Download Calendar of Lessons MG1 PH

Geometry
Textbook: Prentice Hall
Lesson #
1
2
3
4
5
Performance
Indicator
G.CM.4
G.CM.11
G.G.8
G.PS.5
G.CN.4
G.G.67
MG1, (First Semester)
-1-
Aim and Performance Objectives:
Why is geometry a postulational system?
 Investigate and describe the differences between using deductive and inductive
reasoning to draw conclusions.
 Justify the need for undefined terms in geometry: points, lines, planes.
 Investigate the geometric meaning of collinear points.
 Explain the difference between a theorem and a postulate.
 Explain and use the first four postulates of Geometry. [Postulates 1-1, 1-2, 1-3, and
1-4]
What are the basic geometry terms involving lines, line segments and rays?
 Describe the differences among a line, a ray, and a line segment.
 Name lines, rays, and line segments using appropriate notation.
 Define what is meant by congruent line segments.
How do we find segment lengths?
 Explain what is meant for point C to be between points A and B, and solve numeric
applications involving the term “between”.
 Explain and use the Segment Addition Postulate.
 Define the midpoint.
 Justify conclusions using the symbols for congruence and equality in diagrams in
which a midpoint, a bisector or two line segments bisecting each other are given.
What are the basic geometry terms involving angles?
 Explain that an angle is a figure formed by rays having a common endpoint called a
vertex.
 Name angles by using its vertex, a three letter name, a variable or a number.
 Classify angles as right, straight, acute, obtuse or reflex.
 Define congruent, adjacent, complementary, and supplementary angles.
 Define and apply the definition of angle bisector in different problems and
situations.
 Define perpendicular lines and identify the right angles in diagrams with
perpendicular lines.
 Explain and use the Angle Addition Postulate.
How do we find the distance between two points in the plane?
 Explore, conjecture, and apply the formula for the distance between two points
having the same ordinate or abscissa.
 Investigate, conjecture, discover, and apply the formula for the distance between
any two points in the plane.
 Apply the distance formula to numeric problems involving finding the length of a line
segment.
 Apply the distance formula to show that two line segments have equal lengths.
Homework
Read Chapter 1-3, Pages
16-19
Read Chapter 1-4, Pages
23-25
Read Chapter 1-5, Pages
31-33
Read Chapter 1-6, Pages
36-39
Read Chapter 1-8,
(Objective 1) Pages 53-54
Geometry
Textbook: Prentice Hall
Performance
Lesson #
Indicator
6
7
8
9
G.G.66
G.G.24
G.G.25
G.G.25
G.G.26
G.G.25
G.G.27
MG1, (First Semester)
-2Aim and Performance Objectives:
Homework
How do we find the coordinates of the midpoint of a line segment?
 Investigate and conjecture the formulas for the abscissa and ordinate of the
midpoint of a line segment, given the coordinates of its endpoints.
 Apply the midpoint formula to find the coordinate of one end of a line segment given
the coordinates of the midpoint and the other end.
 Apply the midpoint formula to find the coordinates of the midpoint of a line segment
given the coordinates of its endpoints.
 Apply the midpoint formula to determine the coordinates of the center of a circle
given the coordinates of the endpoints of a diameter.
What is a Conditional statement?
 Determine the negation of a statement and establish its true value.
 Know and apply the conditions under which a conjunction and a disjunction are
true.
 Describe: conditional, antecedent, hypothesis, consequent, and conclusion.
 Identify the hypothesis and the conclusion in various conditional statements.
 Translate sentences using “if …, then …” into symbolic form.
 Construct a truth table for conditionals.
How are the truth value of a conditional statement and its converse, inverse, and
contrapositive related?
 Write the converse, inverse, and contrapositive of a conditional statement in words
and in symbolic form.
 Conjecture the truth value of the converse, inverse, and contrapositive of a given
conditional statement whose truth value has been determined.
 Compare and contrast how the converse, inverse, and contrapositive of a given
conditional statement are formed.
 Construct a truth table for the converse, inverse and contrapositive of a conditional
statement.
How do we use biconditional statements?
 Write a biconditional statement and define symbolically that “p if and only if q”
means that “if p, then q” and if q, then p”.
 Translate sentences using the words “if and only if” and the symbol ↔ for “if and
only if”.
 Construct a truth value using the biconditional.
 Explain what is meant by two sentences being logically equivalent to each other.
