Bcps Geometry Scope Sequence Sy1718

Geometry
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Baltimore City Schools Geometry Scope & Sequence SY 17-18
Geometry
MATH
Geometry: Scope and Sequence SY 2017-2018
Geometry- At-a-Glance
Quarter 1 Dates Quarter 2 Dates Quarter 3 Dates Quarter 4 Dates
(9/5-11/9) (11/10-01/24) (01/25-04/11) (04/12-6/14)

M1: Congruence, 09/05- M1: Congruence, Proof, 11/09- M2: Similarity, Proof, 01/25- M4: Connecting 04/12-
Proof, and 11/09 and Constructions 11/17 and Trigonometry 02/15 Algebra & 04/25
Constructions Geometry Through
Coordinates
M2: Similarity, Proof, 11/20- M3: Extending to 02/20- M5: Circles With & 04/26-
and Trigonometry 01/17 Three Dimensions 03/15 Without 06/07
Coordinates
Middle-of-Course 01/18- M4: Connecting 03/19- End-of-Course 06/08-
Assessments 01/24 Algebra & Geometry 04/11 Assessments 06/14
Through Coordinates
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Geometry
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Eureka Math Time Topic Description Common Core Standards
Topics Allotment Common Core State Standards Key:
(1 block= Green- major standard
45 minutes) Blue- supporting standard
Yellow- additional standard
Geometry Module 1: Congruence, Proof, and Constructions
Topic 1A: Basic 8 Students begin this module with Topic A, Basic Congruence HSG.CO.A.1
Constructions Constructions. Major constructions include an Know precise definitions of angle, circle,
equilateral triangle, an angle bisector, and a perpendicular line, parallel line, and line segment,
perpendicular bisector. Students synthesize their based on the undefined notions of point, line,
knowledge of geometric terms with the use of new distance along a line, and distance around a
tools and simultaneously practice precise use of circular arc.
language and efficient communication when they
write the steps that accompany each construction Congruence HSG.CO.D.12
(G.CO.A.1). Make formal geometric constructions with a
variety of tools and methods (compass and
straightedge, string, reflective devices, paper
folding, dynamic geometric software, etc.). Copying
a segment; copying an angle; bisecting a segment;
bisecting an angle; constructing perpendicular
lines, including the perpendicular bisector of a line
segment; and constructing a line parallel to a given
line through a point not on the line.
Congruence HSG.CO.D.13
Construct an equilateral triangle, a square, and a
regular hexagon inscribed in a circle.
Topic 1B: 8 Constructions segue into Topic B, Unknown Angles, Congruence HSG.CO.C.9
Unknown Angles which consists of unknown angle problems and Prove theorems about lines and angles. Theorems
proofs. These exercises consolidate students prior include: vertical angles are congruent; when a
body of geometric facts and prime students transversal crosses parallel lines, alternate interior
reasoning abilities as they begin to justify each step angles are congruent and corresponding angles are
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Geometry
for a solution to a problem. Students began the proof congruent; points on a perpendicular bisector of a
writing process in Grade 8 when they developed line segment are exactly those equidistant from the
informal arguments to establish select geometric segment's endpoints.
facts (8.G.A.5).
Topic 1C: 10 Constructions segue into Topic B, Unknown Angles, Congruence HSG.CO.A.2
Transformations which consists of unknown angle problems and Represent transformations in the plane using, e.g.,
& Rigid Motions proofs. These exercises consolidate students prior transparencies and geometry software; describe
body of geometric facts and prime students transformations as functions that take points in the
reasoning abilities as they begin to justify each step plane as inputs and give other points as outputs.
for a solution to a problem. Students began the proof Compare transformations that preserve distance
writing process in Grade 8 when they developed and angle to those that do not (e.g., translation
informal arguments to establish select geometric versus horizontal stretch).
facts (8.G.A.5).
Congruence HSG.CO.A.3
Given a rectangle, parallelogram, trapezoid, or
regular polygon, describe the rotations and
reflections that carry it onto itself.
Develop definitions of rotations, reflections, and
translations in terms of angles, circles,
perpendicular lines, parallel lines, and line
segments.
Given a geometric figure and a rotation, reflection,
or translation, draw the transformed figure using,
e.g., graph paper, tracing paper, or geometry
software. Specify a sequence of transformations
that will carry a given figure onto another.
Congruence HSG.CO.B.6
Use geometric descriptions of rigid motions to
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Geometry
transform figures and to predict the effect of a
given rigid motion on a given figure; given two
figures, use the definition of congruence in terms
of rigid motions to decide if they are congruent.
Use the definition of congruence in terms of rigid
motions to show that two triangles are congruent if
and only if corresponding pairs of sides and
corresponding pairs of angles are congruent.
Make formal geometric constructions with a
Mid-Module 1 5 This assessment covers topics A through C. G-CO.A.1, G-CO.A.2, G-CO.A.4, G-CO.A.5, G-CO.B.6,
Assessment G-CO.C.9, G-CO.D.12
Topic 1D: 8 Similarly, students Grade 8 concept of congruence Congruence HSG.CO.B.7
Congruence transitions from a hands-on understanding (8.G.A.2) Use the definition of congruence in terms of rigid
to a precise, formally notated understanding of motions to show that two triangles are congruent if
congruence (G.CO.B.6). With a solid understanding of and only if corresponding pairs of sides and
how transformations form the basis of congruence, corresponding pairs of angles are congruent.
students next examine triangle congruence criteria.
Part of this examination includes the use of rigid Congruence HSG.CO.B.8
motions to prove how triangle congruence criteria Explain how the criteria for triangle congruence
such as SAS actually work (G.CO.B.7, G.CO.B.8). 7(ASA, SAS, and SSS) follow from the definition of
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congruence in terms of rigid motions.
Topic 1E: Proving 3 In Topic E, Proving Properties of Geometric Figures, Congruence HSG.CO.C.9
Properties of students use what they have learned in Topics A Prove theorems about lines and angles. Theorems
Geometric through D to prove propertiesthose that have been include: vertical angles are congruent; when a
Figures accepted as true and those that are newof transversal crosses parallel lines, alternate interior
parallelograms and triangles (G.CO.C.10, G.CO.C.11). angles are congruent and corresponding angles are
congruent; points on a perpendicular bisector of a
line segment are exactly those equidistant from the
segment's endpoints.
Congruence HSG.CO.C.10
Prove theorems about triangles. Theorems include:
measures of interior angles of a triangle sum to
180; base angles of isosceles triangles are
congruent; the segment joining midpoints of two
sides of a triangle is parallel to the third side and
half the length; the medians of a triangle meet at a
point.
Prove theorems about parallelograms. Theorems
include: opposite sides are congruent, opposite
angles are congruent, the diagonals of a
parallelogram bisect each other, and conversely,
rectangles are parallelograms with congruent
diagonals.
Topic 1F: 2 In Topic F, Lessons 31 and 32, students are presented Congruence HSG.CO.D.13
Advanced with the challenging but interesting construction of a Construct an equilateral triangle, a square, and a
Constructions nine-point circle. regular hexagon inscribed in a circle.
Topic 1G: 2 In Topic G, students review material covered Congruence HSG.CO.A.1
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Axiomatic throughout the module. Additionally, students Know precise definitions of angle, circle,
Systems discuss the structure of geometry as an axiomatic perpendicular line, parallel line, and line segment,
system. based on the undefined notions of point, line,
distance along a line, and distance around a
circular arc.
Represent transformations in the plane using, e.g.,
transparencies and geometry software; describe
transformations as functions that take points in the
plane as inputs and give other points as outputs.
Compare transformations that preserve distance
and angle to those that do not (e.g., translation
versus horizontal stretch).
Given a rectangle, parallelogram, trapezoid, or
regular polygon, describe the rotations and
reflections that carry it onto itself.
Develop definitions of rotations, reflections, and
translations in terms of angles, circles,
perpendicular lines, parallel lines, and line
segments.
Given a geometric figure and a rotation, reflection,
or translation, draw the transformed figure using,
e.g., graph paper, tracing paper, or geometry
software. Specify a sequence of transformations
that will carry a given figure onto another.
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Geometry
Use geometric descriptions of rigid motions to
transform figures and to predict the effect of a
given rigid motion on a given figure; given two
figures, use the definition of congruence in terms
of rigid motions to decide if they are congruent.
Use the definition of congruence in terms of rigid
motions to show that two triangles are congruent if
and only if corresponding pairs of sides and
corresponding pairs of angles are congruent.
Explain how the criteria for triangle congruence
(ASA, SAS, and SSS) follow from the definition of
congruence in terms of rigid motions.
Prove geometric theorems

