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  • MCCRS.Math.Content.HSG-GPE.B.5 - Prove the slope criteria for parallel and perpendicular lines and use ...
Coordinate Parallelograms
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Open middle problems require a higher depth of knowledge than most problems that assess procedural and conceptual understanding. They support the Common Core State Standards and provide students with opportunities for discussing their thinking.
The Coordinate Parallelograms problem asks students to use the digits 1-9 to create 4 points that make up the vertices of a parallelogram.

Subject:
Mathematics
Material Type:
Activity/Lab
Provider:
Open Middle
Author:
Daniel Torres-Rangel
Prashant Saha
Date Added:
01/08/2018
Equations of Circles 1
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CC BY-NC-ND
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This lesson unit is intended to help teachers assess how well students are able to: use the Pythagorean theorem to derive the equation of a circle; and translate between the geometric features of circles and their equations.

Subject:
Geometry
Mathematics
Material Type:
Assessment
Lesson Plan
Provider:
Shell Center for Mathematical Education
Provider Set:
Mathematics Assessment Project (MAP)
Date Added:
04/26/2013
G-C.2, A-CED.2 Triangles inscribed in a circle
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The goal of this task is to use ideas about linear functions in order to determine when certain angles are right angles. The key piece of knowledge implemented is that two lines (which are not vertical or horizontal) are perpendicular when their slopes are inverse reciprocals of one another.

Subject:
Geometry
Mathematics
Material Type:
Activity/Lab
Provider:
Illustrative Mathematics
Provider Set:
Illustrative Mathematics
Author:
Illustrative Mathematics
Date Added:
03/04/2013
G-GPE Equal Area Triangles on the Same Base I
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This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important asects of the task and its potential use. Here are the first few lines of the commentary for this task: On graph paper, sketch a line segment with end points $A=(0,2)$ and $B=(0,6)$. Plot all points $C=(x,y)$ such that the triangle ABC has an area of 6 sq...

Subject:
Mathematics
Material Type:
Activity/Lab
Provider:
Illustrative Mathematics
Provider Set:
Illustrative Mathematics
Author:
Illustrative Mathematics
Date Added:
09/11/2013
G-GPE Equal Area Triangles on the Same Base II
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CC BY
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This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important asects of the task and its potential use. Here are the first few lines of the commentary for this task: Given a line segment with end points $A=(0,0)$ and $B=(6,8)$, find all points $C=(x, y)$ such that the triangle with vertices $A$, $B$, $C$ has an area...

Subject:
Mathematics
Material Type:
Activity/Lab
Provider:
Illustrative Mathematics
Provider Set:
Illustrative Mathematics
Author:
Illustrative Mathematics
Date Added:
06/21/2013
G-GPE, G-CO, G-SRT Unit Squares and Triangles
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CC BY
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This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important asects of the task and its potential use. Here are the first few lines of the commentary for this task: Three unit squares and two line segments connecting two pairs of vertices are shown. What is the area of $\triangle ABC$?...

Subject:
Mathematics
Material Type:
Activity/Lab
Provider:
Illustrative Mathematics
Provider Set:
Illustrative Mathematics
Author:
Illustrative Mathematics
Date Added:
03/27/2013
G-GPE, G-SRT Slope Criterion for Perpendicular Lines
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CC BY
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This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important aspects of the task and its potential use.

Subject:
Geometry
Mathematics
Material Type:
Activity/Lab
Provider:
Illustrative Mathematics
Provider Set:
Illustrative Mathematics
Author:
Illustrative Mathematics
Date Added:
08/06/2015
G-GPE, G-SRT Slope Criterion for Perpendicular Lines
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CC BY
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This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important aspects of the task and its potential use.

Subject:
Geometry
Mathematics
Material Type:
Activity/Lab
Provider:
Illustrative Mathematics
Provider Set:
Illustrative Mathematics
Author:
Illustrative Mathematics
Date Added:
08/06/2015
G-GPE Parallel Lines in the Coordinate Plane
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CC BY
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This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important aspects of the task and its potential use.

Subject:
Geometry
Mathematics
Material Type:
Activity/Lab
Provider:
Illustrative Mathematics
Provider Set:
Illustrative Mathematics
Author:
Illustrative Mathematics
Date Added:
08/06/2015
G-GPE When are two lines perpendicular?
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CC BY
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This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important aspects of the task and its potential use.

