Geometry, Quarter 1, Unit 1.

Coordinate Plane Geometry

Overview Number of instructional days: Content to be learned
Use coordinates to prove simple geometric theorems algebraically. Prove the slope criteria and solve geometric problems by using slopes to determine/justify if lines are parallel or perpendicular. Compute perimeter and area in the coordinate plane for geometric figures using the distance formula and Pythagorean Theorem when applicable.

(1 day = 45 minutes)

Mathematical practices to be integrated

Make sense of problems and persevere in solving them. Analyze a problem and use slope and distance formula to solve the problem. Determine when to use a particular formula to solve a problem.

Reason abstractly and quantitatively. Prove theorems using the coordinate plane. Apply geometric properties to coordinate plane proofs.

Construct viable arguments and critique the reasoning of others. Make conjectures based on slope, distance formula, and midpoint. Construct arguments as to when and why equations are used in coordinate proofs.

Model with mathematics. Use the distance formula to determine segment lengths and apply to perimeter and area problems.

Essential questions
What is the significance of slope as it relates to geometric figures in the coordinate plane? How is the coordinate plane useful in proving geometric theorems? Why is it important to be able to prove geometric properties to solve problems rather than simply apply properties? What strategies can you employ to find perimeter and area of figures in the coordinate plane?

Warwick Public Schools, in collaboration with the Charles A. Dana Center at the University of Texas at Austin

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Geometry, Quarter 1, Unit 1.4 2011-2012

Coordinate Plane Geometry (8 days)

Written Curriculum
Common Core State Standards for Mathematical Content

Geometry
Expressing Geometric Properties with Equations G-GPE

Use coordinates to prove simple geometric theorems algebraically [Include distance formula; relate to Pythagorean theorem] G-GPE.4 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). G-GPE.5 Prove the slope criteria for parallel and perpendicular lines and use them to solve geometric problems (e.g., find the equation of a line parallel or perpendicular to a given line that passes through a given point). G-GPE.7 Use coordinates to compute perimeters of polygons and areas of triangles and rectangles, e.g., using the distance formula.

Common Core State Standards for Mathematical Practice

1 Make sense of problems and persevere in solving them.

Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, Does this make sense? They can understand the approaches of others to solving complex problems and identify correspondences between different approaches. 2 Reason abstractly and quantitatively.

Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualizeto abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of
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Geometry, Quarter 1, Unit 1.4 2011-2012

Coordinate Plane Geometry (8 Days)

quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects. 3 Construct viable arguments and critique the reasoning of others.

Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, andif there is a flaw in an argumentexplain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments. 4 Model with mathematics.

Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose.

Clarifying the Standards

Prior Learning In grade 4, students recognized an angle as a shape with a measure and classification of two-dimensional figures. In grade 5, students graphed points on the coordinate plane and explored properties of twodimensional figures. In grade 6, students built on their work with area in elementary school by reasoning about relationships among shapes to determine area, surface area, and volume. They found areas of right triangles, other triangles, and special quadrilaterals by decomposing these shapes, rearranging or removing pieces, and relating the shapes to rectangles. Using these methods, students discussed, developed, and justified formulas for areas of triangles and parallelograms. Students found areas of polygons and surface areas of prisms and pyramids by decomposing them into pieces whose area they could determine. They drew polygons in the coordinate plane. In grade 7, students learned about angle measures, protractors, and describing two-dimensional figures. Students worked with three-dimensional figures, relating them to two-dimensional figures by examining cross-sections. In grade 8, students applied the Pythagorean Theorem to find distances between points on

Warwick Public Schools, in collaboration with the Charles A. Dana Center at the University of Texas at Austin

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Geometry, Quarter 1, Unit 1.4 2011-2012

Coordinate Plane Geometry (8 days)

the coordinate plane, to find lengths, and to analyze polygons. They also used coordinates to find slope and used equations of lines to solve systems. Current Learning Students use coordinates to prove simple geometric theorems algebraically, prove the slope criteria for parallel and perpendicular lines and use them to solve geometric problems, and use coordinates to compute perimeters of polygons and areas of triangles and rectangles. Students use these strategies in work with the coordinate plane in Units 2.12.3). Future Learning Students will use this knowledge in algebra 2 and fourth-year mathematics courses. Students will also use this knowledge in artwork, engineering, education, construction, and computer science applications.

Additional Finding:
Principles and Standards for School Mathematics indicates that high school students should use Cartesian coordinates as a means of both solving problems and proving their results (pp. 4243).

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Warwick Public Schools, in collaboration with the Charles A. Dana Center at the University of Texas at Austin