Math10

-Students will know emergency procedures in case there is an emergenncy. Students will be able to read directions and mark intersections on a road map. || M(F&A)-10–1 M(G&M)–10–10 G-CO-1 || -Review Syllabus -Review Emergency Procedures -Road map intersections || -Reading map directions and making intersections on the map || -Syllabus -Emergency procedures guide -Road map || DOK-1 ||  || -Students will be able to draw the intersections of lines, rays, segments and planes. Students will be able to determine is a point is on a given line. -Students will be able to graph an inequality and determine if it is a ray, line, or segment. || M(N&O)–10–8 M(G&M)–10–10 G-CO-1 || -Naming planes -Sketching lines, rays, segments, and planes. || -Worksheet 1.1A or B for homework || - Powerpoint notes -Geometry textbook || DOK-1 || -Do more examples of drawing 3D geometric figures || -Students will be able to use the Segment Addition Postulate to calculate the mission part of a segment -Students will be able to determine if two segments are congruent on the coordinate plane. || M(G&M)-10–4 M(G&M)–10–7 || -Segment brain teaser -Measuring segments with a ruler || Worksheet 1.2A or B || -Powerpoint notes -Brain teaser from Ch. 1 resource book -Geometry book || DOK-2 || -Practice more solving problems involving algebraic equations || -Students will be able to construct the distance between and the midpoint of two points on the coordinate plane. || M(G&M)–10–9 M(F&A)–10–4 G-GPE-4 || -Constructing a segment bisector of any segment -Solving equations involving a segment bisector -Solving equations with distance and midpoint formula || -Worksheet 1.3A or B || -Warm-up on pg. 15 -Powerpoint notes -Guided Practice exercises || DOK-2 ||  || -Students will be able to name a given angle using three letters. || M(G&M)–10–2 || -Take quiz on 1.1-1.3 -Draw and name angles || -Quiz #1 on 1.1-1.3 || -Quiz -Powerpoint notes || DOK-1 || -Clarify congruent segments and segment addition before quiz || -Students will be be able to measure an angle using a protractor. -Students will be able to solve equations involving the angle addition postulate and determine the angle measure. || M(G&M)–10–2 A-CED-1 || -how to use a protractor || -Worksheet 1.4 B || -powerpoint notes -Geometry textbook || DOK-2 ||  || - Students will be able to determine if a pair of angles is a linear pair or verticle angles or neither. -Students will be able to use algebraic equations to solve for x and find the measure of an angle. || M(F&A)–10–4 M(G&M)–10–4 A-CED-1 || -Find complementary and supplementary angles, linear pairs and vertical angles. || -Worksheet 1.5B || -Powerpoint notes-Geometry Textbook || DOK-2 || -Make glossary for students and have them continue with the glossary throughout the year. || -Students will be able to classify a polygon as equilateral, equiangular, or regular and convex and concave. -Students will be able to find the measure of a side of a regular polygon by using algebraic equations. || M(G&M)–10–2
 * ~ WoDate ||~ Essential Question/Unit Title ||~ Daily Objective ||~ Standard(s) ||~ Activities ||~ Assessments ||~ Resources/Readings ||~ DOK ||~ Special Considerations ||
 * 9/7 || Introductions and Class Procedures || -Students will understand course requirements and expectations.
 * 9/9 || How do you name geometric figures? || -Students will be able to draw lines, rays, segments and planes.
 * 9/12 || What are congruent segments? || -Students will be able to measure a segment, using a ruler, to the nearest eigth of an inch or the nearest tenth of a centimeter.
 * 9/14 || How do you find the distance and the midpoint between two point in the coordinate plan? || -Students will be able to construct a segment bisector.
 * 9/16 || How do you name an angle? || -Students will be able to use their prior knowledge to solve problems involving drawing geometric figures, segment addition and distance and midpoint formula.
 * 9/19 || How do you identify and angle as acute, obtuse, right, or straight? || -Students will be able to classify an angle as acute, obtuse, right, or straight.
