High School Geometry Curriculum

Course Description: This course involves the integration of logical reasoning and
spatial visualization skills. It includes a study of deductive proofs and applications from
Algebra, an intense study of polygons, and an introduction to Trigonometry. Students
will be required to “think visually” while transferring information to real life problems.

Scope and Sequence:

Time Frame (blocks) Unit

11 Basics of Geometry

7 Parallel and Perpendicular Lines

6 Transformations

9 Congruent Triangles

6 Quadrilaterals and Other Polygons

5 Similarity

11 Right Triangles and Trigonometry

11 Circumference, Area, Surface Area, and Volume

8 Probability

Remainder Circles

[Type here]
 Curriculum Revision Tracking

Spring, 2022
● Adopted DESE Priority Standards
● Included Learning Targets and Success Criteria
● Updated units from:
o Unit 1: Basic Geometry
o Unit 2: Properties of 2-Dimensional Figures
o Unit 3: Similarity
o Unit 4: Transformations of Symmetry
o Unit 5: Trigonometric Ratios and Pythagorean Theorem
o Unit 6: Measurements of 2-Dimensional and 3-Dimensional Figures
o Unit 7: Properties of Circles
o Unit 8: Probability
to
o Unit 1: Basics of Geometry
o Unit 2: Parallel and Perpendicular Lines
o Unit 3: Transformations
o Unit 4: Congruent Triangles
o Unit 5: Quadrilaterals and Other Polygons
o Unit 6: Similarity
o Unit 7: Right Triangles and Trigonometry
o Unit 8: Circumference, Area, Surface Area, and Volume
o Unit 9: Probability
o Unit 10: Circles
● Updated scope, sequence and pacing to match newly updated units

Spring, 2018
● Unit 6: Changed title from “Properties of 3-Dimensional Figures” to
“Measurements of 2-Dimensional and 3-Dimensional Figures”

Board Approved: 2|Page

● Changed order of units from
o Unit 1: Basic Geometry
o Unit 2: Properties of 2-Dimensional Figures
o Unit 3: Properties of Circles
o Unit 4: Similarity
o Unit 5: Measurements of 2-Dimensional and 3-Dimensional Figures
o Unit 6: Transformations of Symmetry
o Unit 7: Trigonometric Ratios and Pythagorean Theorem
o Unit 8: Probability
to
o Unit 1: Basic Geometry
o Unit 2: Properties of 2-Dimensional Figures
o Unit 3: Similarity
o Unit 4: Transformations of Symmetry
o Unit 5: Trigonometric Ratios and Pythagorean Theorem
o Unit 6: Measurements of 2-Dimensional and 3-Dimensional Figures
o Unit 7: Properties of Circles
o Unit 8: Probability
● Unit 2
o Changed “Topic 3: Perimeter and Area of Polygons” to “Perimeter and Area
of 2- D Figures” and moved it to Topic 1 of Unit 6: Measurements of 2-
Dimensional and 3-Dimensional Figures
● Unit 4
o Added priority standard Geo.GPE.B

Board Approved: 3|Page

 Unit 1: Basics of Geometry

Subject: Geometry
Grade: 9, 10, 11, 12
Name of Unit: Basics of Geometry
Length of Unit: 11 blocks
Overview of Unit: Students will learn precise definitions of line segment and angle, which are
based on the undefined notions of point and line. They will make formal geometric constructions
and find perimeters and areas of polygons in the coordinate plane. Students will also use
geometric shapes, their measures, and their properties to describe objects. Students will then use
precise definitions and prove geometric theorems.

Priority Standards for unit:

● G.CO.D.11 Construct geometric figures using various tools and methods.

Supporting Standards for unit:

● G.CO.A.1 Define angle, circle, perpendicular line, parallel line, line segment
and ray based on the undefined notions of point, line, distance along a line and
distance around a circular arc.
● G.CO.C.8 Prove theorems about lines and angles.

Unwrapped Skills Bloom’s

(Students need to Taxonomy Webb's
Unwrapped Concepts (Students need to know) be able to do) Levels DOK
geometric figures using various tools and
Construct Create 4
methods

Essential Questions:

1. How can you represent a three-dimensional figure with a two-dimensional drawing?

2. What are the building blocks of geometry?
3. How can you describe the attributes of a segment or angle?
4. How can you make a conjecture and prove that it is true?

Board Approved: 4|Page

 Enduring Understanding/Big Ideas:
1. Three-dimensional objects can be represented with a two-dimensional figure using
special drawing techniques.
2. Geometry is a mathematical system built on accepted facts, basic terms, and definitions.
3. Number operations can be used to find and compare the lengths of segments and the
measures of angles.
4. Special angle pairs can be used to identify geometric relationships and to find angle
measures.
5. Formulas can be used to find the midpoint and length of any segment in the coordinate
plane.
6. Perimeter and area are two different ways of measuring the size of geometric figures.
7. Some mathematical relationships can be described using a variety of if-then statements.
8. Algebraic properties of equality are used in geometry to solve problems and justify
reasoning.
9. Given information, definitions, properties, postulates, and previously proven theorems
can be used as reasons in proof.

Unit Vocabulary:

Academic Cross-Curricular Words Content/Domain Specific

Plane point
Distance Formula line
line segment
angle
acute angle
right angle
obtuse angle
complementary angles
supplementary angles
conditional statement
hypothesis
conclusion
equivalent statements
biconditional statement
conjecture
proof
theorem

Board Approved: 5|Page

Resources for Vocabulary Development: Textbook Resources

Unit Postulates and Theorems:

1.1 Ruler Postulate

1.2 Segment Addition Postulate
1.3 Protractor Postulate
1.4 Angle Addition Postulate
2.1 Two Point Postulate
2.2 Line-Point Postulate
2.3 Line Intersection Postulate
2.4 Three Point Postulate
2.5 Plane-Point Postulate
2.6 Plane-Line Postulate
2.7 Plane Intersection Postulate
2.8 Linear Pair Postulate
2.1 Properties of Segment Congruence
2.2 Properties of Angle Congruence
2.3 Right Angles Congruence Theorem
2.4 Congruent Supplements Theorem
2.5 Congruent Complements Theorem
2.6 Vertical Angles Congruence Theorem

Board Approved: 6|Page

 Big Ideas Chapters 1 & 2: Basics of Geometry & Reasoning
and Proofs

Standard Topic & Suggested Learning Target Success Criteria

Section # of Blocks
G.CO.A.1, 1.1 Points, 1 Use defined terms · I can describe a point, a line, and
G.CO.D.11 Lines, and and undefined a plane.
Planes & 1.2 terms, and · I can define and name segments
Measuring and measure and and rays.
Constructing construct line · I can sketch intersections of lines
Segments segments. and planes.
· I can measure a line segment.
· I can copy a line segment.
· I can explain and use the
Segment Addition Postulate.
G.CO.D.11 1.3 Using 1 Find midpoints · I can find lengths of segments.
Midpoint and and lengths of · I can construct a segment
Distance segments. bisector.
Formulas · I can find the midpoint of a
segment.
G.CO.A.1, 1.5 Measuring 1 Measure, · I can measure and classify
G.CO.D.11 and construct, and angles.
Constructing describe angles. · I can construct congruent angles.
Angles · I can find angle measures.
· I can construct an angle bisector.
1.6 Describing 1 Identify and use · I can identify complementary
Pairs of pairs of angles. and supplementary angles.
Angles · I can identify linear pairs and
vertical angles.
· I can find angle measures in
pairs of angles.
Review & Assess 2 Review & Assess

Board Approved: 7|Page

 2.4 Algebraic 1 Use properties of · I can write conditional
Reasoning (+ equality to solve statements
if-then & problems. · I can identify algebraic
converse from properties of equality.
2.1) · I can use algebraic properties of
equality to solve equations.
· I can use properties of equality
to solve for geometric measures.
G.CO.C.8 2.5 Proving 1 Prove statements · I can explain the structure of a
Statements about segments two‐ column proof.
about and angles. · I can write a two‐column proof.
Segments and · I can identify properties of
Angles congruence.
G.CO.C.8 2.6 Proving 1 Prove geometric · I can prove geometric
Geometric relationships. relationships by writing flowchart
Relationships proofs.
· I can prove geometric
relationships by writing paragraph
proofs.
Review & Assess 2 Review & Assess

Engaging Scenarios

Engaging Scenarios: There are several options for engaging scenarios for this unit. They may
be appropriate as a means for introducing concepts in the unit, as a unit-long project for
attaching learning to, or as a culminating experience at the end of the unit.

