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MD.MA.8.EE.Expressions and Equations (EE)
Expressions and Equations (EE)
Understand the connections between proportional relationships, lines, and linear equations.
8.EE.5. Graph proportional relationships, interpreting the unit rate as the slope of the graph. Compare two different proportional relationships represented in different ways. For example, compare a distance-time graph to a distance-time equation to determine whi
8.EE.5.1. Ability to relate and compare graphic, symbolic, numerical representations of proportional relationships.
8.EE.6. Use similar triangles to explain why the slope m is the same between any two distinct points on a nonvertical line in the coordinate plane; derive the equation y = mx for a line through the origin, and the equation y = mx+b for a line intercepting the ve
8.EE.6.1. Ability to understand that similar right triangles (provide diagram of graphical notation) can be used to establish that slope is constant for a non-vertical line (see 8.G.1).
Analyze and solve linear equations and pairs of simultaneous linear equations.
8.EE.7. Solve linear equations in one variable.
8.EE.7b. Solve linear equations with rational number coefficients, including equations whose solutions require expanding expressions using the distributive property and collecting like terms.
8.EE.7b.1. See the skills and knowledge that are stated in the Standard.
Quiz, Flash Cards, Worksheet, Game & Study GuideUsing Integers
8.EE.8. Analyze and solve pairs of simultaneous linear equations.
8.EE.8a. Understand that solutions to a system of two linear equations in two variables correspond to points of intersection of their graphs, because points of intersection satisfy both equations simultaneously.
8.EE.8a.1. Ability to solve systems of equations numerically or by graphing.
8.EE.8b. Solve systems of two linear equations in two variables algebraically, and estimate solutions by graphing the equations. Solve simple cases by inspection. For example, 3x+2y = 5 and 3x+2y = 6 have no solution because 3x+2y cannot simultaneously be 5 and 6.
8.EE.8b.1. Ability to solve systems of two linear equations in two variables algebraically using substitution or elimination.
8.EE.8c. Solve real-world and mathematical problems leading to two linear equations in two variables. For example, given coordinates for two pairs of points, determine whether the line through the first pair of points intersects the line through the second pair.
8.EE.8c.3. Ability to interpret the solution to a system of equations in context.
8.EE.1. Know and apply the properties of integer exponents to generate equivalent numerical expressions. For example, 3^2 x 3^-5 = 3^-3 = 1/3^3 = 1/27.
8.EE.1.1. Ability to recognize and apply the following properties of integer exponents:
8.EE.2. Use square root and cube root symbols to represent solutions to equations of the form x^2 = p and x^3 = p, where p is a positive rational number. Evaluate square roots of small perfect squares and cube roots of small perfect cubes. Know that √2 is irratio
8.EE.2.1. Ability to recognize and apply the following:
8.EE.2.1.1. Perfect Squares
Quiz, Flash Cards, Worksheet, Game & Study GuideReal numbers
8.EE.3. Use numbers expressed in the form of a single digit times an integer power of 10 to estimate very large or very small quantities, and to express how many times as much one is than the other. For example, estimate the population of the United States as 3x1
8.EE.3.1. Ability to compare large and small numbers using properties of integer exponents (see 8.EE.1).
8.EE.4. Perform operations with numbers expressed in scientific notation, including problems where both decimal and scientific notation are used. Use scientific notation and choose units of appropriate size for measurements of very large or very small quantities
Use functions to model relationships between quantities.
8.F.4. Construct a function to model a linear relationship between two quantities. Determine the rate of change and initial value of the function from a description of a relationship or from two (x, y) values, including reading these from a table or from a graph
8.F.4.1. Ability to calculate and interpret constant rate of change/slope from a scenario, table, graph, or two points.
8.F.5. Describe qualitatively the functional relationship between two quantities by analyzing a graph (e.g., where the function is increasing or decreasing, linear or nonlinear). Sketch a graph that exhibits the qualitative features of a function that has been d
8.F.5.1. Ability to distinguish rate of change within an interval of a function.
