Math: Geometry
Active component (content knowledge)
Comprehend
• Properties of similarity congruence and parallel lines cut
by a transversal
• Basic theorems about congruent and similar triangles
• Definitions and basic properties of a circle
• Concepts behind simple geometric proofs
• Basic formulas for volume and surface area for three-
dimensional objects
• Geometric properties of lines (e.g., slope and midpoint of
a line segment)
• The formula for the distance between two points
• Through recognition of geometric translations and
transformations algebraically
• That geometric objects and figures can also be described
algebraically
• The algebra and geometry of circles
• The algebra and geometry of parabolas and ellipses as a
prerequisite to the study of calculus
• That there are geometries other than Euclidean
geometry
• Similarities of figures and use scale factor to solve
problems
• That numerical values associated with measurements of
physical quantities must be assigned units of
measurement or dimension
• That the effect of a scale factor k on length are and
volume is to multiply each by k, k2 and k3, respectively
College Readiness Standards
Learner outcomes
Demonstrate by solving:
• Problems involving proofs through the use of geometric
constructions
• Mathematical and real world problems that involve the
properties of special right triangles with the Pythagorean
theorem and its converse
Develop ability to:
• Figure area and perimeter of basic figures
• Develop and write simple geometric proofs
• Use similar triangles to find unknown angle measurements and
lengths of sides
• Visualize solids and surfaces in three-dimensional space
• State and prove key basic theorems in geometry
• Use trigonometry for examples of algebraic/geometric
relationships, including Law of Sines/Cosines
• Identify and apply properties of theorems about:
○ Parallel lines – use to prove theorems such as two lines
parallel to a third are parallel to each other and perform
constructions such as a line parallel to a given line
through a point not on a line
○ Perpendicular lines – use to prove theorems such as the
perpendicular bisectors of line segments are the set of
all points equidistant from the two end points and to
perform constructions such as the perpendicular
bisector of a line segment
○ Angles – use to prove theorems such as two lines are
parallel exactly when the alternate interior angles they
make with a transversal are equal and to perform
constructions such as the bisector of an angle
• Describe a line by a linear equation
• Find the distance between two points using their coordinates
and the Pythagorean theorem
• Find an equations of a circle given its center and radius and,
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 given an equations of a circle, find its center and radius
• Use rigid motions to determine whether tow geometric figures
are congruent and to create and analyze geometric designs
• Determine the perimeter of

○ A polygon and the circumference of a circle

○ The area of a rectangle, a circle, a triangle and polygon
with more than four sides by decomposing it into
triangles
○ The surface area of a prism, a pyramid, a cone and a
sphere
○ The volume of a rectangle box, a prism, a pyramid, a
cone and a sphere

• Represent geometric objects and figures algebraically using

coordinates
• Express the intuitive concept of “slant” of a line in terms of the
precise concept of slope, us the coordinates of two points on a
line to define its slope, and use slope to express the
parallelism and perpendicularity of lines

(Conley, 2003; 2005; 2007) (The American Diploma Project, 2004)

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Standards for Success (S4S)
Math: Algebra
Successful students:
A. Understand and use both basic plane and solid geometry’
B. Know analytic (i.e., coordinate geometry)
C. Understand basic relationship between geometry and algebra

Cognitive Strategies Emphasized

• Habits of the mind such as:
○ Time management – budgeting time to complete reading tasks
○ Understanding expectations of readings
○ Academic persistence
• Critical thinking skills such as:
○ Ability to discuss materials in-depth by asking engaging questions
○ Problem solving
• Understanding the connection between reading comprehension skills and disciplines:
writing, speaking and research
• Self-analysis – learning from constructive criticism and feedback
• Developing comfort with ambiguity of readings and assignments

Bibliography
Conley, D. T. (2005). College Knowledge. San Francisco: Jossey-Bass.

Conley, D. T. (2003). Understanding University Success: A Project of the Association of American

Universities and The Pew Charitable Trusts. Eugene: Center for Educational Policy Research.

Conley, D. (2007). Towards a More Comprehensive Comprehension of College Readiness.

Eugene, OR: Educational Policy Improvement Center.

The American Diploma Project. (2004). Ready or Not: Creating a High School Diploma that
Counts. Achieve, Inc.

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