PUBLIC SCHOOLS OF EDISON TOWNSHIP

OFFICE OF CURRICULUM AND INSTRUCTION

Geometry 8

Length of Course: Term

Elective/Required: Required

Schools: Middle School

Eligibility: Grade 8

Credit Value: N/A

Date Approved: September 30, 2024

Geometry Grade 8 2

TABLE OF CONTENTS

Statement of Purpose 3

Course Objectives 4

Introduction 8

Scope and Sequence 9

Unit 0: Prerequisite Skills 11

Unit 1: Points, Lines, and Planes 16

Unit 2: Logic and Reasoning 21

Unit 3: Parallel and Perpendicular Lines 26

Unit 4: Congruency 31

Unit 5: Proofs 36

Unit 6: Relationships in Triangles 41

Unit 7: Similarity 46

Unit 8: Trigonometry 51

Unit 9: Circles 56

Unit 10: Quadrilaterals and Area 62

Unit 11: Surface Area and Volume 68

Unit 12: Transformations 73

Unit 13: Statistical Probability 78

Accommodations and Modifications 83

Modifications will be made to accommodate IEP mandates for classified students

Geometry Grade 8 3

Statement of Purpose

This course of study has been designed for the Geometry course. The curriculum introduces geometric topics,
skills, and concepts. The material should be connected to real-world situations as often as possible, as
suggested in the curriculum. This course curriculum guide provides a thorough preparation for geometric
questions that may be included on the NJSLA Geometry state assessment.

In order to promote the effective implementation of this program, the following suggestions are provided:

1. Formative assessment should be used throughout this course, as with any math course, in order to monitor
students’ learning and instruction such be adjusted as needed.

2. Instruction should be differentiated in order to accommodate the different ways students learn.

3. Students should be encouraged to maintain an organized and thorough set of notes in a notebook. Teachers
should indicate the expected format and content and should explain how notebooks can be effectively utilized.

4. Meaningful and relevant homework assignments should be given to students on a regular basis to
encourage the practice of new skills and concepts.

5. Examples of applications of mathematics, specifically algebra, in careers and everyday life situations should
be provided as motivation wherever possible.

6. Students should be required to use correct mathematical terminology at all times.

7. The use of technology is encouraged wherever possible in order to foster the impact on students’ learning and
understanding.

8. Modifications and accommodations should be included where necessary to meet the student’s Individual

Education Plans (IEP).

Geometry Grade 8 4

Course Objectives

The student will be able to:

Unit 1: Points, Lines, and Planes

● Determine key vocabulary words and the proper notation for each.
● Define postulates related to geometric vocabulary words
● Apply key postulates and definitions to determine missing measures
● Rearrange formulas to determine midpoint, distance, or endpoints
● Understand that distance is always positive
● Articulate that midpoint is exactly halfway between two points
● Define and classify angles as acute, right, obtuse, straight, reflex angle, and vertex
● Apply the angles addition and subtraction postulates to find missing values
● Apply the Vertical Angle Theorem, as well as, properties of complementary angles, supplementary
angles, and
linear pairs, to classify and find angle measures.

Unit 2: Logic and Reasoning

● Understand inductive reasoning involves using pattern to make generalizations
● Recognize that conjectures are guesses that need to be proven
● Identify and write compound statements
● Describe the difference between a conjunction and disjunction
● Construct truth tables and venn diagrams for compound statements
● Understand the if→ then structure of a conditional statement
● Define and create converse, inverse, and contrapositive statements
● Interpret conditional statements as they relate to real world ideas
● Understand that deductive reasoning involves drawing specific conclusions from general premises or
principles.
● Define law of syllogism and detachments and their relationship to deductive reasoning
● Understand a postulate/axiom is an accepted statement
● Conclude that a theorem is a proven conjecture
● Understand the logical order and steps needed to get from the problem to the solution
● Comprehend that every step in a proof must be justified with an appropriate reason
● Be able to properly select the postulate and theorem needed to support statements

Unit 3: Parallel and Perpendicular Lines

● Identify the relationships between two line or planes (Parallel or skew)
● Identify and solve for angles pairs formed by parallel lines and their transversals
● Use known theorems and postulates to determine the relationship between specific angle pairs
● Accurately set construct algebraic equations using angle pairs to solve for missing measures
● Apply the slope formula to determine the slopes of a line
● Understand the relationship between the slope and types of lines (parallel and perpendicular)
● Develop the equation of lines in multiple formats (slope-intercept & point slope) using the given
information
● Write equations of lines to model and solve real-world problems
● Determine the distance between a line and a point by using the concept of perpendicular lines
● Solve for the distance between parallel line by using the concept of perpendicular lines
Geometry Grade 8 5

Unit 4: Congruent Triangles

● Define types of triangles by side and angle measures
● Classify Triangles by side and angle measures
● Determine the measure of interior angles of a triangle by applying the interior angles theorem
● Find the exterior angle of a triangle by using the exterior angle theorem and using the remote interior
angles
● Identify and name corresponding parts of congruent triangles
● Use corresponding parts of congruent triangles to find missing measures
● Show triangles are congruent by identify all congruent corresponding parts and writing congruent
statements
● Understand in isosceles triangles congruent angles are across from congruent sides
● Identify equilateral triangles as having both 3 equal sides and angles

Unit 5: Proofs
● Describe the SSS and SAS postulates for proving triangle congruence
● Create a proof for triangle congruence using SSS and SAS
● Describe the ASA and AAS postulates for proving triangle congruence
● Create a proof for triangle congruence using ASA and AAS
● Define the angle relationships that exists within parallel lines
● Construct proofs using angle relationships to show lines are parallel
● Prove segment relationships through the use of segment addition and segment congruence
● Understand and prove angle relationships using complementary and supplementary angle
relationships
● Understand and prove angle relationships using congruent and right angles
● Correctly position and label triangles for use in proofs
● Write proof using the coordinate plane

Unit 6: Relationships in Triangles

● Create perpendicular bisectors in triangles, and understand they meet at the circumcenter
● Construct angle bisectors in triangles, and understand they meet at the incenter
● Create medians in triangles, and understand they meet at the centroid
● Construct altitudes in triangles, and understand they meet at the orthocenter
● Determine where the points of concurrency land in each type of triangle
● Recognize and apply properties of inequalities to the measures of the angles in a triangle
● Recognize and apply properties of inequalities to the relationship between the sides and the angles in a
triangle
● Determine possible triangle lengths using the triangle inequality theorem
● Prove the relationships in triangles using the triangle inequality theorem
● Use the hinge theorem and its converse to make comparisons between two triangles
● Determine and prove the relationship between two triangles using the hinge theorem.

Unit 7: Similarity
● Write ratios to represent real world scenarios
● Apply the concept of proportions to solve real-world problems
● Use proportions to identify similar polygons
● Write and solve problems using properties of similar polygons
● Define the AA similarity postulate and SSS and SAS similarity theorems
Geometry Grade 8 6

● Identify similar triangles using AA similarity postulate and SSS and SAS similarity theorems
● Apply the concept of similar triangles to solve problems
● Identify proportional parts within triangles
● Use proportional parts with parallel lines to find missing measures.
● Recognize and use proportional relationships of corresponding angles, bisectors, altitudes, and
medians.
● Write and solve equations using the triangle bisector theorem.

Unit 8: Trigonometry
● Accurately create and solve equations to find the geometric mean between two numbers
● Solve problems involving relationships between parts of a right triangle and the altitude to its
hypotenuse by using the geometric mean altitude or leg theorems
● Construct equations using the pythagorean theorems to find missing side lengths
● Identify if three lengths make a triangle by applying the converse of the pythagorean theorem
● Understand and use the properties of 30-60-90 and 45-45-90 triangles to find missing side lengths
● Find the trigonometric ratios and their inverses using right triangles
● Use trigonometric ratios and their inverses to solve for a missing side or angle in a right triangle
● Write and solve trigonometric ratios involving angles of elevation and depression to find the distance
between two objects
● Use the laws of sine and cosine to solve non-right triangle problems

Unit 9: Circles
● Identify and define parts of a circle
● Write and solve equations for the circumference of a circle
● Identify/define and determine the measures of: central angles, major arcs, minor arcs, semicircles.
● Find the measure of arc lengths of a circle
● Recognize and use relationships between arcs and chords
● Use the relationship between arcs, chords, and diameters to find missing measures
● Find the measure of inscribed angles
● Find the measure angles of inscribed polygons
● Apply properties of tangents to solve for missing measures
● Solve problems with circumscribed and inscribed polygons
● Find measures of angles formed by lines interesting on or inside of a circle
● Find measures of angles formed by lines intersecting outside of a circle
● Determine the measure of segments that interest in the interior and exterior of a circle
● Write the equation of a circle and accurately graph a circle

Unit 10: Quadrilaterals and Area

● Apply Interior and exterior angles of polygons theorems to find missing angle measures.
● Recognize and apply the properties of the sides, angles, and diagnols of parallelograms.
● Describe the conditions that ensure a quadrilateral is a parallelogram
● Prove that a set of points form a parallelogram when in a coordinate plane
● Recognize and apply the properties of rectangles
● Determine whether if a parallelogram is a rectangle
● Describe and apply the properties of rhombi and squares
● Determine whether if a quadrilateral is a rectangle, rhombus, or square
● Apply properties of trapezoids and kites
● Write equations to find the perimeters and areas of parallelograms and triangles.
● Write and find the area of parallelograms, triangles, trapezoids, kites, circles, sectors, and regular
polygons.
● Use the properties of polygons to find the area of composite figures.
Geometry Grade 8 7

● Find scale factor of missing measures given areas of similar figures

Unit 11: Surface Area and Volume

● Draw isometric views of three-dimensional figures.
● When given a net, determine the three-dimensional figure.
● Investigate cross-sections of three-dimensional figures
● Write equations to find lateral areas and surface areas of prisms, cylinders, pyramids, cones, and
spheres.
● Determine the volume of prisms, cylinders, pyramids, cones, and spheres.
● Use the properties of three dimensional figures to find the surface area and volume of composite solids.

Unit 12: Transformations

● Identify reflections, translations, and rotations
● Verify congruence after a transformation by using coordinate geometry.
● Identify a similarity transformation
● Verify similarity after transformation by using coordinate geometry
● Represent reflections, translations, rotations, and dilations in a coordinate plane
● Draw glide reflections of other compositions of isometries in coordinate plane
● Draw compositions of reflections in parallel and intersecting lines
● Identify line and rotational symmetry in two dimensional figures
● Identify plane and axis symmetry in three dimensional figures

Unit 13: Statistical Probability

● Understand sample spaces and design simulations.
● Compute probabilities for independent, dependent, mutually exclusive, not mutually exclusive, and
conditional events.
● Calculate geometric probabilities.

All objectives will include applications to real-life situations.

For NJSLS- Math visit [Link]

Geometry Grade 8 8

INTRODUCTION

The New Jersey Student Learning Standards for Mathematics are intended to provide students with a solid foundation.
The Standards for Mathematical Content are a balanced combination of procedure and understanding.

The high school standards are listed in conceptual categories: • Number and Quantity • Algebra • Functions • Modeling •
Geometry • Statistics and Probability

Mathematical Practice Standards:

This curriculum guide is standards based which reflects the New Jersey Student Learning Standards for Mathematics, the
Mathematical Practices that are expected to be used in teaching mathematics K-12 are as follows and infused throughout
the guide:
● Make sense of problems and persevere in solving them.
● Use appropriate tools strategically.
● Reason abstractly and quantitatively.
● Construct viable arguments and critique the reasoning of others.
● Model with mathematics.
● Attend to precision.
● Look for and make use of structure.
● Look for and express regularity in repeated reasoning.

Computer Science and Design Thinking

Link: [Link]
● 8.1 by the End of Grade 12 ([Link].1-.6)
o Data & Analysis

Career Readiness, Life Literacies, and Key Skills

Link: [Link]
● 9.4 by the End of Grade 12 ([Link].1, CT.2, TL.1, Tl.3)
o Creativity and Innovation
o Critical Thinking and Problem-solving
o Technology Literacy
Geometry Grade 8 9

SCOPE & SEQUENCE

MARKING PERIOD 1 MARKING PERIOD 2

Unit 0: Prerequisite Skills (2 Weeks) Unit 4: Congruency (3 weeks)

- Solving Systems of Equations - 4.1: Classifying Triangles
- Factoring Quadratic Expressions - 4.2: Angles of Triangles
- Solving Quadratic Equations - 4.3: Congruent Triangles
- Radical Operations - 4.6: Isosceles and Equilateral Triangles
- Simplifying Radicals
Unit 5: Proofs (5 weeks)
Unit 1: Points, Lines, and Planes (3 weeks) - 4.4: Proving Triangles Congruent- SSS, SAS
- 1.1: Points, Lines, Planes - 4.5: Proving Triangles Congruent- ASA, AAS
- 1.2: Linear Measure - 3.5: Proving Parallel Lines
- 1.3: Distance and Midpoints - 2.7 Proving Segment Relationships
- 1.4: Angle Measure - 2.8: Proving Angle Relationships
- 1.5: Angle Relationships - 4.8: Triangles and Coordinate Proofs

Unit 2: Logic and Reasoning (3 weeks) Unit 6: Relationships in Triangles (2 weeks)

- 2.1 Inductive Reasoning and Conjectures - 5.1 Bisectors of Triangles
- 2.2 Logic - 5.2: Medians and Altitudes of Triangles
- 2.3: Conditional Statements - 5.3: Inequalities in One Triangle
- 2.4: Deductive Reasoning - 5.5: The Triangle Inequality
- 2.5: Postulates and Paragraph Proofs - 5.6: Inequalities in Two Triangles
- 2.6: Algebraic Proofs
-
Unit 3: Parallel and Perpendicular Lines (2 weeks)
- 3.1: Parallel Lines and Transversals
- 3.2: Angles and Parallel Lines
- 3.3: Slope
- 3.4: Equations of Lines
- 3.6: Perpendiculars and Distance
Geometry Grade 8 10

MARKING PERIOD 3 MARKING PERIOD 4

Unit 7: Similarity (2 weeks) Unit 10: Quadrilaterals and Area (3 weeks)

- 7.1: Ratios and Proportions - 6.1: Angles of Polygons
- 7.2: Similar Polygons - 6.2 Parallelograms
- 7.3: Similar Triangles - 6.3: Test for Parallelograms
- 7.4: Parallel Lines and Proportional Parts - 11.1: Areas of Parallelograms and Triangles
- 7.5: Parts of Similar Triangles - 6.4: Rectangles
- 6.5: Rhombi and Squares
Unit 8: Trigonometry (4 weeks) - 6.6: Trapezoids and Kites
- 8.1: Geometric Mean - 11.2: Area of Trapezoids,Rhombi, and KItes
- 8.2: The Pythagorean Theorem and Its Converse - 11.3: Area of Circles and Sectors
- 8.3: Special Right Triangles - 11.4: Areas of Regular Polygons and Composite
- 8.4: Trigonometry Figures
- 8.5: Angles of Elevation and Depression - 11.5: Areas of Similar Figures
- 8.6: the Law of Sines and Cosines
Unit 11: Surface Area and Volume (3 weeks)
Unit 9: Circles (4 weeks) - 12.1: Representations of Three-Dimensional
- 10.1: Circles and Circumference Figures
- 10.2: Measuring Angles and Arcs - 12.2: Surface Areas of Prisms and Cylinders
- 10.3: Arcs and Chords - 12.3: Surface Areas of Pyramids and COnes
- 10.4: Inscribed Angles - 12.4: Volumes of Prisms and Cylinders
- 10.5: Tangents - 12.5: Volume of Pyramids and Cones
- 10.6: Secants, Tangents, and Angle Measures - 12.6: Surface Areas and Volumes of Spheres
- 10.7: Special Segments In a Circle
- 10.8: Equations in a Circle Unit 12: Transformation (2 weeks)
- 4.7: Congruent Transformations
- 7.6: Similarity Transformations
- 9.1: Reflections
- 9.2: Translations
- 9.3: Rotations
- 9.4: Compositions of Transformations
- 9.5: Symmetry
- 9.6: Dilations

Unit 13: Statistical Probability (2 weeks)

- 13.1: Representing Sample Spaces
- 13.2: Probability with Permutations and
Combinations
- 13.3:Geometric Probability
- 13.4: Simulations
- 13.5: Probabilities of Independent and Dependent
Events
- 13.6: Probabilities of Mutually Exclusive Events

Please note: Instructors will change their pacing and timing as needed to accommodate class periods available.
Geometry Grade 8 11

UNIT 0 OVERVIEW
CONTENT AREA:

Mathematics Unit 0: Prerequisite Skills

TARGET COURSE/GRADE LEVEL: TIME FRAME (PACING):

Geometry Grade 8 See Scope and Sequence

PROBLEM-BASED LEARNING TOPIC:

Stop & Think: What is the problem asking?

Gather Information: What information am I given?
What do I know about this problem?
Brainstorm, Plan & Choose: How can I solve this problem?
What is my best choice?
Try, Check, Revise: Does my solution work? If not, what can I do to fix it?

Examples include but are not limited to: Systems of Equations PBL, Factoring PBL

INTERDISCIPLINARY CONNECTIONS

Problem-solving and interdisciplinary connections are essential in supporting students in developing their skills in mathematical modeling (Mathematical
Practice Standard 5). Mathematical modeling is a process to describe situations in the world and is fundamental in many careers such as medicine,
engineering, ecology, weather forecasting, finance, and business. Through these problem-based learning opportunities, students will be able to apply
reasoning and the mathematical concepts within the unit to answer real-world problems, explore current events, and understand how mathematics is
applicable to a variety of careers.

