Course Outlines

Course Outlines for Calculus and Geometry

AP Calculus AB – 348

Quarter 1

Unit or Module

Standards

AP Calculus AB

Course Description

Topics

PDSA

Learning Targets &/or

“I can” Statements

Curriculum Resource

Summative Assessment

Formative Assessment

Instructional Strategies

Academic Language

1. Graphing Unit

I. Functions, Graphs, and Limits

A. Analysis of graphs.

RST.11-12.1, 2, 3, 4, 7, 9

1. Graph various types of functions, and describe their characteristics.

Stewart’s Calculus 6^th edition

Information from chapter 1 on piecewise functions

Graphing Functions Summative Assessment – Test

Warm-up Target Check (no calculator)

Review of Summer Graphing Packet

Notes on Step Function & Piecewise Function

Rule of Four Activities

Tier 2: analyze, describe, explain, graph

Tier 3: function, piecewise function, even function, odd function, symmetry, intercepts, zeros

2. Limits Unit

I. Functions, Graphs, and Limits

B. Limits of functions: a, b, c

C. Asymptotic and unbounded behavior: a, b

D. Continuity as a property of functions: a, b, c

RST.11-12.1, 2, 3, 4, 7, 9

2.2 Determine the value of a limit graphically, graph a function given conditions regarding limits, and explain the relationships among limits, one-sided limits, and infinite limits.

2.3 Evaluate limits using the limit laws and squeeze theorem; justify the validity of the laws and the theorem.

4.4 Calculate limits involving horizontal asymptotes.

2.5 Describe continuity, discontinuity, and the Intermediate Value Theorem in specific and general cases.

Stewart’s Calculus 6^th edition

Lessons 2.2, 2.3, 4.4, 2.5

Limits Summative Assessment (2.1- 2.3) – Test

Continuity Summative Assessment (2.5) – Test

Target Check 2.1-2.2

Notes

Homework

Homework video for 2.2

Collaborative Work Practice (in-class)

Tier 2: analyze, describe, explain, approximate, determine, calculate, evaluate, validity

Tier 3: limit, tangent line, secant line, approaches, one-sided limit, infinite limit, squeeze theorem, continuity, discontinuity, Intermediate Value Theorem

AP#1 Interlude

Tabular Data

I. Functions, Graphs, and Limits

B. Limits of functions: c

II. Derivatives

B. Derivative at a point: d

Reasoning with Tabular Data

AP Cental Document Reasoning with Tabular Data

(assessed on Definition of a Derivative Summative Assessment)

Collaborative Practice from Reasoning with Tabular Data

Tier 2: approximate

Tier 3: slope, tangent line, derivative

3a. Derivatives Unit Part I

II. Derivatives

A. Concept of the derivative: a, b, c, d

B. Derivative at a point: a, b, c, d

C. Derivative as a function: a, d

E. Applications of derivatives; c, e

F. Computation of derivatives: a, b, c

RST.11-12.1, 2, 3, 4, 7, 9

3.1 Apply the definition of a derivative, especially in contexts of rates of change.

3.2 Determine derivatives of a given graph; explain differentiability and its ties to continuity.

3.3 Calculate derivatives symbolically.

3.4 Calculate derivatives of trigonometric functions.

3.5 Calculate derivatives using the chain rule.

Stewart’s Calculus 6^th edition

Chapter 3, Lessons 1, 2, 3, 4, & 5

Definition of a Derivative Summative Assessment (3.1-3.2) – Test

Definition Rules Summative Assessment (3.3-3.5) – Test

In-class practice with ongoing checks for understanding

Target Check (3.3-3.5)

Notes (including multicolored graphs and an animation of a graph for 3.2 and 3.5)

Homework

Collaborative Practice

- 3.2: 2009 AP Free Response #3, and analyze student samples for errors and point values

- Grouping Activity, Multiple Derivatives Game (3.3-3.5)

Tier 2: Apply, determine, calculate, explain

Tier 3: derivative, differentiation, continuity, chain rule

Text Complexity Rationale: MAY SIP Q1-Q2

For the anchor texts used within the unit (noted under curriculum resource), provide a description of the quantitative, qualitative, and reader and task measures of text complexity.

