content Additional Content Standards in gray are emphasized in a different unit
Geometry 1-2 2014-2015
PUHSD Curriculum

Unit 1 Foundations and Tools for Geometry

Enduring Understandings: Essential Questions:
Studying geometry involves learning the basic parts of geometry. 1. How can I make formal geometric constructions
Everything is built from points, lines and planes and follows very 2. What are the basic parts of any construction or description in geometry?
strict and organized rules. Proofs are a vital component for 3. Why are proofs important in developing geometric concepts?
geometry. 4. How are definitions, postulate and theorems used to write geometric proofs?
Standard Learning Targets Technology Standards
A. Experiment with transformations in the plane I can define and then identify an Use geometry software to
G-CO.A.1 Know precise definitions of angle, circle, perpendicular line, angle, circle, perpendicular line, parallel explore different theorems and
parallel line, and line segment, based on the undefined line, and line segment based on the definitions within geometry
notions of point, line, distance along a line, and distance idea of point, line, and distance along a Use proofblocks to develop
around a circular arc. line. critical thinking
I can make the following formal
D. Make geometric constructions
constructions using a variety of tools: Key Vocabulary
G-CO.D.12 Make formal geometric constructions with a variety of tools copying a segment, copying an angle, collinear/Linear
and methods (compass and straightedge, string, reflective bisecting a segment, bisecting an angle, coplanar/plane
devices, paper folding, dynamic geometric software, etc.). constructing perpendicular lines, point
Copying a segment; copying an angle; bisecting a segment; constructing perpendicular bisectors, segment, ray, line
bisecting an angle; constructing perpendicular lines, constructing a line parallel to a given slope
including the perpendicular bisector of a line segment; and line through a given point not on the angle
constructing a line parallel to a given line through a point not line. segment
on the line.
I can prove the following theorems in perpendicular bisector
narrative paragraphs, flow diagrams, in linear pair
C. Prove geometric theorems
two column format, and or using complementary/supplementary
G-CO.C.9 Prove theorems about lines and angles. Theorems include: vertical angles
diagrams without words:
vertical angles are congruent; when a transversal crosses parallel/perpendicular/coinciding
vertical angles are congruent,
parallel lines, alternate interior angles are congruent and skew
when a transversal crosses parallel
corresponding angles are congruent; points on a adjacent angles
lines, and alternate interior angles are
perpendicular bisector of a line segment are exactly those midpoint
congruent and corresponding angles
equidistant from the segments endpoints. postulate
are congruent.
I can use coordinates to prove the theorem
B. Use coordinates to prove simple geometric theorems algebraically
simple geometric theorems. angle bisector
G-GPE.B.4 Use coordinates to prove simple geometric theorems
I can disprove false statements using transversal
algebraically. For example, prove or disprove that a figure
the properties of the coordinate plane, alternate interior angles

Page 4 of 17 Major Content Supporting Content Additional Content Standards in gray are emphasized in a different unit
Geometry 1-2 2014-2015
PUHSD Curriculum

defined by four given points in the coordinate plane is a e.g. slope and distance. alternate exterior angles
rectangle; prove or disprove that the point (1, 3) lies on the I can generalize the following criteria corresponding angles
circle centered at the origin and containing the point (0, 2). for parallel and perpendicular lines by same side/consecutive interior
G-GPE.B.5 Prove the slope criteria for parallel and perpendicular lines investigating multiple examples. angles
and use them to solve geometric problems (e.g., find the I can use the slope criteria for parallel quadrilateral
equation of a line parallel or perpendicular to a given line and perpendicular lines to solve triangle
that passes through a given point). geometric problems. construction
I can write the equation of a line proof
parallel or perpendicular to a given a conjecture
line, passing through a given point. counterexample
statement , negation
inductive reasoning
proof, theorem
deductive argument
paragraph proof
informal proof
algebraic proof
two-column proof
formal proof
coordinate proof
indirect proof (proof by
contradiction)
flow proofs
conclusion

Page 5 of 17 Major Content Supporting Content Additional Content Standards in gray are emphasized in a different unit
Geometry 1-2 2014-2015
PUHSD Curriculum

