12 Geometry Syllabus

West Windsor-Plainsboro Regional School District
Geometry
West Windsor-Plainsboro RSD

Page 1 of 18
Unit 1: Basics of Geometry, Transformations, and Similarity
Content Area: Mathematics
Course & Grade Level: Geometry – grade 10
Summary and Rationale
Students will experiment with transformations in the plane. Comparisons of transformations will
provide the foundation for understanding congruence. Students will establish the foundation for figure
congruence which relies on the definition of transformations. Students will build an understanding of
rigid motions, including translations, reflections and rotations, in order to develop notions about what it
means for two objects to be congruent. Rigid motions are at the foundation of the definition of
congruence, and students should recognize that they preserve distance and angle. Students will be
encouraged to use a variety of tools, such as protractors, compasses, graph paper, and geometry
software in order to transform given figures to prove congruence.
Students will apply their understanding of congruence to copy segments and angles using a variety of
tools and construction methods.
Recommended Pacing
46 days
New Jersey Student Learning Standards for Mathematics
HSG.CO.A.2
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).
HSG.CO.A.3
Given a rectangle, parallelogram, trapezoid, or regular polygon, describe the rotations and reflections
that carry it onto itself.
HSG.CO.A.4
Develop definitions of rotations, reflections, and translations in terms of angles, circles, perpendicular
lines, parallel lines, and line segments.
HSG.CO.B.6
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

Page 2 of 18
New Jersey Student Learning Standards for English Language Arts
Companion Standards
Standard: Science Key Ideas and Details
CPI # Cumulative Progress Indicator (CPI)
RST.9-10.3. Follow precisely a complex multistep procedure when carrying out experiments, taking
measurements, or performing technical tasks, attending to special cases or exceptions
defined in the text.
Follow precisely a multistep procedure when carrying out experiments, taking
measurements, or performing technical tasks.
Standard: Science Craft and Structure
RST.9-10.4. Determine the meaning of symbols, key terms, and other domain-specific words and
phrases as they are used in a specific scientific or technical context relevant to grades 9-
10 texts and topics.
Standard: Science Integration of Knowledge and Ideas

RST.9-10.7. Translate quantitative or technical information expressed in words in a text into visual
form (e.g., a table or chart) and translate information expressed visually or
mathematically (e.g., in an equation) into words.
New Jersey Student Learning Standards for 21st Century Life and Careers
Career Ready Practices
CRP2. Apply appropriate academic and technical skills.
CRP4. Communicate clearly and effectively and with reason
CRP8 Utilize critical thinking to make sense of problems and persevere in solving them.
CRP11 Use technology to enhance productivity.

New Jersey Student Learning Standards for Technology
8.1 All students will use digital tools to access, manage, evaluate, and synthesize information
in order to solve problems individually and collaborate and to create and communicate
knowledge.
New Jersey Student Learning Standards for Science
HS-LS2-1 Use mathematical and/or computational representations to support explanations of
factors that affect carrying capacity of ecosystems at different scales.

Page 3 of 18
Instructional Focus
Unit Enduring Understandings
● Understand the foundation for the development of Euclidean geometry as a formal, rigorous study of
mathematical relationships.
● Empirical verification is an important part of the process of proving, but it can never, by itself,
constitute a formal proof.
● Geometry uses a wide variety of kinds of proofs.
● Congruence can be verified using transformations
● Congruence is a special case of similarity.
Unit Essential Questions

● Why is it important to prove your position in an argument (mathematically or in general)?
● How can we use properties of plane figures to make logical arguments about geometric relationships?
● How does the concept of rigid motion connect to the concept of congruence?
● How can transformations be used to explain similarity?
● What is the relationship between transformations that produce congruent figures and
transformations that produce similar figures?
● How can we use ratios, proportions, and similarity to solve problems?
Objectives
Students will know:
● Terms: point, line, plane, and associated terminology, translation, reflection, dilation, rotation,
isometry, inductive, deductive, and logical reasoning terminology, ratio, proportion, similar, scale
factor (similarity ratio),
● Theorems: Proportionality theorems
Students will be able to:

● Use inductive and deductive reasoning to explore the basics of Geometry including conditional
statements, various type of proof, and angle/line relationships.
● Identify the three basic rigid transformations.
● Identify and use transformations (reflections, rotations, translations) in the plane.
● Define and apply line and rotational symmetry.
● Use transformations to draw conclusions about similarity and congruence.
● Apply and use properties of ratios and proportions.
● Identify similar polygons and explain why triangles are similar.
● Use proportionality theorems to calculate segment lengths.

