Secondary Mathematics I

Strand: GEOMETRY - Congruence (G.CO)

Experiment with transformations in the plane. Build on student experience with rigid motions from earlier grades (Standards G.CO.1-5). Understand congruence in terms of rigid motions. Rigid motions are at the foundation of the definition of congruence. Reason from the basic properties of rigid motions (that they preserve distance and angle), which are assumed without proof. Rigid motions and their assumed properties can be used to establish the usual triangle congruence criteria, which can then be used to prove other theorems (Standards G.CO.6-8). Make geometric constructions (Standards G.CO.12-13).

Standard G.CO.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.

• Constructions
This site provides both a video and step-by-step directions on how to complete a variety of constructions.
• Defining Parallel Lines
The goal of this task is to critically analyze several possible definitions for parallel lines.
• Defining Perpendicular Lines
The purpose of this task is to critically examine some different possible definitions of what it means for two lines to be perpendicular.
• GEOMETRY - Congruence (G.CO) - Sec Math I Core Guide
The Utah State Board of Education (USBE) and educators around the state of Utah developed these guides for the Secondary Mathematics I - Congruence (G.CO).
• Introduction to the Materials (Math 1)
Introduction to the Materials in the Mathematics One of the The MVP classroom experience begins by confronting students with an engaging task and then invites them to grapple with solving it. As students ideas emerge, take form, and are shared, the teacher orchestrates the student discussions and explorations towards a focused mathematical goal. As conjectures are made and explored, they evolve into mathematical concepts that the community of learners begins to embrace as effective strategies for analyzing and solving problems.
• Module 6: Transformations & Symmetry - Student Edition (Math 1)
The Mathematics Vision Project, Secondary Math One Module 6, Transformations and Symmetry, builds on students experiences with rigid motion in earlier grades to formalize the definitions of translation, rotation, and reflection.
• Module 6: Transformations & Symmetry - Teacher Notes (Math 1)
The Mathematics Vision Project, Secondary Math One Module 6 Teacher Notes, Transformations and Symmetry, builds on students experiences with rigid motion in earlier grades to formalize the definitions of translation, rotation, and reflection.
• Symmetries of a circle
This task asks students to examine lines of symmetry using the high school definition of reflections.
• Tangent Lines and the Radius of a Circle
This task presents a foundational result in geometry, presented with deliberately sparse guidance in order to allow a wide variety of approaches.
• Unit Squares and Triangles
This problem provides an opportunity for a rich application of coordinate geometry.
• Visual Patterns in Tessellations
In this lesson students will learn about types of polygons and tessellation patterns around us.

http://www.uen.org - in partnership with Utah State Board of Education (USBE) and Utah System of Higher Education (USHE).  Send questions or comments to USBE Specialist - Lindsey  Henderson and see the Mathematics - Secondary website. For general questions about Utah's Core Standards contact the Director - Jennifer  Throndsen.

These materials have been produced by and for the teachers of the State of Utah. Copies of these materials may be freely reproduced for teacher and classroom use. When distributing these materials, credit should be given to Utah State Board of Education. These materials may not be published, in whole or part, or in any other format, without the written permission of the Utah State Board of Education, 250 East 500 South, PO Box 144200, Salt Lake City, Utah 84114-4200.