● Performance Task found in the Big Ideas Assessment Book (accessible in the physical
Assessment Book, or the digital version in the Assess area of the Featured Chapter
Resources after selecting the appropriate Chapter).
● Performance Task found at the end of the chapter in Big Ideas.
● Performance Task found in the Teach area of the Featured Chapter Resources after
selecting the appropriate Chapter.

Board Approved: 8|Page

 Unit 2: Parallel and Perpendicular Lines

Subject: Geometry
Grade: 9, 10, 11, 12
Name of Unit: Parallel and Perpendicular Lines
Length of Unit: 7 blocks
Overview of Unit: Students will learn the precise definition of parallel line. They will prove
theorems about lines and angles and make formal geometric constructions. Students will also
partition directed line segments and use the slope criteria for parallel and perpendicular lines.

Priority Standards for unit:

● G.CO.D.11 Construct geometric figures using various tools and methods.

Supporting Standards for unit:

● G.CO.A.1 Define angle, circle, perpendicular line, parallel line, line segment and ray
based on the undefined notions of point, line, distance along a line and distance around a
circular arc.
● G.CO.C.8 Prove theorems about lines and angles.
● G.GPE.B.4 Prove the slope criteria for parallel and perpendicular lines and use them
to solve problems.
● G.GPE.B.5 Find the point on a directed line segment between two given points that
partitions the segment in a given ratio.

Unwrapped Skills Bloom’s

(Students need to Taxonomy Webb's
Unwrapped Concepts (Students need to know) be able to do) Levels DOK
geometric figures using various tools and Construct Create 4
methods

Essential Questions:
1. How do you prove that two lines are parallel or perpendicular?
2. What is the sum of the measures of the angles of a triangle?
3. How do you write the equation of a line in the coordinate plane?

Board Approved: 9|Page

 Enduring Understanding/Big Ideas:
1. Definitions establish meanings and remove possible misunderstanding.
2. Some attributes of geometric figures, such as length, area, volume, and angle measure,
are measurable. Units are used to describe these attributes.
3. A coordinate system on a line is a number line on which points are labeled
Corresponding to the real numbers.
4. A coordinate system in a plane is formed by two perpendicular number lines called the
x- and y-axes, and the quadrants they form.

Unit Vocabulary:

Academic Cross-Curricular Words Content/Domain Specific

parallel lines
parallel planes
transversal
corresponding angles
alternate interior angles
alternate exterior angles
consecutive interior angles
perpendicular bisector

Resources for Vocabulary Development: Textbook Resources

Board Approved: 10 | P a g e
Unit Postulates and Theorems:

3.1 Parallel Postulate

3.2 Perpendicular Postulate
3.1 Corresponding Angles Theorem
3.2 Alternate Interior Angles Theorem
3.3 Alternate Exterior Angles Theorem
3.4 Consecutive Interior Angles Theorem
3.5 Corresponding Angles Converse
3.6 Alternate Interior Angles Converse
3.7 Alternate Exterior Angles Converse
3.8 Consecutive Interior Angles Converse
3.9 Transitive Property of Parallel Lines
3.10 Linear Pair Perpendicular Theorem
3.11 Perpendicular Transversal Theorem
3.12 Lines Perpendicular to a Transversal
3.13 Slopes of Parallel Lines
3.14 Slopes of Perpendicular Lines

Board Approved: 11 | P a g e
 Big Ideas Chapter 3 Parallel and Perpendicular Lines

Standard Topic & Section Suggested Learning Target Success Criteria

# of Blocks
G.CO.A.1 3.1 Pairs of 1 Understand lines, · I can identify lines and
Lines and planes, and pairs of planes.
Angles angles. · I can identify parallel and
perpendicular lines.
· I can identify pairs of angles
formed by transversals.
G.CO.A.1, 3.2 Parallel 1 Prove and use · I can use properties of
G.CO.C.8 Lines and theorems about parallel lines to find angle
Transversals parallel lines. measures.
· I can prove theorems about
parallel lines.

G.CO.C.8, 3.3 Proofs with 1 Prove and use · I can use theorems to
G.CO.D.11 Parallel Lines theorems about identify parallel lines.
identifying parallel · I can construct parallel lines.
lines. · I can prove theorems about
identifying parallel lines.
G.CO.A.1, 3.4 Proofs with 1 Prove and use · I can find the distance from a
G.CO.C.8 Perpendicular theorems about point to a line.
Lines perpendicular lines. · I can construct perpendicular
lines and perpendicular
bisectors.
· I can prove theorems about
perpendicular lines.

Board Approved: 12 | P a g e
G.GPE.B.4, 3.5 Equations of 1 Partition a directed · I can partition directed line
G.GPE.B.5 Parallel and line segment and segments using slope.
Perpendicular understand slopes of · I can use slopes to identify
Lines parallel and parallel and perpendicular
perpendicular lines. lines.
· I can write equations of
parallel and perpendicular
lines.
· I can find the distance from a
point to a line.

Review & Assess 2

Engaging Scenario

Engaging Scenarios: There are several options for engaging scenarios for this unit. They may
be appropriate as a means for introducing concepts in the unit, as a unit-long project for
attaching learning to, or as a culminating experience at the end of the unit.

● Performance Task found in the Big Ideas Assessment Book (accessible in the physical
Assessment Book, or the digital version in the Assess area of the Featured Chapter
Resources after selecting the appropriate Chapter).
● Performance Task found at the end of the chapter in Big Ideas.
● Performance Task found in the Teach area of the Featured Chapter Resources after
selecting the appropriate Chapter.
● Safe Crossings Project: Students will work on building a model bridge to a school over a
busy road - the bridge must be perpendicular to the existing sidewalk and then create a
parallel sidewalk on the other side of the road. (worksheet can be found in the district
Geometry Shell Course)

Board Approved: 13 | P a g e
 Unit 3: Transformations

Subject: Geometry
Grade: 9, 10, 11, 12
Name of Unit: Transformations
Length of Unit: 6 blocks
Overview of Unit: Students will understand congruence and similarity in terms of
transformations. Students will learn that rigid motions preserve distance and angle measure,
whereas nonrigid transformations may change the shape or size of a figure. This chapter also
establishes the approach of using rigid motions to identify congruent figures.

Priority Standards for unit:

● G.CO.A.5 Demonstrate the ability to rotate, reflect or translate a figure, and determine
a possible sequence of transformations between two congruent figures.
● G.CO.B.6 Develop the definition of congruence in terms of rigid motions.
● G.CO.D.11 Construct geometric figures using various tools and methods.

