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 and Probability
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.