Quiz, Flash Cards, Worksheet, Game & Study GuideLinear equations
Define, evaluate, and compare functions.
8.F.1. Understand that a function is a rule that assigns to each input exactly one output. The graph of a function is the set of ordered pairs consisting of an input and the corresponding output (function notation is not required in Grade 8).
8.F.1.1. Ability to recognize functional relationships and apply the following:
8.F.2. Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). For example, given a linear function represented by a table of values and a linear function represented
8.F.2.2. Ability to calculate slope/rate of change of a line graphically from a table or verbal description.
8.G.7. Apply the Pythagorean Theorem to determine unknown side lengths in right triangles in real-world and mathematical problems in two and three dimensions (SC 8).
8.G.7.1. See the skills and knowledge that are stated in the Standard.
8.G.2. Understand that a two-dimensional figure is congruent to another if the second can be obtained from the first by a sequence of rotations, reflections, and translations; given two congruent figures, describe a sequence that exhibits the congruence between
8.G.2.1. Ability to use a sequence of transformations and map one figure to a second figure to show congruency.
8.G.4. Understand that a two-dimensional figure is similar to another if the second can be obtained from the first by a sequence of rotations, reflections, translations, and dilations; given two similar two-dimensional figures, describe a sequence that exhibits
8.G.4.2. Ability to show that similar figures maintain shape but alter size through dilation (scale factor).
8.G.5. Use informal arguments to establish facts about the angle sum and exterior angle of triangles, about the angles created when parallel lines are cut by a transversal, and the angle-angle criterion for similarity of triangles. For example, arrange three cop
8.G.5.1. Ability to use and apply facts that result from parallel lines cut by a transversal.
Know that there are numbers that are not rational, and approximate them by rational numbers.
8.NS.1. Know that numbers that are not rational are called irrational. Understand informally that every number has a decimal expansion; for rational numbers show that the decimal expansion repeats eventually, and convert a decimal expansion which repeats eventual
8.NS.1.1. Knowledge of differences between rational and irrational.
Investigate patterns of association in bivariate data.
8.SP.1. Construct and interpret scatter plots for bivariate measurement data to investigate patterns of association between two quantities. Describe patterns such as clustering, outliers, positive or negative association, linear association, and nonlinear associa
8.SP.1.1. Ability to integrate technology and relate the scenarios to authentic student-centered situations.
8.SP.2. Know that straight lines are widely used to model relationships between two quantitative variables. For scatter plots that suggest a linear association, informally fit a straight line, and informally assess the model fit by judging the closeness of the da
8.SP.2.1. See the skills and knowledge that are stated in the Standard.
8.SP.4. Understand that patterns of association can also be seen in bivariate categorical data by displaying frequencies and relative frequencies in a two-way table. Construct and interpret a two-way table summarizing data on two categorical variables collected f
8.SP.4.1. Ability to integrate technology and to relate the scenarios to authentic student-centered situations.
A.REI.5. Prove that, given a system of two equations in two variables, replacing one equation by the sum of that equation and a multiple of the other produces a system with the same solutions.
A.REI.5.1. Ability to use various methods for solving systems of equations algebraically.
HSA-REI.D. Represent and solve equations and inequalities graphically.
A.REI.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, e.g., using technology to graph the functions, make tables of va
A.REI.11.2. Ability to show the equality of two functions using multiple representations.
A.REI.12. Graph the solutions to a linear inequality in two variables as a half-plane (excluding the boundary in the case of a strict inequality), and graph the solution set to a system of linear inequalities in two variables as the intersection of the correspondin
A.REI.12.1. Ability to explain why a particular shaded region represents the solution of a given linear inequality or system of linear inequalities.
HSF-IF.A. Understand the concept of a function and use function notation.