Page 4 of 18
Evidence of Learning
Assessment
Assessment plan may include teacher designed formative and summative assessments, a district
common assessment, analysis of PSAT and NJSLA data.
Competencies for 21st Century Learners
Collaborative Team Member Effective Communicator
Globally Aware, Active, & Responsible Information Literate Researcher
Student/Citizen
Innovative & Practical Problem Solver Self-Directed Learner
Resources
Core Text: Houghton Mifflin, Big Ideas in Geometry Chapters 1-4, 8
Suggested Resources:

Page 5 of 18
Unit 2: Triangles, Proofs, and Trigonometry
Course & Grade Level: Geometry - grade 10
Students will use their knowledge of congruence to build an understanding of congruent triangles. They
will use rigid motions to establish the SSS, SAS, HL, and ASA Triangle Congruence Postulates/Theorems.
Students will explore properties and relationships of sides and angles of triangles. They will use multiple
formats to prove various theorems about triangles throughout the unit, including those pertaining to
congruence, mid-segments, perpendicular bisectors, angle bisectors, medians and altitudes.
Students will use dilations to prove that figures are similar. They will use similarity transformations to
establish the AA and other Triangle Similarity Theorems. Students will make connections between
similarity and congruence, establishing that that congruence is a special case of similarity, where the
ratio of side lengths is 1:1. Students will use their knowledge of similarity of right triangles to establish
an understanding of the trigonometric ratios of angles in these triangles. They will explore the
interrelationships between the trigonometric functions and use these ratios, along with the Pythagorean
theorem to solve right triangles, given different initial information.
Recommended Pacing
32 days
HSG.CO.B.8
Explain how the criteria for triangle congruence (ASA, SAS, and SSS) follow from the definition of
congruence in terms of rigid motions.
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.
HSG.SRT.A.3
Use the properties of similarity transformations to establish the AA criterion for two triangles to be
similar.
HSG.SRT.B.4
Prove theorems about triangles. Theorems include: a line parallel to one side of a triangle divides the
other two proportionally, and conversely; the Pythagorean Theorem proved using triangle similarity.
.HSG.SRT.B.5
Use congruence and similarity criteria for triangles to solve problems and to prove relationships in
geometric figures.
HSG.SRT.C.6
Understand that by similarity, side ratios in right triangles are properties of the angles in the triangle,
leading to definitions of trigonometric ratios for acute angles.

Page 6 of 18
HSG.SRT.C.8
Use trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems.
Companion Standards


knowledge.

Page 7 of 18
Instructional Focus
● Understand the foundation for the development of Euclidean geometry as a formal, rigorous study of
mathematical relationships.
● Empirical verification is an important part of the process of proving, but it can never, by itself,
constitute a formal proof.
● Geometry uses a wide variety of kinds of proofs.
● Congruence is a special case of similarity.
● There are special relationships between the sides and angles of right triangles. These relationships
can be used to solve problems involving missing side lengths or angle measures.
● How can we use geometric reasoning to prove statements about triangles?
● How can we use lines and angles to study relationships within triangles?
● How can trigonometry be applied to real world situations?
Objectives
Students will know:
● Terms: isosceles, scalene, equilateral, acute, right, obtuse, median, altitude, corresponding, sine,
cosine, tangent, angle of depression, angle of elevation
● Theorems: Congruent Triangle Theorems, Third Angle Theorem, Pythagorean Theorem and its
converse, 45˚ - 45˚ - 90˚ Theorem, 30˚- 60˚ - 90˚ Theorem

● Identify congruent triangles and their corresponding parts
● Apply deductive reason through SAS, SSS, ASA, AAS, and HL to prove triangles are congruent
● Apply CPCTC to congruent triangles to determine properties of angles, segments, or other geometric
concepts related to congruent triangles
● Apply properties of isosceles, equilateral and right triangles
● Make a logical argument based on coordinate geometry
● Identify and apply properties of medians, altitudes, perpendicular bisectors, angle bisectors; solve
problems related to these.
● Identify and apply triangle inequalities.
● Make a logical argument based on triangle relationships.
● Identify and use properties of special right triangles.
● Use trigonometry to solve for unknown side length and/or angle measurement in any triangle.