Prove theorems about lines and angles. Theorems
include: vertical angles are congruent; when a
transversal crosses parallel lines, alternate interior
angles are congruent and corresponding angles are
congruent; points on a perpendicular bisector of a
line segment are exactly those equidistant from the
segment's endpoints.
Prove theorems about triangles. Theorems include:
measures of interior angles of a triangle sum to
180; base angles of isosceles triangles are
congruent; the segment joining midpoints of two
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Geometry
sides of a triangle is parallel to the third side and
half the length; the medians of a triangle meet at a
point.
Prove theorems about parallelograms. Theorems
include: opposite sides are congruent, opposite
angles are congruent, the diagonals of a
parallelogram bisect each other, and conversely,
rectangles are parallelograms with congruent
diagonals.
Make formal geometric constructions with a
Construct an equilateral triangle, a square, and a
regular hexagon inscribed in a circle.
End-of-Module 1 5 This assessment covers topics A through G. G-CO.A.2, G-CO.A.3, G-CO.B.7, G-CO.B.8, G-
Assessment CO.C.10, G-CO.C.11, G-CO.D.13
Geometry Module 2: Similarity, Proof, and Trigonometry

Topic 2A: Scale 7 In Topic A, students begin with a review of scale
Drawings drawings in Lesson 1, followed by two lessons on Similarity, Right Triangles, & Trigonometry
how to systematically create scale drawings. The HSG.SRT.A.1
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study of scale drawings, specifically the way they are Verify experimentally the properties of dilations
constructed under the ratio and parallel methods, given by a center and a scale factor.
gives us the language to examine dilations. The
comparison of why both construction methods Similarity, Right Triangles, & Trigonometry
(MP.7) result in the same image leads to two HSG.SRT.B.4
theorems: the triangle side splitter theorem and the Prove theorems about triangles. Theorems include:
dilation theorem. Note that while dilations are a line parallel to one side of a triangle divides the
defined in Lesson 2, it is the dilation theorem in other two proportionally, and conversely; the
Lesson 5 that begins to tell us how dilations behave Pythagorean Theorem proved using triangle
(G-SRT.A.1, G-SRT.A.4). similarity.
Geometric Measurement & Dimension

HSG.GMD.A.3
Use volume formulas for cylinders, pyramids,
cones, and spheres to solve problems.*
Topic 2B: 8 Topic B establishes a firm understanding of how Similarity, Right Triangles, & Trigonometry
Dilations dilations behave. Students prove that a dilation maps HSG.SRT.A.1
a line to itself or to a parallel line and, furthermore, Verify experimentally the properties of dilations
dilations map segments to segments, lines to lines, given by a center and a scale factor:
rays to rays, circles to circles, and an angle to an
angle of equal measure. The lessons on proving these Similarity, Right Triangles, & Trigonometry
properties, Lessons 79, require students to build HSG.SRT.B.4
arguments based on the structure of the figure in Prove theorems about triangles. Theorems include:
question and a handful of related facts that can be a line parallel to one side of a triangle divides the
applied to the situation (e.g., the triangle side splitter other two proportionally, and conversely; the
theorem is called on frequently to prove that Pythagorean Theorem proved using triangle
dilations map segments to segments and lines to similarity.
lines) (MP.3, MP.7). Students apply their
understanding of dilations to divide a line segment
into equal pieces and explore and compare dilations
from different centers.
Topic 2C: 9 In Topic C, students learn what a similarity Similarity, Right Triangles, & Trigonometry
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Similarity and transformation is and why, provided the right HSG.SRT.A.2
Dilations circumstances, both rectilinear and curvilinear Given two figures, use the definition of similarity in
figures can be classified as similar (G-SRT.A.2). After terms of similarity transformations to decide if they
discussing similarity in general, the scope narrows, are similar; explain using similarity transformations
and students study criteria for determining when two the meaning of similarity for triangles as the
triangles are similar (G-SRT.A.3). Part of studying equality of all corresponding pairs of angles and
triangle similarity criteria (Lessons 15 and 17) the proportionality of all corresponding pairs of
includes understanding side length ratios for similar sides.
triangles, which begins to establish the foundation
for trigonometry (G-SRT.B.5). The final two lessons Similarity, Right Triangles, & Trigonometry
demonstrate the usefulness of similarity by HSG.SRT.A.3
examining how two ancient Greek mathematicians Use the properties of similarity transformations to
managed to measure the circumference of the earth establish the AA criterion for two triangles to be
and the distance to the moon, respectively (G- similar.
MG.A.1).
Similarity, Right Triangles, & Trigonometry
HSG.SRT.B.5
Use congruence and similarity criteria for triangles
to solve problems and to prove relationships in
geometric figures.
Geometric Measurement & Dimension

