Mathematics I Geometry Congruence




Experiment with transformations in the plane.
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.
2. 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).
3. Given a rectangle, parallelogram, trapezoid, or regular polygon, describe the rotations and reflections that carry it onto
4. Develop definitions of rotations, reflections, and translations in terms of angles, circles, perpendicular lines, parallel lines,
and line segments.
5. Given a geometric figure and a rotation, reflection, or translation, draw the transformed figure using, e.g., graph paper,
tracing paper, or geometry software. Specify a sequence of transformations that will carry a given figure onto another.
Understand congruence in terms of rigid motions. [Build on rigid motions as a familiar starting point for development of
concept of geometric proof.]
6. 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.
7. 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.
8. Explain how the criteria for triangle congruence (ASA, SAS, and SSS) follow from the definition of congruence in terms of
rigid motions.
Make geometric constructions. [Formalize and explain processes.]
12. 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.
13. Construct an equilateral triangle, a square, and a regular hexagon inscribed in a circle.  tools-icon