Page 8 of 18
Assessment
Assessment plan may include teacher designed formative and summative assessments, a district common
assessment, analysis of PSAT and NJSLA data.
Student/Citizen
Resources
Core Text: Houghton Mifflin, Big Ideas in Geometry, Chapter 5,6 and 9

Page 9 of 18
Unit 3: Circles
Course & Grade Level: Geometry- grade 10
Students will build on their understanding of similarity to investigate relationships between circles. In
addition, students will explore and prove relationships between parts of circles, including radii, tangents,
secants, and chords. Students should understand how these parts relate to segment lengths and angle
measures, and how this relates back to similarity. Through multiple constructions, students will explore
properties of other figures and how this relates to circles. Students will justify the formulas for
circumference and area, and use them to explore arc length, and derive the formula for the area of a
sector and apply this knowledge to find the area of a segment of a circle. Using their understanding of
the Cartesian coordinate system, students will use distance formula to write equations of circles given a
radius and center. Students should be able to justify whether or not a given point lies on a given circle
using their understanding of coordinate geometry.
Recommended Pacing
17 days
HSG.C.A.1
Prove that all circles are similar.
HSG.C.A.2
Identify and describe relationships among inscribed angles, radii, and chords. Include the relationship
between central, inscribed, and circumscribed 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.
HSG.C.A.3
Construct the inscribed and circumscribed circles of a triangle, and prove properties of angles for a
quadrilateral inscribed in a circle.
HSG.C.A.4
Construct a tangent line from a point outside a given circle to the circle.
HSG.GPE.A.1
Derive the equation of a circle of given center and radius using the Pythagorean Theorem; complete the
square to find the center and radius of a circle given by an equation.
Companion Standards
Page 10 of 18
phrases as they are used in a specific scientific or technical context relevant to grades 9-10
texts and topics.


knowledge.
Instructional Focus
● Geometric properties can be used to construct geometric figures
● Coordinate geometry can be used to represent and verify geometric/algebraic relationships
● All circles are similar and there are relationships between circles, chords and radii that can be used to
find measures of segments and angles.
● How can we apply circles and their properties to solve various applications?
● How can we use constructions to make sense of geometric properties and theorems?

Page 11 of 18
Objectives
Students will know:
● Terms: circle, center, radius, chord, diameter, secant, tangent, point of tangency, congruent circles,
concentric circles, inscribed and circumscribed circles, common tangents, tangent circles, central
angle, arc, minor and major arc, semicircle, measure of an arc, adjacent arcs, congruent arcs,
inscribed angle, intercepted arc, circumference, area, sector, arc length, sector
● Postulate: Arc Addition Postulate
● Theorems: Theorems dealing with tangents and chords (and their converses), same circles and
congruent circles, inscribed angles, tangent‐tangent angles, Segments of Chords, Theorems dealing
with tangents and inscribed angles.

● Use the interrelated properties of arcs, lines, and angles within circles to determine arc and segment
lengths, angle measures, and sector areas.
● Find, graph, and apply the equation of a circle in problem solving and modeling real-life application
problems.
● Use algebraic methods, as well as previously introduced geometric concepts, to solve problems
involving length and angle measurement.
Assessment
Student/Citizen
Resources
Core Text: Houghton Mifflin, Big Ideas in Geometry, Chapter 10, 11

Page 12 of 18
Unit 4: Geometric Measurement and Dimension
Students’ experience with two-dimensional and three-dimensional objects is extended to include
informal explanations of circumference, area, and volume formulas. Students will model problems with
three-dimensional figures.
Recommended Pacing
15 days
HSG.MG.A.1
Use geometric shapes, their measures, and their properties to describe objects (e.g., modeling a tree
trunk or a human torso as a cylinder)
HSG.MG.A.2
Apply concepts of density based on area and volume in modeling situations (e.g., persons per square
mile, BTUs per cubic foot).
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.
HSG.GMD.A.2
Give an informal argument using Cavalieri's principle for the formulas for the volume of a sphere and
other solid figures.
HSG.GMD.A.3
Use volume formulas for cylinders, pyramids, cones, and spheres to solve problems.
HSG.GMD.B.4
Identify the shapes of two-dimensional cross-sections of three-dimensional objects, and identify three-
dimensional objects generated by rotations of two-dimensional objects.
HSG.GPE.B.7
Use coordinates to compute perimeters of polygons and areas of triangles and rectangles, e.g., using the
distance formula.

Page 13 of 18
Companion Standards


knowledge.

