# Review 8.1-8.6

###### Unit 1: Reasoning in Geometry

**Day 1:**Creating Definitions**Day 2:**Inductive Reasoning**Day 3:**Conditional Statements**Day 4:**Quiz 1.1 to 1.3**Day 5:**What is Deductive Reasoning?**Day 6:**Using Deductive Reasoning**Day 7:**Visual Reasoning**Day 8:**Unit 1 Review**Day 9:**Unit 1 Test

###### Unit 2: Building Blocks of Geometry

**Day 1:**Points, Lines, Segments, and Rays**Day 2:**Coordinate Connection: Midpoint**Day 3:**Naming and Classifying Angles**Day 4:**Vertical Angles and Linear Pairs**Day 5:**Quiz 2.1 to 2.4**Day 6:**Angles on Parallel Lines**Day 7:**Coordinate Connection: Parallel vs. Perpendicular**Day 8:**Coordinate Connection: Parallel vs. Perpendicular**Day 9:**Quiz 2.5 to 2.6**Day 10:**Unit 2 Review**Day 11:**Unit 2 Test

###### Unit 3: Congruence Transformations

**Day 1:**Introduction to Transformations**Day 2:**Translations**Day 3:**Reflections**Day 4:**Rotations**Day 5:**Quiz 3.1 to 3.4**Day 6:**Compositions of Transformations**Day 7:**Compositions of Transformations**Day 8:**Definition of Congruence**Day 9:**Coordinate Connection: Transformations of Equations**Day 10:**Quiz 3.5 to 3.7**Day 11:**Unit 3 Review**Day 12:**Unit 3 Test

###### Unit 4: Triangles and Proof

**Day 1:**What Makes a Triangle?**Day 2:**Triangle Properties**Day 3:**Proving the Exterior Angle Conjecture**Day 4:**Angle Side Relationships in Triangles**Day 5:**Right Triangles & Pythagorean Theorem**Day 6:**Coordinate Connection: Distance**Day 7:**Review 4.1-4.6**Day 8:**Quiz 4.1to 4.6**Day 9:**Establishing Congruent Parts in Triangles**Day 10:**Triangle Congruence Shortcuts**Day 11:**More Triangle Congruence Shortcuts**Day 12:**More Triangle Congruence Shortcuts**Day 13:**Triangle Congruence Proofs**Day 14:**Triangle Congruence Proofs**Day 15:**Quiz 4.7 to 4.10**Day 16:**Unit 4 Review**Day 17:**Unit 4 Test

###### Unit 5: Quadrilaterals and Other Polygons

**Day 1:**Quadrilateral Hierarchy**Day 2:**Proving Parallelogram Properties**Day 3:**Properties of Special Parallelograms**Day 4:**Coordinate Connection: Quadrilaterals on the Plane**Day 5:**Review 5.1-5.4**Day 6:**Quiz 5.1 to 5.4**Day 7:**Areas of Quadrilaterals**Day 8:**Polygon Interior and Exterior Angle Sums**Day 9:**Regular Polygons and their Areas**Day 10:**Quiz 5.5 to 5.7**Day 11:**Unit 5 Review**Day 12:**Unit 5 Test

###### Unit 6: Similarity

**Day 1:**Dilations, Scale Factor, and Similarity**Day 2:**Coordinate Connection: Dilations on the Plane**Day 3:**Proving Similar Figures**Day 4:**Quiz 6.1 to 6.3**Day 5:**Triangle Similarity Shortcuts**Day 6:**Proportional Segments between Parallel Lines**Day 7:**Area and Perimeter of Similar Figures**Day 8:**Quiz 6.4 to 6.6**Day 9:**Unit 6 Review**Day 10:**Unit 6 Test

###### Unit 7: Special Right Triangles & Trigonometry

**Day 1:**45˚, 45˚, 90˚ Triangles**Day 2:**30˚, 60˚, 90˚ Triangles**Day 3:**Trigonometric Ratios**Day 4:**Using Trig Ratios to Solve for Missing Sides**Day 5:**Review 7.1-7.4**Day 6:**Quiz 7.1 to 7.4**Day 7:**Inverse Trig Ratios**Day 8:**Applications of Trigonometry**Day 9:**Quiz 7.5 to 7.6**Day 10:**Unit 7 Review**Day 11:**Unit 7 Test

