MON 9/22:

Lesson: 3-7 Side-Angle Theorems / Teacher-Led EP: Prop 6

Bell Work: Factoring Trinomials with a > 1 and c > 1.

Socratic Question:

What is the relationship between the angles/sides of a triangle and the angles/sides opposite?

Homework:  pg. 152-153: 3, 8, 9, 10, 12

TUES 9/23:

Lesson 3-8: The HL Postulate / Teacher-Led EP: Prop 6

Bell Work: Chapter 3 Pretest Work/Question Formulation 

Socratic Question(s):

What are the triangle congruence postulates and what do they mean?

Homework: pg. 158: 4, 5, 8, 10, 14

WED 9/24:

Lesson: Fundamentals Quiz 5 / Chapter 3 Pretest Collaboration / Euclid Prop Teamwork

Homework: Teach/reteach the Chapter 3 Pretest to an audience; EP Teamwork

THURS 9/25:

Lesson: Euclid Prop Prep Day

Bell Work: None

Homework: Teach/reteach the Chapter 3 Pretest to an audience

FRI 9/26:

Lesson: Euclid Prop Presentation Day

Homework: Teach/reteach the Chapter 3 Pretest to an audience

MON 9/15:

Lesson 3-1: What are Congruent Figures? / 3-2: Three Ways to Prove Triangles are Congruent

Bell Work: Algebra Equations that Require Factoring/Zero Product Property Rule

Socratic Question(s):

What does it mean for congruent figures to have “corresponding parts?”

How can a congruence statement be used to align corresponding parts?

How do SSS, ASA, and SAS form a visual mnemonic?

Homework:

pg. 114:  1, 5
pg. 120:  2, 3, 4, 9, 10

TUES 9/16:

Lesson: 3-3 CPCTC

Bell Work: Applied algebra when comparing a resized square with the resulting rectangle of a given area.

Find the dimensions of both figures, the perimeter and area of the square, and the length of one of its diagonals.

A square is transformed into a rectangle as follows:

The length of the rectangle is one less than double any side if the square. The width of the rectangle

is six less than any side of the square. The rectangle, thus formed, has an area which is seventy-four

sq. units greater than the square’s area. Find the dimensions of both figures, along with the perimeter

and area of the square and its diagonal length.

Socratic Question:

What does CPCTC have as its hypothesis and conclusion?

Homework:

pg. 127: 3, 6, 7

WED 9/17:

Fundamentals Quiz 4

Homework: Euclid Prop Work/Teamwork

THURS 9/18:

Lesson: 3-4 Beyond CPCTC / 3-5 Overlapping Triangles

Bell Work: SAT Prep Problems

Socratic Question:

What does CPCTC have as its hypothesis and conclusion?

Homework:

pg. 135: 5, 14

pg. 139-140: 1-5

FRI 9/19:

Lesson: / 3-6 Types of Triangles

Socratic Questions:

• In what ways may we describe a right isosceles triangle?

• How do we know when a right triangle is 45-45-90? 30-60-90?

Homework: pg. 144-147: 1, 6, 7, 13, 14, 16

MON 9/8:

Grading Chapter 2 Pretest/Collab Quiz

Homework: Euclid Prop: Read/Study EP 4-5-6

TUES 9/9:

Lesson: Teacher-Led Euclid Prop Presentations

Homework:  Study pretest; teach to an audience.

WED 9/10:

Chapter 2 Exam

Homework: Euclid Prop Work/Teamwork

THURS 9/11:

Chapter 2 Exam

Homework: Translate Euclid Props 5 and 6 Into Two-Column Proofs

FRI 9/12:

Lesson: Teacher-Led Euclid Prop Presentations

Homework: Euclid Prop Work/Teamwork

MON 9/1:

Labor Day: No School

TUES 9/2:

Lesson 2-5/2-6: Addition/Subtraction Properties, Mult/Div Properties/Euclid Prop 4

Bell Work: SAT Prep Problem(s)

Socratic Question(s): Algebraically, does an angle and its complement add to 90 deg? Show this is the case.