 Explain when statements are logically equivalent.
Read Chapter 1-8
(Objective 2) , Pages 54-55
Read Chapter 2-1
(Objective 1), Pages 80-81
Read Chapter 2-1
(Objective 2), Pages 81-82;
Chapter 5-4 (Objective 1),
Pages 280-281
Read Chapter 2-2
(Objective 1) Pages 87-88
Geometry
Textbook: Prentice Hall
Lesson #
Performance
Indicator
10
G.PS.8
11
G.PR.2
G.PS.5
12
13
G.G.35
G.G.35
MG1, (First Semester)
-3Aim and Performance Objectives:
How can we connect reasoning in algebra and geometry?
 State, in words, the addition, subtraction, multiplication, division, partition,
substitution, reflexive and transitive properties.
 Apply the addition, subtraction, multiplication, division, partition, substitution,
reflexive and transitive properties to algebraic applications and to constructions
involving angles and line segments.
 Justify why the addition, subtraction, multiplication, division, partition, substitution,
reflexive and transitive properties are postulates.
 Prove line segments and angles congruent in formal proofs by applying the
addition, subtraction, multiplication, division, partition, substitution, reflexive and
transitive postulates.
How do we prove and apply theorems about angles?
 Define and apply the Vertical Angles Theorem.
 Define and apply theorems about complementary and supplementary angles.
What are properties of parallel lines?
 State the definitions of parallel lines and transversal.
 Define and identify pairs of alternate interior angles, corresponding angles, and
interior angles on the same side of the transversal.
 Investigate and discover the relationship between corresponding angles formed by
parallel lines.
 Conjecture and apply: “If two parallel lines are cut by a transversal, then the
corresponding angles formed are congruent”.
 Write conjectures about the relationship between alternate interior angles and same
side interior angles of parallel lines.
 Apply and justify the properties of parallel lines in numerical and algebraic
problems.
 Apply the properties of parallel lines to formal proofs.
How can we show lines are parallel algebraically?
 Investigate and prove informally:
a) If two lines are cut by a transversal forming congruent alternate interior angles, then
these lines are parallel.
b) If two lines are cut by a transversal forming a pair of supplementary same side
interior angles, then these lines are parallel.
c) If two lines are perpendicular to the same line, then the two original lines are
parallel to each other.
 Analyze diagrams and given information to determine whether a pair of lines are
parallel.
 Justify the properties of parallel lines in numerical and algebraic problems.
Homework
Read Chapter 2-4, Pages
103-105
Read chapter 2-5, Pages
110-112
Read Chapter 3-1, Pages
127-130
Read Chapter 3-2, Pages
134-136; Chapter 3-3,
Pages 141-142
Geometry
Textbook: Prentice Hall
Lesson #
14
15
16
17
18
Performance
Indicator
G.G.36
G.G.36
G.G.36
G.G.37
Review
Review
MG1, (First Semester)
-4-
Aim and Performance Objectives:
How can we find the measures of the interior angles of a triangle?
 Explore, discover, and state the sum of the interior angles of a triangle is 180
degrees.
 Prove algebraically and state corollaries of the sum of the interior angles of a
triangle theorem.
 Solve numerical and algebraic problems involving the interior angles of a triangle.
What relationships exist among the measure between the interior and exterior angles of a
triangle?
 State the sum of the angles theorem and its corollaries.
 Define exterior angle of a triangle.
 Investigate the relationship between the interior and exterior angles at any vertex of
a triangle.
 Explore, discover and conjecture the sum of the exterior angles of a triangle.
 Solve numerical and algebraic problems involving the interior and exterior angles of
a triangle.
How do we find the measures of interior and exterior angles of n-sided convex polygons?
 Define, compare, and contrast convex and concave polygons.
 Name polygons that have 4, 5, 6, 7, 8, 9, 10 and 12 sides.
 Investigate, discover, and conjecture the sum of the interior angles of polygons and
state the relationship as 180°(n – 2) or (n – 2) straight angles.
 Investigate the sum of the exterior angles of n-sided polygon.
 Apply and justify the interior angle sum relationship and exterior angle sum to
solving numerical and algebraic problems involving finding the number of sides,
sum of the interior angles, and sum of the exterior angles of n-sided polygons.
How do we graph a line from its equation?
 Review the different ways that the equation of a line can be written (Standard,
Slope-Intercept, Point-Slope).
 Graph lines using the Slope-Intercept form.