HSG.GMD.A.1
Give an informal argument for the formulas for the
circumference of a circle, area of a circle, volume
of a cylinder, pyramid, and cone. Use dissection
arguments, Cavalieri's principle, and informal limit
arguments.
Mid-Module 2 4 This assessment covers topics A through C. G-SRT.A.1, G-SRT.A.2, G-SRT.A.3, G-SRT.B.4,
Assessment G-SRT.B.5, G-MG.A.1, G-MG.A.3
Topic 2D: 6 In Topic D, students are laying the foundation to Similarity, Right Triangles, & Trigonometry
Applying studying trigonometry by focusing on similarity HSG.SRT.B.4
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Similarity to between right triangles in particular (the importance Prove theorems about triangles. Theorems include:
Right Triangles of the values of corresponding length ratios between a line parallel to one side of a triangle divides the
similar triangles is particularly apparent in Lessons other two proportionally, and conversely; the
16, 21, and 25). Students discover that a right Pythagorean Theorem proved using triangle
triangle can be divided into two similar sub-triangles similarity.
(MP.2) to prove the Pythagorean theorem (G-
SRT.B.4). Two lessons are spent studying the algebra
of radicals that is useful for solving for sides of a right
triangle and computing trigonometric ratios.
Middle-of- 5 This assessment covers module 1 and parts of

Course module 2.
Assessment
Topic 2E: 10 An introduction to trigonometry, specifically right Similarity, Right Triangles, & Trigonometry
Trigonometry triangle trigonometry and the values of side length HSG.SRT.C.6
ratios within right triangles, is provided in Topic E by Understand that by similarity, side ratios in right
defining the sine, cosine, and tangent ratios and triangles are properties of the angles in the
using them to find missing side lengths of a right triangle, leading to definitions of trigonometric
triangle (G-SRT.B.6). This is in contrast to studying ratios for acute angles.
trigonometry in the context of functions, as is done
in Algebra II of this curriculum. Students explore the Similarity, Right Triangles, & Trigonometry
relationships between sine, cosine, and tangent using HSG.SRT.C.7
complementary angles and the Pythagorean theorem Explain and use the relationship between the sine
(G-SRT.B.7, G-SRT.B.8). Students discover the link and cosine of complementary angles.
between how to calculate the area of a non-right
triangle through algebra versus trigonometry. Topic E Similarity, Right Triangles, & Trigonometry
continues with a study of the laws of sines and HSG.SRT.C.8
cosines to apply them to solve for missing side Use trigonometric ratios and the Pythagorean
lengths of an acute triangle (G-SRT.D.10, G- Theorem to solve right triangles in applied
SRT.D.11). Topic E closes with Lesson 34, which problems.*
introduces students to the functions arcsin, arccos,
and arctan, which are formally taught as inverse
functions in Algebra II. Students use what they know
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about the trigonometric functions sine, cosine, and
tangent to make sense of arcsin, arccos, and arctan.
Students use these new functions to determine the
unknown measures of angles of a right triangle.
End-of-Module 2 5 This assessment covers topics A through E. G-SRT.B.4, G-SRT.B.5, G-SRT.C.6, G-SRT.C.7,
Assessment G-SRT.C.8
Geometry Module 3: Extending to Three Dimensions
Topic 3A: Area 6 Topic A studies informal limit arguments to find the Geometric Measurement & Dimension
area of a rectangle with an irrational side length and HSG.GMD.A.1
of a disk (G-GMD.A.1). It also focuses on properties Give an informal argument for the formulas for the
of area that arise from unions, intersections, and circumference of a circle, area of a circle, volume
scaling. These topics prepare for understanding limit of a cylinder, pyramid, and cone. Use dissection
arguments for volumes of solids. arguments, Cavalieri's principle, and informal limit
arguments.
Topic 3B: 9 Topic B begins with a lesson where students Geometric Measurement & Dimension
Volume experimentally discover properties of three- HSG.GMD.A.1
dimensional space that are necessary to describe Give an informal argument for the formulas for the
three-dimensional solids such as cylinders and circumference of a circle, area of a circle, volume
prisms, cones and pyramids, and spheres. Cross- of a cylinder, pyramid, and cone. Use dissection
sections of these solids are studied and are classified arguments, Cavalieri's principle, and informal limit
as similar or congruent (G-GMD.B.4). A dissection is arguments.
used to show the volume formula for a right
triangular prism after which limit arguments give the Geometric Measurement & Dimension
volume formula for a general right cylinder (G- HSG.GMD.A.3
GMD.A.1). Use volume formulas for cylinders, pyramids,
cones, and spheres to solve problems.*
Lesson 10 uses two-dimensional cross-sections of
solids to approximate solids by general right Geometric Measurement & Dimension
cylindrical slices, leading to an understanding of HSG.GMD.B.4
Cavalieris principle (G-GMD.A.1). Congruent cross- Identify the shapes of two-dimensional cross-
sections for a general (skew) cylinder and Cavalieris sections of three-dimensional objects, and identify
principle lead to the volume formula for a general three-dimensional objects generated by rotations
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cylinder. of two-dimensional objects.
To find the volume formula of a pyramid, a cube is Modeling with Geometry HSG.MG.A.1
dissected into six congruent pyramids to find the Use geometric shapes, their measures, and their
volume of each. Scaling the given pyramids according properties to describe objects (e.g., modeling a
to a scaling principle analogous to the one tree trunk or a human torso as a cylinder).*
introduced in Topic A gives the volume formula for a
right rectangular pyramid. The cone cross-section Modeling with Geometry HSG.MG.A.2
theorem and Cavalieris principle are then used to Apply concepts of density based on area and
find the volume formula of a general cone (G- volume in modeling situations (e.g., persons per
GMD.A.1, G-GMD.A.3). square mile, BTUs per cubic foot).*
Cavalieris principle is used to show that the volume Modeling with Geometry HSG.MG.A.3
of a right circular cylinder with radius and height Apply geometric methods to solve design problems
is the sum of the volume of the hemisphere of (e.g., designing an object or structure to satisfy
radius and the volume of a right circular cone physical constraints or minimize cost; working with
with radius and height . This information leads typographic grid systems based on ratios).*
to the volume formula of a sphere (G-GMD.A.2, G-
GMD.A.3).
End-of-Module 3 3 This assessment covers topics A through B. G-GMD.A.1, G-GMD.A.3, G-GMD.B.4, G-MG.A.1, G-
Assessment MG.A.2, G-MG.A.3
Geometry Module 4: Connecting Algebra and Geometry Through Coordinates