Unit 2: Introduction to Transformational Geometry

Enduring Understandings: Essential Questions:
Rotations, reflections and 1. How does each transformation move various objects?
translations are examples that 2. How can I define congruence in terms of rigid motions?
preserve angles and distances. 3. What are the similarities and differences between the images and pre-images generated by transformations and/or
These rigid motions can be multiple transformations?
used to describe congruence. 4. What is the relationship between the coordinates of the vertices of a figure and the coordinates of the vertices of the
figures image generated by transformations and/or multiple transformations?
5. How can transformations be applied to real-world situations?
Standard Learning Targets Technology Standards
A. Experiment with transformations in the plane I can model transformations using Use geometry software
G-CO.A.2 Represent transformations in the plane using, e.g., manipulatives. to explore
transparencies and geometry software; describe I can describe a transformation using transformations and their
transformations as functions that take points in the plane as coordinate notation that maps one point onto a properties.
inputs and give other points as outputs. Compare unique image point. Key Vocabulary
transformations that preserve distance and angle to those I can compare transformations that preserve Transformation, image,
that do not (e.g., translation versus horizontal stretch). distance and angle to those that do not. pre-image, composition
G-CO.A.3 Given a rectangle, parallelogram, trapezoid, or regular I can demonstrate the rotations and translation
polygon, describe the rotations and reflections that carry it reflections that carry a rectangle, reflection
onto itself. parallelogram, trapezoid, or regular polygon on rotation
G-CO.A.4 Develop definitions of rotations, reflections, and translations to itself. rotational symmetry
in terms of angles, circles, perpendicular lines, parallel lines, I can make and refine a definition of reflectional symmetry
and line segments. rotations, reflections, and translations based on rigid motion
G-CO.A.5 Given a geometric figure and a rotation, reflection, or the definitions of angles, circles, perpendicular congruent
translation, draw the transformed figure using, e.g., graph lines, parallel lines, and line segments. carry on to itself
paper, tracing paper, or geometry software. Specify a I can demonstrate and draw transformations carry onto another
sequence of transformations that will carry a given figure using tools. map onto itself
onto another. I can find a sequence of transformations that sequence
B. Understand congruence in terms of rigid motions will carry a shape onto another. predict
G-CO.B.6 Use geometric descriptions of rigid motions to transform I can investigate rigid motions and generalize vertices
figures and to predict the effect of a given rigid motion on a their characteristics as preserving congruency. vectors
given figure; given two figures, use the definition of I can decide if two shapes are congruent magnitude
congruence in terms of rigid motions to decide if they are because of the rigid motions between the two
congruent. figures.

Page 6 of 17 Major Content Supporting Content Additional Content Standards in gray are emphasized in a different unit
Geometry 1-2 2014-2015
PUHSD Curriculum

Unit 3: Triangle Congruence

Enduring Understandings: Essential Questions:
Triangles are fundamental aesthetic, 1. How do rigid motions lead to an understanding of congruence criteria for triangles?
structural elements that are useful in many 2. How can proofs help us to develop a deeper and more enduring understanding of triangles?
disciplines such as art, architecture, and 3. What is true of the points on a perpendicular bisector?
engineering. 4. How is the Pythagorean Theorem applicable to real-world problems?
5. How can we use properties and theorems about triangles to solve real-world problems?
Standard Learning Targets Technology Standards
B. Understand congruence in terms of rigid motions I can show that two triangles are congruent through Use geometry software to
G-CO.B.7 Use the definition of congruence in terms of rigid rigid motions if and only if the corresponding pairs of verify theorems about lines,
motions to show that two triangles are congruent sides and corresponding pairs of angles are angles, triangles and
if and only if corresponding pairs of sides and congruent. parallelograms.
corresponding pairs of angles are congruent. I can explain which series of angles and sides are Key Vocabulary
G-CO.B.8 Explain how the criteria for triangle congruence essential in order to show congruence through rigid congruence
(ASA, SAS, and SSS) follow from the definition of motions. Angle-Side-Angle Congruence
congruence in terms of rigid motions. I can prove the following theorems in narrative Theorem
C. Prove geometric theorems paragraphs, flow diagrams, in two column format, Side-Angle-Side Congruence
G-CO.C.9 Prove theorems about lines and angles. Theorems and/or using diagrams without words: points on a Theorem
include: vertical angles are congruent; when a perpendicular bisector of a line segment are exactly Side-Side-Side Congruence
transversal crosses parallel lines, alternate interior those equidistant from the segments endpoints. Postulate
angles are congruent and corresponding angles I can prove theorems in narrative paragraphs, flow CPCTC (Congruent Parts of
are congruent; points on a perpendicular bisector diagrams, in two column format, and or using Congruent Triangles are
of a line segment are exactly those equidistant diagrams without words. Congruent)
from the segments endpoints. I can make the following formal constructions using perpendicular bisector
G-CO.C.10 Prove theorems about triangles. Theorems a variety of tools (compass and straightedge and circumcenter, equidistant
include: measures of interior angles of a triangle geometric software): constructing perpendicular Triangle Sum Theorem
sum to 180; base angles of isosceles triangles are bisectors. interior angles
congruent; the segment joining midpoints of two I can make the following formal constructions using Base Angles Theorem and its
sides of a triangle is parallel to the third side and a variety of tools (compass and straightedge and Converse
half the length; the medians of a triangle meet at geometric software): an equilateral triangle inscribed median
a point. in a circle. angle bisector
D. Make geometric constructions I can solve problems using congruence criteria for in-center
G-CO.D.12 Make formal geometric constructions with a triangles. Concurrency of Medians of a
variety of tools and methods (compass and I can prove relationships in geometric figures using Triangle