F.IF.1. Understand that a function from one set (called the domain) to another set (called the range) assigns to each element of the domain exactly one element of the range. If f is a function and x is an element of its domain, then f(x) denotes the output of f c
F.IF.1.1. Ability to determine if a relation is a function.
F.IF.2. Use function notation, evaluate functions for inputs in their domains, and interpret statements that use function notation in terms of a context.
F.IF.2.1. Ability to make connections between context and algebraic representations which use function notation.
HSF-IF.B. Interpret functions that arise in applications in terms of a context.
F.IF.4. For a function that models a relationship between two quantities, interpret key features of the graph and the table in terms of the quantities, and sketch the graph showing key features given a verbal description of the relationship. Key features include:
F.IF.4.1. Ability to translate from algebraic representations to graphic or numeric representations and identify key features using the various representations.
F.IF.6. Calculate and interpret the average rate of change of a function (presented symbolically or as a table) over a specified interval. Estimate the rate of change from a graph.
F.IF.6.1. Knowledge that the rate of change of a function can be positive, negative or zero.
Quiz, Flash Cards, Worksheet, Game & Study GuideLinear equations
HSF-IF.C. Analyze functions using different representations.
F.IF.7a. Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases – Graph linear and quadratic functions and show intercepts, maxima, and minima.
F.IF.7a.1. See the skills and knowledge that are stated in the Standard.
Quiz, Flash Cards, Worksheet, Game & Study GuideLinear equations
F.IF.9. Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions).
F.IF.9.2. Ability to recognize common attributes of a function from various representations.
HSF-LE.A. Construct and compare linear, quadratic, and exponential models and solve problems.
F.LE.1a. Distinguish between situations that can be modeled with linear functions and with exponential functions – Prove that linear functions grow by equal differences over equal intervals; and that exponential functions grow by equal factors over equal intervals
F.LE.1a.1. See the skills and knowledge that are stated in the Standard.
Quiz, Flash Cards, Worksheet, Game & Study GuideLinear equations
Unit 5: Quadratic Functions and Modeling
HSF-IF.B. Interpret functions that arise in applications in terms of a context.
F.IF.4. For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the relationship. Key features include: intercep
F.IF.4.2. Ability to connect experiences with linear and exponential functions from Unit 2 of this course to quadratic, square root, cube root, absolute value, step and piecewise defined models.
Quiz, Flash Cards, Worksheet, Game & Study GuideFunctions
F.IF.5. Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes. For example, if the function h(n) gives the number of person-hours it takes to assemble n engines in a factory, then the positive integers w
F.IF.5.3. Ability to connect experiences with linear and exponential functions from Unit 2 of this course to quadratic, square root, cube root, absolute value, step and piecewise defined models.
Quiz, Flash Cards, Worksheet, Game & Study GuideFunctions
F.IF.6. Calculate and interpret the average rate of change of a function (presented symbolically or as a table) over a specified interval. Estimate the rate of change from a graph.
F.IF.6.2. Knowledge that the rate of change of a function can be positive, negative, zero or can have no change.
Quiz, Flash Cards, Worksheet, Game & Study GuideLinear equations
HSF-IF.C. Analyze functions using different representations.
F.IF.9. Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions).
F.IF.9.2. Ability to recognize common attributes of a function from multiple representations.
S.ID.2. Use statistics appropriate to the shape of the data distribution to compare center (median, mean) and spread (interquartile range, standard deviation) of two or more different data sets.
S.ID.2.1. Ability to interpret measures of center and spread (variability) as they relate to several data sets.
S.ID.3. Interpret differences in shape, center, and spread in the context of the data sets, accounting for possible effects of extreme data points (outliers).
S.ID.3.1. Ability to recognize gaps, clusters, and trends in the data set.
HSS-ID.B. Summarize, represent, and interpret data on two categorical and quantitative variables.