AP Calculus AB 348

Quarter 2

Unit or Module

Standards

CCSS RI/RH/RST &

Illinois Standards

PDSA

Learning Targets &/or

“I can” Statements

Curriculum Resource

Summative Assessment

Formative Assessment

Instructional Strategies

Academic Language

3b. Derivatives Unit Part II

II. Derivatives

B. Derivative at a point: b

C. Derivative as a function: d

E. Applications of derivatives: c, e

F. Computation of derivatives: c

RST.11-12.1, 2, 3, 4, 7, 9

3.6 Calculate derivatives using implicit differentiation.

7.2 Differentiate exponential and logarithmic functions.

7.6 Differentiate inverse trigonometric functions.

7.1 Differentiate inverse functions and describe characteristics of inverses in comparison to their counterparts.

Stewart’s Calculus 6^th edition

Chapter 3, Lessons 6, 7, 8, & 9

Implicit Differentiation Summative Assessment (3.6) – Test

Contextualized Derivatives, Related Rates, and Linear Approximations Summative Assessment (3.7-3.9) – Test

Target Check (3.7-3.9)

Notes

Homework

Collaborative Practice

Tier 2: calculate, explain, describe, determine

Tier 3: derivative, implicit differentiation, related rates, linear approximation, differential

3c. Derivatives Unit Part III

II. Derivatives

E. Applications of derivatives: d

F. Computation of derivatives: a

RST.11-12.1, 2, 3, 4, 7, 9

3.9 Use linear approximations and differentials to approximate numeric values.

3.7 Calculate derivatives in context.

3.8 Calculate related rates.

Stewart’s Calculus 6^th edition

Chapter 7, Lessons 1, 2, & 6

Inverses Differentiation Summative Assessment (7.1-7.6) – Test

Target Check (7.1-7.2)

Notes

Homework

Collaborative Practice

Tier 2: calculate, explain, describe, determine, compare

Tier 3: derivative, inverse, exponential, logarithmic, trigonometric

4. Applications of Derivatives

I. Functions, Graphs, and Limits

B. Asymptotic and unbounded behavior: a, b

II. Derivatives

C. Derivative as a function: a, b, c

D. Second derivatives: a, b, c

E. Applications of derivatives: a, b

RST.11-12.1, 2, 3, 4, 7, 9

4.1 Calculate absolute and local extrema.

4.3&5 Use first and second derivatives to sketch shapes of curves and vice versa.

4.2 Apply the Mean Value Theorem.

Stewart’s Calculus 6^th edition

Chapter 4, Lessons 4, 1, 2, 3, & 5

Curve Sketching and Related Information Summative Assessment (4.1-4.5) – Test

Target Check (4.1, 2, 4)

Notes

- Discovery Notes for MVT in 4.2

Homework

Collaborative Practice

Tier 2: calculate, explain, describe, determine, apply, sketch

Tier 3: derivative, horizontal asymptotes, absolute extrema, local extrema, Mean Value Theorem, second derivative

Note: Thanksgiving Break Packet: When You See These Words…Review (not used 2014-15 because homework was assigned instead)

Winter Break Packet: Review AP Problems (Assessed on first Summative Assessment in Third Quarter)