Homework:  Section 2-5, pg. 86: 3, 5, 6, 9, 14 / Section 2-6: pg. 93: 11, 13

WED 9/3:

Lesson: Fundamentals Quiz 3

Homework: Euclid Prop Work/Teamwork

THURS 9/4:

Lesson 2-7/2-8: Transitive and Substitution Properties/ Vertical Angles

Bell Work: Angle, Complement, and Supplement Word Problem

Socratic Question(s): 

Compare and contrast the Transitive and Substitution Properties.

What information may be gleaned from the intersection of two lines?

What mnemonic will help us recall the definition of vertical angles?

Homework:

pg. 98: 13, 14, 18, 20

pg. 102: 7, 10, 12, 13, 15

FRI 9/5:

Lesson: Chapter 2 Collaboration Quiz Day

Students will spend the entire class time collaborating and, just as importantly, teaching the pretest concepts to an audience.

Homework: Complete the Chapter 2 Pretest-Collaboration Quiz; to be graded at the start of class on Monday 9/8.

MON 8/25:

Lesson: 2-1: Perpendicularity / Teacher-Led Euclid Prop

Bellwork: Assign Round 1 of Euclid Props

Socratic Question(s): 

What are important applications of perpendicularity?

Homework: pg. 64: 4, 5, 7, 11, 14

TUES 8/26:

Lesson:  2-2: Complementary and Supplementary Angles / Teacher-Led Euclid Prop

Bell Work: Angle, Complement, and Supplement Word Problem:

Angle, Complement, and Supplement

If we take fifteen times an angle and then reduce that amount by its complement, the result is eighty-three less than the angle’s supplement.

Find the angle, its complement, and its supplement.

Socratic Question(s): 

What mnemonic can help us remember complement and supplement?

Homework:

pg. 69-71: 5, 7, 16, 21

WED 8/27:

Lesson: Fundamentals Quiz 2

Homework: Euclid Prop Work/Teamwork

THURS 8/28:

Lesson: Lesson 2-3/2-4: Drawing Conclusions / Congruent Supplements and Complements / Teacher-Led Euclid Prop

Bell Work: Angle, Complement, and Supplement Word Problem

Socratic Question(s): Algebraically, does an angle and its complement add to 90 deg? Show this is the case.

Homework: pg. 79: 1, 8, 15, 16

FRI 8/29:

Lesson: 2-5: Addition/Subtraction Properties / Teacher-Led Euclid Prop

Bell Work:  Consider an angle, its complement, and its supplement. Seventeen times the complement less double the supplement is thirty less than the angle. Find all three.

Socratic Question(s): Algebraically, does an angle and its complement add to 90 deg? Show this is the case.

Tentative Classwork: pg. 86: 3, 5, 6, 9, 14

Homework: No Homework: R&R Weekend

MON 8/18:

Lesson: Chapter 1 Pretest/Collaboration Quiz Day

Homework: Chapter 1 Pretest (complete for in-class grading tomorrow)

TUES 8/19:

Lesson:  Chapter 1 Pretest/Collaboration Quiz Grading

Homework: Work/rework pretest/teach to an audience

WED 8/20:

Lesson: Euclid Prop (Teacher-Led)

Homework: Work/rework pretest/teach to an audience

THURS 8/21:

Lesson: Chapter 1 Exam

Homework: SAT Prep Problems

FRI 8/22:

Lesson: Chapter 1 Exam

Homework: SAT Prep Packet I: Work at least 30 minutes on problems 1-20; retain this document as it will be critical bellwork going forward!