S.ID.5. Summarize categorical data for two categories in two-way frequency tables. Interpret relative frequencies in the context of the data (including joint, marginal, and conditional relative frequencies). Recognize possible associations and trends in the data.
S.ID.5.2. Ability to read and use a two-way frequency table.
S.ID.6a. Represent data on two quantitative variables on a scatter-plot, and describe how the variables are related – Fit a function to the data; use functions fitted to data to solve problems in the context of the data. Use given functions or choose a function su
S.ID.6a.1. Ability to recognize types of relationships that lend themselves to linear and exponential models.
S.ID.6b. Represent data on two quantitative variables on a scatter-plot, and describe how the variables are related – Informally assess the fit of a function by plotting and analyzing residuals.
S.ID.6b.1. Ability to create a graphic display of residuals.
S.ID.6c. Represent data on two quantitative variables on a scatter-plot, and describe how the variables are related – Fit a linear function for a scatter plot that suggests a linear association.
S.ID.6c.1. Ability to recognize a linear relationship displayed in a scatter plot.
Quiz, Flash Cards, Worksheet, Game & Study GuideLinear equations
Unit 1: Relationships between Quantities and Reasoning with Equations
HSA-CED.A. Create equations that describe numbers or relationships.
A.CED.2. Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales.
A.CED.2.3. Ability to determine unknown parameters needed to create an equation that accurately models a given situation.
A.CED.3. Represent constraints by equations or inequalities, and by systems of equations and/or inequalities, and interpret solutions as viable or non-viable options in a modeling context. For example, represent inequalities describing nutritional and cost constra
A.CED.3.1. Ability to distinguish between a mathematical solution and a contextual solution.
A.CED.4. Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. For example, rearrange Ohm’s law V = IR to highlight resistance R.
A.CED.4.1. Ability to recognize/create equivalent forms of literal equations.
Quiz, Flash Cards, Worksheet, Game & Study GuideUsing Integers
HSA-SSE.A. Interpret the structure of expressions.
A.SSE.1a. Interpret expressions that represent a quantity in terms of its context – Interpret parts of an expression, such as terms, factors, and coefficients.
A.SSE.1a.1. Ability to make connections between symbolic representations and proper mathematics vocabulary.
A.SSE.1b. Interpret expressions that represent a quantity in terms of its context – Interpret complicated expressions by viewing one or more of their parts as a single entity. For example, interpret P(1+r)^n as the product of P and a factor not depending on P.
A.SSE.1b.1. Ability to interpret and apply rules for order of operations.
HSN-Q.A. Reason quantitatively and use units to solve problems.
N.Q.1. 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.
N.Q.1.2. Ability to convert units of measure using dimensional analysis.
HSA-APR.A. Perform arithmetic operations on polynomials.
A.APR.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.APR.1.1. Ability to show that when polynomials are added, subtracted or multiplied that the result is another polynomial.
HSA-CED.A. Create equations that describe numbers or relationships.
A.CED.2. Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales.
A.CED.2.3. Ability to determine unknown parameters needed to create an equation that accurately models a given situation.
A.CED.4. Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. For example, rearrange Ohm’s law V = IR to highlight resistance R.
A.CED.4.2. Ability to recognize and create different forms of literal equations.
HSA-REI.B. Solve equations and inequalities in one variable.
A.REI.4a. Solve quadratic equations in one variable – Use the method of completing the square to transform any quadratic equation in x into an equation of the form (x–p)^2 = q that has the same solutions. Derive the quadratic formula from this form.
A.REI.4a.1. Ability to solve literal equations for a variable of interest.
HSA-SSE.B. Write expressions in equivalent forms to solve problems.
A.SSE.3a. Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression – Factor a quadratic expression to reveal the zeros of the function it defines.
A.SSE.3a.1. Ability to connect the factors, zeros and x-intercepts of a graph.
Quiz, Flash Cards, Worksheet, Game & Study GuideLinear equations
A.SSE.3a.2. Ability to connect the factors, zeros and x-intercepts of a graph.