Supporting Standards for unit:

● G.CO.A.2 Represent transformations in the plane and describe them as functions that
take points in the plane as inputs and give other points as outputs.
● G.CO.A.3 Describe the rotational symmetry and lines of symmetry of two-
dimensional figures.
● G.CO.A.4 Develop definitions of rotations, reflections, and translations in terms of
angles, circles, perpendicular lines, parallel lines, and line segments.
● G.SRT.A.1 Construct and analyze scale changes of geometric figures.
● G.SRT.A.2 Use the definition of similarity to decide if figures are similar and to solve
problems involving similar figures.

Board Approved: 14 | P a g e
 Unwrapped Skills Bloom’s
(Students need to Taxonomy Webb's
Unwrapped Concepts (Students need to know) be able to do) Levels DOK
the ability to rotate, reflect or translate a figure, Demonstrate Knowledge 1
and determine a possible sequence of
transformations between two congruent figures.
the definition of congruence in terms of rigid Develop Create 4
motions.
geometric figures using various tools and Construct Create 4
methods.

Essential Questions:
1. How can you change a figure’s position without changing its size and shape?
2. How can you change a figure’s size without changing its shape?
3. How can you represent a transformation in the coordinate plane?
4. How do you recognize congruence and similarity in figures?

Enduring Understanding/Big Ideas:

1. Transformations may be described geometrically or by coordinates. Symmetries of
figures may be defined and classified by transformations.
2. A coordinate system in a plane is formed by two perpendicular number lines, called the
x-and y-axes, and the quadrants they form. It is possible to verify some complex truths
using deductive reasoning in combination with distance, midpoint, and slope formulas.
3. Visualization can help you see the relationships between two figures and help you
connect properties of real objects with two-dimensional drawings of these objects.

Board Approved: 15 | P a g e
 Unit Vocabulary:

Academic Cross-Curricular Words Content/Domain Specific

transformation
translation
rigid motion
reflection
glide reflection
line symmetry
rotation
rotational
symmetry
congruent figures
dilation
scale factor
similar figures

Resources for Vocabulary Development: Textbook Resources

Unit Postulates and Theorems:

4.1 Translation Postulate
4.2 Reflection Postulate
4.3 Rotation Postulate
4.1 Composition Theorem
4.2 Reflections in Parallel Lines Theorem
4.3 Reflections in Intersecting Lines Theorem

Board Approved: 16 | P a g e
 Big Ideas Chapter 4: Transformations

Standard Topic & Section Suggested Learning Target Success Criteria

# of Blocks
G.CO.A.2, 4.1 Translations 1 Understand · I can translate figures.
G.CO.A.4, translations of · I can write a translation rule
G.CO.A.5 figures. for a given translation.
· I can explain what a rigid
motion is.
· I can perform a composition
of translations on a figure.
G.CO.A.2, 4.2 Reflections 1 Understand · I can reflect figures.
G.CO.A.4, reflections of · I can perform compositions
G.CO.A.5 figures. with reflections.
· I can identify line symmetry
in polygons.

G.CO.A.2, 4.3 Rotations & 1 Understand · I can rotate figures.

G.CO.A.3, 4.4 Congruence rotations of figures · I can perform compositions
G.CO.A.4, and and understand with rotations.
G.CO.A.5, Transformations congruence · I can identify rotational
G.CO.D.11, transformations. symmetry in polygons.
G.CO.B.6 · I can identify congruent
figures.
· I can describe congruence
transformations.
· I can use congruence
transformations to solve
problems.

Board Approved: 17 | P a g e
G.CO.A.2, 4.5 Dilations & 1 Understand · I can identify dilations.
G.CO.D.11, 4.6 Similarity dilations of figures · I can dilate figures.
G.SRT.A.1, and and similarity · I can solve real‐life problems
G.SRT.A.2 Transformations transformations. involving scale factors and
dilations.
· I can perform similarity
transformations.
· I can describe similarity
transformations.
· I can prove that figures are
similar.
Review & Assess 2

Engaging Scenario

Engaging Scenarios: There are several options for engaging scenarios for this unit. They may
be appropriate as a means for introducing concepts in the unit, as a unit-long project for
attaching learning to, or as a culminating experience at the end of the unit.

● Performance Task found in the Big Ideas Assessment Book (accessible in the physical
Assessment Book, or the digital version in the Assess area of the Featured Chapter
Resources after selecting the appropriate Chapter).
● Performance Task found at the end of the chapter in Big Ideas.
● Performance Task found in the Teach area of the Featured Chapter Resources after
selecting the appropriate Chapter.
● Students will be given parameters of a shape and will create a picture by rotating and
transforming the shape (using Geogebra).

Board Approved: 18 | P a g e
 Unit 4: Congruent Triangles

Subject: Geometry
Grade: 9, 10, 11, 12
Name of Unit: Congruent Triangles
Length of Unit: 9 blocks
Overview of Unit: Students will prove theorems about triangles and use the definition of
congruence in terms of rigid motions to show that two triangles are congruent. Students will
explain how the criteria for triangle congruence follows from the definition of congruence, and
they will use congruence and similarity criteria for triangles to solve problems and to prove
relationships in geometric figures. Students will also use coordinates to prove theorems
algebraically.

Priority Standards for unit:

● G.CO.D.11 Construct geometric figures using various tools and methods.
● G.SRT.B.4 Use congruence and similarity criteria for triangles to solve problems
and to prove relationships in geometric figures.
● G.GPE.B.3 Use coordinates to prove geometric theorems algebraically.

Supporting Standards for unit:

● G.CO.B.7 Develop the criteria for triangle congruence from the definition of
congruence in terms of rigid motions.
● G.CO.C.9 Prove theorems about triangles.

Unwrapped Skills Bloom’s

(Students need to Taxonomy Webb's
Unwrapped Concepts (Students need to know) be able to do) Levels DOK
geometric figures using various tools and Construct Apply 2
methods.
congruence and similarity criteria for triangles to Use Understand 1
solve problems and to prove relationships in
geometric figures.
coordinates to prove geometric theorems Use Understand 1
algebraically.

Board Approved: 19 | P a g e
 Essential Questions:

1. How do you identify corresponding parts of congruent triangles?

2. How do you show that two angles are congruent?
3. How can you tell whether a triangle is isosceles or equilateral?

Enduring Understanding/Big Ideas:

1. Visualization can help you connect properties of real objects with two-dimensional
drawings of these objects.
2. Definitions establish meanings and remove possible misunderstanding. Other truths are
more complex and difficult to see. It is often possible to verify complex truths by
reasoning from simpler ones by using deductive reasoning.

