Integrated 2 Chapter 2

Checkpoint Review: Students master different skills at different speeds. No two students learn exactly the same way at the same time. At some point you will be expected to perform certain skills accurately. Most of the Checkpoint problems incorporate skills previously developed. Each chapter has a different skill that should be mastered.

You e-book has a checkpoint resource . You must have the e-book open to access the link and click on CP 2

Previous Concepts

• Master Checkpoint 2: Calculating Area and Perimeter of Complex Shapes, as in problems 2-9, 2-18, 2-43, 2-53, 2-81, 2-107, and CL 2-129.
• Use the Triangle Inequality to determine if three given side lengths could form a triangle, or to determine the possible range of lengths of a third side given the lengths of the two other sides, as in problems 2-11, 2-64(a), 2-98, and CL 2-124.
• Use the larger angle is opposite the longer side relationship to compare angle measures or side lengths in a triangle or to determine whether a triangle is “impossible”, as in problems 2-44, 2-88, 2-105, and CL 2-125.
• Apply the relationship that the base angles of an isosceles triangle are congruent to demonstrate other triangle angle relationships, as in problems 2-17, 2-28, 2-29, 2-56, 2‑64(c), and CL 2-128.
• Multiply binomials using an area model, as in problems 2-55, 2-79, 2-106, 2-119, and CL 2-126.

Current Chapter 2 Concepts

• Identify pairs of triangles as congruent using a triangle congruence theorem, write a congruence statement, and use flowcharts to organize arguments about triangle congruence, as in problems 2-6, 2-31, 2-42, 2-54, and CL 2-120.
• Dilate figures on the coordinate plane and observe properties of dilated figures, as in problems 2-51, 2-61, 2-83(a), and CL 2-121.
• Identify corresponding parts on similar figures and use corresponding side ratios to calculate missing side lengths on figures, as in problems 2-62, 2-82, 2-108, 2-117, and CL 2‑122.
• Identify pairs of triangles as similar using a triangle similarity condition, as in problems 2‑78, 2-84, 2-94, 2-114, and CL 2-123.
• Use a sequence of transformations to justify that polygons are similar or congruent, as in problems 2-42(b), 2-62(c), 2-78, 2-86, 2-115, and CL 2-122(d).
• Write the converse of a conditional statement, as in problems 2-27, 2-80, 2-104, and CL 2-127.
• Use flowcharts to organize arguments about triangle similarity, as in problems 2-96 and 2-103.