 * 9/21 || How do you construct an angle bisector? || -Students will be able to construct a angle and a segment bisector using a compass and straightedge.-Students will be able to solve algebraic equations of a bisected angle and find the measure of the whole angle.M(G&M)–10–4, G-CO-12 Constructing an angle bisector-Worksheet 1.4 B(Continued)--Compass-Protractor-Powerpoint notes-Geometry book DOK-2 ||
 * 9/23 || How do you identify a pair of angles? || -Students will be able to distinguish between complementary and supplementary angles.-Students will be able to find the complement and supplement given an angle measure.
 * 9/26 || How do a classify a polygon by its sides and angles? || - Students will be able to classify polygons by the number of sides they have.

M(F&A)–10–4 || -Drawing polygons -Classifying polygons || -Worksheet 1.6B or A || -Smartboard Drawings -Powerpoint notes -Geometry textbook || DOK-2 ||  || -Students will be able to calculate the area and circumference of a circle. -Given the area, perimeter, or cirumference students will be able to calculate the missing piece of information in the problem. || M(G&M)–10–6 M(G&M)–10–7 M(F&A)–10–4 G-GPE-7 || -Calculating area, perimeter, and circumference. || -Worksheet 1.7 A or B || -Smartboard notes -Powerpoint notes -Geometry textbook || DOK-3 || -Write perimeter formula for rectangle and square as two times the length plus two times the width and adding up the sides so that students can see it both ways. || M(G&M)–10–6 M(G&M)–10–4 M(G&M)–10–2 M(G&M)–10–7 M(G&M)–10–9 M(F&A)–10–4 M(N&O)–10–8 A-CED-1 G-CO-12 || -Jeopardy interactive game || -Jeopardy questions || -Smartboard -Interative jeopardy powerpoint || DOK-1,DOK-2 || Pick groups instead of letting students pick to even out levels of students. || M(G&M)–10–10 M(G&M)–10–6 M(G&M)–10–7 M(F&A)–10–4 M(G&M)–10–4 M(G&M)–10–9 M(N&O)–10–8 A-CED-1 G-CO-12 || Completing Chapter 1 test || -Chapter 1 test || -Chapter 1 test A or B || DOK-1, DOK-2 || -Use 2 levels of test one for lower class and one for other 2 classes || G-CO-9 || -Constructing two-collumn proofs || worksheet 2.6B || -Geometry textbook -Smartboard || DOK-3 || Give an introduction to students about proofs and reasoning through logic puzzles and Sudoku || G-CO-9 || Making a glossary of properties, postulates and theorems || Worksheet 2.6B || -Geometry textbook -Smartboard -Powerpoint || DOK-2 || Have students make a glossary as a quick reference for key properties and postulates for proofs. || G-CO-9 || -Use the properties and postulates in glossary to prove theorems in section 2.6 || Note cards || -Geometry textbook -Glossary in notebook || DOK-3 || Have students make note cards of postulates and properties to study them.
 * 9/28 || How do you find the perimeter, area of a rectangle and triangle and circumference and area of a circle? || -Students will be able to calculate perimeter and area of a square, rectangle, and triangle.