Subject:
Geometry
Mathematics
Material Type:
Activity/Lab
Provider:
Illustrative Mathematics
Provider Set:
Illustrative Mathematics
Author:
Illustrative Mathematics
Date Added:
08/06/2015
Geometry Module 4: Connecting Algebra and Geometry Through Coordinates
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CC BY-NC-SA
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In this module, students explore and experience the utility of analyzing algebra and geometry challenges through the framework of coordinates. The module opens with a modeling challenge, one that reoccurs throughout the lessons, to use coordinate geometry to program the motion of a robot that is bound within a certain polygonal region of the plane—the room in which it sits. To set the stage for complex work in analytic geometry (computing coordinates of points of intersection of lines and line segments or the coordinates of points that divide given segments in specific length ratios, and so on), students will describe the region via systems of algebraic inequalities and work to constrain the robot motion along line segments within the region.

Find the rest of the EngageNY Mathematics resources at https://archive.org/details/engageny-mathematics.

Subject:
Geometry
Mathematics
Material Type:
Module
Provider:
New York State Education Department
Provider Set:
EngageNY
Date Added:
08/22/2014
A Midpoint Miracle
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This classroom task gives students the opportunity to prove a surprising fact about quadrilaterals: that if we join the midpoints of an arbitrary quadrilateral to form a new quadrilateral, then the new quadrilateral is a parallelogram, even if the original quadrilateral was not.

Subject:
Geometry
Mathematics
Material Type:
Activity/Lab
Provider:
Illustrative Mathematics
Provider Set:
Illustrative Mathematics
Author:
Illustrative Mathematics
Date Added:
05/01/2012
Módulo de geometría 4: Algebra y geometría de conexión a través de coordenadas
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(Nota: Esta es una traducción de un recurso educativo abierto creado por el Departamento de Educación del Estado de Nueva York (NYSED) como parte del proyecto "EngageNY" en 2013. Aunque el recurso real fue traducido por personas, la siguiente descripción se tradujo del inglés original usando Google Translate para ayudar a los usuarios potenciales a decidir si se adapta a sus necesidades y puede contener errores gramaticales o lingüísticos. La descripción original en inglés también se proporciona a continuación.)

En este módulo, los estudiantes exploran y experimentan la utilidad de analizar los desafíos de álgebra y geometría a través del marco de las coordenadas. El módulo se abre con un desafío de modelado, uno que vuelve a ocurrir en las lecciones, para usar la geometría de coordenadas para programar el movimiento de un robot que está vinculado dentro de una cierta región poligonal del avión en el que se encuentra. Para establecer el escenario para un trabajo complejo en geometría analítica (coordenadas de cálculo de puntos de intersección de líneas y segmentos de línea o las coordenadas de puntos que dividen segmentos dados en relaciones de longitud específicas, etc.), los estudiantes describirán la región a través de sistemas de algebraico desigualdades y trabajo para restringir el movimiento del robot a lo largo de los segmentos de línea dentro de la región.

Encuentre el resto de los recursos matemáticos de Engageny en https://archive.org/details/engageny-mathematics.

English Description:
In this module, students explore and experience the utility of analyzing algebra and geometry challenges through the framework of coordinates. The module opens with a modeling challenge, one that reoccurs throughout the lessons, to use coordinate geometry to program the motion of a robot that is bound within a certain polygonal region of the plane—the room in which it sits. To set the stage for complex work in analytic geometry (computing coordinates of points of intersection of lines and line segments or the coordinates of points that divide given segments in specific length ratios, and so on), students will describe the region via systems of algebraic inequalities and work to constrain the robot motion along line segments within the region.

Find the rest of the EngageNY Mathematics resources at https://archive.org/details/engageny-mathematics.

Subject:
Geometry
Mathematics
Material Type:
Module
Provider:
New York State Education Department
Provider Set:
EngageNY
Date Added:
08/22/2014
OREGON MATH STANDARDS (2021): [HS.GM]
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CC BY
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The intent of clarifying statements is to provide additional guidance for educators to communicate the intent of the standard to support the future development of curricular resources and assessments aligned to the 2021 math standards.  Clarifying statements can be in the form of succinct sentences or paragraphs that attend to one of four types of clarifications: (1) Student Experiences; (2) Examples; (3) Boundaries; and (4) Connection to Math Practices.

Subject:
Mathematics
Material Type:
Teaching/Learning Strategy
Author:
Mark Freed
Date Added:
07/11/2023