NJSLS Science and Engineering Practices

MS-ESS2 Planning and carrying out investigations in 6-8 builds on K-5 experiences and progresses to include investigations that use multiple variables
and provide evidence to support explanations or solutions.
- Collect data to produce data to serve as the basis for evidence to answer scientific questions or test design solutions under a range of conditions

MS-PS1 Modeling in 6–8 builds on K–5 and progresses to developing, using and revising models to describe, test, and predict more abstract phenomena
and design systems.
- Develop a model to predict and/or describe phenomena.

MS-PS2 Constructing explanations and designing solutions in 6–8 builds on K–5 experiences and progresses to include constructing explanations and
Geometry Grade 8 12

designing solutions supported by multiple sources of evidence consistent with scientific ideas, principles, and theories.
- Apply scientific ideas or principles to design an object, tool, process or system.

MS-ESS1 Modeling in 6–8 builds on K–5 experiences and progresses to developing, using, and revising models to describe, test, and predict more
abstract phenomena and design systems.
- Develop and use a model to describe phenomena.

MS-LS4 Analyzing data in 6–8 builds on K–5 experiences and progresses to extending quantitative analysis to investigations, distinguishing between
correlation and causation, and basic statistical techniques of data and error analysis.
- Analyze and interpret data to determine similarities and differences in findings.
- Apply scientific ideas to construct an explanation for real-world phenomena, examples, or events.

ESSENTIAL QUESTIONS/SELf-Questions:

How can algebraic principles and techniques be used to model, solve, and interpret real-world problems across different contexts?

● How do different representations (graphs, tables, algebraic expressions) of systems of equations provide different insights into the solutions?
● How can we determine the most appropriate method for factoring a given quadratic expression?
● How can the method of solving a quadratic equation affect the interpretation of its solutions?
● What strategies can we use to simplify complex radical expressions?
● How do the properties of exponents and radicals relate to each other, and how can we use these relationships to solve radical equations?

Define: What do I know?

Research: Do I understand? What do I know? What do I need to know? Is there someone I trust to ask?
Brainstorm: What can I do? What are the possible solutions/strategies? What are constraints?
Select: What is my most promising solution?
Prepare: Do I have what I need? What is my timeline? What do I do first?
Try and Prototype: Am I ready to try? What do I do first? Is this working? How do I know?
Test and Reflect: How do I know?

SEL Competencies:
SEL Core Competency Lessons

Responsible Decision Making

The ability to make constructive choices about personal behavior and social interactions based on ethical standards, safety concerns, and social norms.

LEARNING TARGETS
NEW JERSEY STUDENT LEARNING STANDARDS:

[Link].A.2: Create equations in two or more variables to represent relationships between quantities: graph equations on coordinate axes with labels and
scales.
Geometry Grade 8 13

[Link].C.5: Prove that, given a system of two equations in two variables, replacing one equation by the sum of that equation and a nonzero multiple of the
other produces a system with the same solutions.

[Link].C.6: Solve systems of linear equations exactly and approximately (e.g., with graphs), focusing on pairs of linear equations in two variables.

[Link].D.11: Explain why the x-coordinates of the points where the graphs of the equations y=f(x) and y=g(x)intersect are the solutions of the equation
f(x)=g(x);find the solutions approximately.

A-APR.A.1: Understand that polynomials form a system analogous to the integers, namely, they are closed under the operations of addition, subtraction,
and multiplication; add, subtract, and multiply polynomials.

A-SSE.A.2: Use the structure of an expression to identify ways to rewrite it. For example, see x4–y4 as (x2)2– (y2)2, thus recognizing it as a difference of
squares that can be factored as (x2– y2)(x2+ y2).

A-SSE.B.3a: Factor a quadratic expression to reveal the zeros of the function it defines.
[Link].A.3 Understand that the sum or product of two rational numbers is rational; that the sum of a rational number and an irrational number is irrational;
and that the product of a nonzero rational number and an irrational number is irrational.

[Link].A.2. Use square root and cube root symbols to represent solutions to equations of the form
2 3
𝑥 = 𝑝 and 𝑥 = 𝑝 where 𝑝 is a positive rational number.
a. Evaluate square roots of small perfect squares and cube roots of small perfect cubes. Know that 2 is irrational.
b. Simplify numerical radicals, limiting to square roots.

Career Readiness, Life Literacies, and Key Skills:

Link: [Link]
● [Link].3: Analyze data using tools and models to make valid and reliable claims, or to determine optimal design solutions (e.g., S-ID.B.6a.,
[Link].5, [Link].8)

TECHNOLOGY:
Link: [Link]
● [Link].1: Create interactive data visualizations using software tools to help others better understand real world phenomena, including climate
change.
● [Link].3: Translate between decimal numbers and binary numbers

INSTRUCTION
MANDATED ITEMS (IE. CLIMATE CHANGE, AMISTAD, AAPT, HOLOCAUST/GENOCIDE… if applicable):

[Link].A.1 Create equations and inequalities in one variable and use them to solve problems. Include equations arising from linear and quadratic functions,
and simple rational and exponential functions. Climate Change Example: Students may create equations and/or inequalities to represent the economic
Geometry Grade 8 14

impact
of climate change.

[Link].A.3 Represent constraints by equations or inequalities, and by systems of equations and/or inequalities, and interpret solutions as viable or
nonviable options in a modeling context. For example, represent inequalities describing nutritional and cost constraints on combinations of different foods.
Climate Change Example: Students may represent constraints describing the economic impact of climate change by equations, inequalities, and/or by
systems of inequalities, and interpret solutions as viable or nonviable options.

[Link].A.4 Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. For example, rearrange Ohm’s law to
highlight resistance R. Climate Change Example: Students may rearrange formulas related to the economic impact of climate change to highlight a quantity
of interest, using the same reasoning as in solving equations.

ASSESSMENTS:

BENCHMARK:
● LinkIt! Form A
● LinkIt! Form B
● LinkIt! Form C

FORMATIVE
● Teacher Observations
● Do Nows/Exit Slips
● Classwork/Homework/Docs/
Forms
● Stations/Games/Computer Games

SUMMATIVE
● Quizzes
● Test

ALTERNATIVE
● PBLs
○ Systems of Equations PBL
○ Factoring PBL
● Performance Assessment
●
INSTRUCTIONAL RESOURCES, MATERIALS
Skills: Recommended Activities/Strategies: Instructional adjustments:

● Solve systems of equations using ● 6.2: Substitution [Link] - ● Emphasize note taking strategies
graphing, elimination, and the Substitution Method ● Use guided notes when necessary
Geometry Grade 8 15

substitution methods. ● 6.3-6.4: Elimination IXL - Elimination ● Create vocabulary notecards

Method YouTube - Elimination Method ● Use tools/manipulatives/models
● Factor quadratic expressions with Practice - Elimination Method ● Reword application problems
multiple terms and GCFs into simplest ● 6.5: Applying Systems of Equations ● Use handouts/graphic organizers
form YouTube - Applying Systems WP ● Review peer work and provide feedback
● 8.4: Special Products Khan Academy - ● Complete error analysis process
● Solve quadratic equations using factor, Special Products Practice - Special ● Create a study guide
graphing, and the quadratic formula. Products ● Build a glossary notebook
● 8.5: Distributive Property Khan Academy -
● Simplify radicals using prime Distributive Property Online resources from textbook:
factorization and perfect squares into ● 8.6-8.9: Solving by Factoring YouTube - ● Investigation Animations
simplest form Factoring a=1 YouTube - Factoring a>1 IXL ● Vocabulary Review Games
- Factoring a>1 Khan Academy - ● Multilingual eGlossary
● Complete all four operations on Difference of Squares Khan Academy - ● Personal Tutor Interactive Videos
radicals by finding common radicands Difference of Squares [Link] - ● Virtual Manipulatives
and simplifying solutions ● Notes Difference of Squares Khan ● Graphing Calculator Practice
Academy ● Foldables
● - Perfect Squares [Link] - Notes ● Self-Check Practice
Perfect Squares ● Chapter Resource Worksheets
● 9.2: Solving Quadratics by Graphing ● Word Problem Practice
YouTube - Solving Quadratics by Graphing ● Enrichment Activities
● 9.4: Completing The Square Khan ● Online Self-Check Quiz
Academy - Completing the Square ● 5-Minute Check Ins
● 9.5: Quadratic Formula Khan Academy -
Quadratic Formula Supplemental resources:
● 10.2: Simplifying Radical Expressions Y Technology resources:
● ouTube - Simplifying Radical Expressions ● Online textbooks
IXL ● Delta Math
● Simplifying Radical Expressions IXL ● Desmos
● Simplifying Radical Expressions ● Discovery Education
● 10.3: Operations with Radical Expressions ● GimKit
● [Link] - Notes on Adding with ● Quizizz
Radical Expressions ● BrainPop
● [Link] - Notes on Multiplying ● GeoGebra
with Radical ● Illustrative Mathematics
● Expressions IXL - Operations with Radical ● Varsity tutors
Expressions
● Mixed Review Google Education
● 10.4: Radical Equations ● Slides
● IXL - Radical Equations ● Docs
● Sheets
Geometry Grade 8 16

UNIT 1 OVERVIEW
CONTENT AREA:

Mathematics Unit 1: Points, Lines, and Planes

TARGET COURSE/GRADE LEVEL: TIME FRAME (PACING):

Geometry Grade 8 See Scope and Sequence

PROBLEM-BASED LEARNING TOPIC:

Stop & Think: What is the problem asking?

Gather Information: What information am I given?
What do I know about this problem?
Brainstorm, Plan & Choose: How can I solve this problem?
What is my best choice?
Try, Check, Revise: Does my solution work? If not, what can I do to fix it?

Examples include but are not limited to: Midpoint and Distance, Angle Relationships

INTERDISCIPLINARY CONNECTIONS:

Problem-solving and interdisciplinary connections are essential in supporting students in developing their skills in mathematical modeling (Mathematical
Practice Standard 5). Mathematical modeling is a process to describe situations in the world and is fundamental in many careers such as medicine,
engineering, ecology, weather forecasting, finance, and business. Through these problem-based learning opportunities, students will be able to apply
reasoning and the mathematical concepts within the unit to answer real-world problems, explore current events, and understand how mathematics is
applicable to a variety of careers.

NJSLS Science and Engineering Practices

HS-PS2-3 Apply scientific and engineering ideas to design, evaluate, and refine a device that minimizes the force on a macroscopic object during a
collision.

MS-PS1 Modeling in 6–8 builds on K–5 and progresses to developing, using and revising models to describe, test, and predict more abstract phenomena
and design systems.
- Develop a model to predict and/or describe phenomena.

MS-PS4 Mathematical and computational thinking at the 6–8 level builds on K–5 and progresses to identifying patterns in large data sets and using
mathematical concepts to support explanations and arguments.
- Use mathematical representations to describe and/or support scientific conclusions and design solutions.
Geometry Grade 8 17

MS-LS2 Engaging in argument from evidence in 6–8 builds on K–5 experiences and progresses to constructing a convincing argument that supports or
refutes claims for either explanations or solutions about the natural and designed world(s).
- Construct an oral and written argument supported by empirical evidence and scientific reasoning to support or refute an explanation or a model
for a phenomenon or a solution to a problem.

ESSENTIAL QUESTIONS/SELf-Questions:

What are the fundamental tools used in geometry, and how are they applied throughout geometry?

● What are the axioms and postulates that govern the relationships between points, lines, and planes in geometry?
● How can you determine the length of a segment or a line using geometric principles and formulas?
● What are some applications of the midpoint and distance formula in real-world scenarios?
● What is the relationship between angles formed by intersecting lines?
● What are the properties of parallel lines cut by a transversal, and how do they relate to angle relationships?

Define: What do I know?

Research: Do I understand? What do I know? What do I need to know? Is there someone I trust to ask?
Brainstorm: What can I do? What are the possible solutions/strategies? What are constraints?
Select: What is my most promising solution?
Prepare: Do I have what I need? What is my timeline? What do I do first?
Try and Prototype: Am I ready to try? What do I do first? Is this working? How do I know?
Test and Reflect: How do I know?

SEL Competencies:
SEL Core Competency Lessons

Responsible Decision Making

The ability to make constructive choices about personal behavior and social interactions based on ethical standards, safety concerns, and social norms.

LEARNING TARGETS
NEW JERSEY STUDENT LEARNING STANDARDS:

[Link].1 Know precise definitions of angle, circle, perpendicular line, parallel line, and line segment, based on the undefined notions of point, line, distance
along a line, and distance around a circular arc.

[Link].12 Make formal geometric constructions with a variety of tools and methods (compass and straightedge, string, reflective devices, paper folding,
dynamic geometric software, etc.).

[Link].1 Use geometric shapes, their measures, and their properties to describe objects (e.g., modeling a tree trunk or a human torso as a cylinder).
Geometry Grade 8 18

[Link].7 Use coordinates to compute perimeters of polygons and areas of triangles and rectangles, e.g., using the distance formula.

[Link].3 Use volume formulas for cylinders, pyramids, cones, and spheres to solve problems. Visualize relationships between two-dimensional and
three-dimensional

Career Readiness, Life Literacies, and Key Skills:

Link: [Link]
● [Link].5: Evaluate, synthesize, and apply information on climate change from various sources appropriately (e.g., [Link].6, [Link].B.4,
[Link].B.6, [Link].1, [Link].14.a, [Link].2).

TECHNOLOGY:
Link: [Link]
● [Link].5: Create data visualizations from large data sets to summarize, communicate, and support different interpretations of real-world
phenomena.

INSTRUCTION
MANDATED ITEMS (IE. CLIMATE CHANGE, AMISTAD, AAPT, HOLOCAUST/GENOCIDE… if applicable):

HSN-Q.A..1-.3 & HS-LS2-1, HS-LS2-2, HS-LS2-4, HS-LS2-7 & HS-ESS2-4

Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and
interpret the scale and the origin in graphs and data displays.

Define appropriate quantities for the purpose of descriptive modeling.

Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.

[Link].A.1 Use geometric shapes, their measures, and their properties to describe objects (e.g., modeling a tree trunk or a human torso as a cylinder).
Climate Change Example: Students may use circles, their measures, and their properties to describe the cross section of a tree and compare changes in
radial diameter or circumference variations of tree trunks when considering changes in seasonal weather patterns over time.

ASSESSMENTS:

BENCHMARK:
● LinkIt! Form A
● LinkIt! Form B
● LinkIt! Form C

FORMATIVE
● Teacher Observations
● Do Nows/Exit Slips
Geometry Grade 8 19

● Classwork/Homework/Docs/
Forms
● Stations/Games/Computer Games

SUMMATIVE
● Quizzes
● Test

ALTERNATIVE
● PBLs
○ Midpoint and Distance
○ Angle Relationships
● Performance Assessment

INSTRUCTIONAL RESOURCES, MATERIALS:

Skills: Recommended Activities/Strategies: Instructional adjustments:
● Identity, model and notate
● Challenge students to develop
● Emphasize note taking strategies
three-dimensional models to demonstrate
● Determine and name , Intersecting ● Use guided notes when necessary
difficult geometric concepts related to
planes and Intersecting lines. ● Create vocabulary notecards
points, lines, and planes. Some examples
● Use tools/manipulatives/models
include:
● Develop equations to find exact ● Reword application problems
measure of segments ● Develop a model to show that three points ● Use handouts/graphic organizers
● Understand and apply congruent can be noncollinear. ● Review peer work and provide feedback
segment postulates ● Develop a demonstration to show that ● Complete error analysis process
three points are coplanar, but four points ● Create a study guide
● Properly apply the midpoint formula to can be noncoplanar. ● Build a glossary notebook
determine the missing information ● Develop a three-dimensional model of lines
that are not Online resources from textbook:
● Manipulate the distance formula to find ● Investigation Animations
● Have students sketch three different
the missing information ● Vocabulary Review Games
segments that each have (0,0) as a
● Multilingual eGlossary
midpoint. Write the coordinates of the
● Classify angles using their degrees ● Personal Tutor Interactive Videos
endpoints of each segment. What do you
● Virtual Manipulatives
notice?
● Design an equation using the angle ● Graphing Calculator Practice
sum postulate ● When given a figure, ask students to list ● Foldables
each angle relationship, find the missing ● Self-Check Practice
● Understand and use the angle bisector measures, and provide an alternative ● Chapter Resource Worksheets
theorem example. ● Word Problem Practice
● Enrichment Activities
● Use special pairs of angles to ● Online Self-Check Quiz
determine missing measure ● 5-Minute Check Ins
Geometry Grade 8 20

● Name special angle pairs in a diagram. Supplemental resources:

Technology resources:
● Online textbooks
● Delta Math
● Desmos
● Discovery Education
● GimKit
● Quizizz
● BrainPop
● GeoGebra
● Illustrative Mathematics
● Varsity tutors

Google Education
● Slides
● Docs
● Sheets
Geometry Grade 8 21

UNIT 2 OVERVIEW
CONTENT AREA:

Mathematics Unit 2: Logic and Reasoning

TARGET COURSE/GRADE LEVEL: TIME FRAME (PACING):

Geometry Grade 8 See Scope and Sequence

PROBLEM-BASED LEARNING TOPIC:

Stop & Think: What is the problem asking?

Gather Information: What information am I given?
What do I know about this problem?
Brainstorm, Plan & Choose: How can I solve this problem?
What is my best choice?
Try, Check, Revise: Does my solution work? If not, what can I do to fix it?

Examples include but are not limited to: Conditional Statements, Algebraic Proof Poster PBL

INTERDISCIPLINARY CONNECTIONS:

Problem-solving and interdisciplinary connections are essential in supporting students in developing their skills in mathematical modeling (Mathematical
Practice Standard 5). Mathematical modeling is a process to describe situations in the world and is fundamental in many careers such as medicine,
engineering, ecology, weather forecasting, finance, and business. Through these problem-based learning opportunities, students will be able to apply
reasoning and the mathematical concepts within the unit to answer real-world problems, explore current events, and understand how mathematics is
applicable to a variety of careers.

