| Standard | Benchmark | DOK | CCSS | Sequence | ||
|---|---|---|---|---|---|---|
| 8.1 | Know precise definitions of angle, circle, perpendicular line, parallel line, and line segment, based on the undefined notions of point, line, distance along a line, and distance around a circular arc. | 8.1.1.A | 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. | 2 | 1.1.1 | |
| 8.1.2.A | Compare transformations that preserve distance and angle to those that do not (e.g., translation versus horizontal stretch). | 2 | 1.1.2 | |||
| 8.8 | Know the equation of a circle | 8.9.3.A | Use coordinates to compute perimeters of polygons and areas of triangles and rectangles, e.g., using the distance formula.* | 2 | G.GPE.7 | 1.2.1 |
| 8.9.1.A | Prove the slope criteria for parallel and perpendicular lines and use them to solvegeometric problems (e.g., find the equation of a line parallel or perpendicular to a given line that passes through a given point). | 2 | G.GPE.5 | 1.2.2 | ||
| 8.3 | Know what it means to prove or disprove a conjecture. | 8.3.1.A | Prove theorems about lines and angles. Theorems include: vertical angles are congruent; when a transversal crosses parallel lines, alternate interior angles are congruent and corresponding angles are congruent; points on a perpendicular bisector of a line segment are exactly those equidistant from the segment's endpoints. |
3 | G.CO.9 | 1.3.1 |
| 8.1 | Know precise definitions of angle, circle, perpendicular line, parallel line, and line segment, based on the undefined notions of point, line, distance along a line, and distance around a circular arc. | 8.1.3.A | Given a rectangle, parallelogram, trapezoid, or regular polygon, describe the rotations and reflections that carry it onto itself. | 2 | 1.4.1 | |
| 8.2 | Know how to use both verbal and symbolic language to develop arguments related to location, transformation and congruence. | 8.2.1.A | 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. | 2 | G.CO.6 | 1.4.2 |
| 8.2.2.A | Use the definition of congruence in terms of rigid motions to show that two triangles are congruent if and only if corresponding pairs of sides and corresponding pairs of angles are congruent. | 2 | G.CO.7 | 1.4.3 | ||
| 8.2.3.A | Explain how the criteria for triangle congruence (ASA, SAS, and SSS) follow from the definition of congruence in terms of rigid motions. | 3 | G.CO.8 | 1.4.4 | ||
| 8.3 | Know what it means to prove or disprove a conjecture. | 8.3.2.A | Prove theorems about triangles. Theorems include: measures of interior angles of a triangle sum to 180°; base angles of isosceles triangles are congruent; the segment joining midpoints of two sides of a triangle is parallel to the third side and half the length; the medians of a triangle meet at a point |
3 | G.CO.10 | 2.1.1 |
| 8.3.3.A | Prove theorems about parallelograms. Theorems include: opposite sides are congruent, opposite angles are congruent, the diagonals of a parallelogram bisect each other, and conversely, rectangles are parallelograms with congruent diagonals |
3 | G.CO.11 | 2.1.2 | ||
| 8.8 | Know the equation of a circle | 8.8.3.A | Use coordinates to prove simple geometric theorems algebraically. For example, prove or disprove that a figure defined by four given points in the coordinate plane is a rectangle; prove or disprove that the point (1, √3) lies on the circle centered at the origin and containing the point (0, 2). | 3 | G.GPE.4 | 2.1.3 |
| 8.5 | Know that transformations (rigid motions followed by dilations) define similarity in the same way that rigid motions define congruence |
8.5.1.A | Verify experimentally the properties of dilations given by a center and a scale factor | 2 | G.SRT.1 | 2.3.1 |
| 8.5.1.B | Given two figures, use the definition of similarity in terms of similarity transformations to decide if they are similar; explain using similarity transformations the meaning of similarity for triangles as the equality of all corresponding pairs of angles and the proportionality of all corresponding pairs of sides. |
2 | G.SRT.2 | 2.3.2 | ||
| 8.5.1.B | Prove theorems about triangles. Theorems include: a line parallel to one side of a triangle divides the other two proportionally, and conversely; the Pythagorean Theorem proved using triangle similarity. |
3 | G.SRT.4 | 2.3.3 | ||
| 8.5.1.B | Use the properties of similarity transformations to establish the AA criterion for two triangles to be similar. | 3 | G.SRT.3 | 2.3.4 | ||
| Use congruence and similarity criteria for triangles to solve problems and to prove relationships in geometric figures. | 3 | G.SRT.5 | 2.3.5 | |||
| 8.6 | Know the trigonometric ratios, Sine, Cosine, and Tangent. | 8.6.1.A | Understand that by similarity, side ratios in right triangles are properties of the angles in the triangle, leading to definitions of trigonometric ratios for acute angles. | 2 | G.SRT.6 | 3.1.1 |
| 8.6.2.A | Explain and use the relationship between the sine and cosine of complementary angles. | 2 | G.SRT.7 | 3.1.2 | ||
| 8.6.3.A | Use trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems.* | 2 | G.SRT.8 | 3.1.3 | ||