Page 7 of 17 Major Content Supporting Content Additional Content Standards in gray are emphasized in a different unit
Geometry 1-2 2014-2015
PUHSD Curriculum

straightedge, string, reflective devices, paper congruence criteria for triangles. centroid
folding, dynamic geometric software, etc.). I can solve real world problems involving right scalene triangle
Copying a segment; copying an angle; bisecting a triangles using the Pythagorean Theorem. isosceles triangle
segment; bisecting an angle; constructing I can construct inscribed and circumscribed circles of equilateral triangle
perpendicular lines, including the perpendicular a triangle equiangular triangle
bisector of a line segment; and constructing a line acute triangle
parallel to a given line through a point not on the obtuse triangle
line. right triangle
G-CO.D.13 Construct an equilateral triangle, a square, and a
regular hexagon inscribed in a circle.

B. Prove theorems involving similarity

G-SRT.B.5 Use congruence and similarity criteria for triangles
to solve problems and to prove relationships in
geometric figures.

C. Define trigonometric ratios and solve problems involving right

triangles
G-SRT.C.8 Use trigonometric ratios and the Pythagorean
Theorem to solve right triangles in applied
problems.
A. Apply geometric concepts in modeling situations
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).

Page 8 of 17 Major Content Supporting Content Additional Content Standards in gray are emphasized in a different unit
Geometry 1-2 2014-2015
PUHSD Curriculum

Unit 4: Quadrilaterals
Enduring Understandings: Essential Questions:
Polygons can be classified using properties of sides and angles. How are quadrilaterals classified according to sides?
Special quadrilaterals are classified based on different What is the difference between concave and convex?
properties. What are the properties of quadrilaterals?
How are quadrilateral classified?
How do you inscribe a triangle, square or regular hexagon into a circle?
How are polygons used in real- world situations?
Standard Learning Targets Technology Standards
B. Use coordinates to prove simple geometric theorems algebraically I can demonstrate and draw Geogebra
G-GPE.B.4 Use coordinates to prove simple geometric theorems transformations using tools. Key Vocabulary
algebraically. For example, prove or disprove that a figure I can find a sequence of transformations Polygon
defined by four given points in the coordinate plane is a that will carry a shape onto another. Convex
rectangle; prove or disprove that the point (1, 3) lies on I can prove the following theorems in Concave
the circle centered at the origin and containing the point (0, narrative paragraphs, flow diagrams, in two Regular polygon
2). column format, and or using diagrams Triangles
without words: opposite sides are Quadrilateral
A. Experiment with transformations in the plane congruent, opposite angles are congruent, Parallelograms
G-CO.A.5 Given a geometric figure and a rotation, reflection, or the diagonals of a parallelogram bisect each Rectangles
translation, draw the transformed figure using, e.g., graph other, rectangles are parallelograms with Trapezoid
paper, tracing paper, or geometry software. Specify a congruent diagonals. Rhombus
sequence of transformations that will carry a given figure I can make the following formal Kite
onto another. constructions using a variety of tools Squares
(compass and straightedge and geometric Hexagon
C. Prove geometric theorems software): an equilateral triangle, a square, Diagonals
G-CO.C.11 Prove theorems about parallelograms. Theorems include: a regular hexagon inscribed in a circle. Opposite sides
opposite sides are congruent, opposite angles are I can use coordinates to prove properties Opposite angles
congruent, the diagonals of a parallelogram bisect each of quadrilaterals. Bisect
other, and conversely, rectangles are parallelograms with I can demonstrate the rotations and Equilateral
congruent diagonals. reflections that carry a rectangle, Inscribed
D. Make geometric constructions parallelogram, trapezoid, or regular polygon
G-CO.D.13 Construct an equilateral triangle, a square, and a regular onto itself.
hexagon inscribed in a circle.

