Available in Illuminate Available in eDirect Revised 10/10/2017 Caddo Parish Geometry Scope and Sequence, 2017-18 This document is meant to be an instructional guide using the Glencoe Geometry textbook as the primary resource. Eureka Math and other resources are referenced for supplemental use as deemed necessary to adequately prepare students for success. LOUISIANA STANDARDS Major Content Supporting Content Additional Content STANDARDS FOR MATHEMATICAL PRACTICE 1 - Make sense of problems and persevere in solving them 2 - Reason abstractly and quantitatively 3 - Construct viable arguments and critique the reasoning of others 4 - Model with mathematics 5 - Use appropriate tools strategically 6 - Attend to precision 7 - Look for and make use of structure 8 - Look for and express regularity in repeated reasoning COMPONENTS OF RIGOR CU -- Conceptual Understanding PSF -- Procedural Skill & Fluency A -- Application Refers to understanding mathematical concepts, operations, and relations. It is more than knowing isolated facts and methods. Students should be able to make sense of why a mathematical idea is important and the kinds of contexts in which it is useful. It also allows students to connect prior knowledge to new ideas and concepts. The ability to apply procedures accurately, efficiently, and flexibly. It requires speed and accuracy in calculation while giving students opportunities to practice basic skills. Students’ ability to solve more complex application tasks is dependent on procedural skill and fluency. Provides valuable content for learning and the opportunity to solve problems in a relevant and a meaningful way. It is through real-world application that students learn to select an efficient method to find a solution, determine whether the solution makes sense by reasoning, and develop critical thinking skills. TASK TYPES I conceptual understanding, fluency, and application Major Content: solve problems involving the major content for grade 6 Additional & Supporting Content: solve problems involving the additional and supporting content for grade 6 can involve any or all mathematical practices II written arguments/justifications, critique of reasoning, or precision in mathematical statements Expressing Mathematical Reasoning: express mathematical reasoning by constructing mathematical arguments and critiques primarily MP.3 and MP.6, but may also involve any of the other practices III modeling/application in a real-world context or scenario Modeling & Application: solve real-world problems engaging particularly in the modeling practice primarily MP.4, but may also involve any of the other practices
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Available in Illuminate Available in eDirect Revised 10/10/2017
Caddo Parish Geometry Scope and Sequence, 2017-18 This document is meant to be an instructional guide using the Glencoe Geometry textbook as the primary resource. Eureka Math and other
resources are referenced for supplemental use as deemed necessary to adequately prepare students for success.
LOUISIANA STANDARDS
Major Content Supporting Content Additional Content
STANDARDS FOR MATHEMATICAL PRACTICE
1 - Make sense of problems and persevere in solving them
2 - Reason abstractly and quantitatively
3 - Construct viable arguments and
critique the reasoning of others
4 - Model with mathematics
5 - Use appropriate tools strategically
6 - Attend to precision
7 - Look for and make use of
structure
8 - Look for and express regularity
in repeated reasoning
COMPONENTS OF RIGOR
CU -- Conceptual Understanding PSF -- Procedural Skill & Fluency A -- Application
Refers to understanding mathematical concepts, operations, and relations. It is more than knowing isolated facts and methods. Students should be able to make sense of why a mathematical idea is important and the kinds of contexts in which it is useful. It also allows students to connect prior knowledge to new ideas and concepts.
The ability to apply procedures accurately, efficiently, and flexibly. It requires speed and accuracy in calculation while giving students opportunities to practice basic skills. Students’ ability to solve more complex application tasks is dependent on procedural skill and fluency.
Provides valuable content for learning and the opportunity to solve problems in a relevant and a meaningful way. It is through real-world application that students learn to select an efficient method to find a solution, determine whether the solution makes sense by reasoning, and develop critical thinking skills.
TASK TYPES
I conceptual understanding, fluency, and application
Major Content: solve problems involving the major content for grade 6 Additional & Supporting Content: solve problems involving the additional and supporting content for grade 6
can involve any or all mathematical practices
II written arguments/justifications, critique of reasoning, or precision in mathematical statements
Expressing Mathematical Reasoning: express mathematical reasoning by constructing mathematical arguments and critiques
primarily MP.3 and MP.6, but may also involve any of the other practices
III modeling/application in a real-world context or scenario
Modeling & Application: solve real-world problems engaging particularly in the modeling practice
primarily MP.4, but may also involve any of the other practices
Routines, Procedures, and other beginning- of-the-year tasks Pre-Assessment
Begin First 9-Weeks
State Diagnostic (8/14 - 8/25)
After Diagnostic Testing, conduct a data analysis noting student struggles.
Do not stop to remediate, but mark this document where those topics will arise throughout the year and address them then.
Week 2 Aug 21-25
1.1 Points, Lines, and Planes
G.CO.1 1,3,5,6 ✔ I,II State Diagnostic (8/14 - 8/25)
It would be helpful for students to make the Foldable on “Get Started on the Chapter” located before Lesson 1-1 in order to organize all vocabulary terms and concepts.
You may also want to incorporate some basic constructions as time allows:
● Eureka Construct an Equil. Triangle (1)
● Eureka Construct an Equil. Triangle (2)
ISG - Lesson 1.1 (Teacher, Student)
1.2 Linear Measure
G.CO.1
2,3,5-8
✔ I,II ISG-Lesson 1.2 (Teacher, Student)
G.CO.12 ✔ I,II
1.3 Distance and Midpoints
G.CO.1 ✔ I,II
G.CO.12 ✔ I,II
Week 3 Aug 28-Sept 1
1.6 Two- Dimensional Figures
G.GPE.7 1,3,6,7 ✔ I,II,III
ISG-Lesson 1.3 (Teacher, Student)
9.1 Reflections G.CO.4 1-7
✔ II For these lessons addressing G.CO.4, refer to Eureka Math Module 1, Topic C as a supplemental resource
4-2 Lab is great for understanding interior and exterior angles of triangles
ISG-Lesson 4.2 (Teacher, Student)
Week 11 Oct 23-27
4.4 Proving Triangles Congruent--SSS, SAS
G.CO.10
✔ ✔
I,II,III HL congruence is not taught as part of a lesson; however, it is taught in the Extend Activity after Lesson 4-5. Unless you teach it separately as part of Lessons 4-4 and 4-5, you will need to take time to do the EA.
ISG-Lesson 4.3 (Teacher, Student)
G.SRT.5
✔ ✔ ✔ I,II,III
4.5 Proving Triangles Cong--ASA, AAS
G.CO.10
✔ ✔ I,III ISG-Lesson 4.4 (Teacher, Student)
G.SRT.5 ✔ ✔ ✔ I,II,III
Review / Assess
Chapter 4 Quiz (4.1-4.5)
Sat, 10/28 ACT Testing
Week 12 Oct 30 - Nov 3
4.6 Isosceles and Equilateral Triangles
G.CO.10
✔ ✔ I,II,III ISG-Lesson 4.5
(Teacher, Student) IM -- Congruent Angles in Isosceles Triangles
MAP Lesson -- Evaluating Conditions for Congruency
Kuta -- Isos. & Equil. Triangle Worksheet
G.CO.12 ✔ I,II
4.8 Triangles and Coordinate Proof
G.CO.10
✔ ✔ I,II,III ISG-Lesson 4.6
(Teacher, Student)
G.GPE.4
✔
II,III
Review / Assess
Chapter 4 Test
7.1 Ratios and Proportions G.MG.3
✔
I,III Eureka Making Scale Drawings Using the Ratio Method None