NJSLS Science and Engineering Practices

MS-ETS1 Asking questions and defining problems in grades 6–8 builds on grades K–5 experiences and progresses to specifying relationships between
variables, and clarifying arguments and models.
- Define a design problem that can be solved through the development of an object, tool, process or system and includes multiple criteria and
constraints, including scientific knowledge that may limit possible solutions
- Evaluate competing design solutions based on jointly developed and agreed-upon design criteria.
- Analyze and interpret data to determine similarities and differences in findings.
- Develop a model to generate data to test ideas about designed systems, including those representing inputs and outputs.
Geometry Grade 8 22

MS-ESS3 Constructing explanations and designing solutions in 6–8 builds on K–5 experiences and progresses to include constructing explanations and
designing solutions supported by multiple sources of evidence consistent with scientific ideas, principles, and theories.
- Construct a scientific explanation based on valid and reliable evidence obtained from sources (including the students’ own experiments) and the
assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future

ESSENTIAL QUESTIONS/SELf-Questions:

How do logical reasoning and geometric principles work together to help us understand and prove geometric concepts?
● 2.1 Inductive Reasoning and Conjectures: How can we use patterns and observations to make and test geometric conjectures?
● 2.2 Logic: How can we represent conjunctions and disjunctions using models?
● 2.3: Conditional Statements: How can understanding and using conditional statements help us reason and prove geometric relationships?
● 2.4: Deductive Reasoning: How can deductive reasoning help us to make valid conclusions based on given premises?
● 2.5: Postulates and Paragraph Proofs: How can we restructure ideas about points, lines, and planes into known postulates?
● 2.6: Algebraic Proofs: How can we use geometry principles to create two column proofs for algebraic equations?

Define: What do I know?

Research: Do I understand? What do I know? What do I need to know? Is there someone I trust to ask?
Brainstorm: What can I do? What are the possible solutions/strategies? What are constraints?
Select: What is my most promising solution?
Prepare: Do I have what I need? What is my timeline? What do I do first?
Try and Prototype: Am I ready to try? What do I do first? Is this working? How do I know?
Test and Reflect: How do I know?

SEL Competencies:
SEL Core Competency Lessons

Responsible Decision Making

The ability to make constructive choices about personal behavior and social interactions based on ethical standards, safety concerns, and social norms.

LEARNING TARGETS
NEW JERSEY STUDENT LEARNING STANDARDS:

[Link].12 Make formal geometric constructions with a variety of tools and methods (compass and straightedge, string, reflective devices, paper folding,
dynamic geometric software, etc.).

[Link].A.3 Apply geometric methods to solve problems (e.g., designing an object or structure to satisfy physical constraints or minimize cost; working with
typographic grid systems based on ratios).

Career Readiness, Life Literacies, and Key Skills:

Link: [Link]
Geometry Grade 8 23

● [Link].7: Develop an argument to support a claim regarding a current workplace or societal/ethical issue such as climate change (e.g.,
NJSLSA.W1, [Link].4).

TECHNOLOGY:
Link: [Link]
● [Link].4: Explain the relationship between binary numbers and the storage and use of data in a computing device.

INSTRUCTION
MANDATED ITEMS (IE. CLIMATE CHANGE, AMISTAD, AAPT, HOLOCAUST/GENOCIDE… if applicable):

HSN-Q.A..1-.3 & HS-LS2-1, HS-LS2-2, HS-LS2-4, HS-LS2-7 & HS-ESS2-4

Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose
and interpret the scale and the origin in graphs and data displays.

Define appropriate quantities for the purpose of descriptive modeling.

Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.

ASSESSMENTS:

BENCHMARK:
● LinkIt! Form A
● LinkIt! Form B
● LinkIt! Form C

FORMATIVE
● Teacher Observations
● Do Nows/Exit Slips
● Classwork/Homework/Docs/
Forms
● Stations/Games/Computer Games

SUMMATIVE
● Quizzes
● Test

ALTERNATIVE
● PBLs
○ Conditional Statements
○ Algebraic Proof Poster PBL
● Performance Assessment
Geometry Grade 8 24

INSTRUCTIONAL RESOURCES, MATERIALS:

Skills: Recommended Activities/Strategies: Instructional adjustments:
● Properly apply the concepts of ● Organize students into small groups. Each
inductive reasoning by making student should come up with at least two ● Emphasize note taking strategies
conjectures statements that are not always true and the ● Use guided notes when necessary
other students in the group should find ● Create vocabulary notecards
● Prove a statement is false by ● Use tools/manipulatives/models
counterexamples.
providing counterexamples ● Reword application problems
● Use handouts/graphic organizers
● Determine truth values of negations, ● If students have difficulty understanding ● Review peer work and provide feedback
conjunctions, and disjunctions and by the truth value of conditional statements, ● Complete error analysis process
representing them in Venn diagrams then have students determine what type of ● Create a study guide
. conditional statements are never true. ● Build a glossary notebook
● Write and analyze conditional Have them analyze truth tables for
statements by viewing them in if-then conditional statements and find concrete Online resources from textbook:
form. examples where the hypothesis is always ● Investigation Animations
true and the conclusion is always false. ● Vocabulary Review Games
● Write and analyze the converses, ● Multilingual eGlossary
inverses, and contrapositives of ● Provide students with algebraic and ● Personal Tutor Interactive Videos
conditional statements by viewing geometric proofs that are missing the ● Virtual Manipulatives
them in if-then form. justifications for each step. At least one ● Graphing Calculator Practice
proof should contain errors. Have students ● Foldables
● Understand and apply the law of fill in the justifications and explain the ● Self-Check Practice
detachment and syllogism by relating errors. ● Chapter Resource Worksheets
them to real world scenarios. ● Word Problem Practice
● Enrichment Activities
● Define, identify, and use basic ● Online Self-Check Quiz
postulates relating to points, lines, and ● 5-Minute Check Ins
planes.
Supplemental resources:
● Understand and structure basic proofs Technology resources:
by using known postulates and ● Online textbooks
algebraic problems. ● Delta Math
● Desmos
● Discovery Education
● GimKit
● Quizizz
● BrainPop
● GeoGebra
● Illustrative Mathematics
● Varsity tutors

Google Education
Geometry Grade 8 25

● Slides
● Docs
● Sheets
Geometry Grade 8 26

UNIT 3 OVERVIEW
CONTENT AREA:

Mathematics Unit 3: Parallel and Perpendicular Lines

TARGET COURSE/GRADE LEVEL: TIME FRAME (PACING):

Geometry Grade 8 See Scope and Sequence

PROBLEM-BASED LEARNING TOPIC:

Stop & Think: What is the problem asking?

Gather Information: What information am I given?
What do I know about this problem?
Brainstorm, Plan & Choose: How can I solve this problem?
What is my best choice?
Try, Check, Revise: Does my solution work? If not, what can I do to fix it?

Examples include but are not limited to: Plan a city PBL, Equations of Lines PBL

INTERDISCIPLINARY CONNECTIONS

Problem-solving and interdisciplinary connections are essential in supporting students in developing their skills in mathematical modeling (Mathematical
Practice Standard 5). Mathematical modeling is a process to describe situations in the world and is fundamental in many careers such as medicine,
engineering, ecology, weather forecasting, finance, and business. Through these problem-based learning opportunities, students will be able to apply reasoning
and the mathematical concepts within the unit to answer real-world problems, explore current events, and understand how mathematics is applicable to a
variety of careers.

NJSLS Science and Engineering Practices

MS-ESS2 Planning and carrying out investigations in 6-8 builds on K-5 experiences and progresses to include investigations that use multiple variables and
provide evidence to support explanations or solutions.
- Collect data to produce data to serve as the basis for evidence to answer scientific questions or test design solutions under a range of conditions

MS-PS1 Modeling in 6–8 builds on K–5 and progresses to developing, using and revising models to describe, test, and predict more abstract phenomena and
design systems.
- Develop a model to predict and/or describe phenomena.

MS-PS2 Constructing explanations and designing solutions in 6–8 builds on K–5 experiences and progresses to include constructing explanations and
Geometry Grade 8 27

designing solutions supported by multiple sources of evidence consistent with scientific ideas, principles, and theories.
- Apply scientific ideas or principles to design an object, tool, process or system.

MS-ESS1 Modeling in 6–8 builds on K–5 experiences and progresses to developing, using, and revising models to describe, test, and predict more abstract
phenomena and design systems.
- Develop and use a model to describe phenomena.

MS-LS4 Analyzing data in 6–8 builds on K–5 experiences and progresses to extending quantitative analysis to investigations, distinguishing between
correlation and causation, and basic statistical techniques of data and error analysis.
- Analyze and interpret data to determine similarities and differences in findings.
- Apply scientific ideas to construct an explanation for real-world phenomena, examples, or events.

ESSENTIAL QUESTIONS/SELF-QUESTIONS:

How do the properties and relationships of parallel and perpendicular lines influence the structure and classification of geometric shapes and
figures?
● How do the relationships between angles formed by parallel lines and a transversal help us understand and prove geometric properties and theorems?
● How does the concept of slope help us understand and describe the relationships between lines in a coordinate plane?
● How can we use the equations of lines to understand and solve problems involving the relationships between different lines and their geometric
properties?
● How do perpendicular lines and the concept of distance help us understand and solve real-world problems involving spatial relationships?

Define: What do I know?

Research: Do I understand? What do I know? What do I need to know? Is there someone I trust to ask?
Brainstorm: What can I do? What are the possible solutions/strategies? What are constraints?
Select: What is my most promising solution?
Prepare: Do I have what I need? What is my timeline? What do I do first?
Try and Prototype: Am I ready to try? What do I do first? Is this working? How do I know?
Test and Reflect: How do I know?

SEL Competencies:
SEL Core Competency Lessons

Responsible Decision Making

The ability to make constructive choices about personal behavior and social interactions based on ethical standards, safety concerns, and social norms.

LEARNING TARGETS
NEW JERSEY STUDENT LEARNING STANDARDS:

[Link].1 Know precise definitions of angle, circle, perpendicular line, parallel line, and line segment, based on the undefined notions of point, line, distance along
Geometry Grade 8 28

a line, and distance around a circular arc.

[Link].12 Make formal geometric constructions with a variety of tools and methods (compass and straightedge, string, reflective devices, paper folding, dynamic
geometric software, etc.).

[Link].3 Apply geometric methods to solve problems (e.g.,designing an object or structure to satisfy physical constraints or minimize cost; working with
typographic grid systems based on ratios).

Career Readiness, Life Literacies, and Key Skills:

Link: [Link]
● [Link].1: Demonstrate the ability to reflect, analyze, and use creative skills and ideas (e.g., 1.1.12prof.CR3a).

TECHNOLOGY:
Link: [Link]
● [Link].1: Create interactive data visualizations using software tools to help others better understand real world phenomena, including climate
change.

INSTRUCTION
MANDATED ITEMS (IE. CLIMATE CHANGE, AMISTAD, AAPT, HOLOCAUST/GENOCIDE… if applicable):

HSN-Q.A..1-.3 & HS-LS2-1, HS-LS2-2, HS-LS2-4, HS-LS2-7 & HS-ESS2-4

Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and
interpret the scale and the origin in graphs and data displays.

Define appropriate quantities for the purpose of descriptive modeling.

Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.

[Link].A.1 Use geometric shapes, their measures, and their properties to describe objects (e.g., modeling a tree trunk or a human torso as a cylinder).
Climate Change Example: Students may use circles, their measures, and their properties to describe the cross section of a tree and compare changes in radial
diameter or circumference variations of tree trunks when considering changes in seasonal weather patterns over time.

[Link].A.2 Apply concepts of density based on area and volume in modeling situations (e.g., persons per square mile, BTUs per cubic foot). Climate Change
Example: Students may apply the concept of population density of different urban areas, including calculations of population density, and discuss different
environmental factors (e.g., air and water quality, waste disposal, energy consumption) that might be exacerbated by increased population density.

[Link].A.3 Apply geometric methods to solve design problems (e.g., designing an object or structure to satisfy physical constraints or minimize cost; working with
typographic grid systems based on ratios). Climate Change Example: Students may apply geometric methods to solve design problems such as increasing
access to green spaces in cities given physical and cost constraints.

ASSESSMENTS:
Geometry Grade 8 29

BENCHMARK:
● LinkIt! Form A
● LinkIt! Form B
● LinkIt! Form C

FORMATIVE
● Teacher Observations
● Do Nows/Exit Slips
● Classwork/Homework/Docs/
Forms
● Stations/Games/Computer Games

SUMMATIVE
● Quizzes
● Test

ALTERNATIVE
● PBLs
○ Plan a city PBL
○ Equations of Lines PBL
● Performance Assessment

INSTRUCTIONAL RESOURCES, MATERIALS:

Skills: Recommended Activities/Strategies: Instructional adjustments:

● Describe the relationship between two lines ● Use masking tape to mark two parallel lines ● Emphasize note taking strategies
or planes and a transversal on the floor. Have pairs of ● Use guided notes when necessary
students stand in angles that are congruent ● Create vocabulary notecards
● Recognize and describe the relationships or supplementary, and have them explain ● Use tools/manipulatives/models
between angles pairs formed by parallel ● Reword application problems
whether their angles are alternate interior,
lines and transversals ● Use handouts/graphic organizers
alternate exterior, corresponding, or ● Review peer work and provide feedback
● Determine angle measures by using consecutive interior angles. ● Complete error analysis process
properties of parallel lines and transversal ● Create a study guide
● Have students graph y = x² on a coordinate ● Build a glossary notebook
● Graph and write the equations of lines in plane. They can use a graphing calculator
multiple formats by using two points, a point to generate the graph. Explain that a Online resources from textbook:
and slope, or the slope and y-intercept. tangent line intersects the graph in one ● Investigation Animations
● Vocabulary Review Games
place. Have them predict where the tangent
● Find the distance between a point and a ● Multilingual eGlossary
Geometry Grade 8 30

line, or the distance between two parallel line of their function will be located. Have ● Personal Tutor Interactive Videos
lines, by applying concepts of them sketch the line and predict the slope ● Virtual Manipulatives
perpendiculars and distance of the line. Explain to students that they will ● Graphing Calculator Practice
learn more about tangent lines to functions ● Foldables
● Self-Check Practice
as they begin their study of calculus.
● Chapter Resource Worksheets
● Word Problem Practice
● Instruct students to draw two lines cut by a ● Enrichment Activities
transversal with given specific angle ● Online Self-Check Quiz
measure criteria. The students may work ● 5-Minute Check Ins
together in small groups of 3 or 4 to discuss
whether the lines must be parallel. Supplemental resources:
Facilitate the discussions so that students Technology resources:
● Online textbooks
discern that more angle measures can be
● Delta Math
found with certainty when the lines are ● Desmos
parallel than when the lines are not parallel. ● Discovery Education
● GimKit
● Quizizz
● BrainPop
● GeoGebra
● Illustrative Mathematics
● Varsity tutors

Google Education
● Slides
● Docs
● Sheets
Geometry Grade 8 31

UNIT 4 OVERVIEW
CONTENT AREA:

Mathematics Unit 4: Congruency

TARGET COURSE/GRADE LEVEL: TIME FRAME (PACING):

Geometry Grade 8 See Scope and Sequence

PROBLEM-BASED LEARNING TOPIC:

Stop & Think: What is the problem asking?

Gather Information: What information am I given?
What do I know about this problem?
Brainstorm, Plan & Choose: How can I solve this problem?
What is my best choice?
Try, Check, Revise: Does my solution work? If not, what can I do to fix it?

Examples include but are not limited to: Triangles and Art, Congruent Triangle Logo

INTERDISCIPLINARY CONNECTIONS:

Problem-solving and interdisciplinary connections are essential in supporting students in developing their skills in mathematical modeling (Mathematical Practice
Standard 5). Mathematical modeling is a process to describe situations in the world and is fundamental in many careers such as medicine, engineering, ecology,
weather forecasting, finance, and business. Through these problem-based learning opportunities, students will be able to apply reasoning and the mathematical
concepts within the unit to answer real-world problems, explore current events, and understand how mathematics is applicable to a variety of careers.

NJSLS Science and Engineering Practices

MS-PS2 Planning and carrying out investigations to answer questions or test solutions to problems in 6–8 builds on K–5 experiences and progresses to include
investigations that use multiple variables and provide evidence to support explanations or design solutions.
- Apply scientific ideas or principles to design an object, tool, process or system.
- Plan an investigation individually and collaboratively, and in the design: identify independent and dependent variables and controls, what tools are
needed to do the gathering, how measurements will be recorded, and how many data are needed to support a claim.

MS-ETS1 Asking questions and defining problems in grades 6–8 builds on grades K–5 experiences and progresses to specifying relationships between
variables, and clarifying arguments and models.
- Define a design problem that can be solved through the development of an object, tool, process or system and includes multiple criteria and constraints,
including scientific knowledge that may limit possible solutions
Geometry Grade 8 32

- Evaluate competing design solutions based on jointly developed and agreed-upon design criteria.
- Analyze and interpret data to determine similarities and differences in findings.
- Develop a model to generate data to test ideas about designed systems, including those representing inputs and outputs.

MS-ESS3 Constructing explanations and designing solutions in 6–8 builds on K–5 experiences and progresses to include constructing explanations and
designing solutions supported by multiple sources of evidence consistent with scientific ideas, principles, and theories.
- Construct a scientific explanation based on valid and reliable evidence obtained from sources (including the students’ own experiments) and the
assumption

ESSENTIAL QUESTIONS/SELF-QUESTIONS:

How can we determine and prove that two triangles are congruent, and why is this important in geometry?
● How can we classify triangles based on their sides and angles, and why is understanding these classifications important in solving real-world problems?
● How do the properties of angles within a triangle help us understand and solve problems involving triangle measurements and relationships?
● How can we determine if two triangles are congruent, and why is this concept important in understanding geometric relationships?
● How do the properties of isosceles and equilateral triangles help us understand and solve problems in geometry?

