Course: Geometry
Estimated Pacing 10 days
Focus TEKS Student
Expectations
Concept: Area
G.4 Uses a variety of
representations to describe
geometric relationships and solve
problems.
The student is expected to
select an appropriate
representation (concrete,
pictorial, graphical, verbal, or
symbolic) in order to solve
problems.
G.8 Uses tools to determine
measurements of geometric
figures and extends measurement
concepts to find perimeter, area,
and volume in problem situations.
G.8A find areas of regular
polygons, circles, and
composite figures.
G.11 Applies the concepts of
similarity to justify properties of
figures and solve problems.
G.11A use and extend similarity
properties and transformations
to explore and justify
conjectures about geometric
figures.
G.11D describe the effect on
perimeter, area, and volume
when one or more dimensions
of a figure are changed and
apply this idea in solving
problems.
© 2010 Austin Independent School District
Austin ISD Grading Period Snapshot (GPS)
5th Six-Weeks Feb 22 – Apr 15 (34 days)
What Teachers Do
Ensure students understand:
• the difference between perimeter and
area.
• composite figures can be used to
estimate areas of irregular shapes
• the area addition postulate used to find
the areas of composite figures
• the effects on perimeter and area when
dimensions are changed.
• geometric probability can be used to
predict results in real-world situations.
• Engage students in discussions related to the
Essential Questions.
• Provide students with the opportunity to be
actively engaged in class discussions and
activities.
• Provide opportunities for students to work
together in pairs or small groups to support
student responsibility for learning.
• Provide foundational activities for struggling
learners to differentiate instruction.
• Use visual illustrations and/or concrete
models to assist students in accessing prior
knowledge.
• Use formative assessment to focus
differentiation strategies and/or interventions.
• Post student work products and the aligned
standards with rubrics or feedback indicating
level of mastery to set clear expectations for
exemplary work.
• Keep a current useable word wall and refer to
the word wall as needed.
• Provide opportunities for students to read,
write, speak, and listen to learn mathematics
as mandated by Texas Administrative Code
(19 TAC §74.4), available at
http://www.tea.state.tx.us/curriculum/biling/elp
s.html.
Course Geometry Page 1 of 2
What Students Do
• develop and apply the
formulas for the perimeter and
area of triangles, special
quadrilaterals, and regular
polygons.
• develop and apply the
formulas for the area and
circumference of a circle.
• develop and apply the
formula for the area of
composite figures.
• estimate areas of
irregular shapes using
composite figures
• find the perimeters and
areas of figures in a coordinate
plane.
• describe the effect on
perimeter and area when one or
more dimensions of a figure are
changed
• calculate geometric
probability in real-world
situations.
• Students will provide
examples and non-examples of
basic vocabulary terms.
2010 - 2011
Student Work
Products/Assessment Evidence
Key Vocabulary: (on word wall, in
notebook, foldables, etc.)
parallelogram, base, height, area,
trapezoids, rhombus, kite,
diagonal, circle, center of circle,
circumference, center of regular
polygon, apothem, central angel of
a regular polygon, apothem,
perimeter, composite figure,
geometric probability
Performance Tasks:
• Area Performance Task - Zoo
Design
• (Area Performance Task -
Sample floor plan)
• Area Performance Task - Dream
House
Model Lessons:
• 9.1 Developing Formulas for
Triangles and Quadrilaterals
• 9.2 Developing Formulas for
Circles and Regular Polygons
• 9.3 Composite Figures
9.4 Perimeter and Area in the
Coordinate Plane
• 9.5 Effects of Changing
Dimensions
• 9.6 Geometric Probability
Assessments to monitor
student progress through:
- Exit slips
- Formative assessments
- Summative assessments
- Quality questioning
- Performance tasks
February 2011
 Course: Geometry
Estimated Pacing 16 days
Focus TEKS Student
Expectations
Concept: Geometry of Three-
Dimensional Objects
G.4 Uses a variety of
representations to describe
geometric relationships and solve
problems.
The student is expected to select
an appropriate representation
(concrete, pictorial, graphical,
verbal, or symbolic) in order to
solve problems.
G.6 the student analyzes the
relationship between three-
dimensional geometric figures and
related two-dimensional
representations and uses these
representations to solve problems.
G.6A describe and draw the
intersection of a given plane with
various three-dimensional
geometric figures
G.6B use nets to represent and
construct three-dimensional
geometric figures
G.6C use orthographic and
isometric views of three-
dimensional geometric figures to
represent and construct three-
dimensional geometric figures
and solve problems
© 2010 Austin Independent School District
Austin ISD Grading Period Snapshot (GPS)
5th Six-Weeks Feb 22 – Apr 15 (34 days)
What Teachers Do
Ensure students know:
• the properties for classifying a
three-dimensional figure as a prism,
pyramids, cylinder, cone, or sphere.
• The net and cross sections of a
three-dimensional figure.
• Euler’s formula
• the distance and midpoint
formulas for three dimensions.
the difference between lateral surface
area, surface area and volume.
• Engage students in discussions
related to the Essential Questions.
• Provide students with the opportunity
to be actively engaged in class
discussions and activities.
• Provide opportunities for students to
work together in pairs or small groups
to support student responsibility for
learning.
• Provide foundational activities for
struggling learners to differentiate
instruction.
• Use visual illustrations and/or
concrete models to assist students in
accessing prior knowledge.
• Use formative assessment to focus
differentiation strategies and/or
interventions.
• Post student work products and the
aligned standards with rubrics or
feedback indicating level of mastery to
set clear expectations for exemplary
work.
Course Geometry Page 2 of 2
What Students Do
• classify three-dimensional
figures according to their
properties.
• use nets and cross
sections to analyze and
classify three-dimensional
figures.
• draw representations of
three-dimensional figures.
• apply Euler’s formula to
find the number of vertices,
edges, and faces of a
polyhedron
• develop and apply the
distance and midpoint
formulas in three dimensions
• apply the formula for
surface area of a prism,
cylinder, pyramid, cone, and
sphere.
• apply the formula for the
volume of a prism, cylinder,
cone, pyramid, and sphere.
2010 - 2011
Student Work Products/Assessment
Evidence
Key Vocabulary: (on word wall, in
notebook, foldables, etc.) face, edge,
vertex, prism, cylinder, pyramid, cone,
cube, net, cross section, orthographic
drawing, isometric drawing, perspective
drawing, vanishing point, horizon,
polyhedron, space, lateral face, lateral
edge, right prism, oblique prism, altitude,
surface area, lateral surface area, axis of a
cylinder, right cylinder, oblique cylinder,
vertex of a pyramid, regular pyramid, slant
height of a regular pyramid, altitude of a
pyramid, vertex of a cone, right cone,
oblique cone, slant height of a right cone,
altitude of a cone, volume, spheres, center
of a sphere, radius of a sphere,
hemisphere, great circle
Performance Tasks:
1. Chase logo project
2. Find your own logos project
3. School Pride Mural
Model Lessons:
What is Surface Area?
What is Volume?
10.1 Solid Geometry
10.2 Representations of 3D Figures
10.3 3D Formulas
Doubling Cubes and Surface Area
10.4 Surface Area of Prisms and Cylinders
10.5 Surface Area of Pyramids and Cones
10.6 Volume of Prisms and Cylinders
10.7 Volume of Pyramids and Cones
10.8 Spheres
February 2011