 * 9/30 || Chapter 1 Review || -Students will be able to collaborate in their groups to answer jeopardy questions to review for their test. || M(F&A)-10–1M(G&M)–10–10
 * 10/3 || Chapter 1 Test || -Students will be able to apply the concepts they learned in chapter 1 and answer questions on a chapter test. || M(F&A)-10–1
 * 10/7 || How do you write a geometric proof? || -Students will be able to prove statements about segments and angle. || M(G&M)–10–2
 * 10/14 || How do you write a geometric proof? || -Students will be able to apply the properties and postulates of equality and congruence to constructing proofs. || M(G&M)–10–2
 * 10/17 || How do you write a geometric proof? || -Students will be able to apply the properties and postulates of equality and congruence to construct proofs. || M(G&M)–10–2

Hand out progress reports to students and have parents sign them. || -Students will be able to calculate a percentage of a value || M(G&M)–10–6 M(G&M)–10–7 M(F&A)–10–4 || -Air Conditioner problems solving project || -Air conditioner project || -Pre-reading materials -Project handout || DOK-3 || -Go over architectural scale with students and how to read diagram if dentists office. || -Students will correct their Chapter 1 test || M(G&M)–10–6 M(G&M)–10–7 M(F&A)–10–4 || -Air conditioner project-Chapter 1 test revisions || -Project and test revisions || -Project handout -Chapter 1 test || DOK-3 || -Give clear instructions to students on what they are supposed to do before assigning it. ||  || -Students will be able to identify a postulate using information in a diagram. || M(G&M)–10–2 || -Logic Puzzles -Identifying a diagram || -Einstein logic puzzle || -Logic Puzzle handouts -Geometry Textbook || DOK-1, DOK-2 ||  || -Students will be able to identify a postulate using information in a diagram. || M(G&M)–10–2 G-CO-9 || -Einstein Logic puzzle review -Interpreting a diagram in textbook || -Practice 2.4A or B || Einstein Logic Puzzle, Geometry textbook || DOK-1, DOK-2 ||  || - Read and take notes on 2.5: Reason using properties of Algebra || Participation-checking to see if students took notes and did activity || -Geometry textbook || DOK-2, DOK-4 ||  || G-CO-9 || -Constructing two column proofs of angles and lines. || - Practice 2.6B || -Geometry Textbook || DOK-3, DOK-4 ||  || G-CO-9 || - Cut and paste a proof given the statements and reasons in a mixed up order. || -Cut and Paste proof activity || -Geometry textbook || DOKK-3, DOK-4 || Start out with a cut and paste proof with statements ordered then move into one without numbered statements to have students use first one as a guide. || G-CO-9 || -Face-ing math worksheet || -Face-ing math worksheet || -Face-ing math worksheet || DOK-3, DOK-4 || -Have students complete worksheet over two days while information is being presented to them so they do not forget and they have the opportunity to color it if they do not have the resources at home. || G-CO-9 || - Quiz on postulate and algebraic properties of equality. || -Quiz on sections 2.4 and 2.5. || - 2.4 and 2.5 Quiz -Geometry Textbook || DOK-3, DOK-4 ||  || G-CO-9 || -Construct two collumn proofs using angle pair relationships. || -Practice 2.7A or B || -Geometry textbook || DOK-3, DOK-4 || -Emphasize linear pairs and vertical angles more in chapter 1 so it is more review in chapter 2. || G-CO-9 || -Construct two collumn proofs using angle pair relationships. || -Practive 2.7 A or B || -Geometry textbook || DOK-3, DOK-4 ||  || G-CO-9 || -Quiz on two-collumn proofs || -Two-collumn proofs quiz || Quiz on sections 2.6 and 2.7 || DOK-3, DOK-4 ||  || G-CO-9 || -Transitive property of equality note card A, B, and C example -Groupwork to come up with similar methods to transitive for Reflexive, symmetric, substitution and distributive