Unit Vocabulary:
Academic Cross-Curricular Words Content/Domain Specific
interior angles
exterior angles
corresponding parts
base
base angles
hypotenuse
coordinate proof

Resources for Vocabulary Development: Textbook Resources

Board Approved: 20 | P a g e
 Unit Postulates and Theorems:

5.1 Triangle Sum Theorem

5.2 Exterior Angle Theorem
Corollary 5.1 Corollary to the Triangle Sum
5.3 Properties of Triangle Congruence
5.4 Third Angles Theorem
5.5 Side-Angle-Side (SAS) Congruence Theorem
5.6 Base Angles Theorem
5.7 Converse of the Base Angles Theorem
Corollary 5.2 Corollary to the Base Angles Theorem
Corollary 5.3 Corollary to the Converse of the Base Angles Theorem
5.8 Side-Side-Side (SSS) Congruence Theorem
5.9 Hypotenuse-Leg (HL) Congruence Theorem
5.10 Angle-Side-Angle (ASA) Congruence Theorem
5.11 Angle-Angle-Side (AAS) Congruence Theorem

Board Approved: 21 | P a g e
 Big Ideas Chapter 5: Congruent Triangles

Standard Topic & Section Suggested Learning Target Success Criteria

# of Blocks
5.1 Angles of 1 Prove and use · I can classify triangles by sides
Triangles theorems about and by angles.
angles of · I can prove theorems about
triangles. angles of triangles.
· I can find interior and exterior
angle measures of triangles.
G.CO.B.7, 5.2 Congruent 1 Understand · I can use rigid motions to show
G.CO.C.9, Polygons & 5.3 congruence in that two triangles are congruent.
G.CO.D.11 Proving terms of rigid · I can identify corresponding
Triangle motions, and parts of congruent polygons.
Congruence by prove and use the · I can use congruent polygons
SAS Side-Angle-Side to solve problems.
Congruence · I can use rigid motions to
Theorem prove the SAS Congruence
Theorem.
· I can use the SAS Congruence
Theorem.
G.CO.C.9, 5.4 Equilateral 1 Prove and use · I can prove and use theorems
G.CO.D.11 and Isosceles theorems about about isosceles triangles.
Triangles isosceles and · I can prove and use theorems
equilateral about equilateral triangles.
triangles.
G.CO.C.9, 5.5 Proving 1 Prove and use the · I can use rigid motions to
G.CO.D.11 Triangle Side‐Side‐Side prove the SSS Congruence
Congruence by Congruence Theorem.
SSS & HL Theorem. · I can use the SSS Congruence
Theorem.
· I can use the Hypotenuse‐Leg
Congruence Theorem.

Board Approved: 22 | P a g e
G.CO.C.9, 5.6 Proving 1 Prove and use the · I can use rigid motions to
G.CO.D.11 Triangle Angle‐Side‐Angle prove the ASA Congruence
Congruence by Congruence Theorem.
ASA and AAS Theorem and the · I can prove the AAS
Angle‐Angle‐ Congruence Theorem.
Side Congruence · I can use the ASA and AAS
Theorem. Congruence Theorems.
G.CO.C.9, 5.7 Using 1 Use congruent · I can use congruent triangles to
G.CO.D.11, Congruent triangles in proofsprove statements.
G.SRT.B.4 Triangles and to measure · I can use congruent triangles to
distances. solve real‐life problems.
· I can use congruent triangles to
prove constructions.
G.CO.C.9, 5.8 Coordinate 1 Use coordinates to · I can place figures in a
G.GPE.B.3 Proofs write proofs. coordinate plane.
· I can write plans for coordinate
proofs.
· I can write coordinate proofs.
Review & Assess 2

Engaging Scenario

Engaging Scenarios: There are several options for engaging scenarios for this unit. They may
be appropriate as a means for introducing concepts in the unit, as a unit-long project for
attaching learning to, or as a culminating experience at the end of the unit.

● Performance Task found in the Big Ideas Assessment Book (accessible in the physical
Assessment Book, or the digital version in the Assess area of the Featured Chapter
Resources after selecting the appropriate Chapter).
● Performance Task found at the end of the chapter in Big Ideas.
● Performance Task found in the Teach area of the Featured Chapter Resources after
selecting the appropriate Chapter.

Board Approved: 23 | P a g e
 Unit 5: Quadrilaterals and Other Polygons

Subject: Geometry
Grade: 9, 10, 11, 12
Name of Unit: Quadrilaterals and Other Polygons
Length of Unit: 6 blocks
Overview of Unit:
Students will prove theorems about parallelograms. They will also use coordinates and properties
of trapezoids and kites to find measures.

Priority Standards for unit:

● G.SRT.B.4 Use congruence and similarity criteria for triangles to solve problems and
to prove relationships in geometric figures.
● G.CO.C.10 Prove theorems about polygons.

Unwrapped Skills Bloom’s

(Students need to Taxonomy Webb's
Unwrapped Concepts (Students need to know) be able to do) Levels DOK
congruence and similarity criteria for triangles to Use Understand 1
solve problems and to prove relationships in
geometric figures.
theorems about polygons. Prove Create 4

Essential Questions:
1. How can you find the sum of the measures of polygon angles?
2. How can you classify quadrilaterals?
3. How can you use coordinate geometry to prove general relationships?

Enduring Understanding/Big Ideas:

1. Some attributes of geometric figures, such as length, area, volume, and angle measure,
are measurable. Units are used to describe these attributes.
2. Definitions establish meanings and remove possible misunderstanding. Other truths are
more complex and difficult to see. It is often possible to verify complex truths by
reasoning from simpler ones using deductive reasoning.

Board Approved: 24 | P a g e
 3. A coordinate system in a plane is formed by two perpendicular lines, called the x- and
y-axes. It is possible to verify some complex truths using deductive reasoning in
combination with Distance, Midpoint, and Slope formulas.

Unit Vocabulary:

Academic Cross-Curricular Words Content/Domain Specific

diagonal
equilateral polygon
equiangular polygon
parallelogram
rhombus
rectangle
square
trapezoid
base angles
isosceles trapezoid
midsegment of a
trapezoid
kite

Resources for Vocabulary Development:

Textbook Resources

Unit Postulates and Theorems:

7.1 Polygon Interior Angles Theorem
Corollary 7.1 Corollary to the Polygon Interior Angles Theorem
7.2 Polygon Exterior Angles Theorem
7.3 Parallelogram Opposite Sides Theorem
7.4 Parallelogram Opposite Angles Theorem
7.5 Parallelogram Consecutive Angles Theorem
7.6 Parallelogram Diagonals Theorem
7.7 Parallelogram Opposite Sides Converse
7.8 Parallelogram Opposite Angles Converse
7.9 Opposite Sides Parallel and Congruent Theorem
7.10 Parallelogram Diagonals Converse
Corollary 7.2 Rhombus Corollary
Corollary 7.3 Rectangle Corollary
Corollary 7.4 Square Corollary

Board Approved: 25 | P a g e
7.11 Rhombus Diagonals Theorem
7.12 Rhombus Opposite Angles Theorem
7.13 Rectangle Diagonals Theorem
7.14 Isosceles Trapezoid Base Angles Theorem
7.15 Isosceles Trapezoid Base Angles Converse
7.16 Isosceles Trapezoid Diagonals Theorem
7.17 Trapezoid Midsegment Theorem
7.18 Kite Diagonals Theorem
7.19 Kite Opposite Angles Theorem

Board Approved: 26 | P a g e
 Big Ideas Chapter 7: Quadrilaterals and Other Polygons

Standard Topic & Section Suggested Learning Target Success Criteria

# of Blocks
7.1 Angles of 1 Find angle · I can find the sum of the
Polygons measures of interior angle measures of a
polygons. polygon.
· I can find interior angle
measures of polygons.
· I can find exterior angle
measures of polygons.
G.CO.C.10, 7.2 & 7.3 1 Prove and use · I can prove properties of
G.SRT.B.4 Properties of properties of parallelograms.
Parallelograms parallelograms · I can use properties of
and prove that a parallelograms.
quadrilateral is a · I can solve problems involving
parallelogram. parallelograms in the coordinate
plane.
· I can identify features of a
parallelogram.
· I can prove that a quadrilateral
is a parallelogram.
· I can find missing lengths that
make a quadrilateral a
parallelogram.
· I can show that a quadrilateral
in the coordinate plane is a
parallelogram.

