**Our Team**

Curriki Geometry would not be possible if not for the tremendous contributions of the content contributors, editors, and reviewing team.

Janet Pinto, Lead Curriculum Developer & Curriki CAO

Sandy Gade, Editor

Thom Markham, PBL Lead

Aaron King, Geometry Consultant

**Welcome to Curriki Geometry, a project-based geometry course. **This course offers six complete projects. All the projects are designed in a project-based learning (PBL) format.

All Curriki Geometry projects have been created with several goals in mind: accessibility, customization, and student engagement—all while encouraging students toward high levels of academic achievement. In addition to specific CCSS high school geometry standards, the projects and activities are designed to address the Standards for Mathematical Practice, which describe types of expertise that mathematics educators at all levels should seek to develop in their students.

**How to Use Curriki Geometry**

Curriki Geometry has been specially created for you to use in the manner that suits your needs best. You have the option to use all the projects or only some projects in any order as supplements to your own curriculum. You can customize Curriki Geometry however works best for you.

**Projects**

Selling Geometry

Designing a Winner

What’s Your Angle, Pythagoras

TED Talk: House of the Future

The Art of Triangles

How Random is My Life?

- Mathematics > General
- Mathematics > Geometry

- Grade 9
- Grade 10
- Grade 11
- Grade 12
- Other

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.

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).

Given a rectangle, parallelogram, trapezoid, or regular polygon, describe the rotations and reflections that carry it onto itself.

Develop definitions of rotations, reflections, and translations in terms of angles, circles, perpendicular lines, parallel lines, and line segments.

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.

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.

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.

Prove theorems about lines and angles.

Prove theorems about triangles.

Prove theorems about parallelograms.

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.

Construct an equilateral triangle, a square, and a regular hexagon inscribed in a circle.

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.

Use the properties of similarity transformations to establish the AA criterion for two triangles to be similar.

Prove theorems about triangles.

Use congruence and similarity criteria for triangles to solve problems and to prove relationships in geometric figures.

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.

Explain and use the relationship between the sine and cosine of complementary angles.

Use trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems.?

Use coordinates to prove simple geometric theorems algebraically.

Use coordinates to compute perimeters of polygons and areas of triangles and rectangles, e.g., using the distance formula.?

Use volume formulas for cylinders, pyramids, cones, and spheres to solve problems.?

Use geometric shapes, their measures, and their properties to describe objects (e.g., modeling a tree trunk or a human torso as a cylinder).?

Apply concepts of density based on area and volume in modeling situations (e.g., persons per square mile, BTUs per cubic foot).?

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).?

Describe events as subsets of a sample space (the set of outcomes) using characteristics (or categories) of the outcomes, or as unions, intersections, or complements of other events ("or," "and," "not").

Understand that two events A and B are independent if the probability of A and B occurring together is the product of their probabilities, and use this characterization to determine if they are independent.

Construct and interpret two-way frequency tables of data when two categories are associated with each object being classified. Use the two-way table as a sample space to decide if events are independent and to approximate conditional probabilities.

Apply the Addition Rule, P(A or B) = P(A) + P(B) - P(A and B), and interpret the answer in terms of the model.

(+) Apply the general Multiplication Rule in a uniform probability model, P(A and B) = P(A)P(B|A) = P(B)P(A|B), and interpret the answer in terms of the model.

(+) Use probabilities to make fair decisions (e.g., drawing by lots, using a random number generator).

(+) Analyze decisions and strategies using probability concepts (e.g., product testing, medical testing, pulling a hockey goalie at the end of a game).