AP Calculus AB – 348

Quarter 3

Unit or Module	Standards AP Calculus AB Course Description Topics	PDSA Learning Targets &/or “I can” Statements	Curriculum Resource	Summative Assessment	Formative Assessment	Instructional Strategies	Academic Language
Optimization		4.7	Stewart’s Calculus and ancillary materials	4.7 Target Check			Optimize extrema
Intro to Integration	III. Integrals Techniques of antidifferentiation • Antiderivatives following directly from derivatives of basic functions. Interpretations and properties of definite integrals • Definite integral as a limit of Riemann sums. • Definite integral of the rate of change of a quantity over an interval interpreted as the change of the quantity over the interval: • Basic properties of definite integrals (examples include additivity and linearity). Applications of integrals. Appropriate integrals are used in a variety of applications to model physical, biological, or economic situations. Although only a sampling of applications can be included in any specific course, students should be able to adapt their knowledge and techniques to solve other similar application problems. Whatever applications are chosen, the emphasis is on using the method of setting up an approximating Rieann sum and representing its limit as a definite integral. To provide a common foundation, specific applications should include finding the area of a region, the volume of a solid with known cross sections, the average value of a function, the distance traveled by a particle along a line, and accumulated change from a rate of change. Numerical approximations to definite integrals. Use of Riemann sums (using left, right, and midpoint evaluation points) and trapezoidal sums to approximate definite integrals of functions represented algebraically, graphically, and by tables of values .	4.9 Calculate antiderivatives. 5.1 & 2 Calculate areas using Riemann Sums and definiteintegrals. 8.7 Calculate trapezoidal approximations.	Stewart’s Calculus and ancillary materials	Introduction to Integrals Summative Assessment	4.9 Target Check	Notes Collaborative Group Work	antidifferentiation Riemann Sums trapezoidal approximation integration
Fundamental Theorem of Calculus & Integration	Fundamental Theorem of Calculus • Use of the Fundamental Theorem to evaluate definite integrals . • Use of the Fundamental Theorem to represent a particular antiderivative, and the analytical and graphical analysis of functions so defined . • Antiderivatives by substitution of variables (including change of limits for definite integrals) . • Finding specific antiderivatives using initial conditions, including applications to motion along a line.	5.3 Using the Fundamental Theorem of Calculus, calculate definite and indefinite integrals. & 8.2 Integrate trig functions and inverse trig functions. 6.5 Average values and mean value theorem of integrals 5.5 Use u-substitution to calculate integrals.	Stewart’s Calculus and ancillary materials	Summative Assessment	5.3-8.2 Target Check 5.5 Target Check 8.2 Target Check FDI Target Check	Notes Collaborative Group Work	Fundamental Theorem of Calculus Andtiderivaitve u-substitution initial condition
Differential Equations & Slope Fields	• Geometric interpretation of differential equations via slope fields and the relationship between slope fields and solution curves for differential equations.	10.1-3 Solve differential equations and separable differential equations, including initial-value problems. 10.2 Sketch and analyze slope fields and their relationships to differential equations.				Collaborative Group Work	Slope field Differential equation
Text Complexity Rationale: MAY SIP Q1-Q2 For the anchor texts used within the unit (noted under curriculum resource), provide a description of the quantitative, qualitative, and reader and task measures of text complexity.

AP Calculus AB – 348

Quarter 4

Unit or Module	Standards AP Calculus AB Course Description Topics	PDSA Learning Targets &/or “I can” Statements	Curriculum Resource	Summative Assessment	Formative Assessment	Instructional Strategies	Academic Language
Application of Integration	Applications of integrals. Appropriate integrals are used in a variety of applications to model physical, biological, or economic situations. Although only a sampling of applications can be included in any specific course, students should be able to adapt their knowledge and techniques to solve other similar application problems. Whatever applications are chosen, the emphasis is on using the method of setting up an approximating Riemann sum and representing its limit as a definite integral. To provide a common foundation, specific applications should include finding the area of a region, the volume of a solid with known cross sections, the average value of a function, the distance traveled by a particle along a line, and accumulated change from a rate of change.	5.4 Apply the net change theorem. Extra: Functions Defined by Integrals 6.1 Area between curves 6.2 Volumes of rotational solids and solids with specified cross-sections	Stewart’s Calculus and ancillary materials	Volumes Project Summative Assessment	6.1 Target Check	Notes Collaborative Group Work	Rotational solid Solid with specified cross-section
AP Exam Review	All standards covered in the AP Calculus AB Course Description	All previous targets		In-class Released AP Exam	Take-home practice tests, work on GetAFive.com	Collaborative Group Work
Cumulative Project	All standards covered in the AP Calculus AB Course Description	All previous targets		Project Presentation & Reflection Summary		Collaboration when necessary
Text Complexity Rationale: MAY SIP Q1-Q2 For the anchor texts used within the unit (noted under curriculum resource), provide a description of the quantitative, qualitative, and reader and task measures of text complexity.