Board Approved: 27 | P a g e
G.CO.C.10, 7.4 Properties of 1 Explain the · I can identify special
G.SRT.B.4 Special properties of quadrilaterals.
Parallelograms special · I can explain how special
parallelograms. parallelograms are related.
· I can find missing measures of
special parallelograms.
· I can identify special
parallelograms in a coordinate
plane.
G.CO.C.10, 7.5 Properties of 1 Use properties · I can identify trapezoids and
G.SRT.B.4 Trapezoids and of trapezoids kites.
Kites (+ and kites to find · I can use properties of
Midsegment measures. trapezoids and kites to solve
Theorem from problems.
6.5) · I can find the length of the
midsegment of a trapezoid.
· I can explain the hierarchy of
quadrilaterals.
Review & Assess 2

Engaging Scenario

Engaging Scenarios: There are several options for engaging scenarios for this unit. They may
be appropriate as a means for introducing concepts in the unit, as a unit-long project for
attaching learning to, or as a culminating experience at the end of the unit.

● Performance Task found in the Big Ideas Assessment Book (accessible in the physical
Assessment Book, or the digital version in the Assess area of the Featured Chapter
Resources after selecting the appropriate Chapter).
● Performance Task found at the end of the chapter in Big Ideas.
● Performance Task found in the Teach area of the Featured Chapter Resources after
selecting the appropriate Chapter.

Board Approved: 28 | P a g e
 Unit 6: Similarity

Subject: Geometry
Grade: 9, 10, 11, 12
Name of Unit: Similarity
Length of Unit: 5 blocks
Overview of Unit: Students will understand properties of similar figures and prove theorems
involving similarity. Then they will use similar triangles to prove the slope criteria for parallel
and perpendicular lines. Students will also learn to construct a point along a directed line
segment that partitions the segment in a given ratio.

Priority Standards for unit:

● G.SRT.B.4 Use congruence and similarity criteria for triangles to solve problems
and to prove relationships in geometric figures.
● G.CO.D.11 Construct geometric figures using various tools and methods.

Supporting Standards for unit:

Unwrapped Skills Bloom’s

(Students need to Taxonomy Webb's
Unwrapped Concepts (Students need to know) be able to do) Levels DOK
congruence and similarity criteria for triangles to Use Understand 1
solve problems and to prove relationships in
geometric figures.
geometric figures using various tools and Construct Apply 2
methods.

Essential Questions:

1. How do you use proportions to find side lengths in similar polygons?

2. How do you show two triangles are similar?
3. How do you identify corresponding parts of similar triangles?

Board Approved: 29 | P a g e
 Enduring Understanding/Big Ideas:
1. Two geometric figures are similar when corresponding lengths are proportional and
corresponding angles are congruent.
2. Definitions establish meanings and remove possible misunderstanding. Other truths are
more complex and difficult to see. It is often possible to verify complex truths by
reasoning from simpler ones by using deductive reasoning.
3. Visualization can help you see the relationships between two figures and help you
connect the properties of real objects with two-dimensional drawings of these objects.

Unit Vocabulary:
Academic Cross-Curricular Words Content/Domain Specific
similar figures
similarity
transformation
corresponding
parts
proportion

Resources for Vocabulary Development:

Textbook Resources

Unit Postulates and Theorems:

8.1 Perimeters of Similar Polygons
8.2 Areas of Similar Polygons
8.3 Angle-Angle (AA) Similarity Theorem
8.4 Side-Side-Side (SSS) Similarity Theorem
8.5 Side-Angle-Side (SAS) Similarity Theorem
8.6 Triangle Proportionality Theorem
8.7 Converse of the Triangle Proportionality Theorem
8.8 Three Parallel Lines Theorem
8.9 Triangle Angle Bisector Theorem

Board Approved: 30 | P a g e
 Big Ideas Chapter 8: Similarity

Standard Topic & Section Suggested Learning Target Success Criteria

# of Blocks
G.SRT.A.1, 8.1 Similar 1 Understand the · I can use similarity
G.SRT.A.2 Polygons relationship statements.
between similar · I can find corresponding
polygons lengths in similar polygons.
· I can find perimeters and
areas of similar polygons.
· I can decide whether
polygons are similar.
G.SRT.A.4, 8.2 Proving 1 Understand and · I can use similarity
G.SRT.B.4, Triangle use the Angle‐ transformations to prove the
G.GPE.B.4, Similarity by AA Angle Similarity Angle‐Angle Similarity
G.GPE.B.5 & 8.3 Proving Theorem and Theorem.
Triangle understand and · I can use angle measures of
Similarity by SSS use additional triangles to determine
and SAS triangle similarity whether triangles are similar.
theorems. · I can prove triangle
similarity using the Angle‐
Angle Similarity Theorem.
· I can solve real‐life
problems using similar
triangles.
· I can use the SSS and SAS
Similarity Theorems to
determine whether triangles
are similar.
· I can use similar triangles to
prove theorems about slopes
of parallel and perpendicular
lines.

Board Approved: 31 | P a g e
G.CO.D.11, 8.4 1 Understand and · I can use proportionality
G.SRT.B.4 Proportionality use theorems to find lengths in
Theorems proportionality triangles.
theorems. · I can find lengths when two
transversals intersect three
parallel lines.
· I can find lengths when a
ray bisects an angle of a
triangle.
Review & Assess 2

Engaging Scenario

Engaging Scenarios: There are several options for engaging scenarios for this unit. They may
be appropriate as a means for introducing concepts in the unit, as a unit-long project for
attaching learning to, or as a culminating experience at the end of the unit.

● Performance Task found in the Big Ideas Assessment Book (accessible in the physical
Assessment Book, or the digital version in the Assess area of the Featured Chapter
Resources after selecting the appropriate Chapter).
● Performance Task found at the end of the chapter in Big Ideas.
● Performance Task found in the Teach area of the Featured Chapter Resources after
selecting the appropriate Chapter.

Board Approved: 32 | P a g e
 Unit 7: Right Triangles and Trigonometry

Subject: Geometry
Grade: 9, 10, 11, 12
Name of Unit: Right Triangles and Trigonometry
Length of Unit: 11 blocks
Overview of Unit: Students will prove and use theorems involving similarity. They will also
define trigonometric ratios and solve problems involving right triangles.

Priority Standards for unit:

● G.SRT.B.4 Use congruence and similarity criteria for triangles to solve problems and
to prove relationships in geometric figures.
● G.SRT.C.7 Use trigonometric ratios and the Pythagorean Theorem to solve right
triangles.
● G.CO.C.10 Prove theorems about polygons.

Supporting Standards for unit:

● G.CO.C.9 Prove theorems about triangles.
● G.SRT.C.5 Understand that side ratios in right triangles define the trigonometric ratios
for acute angles.
● G.SRT.C.6 Explain and use the relationship between the sine and cosine of
complementary angles.
● G.SRT.C.8 Derive the formula A = 1/2 ab sin(C) for the area of a triangle.

Unwrapped Skills Bloom’s

(Students need to Taxonomy Webb's
Unwrapped Concepts (Students need to know) be able to do) Levels DOK
congruence and similarity criteria for triangles to Use Understand 1
solve problems and to prove relationships in
geometric figures.
trigonometric ratios and the Pythagorean Theorem Use Understand 1
to solve right triangles
theorems about polygons. Prove Create 4

Board Approved: 33 | P a g e
 Essential Questions:
1. How do you find a side length or angle measure in a right triangle?
2. How do trigonometric ratios relate to similar right triangles?

Enduring Understanding/Big Ideas:

1. Some attributes of geometric figures, such as length, area, volume, and angle measure,
are measurable. Units are used to describe these attributes.
2. Two geometric figures are similar when corresponding lengths are proportional and
corresponding angles are congruent.

