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4 Uses a variety of representations to describe geometric relationships and solve problems. The student is expected to select an appropriate representation (concrete, pictorial, graphical, verbal, or symbolic) in order to solve problems. G.8 Uses tools to determine measurements of geometric figures and extends measurement concepts to find perimeter, area, and volume in problem situations. G.8A find areas of regular polygons, circles, and composite figures. G.11 Applies the concepts of similarity to justify properties of figures and solve problems. G.11A use and extend similarity properties and transformations to explore and justify conjectures about geometric figures. G.11D describe the effect on perimeter, area, and volume when one or more dimensions of a figure are changed and apply this idea in solving problems.

**5th Six-Weeks Feb 22 – Apr 15 (34 days)
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What Teachers Do Ensure students understand: • the difference between perimeter and area. • composite figures can be used to estimate areas of irregular shapes • the area addition postulate used to find the areas of composite figures • the effects on perimeter and area when dimensions are changed. • geometric probability can be used to predict results in real-world situations.

• Engage students in discussions related to the

Austin ISD Grading Period Snapshot (GPS)

2010 - 2011

What Students Do

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develop and apply the formulas for the perimeter and area of triangles, special quadrilaterals, and regular polygons. develop and apply the formulas for the area and circumference of a circle. develop and apply the formula for the area of composite figures. estimate areas of irregular shapes using composite figures find the perimeters and areas of figures in a coordinate plane. describe the effect on perimeter and area when one or more dimensions of a figure are changed calculate geometric probability in real-world situations. Students will provide examples and non-examples of basic vocabulary terms.

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Student Work Products/Assessment Evidence Key Vocabulary: (on word wall, in notebook, foldables, etc.) parallelogram, base, height, area, trapezoids, rhombus, kite, diagonal, circle, center of circle, circumference, center of regular polygon, apothem, central angel of a regular polygon, apothem, perimeter, composite figure, geometric probability Performance Tasks: • Area Performance Task - Zoo Design • (Area Performance Task Sample floor plan) • Area Performance Task - Dream House Model Lessons:

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Essential Questions.

• Provide students with the opportunity to be

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actively engaged in class discussions and activities. Provide opportunities for students to work together in pairs or small groups to support student responsibility for learning. Provide foundational activities for struggling learners to differentiate instruction. Use visual illustrations and/or concrete models to assist students in accessing prior knowledge. Use formative assessment to focus differentiation strategies and/or interventions. Post student work products and the aligned standards with rubrics or feedback indicating level of mastery to set clear expectations for exemplary work. Keep a current useable word wall and refer to the word wall as needed. Provide opportunities for students to read, write, speak, and listen to learn mathematics as mandated by Texas Administrative Code (19 TAC §74.4), available at http://www.tea.state.tx.us/curriculum/biling/elp s.html.

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**• 9.1 Developing Formulas for
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Triangles and Quadrilaterals

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• 9.2 Developing Formulas for

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Circles and Regular Polygons • 9.3 Composite Figures 9.4 Perimeter and Area in the Coordinate Plane • 9.5 Effects of Changing Dimensions • 9.6 Geometric Probability Assessments to monitor student progress through: - Exit slips - Formative assessments - Summative assessments - Quality questioning - Performance tasks

© 2010 Austin Independent School District

Course Geometry Page 1 of 2

February 2011

Course: Geometry Estimated Pacing 16 days Focus TEKS Student Expectations Concept: Geometry of ThreeDimensional Objects G.4 Uses a variety of representations to describe geometric relationships and solve problems. The student is expected to select an appropriate representation (concrete, pictorial, graphical, verbal, or symbolic) in order to solve problems. G.6 the student analyzes the relationship between threedimensional geometric figures and related two-dimensional

representations and uses these representations to solve problems.

5th Six-Weeks Feb 22 – Apr 15 (34 days)

Austin ISD Grading Period Snapshot (GPS)

2010 - 2011

What Teachers Do Ensure students know: • the properties for classifying a three-dimensional figure as a prism, pyramids, cylinder, cone, or sphere. • The net and cross sections of a three-dimensional figure. • Euler’s formula • the distance and midpoint formulas for three dimensions. the difference between lateral surface area, surface area and volume. • Engage students in discussions related to the Essential Questions. • Provide students with the opportunity to be actively engaged in class discussions and activities. • Provide opportunities for students to work together in pairs or small groups to support student responsibility for learning. • Provide foundational activities for struggling learners to differentiate instruction. • Use visual illustrations and/or concrete models to assist students in accessing prior knowledge. • Use formative assessment to focus differentiation strategies and/or interventions. • Post student work products and the aligned standards with rubrics or feedback indicating level of mastery to set clear expectations for exemplary work.

What Students Do

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classify three-dimensional figures according to their properties.

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**use nets and cross sections to analyze and classify three-dimensional figures.
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draw representations of three-dimensional figures. apply Euler’s formula to find the number of vertices, edges, and faces of a polyhedron develop and apply the distance and midpoint formulas in three dimensions apply the formula for surface area of a prism, cylinder, pyramid, cone, and sphere. apply the formula for the volume of a prism, cylinder, cone, pyramid, and sphere.

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G.6A describe and draw the intersection of a given plane with various three-dimensional geometric figures G.6B use nets to represent and construct three-dimensional geometric figures G.6C use orthographic and isometric views of threedimensional geometric figures to represent and construct threedimensional geometric figures and solve problems

Student Work Products/Assessment Evidence Key Vocabulary: (on word wall, in notebook, foldables, etc.) face, edge, vertex, prism, cylinder, pyramid, cone, cube, net, cross section, orthographic drawing, isometric drawing, perspective drawing, vanishing point, horizon, polyhedron, space, lateral face, lateral edge, right prism, oblique prism, altitude, surface area, lateral surface area, axis of a cylinder, right cylinder, oblique cylinder, vertex of a pyramid, regular pyramid, slant height of a regular pyramid, altitude of a pyramid, vertex of a cone, right cone, oblique cone, slant height of a right cone, altitude of a cone, volume, spheres, center of a sphere, radius of a sphere, hemisphere, great circle Performance Tasks: 1. Chase logo project 2. Find your own logos project 3. School Pride Mural Model Lessons: What is Surface Area? What is Volume? 10.1 Solid Geometry 10.2 Representations of 3D Figures 10.3 3D Formulas Doubling Cubes and Surface Area 10.4 Surface Area of Prisms and Cylinders 10.5 Surface Area of Pyramids and Cones 10.6 Volume of Prisms and Cylinders 10.7 Volume of Pyramids and Cones 10.8 Spheres

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© 2010 Austin Independent School District

Course Geometry Page 2 of 2

February 2011

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