 Graph lines using Point-Slope form.
 Graph lines using Standard form.
How do we write equations of the line?
 Write the equation of the line given its slope and its y-intercept.
 Write the equation of the line given 2 points.
 Review the form of the equations of horizontal and vertical lines.
 Transform any equation of a line into Slope-Intercept form.
Homework
Read Chapter 3-4
(Objective 1), Pages 147148
Read Chapter 3-4
(Objective 2), Page 149
Read Chapter 3-5, Pages
157-160
Read Chapter 3-6
(Objective 1), Pgs 166-167
Read Chapter 3-6
(Objective 2), Page 168
Geometry
Textbook: Prentice Hall
Lesson #
19
Performance
Indicator
G.G.63
G.G.65
20
G.G.62
G.G.64
21
G.G.68
22
23
G.G.27
G.G.29
G.G.28
MG1, (First Semester)
-5Aim and Performance Objectives:
What is the relationship between the slopes of parallel lines?
 State the relationship between the slopes of parallel lines.
 Prove lines parallel using their slopes.
 Determine the slope a line parallel to a line whose equation is given.
What is the relationship between the slopes of perpendicular lines?
 State the relationship between the slopes of perpendicular lines.
 Prove lines perpendicular using their slopes.
 Determine the slope a line perpendicular to a line whose equation is given.
 Determine if a line is parallel, perpendicular, o neither to a given line.
How do we write the equation of the perpendicular bisector of a line segment?
 Explain what is meant by the perpendicular bisector of a line segment.
 Apply coordinate geometry methods to write the equation of perpendicular bisector
of a line segment given the coordinates of its endpoints.
 Use constructions techniques to create the perpendicular bisector of a line
segment.
How do we prove triangles congruent?
 Define congruent polygons.
 Identify corresponding sides and angles that are congruent when two triangles are
congruent.
 Draw diagrams to illustrate the corresponding sides and angles that need to be
congruent for each postulate to be applied.
 Justify which of these postulates would be used to prove triangles congruent in
given diagrams marked with congruent parts.
 Apply methods of proving triangles congruent to formal proofs.
How do we apply postulates to prove triangles congruent?
 Mark diagrams appropriately based on given information and determine which
postulate, SSS, SAS, or ASA, should be used to prove triangles congruent.
 Use a flow chart diagram to indicate a plan for a formal proof.
 Apply postulates and theorems from previous lessons to proving triangles
congruent.
 Indicate, next to the reasons in the proofs, which previous steps are used to reach
particular conclusions.
Homework
Read Chapter 3-7
(Objective 1), Pgs 174-175
Read Chapter 3-7
(Objective 2), Pgs 175-176
Read Chapter 4-1, Pages
198-200
Read Chapter 4-2, Pages
205-207; Chapter 4-3, Page
213 (ASA only)
Geometry
Textbook: Prentice Hall
Lesson #
24
25
26
Performance
Indicator
G.G.28
G.G.28
G.G.29
MG1, (First Semester)
-6Aim and Performance Objectives:
How do we prove triangles congruent?
 List methods for proving angles congruent.
 List methods for proving line segments congruent.
 Mark diagrams appropriately based on the given and determine which postulate
(SSS, ASA or SAS) should be used.
 Create a flow chart diagram to indicate a plan for a formal proof.
 Apply postulates and theorems from previous lessons to proving triangles
congruent.
 Given a written statement, create an appropriately labeled diagram and formulate
the symbolic representation of the hypothesis and the conclusion using the letters
of the diagram.
How can we prove triangles congruent if they agree in two angles and a side opposite one
of these angles?
 Investigate and discover: “If two triangles agree in two angles and a side opposite
one of these angles then t triangles are congruent”.
 Recall and state the ways of proving triangles congruent learned to date.
 Apply the AAS theorem to numerical and algebraic problems.
 Analyze diagrams and given information to justify a method to prove triangles
congruent.
 Apply the AAS theorem and previous learned ways of proving triangles congruent
to formal proofs.
 Given a written statement, create an appropriately labeled diagram and formulate
the symbolic representation for the hypothesis and the conclusion using the letters
of the diagram.
How do we use congruent triangles to prove line segments or angles congruent?
 State the theorem: “If two triangles are congruent, then their corresponding parts
are congruent”.
 Explain how to determine which sides or angles are corresponding.
 Analyze diagrams to determine how to select the appropriate pair of triangles to be
proved congruent.