Quiz, Flash Cards, Worksheet, Game & Study GuideLinear equations
A.SSE.3c. Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression – Use the properties of exponents to transform expressions for exponential functions. For example, the expression 1.15^t
A.SSE.3c.1. Ability to connect experience with properties of exponents from Unit 2 of this course to more complex expressions.
HSN-RN.B. Use properties of rational and irrational Numbers.
N.RN.3. Explain why 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.
N.RN.3.1. Ability to perform operations on both rational and irrational numbers.
HSS-ID.B. Summarize, represent, and interpret data on two categorical and quantitative variables.
S.ID.6a. Represent data on two quantitative variables on a scatter-plot, and describe how the variables are related – Fit a function to the data; use functions fitted to data to solve problems in the context of the data. Use given functions or choose a function su
S.ID.6a.1. Ability to recognize types of relationships that lend themselves to linear and exponential models.
HSS-CP.A. Understand independence and conditional probability and use them to interpret data.
S.CP.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”).
S.CP.1.2. Understanding of and ability to use set notation, key vocabulary and graphic organizers linked to this standard.
S.CP.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.
S.CP.2.3. Ability to determine if two events are dependent or independent.
S.CP.5. Recognize and explain the concepts of conditional probability and independence in everyday language and everyday situations. For example, compare the chance of having lung cancer if you are a smoker with the chance of being a smoker if you have lung cance
S.CP.5.1. Ability to make connections between statistical concepts and real world situations.
HSS-CP.B. Use the rules of probability to compute probabilities of compound events in a uniform probability model.
S.CP.8. (+) Apply the general Multiplication Rule in a uniform probability model, P(A and B) = P(A)P(B|A) = P(B)P(A|B), and interpret the answer in terms of the model.
S.CP.8.1. Ability to analyze a situation to determine the probability of a described event.
S.MD.7. (+) Analyze decisions and strategies using probability concepts (e.g., product testing, medical testing, pulling a hockey goalie at the end of a game).
S.MD.7.2. Knowledge of and ability to use a variety of data collection techniques.
HSF-BF.A. Build a function that models a relationship between two quantities.
F.BF.1a. Write a function that describes a relationship between two quantities – Determine an explicit expression, a recursive process, or steps for calculation from a context.
F.BF.1a.1. Ability to connect experience with linear and exponential functions from Algebra I Unit 2 to quadratic functions.
Quiz, Flash Cards, Worksheet, Game & Study GuideFunctions
HSF-IF.B. Interpret functions that arise in applications in terms of a context.
F.IF.4. For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the relationship. Key features include: intercep
F.IF.4.3. Ability to connect appropriate function to context.
F.IF.4.4. Knowledge of the key features of linear, exponential, polynomial, root, absolute value, piece-wise, simple rational, logarithmic and trigonometric functions.
Quiz, Flash Cards, Worksheet, Game & Study GuideLinear equations
F.IF.6. Calculate and interpret the average rate of change of a function (presented symbolically or as a table) over a specified interval. Estimate the rate of change from a graph.
F.IF.6.4. Ability to apply this skill to linear, quadratic, polynomial, root and simple rational functions.
Quiz, Flash Cards, Worksheet, Game & Study GuideLinear equations
HSF-IF.C. Analyze functions using different representations.
F.IF.8. Write a function defined by an expression in different but equivalent forms to reveal and explain different properties of the function.
F.IF.8.1. Ability to connect experience with writing linear, quadratic and exponential functions in various forms from Algebra I to writing all functions in various forms.
F.IF.8b. Write a function defined by an expression in different but equivalent forms to reveal and explain different properties of the function – Use the properties of exponents to interpret expressions for exponential functions. For example, identify percent rate
F.IF.8b.1. Ability to connect experience with properties of exponents from Algebra I Unit 2: Linear and Exponential Relationships to more complex expressions.