Define: What do I know?

Research: Do I understand? What do I know? What do I need to know? Is there someone I trust to ask?
Brainstorm: What can I do? What are the possible solutions/strategies? What are constraints?
Select: What is my most promising solution?
Prepare: Do I have what I need? What is my timeline? What do I do first?
Try and Prototype: Am I ready to try? What do I do first? Is this working? How do I know?
Test and Reflect: How do I know?

SEL Competencies:
SEL Core Competency Lessons

Responsible Decision Making

The ability to make constructive choices about personal behavior and social interactions based on ethical standards, safety concerns, and social norms.

LEARNING TARGETS
NEW JERSEY STUDENT LEARNING STANDARDS:

[Link].5 Given a geometric figure and a rotation, reflection, or translation, draw the transformed figure using, e.g., graph paper, tracing paper, or geometry
software. Specify a sequence of transformations that will carry a given figure onto another.

[Link].6 Use geometric descriptions of rigid motions to transform figures and to predict the effect of a given rigid motion on a given figure; given two figures, use
the definition of congruence in terms of rigid motions to decide if they are congruent

[Link].7 Use the definition of congruence in terms of rigid motions to show that two triangles are congruent if and only if corresponding pairs of sides and
Geometry Grade 8 33

corresponding pairs of angles are congruent.

[Link].12 Make formal geometric constructions with a variety of tools and methods (compass and straightedge, string, reflective devices, paper folding, dynamic
geometric software, etc.).

Career Readiness, Life Literacies, and Key Skills:

Link: [Link]
● [Link].7: Develop an argument to support a claim regarding a current workplace or societal/ethical issue such as climate change (e.g., NJSLSA.W1,
[Link].4).

TECHNOLOGY:
Link: [Link]
● [Link].4: Break down a task into a sequence of steps.

INSTRUCTION
MANDATED ITEMS (IE. CLIMATE CHANGE, AMISTAD, AAPT, HOLOCAUST/GENOCIDE… if applicable):

HSN-Q.A..1-.3 & HS-LS2-1, HS-LS2-2, HS-LS2-4, HS-LS2-7 & HS-ESS2-4

Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and
interpret the scale and the origin in graphs and data displays.

Define appropriate quantities for the purpose of descriptive modeling.

Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.

ASSESSMENTS:

BENCHMARK:
● LinkIt! Form A
● LinkIt! Form B
● LinkIt! Form C

FORMATIVE
● Teacher Observations
● Do Nows/Exit Slips
● Classwork/Homework/Docs/
Forms
● Stations/Games/Computer Games

SUMMATIVE
● Quizzes
Geometry Grade 8 34

● Test

ALTERNATIVE
● PBLs
○ Triangles and Art
○ Congruent Triangle Logo
● Performance Assessment

INSTRUCTIONAL RESOURCES, MATERIALS:

Skills: Recommended Activities/Strategies: Instructional adjustments:

● Properly identify and classify triangles by ● Students work in groups of 2 or 3 to explore ● Emphasize note taking strategies
angle and side measure the triangle classifications. Ask students to ● Use guided notes when necessary
explore and discuss questions such as ● Create vocabulary notecards
● Calculate the missing angle measure by ● Use tools/manipulatives/models
these: Can you draw an equiangular
applying the Triangle-Angle Sum and ● Reword application problems
Exterior Angle Theorem triangle with a 90° angle? Can you draw a ● Use handouts/graphic organizers
right triangle that has an obtuse angle? ● Review peer work and provide feedback
● Name and apply corresponding parts of Facilitate the discussions so that students ● Complete error analysis process
congruent triangles to generate proportions. discover which triangle classifications are ● Create a study guide
mutually exclusive and which are not ● Build a glossary notebook
● Describe the properties of Isosceles and
Equilateral triangles ● Allow students to investigate the sum of the Online resources from textbook:
● Investigation Animations
measures of the exterior angles of a
● Vocabulary Review Games
triangle using geometric sketches, a table, ● Multilingual eGlossary
a verbal description, and a paragraph ● Personal Tutor Interactive Videos
Proof. ● Virtual Manipulatives
● Graphing Calculator Practice
● Have students draw ΔABC with vertices ● Foldables
A(−8, 8), B(−2, 5), and C(−8, 2). Next, have ● Self-Check Practice
students draw ΔPTS with vertices P(8, 8), ● Chapter Resource Worksheets
● Word Problem Practice
T(2, 5), and S(8, 2). Ask students how they
● Enrichment Activities
can verify that the corresponding sides of ● Online Self-Check Quiz
the triangles are congruent. Further, ● 5-Minute Check Ins
facilitate discussion about whether the
corresponding angles of ΔABC and ΔPTS Supplemental resources:
are congruent. Students can use the Technology resources:
distance formula to prove that ● Online textbooks
corresponding sides are congruent. Further ● Delta Math
Geometry Grade 8 35

discussion about the angles may include ● Desmos

suggestions that the triangles are exactly ● Discovery Education
the same because one is a reflection of the ● GimKit
other, or that the equal side lengths require ● Quizizz
● BrainPop
equal angles.
● GeoGebra
● Illustrative Mathematics
● Rotations, reflections, and translations are ● Varsity tutors
used to create many works of art. Have
students explore using these Google Education
transformations to create patterns. Students ● Slides
should begin with a single figure in the ● Docs
coordinate plane and use various ● Sheets
transformations to turn their figure into an
artful pattern. Students should record each
pattern used so that the design can be
repeated.
Geometry Grade 8 36

UNIT 5 OVERVIEW
CONTENT AREA:

Mathematics Unit 5: Proofs

TARGET COURSE/GRADE LEVEL: TIME FRAME (PACING):

Geometry Grade 8 See Scope and Sequence

PROBLEM-BASED LEARNING TOPIC:

Stop & Think: What is the problem asking?

Gather Information: What information am I given?
What do I know about this problem?
Brainstorm, Plan & Choose: How can I solve this problem?
What is my best choice?
Try, Check, Revise: Does my solution work? If not, what can I do to fix it?

Examples include but are not limited to: Proof PBL, Angle Proofs

INTERDISCIPLINARY CONNECTIONS:

Problem-solving and interdisciplinary connections are essential in supporting students in developing their skills in mathematical modeling (Mathematical Practice
Standard 5). Mathematical modeling is a process to describe situations in the world and is fundamental in many careers such as medicine, engineering, ecology,
weather forecasting, finance, and business. Through these problem-based learning opportunities, students will be able to apply reasoning and the mathematical
concepts within the unit to answer real-world problems, explore current events, and understand how mathematics is applicable to a variety of careers.

NJSLS Science and Engineering Practices

MS-ETS1 Asking questions and defining problems in grades 6–8 builds on grades K–5 experiences and progresses to specifying relationships between variables,
and clarifying arguments and models.
- Define a design problem that can be solved through the development of an object, tool, process or system and includes multiple criteria and constraints,
including scientific knowledge that may limit possible solutions
- Evaluate competing design solutions based on jointly developed and agreed-upon design criteria.
- Analyze and interpret data to determine similarities and differences in findings.
- Develop a model to generate data to test ideas about designed systems, including those representing inputs and outputs.

MS-ESS3 Constructing explanations and designing solutions in 6–8 builds on K–5 experiences and progresses to include constructing explanations and designing
Geometry Grade 8 37

solutions supported by multiple sources of evidence consistent with scientific ideas, principles, and theories.
- Construct a scientific explanation based on valid and reliable evidence obtained from sources (including the students’ own experiments) and the
assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future

ESSENTIAL QUESTIONS/SELF-QUESTIONS:

How do we construct a valid argument in a proof, and what role do definitions, postulates, and previously proven theorems play in this process?
● What role do corresponding parts play in the SSS and SAS postulates, and how can you ensure that corresponding parts are accurately identified in a
proof?
● What is the significance of the included side in the ASA criterion compared to the non-included side in the AAS criterion?
● What are the properties of parallel lines when intersected by a transversal, and how can these properties be used in proofs?
● What methods are most effective for proving that segments are equal or have specific relationships in geometric proofs?
● How can we construct a formal geometric proof to demonstrate a specific angle relationship?
● What role does the coordinate plane play in proving geometric properties and theorems involving triangles?

Define: What do I know?

Research: Do I understand? What do I know? What do I need to know? Is there someone I trust to ask?
Brainstorm: What can I do? What are the possible solutions/strategies? What are constraints?
Select: What is my most promising solution?
Prepare: Do I have what I need? What is my timeline? What do I do first?
Try and Prototype: Am I ready to try? What do I do first? Is this working? How do I know?
Test and Reflect: How do I know?

SEL Competencies:
SEL Core Competency Lessons

Responsible Decision Making

The ability to make constructive choices about personal behavior and social interactions based on ethical standards, safety concerns, and social norms.

LEARNING TARGETS
NEW JERSEY STUDENT LEARNING STANDARDS:

[Link].9 Prove theorems about lines and angles.

[Link].5 Prove the slope criteria for parallel and perpendicular lines and use them to solve geometric problems (e.g., find the equation of a line parallel or
perpendicular to a given line that passes through a given point).
Geometry Grade 8 38

[Link].10 Prove theorems about triangles.

[Link].4 Use coordinates to prove simple geometric theorems algebraically.

[Link].5 Use congruence and similarity criteria for triangles to solve problems and to prove relationships in geometric figures.

Career Readiness, Life Literacies, and Key Skills:

Link: [Link]
● [Link].1: Identify problem-solving strategies used in the development of an innovative product or practice (e.g., 1.1.12acc.C1b, [Link].3).

TECHNOLOGY:
Link: [Link]
● [Link].1: Select and operate computing devices that perform a variety of tasks accurately and quickly based on user needs and preferences.

INSTRUCTION
MANDATED ITEMS (IE. CLIMATE CHANGE, AMISTAD, AAPT, HOLOCAUST/GENOCIDE… if applicable):

HSN-Q.A..1-.3 & HS-LS2-1, HS-LS2-2, HS-LS2-4, HS-LS2-7 & HS-ESS2-4

Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and
interpret the scale and the origin in graphs and data displays.

Define appropriate quantities for the purpose of descriptive modeling.

Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.

ASSESSMENTS:

BENCHMARK:
● LinkIt! Form A
● LinkIt! Form B
● LinkIt! Form C

FORMATIVE
● Teacher Observations
● Do Nows/Exit Slips
● Classwork/Homework/Docs/
Forms
● Stations/Games/Computer Games

SUMMATIVE
Geometry Grade 8 39

● Quizzes
● Test

ALTERNATIVE
● PBLs
○ Proof PBL
○ Angle Proofs
● Performance Assessment

INSTRUCTIONAL RESOURCES, MATERIALS:

Instructional adjustments:
Skills: Recommended Activities/Strategies:
● Emphasize note taking strategies
● Apply postulates and theorems to generate ● Provide students with geometric proofs that
● Use guided notes when necessary
two-column geometric proofs are missing the justifications for each step.
● Create vocabulary notecards
At least one proof should contain errors. ● Use tools/manipulatives/models
● Use properties of equality to generate proofs Have students fill in the justifications and ● Reword application problems
regarding segment addition
explain the errors. ● Use handouts/graphic organizers
● Review peer work and provide feedback
● Given an hypothesis, write geometric proofs
● Instruct students to draw two lines cut by a ● Complete error analysis process
by applying known geometric postulates and
transversal with given specific angle ● Create a study guide
theorems to prove:
● Build a glossary notebook
○ Congruency measure criteria. The students may work
○ Complementary and supplementary together in small groups of 3 or 4 to prove
Online resources from textbook:
angles whether the lines must be parallel. Facilitate ● Investigation Animations
○ Right angles the discussions so that students discern that ● Vocabulary Review Games
○ Two lines are parallel
more angle measures can be found with ● Multilingual eGlossary
○ Angle relationships prove parallel
certainty when the lines are parallel than ● Personal Tutor Interactive Videos
lines
when the lines are not parallel. ● Virtual Manipulatives
○ Triangle congruence
● Graphing Calculator Practice
● Students investigate the sum of the ● Foldables
● Properly position and label triangles to prove
measures of the exterior angles of a triangle ● Self-Check Practice
congruent triangles
using geometric sketches, a table, a verbal ● Chapter Resource Worksheets
description, and a proof. ● Word Problem Practice
● Enrichment Activities
● Have students draw ΔABC with vertices ● Online Self-Check Quiz
A(−8, 8), B(−2, 5), and C(−8, 2). Next, have ● 5-Minute Check Ins
students draw ΔPTS with vertices P(8, 8),
T(2, 5), and S(8, 2). Ask students how they Supplemental resources:
can verify that the corresponding sides of Technology resources:
the triangles are congruent. Further, facilitate ● Online textbooks
● Delta Math
Geometry Grade 8 40

● Desmos
discussion about whether the corresponding
● Discovery Education
angles of ΔABC and ΔPTS are congruent.
● GimKit
Students can use the distance formula to
● Quizizz
prove that corresponding sides are
● BrainPop
congruent. Further discussion about the
● GeoGebra
angles may include suggestions that the
● Illustrative Mathematics
triangles are exactly the same because one
● Varsity tutors
is a reflection of the other, or that the equal
side lengths require equal angles.
Google Education
● Slides
● Docs
● Sheets
Geometry Grade 8 41

UNIT 6 OVERVIEW
CONTENT AREA:

Mathematics Unit 6: Relationships in Triangles

TARGET COURSE/GRADE LEVEL: TIME FRAME (PACING):

Geometry Grade 8 See Scope and Sequence

PROBLEM-BASED LEARNING TOPIC:

Stop & Think: What is the problem asking?

Gather Information: What information am I given?
What do I know about this problem?
Brainstorm, Plan & Choose: How can I solve this problem?
What is my best choice?
Try, Check, Revise: Does my solution work? If not, what can I do to fix it?

Examples include but are not limited to: Points of concurrency project, Triangle Inequality investigation

INTERDISCIPLINARY CONNECTIONS

Problem-solving and interdisciplinary connections are essential in supporting students in developing their skills in mathematical modeling (Mathematical
Practice Standard 5). Mathematical modeling is a process to describe situations in the world and is fundamental in many careers such as medicine,
engineering, ecology, weather forecasting, finance, and business. Through these problem-based learning opportunities, students will be able to apply
reasoning and the mathematical concepts within the unit to answer real-world problems, explore current events, and understand how mathematics is
applicable to a variety of careers.

NJSLS Science and Engineering Practices

MS-PS2 Planning and carrying out investigations to answer questions or test solutions to problems in 6–8 builds on K–5 experiences and progresses to
include investigations that use multiple variables and provide evidence to support explanations or design solutions.
- Apply scientific ideas or principles to design an object, tool, process or system.
- Plan an investigation individually and collaboratively, and in the design: identify independent and dependent variables and controls, what tools are
needed to do the gathering, how measurements will be recorded, and how many data are needed to support a claim.

MS-ETS1 Asking questions and defining problems in grades 6–8 builds on grades K–5 experiences and progresses to specifying relationships between
variables, and clarifying arguments and models.
Geometry Grade 8 42

- Define a design problem that can be solved through the development of an object, tool, process or system and includes multiple criteria and
constraints, including scientific knowledge that may limit possible solutions
- Evaluate competing design solutions based on jointly developed and agreed-upon design criteria.
- Analyze and interpret data to determine similarities and differences in findings.
- Develop a model to generate data to test ideas about designed systems, including those representing inputs and outputs.

MS-ESS3 Constructing explanations and designing solutions in 6–8 builds on K–5 experiences and progresses to include constructing explanations and
designing solutions supported by multiple sources of evidence consistent with scientific ideas, principles, and theories.
- Construct a scientific explanation based on valid and reliable evidence obtained from sources (including the students’ own experiments) and the
assumption

ESSENTIAL QUESTIONS/SELf-Questions:

What role do medians, altitudes, angle bisectors, and perpendicular bisectors play in understanding the properties and centers of a triangle?
What defines a triangle, and how can the properties of its sides and angles be used to classify and understand different types of triangles?
● What is the significance of the incenter and circumcenter in a triangle, and how are they constructed?
● How do the centroid and orthocenter differ in terms of their location within different types of triangles (acute, obtuse, and right)?
● How do inequalities help in comparing the sides and angles within a triangle?
● How can the Triangle Inequality Theorem be used to determine if a set of three lengths can form a triangle?
● How do we apply the Hinge Theorem to compare two triangles?

Define: What do I know?

Research: Do I understand? What do I know? What do I need to know? Is there someone I trust to ask?
Brainstorm: What can I do? What are the possible solutions/strategies? What are constraints?
Select: What is my most promising solution?
Prepare: Do I have what I need? What is my timeline? What do I do first?
Try and Prototype: Am I ready to try? What do I do first? Is this working? How do I know?
Test and Reflect: How do I know?

SEL Competencies:
SEL Core Competency Lessons

Responsible Decision Making

The ability to make constructive choices about personal behavior and social interactions based on ethical standards, safety concerns, and social norms.

LEARNING TARGETS
NEW JERSEY STUDENT LEARNING STANDARDS:

[Link].10 Prove theorems about triangles

Geometry Grade 8 43

[Link].3 Apply geometric methods to solve problems (e.g., designing an object or structure to satisfy physical constraints or minimize cost; working with
typographic grid systems based on ratios)

Career Readiness, Life Literacies, and Key Skills:

Link: [Link]
● [Link].1: Demonstrate the ability to reflect, analyze, and use creative skills and ideas (e.g., 1.1.12prof.CR3a).

TECHNOLOGY:
Link: [Link]
● [Link].1: Create interactive data visualizations using software tools to help others better understand real world phenomena, including climate
change.
● [Link].6: Create and refine computational models to better represent the relationships among different elements of data collected from a
phenomenon or process.