Page 9 of 17 Major Content Supporting Content Additional Content Standards in gray are emphasized in a different unit
Geometry 1-2 2014-2015
PUHSD Curriculum

A. Apply geometric concepts in modeling situations

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).

Page 10 of 17 Major Content Supporting Content Additional Content Standards in gray are emphasized in a different unit
Geometry 1-2 2014-2015
PUHSD Curriculum

Unit 5: Similarity
Enduring Understandings: Essential Questions:
Similarity is defines as the result of rigid transformations How is similarity defined by transformations?
and dilations. Similar figures have corresponding angles How can I prove two figures are similar?
that are congruent and corresponding sides that are How are trigonometric ratios used to solve problems involving triangles?
proportional. Trigonometry is a particularly useful How can similar figures model real world situations?
application of similar right triangles. How are trigonometric ratios used to solve problems involving triangles?
What is the relationship between similar right triangles and trigonometric ratios?
Standard Learning Targets Technology Standards
A. Experiment with transformations in the plane I can compare transformations that preserve Use geometry software to
G-CO.A.2 Represent transformations in the plane using, e.g., distance and angle to those that do not. verify theorems about lines,
transparencies and geometry software; describe I can prove the Midsegment Theorem (the segment angles, triangles and
transformations as functions that take points in joining midpoints of two sides of a triangle is parallel parallelograms
the plane as inputs and give other points as to and half the length of the third side) in narrative Key Vocabulary
outputs. Compare transformations that preserve paragraphs, flow diagrams, in two column format, dilation
distance and angle to those that do not (e.g., and or using diagrams without words scale factor
translation versus horizontal stretch). I can use the midpoint formula to calculate midpoint similarity
C. Prove geometric theorems or endpoint coordinates with various unknowns (e.g. similarity transformations
G-CO.C.10 Prove theorems about triangles. Theorems find the other endpoint, etc.) center of dilation
include: measures of interior angles of a triangle I can verify the following statements by making mid-segment
sum to 180; base angles of isosceles triangles are multiple examples; proportional
congruent; the segment joining midpoints of two a. A dilation of a line is parallel to the original line if ratio
sides of a triangle is parallel to the third side and the center of dilation is not on the line and a dilation reduction
half the length; the medians of a triangle meet at of a line is coinciding if the center is on the line. enlargement
a point. b. The dilation of a line segment changes the length cofunction
A. Understand similarity in terms of similarity transformations by a ratio given by the scale factor.
G-SRT.A.1a Verify experimentally the properties of dilations I can extend the properties of dilations to polygons.
G-SRT.A.1b given by a center and a scale factor: I can decide if two figures are similar based on
a. A dilation takes a line not passing through the similarity transformations (rigid motion followed by a
center of the dilation to a parallel line, and leaves dilation.)
a line passing through the center unchanged. I can use similarity transformations to explain the
b. The dilation of a line segment is longer or meaning of similar triangles as the equality of all
shorter in the ratio given by the scale factor.

Page 11 of 17 Major Content Supporting Content Additional Content Standards in gray are emphasized in a different unit
Geometry 1-2
PUHSD Curriculum
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-SRT.A.3 Use the properties of similarity transformations to
establish the AA criterion for two triangles to be
similar.
B. Prove theorems involving similarity
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.
B. Use coordinates to prove simple geometric theorems algebraically
G-GPE.B.6 Find the point on a directed line segment between
two given points that partitions the segment in a
given ratio.
Page 12 of 17 Major Content Supporting Content
2014-2015
corresponding pairs of angles and the proportionality
of all corresponding pairs of sides.
I can establish the AA criterion by looking at
multiple examples using similarity transformations of
triangles.
I can prove the following theorems in narrative
paragraphs, flow diagrams, in two column format,
and or using diagrams without words: A line parallel
to one side of a triangle divides the other two
proportionally, and conversely.
Pythagorean Theorem proved using triangle
similarity.
I can solve problems using similarity criteria for
triangles.
I can prove relationships in geometric figures using
similarity criteria for triangles.
I can prove the following theorems in narrative
paragraphs, flow diagrams, in two column format,
and or using diagrams without words: A line parallel
to one side of a triangle divides the other two
proportionally, and conversely.
Additional Content Standards in gray are emphasized in a different unit
Geometry 1-2 2014-2015
PUHSD Curriculum