HSA-REI.D. Represent and solve equations and inequalities graphically.
A.REI.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, e.g., using technology to graph the functions, make tables of va
A.REI.11.2. Ability to show the equality of two functions using multiple representations.
HSA-SSE.B. Write expressions in equivalent forms to solve problems.
A.SSE.3c. Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression – Use the properties of exponents to transform expressions for exponential functions. For example, the expression 1.15^t
A.SSE.3c.2. Ability to connect experience with properties of exponents from Unit 4 of Algebra I to more complex expressions
Quiz, Flash Cards, Worksheet, Game & Study GuideFunctions
HSF-IF.C. Analyze functions using different representations.
F.IF.7c. Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases – Graph polynomial functions, identifying zeros when suitable factorizations are available, and showing end
F.IF.7c.2. Ability to identify key features of a function: max, min, intercepts, zeros, and end behaviors.
S.IC.2. Decide if a specified model is consistent with results from a given data-generating process, e.g., using simulation. For example, a model says a spinning coin falls heads up with probability 0.5. Would a result of 5 tails in a row cause you to question th
S.IC.2.1. Ability to calculate and analyze theoretical and experimental probabilities accurately.
HSS-IC.B. Make inferences and justify conclusions from sample surveys, experiments, and observational studies.
S.IC.3. Recognize the purposes of and differences among sample surveys, experiments, and observational studies; explain how randomization relates to each.
S.IC.3.1. Ability to conduct sample surveys, experiments and observational studies.
G.MG.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).
G.MG.3.1. See the skills and knowledge that are stated in the Standard.
HSG-SRT.A. Understand similarity in terms of similarity transformations.
G.SRT.1a. Verify experimentally the properties of dilations given by a center and a scale factor – A dilation takes a line not passing through the center of the dilation to a parallel line, and leaves a line passing through the center unchanged.
G.SRT.1a.1. Ability to connect experiences with dilations and orientation to experiences with lines.
G.SRT.1b. Verify experimentally the properties of dilations given by a center and a scale factor – The dilation of a line segment is longer or shorter in the ratio given by the scale factor.
G.SRT.1b.1. Ability to develop a hypothesis based on observations.
G.SRT.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
G.SRT.2.1. Ability to make connections between the definition of similarity and the attributes of two given figures.
HSG-GMD.A. Explain volume formulas and use them to solve problems.
G.GMD.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. Use dissection arguments, Cavalieri’s principle, and informal limit arguments.
G.GMD.1.1. See the skills and knowledge that are stated in the Standard.
HSG-CO.A. Experiment with transformations in the plane.
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.
G.CO.1.1. Ability to use mathematical vocabulary accurately.
G.CO.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 an
G.CO.2.1. Ability to see parallels between function transformations (F.BF.3) and geometric transformations.
G.CO.3.2. Ability to use the characteristics of a figure to determine and then describe what happens to the figure as it is rotated (such as axis of symmetry, congruent angles or sides…).
G.CO.4. Develop definitions of rotations, reflections, and translations in terms of angles, circles, perpendicular lines, parallel lines, and line segments.
G.CO.4.1. Ability to construct a definition for each term based upon a synthesis of experiences.
HSG-CO.B. Understand congruence in terms of rigid motions.
G.CO.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.
G.CO.6.1. Ability to recognize the effects of rigid motion on orientation and location of a figure.
G.CO.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 corresponding pairs of angles are congruent.
G.CO.7.1. Knowledge of vocabulary corresponding parts and the connection to the given triangles.
Unit 4: Connecting Algebra and Geometry Through Coordinates
HSG-GPE.B. Use coordinates to prove simple geometric theorems algebraically.
G.GPE.4. Use coordinates to prove simple geometric theorems algebraically. For example, prove or disprove that a figure defined by four given points in the coordinate plane is a rectangle.
G.GPE.4.1. Ability to use distance, slope and midpoint formulas…