Topic 4A: 4 The module opens with a modeling challenge (G- Expressing Geometric Properties with Equations
Rectangular and MG.A.1, G-MG.A.3) that reoccurs throughout the HSG.GPE.B.7
Triangular lessons. Students use coordinate geometry to Use coordinates to compute perimeters of
Regions Defined program the motion of a robot bound in a polygonal polygons and areas of triangles and rectangles,
by Inequalities region (a room) of the plane. MP.4 is highlighted e.g., using the distance formula.*
throughout this module as students transition from
the verbal tasks to determining how to use
coordinate geometry, algebra, and graphical thinking
to complete the task. The modeling task varies in
each lesson as students define regions, constrain
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motion along segments, rotate motion, and move
through a real-world task of programming a robot.
While this robot moves at a constant speed and its
motion is very basic, it allows students to see the
usefulness of the concepts taught in this module and
put them in context. In Lesson 1, students use the
distance formula and previous knowledge of angles
to program a robot to search a plane. Students
impose a coordinate system and describe the
movement of the robot in terms of line segments and
points. In Lesson 2, students graph inequalities and
discover that a rectangular or triangular region (G-
GPE.B.7) in the plane can be defined by a system of
algebraic inequalities (A-REI.D.12). In Lesson 3,
students study lines that cut through these
previously described regions. Students are given two
points in the plane and a region and determine
whether a line through those points meets the
region. If it does, they describe the intersection as a
segment and name the endpoints.
Topic A ends with Lesson 4, where students return to
programming the robot while constraining motion
along line segments within the region (G-GPE.B.7, A-
REI.C.6) and rotating a segment 90 clockwise or
counterclockwise about an endpoint (G-MG.A.1, G-
MG.A.3). Revisiting A-REI.C.6 (solving systems of
linear equations in two variables) and A-REI.D.12
(graphing linear inequalities in two variables and the
solution sets of a system of linear inequalities) shows
the coherence between algebra and geometry.
Topic 4B: 4 The challenge of programming robot motion along Expressing Geometric Properties with Equations
Perpendicular segments parallel or perpendicular to a given HSG.GPE.B.4
and Parallel segment leads to an analysis of slopes of parallel and Use coordinates to prove simple geometric
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Lines in the perpendicular lines and the need to prove results theorems algebraically. For example, prove or
Cartesian Plane about these quantities (G-GPE.B.5). MP.3 is disprove that a figure defined by four given points
highlighted in this topic as students engage in in the coordinate plane is a rectangle; prove or
proving the criterion for perpendicularity and then disprove that the point (1, 3) lies on the circle
extending that knowledge to reason about lines and centered at the origin and containing the point (0,
segments. This work highlights the role of the 2).
converse of the Pythagorean theorem in the
identification of perpendicular directions of motion Expressing Geometric Properties with Equations
(G-GPE.B.4). In Lesson 5, students explain the HSG.GPE.B.5
connection between the Pythagorean theorem and Prove the slope criteria for parallel and
the criterion for perpendicularity (G-GPE.B.4). Lesson perpendicular lines and use them to solve
6 extends that study by generalizing the geometric problems (e.g., find the equation of a
criterion for perpendicularity to any two segments line parallel or perpendicular to a given line that
and applying this criterion to determine if segments passes through a given point).
are perpendicular. In Lesson 7, students recognize
that when a line and a normal segment intersect at
the origin, the segment from (0,0) to (1 , 2 ) is the

normal segment, with a slope of 2 , and the
1
equation of the line is 1 + 2 = with a slope of