Unit 6: Trigonometry
Enduring Understandings: Essential Questions:
Similarity is defines as the result of rigid transformations How are trigonometric ratios used to solve problems involving triangles?
and dilations. Similar figures have corresponding angles How are trigonometric ratios used to solve problems involving triangles?
that are congruent and corresponding sides that are What is the relationship between similar right triangles and trigonometric ratios?
proportional. Trigonometry is a particularly useful
application of similar right triangles.
Standard Learning Targets Technology Standards
C. Define trigonometric ratios and solve problems involving right I can: Use geometry software to
triangles Discover the relationship between the sides and verify theorems about lines,
G-SRT.C.6 Understand that by similarity, side ratios in right angles of a right triangle and be able to state the angles, triangles and
triangles are properties of the angles in the triangle, sine, cosine, or tangent of a reference angle given parallelograms
leading to definitions of trigonometric ratios for acute a right triangle. Key Vocabulary
angles. Be able to find the three basic trig ratios given a 45-45-90 triangle
triangle. 30-60-90 triangle
Understand the sine and cosines of trigonometry
G-SRT.C.7 Explain and use the relationship between the sine complementary angles are equal. trigonometric ratios:
and cosine of complementary angles. Use a trig table. sine
Have a basic understanding of how to use trig to cosine
solve a real world problem. tangent
Set up a trig equation and solve for a missing inverse trigonometry
G-SRT.C.8 Use trigonometric ratios and the Pythagorean side.
Theorem to solve right triangles in applied problems. Read an application problem, set up a trig
equation, and solve for a missing side length.
Simplify a square root and rationalize the
denominator with a square root.
Discover the pattern of a 45-45-90 triangle and
use the pattern to find the missing sides of a
triangle.
Discover the pattern of a 30-60-90 triangle and
use the pattern to find the missing sides of a
triangle

Page 13 of 17 Major Content Supporting Content Additional Content Standards in gray are emphasized in a different unit
Geometry 1-2 2014-2015
PUHSD Curriculum

Unit 7: 2- and 3-dimensional shapes

Enduring Understandings: Essential Questions:
Area, surface area, and volume have many real life What is the relationship of the different measures in two and three dimensional objects?
applications. Many polygons and polyhedron have How does a change in one dimension of an object affect the other dimensions?
common features based on their common characteristics.
Standard Learning Targets Technology Standards
A. Experiment with transformations in the plane I can explore the effect of altering Sample lessons from
G-CO.A.2 Represent transformations in the plane using, e.g., dimensions on the surface area and volume of education.ti.com
transparencies and geometry software; describe a three-dimensional figure (similar figures and Exploring Cavaliers Principle
transformations as functions that take points in the non-similar solids). (TI Nspire)
plane as inputs and give other points as outputs. I can use the distance formula to compute Minimizing Surface Area of a
Compare transformations that preserve distance perimeters of polygons and areas of triangles Cylinder Given a Fixed Volume
and angle to those that do not (e.g., translation and rectangles. (TI Nspire)
versus horizontal stretch). I can explain the formulas for the Illustrate geometric models. Some
circumference of a circle, area of a circle, examples are:
B. Use coordinates to prove simple geometric theorems algebraically volume of a cylinder, pyramid, and cone by The Geometry Junkyard
G-GPE.B.7 Use coordinates to compute perimeters of using: http://www.ics.uci.edu/~eppstein/j
polygons and areas of triangles and rectangles, e.g., -Dissection arguments, separating a shape into unkyard/model.html
using the distance formula. two or more shapes. Wolfram Mathworld
-Cavalieris principle, if two solids have the http://mathworld.wolfram.com/topi
same height and the same cross-sectional area cs/SolidGeometry.html
A. Explain volume formulas and use them to solve problems at every level, then they have the same Key Vocabulary
G-GMD.A.1 Give an informal argument for the formulas for the volume. Area , perimeter
circumference of a circle, area of a circle, volume of -Informal Limit arguments, find the area and Population density
a cylinder, pyramid, and cone. Use dissection volume of curved shapes using an infinite Cavaliers principle
arguments, Cavalieris principle, and informal limit number of rectangles and prisms. Semi-circle, circle
arguments. I can use volume formulas for cylinders, Surface area
pyramids, cones, and spheres to solve Volume
problems. Cross-section
G-GMD.A.3 Use volume formulas for cylinders, pyramids, I can identify the shapes of two-dimensional Rotation
cross sections of three-dimensional objects. Two-dimensional
cones, and spheres to solve problems.
I can identify three-dimensional objects Three-dimensional
generated by rotations of two-dimensional Density
Base, height, radius, prism, cylinder

