The highlighted evidence outcomes are the priority for all students, serving as the essential concepts and skills. It is recommended that the remaining evidence outcomes listed be addressed as time allows, representing the full breadth of the curriculum.

Students Can (Evidence Outcomes):

HS.G-CO.A. Congruence: Experiment with transformations in the plane. 

• 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 angle to those that do not (e.g., translation versus horizontal stretch). (CCSS: HS.G-CO.A.2)

• Given a rectangle, parallelogram, trapezoid, or regular polygon, describe the rotations and reflections that carry it onto itself. (CCSS: HS.G-CO.A.3)

• Develop definitions of rotations, reflections, and translations in terms of angles, circles, perpendicular lines, parallel lines, and line segments. (CCSS: HS.G-CO.A.4)

• Given a geometric figure and a rotation, reflection, or translation, draw the transformed figure using appropriate tools (e.g., graph paper, tracing paper, or geometry software). Specify a sequence of transformations that will carry a given figure onto another. (CCSS: HS.G-CO.A.5)

HS.G-CO.B. Congruence: Understand congruence in terms of rigid motions. 

• 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. (CCSS: HS.G-CO.B.6)

HS.G-SRT.A. Similarity, Right Triangles, and Trigonometry: Understand similarity in terms of similarity transformations. 

• Verify experimentally the properties of dilations given by a center and a scale factor. (CCSS: HS.G-SRT.A.1)

  • Show that 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. (CCSS: HS.G-SRT.A.1.a)

  • Show that the dilation of a line segment is longer or shorter in the ratio given by the scale factor. (CCSS: HS.G-SRT.A.1.b)

A star symbol (⭑) represents grade level expectations and evidence outcomes that make up a mathematical modeling standards category.

Assessments:

• Chapter 4 Assessment (PDF)

• SAT Suite Educator Question Bank (Content Domain: Geometry and Trigonometry)

• Additional Assessment Tasks

Instructional Resources & Notes:

• Big Ideas Geometry Chapter 4

• Supplemental Lesson Resources for Chapter 4

Algebra 1 Review:

In addition to the Review & Refresh exercises included with each Big Ideas Geometry lesson, the following resources can be used for curating frequent, ongoing mixed review exercise sets of key Algebra 1 concepts and skills. These resources focus on linear equations, linear functions, systems of equations & inequalities, exponential functions, quadratic functions, and quadratic equations:

• Big Ideas Algebra 1 Additional Practice

• Using Your Algebra Skills Lessons

• Algebra Warm-Ups for Geometry Teachers (Geoff Krall)

• SAT Suite Educator Question Bank (Content Domains: Algebra, Advanced Math)