 Apply the definition of congruent triangles to algebraic problems and formal proofs.
 Given a written statement, create an appropriately labeled diagram and formulate
the symbolic representation of the hypothesis and the conclusion using the letters
of the diagram.
Homework
Read Chapter 4-2, Pages
205-207; Chapter 4-3, Page
213 (ASA only)
Read Chapter 4-3, Pages
214-215 (AAS only)
Read Chapter 4-4, Pages
221-222
Geometry
Textbook: Prentice Hall
Lesson #
27
28
29
30
Performance
Indicator
G.G.31
G.G.28
G.G.28
G.G.28
G.G.29
MG1, (First Semester)
-7Aim and Performance Objectives:
How do we apply the properties of an isosceles triangle?
 Define an isosceles triangle and its parts: legs, base, vertex angle, base angles.
 Explore the relationships among the sides and angles of isosceles triangles and
equilateral triangles.
 Discover and state: “If two sides of a triangle are congruent, then the angles
opposite these sides are congruent”.
 Apply this theorem to algebraic problems and formal proofs.
 Reason that equilateral triangles are equiangular, and state the theorem.
 Given a written statement, create an appropriately labeled diagram and formulate
the symbolic representation for the hypothesis and the conclusion using the letters
of the diagram.
How do we prove right triangles congruent (HL or Hy-Leg)?
 Define a right triangle and its parts.
 Investigate and conjecture the theorem: “If two right triangles agree in their
hypotenuse and one leg, then these triangles are congruent”.
 Informally prove the above theorem.
 Apply the Hypotenuse-Leg Theorem to formal proofs.
How do we prove overlapping triangles congruent?
 State methods of proving triangles congruent learned so far.
 Formulate a plan/flow chart for a proof involving overlapping triangles by:
a) deciding which pair of triangles to prove congruent
b) outlining the triangles in different colors
c) identifying overlapping parts
d) deciding whether to use the addition or subtraction postulate with the reflexive
postulate
e) using previous techniques to decide which method of congruence is appropriate
 Write formal proofs involving overlapping triangles.
How do we write proofs that require two pairs of congruent triangles?
 Investigate and explain the conditions under which more than one pair of triangles
must be proved triangles.
 Make a plan/flow chart for a proof involving two pairs of congruent triangles by:
a) identifying the two pairs of triangles to be proved congruent
b) determining which pair of triangles to prove congruent first
c) using corresponding parts of congruent triangles together with other information to
prove a second pair of triangles congruent
d) using corresponding parts of congruent triangles are congruent
 Write a proof involving two pairs of congruent triangles.
Homework
Read Chapter 4-5, Pages
228-230
Read Chapter 4-6, Pages
234-236
Read Chapter 4-7
(Objective 1) Pgs 241-242
Read Chapter 4-7
(Objective 2) Pgs 242-243
Geometry
Textbook: Prentice Hall
Lesson #
31
32
33
Performance
Indicator
G.G.42
G.G.21
G.G.21
MG1, (First Semester)
-8Aim and Performance Objectives:
How can we use properties of midsegments of a triangle?
 Review definition of midpoint of a line segment.
 Define midsegment of a triangle as the segment connecting the midpoints of two
sides.
 Explain and discuss the Triangle Midsegment Theorem: “If a segment joins the
midpoints of two sides of a triangle, then the segment is parallel to the third side
and half its length.”
 Find lengths of sides in a triangle using the Midsegment Theorem.
 Identify parallel segments using the Midsegment Theorem.
How do we use properties of perpendicular and angle bisectors?
 Define Perpendicular Bisector of a line segment.
 Define angle Bisector.
 Explain and apply the Perpendicular Bisector Theorem: “If a point is on the
perpendicular bisector of a segment, then it is equidistant from the endpoints of the
line segment.”
 Explain and apply the Converse of the Perpendicular Bisector Theorem: “If a point
is equidistant from the endpoints of a segment, then it lies on the perpendicular
bisector of the segment.”
 Explain and apply the Angle Bisector Theorem: If a point is on the bisector of an
angle, then it is equidistant from the sides of the angle.”
 Explain and apply the Converse of the Angle Bisector Theorem: If a point is
equidistant from the sides of an angle, then it lies on the angle bisector.”
How do we use the definition of altitude, median, and angle bisector of a triangle to solve
problems?
 Define altitude, median, and angle bisector of a triangle.