| 8.10 | Know strategies for dissection and partitioning that support the visualizations necessary to build informal arguments. | 8.10.1.A | Give an informal argument for the formulas for the circumference of a circle, area of a circle, volume of a cylinder, pyramid, and cone. Use dissection arguments, Cavalieri's principle, and informal limit arguments. | 3 | G.GMD.1 | 3.2.1 |
| 8.10.2.A | Use volume formulas for cylinders, pyramids, cones, and spheres to solve problems.* | 3 | G.GMD.3 | 3.2.2 | ||
| 8.10.3.A | Identify the shapes of twodimensional cross‐sections cross‐sections objects, and identify threedimensional objects generated by rotations of generated by rotations of two‐dimensional objects. | 2 | G.GMD.4 | 3.2.3 | ||
| STEM(+) Give an informal argument using Cavalieri’s principle for the formulas for the volume of a sphere and other solid figures. | 2 | G.GMD.2 | 3.2.4 | |||
| 8.11 | Know that modeling is the process of choosing and using appropriate mathematics to analyze and understand geometric situations. |
8.11.1.A | Use geometric shapes, their measures, and their properties to describe objects (e.g., modeling a tree trunk or a human torso as a cylinder).* | 2 | G.MG.1 | 3.2.5 |
| 8.11.2.A | Apply concepts of density based on area and volume in modeling situations (e.g., persons per square mile, BTUs per cubic foot).* | 2 | G.MG.2 | 3.2.6 | ||
| 8.11.3.A | Apply geometric methods to solve design problems (e.g., designing an object or structure to satisfy physical constraints or minimize cost; working with typographic grid systems based on ratios).* | 2 | G.MG.3 | 3.2.7 | ||
| 8.8 | Know the equation of a circle | 8.9.2.A | Find the point on a directed line segment between two given points that partitions the segment in a given ratio. | 2 | G.GPE.6 | 3.3.1 |
| 8.9.3.A | Use coordinates to compute perimeters of polygons and areas of triangles and rectangles, e.g., using the distance formula.* | 2 | G.GPE.7 | 3.3.2 | ||
| 8.7 | Demonstrate that all circles are similar and how the application of proportional reasoning is used to develop the concept of radian measure. | 8.7.1.A | Prove that all circles are similar. | 2 | G.C.1 | 3.3.3 |
| 8.7.2.A | Identify and describe relationships among inscribed angles, radii, and chords. Include the relationship between central, inscribed, and circumscribed angles; inscribed angles on a inscribed angles on a diameter are right angles; the radius of a circle is perpendicular to the tangent where the radius intersects the circle. | 3 | G.C.2 | 4.1.1 | ||
| 8.8 | Know the equation of a circle | 8.8.1.A | Derive the equation of a circle of given center and radius using the Pythagorean Theorem; complete the square to find the center and radius of a circle given by an equation. | 2 | G.GPE.1 | 4.2.1 |
| 8.7 | Demonstrate that all circles are similar and how the application of proportional reasoning is used to develop the concept of radian measure. | 8.7.3.A | Construct the inscribed and circumscribed circles of a triangle, and prove properties of angles for a quadrilateral inscribed in a circle. | 2 | G.C.3 | 4.2.2 |
| STEM(+) Construct a tangent line from a point outside a given circle to the circle | 3 | G.C.4 | 4.2.3 | |||
| Derive using similarity the fact that the length of the arc intercepted by an angle is proportional to the radius, and define the radian measure of the angle as the constant of as the constant of formula for the area of a sector. | 3 | G.C.5 | 4.2.4 | |||
| 8.8 | Know the equation of a circle | 8.8.2.A | Derive the equation of a parabola given a focus and directrix. | 2 | G.GPE.2 | 4.2.5 |
| 8.8.3.A | Use coordinates to prove simple geometric theorems algebraically. For example, prove or disprove that a figure defined by four given points in the coordinate plane is a rectangle; prove or disprove that the point (1, √3) lies on the circle centered at the origin and containing the point (0, 2). | 3 | G.GPE.4 | 4.2.6 | ||
| STEM(+) Derive the equations of ellipses and hyperbolas given the foci, using the fact that the sum or difference of distances from the foci is constant | 2 | G.GPE.3 | 4.2.7 | |||
| 8.1 | Know precise definitions of angle, circle, perpendicular line, parallel line, and line segment, based on the undefined notions of point, line, distance along a line, and distance around a circular arc. | STEM Develop definitions of rotations, reflections, and translations in terms of angles, circles, perpendicular lines, parallel lines, and line segments. | 2 | 4.3.1 | ||
| 8.4 | Know why point, line, distance along a line and distance around a circular arc are undefined. | 8.4.1.A | Make formal geometric constructions with a variety of tools and methods (compass and straightedge, string, reflective devices, paper folding, dynamic geometric software, etc.). Copying a segment; copying an angle; bisecting a segment; bisecting an angle; constructing perpendicular lines, including the perpendicular bisector of a line segment; and constructing a line parallel to a given line through a point not on the line | 2 | G.CO.12 | 4.3.2 |
| 8.4.2.A | Construct an equilateral triangle, a square, and a regular hexagon inscribed in a circle. | 2 | G.CO.13 | 4.3.3 | ||