Page 14 of 18
Instructional Focus
● A diagram is a sophisticated mathematical device for thinking and communicating. A diagram is a
built geometric artifact, with both a history- a narrative of successive construction- and a purpose. A
diagram is not a picture. It needs to be interpreted: learning how to read a diagram can be like
learning a new language.
● The processes of proving include developing conjectures, considering the general case, exploring with
examples, looking for structural similarities across cases, and searching for counterexamples.
● Most “real-world” problems involve three dimensional figures.
● How can we apply geometric dimension and measurement?
● How can a real-world object be modeled by a three-dimensional figure? How can this be helpful in
solving real-world problems related to the object?
● How can the formulas for volume, area and circumference be explained using various tools and visual
or tactile representations?
Objectives
Students will know:
● Terms: prism, base, altitude, lateral face, lateral edge, right prism, oblique prism, lateral area,
surface area, cube, volume, regular pyramid, vertex, slant height, cylinder, cone, sphere

● Find the areas of regular polygons.
● Use properties of polyhedra.
● Find the surface area of three-dimensional figures.
● Find the volume of three-dimensional figures.
● Apply properties of surface area and volume to problem solving.
Assessment
Student/Citizen
Resources
Core Text: Houghton Mifflin, Big Ideas in Geometry, Chapter 11

Page 15 of 18
Unit 5: Probability
Random processes can be described mathematically by using a probability model: a list or description of
the possible outcomes (the sample space), each of which is assigned a probability. In situations such as
flipping a coin, rolling a number cube, or drawing a card, it might be reasonable to assume various
outcomes are equally likely. In a probability model, sample points represent outcomes and combine to
make up events; probabilities of events can be computed by applying the Addition and Multiplication
Rules. Interpreting these probabilities relies on an understanding of independence and conditional
probability, which can be approached through the analysis of two-way tables. This course specifically
focuses on Geometric probabilities and their applications to real-life.
Geometric patterns are used to make modern art pieces. The study of these patterns and their
relationships gives a mathematical perspective to art. Students will construct figures using
transformations, symmetry, golden ratios and concentric circles to create and describe patterns.
Recommended Pacing
10 days
HSS.CP.A.2
Understand that two events A and B are independent if the probability of A and B occurring together is
the product of their probabilities, and use this characterization to determine if they are independent.
HSS.CP.B.6
Find the conditional probability of A given B as the fraction of B's outcomes that also belong to A, and
interpret the answer in terms of the model.
MATH.PRACTICE.MP4
Model with mathematics.
MATH.PRACTICE.MP7
Look for and make use of structure.
MATH.PRACTICE.MP8
Look for and express regularity in repeated reasoning.
Companion Standards

Page 16 of 18
phrases as they are used in a specific scientific or technical context relevant to grades 9-10
texts and topics.

form (e.g., a table or chart) and translate information expressed visually or mathematically
(e.g., in an equation) into words.

knowledge.
Instructional Focus
● There are patterns of chance numerical outcomes that statisticians use to predict the future
● There are geometric patterns in the world around used that can be described and created using
mathematical terminology.
● How can we use Geometry and probability to find the likelihood of an event?
● How is Geometry utilized in art?

Page 17 of 18
Objectives
Students will know:
● Terms: Sample space, outcome, independent, dependent

● Use geometric measurements to solve problems involving probability.
● Find compound probabilities and use complements to find the probability of an event.
● Find the probability of independent and dependent events.
Assessment
Student/Citizen
Resources
Core Text: Teacher-made resources and Houghton Mifflin, Big Ideas in Geometry, Chapter 12

Page 18 of 18

12 Geometry Syllabus

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West Windsor-Plainsboro Regional School District

West Windsor-Plainsboro RSD

West Windsor-Plainsboro RSD

Standard: Science Integration of Knowledge and Ideas

CRP11 Use technology to enhance productivity.

West Windsor-Plainsboro RSD

Unit Essential Questions

Students will be able to:

West Windsor-Plainsboro RSD

West Windsor-Plainsboro RSD

West Windsor-Plainsboro RSD

Standard: Science Integration of Knowledge and Ideas

CRP11 Use technology to enhance productivity.

West Windsor-Plainsboro RSD

Students will be able to:

West Windsor-Plainsboro RSD

West Windsor-Plainsboro RSD

Standard: Science Integration of Knowledge and Ideas

CRP11 Use technology to enhance productivity.

West Windsor-Plainsboro RSD

● Postulate: Arc Addition Postulate

Students will be able to:

West Windsor-Plainsboro RSD

West Windsor-Plainsboro RSD

Standard: Science Integration of Knowledge and Ideas

CRP11 Use technology to enhance productivity.

West Windsor-Plainsboro RSD

Students will be able to:

West Windsor-Plainsboro RSD

West Windsor-Plainsboro RSD

Standard: Science Integration of Knowledge and Ideas

CRP11 Use technology to enhance productivity.

West Windsor-Plainsboro RSD

Students will be able to:

West Windsor-Plainsboro RSD

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