INSTRUCTION
MANDATED ITEMS (IE. CLIMATE CHANGE, AMISTAD, AAPT, HOLOCAUST/GENOCIDE… if applicable):

HSN-Q.A..1-.3 & HS-LS2-1, HS-LS2-2, HS-LS2-4, HS-LS2-7 & HS-ESS2-4

Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose
and interpret the scale and the origin in graphs and data displays.

Define appropriate quantities for the purpose of descriptive modeling.

Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.

ASSESSMENTS:

BENCHMARK:
● LinkIt! Form A
● LinkIt! Form B
● LinkIt! Form C

FORMATIVE
● Teacher Observations
● Do Nows/Exit Slips
● Classwork/Homework/Docs/
Forms
● Stations/Games/Computer Games

SUMMATIVE
Geometry Grade 8 44

● Quizzes
● Test

ALTERNATIVE
● PBLs
○ Points of concurrency project
○ Triangle Inequality investigation
● Performance Assessment

INSTRUCTIONAL RESOURCES, MATERIALS:

Skills: Recommended Activities/Strategies: Instructional adjustments:

● Understand and apply the following ● Use construction tools to create a ● Emphasize note taking strategies
special segments to triangles to solve circumcenter, incenter, centroid, and ● Use guided notes when necessary
for missing information orthocenter. ● Create vocabulary notecards
○ Perpendicular Bisectors ● Use tools/manipulatives/models
○ Angle bisectors ● Reword application problems
● Write the equation of the lines for each
○ Medians ● Use handouts/graphic organizers
○ Altitudes special segment and determine their ● Review peer work and provide feedback
meeting point on the coordinate plane. Use ● Complete error analysis process
● Determine the points of concurrency coordinate geometry to prove each ● Create a study guide
and what makes them, and where theorem. ● Build a glossary notebook
they are located in the three types of
triangles ● Compare overlapping triangles and use Online resources from textbook:
○ Perpendicular Bisectors→ their angles measures to order the sides of ● Investigation Animations
Circumcenter ● Vocabulary Review Games
the triangles in ascending/descending
○ Angle bisectors→ Incenter ● Multilingual eGlossary
○ Medians→Centroid order. ● Personal Tutor Interactive Videos
○ Altitudes→ Orthocenter ● Virtual Manipulatives
● Use the Hinge Theorem to write and solve ● Graphing Calculator Practice
● Apply the triangle inequality theorem inequalities comparing two similar ● Foldables
to determine if a set of lengths makes triangles. ● Self-Check Practice
a triangle ● Chapter Resource Worksheets
● Word Problem Practice
● Determine comparisons in two ● Enrichment Activities
triangles by applying the hinge ● Online Self-Check Quiz
theorem ● 5-Minute Check Ins

Supplemental resources:
Technology resources:
● Online textbooks
● Delta Math
Geometry Grade 8 45

● Desmos
● Discovery Education
● GimKit
● Quizizz
● BrainPop
● GeoGebra
● Illustrative Mathematics
● Varsity tutors

Google Education
● Slides
● Docs
● Sheets
Geometry Grade 8 46

UNIT 7 OVERVIEW
CONTENT AREA:

Mathematics Unit 7: Similarity

TARGET COURSE/GRADE LEVEL: TIME FRAME (PACING):

Geometry Grade 8 See Scope and Sequence

PROBLEM-BASED LEARNING TOPIC:

Stop & Think: What is the problem asking?

Gather Information: What information am I given?
What do I know about this problem?
Brainstorm, Plan & Choose: How can I solve this problem?
What is my best choice?
Try, Check, Revise: Does my solution work? If not, what can I do to fix it?

Examples include but are not limited to: Similarity PBL, Similar Triangles

INTERDISCIPLINARY CONNECTIONS

Problem-solving and interdisciplinary connections are essential in supporting students in developing their skills in mathematical modeling (Mathematical
Practice Standard 5). Mathematical modeling is a process to describe situations in the world and is fundamental in many careers such as medicine,
engineering, ecology, weather forecasting, finance, and business. Through these problem-based learning opportunities, students will be able to apply
reasoning and the mathematical concepts within the unit to answer real-world problems, explore current events, and understand how mathematics is
applicable to a variety of careers.

NJSLS Science and Engineering Practices

MS-PS1 Modeling in 6–8 builds on K–5 and progresses to developing, using and revising models to describe, test, and predict more abstract phenomena
and design systems.
- Develop a model to predict and/or describe phenomena.

MS-PS4 Mathematical and computational thinking at the 6–8 level builds on K–5 and progresses to identifying patterns in large data sets and using
mathematical concepts to support explanations and arguments.
- Use mathematical representations to describe and/or support scientific conclusions and design solutions.
Geometry Grade 8 47

MS-LS4 Analyzing data in 6–8 builds on K–5 experiences and progresses to extending quantitative analysis to investigations, distinguishing between
correlation and causation, and basic statistical techniques of data and error analysis.
- Analyze and interpret data to determine similarities and differences in findings.

MS-ESS1 Modeling in 6–8 builds on K–5 experiences and progresses to developing, using, and revising models to describe, test, and predict more
abstract phenomena and design systems.
- Develop and use a model to describe phenomena.

MS-ESS3 Constructing explanations and designing solutions in 6–8 builds on K–5 experiences and progresses to include constructing explanations and
designing solutions supported by multiple sources of evidence consistent with scientific ideas, principles, and theories.
- Construct a scientific explanation based on valid and reliable evidence obtained from sources (including the students’ own experiments) and the
assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future.

MS-LS2 Engaging in argument from evidence in 6–8 builds on K–5 experiences and progresses to constructing a convincing argument that supports or
refutes claims for either explanations or solutions about the natural and designed world(s).
- Construct an oral and written argument supported by empirical evidence and scientific reasoning to support or refute an explanation or a model
for a phenomenon or a solution to a problem.

ESSENTIAL QUESTIONS/SELF-QUESTIONS:

What defines similarity in geometric figures, and how is it different from congruence? How can we use proportions and ratios to prove the
similarity between two geometric figures?
● How can ratios and proportions be used to solve real-world problems involving geometry?
● How can we determine if two polygons are similar?
● How do we apply the concept of similar triangles using ratios and proportions?
● What is the significance of the Triangle Proportionality Theorem in understanding parallel lines and proportional parts?
● What is the significance of the ratios of corresponding sides in similar triangles?

Define: What do I know?

Research: Do I understand? What do I know? What do I need to know? Is there someone I trust to ask?
Brainstorm: What can I do? What are the possible solutions/strategies? What are constraints?
Select: What is my most promising solution?
Prepare: Do I have what I need? What is my timeline? What do I do first?
Try and Prototype: Am I ready to try? What do I do first? Is this working? How do I know?
Test and Reflect: How do I know?

SEL Competencies:
SEL Core Competency Lessons
Geometry Grade 8 48

Responsible Decision Making

The ability to make constructive choices about personal behavior and social interactions based on ethical standards, safety concerns, and social norms.

LEARNING TARGETS
NEW JERSEY STUDENT LEARNING STANDARDS:

[Link].3 Apply geometric methods to solve problems (e.g., designing an object or structure to satisfy physical constraints or minimize cost, working with
typographic grid systems based on ratios)

[Link].2 Given two figures, use the definition of similarity in terms of similarity transformations to decide if they are similar, explain using similarity
transformations the meaning of similarity for triangles as the equality of all corresponding pairs of angles and the proportionality of all corresponding pairs of
sides.

[Link].4 Prove theorems about triangles

[Link].5 Use congruence and similarity criteria for triangles to solve problems and to prove relationships in geometric figures.

Career Readiness, Life Literacies, and Key Skills:

Link: [Link]
● [Link].1: Identify problem-solving strategies used in the development of an innovative product or practice (e.g., 1.1.12acc.C1b, [Link].3).
● [Link].15: Demonstrate how exemptions, deductions, and deferred income (e.g., retirement or medical) can reduce taxable income.

TECHNOLOGY:
Link: [Link]
● [Link].4: Break down a task into a sequence of steps.

INSTRUCTION
MANDATED ITEMS (IE. CLIMATE CHANGE, AMISTAD, AAPT, HOLOCAUST/GENOCIDE… if applicable):

HSN-Q.A..1-.3 & HS-LS2-1, HS-LS2-2, HS-LS2-4, HS-LS2-7 & HS-ESS2-4

Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and
interpret the scale and the origin in graphs and data displays.

Define appropriate quantities for the purpose of descriptive modeling.

Choose a level of accuracy appropriate to limitations on measurement when reporting quantities

[Link].A.3 Apply geometric methods to solve design problems (e.g., designing an object or structure to satisfy physical constraints or minimize cost; working
with typographic grid systems based on ratios). Climate Change Example: Students may apply geometric methods to solve design problems such as
increasing access to green spaces in cities given physical and cost constraints.
Geometry Grade 8 49

ASSESSMENTS (BENCHMARK, FORMATIVE, SUMMATIVE, ALTERNATIVE):

BENCHMARK:
● LinkIt! Form A
● LinkIt! Form B
● LinkIt! Form C

FORMATIVE
● Teacher Observations
● Do Nows/Exit Slips
● Classwork/Homework/Docs/
Forms
● Stations/Games/Computer Games

SUMMATIVE
● Quizzes
● Test

ALTERNATIVE
● PBLs
○ Similarity PBL
○ Similar Triangles
● Performance Assessment

INSTRUCTIONAL RESOURCES, MATERIALS:

Skills: Recommended Activities/Strategies: Instructional adjustments:

● Prove that triangles are similar by ● Ask students to research the Fibonacci ● Emphasize note taking strategies
applying concepts of ratios and sequence. Have them hypothesize how it ● Use guided notes when necessary
proportions relates ratios and scale factor. ● Create vocabulary notecards
● Use tools/manipulatives/models
● Write similarity statements and determine ● Reword application problems
● Use and apply scale factor to compare
the scale factor of similar polygons ● Use handouts/graphic organizers
historic landmarks and models. ● Review peer work and provide feedback
● Use proportional relationships of ● Complete error analysis process
corresponding segments of similar ● Students can explore using similar ● Create a study guide
triangles to solve problems triangles to prove the slope criteria for ● Build a glossary notebook
○ Midsegment of a triangle perpendicular and parallel lines
○ Triangle Proportionality Theorem Online resources from textbook:
○ Special segments of triangles ● Investigation Animations
● Vocabulary Review Games
Geometry Grade 8 50

● Determine if two triangles are similar ● Design a fractal and explain how they are ● Multilingual eGlossary
using AA similarity postulate and SSS related to similarity and iteration. ● Personal Tutor Interactive Videos
and SAS similarity theorems ● Virtual Manipulatives
● Graphing Calculator Practice
● Foldables
● Self-Check Practice
● Chapter Resource Worksheets
● Word Problem Practice
● Enrichment Activities
● Online Self-Check Quiz
● 5-Minute Check Ins

Supplemental resources:
Technology resources:
● Online textbooks
● Delta Math
● Desmos
● Discovery Education
● GimKit
● Quizizz
● BrainPop
● GeoGebra
● Illustrative Mathematics
● Varsity tutors

Google Education
● Slides
● Docs
● Sheets
Geometry Grade 8 51

UNIT 8 OVERVIEW
CONTENT AREA:

Mathematics Unit 8: Trigonometry

TARGET COURSE/GRADE LEVEL: TIME FRAME (PACING):

Geometry Grade 8 See Scope and Sequence

PROBLEM-BASED LEARNING TOPIC:

Stop & Think: What is the problem asking?

Gather Information: What information am I given?
What do I know about this problem?
Brainstorm, Plan & Choose: How can I solve this problem?
What is my best choice?
Try, Check, Revise: Does my solution work? If not, what can I do to fix it?

Examples include but are not limited to: Sully PBL, Spiderman Project

INTERDISCIPLINARY CONNECTIONS

Problem-solving and interdisciplinary connections are essential in supporting students in developing their skills in mathematical modeling (Mathematical
Practice Standard 5). Mathematical modeling is a process to describe situations in the world and is fundamental in many careers such as medicine,
engineering, ecology, weather forecasting, finance, and business. Through these problem-based learning opportunities, students will be able to apply
reasoning and the mathematical concepts within the unit to answer real-world problems, explore current events, and understand how mathematics is
applicable to a variety of careers.

NJSLS Science and Engineering Practices

MS-PS1 Modeling in 6–8 builds on K–5 and progresses to developing, using and revising models to describe, test, and predict more abstract phenomena
and design systems.
- Develop a model to predict and/or describe phenomena.

MS-PS4 Mathematical and computational thinking at the 6–8 level builds on K–5 and progresses to identifying patterns in large data sets and using
mathematical concepts to support explanations and arguments.
- Use mathematical representations to describe and/or support scientific conclusions and design solutions.
Geometry Grade 8 52

MS-LS4 Analyzing data in 6–8 builds on K–5 experiences and progresses to extending quantitative analysis to investigations, distinguishing between
correlation and causation, and basic statistical techniques of data and error analysis.
- Analyze and interpret data to determine similarities and differences in findings.

MS-ESS1 Modeling in 6–8 builds on K–5 experiences and progresses to developing, using, and revising models to describe, test, and predict more
abstract phenomena and design systems.
- Develop and use a model to describe phenomena.

MS-ESS3 Constructing explanations and designing solutions in 6–8 builds on K–5 experiences and progresses to include constructing explanations and
designing solutions supported by multiple sources of evidence consistent with scientific ideas, principles, and theories.
- Construct a scientific explanation based on valid and reliable evidence obtained from sources (including the students’ own experiments) and the
assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future.

MS-LS2 Engaging in argument from evidence in 6–8 builds on K–5 experiences and progresses to constructing a convincing argument that supports or
refutes claims for either explanations or solutions about the natural and designed world(s).
- Construct an oral and written argument supported by empirical evidence and scientific reasoning to support or refute an explanation or a model
for a phenomenon or a solution to a problem.

ESSENTIAL QUESTIONS/SELF-QUESTIONS:

What are the primary trigonometric ratios, and how are they used to solve problems involving right triangles? How can trigonometric functions
be applied to model and solve real-world problems?
● How does the geometric mean help us understand the relationships between different segments in a triangle?
● What is the significance of the Pythagorean Theorem in mathematics and in real-world applications? What is the converse of the Pythagorean
Theorem and how can it be used to classify triangles?
● How can we use the properties of special right triangles to solve problems efficiently?
● What are the fundamental identities in trigonometry, and how are they used to simplify expressions and solve equations?
● How do we draw and interpret diagrams involving angles of elevation and depression to solve real-world problems?
● Under what conditions can we apply the Law of Sines and Law of Cosines?

Define: What do I know?

Research: Do I understand? What do I know? What do I need to know? Is there someone I trust to ask?
Brainstorm: What can I do? What are the possible solutions/strategies? What are constraints?
Select: What is my most promising solution?
Prepare: Do I have what I need? What is my timeline? What do I do first?
Try and Prototype: Am I ready to try? What do I do first? Is this working? How do I know?
Test and Reflect: How do I know?

SEL Competencies:
Geometry Grade 8 53

SEL Core Competency Lessons

Responsible Decision Making

The ability to make constructive choices about personal behavior and social interactions based on ethical standards, safety concerns, and social norms.

LEARNING TARGETS
NEW JERSEY STUDENT LEARNING STANDARDS:

[Link].4 Prove theorems about triangles

[Link].5 Use congruence and similarity criteria for triangles to solve problems and to prove relationships in geometric figures

[Link].6 Understand that by similarity, the side ratios in right triangles are properties of the angles in the triangle, leading to definitions of trigonometric
ratios for acute angles.

[Link].7 Explain and use the relationship between the sine and cosine of complementary angles.

[Link].8 Use trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems

1
[Link].9 Derive the formula A = 2 ab sin(C) for the area of a triangle by drawing an auxiliary line from a vertex perpendicular to the opposite side.

[Link].10 Prove the Laws of Sines and Cosines

[Link].3 Apply geometric methods to solve problems (e.g., designing an object or structure to satisfy physical constraints or minimize cost, working with
typographic grid systems based on ratios).

[Link].6 Find the point on a directed line segment between two given points that partitions the segment in a given ratio.

Career Readiness, Life Literacies, and Key Skills:

Link: [Link]
● [Link].3: Investigate new challenges and opportunities for personal growth, advancement, and transition (e.g., [Link].1).
● [Link].23: Identify different ways to obtain capital for starting a business.

TECHNOLOGY:
Link: [Link]
● [Link].1: Select and operate computing devices that perform a variety of tasks accurately and quickly based on user needs and preferences.

INSTRUCTION
MANDATED ITEMS (IE. CLIMATE CHANGE, AMISTAD, AAPT, HOLOCAUST/GENOCIDE… if applicable):
Geometry Grade 8 54

HSN-Q.A..1-.3 & HS-LS2-1, HS-LS2-2, HS-LS2-4

Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and
interpret the scale and the origin in graphs and data displays.

Define appropriate quantities for the purpose of descriptive modeling.