Fundamental Calculus

This course includes the study of limits, differentiation and integration. Most work is done in class with an emphasis on application rather than formal analysis. I use lectures, electronic aids, group discussion, students doing board work, hands on projects and any other method that will convey the material to your student.

Jacksonville High School Mathematics Curriculum Map Course ___Fundamental Calculus_____

Qtr ____1_____ Text: Calculus,Graphical,Numerical,Algebraic, Finney

Topic/Time Frame	Chapter and Sections	Assessment Targets	Vocabulary	Assessment Frameworks Objectives
Linear models 1 week	1.1	Produce regression equation from data Assess validity of extrapolations	Regression equation
polynomials 2 weeks	1.2	Graph rational functions Analyze behavior at extremes and approaching asymptotes Predict behavior due to powers of factors Slant asymptotes	Asymptote Global behavior
Exponential functions Growth models 2 weeks	1.3-1.5	Graph exponential functions Apply exponential functions to model growth Logistic growth Logarithms as inverse	Logistic growth
Limits and continuity	2.1-2.4	Recognize limits from graphs and equations Apply the right and left hand limit Apply limit x->0 of sin(x) /x	limit

Jacksonville High School Mathematics Curriculum Map Course _____Fundamental calculus___

Qtr ____2_____ Text:

Topic/Time Frame	Chapter and Sections	Assessment Targets	Vocabulary	Assessment Frameworks Objectives
Derivatives of Algebraic functions	3.1-3.4	Compute derivatives with difference quotients Write equations of tangent lines at given x Analyze velocity-time graph	Derivative Tangent/secant line
Trigonometric derivatives	3.5	Apply the derivatives of all six trig functions Review unit circle values
Product, quotient, chain rules for differentiation	3.6	Apply chain rule and rational power rule Projectile motion	Chain rule Composites
Implicit differentiation Derivatives of exponential and logarithmic functions	3.7, 3.9	Recognize e^x. ln(x) Develop derivative of e^x, ln(x) Determine derivatives of exponential and logarithmic functions with bases other than e	Implicit differentiation

Jacksonville High School Mathematics Curriculum Map Course _____Fundamental Calculus___

Qtr ____3_____ Text:

Topic/Time Frame	Chapter and Sections	Assessment Targets	Vocabulary	Assessment Frameworks Objectives
Max-Min Relate graphs to derivatives Optimization	4.1-4.5	Connect derivatives with function graphs Compute local Max and Min Apply criteria for extremes on closed intervals	Optimization concavity
Related rates	4.5-4.6	Solve related rate problems	Local linearity
Definite integral Fundamental Theorem of Calculus	5.1-5.5	Interpret integral as sum of areas Apply anti-derivatives to evaluate definite integrals Use right and left rectangle approximations	integral

Jacksonville High School Mathematics Curriculum Map Course ___Fundamental Calculus_____

Qtr ____4_____ Text:

Topic/Time Frame	Chapter and Sections	Assessment Targets	Vocabulary	Assessment Frameworks Objectives
Integration techniques	4.5-4.6	Integrate using substitution Integrate trigonometric functions
Application of integrals	7.1-7.5	Determine area between curves Determine volumes of known cross section Determine volumes of revolution using disk and washer methods	Volumes of revolution

Geometry CE

This course presents the concepts of plane and solid geometry through deductive reasoning. Topics include angle relationships, parallel lines, congruent triangles, similar polygons, right angle trigonometry, circles, coordinate geometry, area, volume and basic proof. I use lectures, electronic aids, group discussion, students doing board work, hands on projects and any other method that will convey the material to your student. A scientific calculator is recommended. This course meets the geometry requirement for graduation and is a prerequisite for Algebra 2.

