Working with Gina Wilson's Geometry Materials
I've been using Gina Wilson All Things Algebra Geometry resources in my classroom for about six years now, and they're one of those things that seem simple until you actually try to customize them for a class of thirty students. The materials are solid, but there are quirks that aren't obvious until you run into them head-on. The site offers a collection of printable worksheets, guided notes, and full lesson packages covering standard geometry topics: triangle proofs, circle theorems, similarity and congruence, right triangle trigonometry, area and volume, and coordinate geometry. Most of it is formatted around a specific pedagogical approach that emphasizes structured note-taking and scaffolded practice problems before independent work. The lesson packages typically come in several parts: a guided note page with fill-in-the-blank style organization, a practice worksheet with progressively harder problems, a homework sheet, and usually a matching quiz or test. Some topics also include activity sheets or task cards.
The Practical Workflow
The files are distributed as PDFs and DOCX files through the TPT (Teachers Pay Teachers) marketplace and through her personal site. The DOCX versions are important to understand because they're the ones you can actually edit. The PDFs are print-ready but locked. If you need to change numbers in a problem or rephrase wording for your students, you need the DOCX source file, which is usually available for purchase separately or bundled. Here's the thing most people don't mention upfront: the answer keys are included, but they're not always generated by an automated system. I learned this the hard way when I assigned a problem set on triangle congruence proofs and noticed that two of the three given diagrams had the same figure. The second diagram should have been a different configuration entirely. It wasn't a major issue for my class since the problems still worked, but it absolutely would have confused a student who was trying to self-study from the material. My workaround was straightforward. Before assigning any worksheet, I go through every single problem and redraw or verify each diagram. For geometry specifically, I open the DOCX file, note which problems have figures, and then I either redraw them in GeoGebra or just sketch cleaner versions by hand for my own reference. Takes about twenty minutes per lesson if the set has a lot of diagrams. That time investment pays off because you catch typos and mismatched figures before they become student complaints.
Advanced Usage That Actually Matters
The materials follow a specific sequence that doesn't always align with standard textbook order. For example, Gina Wilson's approach typically introduces angle relationships before formal proofs, builds similarity after congruence, and places circle theorems fairly late in the course. This is deliberate and works well if you're using the materials as a complete curriculum. It gets messy if you're trying to supplement just one or two chapters from a different textbook, because the prerequisite concepts may appear in later sections than your students have seen them. A counter-intuitive insight about these resources: the guided notes are actually more valuable than the worksheets for most students. The fill-in-the-blank format forces students to engage with the definitions and theorem statements during instruction rather than passively copying down everything you write. I stopped using the worksheets verbatim and started adapting the guided notes into standalone study guides. The note pages are designed to be references, not just in-class activities. Another thing that isn't discussed enough is how the difficulty progression works. The early problems on each worksheet are deliberately straightforward, sometimes almost trivially so. Then there's a cliff where the problems shift from application to synthesis. A student who finishes the first dozen problems correctly will suddenly hit problem thirteen on, say, proving two triangles are similar by AA and have no idea how to structure the proof. This gap is intentional in the design philosophy, but it leaves students who need more scaffolding stranded. The workaround is to create two parallel problem sets: one that extends the scaffolding in that middle zone, and one that adds challenge problems beyond the existing set.
Get the Full Details
Download and Access
The materials are available primarily through the TPT marketplace, where they range from free samples to full bundles. Individual worksheets typically cost between two and five dollars. Complete unit bundles run anywhere from ten to twenty-five dollars depending on the topic. There are also annual subscriptions that grant access to the full catalog for a flat fee. Some resources are also available directly from the All Things Algebra website at allthingsalgebra.com, though the selection there is more limited than what's on TPT. The free resources tend to be individual worksheets or sample pages from larger units, useful for testing whether the format works for your students before committing to a purchase.
Where the Materials Fall Short
I should be blunt about the limitations. The resources assume you're teaching a traditional geometry course in the standard American high school format. If you're teaching an integrated math sequence, a European-style curriculum, or a honors course that moves faster, you'll spend significant time adapting the material. The pacing is designed for approximately four to five days per major topic in a block scheduling environment, which doesn't match every school's calendar. The digital interactivity is essentially nonexistent. These are PDFs and Word documents. There are no self-grading forms, no embedded animations, no adaptive problem generation. If you want students to get immediate feedback on their work without you grading it, you'll need to build that infrastructure yourself using Google Forms or a similar tool. I've converted many of the worksheets into self-checking Google Forms, which cuts my grading time from roughly two hours per class set down to about fifteen minutes, since the forms auto-grade and I only review the questions students missed most frequently. Another structural limitation is the lack of real-world application contexts. The problems are primarily abstract or textbook-style applied problems. If your students need motivation beyond "this will be on the test," you'll need to supplement with external materials. The math itself is correct and the pedagogical sequence is sound, but the contexts for the word problems tend to be generic.
For courses that require more visual or interactive exploration, I'd recommend pairing these materials with dynamic geometry software like GeoGebra or Desmos. The materials don't integrate with those tools, but they don't conflict with them either, and the combination covers the gap that pure worksheet-based instruction leaves open.