1. Lesson 8 concludes Topic B when students
2
recognize parallel and perpendicular lines from their
slopes and create equations for parallel and
perpendicular lines. The criterion for parallel and
perpendicular lines and the work from this topic with
the distance formula is extended in the last two
topics of this module as students use these
foundations to determine perimeter and area of
polygonal regions in the coordinate plane defined by
systems of inequalities. Additionally, students study
the proportionality of segments formed by diagonals
of polygons.
Mid-Module 4 3 This assessment covers topics A through B. G-GPE.B.4, G-GPE.B.5, G-GPE.B.7
Assessment
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Topic 4C: 3 Lesson 9 begins Topic C with students finding the Expressing Geometric Properties with Equations
Perimeters and perimeter of triangular regions using the distance HSG.GPE.B.7
Areas of formula Use coordinates to compute perimeters of
Polygonal and deriving the formula for the area of a triangle polygons and areas of triangles and rectangles,
Regions in the with vertices (0, 0), (1 1 ), (2 , 2 ) as = e.g., using the distance formula.*
Cartesian Plane 1
( 2 1 ) (G-GPE.B.7). Students are
2 1 2
introduced to the shoelace formula for area and
understand that this formula is useful because only
the coordinates of the vertices of a triangle are
needed. In Lesson 10, students extend the
shoelace formula to quadrilaterals, showing that
the traditional formulas
are verified with general cases of the shoelace
formula and even extend this work to other polygons
(pentagons and hexagons). Students compare the
traditional formula for area and area by
decomposition of figures and see that the shoelace
formula is much more efficient in some cases. This
work with the shoelace formula is the high school
Geometry version of Greens theorem and subtly
exposes students to elementary ideas of vector and
integral calculus. Lesson 11 concludes this work as
the regions are described by a system of inequalities.
Students sketch the regions, determine points of
intersection (vertices), and use the distance formula
to calculate perimeter and the shoelace formula to
determine area of these regions. Students return to
the real-world application of programming a robot
and extend this work to robots not just confined to
straight line motion but also motion bound by
regions described by inequalities and defined areas.
Topic 4D: 4 Topic D concludes the work of Module 4. In Lesson Expressing Geometric Properties with Equations
Partitioning and 12, students find midpoints of segments and points HSG.GPE.B.4
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Geometry
Extending that divide segments into 3 or more equal and Use coordinates to prove simple geometric
Segments and proportional parts. Students also find locations on a theorems algebraically. For example, prove or
Parameterization directed line segment between two given points that disprove that a figure defined by four given points
of Lines partition the segment in given ratios (G-GPE.B.6). in the coordinate plane is a rectangle; prove or
Lesson 13 requires students to show that if and disprove that the point (1, 3) lies on the circle
and
cut proportionately, then the centered at the origin and containing the point (0,
intersection of
and
lies on the median of 2).
BC from vertex and connects this work to proving
classical results in geometry (G-GPE.B.4). For Expressing Geometric Properties with Equations
instance, the diagonals of a parallelogram bisect one HSG.GPE.B.6
another, and the medians of a triangle meet at the Find the point on a directed line segment between
2 two given points that partitions the segment in a
point 3 of the way from the vertex for each. Lesson
given ratio.
14 is an optional lesson that allows students to
explore parametric equations and compare them
with more familiar linear equations (G-GPE.B.6, G-
MG.A.1). Students complete the work of this module
in Lesson 15 by deriving and applying the distance
formula (G-GPE.B.4) and with the challenge of
locating the point along a line closest to a given
point, again given as a robot challenge.
End-of-Module 4 4 This assessment covers topics A through D. G-GPE.B.4, G-GPE.B.5, G-GPE.B.6, G-GPE.B.7
Assessment
Geometry Module 5: Circles With and Without Coordinates
Topic 5A: Central 8 This modules focus is on the possible geometric Circles HSG.C.A.2
and Inscribed relationships between a pair of intersecting lines and Identify and describe relationships among inscribed
Angles a circle drawn on the page. If the lines are angles, radii, and chords. Include the relationship
perpendicular, and one passes through the center of between central, inscribed, and circumscribed
the circle, then the relationship encompasses the angles; inscribed angles on a diameter are right
perpendicular bisectors of chords in a circle and the angles; the radius of a circle is perpendicular to the
association between a tangent line and a radius tangent where the radius intersects the circle.
drawn to the point of contact. If the lines meet at a
point on the circle, then the relationship involves Circles HSG.C.A.3
inscribed angles. If the lines meet at the center of the Construct the inscribed and circumscribed circles of
Page 19 of 32
Geometry
circle, then the relationship involves central angles. If a triangle, and prove properties of angles for a
the lines meet at a different point inside the circle or quadrilateral inscribed in a circle.
at a point outside the circle, then the relationship
includes the secant angle theorems and tangent
angle theorems.
Topic A, through a hands-on activity, leads students

first to Thales theorem (an angle drawn from a
diameter of a circle to a point on the circle is sure to
be a right angle), then to possible converses of
Thales theorem, and finally to the general inscribed-
central angle theorem. Students use this result to
solve unknown angle problems. Through this work,
students construct triangles and rectangles inscribed
in circles and study their properties (G-C.A.2, G-
C.A.3).
Topic 5B: Arcs 4 Topic B defines the measure of an arc and establishes Circles HSG.C.A.1
and Sectors results relating chord lengths and the measures of Prove that all circles are similar.
the arcs they subtend. Students build on their
knowledge of circles from Module 2 and prove that Circles HSG.C.A.2
all circles are similar. Students develop a formula for Identify and describe relationships among inscribed
arc length in addition to a formula for the area of a angles, radii, and chords. Include the relationship
sector and practice their skills solving unknown area between central, inscribed, and circumscribed
problems (G-C.A.1, G-C.A.2, G-C.B.5). angles; inscribed angles on a diameter are right
angles; the radius of a circle is perpendicular to the
tangent where the radius intersects the circle.
Circles HSG.C.B.5
Derive using similarity the fact that the length of
the arc intercepted by an angle is proportional to
the radius, and define the radian measure of the
angle as the constant of proportionality; derive the
formula for the area of a sector.
Page 20 of 32
Geometry
Mid-Module 5 3 This assessment covers topics A through B. G-C.A.1, G-C.A.2, G-C.A.3, G-C.B.5
Assessment
Topic 5C: 8 In Topic C, students explore geometric relations in Circles HSG.C.A.2
Secants and diagrams of two secant lines, or a secant and tangent Identify and describe relationships among inscribed
Tangents line (possibly even two tangent lines), meeting a angles, radii, and chords. Include the relationship
point inside or outside of a circle. They establish the between central, inscribed, and circumscribed
secant angle theorems and tangent-secant angle angles; inscribed angles on a diameter are right
theorems. By drawing auxiliary lines, students also angles; the radius of a circle is perpendicular to the
notice similar triangles and thereby discover tangent where the radius intersects the circle.
relationships between lengths of line segments
appearing in these diagrams (G-C.A.2, G-C.A.3, G- Circles HSG.C.A.3
C.A.4). Construct the inscribed and circumscribed circles of
a triangle, and prove properties of angles for a
quadrilateral inscribed in a circle.
Topic 5D: 3 Topic D brings in coordinate geometry to establish Expressing Geometric Properties with Equations
Equations for the equation of a circle. Students solve problems to HSG.GPE.A.1
Circles and Their find the equations of specific tangent lines or the Derive the equation of a circle of given center and
Tangents coordinates of specific points of contact. They also radius using the Pythagorean Theorem; complete
express circles via analytic equations (G-GPE.A.1, G- the square to find the center and radius of a circle
GPE.B.4). given by an equation.
Expressing Geometric Properties with Equations