Quarter 1 New Jersey - Pearson

Unit or Module

Standards

CCSS RI/RH/RST &

Illinois Standards

PDSA

Learning Targets &/or

“I can” Statements

Curriculum Resource

Summative Assessment

Formative Assessment

Instructional Strategies

Academic Language

Transformations

Math Standards

G-CO.1

G-CO.2

G-CO.3

G-CO.4

G-CO.5

Literacy Standards

RST.9-10.3

RST.9-10.4

RST.9-10.9

· I can define angle, perpendicular lines, parallel lines, and line segment.

· I can describe and define transformations.

· I can transform and predict the effect of a transformation on a geometric figure.

Book Sections:

1.2

1.3

1.4

9.1

9.2

9.3

Transformations Test

Target 1 Check

Target 2 Check

· Notes

· Problem Based Learning

· Discovery Method

· Patty Paper Activities

· GSP Activities

· Think-Pair-Share

· Around the Room

· Inside the Box

· Visualization of Rotations (stake & a pony)

Academic Terms:

-Define

-Describe

-Explain

-Justify

-Predict

-Effect

Content Terms:

-Point

-Line

-Line Segment

-Ray

-Plane

-Angle

-Vertical Angles

-Transformation

-Translation

-Rotation

-Reflection

-Parallel

-Skew

-Perpendicular

Congruence

Math Standards

G-CO.6

G-CO.9

G-CO.12

G-CO.13

G-GPE.5

Literacy Standards

RST.9-10.3

RST.9-10.4

RST.9-10.6

RST.9-10.9

· I can copy a segment.

· I can copy an angle.

· I can bisect a segment.

· I can construct perpendicular lines.

· I can construct perpendicular bisector of a line segment.

· I can construct a line parallel to a given line through a point not on the line.

· I can construct an equilateral triangle, a square, and a regular hexagon inscribed in a circle.

I can prove vertical angles are congruent.
I know which angles are congruent when a transversal crosses parallel lines.
I know that points on a perpendicular bisector of a line segment are exactly equidistant from the segment’s endpoints.

I can find the equation of a line parallel or perpendicular to a given line that passes through a given point.

1.6

3.6

3.1

3.2

3.3

3.4

3.7

3.8

Congruence Test

Target Check 2

Target Check 3

· Use of different compasses Leading to using string to make constructions

· Repetition

· mathopenref.com & mathisfun.com

· Problem based learning

· Patty paper activities

Academic Terms:

-Construct

-Copy

-Create

-Explain

-Describe

-Verify

Content Terms:

-Straightedge

-Compass

-Congruent

-Alternate Exterior Angles

-Alternate Interior Angles

-Same-Side Interior Angles

-Corresponding Angles

-Transversal

-Postulate

-Theorem

-Two-Column Proof

-Slope

-Slope-Intercept Form

-Point-Slope Form

Quarter 2 New Jersey - Pearson

Unit or Module

Standards

CCSS RI/RH/RST &

Illinois Standards

PDSA

Learning Targets &/or

“I can” Statements

Curriculum Resource

Summative Assessment

Formative Assessment

Instructional Strategies

Academic Language

Triangle Congruence

Math Standards:

G-CO.6

G-CO.7

G-CO.8

G-CO.12

G-CO.13

Literacy Standards:

RST.9-10.1

RST.9-10.3

RST.9-10.4

RST.9-10.6

· I can define triangle congruence in terms of rigid motion.