properties. || -Participation and presentations of methods. -Cut and paste proof for homework with numbered statements || -Notes on properties || DOK-1, DOK-3, DOK-4 || Spend only 3-4 classes on two-coulmn proofs. Introduce properties on the basic, intermediate and more involved levels one day. Cover how to set up a two colum proof for one or two days and then give quiz last day. || G-CO-9 || -Matching properties to defininitions warm-up -Piecing together a proof #3 given the statements in order -Quiz overview || -Piecing together a proof #3 || -Geometry book -Hand-out with properties and definitions on quiz || DOK-3, DOK-4 ||  || G-CO-9 || -"Name that Property" activity || -Student knowledge of properties || -PowerPoint presentation of properties || DOK-3, DOK-4 || Use "Name that Property" powerpoint to help students remember properties || G-CO-9 || -Proofs and Properties Quiz -Pre-exercises for topics discussed in previous chapters || -Proofs and Properties Quiz || -Geometry Textbook -Properties word bank || DOK-3 DOK-4 || Have students use property bank during quiz to help them and allow a note card || -Identify parallel an perpendicular lines -Identify the key components to the Architecture project || M(G&M)-10-10 M(G&M)–10–6 M(G&M)–10–9 M(G&M)–10–9 || -Introduction to Chapter 3 -Discussion of elements of architecture project || -Participation || -Geometry Textbook -Outlines of project requirements -Deadlines checklist || DOK-1 ||  || -Fill out a graphic organizer on the architect they researched and have at least 4 sources || W-10-7.1 W-10-8.1 W-10-7.2 W-10-3.3 W-10-14.5 W-10-1.3 W-10-6.3 W-10-1.1 W-10-9.5 W-10-9.1 W-10-6.5 || -Graphic Organizer -Start paper on laptops || -Graphic organizer completion -4 sources shown || -Laptop cart || DOK-3 || -Have more key deadlines for students to follow to help them through step-by-step process of paper || -Write a five-paragraph MLA paper on an approved architect || W-10-7.1W-10-8.1 W-10-7.2 W-10-3.3 W-10-14.5 W-10-1.3 W-10-6.3 W-10-1.1 W-10-9.5 W-10-9.1 W-10-6.5 || -Graphic Organizer -Continue paper on laptop || -MLA paper is thoroughly started || -Laptop cart || DOK-3 ||  || -Write a five-paragraph MLA paper on an approved architect || W-10-7.1 W-10-8.1 W-10-7.2 W-10-3.3 W-10-14.5 W-10-1.3 W-10-6.3 W-10-1.1 W-10-9.5 W-10-9.1 W-10-6.5 || -Finish MLA paper || -MLA paper is near completion || -Laptop cart || DOK-3 ||  || -Identify and define parallel, perpenicular and skew lines -Identify corresponding, alternate interior, alternate exterior and consecutive interior angles || A-CED-1 G-CO-1 M(F&A)–10–4 M(G&M)–10–9 || -Matching angle pairs with diagrams || -Matching angle pairs || -Geometry textbook -PowerPoint notes || DOK-1 || Give exit slip as a review for the class before vacation || -Use angles formed by parallel lines and transversals -Identify congruent angle pairs -Identify supplementary angle pairs || A-CED-1 G-CO-9 G-CO-1 M(F&A)–10–4
 * 10/19 || Covering Necap Testing || -Students will be able to use the formulas of area to calculate the area of a dentist's office using measurements
 * 10/20 || Covering NECAP testing || -Students will be able to finish their air conditioner project.
 * 10/21 || How do you identify postulates illustrated by a diagram? || -Student will be able to illustrates postulates.
 * 10/24 || How do you identify postulates illustrated by a diagram? (continued) || -Students will be able to illustrate a postulates.
 * 10/26 || Independent work (out sick) || -Students will develop geometric arguments using properties from algebra. || M(G&M)–10–2 || -Justify a number trick
 * 10/28 || How do you construct geometric arguments using Algebra? || -Students will develop geometric arguments using properties from Algebra || M(G&M)–10–2 || - Solving algebraic equations and giving reason for each step || - Practice 2.5 A or B || -Geometry textbook || DOK-3,DOK-4 ||  ||