Unit Vocabulary:
Academic Cross-Curricular Words Content/Domain Specific
angle of depression
angle of elevation
cosine
law of cosines
law of sines
Pythagorean triple
sine
tangent

Resources for Vocabulary Development:

Textbook Resources

Unit Postulates and Theorems:

9.1 Pythagorean Theorem
9.2 Converse of the Pythagorean Theorem
9.3 Pythagorean Inequalities Theorem
9.4 45°-45°-90° Triangle Theorem
9.5 30°-60°-90° Triangle Theorem
9.6 Right Triangle Similarity Theorem
9.7 Geometric Mean (Altitude) Theorem
9.8 Geometric Mean (Leg) Theorem
9.9 Law of Sines
9.10 Law of Cosines

Board Approved: 34 | P a g e
 Big Ideas Chapter 9: Right Triangles and Trigonometry

Standard Topic & Section Suggested Learning Target Success Criteria

# of Blocks
G.CO.C.9, 9.1 The 1 Understand and apply · I can list common
G.CO.C.10 Pythagorean the Pythagorean Pythagorean triples.
Theorem Theorem. · I can find missing side
lengths of right triangles.
· I can classify a triangle as
acute, right, or obtuse given
its side lengths.
9.2 Special Right 1 Understand and use · I can find side lengths in
Triangles special right triangles. 45°‐ 45°‐ 90° triangles.
· I can find side lengths in
30°‐ 60°‐ 90° triangles.
· I can use special right
triangles to solve real‐life
problems.
G.SRT.B.4 9.3 Similar Right 1 Use proportional · I can explain the Right
Triangles relationships in right Triangle Similarity
triangles. Theorem.
· I can find the geometric
mean of two numbers.
· I can find missing
dimensions in right
triangles.
Review & Assess 2

Board Approved: 35 | P a g e
G.SRT.C.5, 9.4&5 2 Understand and use the · I can explain the tangent
G.SRT.C.6, Trigonometric tangent, sine, and ratio.
G.SRT.C.8 Ratios cosine ratios. · I can find tangent ratios.
· I can use tangent ratios to
solve real‐life problems.
· I can explain the sine and
cosine ratios.
· I can find sine and cosine
ratios.
· I can use sine and cosine
ratios to solve real‐life
problems.
G.SRT.C.7 9.6 Solving Right 1 Find unknown side · I can explain inverse
Triangles lengths and angle trigonometric ratios.
measures of right · I can use inverse
triangles. trigonometric ratios to
approximate angle
measures.
· I can solve right triangles.
· I can solve real‐life
problems by solving right
triangles.
Review & Assess 2

Engaging Scenario

Engaging Scenarios: There are several options for engaging scenarios for this unit. They may be
appropriate as a means for introducing concepts in the unit, as a unit-long project for attaching
learning to, or as a culminating experience at the end of the unit.

● Performance Task found in the Big Ideas Assessment Book (accessible in the physical
Assessment Book, or the digital version in the Assess area of the Featured Chapter Resources
after selecting the appropriate Chapter).
● Performance Task found at the end of the chapter in Big Ideas.
● Performance Task found in the Teach area of the Featured Chapter Resources after selecting
the appropriate Chapter.

Board Approved: 36 | P a g e
 Unit 8: Circumference, Area, Surface Area, and Volume

Subject: Geometry
Grade: 9, 10, 11, 12
Name of Unit: Circumference, Area, Surface Area, and Volume
Length of Unit: 11 blocks
Overview of Unit: Students will explain and use the formulas for the circumference and area of
a circle. They will derive the fact that the length of the arc intercepted by an angle is proportional
to the radius and explain and use radian measure. Students will derive the formula for the area of
a sector. They will also apply geometric concepts in modeling situations. Students will identify
the shapes of cross sections of solids and solids generated by rotations of two-dimensional
objects. They will explain and use volume formulas for cylinders, pyramids, cones, and spheres.
Students will also apply geometric concepts in modeling situations, such as finding densities of
various solids.

Priority Standards for unit:

● G.GMD.A.2 Use volume formulas for cylinders, pyramids, cones, spheres, and
composite figures to solve problems.

Supporting Standards for unit:

● G.CO.A.1 Define angle, circle, perpendicular line, parallel line, line segment and ray
based on the undefined notions of point, line, distance along a line and distance around a
circular arc.
● G.C.B.4 Derive the formula for the length of an arc of a circle.
● 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.
● G.C.B.5 Derive the formula for the area of a sector of a circle.

Unwrapped Skills Bloom’s

(Students need to Taxonomy Webb's
Unwrapped Concepts (Students need to know) be able to do) Levels DOK
volume formulas for cylinders, pyramids, cones, Use Apply 2
spheres, and composite figures to solve problems.

Essential Questions:
1. How do you find the area and perimeter of polygons and circles?
2. How do area and perimeters of similar polygons compare?
Board Approved: 37 | P a g e
 3. How can you determine the intersection of a solid and a plane?
4. How do you find the surface area and volume of a solid?

Enduring Understanding/Big Ideas:

1. Some attributes of geometric figures, such as length, area, volume, angle measure, are
measurable. Units are used to describe these attributes.
2. Two geometric figures are similar when corresponding lengths are proportional and
corresponding angles are congruent. Areas of similar figures are proportional to the
squares of their corresponding lengths.
3. Visualization can help you connect properties of real objects with two-dimensional
drawings of these objects.
4. Some attributes of geometric figures, such as length, area, volume, and angle measure,
are measurable. Units are used to describe these attributes.

Unit Vocabulary:

Academic Cross-Curricular Words Content/Domain Specific

Density adjacent arcs
Volume apothem
Cross section arc length
Prism central angle
Pyramid concentric circles
Cone congruent arcs
Sphere composite figure
Cylinder diameter
major arc
minor arc
radius
sector of a circle
segment of a
circle
face
polyhedron
surface area

Resources for Vocabulary Development:

Textbook Resources

Board Approved: 38 | P a g e
 Big Ideas Chapters 11 & 12: Circumference and Area &
Surface Area and Volume

Standard Topic & Section Suggested Learning Success Criteria

# of Blocks Target

G.CO.A.1, 11.1 Circumference 1 Understand · I can use the formula for the
G.C.B.4, and Arc Length & circumference, circumference of a circle to
G.GMD.A.1, 11.2 Areas of Circles arc length, and find measures.
G.C.B.5 and Sectors radian · I can find arc lengths and
measure, and use arc lengths to find
find areas of measures.
circles and · I can solve real‐life
areas of problems involving
sectors of circumference.
circles. · I can explain radian
measure and convert between
degree and radian measure.
· I can use the formula for
area of a circle to find
measures.
· I can find areas of sectors of
circles.
· I can solve problems
involving areas of sectors.
G.GMD.A.1 11.3 Areas of 1 Find angle · I can find areas of
Polygons measures and rhombuses and kites.
areas of · I can find angle measures in
regular regular polygons.
polygons, · I can find areas of regular
given the polygons.
radius. · I can explain how the area
of a triangle is related to the
area formulas for rhombuses,
kites, and regular polygons.
Review & Assess 1

