Download Geometry - Franklin High School

Summer Packet – 2015 - Students entering Geometry
This packet is intended for students who will be taking Geometry in the 2015-2016
school year. This packet includes material and practice which students should know
before entering the Geometry course at Franklin High School. Although this packet is
not mandatory homework over the summer, students are strongly encouraged to
review the necessary material to be as successful as possible in geometry.
Students will be given an assessment on this material by the end of the first week of
school to assess their strengths and weaknesses of these skills and concepts. This
will help teachers support students earlier in the year to eliminate or minimize gaps in
understanding.
You may find this list of online resources helpful:
http://www.ixl.com
http://www.purplemath.com
http://www.mathway.com
http://www.amathsdictionaryforkids.com

The following is a list of mathematical terms that students should know:
absolute value
expression
irrational number
radical
real number
rotation
variable

coordinate plane
fraction
linear equation
ratio
reflection
transformation
whole number
The following is a list of properties or theorems that students
should know:
additive inverse
properties of equality
multiplicative inverse
order of operations
Pythagorean Theorem

exponent
integer
prime factorization
rational number
rigid motion
translation
associative property of addition
associative property of multiplication
Identity property of zero
commutative property
Students should also know addition and subtraction facts within 5,
10, 100, or 1000 and multiplication and division facts within 100.

Students should know divisibility rules and be able to use them
appropriately (see below)
2
3
4
5
6
7
8
9
10
Divisibility Rules
All even numbers
Sum of its’ digits is divisible by 3.
Number formed by the last two digits is divisible by 4
Ends in a 5 or 0
Divisible by BOTH 2 and 3
Number formed by the last three digits is divisible by 8
Sum of its’ digits is divisible by 9
Ends in a 0
The following is a list of basic essential skills that continually develop
throughout mathematics courses. These skills should be applied without
the use of a calculator unless accommodations have been made.
o (5.NF.1, 5.NF.7a, 5.NF.7b, 6.NS.1) how to add, subtract,
multiply and divide with fractions (mixed or improper) as
well as any integer or rational number.
Perform each operation.
7 5
3 5
8 35
a. 
b. 
c.

2 3
2 2
15 20
d. 4 12 
5
2
e.
5 15

3 4
o (5.OA.1, 6.EE.2c) how to use of Order of Operations
[PEMDAS or GEMDAS]
Simplify the following.
a. 12  3[1  7(10  3)] / 5
5[6  4(2)]
b.
10
c. 3[6  4(9  1)  1]  4
d. Insert grouping symbols (parentheses, brackets, etc.) into
4  5  6  7 to produce a value of 9
e. Insert groups symbols into 4  2  32  5 to produce a value of 9
o (N.RN.2) Rewrite expressions involving radicals.
Simplify the radical.
a. 45
b.
84
c.
120
The following is a list of standards from algebra 1 that students should
know, along with practice problems.
1. (A-CED 1) Create equations and inequalities in one variable and
use them to solve problems, including linear and quadratic
functions. (skill to meet the standard)
a. Find the equation of the line that passes through the point
(1, 6) and has a slope of 3.
b. Find the equation of the line that passes through the point
(3,  9) and has a slope of –5.
c. What is the equation of the line shown on the graph?
i.
ii.
2. (A-REI 1) Explain each step in solving a simple equation.
Construct a viable argument to justify a solution method.
Solve each equation for the variable and include an explanation
for each step.
91
1

a. 7  x  4   2 x  2 x   4 x
3
2

b. x  x  6  2  x  3
c. 3  4x  3x  2  3x  6  7 x  3x
3. (F-LE 1a) Prove that linear functions grow by equal differences
over equal intervals. (skill to meet the standard)
a. Find the slope of the line containing the points (1, 8) and (2, 5) .
b. Find the slope of the line containing the points (2, 11) and
(3,  2) .
c. Find the slope of the line containing the points (4,  1) and (1, 8)