 Identify altitudes, medians and angle bisectors of triangles in diagrams.
 Identify congruent angles, congruent line segments, and right angles in diagrams in
which altitudes, medians, and angle bisectors are given.
 Compare and contrast the properties of altitudes, medians, and angle bisectors of a
triangle.
 Solve numeric and algebraic problems involving altitudes, medians, and angle
bisectors of triangles.
 Investigate and apply the concurrence of medians, altitudes, and angle bisectors to
numeric and algebraic problems.
Homework
Read Chapter 5-1, Pages
259-261
Read Chapter 5-2, Pages
265-267
Read Chapter 5-3, Pages
272-275
Geometry
Textbook: Prentice Hall
Lesson #
34
35
36
Performance
Indicator
G.G.32
G.G.33
G.G.34
G.G.38
MG1, (First Semester)
-9Aim and Performance Objectives:
What are angle inequality relationships in a triangle?
 Explore and discover the relationship between an exterior angle of a triangle and
the remote interior angles.
 Review that the exterior angles of a triangle is equal to the sum of the two remote
interior angles.
 Apply the theorems to numerical, algebraic, and real-world problems.
 Investigate and state: “If two angles of a triangle are not congruent, then the sides
opposite them are not congruent and the longer side is opposite the larger angle”
and the converse.
 Analyze diagrams and given information to order the sides or angles of triangles.
 Classify the triangle based on the measure of its angles.
What are side inequality relationships in a triangle?
 Investigate and conjecture that in a triangle the sum of the lengths of two sides is
always greater than the length of the third side”.
 State and apply than in a triangle the longest side is opposite the largest angle and
its converse.
 Classify the triangle based on its sides.
What are properties of a parallelogram?
 State the definition of a parallelogram.
 Construct a parallelogram based on its definition.
 Investigate the parallelogram and write conjectures about its angles, sides,
diagonals, and lines of symmetry.
 Prove the theorems:
a) If a quadrilateral is a parallelogram, then its opposite sides are congruent.
b) If a quadrilateral is a parallelogram, then its opposite angles are congruent.
c) If a quadrilateral is a parallelogram, then its consecutive angles are supplementary.
d) If a quadrilateral is a parallelogram, then its diagonal bisects each other.
 Apply the properties of a parallelogram to numerical and algebraic problems.
 Given a written statement, create an appropriately labeled diagram and formulate
the symbolic representation for the hypothesis and the conclusion using the letters
of the diagram.
Homework
Read Chapter 5-5
(Objective 1) Pgs 289-290
Read Chapter 5-5
(Objective 2) Pgs 291-292
Read Chapter 6-2, Pages
312-215
Geometry
Textbook: Prentice Hall
Lesson #
37
38
Performance
Indicator
G.G.39
G.G.39
MG1, (First Semester)
- 10 Aim and Performance Objectives:
What are the properties of a rectangle and square?
 State the definitions of a rectangle and square.
 Using construction techniques, construct a rectangle and a square based on their
definition.
 Investigate and informally prove conjectures about the angles, sides, diagonals and
symmetries of rectangles and squares.
 Apply the properties of a rectangle and square in numerical and algebraic
problems.
 Apply to formal proofs;
a) If a quadrilateral is a rectangle, then it is a parallelogram.
b) If a quadrilateral is a rectangle, then it is equiangular.
c) If a quadrilateral is a rectangle, then its diagonals are congruent.
 Given a written statement, create an appropriately labeled diagram and formulate
the symbolic representation for the hypothesis and the conclusion using the letters
of the diagram.
What are the properties of a rhombus?
 State the definition of rhombus.
 Re-define a square in terms of a rhombus.
 Construct a rhombus based on its definition.
 Investigate and informally prove conjecture about the angles, sides, diagonals, and
symmetries of rhombuses.
 Apply the properties of a rhombus in numerical and algebraic problems.
 Apply to formal proofs:
a) If a quadrilateral is a rhombus, then it is a parallelogram.
b) If a quadrilateral is a rhombus, then it is equilateral.
c) If a quadrilateral is a rhombus, then its diagonals are perpendicular to each other.
d) If a quadrilateral is a rhombus, then its diagonals bisect the opposite angles.
e) If a quadrilateral is a rhombus, then its diagonals form four congruent triangles.
 Use a Venn Diagram or graphic organizer to organize the family of parallelograms
based on their properties.