Page 14 of 17 Major Content Supporting Content Additional Content Standards in gray are emphasized in a different unit
Geometry 1-2 2014-2015
PUHSD Curriculum

B. Visualize relationships between two-dimensional and three objects.

dimensional objects
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.
A. Apply geometric concepts in modeling situations
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 can model real objects with geometric
shapes.
I can use the concept of density in the
process of modeling a situation.
I can use geometric properties to solve real
world problems.

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).

Page 15 of 17 Major Content Supporting Content Additional Content Standards in gray are emphasized in a different unit
Geometry 1-2 2014-2015
PUHSD Curriculum

Unit 9: Circles
Enduring Understandings: Essential Questions:
Properties of circles can be explained and How are theorems for circles applied and proven?
applied algebraically and geometrically. How are geometric properties of circles embedded in equations?
How is proportion used in arc and sector measurements?
How are real world situations modeled with circles?
Standard Learning Targets Technology Standards
A. Understand and apply theorems about circles I can prove all circles are similar to each other Geogebra
G-C.A.1 Prove that all circles are similar. based on similarity transformations (rigid Key Vocabulary
motion followed by a dilation.) Circle, center
I can identify inscribed angles, radii, and chord
G-C.A.2 Identify and describe relationships among inscribed angles, chords. secant, tangent
radii, and chords. Include the relationship between central, I can describe relationships between segment minor arc, major arc
inscribed, and circumscribed angles; inscribed angles on a lengths intersecting inside and outside of the arc length
diameter are right angles; the radius of a circle is circle. inscribed angle/triangle
perpendicular to the tangent where the radius intersects I can describe relationships between angles circumscribed
the circle. formed inside and outside of the circle. angle/triangle
I can construct inscribed and circumscribed central angle
G-C.A.3 Construct the inscribed and circumscribed circles of a circles of a triangle. intercepted arc
triangle, and prove properties of angles for a quadrilateral I can prove the following properties for diameter
inscribed in a circle. radius
quadrilateral ABCD inscribed in a circle; (i.e) A
semi-circle
B. Find arc lengths and areas of sectors of circles + C =B +D =180o point of tangency
G-C.B.5 Derive using similarity the fact that the length of the arc I can use similarity to logically arrive at the circumference
intercepted by an angle is proportional to the radius, and following; the length of the arc intercepted by area
define the radian measure of the angle as the constant of an angle is proportional to the radius, the inscribed polygon
proportionality; derive the formula for the area of a sector. definition of radian measure of the angle as the locus
constant of proportionality, the formula for the chord
A. Translate between the geometric description and the equation for a conic area of a sector. inscribed quadrilateral
section I can create the equation of a circle of the
G-GPE.A.1 Derive the equation of a circle of given center and radius given center and radius based on the definition
using the Pythagorean Theorem; complete the square to of a circle.
find the center and radius of a circle given by an equation. I can complete the square in terms of x and y
to find the center and radius of a circle.

Page 16 of 17 Major Content Supporting Content Additional Content Standards in gray are emphasized in a different unit
Geometry 1-2
PUHSD Curriculum
A. Explain volume formulas and use them to solve problems
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,
Cavalieris principle, and informal limit arguments.
A. Apply geometric concepts in modeling situations
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).
Page 17 of 17 Major Content Supporting Content
2014-2015
I can explain the formulas for the
circumference of a circle and area of a circle by
using:
-Dissection arguments, separating a shape into
two or more shapes.
-Informal Limit arguments, find the area of
curved shapes using an infinite number of
rectangle.
Additional Content Standards in gray are emphasized in a different unit