HSG.GPE.B.4
Use coordinates to prove simple geometric
theorems algebraically. For example, prove or
disprove that a figure defined by four given points
in the coordinate plane is a rectangle; prove or
disprove that the point (1, 3) lies on the circle
centered at the origin and containing the point (0,
2).
Page 21 of 32
Geometry
Topic 5E: Cyclic 2 The module concludes with Topic E focusing on the Circles HSG.C.A.3
Quadrilaterals properties of quadrilaterals inscribed in circles and Construct the inscribed and circumscribed circles of
and Ptolemy establishing Ptolemys theorem. This result codifies a triangle, and prove properties of angles for a
the Pythagorean theorem, curious facts about quadrilateral inscribed in a circle.
triangles, properties of the regular pentagon, and
trigonometric relationships. It serves as a final
unifying flourish for students year-long study of
geometry (G-C.A.3).
End-of-Module 5 2 This assessment covers topics C through E. G-C.A.1, G-C.A.2, G-C.A.3, G-GPE.A.1, G-GPE.B.4
Assessment
End-of-Course 5 This assessment covers modules 1-5.
Assessment
Geometry Daily Planning Calendar:
Day Date Topic
Page 22 of 32
Geometry
1 09/05 Geometry Course Overview
2 09/06 Module 1 Topic A L1-L2 Construct an Equilateral Triangle
3 09/07 Module 1 Topic A L1-L2 Construct an Equilateral Triangle
4 09/08 Module 1 Topic A L3 Copy and Bisect an Angle
5 09/11 Module 1 Topic A L4 Construct a Perpendicular Bisector
6 09/12 Module 1 Topic A L5 Points of Concurrencies
7 09/13 Review Module 1 Topic A
8 09/14 Assess Module 1 Topic A
9 09/15 Module 1 Topic B L6 Solve for Unknown Angles- Angles and Lines at a Point
10 09/18 Module 1 Topic B L7 Solve for Unknown Angles- Transversals
11 09/19 Module 1 Topic B L8 Solve for Unknown Angles- Angles in a Triangle
12 09/20 Module 1 Topic B L9 Unknown Angle Proofs- Writing Proofs
13 09/21 Module 1 Topic B L10 Unknown Angle Proofs- Proofs with Construction
14 09/22 Module 1 Topic B L11 Unknown Angle Proofs-Proofs for Known Facts
15 09/25 Review Module 1 Topic B
16 09/26 Assess Module 1 Topic B
17 09/27 Module 1 Topic C L12 Transformations- The Next Level
18 09/28 Module 1 Topic C L13 Rotations
19 09/29 Module 1 Topic C L14 Reflections
20 10/02 Module 1 Topic C L15 Rotations, Reflection, and Symmetry
21 10/03 Module 1 Topic C L16 Translations
22 10/04 Module 1 Topic C L17 Characterize Points on a Perpendicular Bisector
23 10/05 Module 1 Topic C L18 Looking More Carefully at Parallel Lines
24 10/06 Module 1 Topic C L19 Construct and Apply a Sequence of Rigid Motions
25 10/09 Module 1 Topic C L20 Applications of Congruence in Terms of Rigid Motions
26 10/10 Module 1 Topic C L21 Correspondence and Transformations
27 10/11 Review Module 1 Topic C
28 10/12 Assess Module 1 Topics A-C (Mid-Module 1 Assessment)
29 10/13 Remediation or Further Applications
32 10/18 Module 1 Topic D L22 Congruence Criteria for Triangles- SAS
Page 23 of 32
Geometry
33 10/23 Module 1 Topic D L23 Base Angles of Isosceles Triangles
34 10/24 Module 1 Topic D L24 Congruence Criteria for Triangles- ASA and SSS
35 10/25 Module 1 Topic D L25 Congruence Criteria for Triangles- AAS and HL
36 10/26 Module 1 Topic D L26-L27 Triangles Congruency Proofs
37 10/27 Module 1 Topic D L26-L27 Triangles Congruency Proofs
38 10/30 Review Module 1 Topic D
39 10/31 Assess Module 1 Topic D
40 11/01 Module 1 Topic E L28 Properties of Parallelogram
41 11/02 Module 1 Topic E L29-L30 Special Lines in Triangles
42 11/03 Module 1 Topic E L29-L30 Special Lines in Triangles
43 11/07 Module 1 Topic F L31 Construct a Square and a Nine-Point Circle
44 11/08 Module 1 Topic F L32 Construct a Nine-Point Circle
45 11/09 Module 1 Topic G L33-L34 Review of the Assumptions
46 11/10 Module 1 Topic G L33-L34 Review of the Assumptions
47 11/13 Review Module 1 Topics A-G
48 11/14 End-of Module 1 Assessment
49 11/15 Remediation & Further Applications
52 11/20 Module 2 Topic A L1 Scale Drawings
53 11/21 Module 2 Topic A L2 Making Scale Drawings Using the Ratio Method
54 11/22 Module 2 Topic A L3 Making Scale Drawings Using the Parallel Method
55 11/27 Module 2 Topic A L4 Comparing the Ratio Method with the Parallel Method
56 11/28 Module 2 Topic A L5 Scale Factors
59 12/01 Module 2 Topic B L6 Dilations as Transformations of the Plane
60 12/04 Module 2 Topic B L7 How Do Dilations Map Segments?
61 12/05 Module 2 Topic B L8 How Do Dilations Map Lines, Rays, and Circles?
62 12/06 Module 2 Topic B L9 How Do Dilations Map Angles?
63 12/07 Module 2 Topic B L10 Dividing the Kings Foot into 12 Equal Pieces
64 12/08 Module 2 Topic B L11 Dilations from Different Centers
Page 24 of 32
Geometry
66 12/12 Assess Module 2 Topic B
67 12/13 Module 2 Topic C L12 What Are Similarity Transformations, and Why Do We Need Them?
68 12/14 Module 2 Topic C L13 Properties of Similarity Transformations
69 12/15 Module 2 Topic C L14 Similarity
70 12/18 Module 2 Topic C L15 The Angle-Angle (AA) Criterion for Two Triangles to Be Similar
71 12/19 Module 2 Topic C L16 Between-Figure and Within-Figure Ratios
72 12/20 Module 2 Topic C L17 The Side-Angle-Side (SAS) and Side-Side-Side (SSS) Criteria for Two Triangles to Be Similar..
73 12/21 Module 2 Topic C L18 Similarity and the Angle Bisector Theorem