Choose a level of accuracy appropriate to limitations on measurement when reporting quantities

ASSESSMENTS:

BENCHMARK:
● LinkIt! Form A
● LinkIt! Form B
● LinkIt! Form C

FORMATIVE
● Teacher Observations
● Do Nows/Exit Slips
● Classwork/Homework/Docs/
Forms
● Stations/Games/Computer Games

SUMMATIVE
● Quizzes
● Test

ALTERNATIVE
● PBLs
○ Sully PBL
○ Spiderman Project
● Performance Assessment

INSTRUCTIONAL RESOURCES, MATERIALS:

Skills: Recommended Activities/Strategies: Instructional adjustments:

● Evaluate for the geometric mean of two ● Find the geometric mean between two ● Emphasize note taking strategies
numbers numbers ● Use guided notes when necessary
● Create vocabulary notecards
● Solve problems involving the relationship ● Use tools/manipulatives/models
between parts of a right triangle and their ● Reword application problems
the altitude to the hypotenuse (geometric ● Use handouts/graphic organizers
Geometry Grade 8 55

mean leg/altitude theorem) ● Solve problems involving relationships ● Review peer work and provide feedback
between parts of a right triangle and the ● Complete error analysis process
● Write and solve problems using the altitude to the hypotenuse ● Create a study guide
pythagorean theorem find missing sides ● Build a glossary notebook
● Solve problems using the Pythagorean
● Use the converse of the pythagorean Online resources from textbook:
theorem to determine if three lengths form Theorem and its Converse ● Investigation Animations
a triangle ● Vocabulary Review Games
● Use properties of 45-45-90 and 30-60-90 ● Multilingual eGlossary
● Use properties of 45-45-90 and 30-60-90 triangles to solve problems ● Personal Tutor Interactive Videos
triangles to solve for missing side lengths ● Virtual Manipulatives
● Find trigonometric ratios using right ● Graphing Calculator Practice
● Describe the trigonometric ratios and their triangles ● Foldables
inverses of right triangles ● Self-Check Practice
● Chapter Resource Worksheets
● Use trigonometric ratios and their ● Use trigonometric ratios to find angle ● Word Problem Practice
inverses to solve for missing angles and measures in right triangles ● Enrichment Activities
sides in right triangles ● Online Self-Check Quiz
● Solve problems involving angles of ● 5-Minute Check Ins
● Construct equations involving angles of elevation and depression
elevation and depression to solve real Supplemental resources:
world problems ● Use the Law of Sines and the Law of Technology resources:
● Online textbooks
Cosines
● Apply the concepts of law of sines and ● Delta Math
cosines to solve non-right triangles ● Desmos
● Perform vector operations ● Discovery Education
● GimKit
● Quizizz
● BrainPop
● GeoGebra
● Illustrative Mathematics
● Varsity tutors

Google Education
● Slides
● Docs
● Sheets
Geometry Grade 8 56

UNIT 9 OVERVIEW
CONTENT AREA:

Mathematics Unit 9: Circles

TARGET COURSE/GRADE LEVEL: TIME FRAME (PACING):

Geometry Grade 8 See Scope and Sequence

PROBLEM-BASED LEARNING TOPIC:

Stop & Think: What is the problem asking?

Gather Information: What information am I given?
What do I know about this problem?
Brainstorm, Plan & Choose: How can I solve this problem?
What is my best choice?
Try, Check, Revise: Does my solution work? If not, what can I do to fix it?

Examples include but are not limited to: Circles and Art, Circle Conjectures

INTERDISCIPLINARY CONNECTIONS

Problem-solving and interdisciplinary connections are essential in supporting students in developing their skills in mathematical modeling (Mathematical
Practice Standard 5). Mathematical modeling is a process to describe situations in the world and is fundamental in many careers such as medicine,
engineering, ecology, weather forecasting, finance, and business. Through these problem-based learning opportunities, students will be able to apply
reasoning and the mathematical concepts within the unit to answer real-world problems, explore current events, and understand how mathematics is
applicable to a variety of careers.

NJSLS Science and Engineering Practices

MS-PS2 Planning and carrying out investigations to answer questions or test solutions to problems in 6–8 builds on K–5 experiences and progresses to
include investigations that use multiple variables and provide evidence to support explanations or design solutions.
- Apply scientific ideas or principles to design an object, tool, process or system.
- Plan an investigation individually and collaboratively, and in the design: identify independent and dependent variables and controls, what tools are
needed to do the gathering, how measurements will be recorded, and how many data are needed to support a claim.

MS-ETS1 Asking questions and defining problems in grades 6–8 builds on grades K–5 experiences and progresses to specifying relationships between
variables, and clarifying arguments and models.
Geometry Grade 8 57

- Define a design problem that can be solved through the development of an object, tool, process or system and includes multiple criteria and
constraints, including scientific knowledge that may limit possible solutions
- Evaluate competing design solutions based on jointly developed and agreed-upon design criteria.
- Analyze and interpret data to determine similarities and differences in findings.
- Develop a model to generate data to test ideas about designed systems, including those representing inputs and outputs.

MS-ESS3 Constructing explanations and designing solutions in 6–8 builds on K–5 experiences and progresses to include constructing explanations and
designing solutions supported by multiple sources of evidence consistent with scientific ideas, principles, and theories.
- Construct a scientific explanation based on valid and reliable evidence obtained from sources (including the students’ own experiments) and the
assumption

ESSENTIAL QUESTIONS/SELf-Questions:

What are the key theorems involving circles, and how are they applied? How can we use the properties of circles to solve real-world problems?
● How does changing the radius or diameter of a circle affect its circumference?
● What is the relationship between central angles and their corresponding arcs in a circle?
● How do we find the measure of an arc when given information about the central angle? What properties do chords of a circle possess, and how do
they interact with other parts of the circle?
● What defines an inscribed angle in a circle, and how is it related to its intercepted arc?
● What defines a tangent to a circle, and how does it interact with the circle?
● How can we use the tangent-secant theorem and tangent-tangent theorem to solve problems involving circles?
● What are the different types of special segments in a circle, and how are they defined?
● What is the standard form of the equation of a circle, and what do its components represent?

Define: What do I know?

Research: Do I understand? What do I know? What do I need to know? Is there someone I trust to ask?
Brainstorm: What can I do? What are the possible solutions/strategies? What are constraints?
Select: What is my most promising solution?
Prepare: Do I have what I need? What is my timeline? What do I do first?
Try and Prototype: Am I ready to try? What do I do first? Is this working? How do I know?
Test and Reflect: How do I know?

SEL Competencies:
SEL Core Competency Lessons

Responsible Decision Making

The ability to make constructive choices about personal behavior and social interactions based on ethical standards, safety concerns, and social norms.
Geometry Grade 8 58

LEARNING TARGETS
NEW JERSEY STUDENT LEARNING STANDARDS:

[Link].1 Know precise definitions of angle, circle, perpendicular line, parallel line, and line segment, based on the undefined notions of point, line, distance
along a line, and distance around a circular arc.

[Link].12 Make formal geometric constructions with a variety of tools and methods (compass and straightedge, string, reflective devices, paper folding,
dynamic geometric software, etc.).

[Link].13 Construct an equilateral triangle, a square, and a regular hexagon inscribed in a circle.

G.C.1 Derive the equation of a circle of given center and radius using the Pythagorean Theorem; complete the square to find the center and radius of a
circle given by an equation.

G.C.3 Use coordinates to prove simple geometric theorems algebraically.

G.C.4 Use coordinates to prove simple geometric theorems algebraically.

[Link].3 Apply geometric methods to solve problems (e.g., designing an object or structure to satisfy physical constraints or minimize cost; working with
typographic grid systems based on ratios).

[Link].1(+) Derive the equation of a circle of given center and radius using the Pythagorean Theorem; complete the square to find the center and radius of
a circle given by an equation.

Career Readiness, Life Literacies, and Key Skills:

Link: [Link]
● [Link].2: Compare and contrast international differences in copyright laws and ethics.
● [Link].4: Explain the privacy concerns related to the collection of data (e.g., cookies) and generation of data through automated processes that
may not be evident to users

TECHNOLOGY:
Link: [Link]
● [Link].5: Create data visualizations from large data sets to summarize, communicate, and support different interpretations of real-world
phenomena.
● [Link].6: Create and refine computational models to better represent the relationships among different elements of data collected from a
phenomenon or process.

INSTRUCTION
MANDATED ITEMS (IE. CLIMATE CHANGE, AMISTAD, AAPT, HOLOCAUST/GENOCIDE… if applicable):

HSN-Q.A..1-.3 & HS-LS2-1, HS-LS2-2, HS-LS2-4, HS-LS2-7 & HS-ESS2-4

Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and
Geometry Grade 8 59

interpret the scale and the origin in graphs and data displays.

Define appropriate quantities for the purpose of descriptive modeling.

Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.

[Link].A.1 Use geometric shapes, their measures, and their properties to describe objects (e.g., modeling a tree trunk or a human torso as a cylinder).
Climate Change Example: Students may use circles, their measures, and their properties to describe the cross section of a tree and compare changes in
radial diameter or circumference variations of tree trunks when considering changes in seasonal weather patterns over time.

[Link].A.2 Apply concepts of density based on area and volume in modeling situations (e.g., persons per square mile, BTUs per cubic foot). Climate Change
Example: Students may apply the concept of population density of different urban areas, including calculations of population density, and discuss different
environmental factors (e.g., air and water quality, waste disposal, energy consumption) that might be exacerbated by increased population density.

[Link].A.3 Apply geometric methods to solve design problems (e.g., designing an object or structure to satisfy physical constraints or minimize cost; working
with typographic grid systems based on ratios). Climate Change Example: Students may apply geometric methods to solve design problems such as
increasing access to green spaces in cities given physical and cost constraints.

ASSESSMENTS:

BENCHMARK:
● LinkIt! Form A
● LinkIt! Form B
● LinkIt! Form C

FORMATIVE
● Teacher Observations
● Do Nows/Exit Slips
● Classwork/Homework/Docs/
Forms
● Stations/Games/Computer Games

SUMMATIVE
● Quizzes
● Test

ALTERNATIVE
● PBLs
○ Circles and Art
○ Circle Conjectures
Geometry Grade 8 60

● Performance Assessment

INSTRUCTIONAL RESOURCES, MATERIALS:

Skills: Recommended Activities/Strategies: Instructional adjustments:

● Properly identify and use parts of circles ● Instruct students to use a piece of string ● Emphasize note taking strategies
○ Circle to estimate the circumference of discs or ● Use guided notes when necessary
○ Center cylinders. Then have students measure ● Create vocabulary notecards
○ Radius the diameter of the object. Review the ● Use tools/manipulatives/models
○ Diameter ● Reword application problems
formulas for finding circumference by
○ Chord ● Use handouts/graphic organizers
○ Circumference using the diameter and the radius. Have ● Review peer work and provide feedback
○ Pi students find the circumference ● Complete error analysis process
○ Inscribed mathematically, using the diameter and ● Create a study guide
○ Circumscribed then the radius. Have students compare ● Build a glossary notebook
○ Central angle their calculations with the estimate they
○ Arc found by using the string. Online resources from textbook:
○ Tangent ● Investigation Animations
○ Secant ● Vocabulary Review Games
● Construct a circle with two congruent
● Multilingual eGlossary
● Set up equations and solace for chords and the perpendicular bisectors. ● Personal Tutor Interactive Videos
circumference of a circle Then have them write a proof supporting ● Virtual Manipulatives
the congruency of their construction. ● Graphing Calculator Practice
● Identify and measure central angles, arcs, ● Foldables
and semi-circles ● Describe the difference between a central ● Self-Check Practice
angle and an inscribed angle, and how ● Chapter Resource Worksheets
● Use given information to find arc length their measures are related if they intercept ● Word Problem Practice
● Enrichment Activities
the same arc.
● Recognize and use the relationships ● Online Self-Check Quiz
between arcs, chords, and diameters ● 5-Minute Check Ins
● Have each student find another real-life
● Set up equations and find measures of example of segments of circles in Supplemental resources:
inscribed angles construction, nature, and so on. Instruct Technology resources:
students to write a brief explanation of the ● Online textbooks
● Determine the measure of angles of example they found, construct a sketch of ● Delta Math
inscribed polygons the example, insert accurate ● Desmos
● Discovery Education
measurements if possible, and then write
● Use properties of tangents ● GimKit
an equation on the information. ● Quizizz
● Solve problems involving circumscribed ● BrainPop
polygons ● GeoGebra
● Illustrative Mathematics
● Determine the measure of angles formed ● Varsity tutors
Geometry Grade 8 61

by lines interesting on or inside a circle/

outside a circle Google Education
● Slides
● Find the measure of segments that ● Docs
interest in the interior/exterior of a circle ● Sheets

● Identify components of the equation of a

circle in standard form

● Use information to accurately write the

equation of a circle in standard form

● Graph a circle on a coordinate plane

when in standard form
Geometry Grade 8 62

UNIT 10 OVERVIEW
CONTENT AREA:

Mathematics Unit 10: Quadrilaterals and Area

TARGET COURSE/GRADE LEVEL: TIME FRAME (PACING):

Geometry Grade 8 See Scope and Sequence

PROBLEM-BASED LEARNING TOPIC:

Stop & Think: What is the problem asking?

Gather Information: What information am I given?
What do I know about this problem?
Brainstorm, Plan & Choose: How can I solve this problem?
What is my best choice?
Try, Check, Revise: Does my solution work? If not, what can I do to fix it?

Examples include but are not limited to: Area with birds eye view, House design PBL

INTERDISCIPLINARY CONNECTIONS

Problem-solving and interdisciplinary connections are essential in supporting students in developing their skills in mathematical modeling (Mathematical
Practice Standard 5). Mathematical modeling is a process to describe situations in the world and is fundamental in many careers such as medicine,
engineering, ecology, weather forecasting, finance, and business. Through these problem-based learning opportunities, students will be able to apply
reasoning and the mathematical concepts within the unit to answer real-world problems, explore current events, and understand how mathematics is
applicable to a variety of careers.

NJSLS Science and Engineering Practices

MS-PS1 Modeling in 6–8 builds on K–5 and progresses to developing, using and revising models to describe, test, and predict more abstract phenomena
and design systems.
- Develop a model to predict and/or describe phenomena.

MS-PS4 Mathematical and computational thinking at the 6–8 level builds on K–5 and progresses to identifying patterns in large data sets and using
mathematical concepts to support explanations and arguments.
- Use mathematical representations to describe and/or support scientific conclusions and design solutions.
Geometry Grade 8 63

MS-LS4 Analyzing data in 6–8 builds on K–5 experiences and progresses to extending quantitative analysis to investigations, distinguishing between
correlation and causation, and basic statistical techniques of data and error analysis.
- Analyze and interpret data to determine similarities and differences in findings.

MS-ESS1 Modeling in 6–8 builds on K–5 experiences and progresses to developing, using, and revising models to describe, test, and predict more abstract
phenomena and design systems.
- Develop and use a model to describe phenomena.

MS-ESS3 Constructing explanations and designing solutions in 6–8 builds on K–5 experiences and progresses to include constructing explanations and
designing solutions supported by multiple sources of evidence consistent with scientific ideas, principles, and theories.
- Construct a scientific explanation based on valid and reliable evidence obtained from sources (including the students’ own experiments) and the
assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future.

MS-LS2 Engaging in argument from evidence in 6–8 builds on K–5 experiences and progresses to constructing a convincing argument that supports or
refutes claims for either explanations or solutions about the natural and designed world(s).
- Construct an oral and written argument supported by empirical evidence and scientific reasoning to support or refute an explanation or a model for a
phenomenon or a solution to a problem.

ESSENTIAL QUESTIONS/SELf-Questions:

How do the properties of different quadrilaterals determine the methods used to calculate their areas?
● What patterns can we observe in the angles of regular polygons?
● What are the defining properties of a parallelogram?
● How can we determine if a quadrilateral is a parallelogram using its sides and angles?
● How do the angles and sides of a rectangle relate to each other?
● How do the properties of rhombi and squares relate to each other and to the broader category of quadrilaterals?
● How do the properties of trapezoids and kites influence their symmetry and angles?
● How can understanding the areas of these shapes help in fields such as architecture, engineering, and design?
● How can understanding the areas of these shapes help in fields such as architecture, engineering, and design?
● Why is it important to understand the properties of circles and sectors in geometry?
● How can understanding the areas of these shapes help in fields such as architecture, engineering, and design?
● Why is it important to understand the relationship between scale factors and areas in similar figures?

Define: What do I know?

Research: Do I understand? What do I know? What do I need to know? Is there someone I trust to ask?
Brainstorm: What can I do? What are the possible solutions/strategies? What are constraints?
Select: What is my most promising solution?
Prepare: Do I have what I need? What is my timeline? What do I do first?
Try and Prototype: Am I ready to try? What do I do first? Is this working? How do I know?
Geometry Grade 8 64

Test and Reflect: How do I know?

SEL Competencies:
SEL Core Competency Lessons

Responsible Decision Making

The ability to make constructive choices about personal behavior and social interactions based on ethical standards, safety concerns, and social norms.

LEARNING TARGETS
NEW JERSEY STUDENT LEARNING STANDARDS:

[Link].1 Use geometric shapes, their measures and their properties to describe objects

[Link].11 Prove theorems about parallelograms

[Link].4 Use coordinates to prove simple geometric theorems algebraically

[Link].3 Apply geometric methods to solve problems

[Link].6 Find the point on a directed line segment between two given points that partitions the segment in a given ratio.

[Link].2 Apply concepts of density based on area and volume in modeling situations (e.g., persons per square mile, BTUs per cubic foot)

G.C.5 Derive using similarity the fact that the length of the arc intercepted by an angle is proportional to the radius, and define the radian measure of the
angle as the constant of proportionality; derive the formula for the area of a sector.

[Link].1 Give an informal argument for the formulas for the circumference of a circle, area of a circle, volume of a cylinder, pyramid, and cone.

[Link].7 Use coordinates to compute perimeters of polygons and areas of triangles and rectangles, e.g., using the distance formula.

Career Readiness, Life Literacies, and Key Skills:

Link: [Link]
● [Link].2: Explain the potential benefits of collaborating to enhance critical thinking and problem solving (e.g., 1.3E.12profCR3.a).
● [Link].3: Analyze the effectiveness of the process and quality of collaborative environments

TECHNOLOGY:
Link: [Link]
● [Link].1: Create interactive data visualizations using software tools to help others better understand real world phenomena, including climate
change.
Geometry Grade 8 65

INSTRUCTION
MANDATED ITEMS (IE. CLIMATE CHANGE, AMISTAD, AAPT, HOLOCAUST/GENOCIDE… if applicable):

HSN-Q.A..1-.3 & HS-LS2-1, HS-LS2-2, HS-LS2-4, HS-LS2-7 & HS-ESS2-4

Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and
interpret the scale and the origin in graphs and data displays.