Board Approved: 39 | P a g e
G.GMD.B.3, 12.1 Cross Sections of 1 Describe and · I can describe attributes of
G.GMD.B.4 Solids & 12.7 Solids draw cross solids.
of Revolution sections, and · I can describe and draw
sketch and use cross sections.
solids of · I can solve real‐life
revolution. problems involving cross
sections.
· I can sketch and describe
solids of revolution.
· I can find surface areas and
volumes of solids of
revolution.
· I can form solids of
revolution in the coordinate
plane.
G.GMD.A.1, 12.2, 12.3, 12.4 2 Find and use · I can find surface areas of
G.GMD.A.2 Surface Area of surface areas prisms.
Prisms, Cylinders, of prisms, · I can find surface areas of
Cones, and Pyramids cylinders, and cylinders.
cones. · I can find surface areas of
cones.
G.GMD.A.1, 12.2, 12.3, 12.4 2 Find and use · I can find volumes of
G.GMD.A.2 Volume of Prisms, volumes of prisms.
Cylinders, Cones, and prisms, · I can find volumes of
Pyramids cylinders, cylinders.
cones, and · I can find volumes of cones.
pyramids · I can find volumes of
pyramids.
· I can find volumes of
composite solids.
G.GMD.A.2 12.5 Surface Areas 1 Find and use · I can find surface areas of
and Volumes of surface areas spheres.
Spheres and volumes · I can find volumes of
of spheres. spheres.
· I can find the volumes of
composite solids.
Review & Assess 2

Board Approved: 40 | P a g e
 Engaging Scenario

Engaging Scenarios: There are several options for engaging scenarios for this unit. They may
be appropriate as a means for introducing concepts in the unit, as a unit-long project for
attaching learning to, or as a culminating experience at the end of the unit.

● Performance Task found in the Big Ideas Assessment Book (accessible in the physical
Assessment Book, or the digital version in the Assess area of the Featured Chapter
Resources after selecting the appropriate Chapter).
● Performance Task found at the end of the chapter in Big Ideas.
● Performance Task found in the Teach area of the Featured Chapter Resources after
selecting the appropriate Chapter.

Board Approved: 41 | P a g e
 Unit 9: Probability

Subject: Geometry
Grade: 9, 10, 11, 12
Name of Unit: Probability
Length of Unit: 8 blocks
Overview of Unit: Students will understand independent probability and conditional
probability, use them to interpret data, and use probability rules to find probabilities of
compound events.

Priority Standards for unit:

● G.CP.A.2 Understand the definition of independent events and use it to solve
problems.
● G.CP.A.5 Recognize and explain the concepts of conditional probability and
independence in a context.

Supporting Standards for unit:

● G.CP.A.1 Describe events as subsets of a sample space using characteristics of the
outcomes, or as unions, intersections or complements of other events.
● G.CP.A.3 Calculate conditional probabilities of events.
● G.CP.A.4 Construct and interpret two-way frequency tables of data when two
categories are associated with each object being classified. Use the two- way table as a
sample space to decide if events are independent and to approximate conditional
probabilities.
● G.CP.A.6 Apply and interpret the Addition Rule for calculating probabilities.
● G.CP.A.7 Apply and Interpret the general Multiplication Rule in a uniform
probability model.
● G.CP.A.8 Use permutations and combinations to solve problems.

Unwrapped Skills Bloom’s Webb's

(Students need to Taxonomy DOK
Unwrapped Concepts (Students need to know) be able to do) Levels
the definition of independent events and use it to Understand Understand 1
solve problems.
and explain the concepts of conditional probability Recognize Understand 1
and independence in a context.

Board Approved: 42 | P a g e
 Essential Questions:

1. What is the difference between experimental probability and theoretical probability?

2. What is a frequency table?
3. What does it mean for an event to be random?

Enduring Understanding/Big Ideas:

1. Probability describes the likelihood that an event will occur. The probability of an
event can range from 0 (impossible) to 1 (certain). Experimental probability is based on
observation or trials of an experiment, while theoretical probability is based on what
should happen mathematically. Combinations and permutations can be used to count
the number of possible outcomes.
● Probability is a measure of the likelihood that an event will occur
● Counting techniques can be used to find all of the possible ways to complete
different tasks or choose items from a list.
● The probability of compound events can be found by using the probability of
each part of the compound event.
2. A frequency table is a data display that shows how often an item appears in a particular
category. Frequency tables can be used to calculate the relative frequencies of each
item. A two-way frequency table, or contingency table, displays the frequencies of data
in two different categories. Contingency tables can be used to find conditional
probabilities.
● Tables can be used to organize data by frequency and find probabilities.
● Two-way frequency tables can be used to organize data and identify sample
spaces to approximate probabilities.
● Tables, tree diagrams, and formulas can be used to find conditional probability.
3. A random event has no bias or inclination toward any particular outcome. Random
number tables and electronic random number generators can be used to model random
events. In order to reach a fair decision, each possible choice must have the same
probability of being selected. Expected value uses theoretical probability to tell you
what you can expect in the long run, which can help you make more informed
decisions.
4. Probability can be used to make fair decisions based on prior experience.

Board Approved: 43 | P a g e
 Unit Vocabulary:
Academic Cross-Curricular Words Content/Domain Specific
Combination
Conditional probability
Dependent events
Experimental probability
Theoretical probability
Independent events
Mutually exclusive events
Permutation
Sample Space

Resources for Vocabulary Development:

Textbook Resources

Board Approved: 44 | P a g e
 Big Ideas Chapter 13: Probability

Standard Topic & Section Suggested Learning Target Success Criteria

# of Blocks
G.CP.A.1 13.1 Sample 1 Find sample spaces and · I can list the possible
Spaces and probabilities of events. outcomes in a sample space.
Probability · I can find theoretical
probabilities.
· I can find experimental
probabilities.
G.CP.A.4 13.2 Two‐Way 1 Use two‐way tables to · I can make two‐way tables.
Tables and represent data and find · I can find and interpret
Probability probabilities. relative frequencies and
conditional relative
frequencies.
· I can use conditional relative
frequencies to find
probabilities.
G.CP.A.3, 13.3 Conditional 1 Find and use conditional · I can explain the meaning of
G.CP.A.5 Probability probabilities. conditional probability.
· I can find conditional
probabilities.
· I can make decisions using
probabilities.
G.CP.A.2, 13.4 Independent 1 Understand and find · I can explain how
G.CP.A.5 and Dependent probabilities of independent events and
Events independent and dependent events are different.
dependent events. · I can determine whether
events are independent.
· I can find probabilities of
independent and dependent
events.

Board Approved: 45 | P a g e
G.CP.A.6, 13.5 Probability of 1 Find probabilities of · I can explain how disjoint
G.CP.A.7 Disjoint and disjoint and overlapping events and overlapping events
Overlapping events. are different.
Events · I can find probabilities of
disjoint events.
· I can find probabilities of
overlapping events.
· I can solve real‐life problems
using more than one
probability rule.
G.CP.A.8 13.6 Permutations 1 Count permutations and · I can explain the difference
and Combinations combinations. between permutations and
combinations.
· I can find numbers of
permutations and
combinations.
· I can find probabilities using
permutations and
combinations.
Review & Assess 2

Engaging Scenario

Engaging Scenarios: There are several options for engaging scenarios for this unit. They may
be appropriate as a means for introducing concepts in the unit, as a unit-long project for
attaching learning to, or as a culminating experience at the end of the unit.

● Performance Task found in the Big Ideas Assessment Book (accessible in the physical
Assessment Book, or the digital version in the Assess area of the Featured Chapter
Resources after selecting the appropriate Chapter).
● Performance Task found at the end of the chapter in Big Ideas.
● Performance Task found in the Teach area of the Featured Chapter Resources after
selecting the appropriate Chapter.

Board Approved: 46 | P a g e
 Unit 10: Circles

Subject: Geometry
Grade: 9, 10, 11, 12
Name of Unit: Circles
Length of Unit: Remainder of blocks in semester with 2 for review and assessment
Overview of Unit: Students will understand and apply theorems about circles. They will
translate between geometric descriptions and equations for circles and parabolas. Students will
also write coordinate proofs involving circles.