###### Unit 8: Circles

**Day 1:**Coordinate Connection: Equation of a Circle**Day 2:**Circle Vocabulary**Day 3:**Tangents to Circles**Day 4:**Chords and Arcs**Day 5:**Perpendicular Bisectors of Chords**Day 6:**Inscribed Angles and Quadrilaterals**Day 7:**Review 8.1-8.6**Day 8:**Quiz 8.1 to 8.6**Day 9:**Area and Circumference of a Circle**Day 10:**Area of a Sector**Day 11:**Arc Length**Day 12:**Quiz 8.7 to 8.9**Day 13:**Unit 8 Review**Day 14:**Unit 8 Test

###### Unit 9: Surface Area and Volume

**Day 1:**Introducing Volume with Prisms and Cylinders**Day 2:**Surface Area and Volume of Prisms and Cylinders**Day 3:**Volume of Pyramids and Cones**Day 4:**Surface Area of Pyramids and Cones**Day 5:**Review 9.1-9.4**Day 6:**Quiz 9.1 to 9.4**Day 7:**Volume of Spheres**Day 8:**Surface Area of Spheres**Day 9:**Problem Solving with Volume**Day 10:**Volume of Similar Solids**Day 11:**Quiz 9.5 to 9.8**Day 12:**Unit 9 Review**Day 13:**Unit 9 Test

###### Unit 10: Statistics

**Day 1:**Categorical Data and Displays**Day 2:**Measures of Center for Quantitative Data**Day 3:**Measures of Spread for Quantitative Data**Day 4:**Quiz Review (10.1 to 10.3)**Day 5:**Quiz 10.1 to 10.3**Day 6:**Scatterplots and Line of Best Fit**Day 7:**Predictions and Residuals**Day 8:**Models for Nonlinear Data**Day 9:**Quiz Review (10.4 to 10.6)**Day 10:**Quiz 10.4 to 10.6**Day 11:**Probability Models and Rules**Day 12:**Probability using Two-Way Tables**Day 13:**Probability using Tree Diagrams**Day 14:**Quiz Review (10.7 to 10.9)**Day 15:**Quiz 10.7 to 10.9**Day 16:**Random Sampling**Day 17:**Margin of Error**Day 18:**Observational Studies and Experiments**Day 19:**Random Sample and Random Assignment**Day 20:**Quiz Review (10.10 to 10.13)**Day 21:**Quiz 10.10 to 10.13

#### Activity: Castle Attack

#### Handouts

##### Media Locked

##### Media Locked

#### Answer Key

##### Media Locked

Before the game begins, print and cut up the Castle Attack problems, making sure you have enough copies for each group to have each problem. Arrange the stacks of papers face-down on a table or desk near the front of the room close to where you are standing where students have easy access.

Form teams of 3 or 4 students and give students 60 seconds to draw a castle on the board for their team. During the course of the game, teams will be able to change their own score and manipulate the score of their competition. Give each team 3 marks (stars, X’s, smiley faces, etc.) to represent their three lives.

To start the competition, a representative of each team runs to the front table, chooses one problem, and goes back to their team to work on the problem together. You can have students work on mini whiteboards, in notebooks, or right on the paper. Emphasize to students that all group members should be working on the problem, not just one or two.

When completed, the team representative shows the answer to the teacher.

If the question is accurate and correct, the representative can either remove two lives from a different team (or one each from two different teams) or add one life on to their own. A new representative should now come to the table to choose a new problem.

If the problem is not correct, the representative returns to the team and they continue working. (After sustained effort, you might consider allowing a team to select a different problem…)

The competition ends when only one team is still alive. (Or whoever has the most lives by the end of the game--to keep students practicing for the whole hour we say groups can still solve problems to “resurrect” themselves and come back to the game)

The teacher controls the scoring in this game depending on the time available for play.

To hasten the end of the game, certain problems can be worth extra marks.You may deem some problems more difficult than others and randomly award extra points for correct answers.