Define appropriate quantities for the purpose of descriptive modeling.

Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.

[Link].A.1 Use geometric shapes, their measures, and their properties to describe objects (e.g., modeling a tree trunk or a human torso as a cylinder).
Climate Change Example: Students may use circles, their measures, and their properties to describe the cross section of a tree and compare changes in
radial diameter or circumference variations of tree trunks when considering changes in seasonal weather patterns over time.

[Link].A.2 Apply concepts of density based on area and volume in modeling situations (e.g., persons per square mile, BTUs per cubic foot). Climate
Change Example: Students may apply the concept of population density of different urban areas, including calculations of population density, and discuss
different environmental factors (e.g., air and water quality, waste disposal, energy consumption) that might be exacerbated by increased population density.

[Link].A.3 Apply geometric methods to solve design problems (e.g., designing an object or structure to satisfy physical constraints or minimize cost; working
with typographic grid systems based on ratios). Climate Change Example: Students may apply geometric methods to solve design problems such as
increasing access to green spaces in cities given physical and cost constraints.

ASSESSMENTS:

BENCHMARK:
● LinkIt! Form A
● LinkIt! Form B
● LinkIt! Form C

FORMATIVE
● Teacher Observations
● Do Nows/Exit Slips
● Classwork/Homework/Docs/
Forms
● Stations/Games/Computer Games

SUMMATIVE
● Quizzes
● Test
Geometry Grade 8 66

ALTERNATIVE
● PBLs
○ Area with birds eye view
○ House design PBL
● Performance Assessment

INSTRUCTIONAL RESOURCES, MATERIALS:

Skills: Recommended Activities/Strategies: Instructional adjustments:

● Verify which quadrilaterals are ● Compare and contrast the properties of a ● Emphasize note taking strategies
parallelograms using their properties variety of quadrilaterals and use them to ● Use guided notes when necessary
find missing angles and side lengths, ● Create vocabulary notecards
● Prove a set of points is a parallelogram midsegments, and prove various theorems. ● Use tools/manipulatives/models
within a coordinate plane ● Reword application problems
● Use handouts/graphic organizers
● Determine the specific type of ● Facilitate mathematical discourse by using ● Review peer work and provide feedback
quadrilateral a parallelogram is sometimes, always, and never prompts for ● Complete error analysis process
(rectangle, square, rhombus) students to apply their knowledge of ● Create a study guide
quadrilaterals. ● Build a glossary notebook
● Determine the properties of kites and
trapezoids ● Students will explore the area of any Online resources from textbook:
1 ● Investigation Animations
● Apply properties of quadrilaterals to triangle is 2
𝑏ℎ by using properties of ● Vocabulary Review Games
determine missing measures parallelograms. Ask students cut out two ● Multilingual eGlossary
parallelograms of different sizes. First, ● Personal Tutor Interactive Videos
● Write equations to find area and have students cut a right triangle from the ● Virtual Manipulatives
perimeter of parallelograms and end of one of the parallelograms and ● Graphing Calculator Practice
triangles ● Foldables
rearrange the pieces to form arectangle.
● Self-Check Practice
● Determine area of trapezoids, rhombi, Then, ask students to find the area of the ● Chapter Resource Worksheets
kites, circles, sectors of circle, and rectangle. Next, have students cut the ● Word Problem Practice
regular polygons second parallelogram in half diagonally ● Enrichment Activities
and determine the area of the resulting ● Online Self-Check Quiz
● Use area formulas of regular polygons triangles. ● 5-Minute Check Ins
to find area of composite shapes
● Draw on students’ prior knowledge by Supplemental resources:
● Use scale factor to find area and Technology resources:
having them create a blueprint of their
missing measures of similar polygons ● Online textbooks
kitchen including the bases of all ● Delta Math
structures. Ask students to include a scale. ● Desmos
Use these drawings to have students ● Discovery Education
Geometry Grade 8 67

estimate the number of tiles that would be ● GimKit

needed to cover the floor. Varying the size ● Quizizz
of the tile is an easy way to differentiate ● BrainPop
this task for different ability levels. This ● GeoGebra
● Illustrative Mathematics
task enables students to view area as
● Varsity tutors
something that is not always neat and
formulaic. Google Education
● Slides
● Have students discuss how the area of a ● Docs
sector relates to the area of the entire ● Sheets
circle. Have them write how the equation
for a sector logically represents a portion of
the circle.
Geometry Grade 8 68

UNIT 11 OVERVIEW
CONTENT AREA:

Mathematics Unit 11: Surface Area and Volume

TARGET COURSE/GRADE LEVEL: TIME FRAME (PACING):

Geometry Grade 8 See Scope and Sequence

PROBLEM-BASED LEARNING TOPIC:

Stop & Think: What is the problem asking?

Gather Information: What information am I given?
What do I know about this problem?
Brainstorm, Plan & Choose: How can I solve this problem?
What is my best choice?
Try, Check, Revise: Does my solution work? If not, what can I do to fix it?

Examples include but are not limited to: Volume PBL, Surface Area PBL

INTERDISCIPLINARY CONNECTIONS
Problem-solving and interdisciplinary connections are essential in supporting students in developing their skills in mathematical modeling (Mathematical
Practice Standard 5). Mathematical modeling is a process to describe situations in the world and is fundamental in many careers such as medicine,
engineering, ecology, weather forecasting, finance, and business. Through these problem-based learning opportunities, students will be able to apply
reasoning and the mathematical concepts within the unit to answer real-world problems, explore current events, and understand how mathematics is
applicable to a variety of careers.

NJSLS Science and Engineering Practices

MS-PS1 Modeling in 6–8 builds on K–5 and progresses to developing, using and revising models to describe, test, and predict more abstract phenomena
and design systems.
- Develop a model to predict and/or describe phenomena.

MS-PS4 Mathematical and computational thinking at the 6–8 level builds on K–5 and progresses to identifying patterns in large data sets and using
mathematical concepts to support explanations and arguments.
- Use mathematical representations to describe and/or support scientific conclusions and design solutions.

MS-LS4 Analyzing data in 6–8 builds on K–5 experiences and progresses to extending quantitative analysis to investigations, distinguishing between
Geometry Grade 8 69

correlation and causation, and basic statistical techniques of data and error analysis.
- Analyze and interpret data to determine similarities and differences in findings.

MS-ESS1 Modeling in 6–8 builds on K–5 experiences and progresses to developing, using, and revising models to describe, test, and predict more abstract
phenomena and design systems.
- Develop and use a model to describe phenomena.

MS-ESS3 Constructing explanations and designing solutions in 6–8 builds on K–5 experiences and progresses to include constructing explanations and
designing solutions supported by multiple sources of evidence consistent with scientific ideas, principles, and theories.
- Construct a scientific explanation based on valid and reliable evidence obtained from sources (including the students’ own experiments) and the
assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future.

MS-LS2 Engaging in argument from evidence in 6–8 builds on K–5 experiences and progresses to constructing a convincing argument that supports or
refutes claims for either explanations or solutions about the natural and designed world(s).
- Construct an oral and written argument supported by empirical evidence and scientific reasoning to support or refute an explanation or a model for a
phenomenon or a solution to a problem.

ESSENTIAL QUESTIONS/SELf-Questions:

How do surface area and volume relate to each other in different geometric solids?
● How do we represent three-dimensional figures in two dimensions?
● How do the properties of the base of a prism influence its surface area?How do the concepts of circumference and area of a circle apply to the
surface area of a cylinder?
● How can we use geometric nets to understand and calculate the surface area of pyramids and cones?
● How do the principles of volume apply to real-world situations involving prisms and cylinders?
● What are the practical applications of calculating the volume of pyramids and cones?
● How do changes in the radius of a sphere affect its surface area and volume?

Define: What do I know?

Research: Do I understand? What do I know? What do I need to know? Is there someone I trust to ask?
Brainstorm: What can I do? What are the possible solutions/strategies? What are constraints?
Select: What is my most promising solution?
Prepare: Do I have what I need? What is my timeline? What do I do first?
Try and Prototype: Am I ready to try? What do I do first? Is this working? How do I know?
Test and Reflect: How do I know?

SEL Competencies:
SEL Core Competency Lessons

Responsible Decision Making

Geometry Grade 8 70

The ability to make constructive choices about personal behavior and social interactions based on ethical standards, safety concerns, and social norms.

LEARNING TARGETS
NEW JERSEY STUDENT LEARNING STANDARDS:

[Link].1 Use geometric shapes, their measures, and their properties to describe objects (e.g., modeling a tree trunk or a human torso as a cylinder).

[Link].3 Apply geometric methods to solve problems (e.g., designing an object or structure to satisfy physical constraints or minimize cost; working with
typographic grid systems based on ratios).

[Link].1 Give an informal argument for the formulas for the circumference of a circle, area of a circle, volume of a cylinder, pyramid, and cone.

[Link].3 Use volume formulas for cylinders, pyramids, cones, and spheres to solve problems. Visualize relationships between two-dimensional and three-
dimensional objects.

[Link].4 Identify the shapes of two-dimensional cross-sections of three-dimensional objects, and identify three-dimensional objects generated by rotations
of two-dimensional objects.

Career Readiness, Life Literacies, and Key Skills:

Link: [Link]
● [Link].1: Demonstrate the ability to reflect, analyze, and use creative skills and ideas (e.g., 1.1.12prof.CR3a).

TECHNOLOGY:
Link: [Link]
● [Link].1: Design algorithms to solve computational problems using a combination of original and existing algorithms.
● [Link].5: Decompose problems into smaller components through systematic analysis, using constructs such as procedures, modules, and/or
objects.

INSTRUCTION
MANDATED ITEMS (IE. CLIMATE CHANGE, AMISTAD, AAPT, HOLOCAUST/GENOCIDE… if applicable):

HSN-Q.A..1-.3 & HS-LS2-1, HS-LS2-2, HS-LS2-4, HS-LS2-7 & HS-ESS2-4

Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and
interpret the scale and the origin in graphs and data displays.

Define appropriate quantities for the purpose of descriptive modeling.

Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.

[Link].A.1 Use geometric shapes, their measures, and their properties to describe objects (e.g., modeling a tree trunk or a human torso as a cylinder).
Geometry Grade 8 71

Climate Change Example: Students may use circles, their measures, and their properties to describe the cross section of a tree and compare changes in
radial diameter or circumference variations of tree trunks when considering changes in seasonal weather patterns over time.

[Link].A.2 Apply concepts of density based on area and volume in modeling situations (e.g., persons per square mile, BTUs per cubic foot). Climate
Change Example: Students may apply the concept of population density of different urban areas, including calculations of population density, and discuss
different environmental factors (e.g., air and water quality, waste disposal, energy consumption) that might be exacerbated by increased population density.

[Link].A.3 Apply geometric methods to solve design problems (e.g., designing an object or structure to satisfy physical constraints or minimize cost; working
with typographic grid systems based on ratios). Climate Change Example: Students may apply geometric methods to solve design problems such as
increasing access to green spaces in cities given physical and cost constraints.

ASSESSMENTS:

BENCHMARK:
● LinkIt! Form A
● LinkIt! Form B
● LinkIt! Form C

FORMATIVE
● Teacher Observations
● Do Nows/Exit Slips
● Classwork/Homework/Docs/
Forms
● Stations/Games/Computer Games

SUMMATIVE
● Quizzes
● Test

ALTERNATIVE
● PBLs
○ Volume PBL
○ Surface Area PBL
● Performance Assessment

INSTRUCTIONAL RESOURCES, MATERIALS:

Skills: Recommended Activities/Strategies: Instructional adjustments:

● Identify and name three- dimensional ● Students will explore creating two different ● Emphasize note taking strategies
figures. cylinders with the same volume. ● Use guided notes when necessary
● Create vocabulary notecards
Geometry Grade 8 72

● Draw isometric views and investigate ● When you discuss cones and pyramids, ● Use tools/manipulatives/models
cross sections of 3-D figures show students that 3 cones fit into a ● Reword application problems
cylinder with the same corresponding base ● Use handouts/graphic organizers
and height by filling a cone with water, rice, ● Review peer work and provide feedback
● Find surface areas and volumes of ● Complete error analysis process
or beans and pouring it into the
prisms, pyramids, spheres, cones, ● Create a study guide
cylinders corresponding cylinder or pyramid. This ● Build a glossary notebook
. same relationship is true for three pyramids
● Write and solve equations to find the fitting in a prism with a corresponding base Online resources from textbook:
lateral areas and surface areas of and height. ● Investigation Animations
prisms, cylinders, pyramids, and cones ● Vocabulary Review Games
. ● One way to compare moons is by their ● Multilingual eGlossary
● Apply formulas to find the volumes of approximate diameters. Ask students to ● Personal Tutor Interactive Videos
prisms, cylinders, pyramids, and ● Virtual Manipulatives
describe how to find the surface area of a
cones. ● Graphing Calculator Practice
moon. ● Foldables
● Extend understanding of radius to find ● Self-Check Practice
surface areas and volumes of spheres. ● Have students create a map on a sheet of ● Chapter Resource Worksheets
paper with lines indicating the shortest ● Word Problem Practice
● Describe sets of points that make a distance between two points. Wrap the ● Enrichment Activities
sphere. map around a ball or globe, and use a ● Online Self-Check Quiz
piece of string to compare the original lines ● 5-Minute Check Ins
● Compare and contrast Euclidean and
with the arcs connecting the points.
spherical geometries. Supplemental resources:
Technology resources:
● Identify and use congruent and similar ● Using a graphing program with ● Online textbooks
solids, and use properties of similar three-dimensional capabilities, have ● Delta Math
solids. students investigate similar triangles drawn ● Desmos
on a sphere. Is it possible for two spherical ● Discovery Education
triangles to be similar without being ● GimKit
congruent? ● Quizizz
● BrainPop
● GeoGebra
● Illustrative Mathematics
● Varsity tutors

Google Education
● Slides
● Docs
● Sheets
Geometry Grade 8 73

UNIT 12 OVERVIEW
CONTENT AREA:

Mathematics Unit 12: Transformations

TARGET COURSE/GRADE LEVEL: TIME FRAME (PACING):

Geometry Grade 8 See Scope and Sequence

PROBLEM-BASED LEARNING TOPIC:

Stop & Think: What is the problem asking?

Gather Information: What information am I given?
What do I know about this problem?
Brainstorm, Plan & Choose: How can I solve this problem?
What is my best choice?
Try, Check, Revise: Does my solution work? If not, what can I do to fix it?

Examples include but are not limited to: Architecture PBL, Reflection and Rotation

INTERDISCIPLINARY CONNECTIONS

Problem-solving and interdisciplinary connections are essential in supporting students in developing their skills in mathematical modeling (Mathematical
Practice Standard 5). Mathematical modeling is a process to describe situations in the world and is fundamental in many careers such as medicine,
engineering, ecology, weather forecasting, finance, and business. Through these problem-based learning opportunities, students will be able to apply
reasoning and the mathematical concepts within the unit to answer real-world problems, explore current events, and understand how mathematics is
applicable to a variety of careers.

NJSLS Science and Engineering Practices

MS-PS2 Planning and carrying out investigations to answer questions or test solutions to problems in 6–8 builds on K–5 experiences and progresses to
include investigations that use multiple variables and provide evidence to support explanations or design solutions.
- Apply scientific ideas or principles to design an object, tool, process or system.
- Plan an investigation individually and collaboratively, and in the design: identify independent and dependent variables and controls, what tools are
needed to do the gathering, how measurements will be recorded, and how many data are needed to support a claim.

MS-ETS1 Asking questions and defining problems in grades 6–8 builds on grades K–5 experiences and progresses to specifying relationships between
variables, and clarifying arguments and models.
- Define a design problem that can be solved through the development of an object, tool, process or system and includes multiple criteria and
Geometry Grade 8 74

constraints, including scientific knowledge that may limit possible solutions

- Evaluate competing design solutions based on jointly developed and agreed-upon design criteria.
- Analyze and interpret data to determine similarities and differences in findings.
- Develop a model to generate data to test ideas about designed systems, including those representing inputs and outputs.

MS-ESS3 Constructing explanations and designing solutions in 6–8 builds on K–5 experiences and progresses to include constructing explanations and
designing solutions supported by multiple sources of evidence consistent with scientific ideas, principles, and theories.
- Construct a scientific explanation based on valid and reliable evidence obtained from sources (including the students’ own experiments) and the
assumption

ESSENTIAL QUESTIONS/SELf-Questions:

What are the different types of geometric transformations, and how do they affect shapes and figures?
● How can we use congruent transformations to determine if two figures are congruent?
● What is the role of scale factor in similarity transformations?
● How does reflecting a shape over a line affect its position and orientation?
● What properties remain unchanged under a translation?
● How can we determine the center and angle of rotation given a pre-image and its image?
● How do the order of transformations and the properties of transformations affect the final outcome?
● How do we represent and analyze compositions of symmetry using mathematical notation and tools?
● What is the relationship between the scale factors in a composition of dilations?

Define: What do I know?

Research: Do I understand? What do I know? What do I need to know? Is there someone I trust to ask?
Brainstorm: What can I do? What are the possible solutions/strategies? What are constraints?
Select: What is my most promising solution?
Prepare: Do I have what I need? What is my timeline? What do I do first?
Try and Prototype: Am I ready to try? What do I do first? Is this working? How do I know?
Test and Reflect: How do I know?

SEL Competencies:
SEL Core Competency Lessons

Responsible Decision Making

The ability to make constructive choices about personal behavior and social interactions based on ethical standards, safety concerns, and social norms.

