Overview

Module 2: Similarity, Proof, and Trigonometry

Just as rigid motions are used to define congruence in Module 1, so dilations are added to define similarity in Module 2.

Module 3: Extending to Three Dimensions

Extending to Three Dimensions, builds on students’ understanding of congruence in Module 1 and similarity in Module 2 to prove volume formulas for solids.

Module 4: Connecting Algebra and Geometry Through Coordinates

In this module, students explore and experience the utility of analyzing algebra and geometry challenges through the framework of coordinates.

Topic A: Rectangular and Triangular Regions Defined by Inequalities

Topic B: Perpendicular and Parallel Lines in the Cartesian Plane

Week 1: February 5

Notes:

Lesson 26 (P)

For help with side labeling, allow students to reference student made charts from lesson 25.

Lesson 27 (P)

Consider using numbers instead of symbols for Example 1. Consider laminating cut-outs from lesson 21 as they will be used again in this lesson. In Classwork problem, if students are struggling to see the connection, use a right triangle with side lengths 3, 4, and 5 to help make the values of the ratios more apparent.

Lesson 28 (P)

Students will need graphing calculators to work out trigonometry problems. Consider spending a small amount of time during class modeling calculator button pushing. Ensure that all calculators are in degree mode, not radian.

Lesson 29 (P)

For Opening Exercises, consider asking half the class to work on part (a) and the other half to go directly to part (b), and then share results. Alternately, have students work in small groups. Students can work in pairs (or fours to split the work a little more); a student divides the values while the partner finds the tangent values, and they compare their results. Then, the class can debrief as a whole.

Week 2: February 12

Notes:

Lesson 30 (P)

Consider using Problem Set form lesson 28, 29, & 30 this week during small group time to give students extra reps at finding missing side and angle measurements using trigonometry.

Lesson 31 (P)

Consider substituting numbers like 3,4, & 5 for side lengths to scaffold problems for students.

Lesson 32 (S)

An extra day this week is provided to divide the lesson into two parts by addressing

everything until Exercises 1–2 on one day and the remaining content on the following day.

Week 3: February 19

Module

Topic

Lesson

Assessment

End of Module

Administer after lesson 33

Standards Addressed in Week's Lessons

Topic E

G.SRT.C.6

G.SRT.C.7

G.SRT.C.8

Standards Addressed in Module Assessment

End of Module

G-SRT.B.4

G-SRT.B.5

G-SRT.C.6

G-SRT.C.7

G-SRT.C.8

F-LE.B.5

Notes:

Lesson 33 (P)

Consider having students make a graphic organizer to clearly distinguish between the law of sines and the law of cosines and when to use which one.

Lesson 34 Omit

This lesson is omitted for pacing consideration. In lesson 34 students are exposed to arcsin, arccos, and arctan. Students will be exposed to these concepts formally in Algebra 2 and are not assessed on them in the EOM assessment.

Two extra days this week given to administer assessment, return assessment, and remediation for Module 2.

Week 4: February 26

Notes:

Lesson 1 (E)

To see how this content is addressed in earlier grades, see Topic C of Grade 5, Module 4. Upper and lower limits are intentionally used to prepare students for future math learning.

Lesson 2 (E)

Two days are given for this lesson. Consider covering three properties the first day and two the second. As notation is introduced, have students make a chart that includes the name, symbol, and a simple drawing that represents each term. Consider posting a chart in the classroom for students to reference throughout the module.

Lesson 3 (E)

Consider jigsawing questions a-d in the classwork section with two groups and sharing out answers whole group to save time.

Week 5: March 5

Module

Standards Addressed in Week's Lessons

Topic A

G.GMD.A.1

Topic B

G.GMD.A.1

G.GMD.A.3

G.GMD.B.4

G.MG.A.1

G.MG.A.2

G.MG.A.3

Notes:

Lesson 4 (S)

Consider keeping a list of notations on the board to help students make quick references as the lesson progresses.

Lesson 5 (E)

Two days are given for this lesson. It is suggested that everything that precedes the Exploratory Challenge is covered on the first day, and the Exploratory Challenge itself is covered on the second day.

Lesson 6 (E)

Use Problem Set for small group stations this week to give students reinforcement practice.

Week 6: March 12

Module

Topic

Standards Addressed in Week's Lessons

Topic B

G.GMD.A.1

G.GMD.A.3

G.GMD.B.4

G.MG.A.1

G.MG.A.2

G.MG.A.3

Notes:

Lesson 7 (S)

The extension section after example 2 can be omitted for pacing considerations.

Lesson 8 (S)

Consider making anchor charts for area properties and separately for volume properties and posting them in room.

Lesson 9 (P)

Two days are given for this lesson. The second day content should begin with exercise 2.

Week 7: March 19

Module

Topic

Assessment

End of Module

Administer after lesson 13

Standards Addressed in Week's Lessons

Topic B

G.GMD.A.1

G.GMD.A.3

G.GMD.B.4

G.MG.A.1

G.MG.A.2

G.MG.A.3

Standards Addressed in Module Assessment

End of Module

G-GMD.A.1

G-GMD.A.3

G-GMD.B.4

G-MG.A.1,

G-MG.A.2

G-MG.A.3

Notes:

Lesson 10 Omit

Lesson is omitted for pacing considerations. Cavalieri’s principle is seen in lesson 11 in volume of pyramids and cones.

Lesson 11 (E)

Provide manipulatives to students, three congruent pyramids and six congruent pyramids, to explore the volume formulas in a hands-on manner

Lesson 12 (S)

Students derive the volume formula of a sphere.

Lesson 13 (S)

Nets for circular cones are available in Grade 8, Module 7, Lesson 19

One extra day this week given to administer assessment.

Week 8: April 2

Module

Topic

Standards Addressed in Week's Lessons

Topic A

G.GPE.B.7

Notes:

One extra day this week given to return assessment and remediation for Module 3.

Lesson 1 (E)

Consider moving anchor charts to front of room that include; right triangle trigonometry, the Pythagorean theorem, a the distance formula, and the rate formula, they will be needed for lesson. Technology needed to show opening video.

Lesson 2 (P)

Consider starting lesson with graphing review. Practice graphing the following:

𝑦 = 2𝑥 + 1,

𝑦 = −2𝑥– 1,

𝑦 < 2𝑥 + 1, and

𝑦 ≥ 2𝑥 + 1.

Lesson 3 (P)

Give students graph paper and rulers to begin this lesson.

Week 9: April 9

Standards Addressed in Week's Lessons

Topic A

G.GPE.B.7

Topic B

G.GPE.B.4

G.GPE.B.5

Notes:

Lesson 4 (E)

Consider using Problem Set for small group rotations this week.

Lesson 5 (P)

It is helpful to have posters of the Pythagorean theorem and its converse displayed in the classroom or to allow students to use a graphic organizer containing this information.

Lesson 6 (P)

Consider having student graph the opening exercise to visualize the problem. Be sure to include exercise 2 as it's learning will be extended in lesson 7.