 * 10/31 || How do you write a geometric proof? || -Student will be able to construct a geometric proof involving segments and angle from the given information and what needs to be proven. || M(G&M)–10–2
 * 11/2 || How do you piece together a geometric proof? || -Students will be able to cut and paste the pieces of a geometric into the right form. || M(G&M)–10–2
 * 11/4 || How do you construct geometric arguments using Algebra? || -Students will develop geometric arguments using properties from Algebra using Face-ing math || M(G&M)–10–2
 * 11/7 || Reasoning and Proof || -Students will use their knowledge of postulates about points, lines and planes and algebraic properties of equality to complete a quiz. || M(G&M)–10–2
 * 11/9 || Reasoning and Proof || -Students will be able to prove angle pair relationships using two-collumn proofs. || M(G&M)–10–2
 * 11/15 || Reasoning and Proof || -Students will be able to prove angle pair relationships using two-collumn proofs. || M(G&M)–10–2
 * 11/17 || Reasoning and Proof || -Students will use their knowledge of constructing two-collumn proofs and properties to complete a quiz. || M(G&M)–10–2
 * 11/22 || Reasoning and Proof || -Students will be able to create methods of memorizing and understanding the different properties of equality in groups. || M(G&M)–10–2
 * 11/29 || Reasoning and Proof || -Students will use their knowledge of the properties learned in class to complete two-column proofs pertaining to segments and angles. || M(G&M)–10–2
 * 12/1 || Reasoning and Proof || -Students will be able to identify each of the properties they have learned by matching the definition with the property name || M(G&M)-10-2
 * 12/6 || Reasoning and Proof || -Students will apply their knowledge of proofs and properties to complete a quiz. || M(G&M)-10-2
 * 12/8 || Architect Project Introduction || SWBAT
 * 12/13 || MLA Paper || SWBAT
 * 12/15 || MLA Paper || SWBAT
 * 12/20 || MLA Paper || SWBAT
 * 12/22 || Parallel and Perpendicular lines || SWBAT
 * 1/3 || Parallel and Perpendicular Line || SWBAT

M(G&M)–10–9 || -Solving equations relating angle pairs || -Angle pair knowledge || -Geometry Textbook -PowerPoint notes || DOK-1 DOK-2 ||  || -Prove lines are parallel || A-CED-1 G-CO-9 G-CO-1 M(F&A)–10–4
 * 1/5 || Parallel and Perpendicular Lines || SWBAT

M(G&M)–10–9 || -Proof practice || -Proofs || -Geometry Textbook -PowerPoint notes || DOK-3 DOK-4 ||  || -Prove lines are parallel || A-CED-1 G-CO-9 G-CO-1 M(F&A)–10–4
 * 1/10 || Parallel and Perpendicular Line || SWBAT

M(G&M)–10–9 || -Proof practice || -Proofs || -Geometry Textbook || DOK-3 DOK-4 ||  || -Find and use slopes of lines -Compare slopes of lines to determine if they are parallel or perpendicular || M(F&A)–10–2
 * 1/12 || Parallel and Perpendicular Lines || SWBAT

M(G&M)–10–9 || -Origami boat || -Calculating slope || -Geometry Textbook -PowerPoint notes || DOK-1 DOK-2 DOK-3 ||  || -Find and use slopes of lines -Compare slopes of lines to determine if they are parallel or perpendicular || M(F&A)–10–2 M(G&M)–10–9 || -Calculating slope || -Calculating slope || -Geometry Textbook -PowerPoint notes || DOK-1 DOK-2 DOK-3 || Use poster project done with seniors for plotting points and slope in tenth grade || Chapter 3 Review || SWBAT -Critique other students' 3D models and give them feedback -Review concepts on parallel and perpendicular lines and apply them to practice problems || M(G&M)-10-10 M(G&M)–10–6 M(G&M)–10–9 G-GMD-4 A-CED-1 G-CO-9 G-CO-1 M(F&A)–10–2 M(F&A)–10–4 M(G&M)–10–9 || -3D model critique -Chapter 3 review || -3D Model critique handout || -Geometry Textbook -3D model critique || DOK-1 DOK-2 DOK-3 DOK-4 ||  || -Identify and