Priority Standards for unit:

● G.CO.D.11 Construct geometric figures using various tools and methods.
● G.GPE.B.3 Use coordinates to prove geometric theorems algebraically.

Supporting Standards for unit:

● G.C.A.1 Prove that all circles are similar using similarity transformations.
● G.C.A.2 Identify and describe relationships among inscribed angles, radii, and
chords of circles.
● G.CO.A.1 Define angle, circle, perpendicular line, parallel line, line segment and ray
based on the undefined notions of point, line, distance along a line and distance around a
circular arc.
● G.GPE.A.1 Derive the equation of a circle.

Unwrapped Skills Bloom’s

(Students need to Taxonomy Webb's
Unwrapped Concepts (Students need to be able to do) Levels DOK
know)
geometric figures using various tools and Construct Apply 2
methods.
coordinates to prove geometric theorems Use Understand 1
algebraically.

Board Approved: 47 | P a g e
 Essential Questions:

1. How can you prove relationships between angles and arcs in a circle?
2. When lines intersect a circle, or within a circle, how do you find the measures Of
resulting angles, arcs, and segments?
3. How do you find the equation of a circle in the coordinate plane?

Enduring Understanding/Big Ideas:

1. Definitions establish meanings and remove possible misunderstanding. Other truths are
more complex and difficult to see. It is often possible to verify complex truths by
reasoning from simpler ones by using deductive reasoning.
2. Some attributes of geometric figures, such as length, area, volume, and angle measure,
are measurable. Units are used to describe these attributes.
3. It is possible to verify some complex truths on the coordinate plane using deductive
reasoning in combination with distance, midpoint, and slope formulas.

Unit Vocabulary:

Academic Cross-Curricular Words Content/Domain Specific

chord
inscribed angle
intercepted arc
point of tangency
secant
standard form of an equation of a circle
tangent to a circle

Resources for Vocabulary Development:

Textbook Resources

Board Approved: 48 | P a g e
 Unit Postulates and Theorems:

10.1 Arc Addition Postulate

10.1 Tangent Line to Circle Theorem
10.2 External Tangent Congruence Theorem
10.3 Congruent Circles Theorem
10.4 Congruent Central Angles Theorem
10.5 Similar Circles Theorem
10.6 Congruent Corresponding Chords Theorem
10.7 Perpendicular Chord Bisector Theorem
10.8 Perpendicular Chord Bisector Converse
10.9 Equidistant Chords Theorem
10.10 Measure of an Inscribed Angle Theorem
10.11 Inscribed Angles of a Circle Theorem
10.12 Inscribed Right Triangle Theorem
10.13 Inscribed Quadrilateral Theorem
10.14 Tangent and Intersected Chord Theorem
10.15 Angles Inside the Circle Theorem
10.16 Angles Outside the Circle Theorem
10.17 Circumscribed Angle Theorem
10.18 Segments of Chords Theorem
10.19 Segments of Secants Theorem
10.20 Segments of Secants and Tangents Theorem

Board Approved: 49 | P a g e
 Big Ideas Chapter 10: Circles

Standard Topic & Section Suggested Learning Success Criteria

# of Blocks Target

G.CO.A.1, 10.1 Lines and Remainder of Identify lines · I can identify special segments
G.CO.D.11 Segments That semester and segments and lines that intersect circles.
, G.C.A.2 Intersect Circles that intersect · I can draw and identify
circles and use common tangents.
them to solve · I can use properties of tangents
problems. to solve problems.
G.CO.A.1, 10.2 Finding Arc Understand arc · I can find arc measures.
G.C.A.1, Measures measures and · I can identify congruent arcs.
G.C.A.2 similar circles. · I can prove that all circles are
similar.

G.C.A.2 10.3 Using Understand and · I can use chords of circles to

Chords apply theorems find arc measures.
about chords. · I can use chords of circles to
find lengths.
· I can describe the relationship
between a diameter and a chord
perpendicular to a diameter.
· I can find the center of a circle
given three points on the circle.
G.CO.D.11 10.4 Inscribed Use properties · I can find measures of
, G.C.A.2 Angles and of inscribed inscribed angles and intercepted
Polygons angles and arcs.
inscribed · I can find angle measures of
polygons. inscribed polygons.
· I can construct a square
inscribed in a circle.

Board Approved: 50 | P a g e
G.C.A.2 10.5 Angle Understand · I can identify angles and arcs
Relationships in angles formed determined by chords, secants,
Circles by chords, and tangents.
secants, and · I can find angle measures and
tangents. arc measures involving chords,
secants, and tangents.
· I can use circumscribed angles
to solve problems.
G.C.A.2 10.6 Segment Use theorems · I can find lengths of segments
Relationships in about segments of chords.
Circles of chords, · I can identify segments of
secants, and secants and tangents.
tangents. · I can find lengths of segments
of secants and tangents.
G.GPE.A.1, 10.7 Circles in Understand · I can write equations of circles.
G.GPE.B.3 the Coordinate equations of · I can find the center and radius
Plane circles. of a circle.
· I can graph equations of
circles.
· I can write coordinate proofs
involving circles.
Review & Assess 2

Engaging Scenario

Engaging Scenarios: There are several options for engaging scenarios for this unit. They may
be appropriate as a means for introducing concepts in the unit, as a unit-long project for
attaching learning to, or as a culminating experience at the end of the unit.

● Performance Task found in the Big Ideas Assessment Book (accessible in the physical
Assessment Book, or the digital version in the Assess area of the Featured Chapter
Resources after selecting the appropriate Chapter).
● Performance Task found at the end of the chapter in Big Ideas.
● Performance Task found in the Teach area of the Featured Chapter Resources after
selecting the appropriate Chapter.

Board Approved: 51 | P a g e
 Unit of Study Terminology
Appendices: All Appendices and supporting material can be found in this course’s shell course
in the District’s Learning Management System.

Assessment Leveling Guide: A tool to use when writing assessments in order to maintain the
appropriate level of rigor that matches the standard.

Big Ideas/Enduring Understandings: Foundational understandings teachers want students to

be able to discover and state in their own words by the end of the unit of study. These are
answers to the essential questions.

Engaging Experience: Each topic is broken into a list of engaging experiences for students.
These experiences are aligned to priority and supporting standards, thus stating what students
should be able to do. An example of an engaging experience is provided in the description, but a
teacher has the autonomy to substitute one of their own that aligns to the level of rigor stated in
the standards.

Engaging Scenario: This is a culminating activity in which students are given a role, situation,
challenge, audience, and a product or performance is specified. Each unit contains an example of
an engaging scenario, but a teacher has the ability to substitute with the same intent in mind.

Essential Questions: Engaging, open-ended questions that teachers can use to engage students
in the learning.

Priority Standards: What every student should know and be able to do. These were chosen
because of their necessity for success in the next course, the state assessment, and life.

Supporting Standards: Additional standards that support the learning within the unit.

Topic: These are the main teaching points for the unit. Units can have anywhere from one topic
to many, depending on the depth of the unit.

Unit of Study: Series of learning experiences/related assessments based on designated priority

standards and related supporting standards.

Unit Vocabulary: Words students will encounter within the unit that are essential to
understanding. Academic Cross-Curricular words (also called Tier 2 words) are those that can be
found in multiple content areas, not just this one. Content/Domain Specific vocabulary words are
those found specifically within the content.
Board Approved: 52 | P a g e