MON 8/11 – WED 8/13:

Freshman Retreat

Lesson for Students Remaining at SPA:  

Students will do Geo Art in the library with Mr. Peters coaching them along. (Mon/Tues)

Homework: No Homework

THURS 8/14:

Lesson: Lesson 1-8 / Euclid Prop 2 (Teacher-Led)

Bell Work: Solving 30-60-90 Right Triangles Using the Established Side Ratios

Homework: pg. 47: 4, 5, 9

FRI 8/15:

Lesson: Euclid Prop 3 (Teacher-Led)

Bell Work: Students temporarily work alone on the Chapter 1 Pretest/Collab Quiz:

Homework: Chapter 1 Pretest/Collab Quiz (LINK below!):

https://drive.google.com/file/d/1N0RCrQ6eZluram0QJoO536ZSMkwMUeyW/view?usp=drive_link

MON 8/4:

Lesson 1-4: Intro to Proofs, Euclid Postulates, Definitions, and Common Notions

Quiz: Euclid Definitions/Postulates/Common Notions

Socratic Line of Questioning: In math and logic, what must be the case for us to state something is true?

DaVinci Creativity Activity: Sketch a line or segment tangent to a circle. Intersecting a circle in two points.

Homework: pg. 26-27: 1, 2, 8

TUES 8/5:

Lesson:            — Review Euclid Definitions / Postulates / Common Notions

                           — Teacher Presentation of Euclid Proposition 1

Bell Work: Can you state all of the Common Notions? (If not, please read over them quietly and ponder each one, until directed otherwise.)

Socratic Line of Questioning: How does structure impact communication?

Homework: pg. 27: 14, 15

WED 8/6:

Lesson: Fundamentals Quiz and Grading

Reading: Euclid Proposition 2

                           Include: Discussion of Euclid’s Idiosyncrasies

Socratic Line of Questioning: Can we translate difficult speech or writing to a system that is more effective for us? Will someone who comes after us be able to understand our system?

DaVinci Creativity Activity:

What seems to be an easier way to accomplish what Euclid does in Prop 2? Does your method work?

Homework: Read Euclid Prop 1 and Prop 2.

THURS 8/7:

Lesson 1-5: Division of Segments and Angles / Instructor Presentation of Euclid Prop 1

Bell Work: Given the side length of an equilateral triangle, find its area.

Socratic Question(s): 

What does it mean to divide a segment (or angle) by two? By three? What are the Geometry terms used to describe such divisions?

What are the “markers” for these divisions in a segment? In an angle?

Homework:

pg. 32: 5 – 9,  pg. 34-35: 18, 21, 23, 24

FRI 8/8: Lesson: 1.7 Deductive Structure

Bell Work:

Ponder the truth of the following statement: “If you are in Arizona, it is hot outside.” Is this always true?

Socratic Question(s): Does the order of true statements matter? Are there statements in which the order does not matter (i.e., the order does not change their veracity)?

Homework:

pg. 42: 5, 7, 9, 10, 12

THURS 7/31:

Lesson: 1-1 and 1-2: Introduction and Measuring Angles

Bell Work: Coordinate math - linear translations

Socratic Line of Questioning: Where do we see geometry in everyday life? How is it important to everyday life?

DaVinci Creativity Activity: Draw angles that appear to measure 45 deg, 90 deg, and 180 deg. Share your work with a neighbor.

Homework:

pg. 7: 3, 5, 7, 8, 11, 13

pg. 14-15: 3, 7, 9, 15 - 21 (odds)

Review and submit signed syllabus tear-sheet on Fri 8/1

FRI 8/1:

Lesson: 1-3 Collinearity, Betweenness and Assumptions

Bell Work: Coordinate Math: Rotations

Socratic Line of Questioning: What kinds of assumptions are safe? Why?

DaVinci Creativity Activity: Plot points on a number line (between 0 and 1) so the segment is divided into 5 equal parts. What fractions does this plot/create? Do this, once more, from 1 to 2 and list the fraction values under the points.

Homework:  pg. 20-21: 1-3, 7, 9, 11, 15

Read Euclid Definitions, Postulates, Commons Notions