· I can define triangle congruence (ASA, SSS, SAS) by rigid motion.

· I can prove triangles congruent by ASA, SSS, SAS, (AAS).

· I can prove theorems about angles of triangles.

· I can prove special relationships in isosceles and equilateral triangles.

· I can identify the properties of a midsegment of triangle.

· I can construct congruent triangles, equilateral triangles, squares, and regular hexagons.

4.1

4.2

4.3

4.4

4.5

5.1

6-Petal flower (P. 42)

Triangle Congruence Test (TC1 and TC2)

Target Check 1

Target Check 2

· Notes

· Problem Based Learning

· Discovery Method

· Patty Paper Activities

· GSP Activities

· Think-Pair-Share

Academic Terms:

-Define

-Verify

-Prove

-Identify

-Relationships

Content Terms:

-Congruent

-SSS

-SAS

-ASA

-Included Side

-Included Angle

-CPCTC

-Isosceles

-Equilateral

-Equiangular

-Regular

-Triangle Midsegment

-Hexagon

Triangle Similarities

Math Standards:

G-SRT.A.1

G-SRT.A.2

G-SRT.A.3

G-SRT.B.5

G-CO.10

Literacy Standards:

RST.9-10.1

RST.9-10.3

RST.9-10.4

RST.9-10.6

• I can verify properties of dilations.

· I understand and can apply solving proportions.

· I can identify and apply properties of similar polygons to find unknown sides.

· I can apply theorems about triangle similarity (AA~, SAS~, SSS~)

9.5

7.1

7.2

7.3

Performance Task

Target Check 1

Target Check 2

Academic Terms:

-Apply

-Understand

-Solve

-Verify

-Define

-Explain

-Justify

-Compare

-Contrast

Content Terms:

-Dilation

-Center

-Scale factor

-Enlargement

-Reduction

-AA Similarity

-SAS Similarity

-SSS Similarity

-Polygon

Text Complexity Rationale:

Quarter 3 New Jersey - Pearson

Unit or Module

Standards

CCSS RI/RH/RST &

Illinois Standards

PDSA

Learning Targets &/or

“I can” Statements

Curriculum Resource

Summative Assessment

Formative Assessment

Instructional Strategies

Academic Language

Trigonometry

Math Standards:

G-SRT.B.4

G-SRT.C.6

G-SRT.C.7

G-SRT.C.8

· I understand the side ratios in right triangles are properties of the angles in the triangle.

· I understand and can apply the use of special right triangles.

· I can explain and use the sine and cosine.

· I can apply trigonometric ratios and the Pythagorean Theorem to solve right triangles.

· I can solve applied trigonometric problems using angles of elevation and depression.

8.1

8.2

8.3

8.4

Trigonometry Test

Target Check 1 (Pythagorean Theorem and Special Right Triangles)

Target Check 2 (Trigonometric Ratios)

Target Check 3 (Angles of elevation and depression)

· Right Triangles to prove Pythagorean Theorem.

· Special Right Triangles

· Angles od Elevation and Depression Notes

· Problem Based Learning

· Discovery Method

· Patty Paper Activities

· GeoGebra Activity

· Online Resources

Academic Terms:

-Understand

-Properties

-Apply

-Explain

-Justification

-Solve

Content Terms:

-Right Triangle

-Hypotenuse

-Leg

-Pythagorean Theorem

-Pythagorean Triple

-45-45-90 Triangle Theorem

-30-60-90 Triangle Theorem

-Trigonometric Ratios

-Adjacent

-Opposite

-Sine

-Cosine

-Tangent

-Angle of elevation

-Angle of depression

Quadrilaterals

Math Standards:

G-CO.11

G-CO.13

G-GPE.4

· I can prove theorems about parallelograms.

· I can construct a square inscribed in a circle.

· I can use coordinates to prove simple geometric theorems algebraically.