74 12/22 Module 2 Topic C L19 Families of Parallel Lines and the Circumference of the Earth
75 01/02 Module 2 Topic C L20 How Far Away Is the Moon?
77 01/04 Assess Module 2 Topics A-C (Mid-Module 2 Assessment)
80 01/09 Module 2 Topic D L21 Special Relationships Within Right TrianglesDividing into Two Similar Sub-Triangles
81 01/10 Module 2 Topic D L22 Multiplying and Dividing Expressions with Radicals
82 01/11 Module 2 Topic D L23 Adding and Subtracting Expressions with Radicals
83 01/12 Module 2 Topic D L24 Prove the Pythagorean Theorem Using Similarity
84 01/16 Review Module 2 Topic D
85 01/17 Assess Module 2 Topic D
86 01/18 Middle-of-Course Assessments
91 01/25 Module 2 Topic E L25 Incredibly Useful Ratios
92 01/29 Module 2 Topic E L26 The Definition of Sine, Cosine, and Tangent
93 01/30 Module 2 Topic E L27 Sine and Cosine of Complementary Angles and Special Angles
94 01/31 Module 2 Topic E L28 Solving Problems Using Sine and Cosine
95 02/01 Module 2 Topic E L29 Applying Tangents
96 02/02 Module 2 Topic E L30 Trigonometry and the Pythagorean Theorem
Page 25 of 32
Geometry
97 02/05 Module 2 Topic E L31 Using Trigonometry to Determine Area
98 02/06 Module 2 Topic E L32 Using Trigonometry to Find Side Lengths of an Acute Triangle
99 02/07 Module 2 Topic E L33 Applying the Laws of Sines and Cosines
100 02/08 Module 2 Topic E L34 Unknown Angles
101 02/09 Review Module 2 Topics A-E
106 02/20 Module 3 Topic A L1 What is Area?
107 02/21 Module 3 Topic A L2 Properties of Area
108 02/22 Module 3 Topic A L3 The Scaling Principle for Area
109 02/23 Module 3 Topic A L4 Proving the Area of a Disk
112 02/28 Module 3 Topic B L5 Three-Dimensional Space
113 03/01 Module 3 Topic B L6 General Prisms and Cylinders and Their Cross-Sections
114 03/02 Module 3 Topic B L7 General Pyramids and Cones and Their Cross-Sections
115 03/05 Module 3 Topic B L8 Definition and Properties of Volume
116 03/06 Module 3 Topic B L9 Scaling Principle for Volumes
117 03/07 Module 3 Topic B L10 The Volume of Prisms and Cylinders and Cavalieris Principle
118 03/08 Module 3 Topic B L11 The Volume Formula of a Pyramid and Cone
119 03/09 Module 3 Topic B L12 The Volume Formula of a Sphere
120 03/12 Module 3 Topic B L13 How Do 3D Printers Work?
124 03/19 Module 4 Topic A L1 Searching a Region in the Plane
125 03/20 Module 4 Topic A L2 Finding Systems of Inequalities That Describe Triangular and Rectangular Regions
126 03/21 Module 4 Topic A L3 Lines That Pass Through Regions
127 03/22 Module 4 Topic A L4 Designing a Search Robot to Find a Beacon
128 03/23 Module 4 Topic B L5 Criterion for Perpendicularity
Page 26 of 32
Geometry
129 04/03 Module 4 Topic B L6 Segments That Meet at Right Angles
130 04/04 Module 4 Topic B L7 Equations for Lines Using Normal Segments
131 04/05 Module 4 Topic B L8 Parallel and Perpendicular Lines
133 04/09 Assess Module 4 Topics A and B (Mid-Module 4 Assessment)
134 04/10 Remediation & Further Application
135 04/11 Module 4 Topic C L9 Perimeter and Area of Triangles in the Cartesian Plane
136 04/12 Module 4 Topic C L10 Perimeter and Area of Polygonal Regions in the Cartesian Plane
137 04/13 Module 4 Topic C L11 Perimeters and Areas of Polygonal Regions Defined by Systems of Inequalities
138 04/16 Module 4 Topic D L12 Dividing Segments Proportionately
139 04/17 Module 4 Topic D L13 Analytic Proofs of Theorems Previously Proved by Synthetic Means
140 04/18 Module 4 Topic D L14 Motion Along a LineSearch Robots Again (Optional)
141 04/19 Module 4 Topic D L15 The Distance from a Point to a Line
142 04/20 Review Module 4 Topics A-D
146 04/26 Module 5 Topic A L1 Thales Theorem
147 04/27 Module 5 Topic A L2 Circles, Chords, Diameters, and Their Relationships
148 04/30 Module 5 Topic A L3 Rectangles Inscribed in Circles
149 05/01 Module 5 Topic A L4 Experiments with Inscribed Angles
150 05/02 Module 5 Topic A L5 Inscribed Angle Theorem and Its Applications
151 05/03 Module 5 Topic A L6 Unknown Angle Problems with Inscribed Angles in Circles
154 05/08 Module 5 Topic B L7 The Angle Measure of an Arc
155 05/09 Module 5 Topic B L8 Arcs and Chords
156 05/10 Module 5 Topic B L9 Arc Length and Areas of Sectors
157 05/11 Module 5 Topic B L10 Unknown Length and Area Problems
159 05/15 Assess Module 5 Topics A and B (Mid-Module 5 Assessment)
Page 27 of 32
Geometry
161 05/17 Module 5 Topic C L11 Properties of Tangents
162 05/18 Module 5 Topic C L12 Tangent Segments
163 05/21 Module 5 Topic C L13 The Inscribed Angle AlternateA Tangent Angle
164 05/22 Module 5 Topic C L14 Secant Lines; Secant Lines That Meet Inside a Circle
165 05/23 Module 5 Topic C L15 Secant Angle Theorem, Exterior Case
166 05/24 Module 5 Topic C L16 Similar Triangles in Circle-Secant (or Circle-Secant-Tangent) Diagrams
168 05/29 Assess Module 5 Topic C
169 05/30 Module 5 Topic D L17 Writing the Equation for a CircleWriting the Equation for a Circle
170 05/31 Module 5 Topic D L18 Recognizing Equations of Circles
171 06/01 Module 5 Topic D L19 Equations for Tangent Lines to Circles
172 06/04 Module 5 Topic E L20 Cyclic Quadrilaterals
173 06/05 Module 5 Topic E L21 Ptolemys Theorem
174 06/06 Review Module 5 Topics C-E
176 06/08 End-of-Course Exams
Geometry School Year Planning Calendar 2017-2018