LEARNING TARGETS
NEW JERSEY STUDENT LEARNING STANDARDS:

[Link].5 Use congruence and similarity criteria for triangles to solve problems and to prove relationships in geometric figures.
Geometry Grade 8 75

[Link].4 Use coordinates to prove simple geometric theorems algebraically.

[Link].5 Use congruence and similarity criteria for triangles to solve problems and to prove relationships in geometric figures.

[Link].2 Represent transformations in the plane using, e.g., transparencies and geometry software; describe transformations as functions that take points
in the plane as inputs and give other points as outputs. Compare transformations that preserve distance and angle to those that do not (e.g., translation
versus horizontal stretch).

[Link].3 Given a rectangle, parallelogram, trapezoid, or regular polygon, describe the rotations and reflections that carry it onto itself.

[Link].4 Develop definitions of rotations, reflections, and translations in terms of angles, circles, perpendicular lines, parallel lines, and line segments.

[Link].5 Given a geometric figure and a rotation, reflection, or translation, draw the transformed figure using, e.g., graph paper, tracing paper, or geometry
software. Specify a sequence of transformations that will carry a given figure onto another.

[Link].8 Explain how the criteria for triangle congruence (ASA, SAS, and SSS) follow from the definition of congruence in terms of rigid motions.

[Link].12 Make formal geometric constructions with a variety of tools and methods (compass and straightedge, string, reflective devices, paper folding,
dynamic geometric software, etc.).

[Link].4 Identify the shapes of two-dimensional cross-sections of three-dimensional objects, and identify three- dimensional objects generated by rotations
of two-dimensional objects.

[Link].1 Verify experimentally the properties of dilations given by a center and a scale factor

Career Readiness, Life Literacies, and Key Skills:

Link: [Link]
● [Link].1: Demonstrate the ability to reflect, analyze, and use creative skills and ideas
● [Link].2: Explain the potential benefits of collaborating to enhance critical thinking and problem solving

TECHNOLOGY:
Link: [Link]
● [Link].5: Create data visualizations from large data sets to summarize, communicate, and support different interpretations of real-world
phenomena.

INSTRUCTION
MANDATED ITEMS (IE. CLIMATE CHANGE, AMISTAD, AAPT, HOLOCAUST/GENOCIDE… if applicable):

HSN-Q.A..1-.3 & HS-LS2-1, HS-LS2-2, HS-LS2-4, HS-LS2-7 & HS-ESS2-4

Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and
interpret the scale and the origin in graphs and data displays.
Geometry Grade 8 76

Define appropriate quantities for the purpose of descriptive modeling.

Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.

ASSESSMENTS:

BENCHMARK:
● LinkIt! Form A
● LinkIt! Form B
● LinkIt! Form C

FORMATIVE
● Teacher Observations
● Do Nows/Exit Slips
● Classwork/Homework/Docs/
Forms
● Stations/Games/Computer Games

SUMMATIVE
● Quizzes
● Test

ALTERNATIVE
● PBLs
○ Architecture PBL
○ Reflection and Rotation
● Performance Assessment

INSTRUCTIONAL RESOURCES, MATERIALS (Include various levels of text at each grade level):
Skills: Recommended Activities/Strategies: Instructional adjustments:

● Identify and describe reflections, ● Rotations, reflections, and translations are ● Emphasize note taking strategies
translations, and rotations. used to create many works of art. Have ● Use guided notes when necessary
students explore using these ● Create vocabulary notecards
● Prove congruence after a congruence transformations to create patterns. ● Use tools/manipulatives/models
transformation. ● Reword application problems
Students should begin with a single figure
● Use handouts/graphic organizers
● Use scale factor to complete similarity in the coordinate plane and use various ● Review peer work and provide feedback
transformations transformations to turn their figure into an ● Complete error analysis process
artful pattern. Students should record each ● Create a study guide
Geometry Grade 8 77

● Accurately draw reflections, pattern used so that the design can be ● Build a glossary notebook
translations, rotations, and dilations, in repeated.
a coordinate plane alongside the Online resources from textbook:
original image ● Create three or four large coordinate grids ● Investigation Animations
● Vocabulary Review Games
using poster board. Provide several
● Explore the effects of performing ● Multilingual eGlossary
multiple transformations on one figure laminated shapes, such as rectangles, ● Personal Tutor Interactive Videos
hexagons, pentagons, and trapezoids. ● Virtual Manipulatives
● Identify and describe line and Students can practice physically translating ● Graphing Calculator Practice
rotational symmetries in shapes on the grids. Students can use ● Foldables
two-dimensional figures examples of translations in the lesson or ● Self-Check Practice
create their own. ● Chapter Resource Worksheets
● Identify and describe plane and axis ● Word Problem Practice
symmetries in three-dimensional ● Enrichment Activities
● There are many examples of objects in
figures ● Online Self-Check Quiz
nature that have symmetry. Have students ● 5-Minute Check Ins
draw or gather examples of objects in
nature for each of the types of symmetry Supplemental resources:
discussed in this lesson. Technology resources:
● Online textbooks
● Ask students to list the steps in ● Delta Math
constructing a dilation. Students should ● Desmos
● Discovery Education
include examples that illustrate the steps
● GimKit
and list the properties of dilations. ● Quizizz
● BrainPop
● GeoGebra
● Illustrative Mathematics
● Varsity tutors

Google Education
● Slides
● Docs
● Sheets
Geometry Grade 8 78

UNIT 13 OVERVIEW
CONTENT AREA:

Mathematics Chapter 13 Probability and Measurement

TARGET COURSE/GRADE LEVEL: TIME FRAME (PACING):

Geometry Grade 8 See Scope and Sequence

PROBLEM-BASED LEARNING TOPIC:

Stop & Think: What is the problem asking?

Gather Information: What information am I given?
What do I know about this problem?
Brainstorm, Plan & Choose: How can I solve this problem?
What is my best choice?
Try, Check, Revise: Does my solution work? If not, what can I do to fix it?

Examples include but are not limited to: Dartboard Trials

INTERDISCIPLINARY CONNECTIONS

Problem-solving and interdisciplinary connections are essential in supporting students in developing their skills in mathematical modeling (Mathematical
Practice Standard 5). Mathematical modeling is a process to describe situations in the world and is fundamental in many careers such as medicine,
engineering, ecology, weather forecasting, finance, and business. Through these problem-based learning opportunities, students will be able to apply
reasoning and the mathematical concepts within the unit to answer real-world problems, explore current events, and understand how mathematics is
applicable to a variety of careers.

NJSLS Science and Engineering Practices

HS-LS4-3 Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in
proportion to organisms lacking this trait.

HS-ESS1-4 Use mathematical or computational representations to predict the motion of orbiting objects in the solar system.

MS-PS4 Mathematical and computational thinking at the 6–8 level builds on K–5 and progresses to identifying patterns in large data sets and using
mathematical concepts to support explanations and arguments.
- Use mathematical representations to describe and/or support scientific conclusions and design solutions.
Geometry Grade 8 79

MS-LS4 Analyzing data in 6–8 builds on K–5 experiences and progresses to extending quantitative analysis to investigations, distinguishing between
correlation and causation, and basic statistical techniques of data and error analysis.
- Analyze and interpret data to determine similarities and differences in findings.

ESSENTIAL QUESTIONS/SELf-Questions:

● How do we find the sample space and use it to calculate probability?

Define: What do I know?

Research: Do I understand? What do I know? What do I need to know? Is there someone I trust to ask?
Brainstorm: What can I do? What are the possible solutions/strategies? What are constraints?
Select: What is my most promising solution?
Prepare: Do I have what I need? What is my timeline? What do I do first?
Try and Prototype: Am I ready to try? What do I do first? Is this working? How do I know?
Test and Reflect: How do I know?

SEL Competencies (only if embedded intentionally into this unit):

SEL Core Competency Lessons

Responsible Decision Making

The ability to make constructive choices about personal behavior and social interactions based on ethical standards, safety concerns, and social norms.

LEARNING TARGETS
NEW JERSEY STUDENT LEARNING STANDARDS:

[Link].A.1 (+) – Describe events as subsets of a sample space (the set of outcomes) using characteristics (or categories) of the outcomes, or as unions,
intersections, or complements of other events (“or”, “and”, “not”).

[Link].A.2 (+) – Understand that two events A and B are independent if the probability of A and B occurring together is the product of their probabilities, and
use this characterization to determine if they are independent.

𝑃(𝐴 𝑎𝑛𝑑 𝐵)
[Link].A.3 (+) – Understand the conditional probability of A given B as 𝑃(𝐵)
, and interpret independence of A and B as saying that the conditional
probability of A given B is the same as the probability of A, and the conditional probability of B given A is the same as the probability of B.

[Link].B.7 (+) – Apply the Addition Rule, P(A or B) = P(A) + P(B) – P(A and B), and interpret the answer in terms of the model.

[Link].B.9 (+) – Use permutations and combinations to compute probabilities of compound events and solve problems.

[Link].B.6 (+) – Use probabilities to make fair decisions (e.g., drawing by lots, using a random number generator).
Geometry Grade 8 80

[Link].B.7 (+) – Analyze decisions and strategies using probability concepts (e.g., product testing, medical testing, pulling a hockey goalie at the end of a
game).

[Link].A.3 – Apply geometric methods to solve problems (e.g., designing an object or structure to satisfy physical constraints or minimize cost; working
with typographic grid systems based on ratios).

Career Readiness, Life Literacies, and Key Skills:

Link: [Link]
● [Link].1: Demonstrate the ability to reflect, analyze, and use creative skills and ideas
● [Link].2: Explain the potential benefits of collaborating to enhance critical thinking and problem solving

TECHNOLOGY:

Link: [Link]
● [Link].1: Create interactive data visualizations using software tools to help others better understand real world phenomena, including climate
change

INSTRUCTION
MANDATED ITEMS (IE. CLIMATE CHANGE, AMISTAD, AAPT, HOLOCAUST/GENOCIDE… if applicable):

HSN-Q.A..1-.3 & HS-LS2-1, HS-LS2-2, HS-LS2-4, HS-LS2-7 & HS-ESS2-4

Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose
and interpret the scale and the origin in graphs and data displays.

Define appropriate quantities for the purpose of descriptive modeling.

Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.

ASSESSMENTS (BENCHMARK, FORMATIVE, SUMMATIVE, ALTERNATIVE):

BENCHMARK:
● LinkIt! Form A
● LinkIt! Form B
● LinkIt! Form C

FORMATIVE
● Teacher Observations
● Do Nows/Exit Slips
● Classwork/Homework/Docs/
Geometry Grade 8 81

Forms
● Stations/Games/Computer Games

SUMMATIVE
● Quizzes
● Test

ALTERNATIVE
● PBL:
○ Dartboard Trials
● Tiered questions
● Equation starters
● Fill in the blank modeled examples
● NJSLA/NJGPA approved formula sheet

INSTRUCTIONAL RESOURCES, MATERIALS (Include various levels of text at each grade level):
Skills: Recommended Activities/Strategies: Instructional adjustments:

Use tree diagrams, Fundamental Counting Lesson 13-3 relates probability to geometry and ● Emphasize note taking strategies
Principle, permutations and combinations to find has several real-world applications ● Use guided notes when necessary
sample spaces and/or the number of possible ● Create vocabulary notecards
outcomes ● Use tools/manipulatives/models
● Reword application problems
Find probabilities by using length ● Use handouts/graphic organizers
● Review peer work and provide feedback
Find probabilities by using area ● Complete error analysis process
● Create a study guide
Design simulations to estimate probabilities ● Build a glossary notebook

Summarize data from simulations Online resources from textbook:

● Investigation Animations
Find probabilities of independent and dependent ● Vocabulary Review Games
events ● Multilingual eGlossary
● Personal Tutor Interactive Videos
Find probabilities of events given the occurrence ● Virtual Manipulatives
of other events ● Graphing Calculator Practice
● Foldables
Find probabilities of events that are mutually ● Self-Check Practice
exclusive ● Chapter Resource Worksheets
● Word Problem Practice
Find probabilities of events that are not mutually ● Enrichment Activities
exclusive ● Online Self-Check Quiz
Geometry Grade 8 82

● 5-Minute Check Ins

Find probabilities of complements
Supplemental resources:
Technology resources:
● Online textbooks
● Delta Math
● Desmos
● Discovery Education
● GimKit
● Quizizz
● BrainPop
● GeoGebra
● Illustrative Mathematics
● Varsity tutors

Google Education
● Slides
● Docs
● Sheets
Geometry Grade 8 83

Accommodations and Modifications

General Differentiated Instruction Strategies

● Leveled texts ● Repeat, reword directions

● Chunking texts ● Brain breaks and movement breaks
● Choice board ● Brief and concrete directions
● Socratic Seminar ● Checklists for tasks
● Tiered Instruction ● Graphic organizers
● Small group instruction ● Assistive technology (spell check, voice to type)
● Guided Reading ● Study guides
● Sentence starters/frames ● Tiered learning stations
● Writing scaffolds ● Tiered questioning
● Tangible items/pictures ● Data-driven student partnerships
● Adjust length of assignment ● Extra time

Accommodations and Modifications for Enrichment/G&T

The goal of Enrichment is to provide learners with the opportunity to participate in extension activities that are differentiated and enhance the curriculum. All
enrichment decisions will be based upon individual student needs.
● Show a high degree of intellectual, creative and/or artistic ability and demonstrate this ability in multiple ways.
● Pose questions and exhibit sincere curiosity about principles and how things work.
● The ability to grasp concepts and make real world and cross-curricular connections.
● Generate theories and hypotheses and pursue methods of inquiry.
● Produce products that express insight, creativity, and excellence.
● Possess exceptional leadership skills.
● Evaluate vocabulary
● Elevate Text Complexity
● Inquiry based assignments and projects
● Independent student options
● Tiered/Multi-level activities
● Purposeful Learning Center
● Open-ended activities and projects
● Form and build on learning communities
● Providing pupils with experiences outside the ‘regular’ curriculum
● Altering the pace the student uses to cover regular curriculum in order to explore topics of interest in greater depth/breadth within their own grade level
● A higher quality of work than the norm for the given age group.
● The promotion of a higher level of thinking and making connections.
● The inclusion of additional subject areas and/or activities (cross-curricular).
● Using supplementary materials in addition to the normal range of resources.
Geometry Grade 8 84

Accommodations and Modifications for Multilingual Learner (ML) Resources & Strategies

● Learning style quiz for students: [Link]

● “Word clouds” Generator: [Link]
● Bilingual website to support students, parents and educators: [Link]
● Learn a language for Free: [Link]
● Time on task for students tool: [Link]
● Differentiation activities for students based on their Lexile: [Link]
● WIDA Consortium: [Link]
● Everything ESL: [Link]
● ML Tool Box Suggestion Site: [Link]
● Hope4Education: [Link]
● BrainPop: Apps loaded on Classlink
● Imagine Learning: Apps loaded on Classlink
● Google Translate
● Office of English Language Acquisition: [Link]
● NJTESOL/NJBE: [Link]
● New Jersey Department of Education- Bilingual Education information [Link]

Accommodations and Modifications for Special Education Resources & Strategies

● Mindplay ● Boardmaker
● Learning Ally ● BOOM cards
● Read & Write ● Starfall
● Edmark Reading ● IXL
● Autism Helper ● Reading Eggs
● TeachTown ● Learning A-Z
● ReThink ● Moby Max
● n2y

Accommodations, Modifications and Strategies for 504

● Leveled texts ● Repeat, reword directions

● Chunking texts ● Brain breaks and movement breaks
● Choice board ● Brief and concrete directions
● Socratic Seminar ● Checklists for tasks
Geometry Grade 8 85

● Tiered Instruction ● Graphic organizers

● Small group instruction ● Assistive technology (spell check, voice to type)
● Guided Reading ● Study guides
● Sentence starters/frames ● Tiered learning stations
● Writing scaffolds ● Tiered questioning
● Tangible items/pictures ● Data-driven student partnerships
● Adjust length of assignment ● Extra time

Strategies for At-Risk

(Opportunities for Alternate Assessments)

● Leveled texts ● Repeat, reword directions

● Chunking texts ● Brain breaks and movement breaks
● Choice board ● Brief and concrete directions
● Socratic Seminar ● Checklists for tasks
● Tiered Instruction ● Graphic organizers
● Small group instruction ● Assistive technology (spell check, voice to type)
● Guided Reading ● Study guides
● Sentence starters/frames ● Tiered learning stations
● Writing scaffolds ● Tiered questioning
● Tangible items/pictures ● Data-driven student partnerships
● Adjust length of assignment ● Extra time
● Text to Speech

Possible Additional Strategies for Special Education Students, 504 Students, At-Risk Students, and Multilingual Learners (MLs)

Time/General Processing Comprehension Recall

● Extra time for assigned tasks ● Extra Response time ● Precise step-by-step ● Teacher-made checklist
● Adjust length of assignment ● Have students verbalize steps directions ● Use visual graphic organizers
● Timeline with due dates for ● Repeat, clarify or reword ● Short manageable tasks ● Reference resources to
reports and projects directions ● Brief and concrete directions promote independence
● Communication system ● Mini-breaks between tasks ● Provide immediate feedback ● Visual and verbal reminders
between home and school ● Provide a warning for ● Small group instruction ● Graphic organizers
● Provide lecture notes/outline transitions ● Emphasize multi-sensory
● Reading partners learning
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Assistive Technology Assessments and Grading Behavior/Attention Organization

● Computer/whiteboard ● Extended time ● Consistent daily structured ● Individual daily planner

● Tape recorder ● Study guides routine ● Display a written agenda
● Spell-checker ● Shortened tests ● Simple and clear classroom ● Note-taking assistance
● Audio-taped books ● Read directions aloud rules ● Color code materials
● Frequent feedback