define parallel, perpenicular and skew lines -Identify corresponding, alternate interior, alternate exterior and consecutive interior angles -Use angles formed by parallel lines and transversals -Identify congruent angle pairs -Identify supplementary angle pairs -Prove lines are parallel -Find and use slopes of lines -Compare slopes of lines to determine if they are parallel || M(F&A)–10–2 M(F&A)–10–4 M(G&M)–10–9 A-CED-1 G-CO-9 G-CO-1 || -Chapter 3 Test || -Chapter 3 Test || -Chapter 3 test || DOK-1 DOK-2 DOK-3 DOK-4 ||  || -Apply their knowledge of all concepts discussed this semester and complete a study guide and a cheat sheet. ||  || -Semester exam study guide || -Study Guide -Cheat Sheet || -Geometry Textbook || DOK-1 DOK-2 DOK-3 DOK-4 || Allow students to have a cheat sheet on midterm exam with definitions, examples, etc. || -Apply their knowledge of all concepts discussed this semester and complete a study guide and a cheat sheet. ||  || -Semester Exam Study Guide || -Study guide -Cheat sheet || -Geometry Textbook || DOK-1 DOK-2 DOK-3 DOK-4 ||  || -Apply their knowledge of all concepts discussed this semester to complete the midterm exam ||  || -Midterm Exam || Midterm Exam || -Midterm Exam || DOK-1 DOK-2 DOK-3 DOK-4 ||  || -Revise their five-paragraph MLA paper on an approved architect || W-10-7.1 W-10-8.1 W-10-7.2 W-10-3.3 W-10-14.5 W-10-1.3 W-10-6.3 W-10-1.1 W-10-9.5 W-10-9.1 W-10-6.5 || -Revising MLA paper || Revised MLA Paper || Laptop cart || DOK-3 || -Have English or Literacy teacher come in when introducing paper to help out with MLA style || -Revise their five-paragraph MLA paper on an approved architect || W-10-7.1 W-10-8.1 W-10-7.2 W-10-3.3 W-10-14.5 W-10-1.3 W-10-6.3 W-10-1.1 W-10-9.5 W-10-9.1 W-10-6.5 || -Revising MLA paper || Revised MLA Paper || -Laptop cart || DOK-3 ||  || -PIck 1 NECAP practice questions they feel most comfortable with and solve it || M(G&M)–10–5, M(F&A)–10–3, M(F&A)–10–1, M(G&M)–10–6, M(G&M)–10–9, M(F&A)–10–2, M(G&M)-10-4, M(DSP)–10–1, M(DSP)–10–2, A-CED-1, A-CED-2, F-IF-4, G-CO-5, G-GMD-1, S-ID-2, S-ID-3 || -Pick 1 NECAP problem || -2007 NECAP practice Test || -2007 NECAP Practice Test || DOK-1 DOK-3 ||  || -Create a PowerPoint presentation as a culmination of their architecture project || OC-10-2.1 OC-10-2.2 OC-10-2.3 OC-10-2.4 OC-10-2.5 OC-10-2.6 W-10-6.1 W-10-6.2 W-10-6.3 W-10-6.4a W-10-6.4b W-10-6.5 W-10-7.1 W-10-7.2 W-10-7.3 W-10-7.4 W-10-7.5 W-10-8.1 W-10-8.2 W-10-8.3 W-10-8.4 W-10-9.1 W-10-9.2 W-10-9.3 W-10-9.4 W-10-9.5 A2a,A2b,A2c,A3a, A3c || PowerPoint presentation || PowerPoint Presentation || -Research on individual architect -Laptop Cart || DOK-2 DOK-4 ||  || -Create PowerPoint Presentation as a culmination of their architecture project || Same as above || PowerPoint Presentation || PowerPoint Presentation || -Research on individual architect -Laptop Cart || DOK-2 DOK-4 ||  || -Solve NECAP practice problems as a whole group -Complete a Scholastic Math magazine for extra credit || M(G&M)–10–5, M(F&A)–10–3, M(F&A)–10–1, M(G&M)–10–6, M(G&M)–10–9, M(F&A)–10–2, M(G&M)-10-4, M(DSP)–10–1, M(DSP)–10–2, A-CED-1, A-CED-2, F-IF-4, G-CO-5, G-GMD-1, S-ID-2, S-ID-3 || NECAP Practice Scholastic Math || NECAP practice Scholastic Math || -2007 NECAP Practice Test -Various Scholastic Math Magazines || DOK-1 DOK-3 ||  ||
 * 1/17 || Parallel and Perpendicular Lines || SWBAT
 * 1/19 || 3D Model Presentation
 * 1/24 || Parallel and Perpendicular Lines Test || SWBAT
 * 1/26 or 1/27 || Exam Review || SWBAT
 * 2/1 || Exam Review || SWBAT
 * 2/3 || Midterm Exam || SWBAT
 * 2/6 || MLA Paper Revisions || SWBAT
 * 2/8 || MLA Paper Revisions || SWBAT
 * 2/10 || NECAP Friday || SWBAT
 * 2/13 || PowerPoint Presentation || SWBAT
 * 2/15 || PowerPoint Presentation || SWBAT
 * 2/17 || NECAP Friday || SWBAT