 Given a written statement, create an appropriately labeled diagram and formulate
the symbolic representation for the hypothesis and the conclusion using the letters
of the diagram.
Homework
Read Chapter 6-4, Pages
329-331 (Rectangle only)
Read Chapter 6-4, Pages
329-331 (Rhombus only)
Geometry
Textbook: Prentice Hall
Lesson #
Performance
Indicator
39
G.G.41
40
G.G.41
41
G.G.40
MG1, (First Semester)
- 11 Aim and Performance Objectives:
How do we prove that a quadrilateral is a parallelogram?
 Apply the definition of a parallelogram to write a formal proof that a quadrilateral is
a parallelogram.
 Analyze given information and state whether it is sufficient to prove that a
quadrilateral is a parallelogram.
 Prove that a quadrilateral is a parallelogram by proving that:
a) Both pairs of opposite sides are congruent.
b) One pair of opposite sides are congruent and parallel.
c) The diagonals bisect each other.
d) Both pairs of opposite angles are congruent.
e) Both pairs of opposite sides are parallel.
 Given a written statement, create an appropriately labeled diagram and formulate
the symbolic representation for the hypothesis and the conclusion using the letters
of the diagram.
How do we write formal proofs involving rectangles, rhombuses, and squares?
 Apply the properties of a rectangle, rhombus or square to prove two triangles
congruent or two corresponding parts of congruent triangles are congruent.
 Analyze given information and justify whether it is sufficient to prove that a
quadrilateral is a rectangle, rhombus or square.
 Prove that a quadrilateral is a rectangle.
 Prove that a quadrilateral is a rhombus.
 Prove that a quadrilateral is a square.
What are the properties of a trapezoid?
 State the definition of trapezoid and isosceles trapezoid.
 Investigate and write conjectures about the angles, sides, medians, and diagonals
of trapezoids.
 Analyze the triangles formed by the diagonals of isosceles trapezoids to determine
which are congruent and which are isosceles.
 State, prove, and apply in numerical and algebraic problems:
a) If a quadrilateral is an isosceles trapezoid, then its diagonals are congruent.
b) If a quadrilateral is an isosceles trapezoid, then its base angles are congruent.
c) If a quadrilateral is an isosceles trapezoid, ten its median is parallel to the bases
and is equal to one-half their sum.
 Write formal proofs using properties of trapezoids.
 Given a written statement, create an appropriately labeled diagram and formulate
the symbolic representation for the hypothesis and the conclusion using the letters
of the diagram.
Homework
Red Chapter 6-3, Pages
321-324
Read Chapter 6-5, Pages
336-337 (Trapezoid only)
Geometry
Textbook: Prentice Hall
Lesson #
Performance
Indicator
42
G.G.40
G.G.41
43
G.G.69
44
G.G.69
MG1, (First Semester)
- 12 Aim and Performance Objectives:
How can we apply the properties of quadrilaterals in formal proofs?
 State the properties of a parallelogram, rectangle, rhombus, square, trapezoid and
isosceles trapezoid.
 Use a Venn Diagram or graphic organizer to organize the family of quadrilaterals
based on their properties.
 Justify that a given quadrilateral is a rectangle, rhombus, square, trapezoid and
isosceles trapezoid.
 Apply the properties of quadrilaterals in formal proofs.
How can we prove other specific quadrilateral relationships using coordinate geometry?
 Given the coordinates of the vertices of a quadrilateral, apply coordinate geometry
methods to show that quadrilateral is a rhombus, square, trapezoid or isosceles
trapezoid and justify their conclusion.
 Prove, given the specific coordinates of the vertices of a quadrilateral that the
diagonals bisect each other and/or are congruent and/or are perpendicular to each
other and justify their conclusion.
 Given the coordinates of the vertices of a quadrilateral, prove that a median is
parallel to either base and/or is equal in length to one half the sum of the bases.
How can we use coordinate geometry to prove specific triangle, parallelogram and
rectangle relationships?
 Apply coordinate geometry methods to show a triangle is isosceles, right, or
congruent to a given triangle and justify their conclusion.
 Apply coordinate geometry methods to the specific coordinates of the vertices of a
quadrilateral to show the quadrilateral is a parallelogram or rectangle and justify
their conclusion.
 Prove, given the coordinates of the vertices of a parallelogram or rectangle, that the
diagonals bisect each other and/or are congruent and justify their conclusion.
Homework