Q1, W3: August 30 – September 3 Geometry

TeacherKristin Andreason
Subject AreaGeometry Honors
Grade Level8
Week #August 30 - September 3
Unit of InstructionUnit 1: Definitions, Segment and Angle Pair Relationships
Standard(s) Taught

MAFS.912.G-CO.1.1:  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.

MAFS.912.G-CO.3.9:  Prove theorems about lines and angles; use theorems about lines and angles to solve problems. (Theorems include: vertical angles are congruent; when a transversal crosses parallel lines, alternate interior angles are congruent and corresponding angles are congruent; points on a perpendicular bisector of a line segment are exactly those equidistant from the segment’s endpoints.)

Learning Targets and Learning Criteria
  • identify the undefined notions used in geometry (point, line, plane, distance) and describe their characteristics
  • identify angles, perpendicular lines, parallel lines, rays, and line segments.
  • define angles, perpendicular lines, parallel lines, rays, and line segments precisely using the undefined terms and “if-then” (conditional) and “if-and-only-if” (bi-conditional) statements.
  • identify and use the properties of congruence and equality (reflexive, symmetric, transitive) in proofs.
  • interpret geometric diagrams and identifying what can and cannot be assumed.
  • apply theorems, postulates, (including angle addition) or definitions to prove theorems about lines and angles.
  • define complementary and supplementary angles.
  • recall special angles formed when a transversal crosses parallel lines and use their relationships to solve problems.
Classroom Activities


  1. Students will take notes on Logic in ISN (page 5)
  2. We will look at geometry diagrams to determine what we can know from the markings
  3. Teacher will go over the Angle Addition Property and Segment Addition Property.
  4. Students will do IXL C.3 and C.4


  1. Students will create a Parallel Lines Cut By a Transversal graphic organizer in their ISN.


  1. Students will create a foldable on Parallel Lines Cut By a Transversal
  2. Students will start a puzzle on Parallel Lines Cut By a Transversal
Assignments Due
  • IXL’s C.3 and C.4
Additional Resources

All IEP and ESOL accommodations are provided daily.