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Geometry (Period 4)

Course Description

This year’s Geometry course is based on the traditional course outlined in Common Core State Standards – Mathematics (CCSS-M) Appendix A: Designing High School Mathematics Courses on the Common Core State Standards (2011). However, it is modified in scope and sequence to accommodate the year’s time constraints and incoming students’s prior knowledge. In general, geometry formalizes and extends students’s geometric experiences from the middle grades. Big Ideas (listed below) are sequenced in a way that we believe best develops and connects the mathematical content of the CCSS-M. Some standards may be revisited several times while addressing a particular topic, while others may be only partially addressed, depending on the topic’s mathematical focus. 

          Throughout the Geometry course, students should continue to develop proficiency in the Common Core’s Standards for Mathematical Practice (listed below). The Mathematical Practices will be integrated into instruction where appropriate. When the Mathematical Practices are taught alongside the addressed content standards, students will be more likely to achieve the depth of conceptual understanding and procedural fluency that are expected by the CCSS-M.
 
          Geometry's Big Ideas: Geometric Notation and Constructions, Congruence and Proofs, Transformations and Isometries, Similairty and Dilations, Similarity and Trigonometric Ratios, Circles With and Without Coordinates, Extending to Three Dimensions (Surface Area and Volume) and Maintaining Shape (Anti-Blobbiness).
 
          The CCSS-M Standards for Mathematical Practice: Make sense of problems and persevere in solving them; Reason abstractly and quantitatively; Construct viable arguments and critique the reasoning of others; Model with mathematics; Use appropriate tools strategically; Attend to precision; Look for and make use of structure; Look for and express regularity in repeated reasoning.