AUGUST 2017 SEPTEMBER 2017 OCTOBER 2017 NOVEMBER 2017
Page 28 of 32
Geometry
M T W T F M T W T F M T W T F M T W T F
1 2 3 4 1 2 2 3 4 5 6 1 2 3
7 8 9 10 11 4 5 6 7 8 9 10 11 12 13 6 7 8 9 10
14 15 16 17 18 11 12 13 14 15 16 17 18 19 20 13 14 15 16 17
21 22 23 24 25 18 19 20 21 22 23 24 25 26 27 20 21 22 23 24
28 29 30 31 25 26 27 28 29 30 31 27 28 29 30
29th- 31st: PD for staff 4th: Labor Day No School 19TH-20th PD for Staff 6th: Conferences and PD for staff
5TH : First day for students 9th End of Q1
23rd 24th: Thanksgiving Break
DECEMBER 2017 JANUARY 2018 FEBRUARY 2018 MARCH 2018

M T W T F M T W T F M T W T F M T W T F
1 1 2 3 4 5 1 2 1 2
4 5 6 7 8 8 9 10 11 12 5 6 7 8 9 5 6 7 8 9
11 12 13 14 15 15 16 17 18 19 12 13 14 15 16 12 13 14 15 16
18 19 20 21 22 22 23 24 25 26 19 20 21 22 23 19 20 21 22 23
25 26 27 28 29 29 30 31 26 27 28 26 27 28 29 30
25th- 29th: Winter Holiday No 1st:Winter Holiday No School 16th: PD for staff 11th: End of Q3
School 15th: MLK Day No School 19th: Presidents Day No School 16th: Conferences and PD for
24th: End of Q2 Staff
26th: PD for staff 26th-30th: Spring Break- No
School
APRIL 2018 MAY 2018 JUNE 2018

M T W T F M T W T F M T W T F
2 3 4 5 6 1 2 3 4 1
9 10 11 12 13 7 8 9 10 11 4 5 6 7 8
16 17 18 19 20 14 15 16 17 18 11 12 13 14 15
23 24 25 26 27 21 22 23 24 25 18 19 20 21 22
30 28 29 30 31 25 26 27 28 29
2nd: Spring Break No School 28th: Memorial Day No School 14th: End of Q4
14th: Last Day of School for
Students (if no snow days used)
Key: Module 1 (orange), Module 2 (yellow), Module 3 (light green), Module 4 (light blue), Module 5 (green) and MOC and EOC Assessments (red).
Baltimore City Public Schools Secondary Mathematics Curriculum Map
Number & Quantity & Geometry & Modeling Algebra & Modeling Statistics & Probability & Ratios & Proportional Functions & Modeling
Modeling Modeling Reasoning
Page 29 of 32
Geometry
Gr. 6 Gr.7 Gr.8 Alg. 1 Geo. Alg. 2 Pre-Calc.

M1: Ratios & Unit M1: Ratios & M1: Integer M1: Quantities, M1: Congruence, M1: Polynomial, M1:
Rates Proportional Exponents/ Sci. Reasoning & Graphs Proof & Rational & Radical Complex Numbers
(37 days) Relationships Notation (46 days) Constructions Relationships & Transformations
(31 days) (20 days) (51 days) (54 days) (41 days)
M2: Congruence
M2: Rational (23 days)
M2: Arithmetic Numbers
Operations (29 days) M3: Similarity
(25 days) (23 days) M2: Descriptive M2: Similarity, M2: Trigonometric M2: Vectors &
M3: Rational M3: Expressions & Statistics Proof, & Functions Matrices
Numbers Equations M4: Linear (33 days) Trigonometry (24 days) (38 days)
(23 days) (33 days) Equations (49 days)
M3: Exponential &
(41 days) M3: Linear & Logarithmic
M4: Expressions & Exponential Functions M3: Rational &
Equations Functions M3: Extending to 3 (49 days) Exponential
(41 days) M4: Percent & (40 days) Dimensions Functions
Proportional (18 days) (28 days)
Relationships M5: Functions from M4: Polynomial & M4: Coordinate
(26 days) Geometry Quadratic Functions Geometry M4: Trigonometry
M5: Statistics & (16 days) (35 days) (22 days) M4: Inferences & (21 days)
M5: Geometry Probability M6: Linear Functions M5: Circles with & Conclusions from
(26 days) (28 days) (19 days) Without Coordinates Data M5: Probability &
M5: Modeling (30 days) (43 days) Statistics
M6: Geometry M7: Irrational Equations & (24 days)
M6: Statistics (33 days) Numbers Using Functions
(28 days) Geometry (16 days) Middle-of-Course & Middle-of-Course &
(38 days) MOC & EOC End-of-Course End-of-Course MOC & EOC
(10 Days) Assessments Assessments (10 Days)
(10 Days) (10 Days)
Page 30 of 32

Bcps Geometry Scope Sequence Sy1718

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Bcps Geometry Scope Sequence Sy1718

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Geometry

(9/5-11/9) (11/10-01/24) (01/25-04/11) (04/12-6/14)

Prove geometric theorems

Geometry Module 2: Similarity, Proof, and Trigonometry

Geometric Measurement & Dimension

Geometric Measurement & Dimension

Middle-of- 5 This assessment covers module 1 and parts of

Geometry Module 4: Connecting Algebra and Geometry Through Coordinates

Topic A, through a hands-on activity, leads students

Expressing Geometric Properties with Equations

Geometry Daily Planning Calendar:

Day Date Topic

Geometry School Year Planning Calendar 2017-2018

DECEMBER 2017 JANUARY 2018 FEBRUARY 2018 MARCH 2018

APRIL 2018 MAY 2018 JUNE 2018

Gr. 6 Gr.7 Gr.8 Alg. 1 Geo. Alg. 2 Pre-Calc.

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