6.1

6.2

6.3

6.4

6.5

6.6

Test over Quadrilaterals

Target Check 1

Target Check 2

· Notes

· Problem Based Learning

· Discovery Method

· Patty Paper Activities

· GSP Activities

· Think-Pair-Share

Academic Terms:

-Prove

-Construct

-Explain

-Understand

-Support

-Apply

-Solve

Content Terms:

-Parallelogram

-Opposite Sides

-Adjacent Sides

-Opposite Angles

-Consecutive Angles

-Bisect (review)

-Congruent

(review)

-Diagonals

(review)

-Supplementary

(Review)

-Rhombus

-Rectangle

-Square

-Trapezoid

Text Complexity Rationale:

Quarter 4 New Jersey - Pearson

Unit or Module

Standards

CCSS RI/RH/RST &

Illinois Standards

PDSA

Learning Targets &/or

“I can” Statements

Curriculum Resource

Summative Assessment

Formative Assessment

Instructional Strategies

Academic Language

Geometric Relationships and Properties

Math Standards:

G-GPE.4

G-GPE.5

G-GPE.6

G-GPE.7

· I can use coordinates to prove simple geometric theorems algebraically.

· I can prove the slope criteria for parallel and perpendicular lines, and then use them to solve geometric problems.

· I can find the point on a directed line segment between two given points that partitions the segment.

· I can use coordinates to compute perimeters of polygons and areas of triangles and rectangles.

6.7

6.8

6.9

Chapter Test

· Discovery Lesson over each Formula

· Group Practice

· Individual Practice

Academic Terms:

-Evaluate

-Explain

-Construct

-Prove

-Find

-Examine

-Determine

Content Terms:

-Slope Formula

-Slope Criteria for Parallel Line

-Slope Criteria for Perpendicular Lines

-Distance Formula

-Midpoint Formula

Extending to Three Dimensions

Math Standards:

G-MG.1

G-MG.2

G-MG.3

G-GMD.3

G-GMD.1

G-GMD.4

· I can find the area of 2-dimensional shapes on a coordinate plane

· I can use volume formulas for three dimensional objects.

· I can visualize relationships between two dimensional and three dimensional objects.

· I can apply concepts of density based on area and volume in modeling situations.

· I can apply geometric methods to solve design problems.

11.1

11.2

11.3

11.4

11.5

11.6

11.7

Test over three Dimensional Objects

Target Check 1

Target Check 2

· Discovery Method

· Guided Notes

· YouTube Video

· Promethean Animation

· Wood Block Exploration

Academic Terms:

· Find

· Explain

· Determine

· Examine

Content Terms:

· Polyhedron

· Face

· Edge

· Vertex

· Euler’s Formula

· Cross section

· Prism – right & oblique

· Bases

· Lateral Faces

· Altitude

· Height

· Lateral area

· Surface Area

· Pyramid

· Slant height

· Cone

· Right cone

· Volume

· Cavalieri’s Principle

· Sphere

· Center

· Radius

· Diameter

Circles with and without Coordinates

Math Standards:

G-CO.13

G-C.1

G-C.2

G-C.3

G-GPE.1

G-MG.1

G-CO.1

· I can prove that all circles are similar.

· I can find arc lengths and sector areas.

· I can construct a quadrilateral inscribed in a circle.

· I can derive the equation of a circle given the center and radius using the Pythagorean Theorem.

· I can prove that points lie on or off of a circle.

· I can use geometric shapes, their measures, and their properties to describe objects.

· I can define arc distance and circle.

12.1

12.2

12.3

12.4

12.5

12.6

Test over Circles

Target Check 1

Target Check 2

Academic Terms:

Content Terms:

· Tangent to a circle

· Point of tangency

· Chord

· Central angle

· Arc

· Inscribed angle

· Intercepted arc

· Major arc

· Minor arc

· Arc Measure

· Inscribed Polygon

· Secant

· Radian measure

Text Complexity Rationale: