Georgia

Standards of Excellence
Curriculum Frameworks

Mathematics

GSE Geometry
Unit 5: Geometric and Algebraic
Connections
 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Geometry  Unit 5

Unit 5

Geometric and Algebraic Connections

Table of Contents
OVERVIEW ................................................................................................................................... 4
STANDARDS ADDRESSED IN THIS UNIT .............................................................................. 4
KEY STANDARDS ....................................................................................................................... 4
STANDARDS FOR MATHEMATICAL PRACTICE .................................................................. 5
ENDURING UNDERSTANDINGS .............................................................................................. 6
ESSENTIAL QUESTIONS ............................................................................................................ 6
CONCEPTS AND SKILLS TO MAINTAIN ................................................................................ 6
SELECTED TERMS AND SYMBOLS ......................................................................................... 7
EVIDENCE OF LEARNING ......................................................................................................... 8
TEACHER RESOURCES .............................................................................................................. 9
Web Resources............................................................................................................................ 9
Graphic Organizer: Partitioning a Directed Line Segment ....................................................... 10
Compare / Contrast: Two Methods for Finding Distance ......................................................... 11
FORMATIVE ASSESSMENT LESSONS (FAL) ....................................................................... 12
SPOTLIGHT TASKS ................................................................................................................... 12
3–ACT TASKS ............................................................................................................................. 12
TASKS .......................................................................................................................................... 13
Analyzing the Pentagon (Spotlight Task) ................................................................................. 17
New York City (Learning Task) ............................................................................................... 22
Slopes of Special Pairs of Lines (Discovery Task) ................................................................... 37
Geometric Properties in the Plane (Performance Task) ............................................................ 50
Equations of Parallel & Perpendicular Lines (Formative Assessment Lesson) ....................... 58
Square (Short Cycle Task) ........................................................................................................ 60
Proving Quadrilaterals in the Coordinate Plane........................................................................ 62
Euler’s Village (Culminating Task) .......................................................................................... 74
Rolling Cups ............................................................................................................................. 86
Deriving the General Equation of a Circle ............................................................................... 90
Formative Assessment Lesson: Equations of Circles - 1 ....................................................... 100
Formative Assessment Lesson: Equations of Circles - 2 ....................................................... 102
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 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Geometry  Unit 5

Converting Standard Form to General Form .......................................................................... 103

Completing the Square in a Circle? ........................................................................................ 107
Graphing Circles on a Graphing Calculator............................................................................ 116
Radio Station Listening Areas ................................................................................................ 120
Algebraic Proof ....................................................................................................................... 125
A Day at the Beach ................................................................................................................. 130
How Many Cells are in the Human Body? ............................................................................. 132
Maximize Volume .................................................................................................................. 134
Culminating Task: Dr. Cone’s New House ........................................................................... 139

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 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Geometry  Unit 5

OVERVIEW
In this unit students will:

• prove the slope relationship that exists between parallel lines and between perpendicular
lines and then use those relationships to write the equations of lines
• extend the Pythagorean Theorem to the coordinate plane
• develop and use the formulas for the distance between two points and for finding the
point that partitions a line segment in a given ratio
• revisit definitions of polygons while using slope and distance on the coordinate plane
• use coordinate algebra to determine perimeter and area of defined figures
• use Algebra to model Geometric ideas
• spend time developing equations from geometric definition of circles
• address equations in standard and general forms
• graph by hand and by using graphing technology
• develop the idea of algebraic proof in conjunction with writing formal geometric proofs

Although the units in this instructional framework emphasize key standards and big ideas at
specific times of the year, routine topics such as estimation, mental computation, and basic
computation facts should be addressed on an ongoing basis. Ideas related to the eight practice
standards should be addressed constantly as well. This unit provides much needed content
information and excellent learning activities. However, the intent of the framework is not to
provide a comprehensive resource for the implementation of all standards in the unit. A variety
of resources should be utilized to supplement this unit. The tasks in this unit framework illustrate
the types of learning activities that should be utilized from a variety of sources. To assure that
this unit is taught with the appropriate emphasis, depth, and rigor, it is important that the
“Strategies for Teaching and Learning” and the tasks listed under “Evidence of Learning” be
reviewed early in the planning process.

STANDARDS ADDRESSED IN THIS UNIT

Mathematical standards are interwoven and should be addressed throughout the year in as many
different units and activities as possible in order to emphasize the natural connections that exist
among mathematical topics.

KEY STANDARDS
Translate between the geometric description and the equation for a conic section

MGSE9-12.G.GPE.1 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.
Use coordinates to prove simple geometric theorems algebraically
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Georgia Standards of Excellence Framework
GSE Geometry  Unit 5

MGSE9-12.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).
(Focus on quadrilaterals, right triangles, and circles.)

MGSE9-12.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).

MGSE9-12.G.GPE.6 Find the point on a directed line segment between two given points
that partitions the segment in a given ratio.

MGSE9-12.G.GPE.7 Use coordinates to compute perimeters of polygons and areas of

triangles and rectangles, e.g., using the distance formula.

Apply geometric concepts in modeling situations

MGSE9-12.G.MG.1 Use geometric shapes, their measures, and their properties to

describe objects
(e.g., modeling a tree trunk or a human torso as a cylinder)

MGSE9-12.G.MG.2 Apply concepts of density based on area and volume in modeling

situations
(e.g., persons per square mile, BTUs per cubic foot)

MGSE9-12.G.MG.3 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).

STANDARDS FOR MATHEMATICAL PRACTICE

Refer to the Comprehensive Course Overview for more detailed information about the
Standards for Mathematical Practice.
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.

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Georgia Standards of Excellence Framework
GSE Geometry  Unit 5

7. Look for and make use of structure.

8. Look for and express regularity in repeated reasoning.

ENDURING UNDERSTANDINGS
• Algebraic formulas can be used to find measures of distance on the coordinate plane.
• The coordinate plane allows precise communication about graphical representations.
• The coordinate plane permits use of algebraic methods to obtain geometric results.
• Derive the formula for a circle using the Pythagorean Theorem
• Apply algebraic formulas and ideas to geometric figures and definitions
• Model everyday objects using three dimensional shapes and describe the object using
characteristics of the shape.
• Solve real world problems that can be modeled using density, area, and volume concepts.

ESSENTIAL QUESTIONS
• How can a line be partitioned?
• How can the distance between two points be determined?
• How are the slopes of lines used to determine if the lines are parallel, perpendicular, or
neither?
• How do we write the equation of a line that goes through a given point and is parallel or
perpendicular to another line?
• How can slope and the distance formula be used to determine properties of polygons and
circles?
• How can slope and the distance formula be used to classify polygons?
• How do I apply what I have learned about coordinate geometry to a real–world situation?
• How can I use the Pythagorean Theorem to derive the equation of a circle?
• How are the graph of a circle and its equation related?
• How are the equation of a circle and its graph related?
• How can I prove properties of geometric figures algebraically?
• How can I minimize cost and maximize the volume of a topless box?

CONCEPTS AND SKILLS TO MAINTAIN

It is expected that students will have prior knowledge/experience related to the concepts and
skills identified below. It may be necessary to pre–assess in order to determine if time needs to
be spent on conceptual activities that help students develop a deeper understanding of these
ideas.
• approximating radicals
• calculating slopes of lines
• graphing lines
• writing equations for lines
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 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Geometry  Unit 5

• number sense
• computation with whole numbers and decimals, including application of order of operations
• addition and subtraction of common fractions with like denominators
• applications of the Pythagorean Theorem
• graphing on a coordinate plane
• completing the square
• operations with radicals
• methods of proof

SELECTED TERMS AND SYMBOLS

The following terms and symbols are often misunderstood. These concepts are not an inclusive
list and should not be taught in isolation. However, due to evidence of frequent difficulty and
misunderstanding associated with these concepts, instructors should pay particular attention to
them and how their students are able to explain and apply them.

The definitions below are for teacher reference only and are not to be memorized by
the students. Students should explore these concepts using models and real life examples.
Students should understand the concepts involved and be able to recognize and/or
demonstrate them with words, models, pictures, or numbers.

The websites below are interactive and include a math glossary suitable for high school. Note –
At the elementary level, different sources use different definitions. Please preview any
website for alignment to the definitions given in the frameworks.

http://www.teachers.ash.org.au/jeather/maths/dictionary.html

This web site has activities to help students more fully understand and retain new vocabulary
(i.e. the definition page for dice actually generates rolls of the dice and gives students an
opportunity to add them).

http://intermath.coe.uga.edu/dictnary/homepg.asp

Definitions and activities for these and other terms can be found on the Intermath website
because Intermath is geared towards middle and high school. Links to external sites are
particularly useful.

• Distance Formula: d = ( x2 − x1 ) 2 + ( y 2 − y1 ) 2

• Formula for finding the point that partitions a directed segment AB at the ratio
of a : b from A(x1, y1) to B(x2, y2):

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 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Geometry  Unit 5

 a a 
 x1 + ( x2 − x1 ), y1 + ( y 2 − y1 ) 
 a+b a+b 

 a a 
or  ( x2 − x1 ) + x1 , ( y 2 − y1 ) + y1 
a +b a+b 

 bx1 + ax2 by1 + ay 2 

or  ,   weighted average approach
 b+a b+a 

• Center of a Circle: The point inside the circle that is the same distance from all of the
points on the circle.

• Circle: The set of all points in a plane that are the same distance, called the radius, from
a given point, called the center. Standard form: ( x − h ) + ( y − k ) = r 2
2 2

• Diameter: The distance across a circle through its center. The line segment that includes
the center and whose endpoints lie on the circle. Directrix of a Parabola: every point on
a parabola is equidistant from a fixed point (focus) and a fixed line (directrix)

• Pythagorean Theorem: A theorem that states that in a right triangle, the square of the
length of the hypotenuse equals the sum of the squares of the lengths of the legs.

• Radius: The distance from the center of a circle to any point on the circle. Also, the line
segment that has the center of the circle as one endpoint and a point on the circle as the
other endpoint.

• Standard Form of a Circle: ( x − h) 2 + ( y − k ) 2 = r 2 , where (h,k) is the center and r is

the radius.

EVIDENCE OF LEARNING
At the conclusion of the unit, students should be able to:
• find the point that partitions a directed segment into a given ratio.
• determine if a given pair of lines are parallel, perpendicular, or neither.
• determine the equation of the line parallel or perpendicular to a given line and passing
through a given point.
• use distance and slope concepts to prove geometric theorems algebraically.
• find perimeter of polygons and area of triangles and quadrilaterals.
• Write the equation for a circle given information such as a center, radius, point on the circle, etc.
• Prove simple geometric properties using coordinates.

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 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Geometry  Unit 5

TEACHER RESOURCES
The following pages include teacher resources that teachers may wish to use to supplement
instruction.
• Web Resources
• Graphic Organizer: Partitioning a Directed Line Segment
• Compare / Contrast: Two Methods for Finding Distance

Web Resources

The following list is provided as a sample of available resources and is for informational
purposes only. It is your responsibility to investigate them to determine their value and
appropriateness for your district. GaDOE does not endorse or recommend the purchase of or use
of any particular resource.

• Distance Formula Applet

http://www.mathwarehouse.com/algebra/distance_formula/interactive–distance–
formula.php
This applet shows the distance formula in action based on different points on grid. This
resource is helpful for an introduction on the distance formula.

• Quadrilaterals Overview
http://www.cut–the–knot.org/Curriculum/Geometry/Quadrilaterals.shtml
This page has a helpful overview of quadrilaterals and an applet that names a
quadrilateral as you move its vertices. The page includes a flow chart of quadrilaterals
with inclusive definition of trapezoid.

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Georgia Standards of Excellence Framework
GSE Geometry  Unit 5

Graphic Organizer: Partitioning a Directed Line Segment

MGSE9–12.G.GPE.6

EQ: How do you partition a directed line segment?

Steps to Use: Steps to Use:

1. Subtract the x–coordinates 1. Subtract the y–coordinates

(point D – point C). Problem: Given the points C (3, 4) and D(6, 10), find (point D – point C).
the coordinates of point P on a directed line segment
𝑎 തതതത that partitions 𝑪𝑫
തതതത in the ratio 1:2 (a:b). 𝑎
2. Change the ratio a:b to 𝑎+𝑏. 𝑪𝑫 2. Change the ratio a:b to 𝑎+𝑏.

3. Multiply the answers from 3. Multiply the answers from

step 1 and step 2. step 1 and step 2.

4. Add the beginning x 4. Add the beginning y

coordinate (of C) to step 3’s Solution: Point P( , ) coordinate (of C) to step 3’s
result. result.

How does the step by step process above relate to the portioning formula below?
𝒂 𝒂
((𝒙𝟐 − 𝒙𝟏 ) + 𝒙𝟏 , (𝒚𝟐 − 𝒚𝟏 ) + 𝒚𝟏 )
𝒂+𝒃 𝒂+𝒃

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Georgia Standards of Excellence Framework
GSE Geometry  Unit 5

Compare / Contrast: Two Methods for Finding Distance

Focus Question: How does the Pythagorean Theorem relate to the distance formula?

Use the Pythagorean Theorem to find the distance between Use the distance formula to find the distance between
(2, 7) and (–1, –4) (2, 7) and (–1, –4)

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Georgia Standards of Excellence Framework
GSE Geometry  Unit 5

FORMATIVE ASSESSMENT LESSONS (FAL)

Formative Assessment Lessons are intended to support teachers in formative assessment. They
reveal and develop students’ understanding of key mathematical ideas and applications. These
lessons enable teachers and students to monitor in more detail their progress towards the targets
of the standards. They assess students’ understanding of important concepts and problem solving
performance, and help teachers and their students to work effectively together to move each
student’s mathematical reasoning forward.

More information on Formative Assessment Lessons may be found in the Comprehensive

Course Overview.

SPOTLIGHT TASKS
A Spotlight Task has been added to each GSE mathematics unit in the Georgia resources for
middle and high school. The Spotlight Tasks serve as exemplars for the use of the Standards for
Mathematical Practice, appropriate unit–level Georgia Standards of Excellence, and research–
based pedagogical strategies for instruction and engagement. Each task includes teacher
commentary and support for classroom implementation. Some of the Spotlight Tasks are
revisions of existing Georgia tasks and some are newly created. Additionally, some of the
Spotlight Tasks are 3–Act Tasks based on 3–Act Problems from Dan Meyer and Problem–Based
Learning from Robert Kaplinsky.

3–ACT TASKS
A Three–Act Task is a whole group mathematics task consisting of 3 distinct parts: an engaging
and perplexing Act One, an information and solution seeking Act Two, and a solution discussion
and solution revealing Act Three.

More information along with guidelines for 3–Act Tasks may be found in the Comprehensive
Course Overview.

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Georgia Standards of Excellence Framework
GSE Geometry  Unit 5

TASKS
The following tasks represent the level of depth, rigor, and complexity expected of all
Geometry students. These tasks, or tasks of similar depth and rigor, should be used to
demonstrate evidence of learning. It is important that all elements of a task be addressed
throughout the learning process so that students understand what is expected of them. While
some tasks are identified as a performance task, they may also be used for teaching and learning
(learning/scaffolding task).
Task Type SMP’s
Task Name Content Addressed Standards
Grouping Strategy Addressed
Analyzing the Discovery Task • Investigating area, G.GPE.4, 7 1,5
Pentagon Partner/ Individual perimeter and other
(Spotlight Task) properties of polygons
30–45 minutes
New York City Learning Task • Partition a line segment G.GPE.6 1,2,4
90–120 minutes Partner / Small Group into a given ratio.
Slopes of Special Discovery Task • Show that the slopes of G.GPE.5 2,5
Pairs of Lines Partner / Individual parallel lines are the
90–120 minutes same.
• Show that the slopes of
perpendicular lines are
opposite reciprocals.
• Given the equation of a
line and a point not on
the line, find the
equation of the line that
passes through the
point and is
parallel/perpendicular
to the given line.
Geometric Performance Task • Use coordinates, slope G.GPE.4, 7 6,7
Properties Partner Task relationships, and
in the Plane distance formula to
90–120 minutes prove simple geometric
theorems algebraically.
• Compute the perimeters
of polygons using the
coordinates of the
vertices and the distance
formula.
• Find the areas of
rectangles and triangles
using the coordinates of
the vertices and the
distance formula.

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Georgia Standards of Excellence Framework
GSE Geometry  Unit 5

Equations of Formative Assessment • Use equations of parallel G.GPE.4, 5, 1,3,7

Parallel & Lesson and perpendicular lines 6, 7
Perpendicular Individual / Small to form geometric
Lines Group figures.
(FAL)
90–120 minutes
PDF

Square Short Cycle Task • Use slope and length to G.GPE.4, 5, 3,7
20–30 minutes Individual / Small determine whether a 6, 7
PDF Group figure with given
vertices is a square.
Proving Performance Task • Prove theorems G.CO.11 1,2,3,4,5,6,
Quadrilaterals in Individual / Partner pertaining to lines and G.GPE.4 7,8
a Coordinate angles.
Plane
• Prove theorems
pertaining to triangles.
• Prove theorems
pertaining to
parallelograms.

Euler’s Village Culminating Task • Use coordinates, slope G.GPE.4, 5, 4,6

2 – 3 hours Small Group / Partner relationships, and 6, 7
distance formula to
prove simple geometric
theorems algebraically.
• Compute the perimeters
of polygons using the
coordinates of the
vertices and the distance
formula.
• Find the areas of
rectangles and triangles
using the coordinates of
the vertices and the
distance formula.
• Given the equation of a
line and a point not on
the line, find the
equation of the line that
passes through the point
and is
parallel/perpendicular to
the given line.

Euler’s Village is a culminating task of the algebraic and geometric connections on the coordinate
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Georgia Standards of Excellence Framework
GSE Geometry  Unit 5

plane. This task ties the concepts of distance, midpoint, and slope together to verify relationships
with geometric figures such as triangles and quadrilaterals.
• Introducing the second G.MG.1 1, 2, 3, 4
part of the unit along G.MG.3
Rolling Cups Performance Task
with choosing
(Spotlight Large Group/Partner
appropriate
Task) Task
mathematics to solve a
non-routine problem
Deriving the G.GPE.1 2, 3, 7, 8
Performance Task • Generalizing the
General
Large Group/Partner formula for the equation
Equation of
Task of a circle.
Circles
Equations of • Translate between G.GPE.1 1, 5, 7
Formative
Circles – 1 geometric features of a
Assessment Lesson
(FAL) circle and its equation.
Equations of • Translate between a G.GPE.1 1, 7
Formative
Circles – 2 circle’s equation and its
Assessment Lesson
(FAL) geometric features.
• Algebraic G.GPE.1 2, 3, 7, 8
Converting Learning Task manipulations necessary
Standard to Individual/Partner to change an equation
General Form Task from standard form to
general form.
Completing the Learning Task • Completing the square G.GPE.1 2, 3, 7, 8
Square in a Individual/Partner to find the center and
Circle? Task radius of a given circle.
Graphing G.GPE.1 2, 3, 7, 8
Extension Task
Circles on a • Using technology to
Partner/Small Group
Graphing graph a circle.
Task
Calculator
Performance Task • Real-world applications G.GPE.1 2, 3, 7, 8
Radio Station
Individual/Partner of writing the equation
Listening Areas
Task of a circle.
Learning Task • Using coordinates to G.GPE.4 2, 3, 7
Algebraic Proof Individual/Partner prove simple geometric
Task theorems algebraically.
• To visualize and G.MG.1 1, 4, 6
identify the dimensions G.MG.3
of geometric shapes
Performance Task • To determine the
A Day at the
Individual/Partner volume relationships of
Beach
Task cylinders, pyramids,
cones, and spheres
• To justify geometric
arguments
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Georgia Standards of Excellence Framework
GSE Geometry  Unit 5

• To apply the concepts G.MG.1 2,3,5,6

How many of mass, volume, and G.MG.2
Performance Task
cells are in the density in a real-world
Partner Task
human body? context.

Learning Task G.MG.3 2-3, 7-8

Maximize
Individual/Partner • Maximize Volume
Volume
Task
•
Write the equations of G.GPE.1 2, 3, 7, 8
Culminating
Performance Task circles and parabolas G.GPE.4
Task:
Individual/Partner and use coordinates to
Dr. Cone’s
Task prove simple geometric
New House
theorems algebraically.
Dr. Cone’s New House is a culminating task requiring understanding and manipulations of circles
and parabolas. This task incorporates all understanding of circles and writing equations of circles
to design a new home.

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Georgia Standards of Excellence Framework
GSE Geometry  Unit 5

Analyzing the Pentagon (Spotlight Task) Back to Task Table

This spotlight task follows the 3 Act–Math task format originally developed by Dan Meyer.
More information on these type tasks may be found at http://blog.mrmeyer.com/category/3acts/

Georgia Standards of Excellence

MGSE9–12.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).
(Focus on quadrilaterals, right triangles, and circles.)

This standard is addressed through students assigning coordinates to key points on the picture
and then using those coordinates to answer questions that they develop themselves. One
example might be proving that all regular polygons with the same number of sides are similar.
Students will use coordinates to explore properties and characteristics of polygons.

MGSE9–12.G.GPE.7 Use coordinates to compute perimeters of polygons and areas of triangles

and rectangles, e.g., using the distance formula.
This standard is addressed through use of the distance formula to calculate the area and perimeter
of the pentagon. Several other applications are possible, depending on the interests and
questions of the students.

Standards for Mathematical Practice

1. Make sense of problems and persevere in solving them. In this task, students will
formulate their own problem to solve. They will need to decide on a reasonable question to
answer using the mathematics they have available to them. Several possible investigations could
require extend effort to solve. Students will need to persevere through the problem solving
process in order to arrive at a solution.

5. Use appropriate tools strategically. Students will need to select appropriate tools (graph
paper, calculator, formulas) in order to be successful at this task.

ESSENTIAL QUESTIONS
• How do I construct a mathematical question that can be answered?
• How do I calculate the distance between two points?
• How can I calculate the area and perimeter of a figure given only coordinates of vertices?

MATERIALS REQUIRED
• Copy of student handout (picture of the Pentagon)
• Graph paper

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Georgia Standards of Excellence Framework
GSE Geometry  Unit 5

TIME NEEDED
• 30–45 minutes based on the depth of investigation

More information along with guidelines for 3–Act Tasks may be found in the Comprehensive
Course Overview.

Act One Description (Dan Meyer http://blog.mrmeyer.com/2011/the–three–acts–of–a–

mathematical–story/)
“Introduce the central conflict of your story/task clearly, visually, viscerally, using as few
words as possible.”

Act One:
Present the students with the aerial photograph of the Pentagon. Pose the question: “What do
you wonder?”
It should be noted here that students will likely come up with many questions that are non–
mathematical in nature. The teacher’s task is to help them to refine their questions so that they
can be answered using the mathematics that they know or can discover.
Here are some questions that students developed based on the picture:
- What is the perimeter of the building?
- What is the area of the building?
- What is the area of the courtyard?
- Are the outer pentagon and inner pentagon similar?
In order to introduce a more real–world feel to the questions, they could be modified to the
following:
- How long would it take an average person to walk around the exterior of the Pentagon?
- How many acres does the Pentagon cover?
- How many football fields could fit in the courtyard?
- How many times bigger is the outer pentagon than the inner pentagon?
This is also a great opportunity to revisit unit conversions and other standards from Unit 1.
The important part is to honor the students’ curiosity. They will engage with the activity more if
it is their own questions that they are answering. If a student develops a question that is outside
the scope of the course, be sure to honor that student’s curiosity by pointing them in the right
direction and encouraging them to continue on their own. Hopefully, students will begin the
process of formulating mathematical questions and then using mathematical models to answer
the questions.
Here are some questions to help guide the discussion, but be sure not to give too much away.
The goal is to have students formulate the questions and the methods to answer them.
- Can your question be answered using mathematics?
- How could you model an answer to your questions with an equation?
- Do you have all the information you need to answer your question?

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Act Two Description (Dan Meyer http://blog.mrmeyer.com/2011/the–three–acts–of–a–

mathematical–story/)
The protagonist/student overcomes obstacles, looks for resources, and develops new tools.

During Act Two, students will discuss the question in Act One and decide on the facts that are
needed to answer the question. Students will also look for formulas and conversions that are
needed to solve the problem. When students decide what they need to solve the problem, they
should ask for the facts or use technology to find them.

Note: It is pivotal to the problem solving process that students decide what is needed without
being given the information up front. Some groups might need scaffolds to guide them. The
teacher should question groups who seem to be moving in the wrong direction or might not know
where to begin.

The main content intended for use in this task is calculating areas and perimeters of polygons
using the distance formula. Students may choose to try and measure the sides using a ruler.
Instead, suggest using graph paper. Students were introduced to the distance formula in middle
school so it should not be too much of a jump to apply the formula to the situation.

Students can be supplied with the following information when they ask for it:
- Typical graph paper is scaled 4 squares per inch.
- The scale of the photo is 1 inch = 263.14 feet
- 1 acre contains 43,560 square feet

Use your discretion on what other information students may look up on the internet.
Calculating the area of a regular pentagon could be done using a formula, but resist the
temptation to reduce it to that. Encourage the students to use other methods for calculating the
area, such as decomposing the figure into triangles or trapezoids. This could even extend into
students developing their own formula for the area of a polygons.

ACT 3
Students will compare and share solution strategies.
• Reveal the answer.
o Each side of the Pentagon is 921 feet.
o It covers 28.7 acres, and the interior courtyard is 5 acres
• Discuss the theoretical math versus the practical outcome.
• How close was your answer to the actual answer?
• What could account for the difference?
• Share student solution paths. Start with most common strategy.
• Revisit any initial student questions that weren’t answered.

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The answers that students come up with will vary based on their estimates for the coordinates of
the vertices on the graph paper. Discuss the role of estimation and variation in their answers.
The teacher also needs to be flexible and adapt the lesson to the curiosity of the class. Use this
activity as a guide, but do not be afraid to deviate from it if the mathematics dictates that you do
so.

The Sequel: ”The goals of the sequel task are to a) challenge students who finished quickly so
b) I can help students who need my help. It can't feel like punishment for good work. It can't
seem like drudgery. It has to entice and activate the imagination.” Dan Meyer
http://blog.mrmeyer.com/2013/teaching–with–three–act–tasks–act–three–sequel/
For a sequel, allow students to look up other aerial photographs of other famous buildings or
landmarks. They could then proceed through a similar process. Google Earth or Google maps
could be a good resource for this sequel.

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Analyzing the Pentagon (Spotlight Task)

Image taken from www.googlemapsmania.blogsplot.com

What do you wonder?

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New York City (Learning Task) Back to Task Table

Introduction
This task provides a guided discovery of the procedure for partitioning a segment into a
given ratio.

Mathematical Goals
• Find the point on a line segment that separates the segments into a given ratio.

Essential Questions
• How can a line be partitioned?

Georgia Standards of Excellence

MGSE9–12.G.GPE.6 Find the point on a directed line segment between two given points that
partitions the segment in a given ratio.

Standards for Mathematical Practice

1. Make sense of problems and persevere in solving them.
Students must make sense of the layout of the town and represent it in a way that they can
answer questions about the town.
2. Reason abstractly and quantitatively.
When partitioning pathways, students must apply their reasoning in both specific and
general situations.
4. Model with mathematics.
Students must represent the problem situation mathematically and use their model to
answer questions about the situation.
Background Knowledge
• Students understand fractions as representing part of a whole.
• Students recognize the relationship between ratios and fractions. e.g., breaking a segment
into two pieces with a ratio of 3:5 means the two pieces are 3/8 and 5/8 of the whole.

Common Misconceptions
• Students may have difficulty representing the situation graphically. Focus on the
difference between Avenues and Streets in the problem, and relate this to (x, y)
coordinates.
• Students may use the fraction 3/5 instead of 3/8 when partitioning into a ratio of 3:5.
Remind students that fractions represent a part of the whole. 3 and 5 are both parts.
• Conversely, if the fraction “part / whole” (rather than the ratio “part : part”) is given, then
students don’t need to change the denominator.

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Materials
• Graph paper

Grouping
• Partner / small group

Differentiation
Extension:
• Emily (at work) and Gregory (at his hotel) want to walk to a location so that each
person walks the same distance. The corner restaurant is halfway between them, but
there are other locations that are also equidistant from each of them. Describe all
points that are equidistant from Emily and Gregory. (Solution: Points on the
perpendicular bisector of the segment connecting Emily and Gregory.)
• Describe all locations that are twice [half, three times, etc.] as
far from Emily as they are from Gregory.
Solution will be a circle centered at (9, b) for some value of b.
The solution here shows all points that are twice as far from
Emily as they are from Gregory.

Intervention:
• Students can highlight the right triangles they form to help them focus on them only.
This helps motivate the idea of using the Pythagorean Theorem for distance, and the
idea of partitioning horizontal and vertical components separately for partitioning.
• The partitioning formula may be challenging to remember and/or apply for many
students. Encourage students to think of partitioning as a multi–step process rather
than a complicated formula.

Formative Assessment Questions

• Describe how you would find the point Z that partitions the directed line segment XY in
the ratio of 4:3 using the points X(–5, 7) and Y(6, 13).

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New York City – Teacher Notes

The streets of New York City are laid out in a rectangular pattern, with all blocks approximately
square and approximately the same size. Avenues run in a north–south direction, and the
numbers increase as you move west. Streets run in an east–west direction, and the numbers
increase as you move north.

Emily works at a building located on the corner of 9th Avenue and 61st Street in New York City.
Her brother, Gregory, is in town on business. He is staying at a hotel at the corner of 9th Avenue
and 43rd Street.

1. Gregory called Emily at work, and they agree to meet for lunch. They agree to meet at a
corner half way between Emily’s work and Gregory’s hotel. Then Gregory’s business
meeting ends early so he decides to walk to the building where Emily works.

a. How many blocks does he have to walk? Justify your answer using a diagram on grid
paper.

b. After meeting Emily’s coworkers, they walk back toward the corner restaurant. How
many blocks must they walk? Justify your answer using your diagram.\

Comments:

Watch students carefully as they begin

drawing a picture for this. Make sure they
understand what is meant by North–South
and East–West Avenues and Streets. It
may be necessary to address this as a class
so students understand the lay–out of the
city streets.

Solutions:

The locations are 18 blocks apart. If each

person walks 9 blocks they can meet at 9th
Avenue and 52nd Street.

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2. After lunch, Emily has the afternoon off so she walks back to the hotel with Gregory
before turning to go to her apartment. Her apartment is three blocks north and four
blocks west of the hotel.

a. At what intersection is her apartment building located?

Solution:
Her apartment is located at 13th Avenue and 46th Street

b. How many blocks south of the restaurant will they walk before Emily turns to go to
her apartment?

Solution:
They will walk 6 blocks south of the restaurant.

c. When Emily turns, what fraction of the distance from the restaurant to the hotel have
the two of them walked? Express this fraction as a ratio of distance walked to
distance remaining for Gregory.

Solution:
𝟔 𝟐
They will walk 6 blocks south of the restaurant which is 𝟗 or 𝟑 of the total distance
Gregory will walk. This is a 6:3 or 2:1 ratio.

3. Gregory and Emily are going to meet for dinner at a restaurant 5 blocks south of her
apartment.

a. At which intersection is the restaurant located?

Solution:
The restaurant is at the corner of 13th avenue and 41st street.

b. After dinner, they walk back towards her apartment, but stop at a coffee shop that is
located three–fifths of the distance to the apartment. What is the location of the
coffee shop?

Solution:
Since the restaurant is 5 blocks
𝟑
south of the apartment, 𝟓 of the
distance back to the apartment
means they will walk from 41st up
to 44th. The coffee shop is located
at 13th and 44th.

By investigating the situations that follow, you will determine a procedure for finding a point
that partitions a segment into a given ratio.
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4. Here, you will find a point that partitions a directed line segment from C(4, 3) to D(10, 3)
in a given ratio.
Comments:
The task begins with fractions of horizontal and vertical segments so that students can
reason through the step, clarifying distinctions between fractions of the whole and
ratios of parts as well as direction of the partition.

a. Plot the points on a grid. (Notice that the points lie on the same horizontal line.)
What is the distance between the points?
Solution:
Distance from C to D is |10 – 4| = 6

b. Use the fraction of the total length of CD to determine the location of Point A which
partitions the segment from C to D in a ratio of 5:1. What are the coordinates of A?
Solution:
𝟓
𝑨 (( ) 𝟔 + 𝟒, 𝟑) = 𝑨(𝟗, 𝟑)
𝟔

c. Find point B that partitions a segment from C to D in a ratio of 1:2 by using the
fraction of the total length of CD to determine the location of Point B. What are the
coordinates of B?
Solution:
𝟏
𝑩 (( ) 𝟔 + 𝟒, 𝟑) = 𝑩(𝟔, 𝟑)
𝟑

5. Find the coordinates of Point X along the directed line segment YZ.
a. If Y(4, 5) and Z(4, 10), find X so the ratio is of YX to XZ is 4:1.
Solution:
𝟒
𝑿 (𝟒, (𝟓) 𝟓 + 𝟓) = 𝑿(𝟒, 𝟗)

b. If Y(4, 5) and Z(4, 10), find X so the ratio is of YX to XZ is 3:2.

Solution:
𝟑
𝑿 (𝟒, ( ) 𝟓 + 𝟓) = 𝑿(𝟒, 𝟖)
𝟓

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So far, the situations we have explored have been with directed line segments that were either
horizontal or vertical. Use the situations below to determine how the procedure used for
Questions 4 and 5 changes when the directed line segment has a defined, nonzero slope.
Comments:
Students must treat the x and y values separately. Encourage them to plot the points
on a grid and construct the vertical and horizontal components.

6. Find the coordinates of Point A along a directed line segment from C(1, 1) to D(9, 5) so
that A partitions CD in a ratio of 3:1. Since CD is neither horizontal nor vertical, the x
and y coordinates have to be considered distinctly.

a. Find the x–coordinate of A using the fraction of the horizontal component of the
directed line segment (i.e., the horizontal distance between C and D).
Solution:
Horizontal distance |9 – 1| = 8

b. Find the y–coordinate of A using the fraction of the vertical component of the
directed line segment (i.e., the vertical distance between C and D).
Solution:
Vertical distance |5 – 1| = 4

c. What are the coordinates of A?

Solution:
𝟑 𝟑
𝑨 ((𝟒) 𝟖 + 𝟏, (𝟒) 𝟒 + 𝟏 ) = 𝑨(𝟕, 𝟒)

7. Find the coordinates of Point A along a directed line segment from C(3, 2) to D(5, 8) so
that A partitions CD in a ratio of 1:1. Since CD is neither horizontal nor vertical, the
x and y coordinates have to be considered distinctly.

a. Find the x–coordinate of A using the fraction of the horizontal component of the
directed line segment (i.e., the horizontal distance between C and D).
Solution:
Horizontal distance |5 – 3| = 2

b. Find the y–coordinate of A using the fraction of the vertical component of the
directed line segment (i.e., the vertical distance between C and D).
Solution:
Vertical distance |8 – 2| = 6

c. What are the coordinates of A?

Solution:
𝟏 𝟏
𝑨 ((𝟐) 𝟐 + 𝟑, (𝟐) 𝟔 + 𝟐 ) = 𝑨(𝟒, 𝟓)
8. Now try a few more …

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a. Find Point Z that partitions the directed line segment XY in a ratio of 5:3.
X(–2, 6) and Y(–10, –2)
Solution:
Horizontal distance – 10 – –2 = –8 Vertical distance –2 – 6= –8
𝟓 𝟓
𝒁 ((𝟖) (−𝟖) + −𝟐, (𝟖) (−𝟖) + 𝟔 ) = 𝒁(−𝟕, 𝟏)

b. Find Point Z that partitions the directed line segment XY in a ratio of 2:3.
X(2,–4) and Y(7,2)
Solution:
Horizontal distance 7– 2=5 Vertical distance 2 – –4 = 6
𝟐 𝟐 𝟑
𝒁 ((𝟓) 𝟓 + 𝟐, (𝟓) 𝟔 + −𝟒 ) = 𝒁(𝟒, −𝟏 𝟓)

c. Find Point Z that partitions the directed line segment YX in a ratio of 1:3.
X(–2, –4) and Y(–7, 5) (Note the direction change in this segment.)
Solution:
Horizontal distance –2––7=5 Vertical distance –4– 5=–9
𝟏 𝟏 𝟑 𝟑
𝒁 ((𝟒) 𝟓 + −𝟕, (𝟒) (−𝟗) + 𝟓 ) = 𝒁(−𝟓 𝟒 , 𝟐 𝟒)

Comments:

The next section of this task addresses using the Pythagorean Theorem to find the distance
between two points in a coordinate system.

Back to Gregory and Emily….

9. When they finished their coffee, Gregory walked Emily back to her apartment, and then
walked from there back to his hotel.

a. How many blocks did he walk?

Solution:
Gregory walked 3 + 4 = 7 blocks.

b. If Gregory had been able to walk the direct path to the hotel from Emily’s apartment,
how far would he have walked? Justify your answer using your diagram.
Solution:
Gregory walked 7 blocks from Emily’s apartment
back to his hotel. If he had been able to walk the
most direct route, he would walk 5 blocks.
a2 + b2 = c2
42 + 32 = c2
5=c

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b. What is the distance Emily walks to work from her

apartment?
Solution:
Emily walks 19 blocks to work from her apartment.

c. What is the length of the direct path between Emily’s

apartment and the building where she works? Justify
your answer using your diagram.
Solution:
If she had been able to walk the most direct route,
he would walk approximately15.5 blocks.
a2 + b2 = c2
152 + 42 = c2
c = √241 ≈ 15.5

Determine a procedure for determining the distance between points on a coordinate grid by
investigating the following situations.

10. What is the distance between 5 and 7? 7 and 5? –1 and 6? 5 and –3?
Comments:
This question is intended to get students thinking about using a formula to find the
distance between two points. Students can easily draw a number line and count to find
the distance between the given points. Help them recall that in 8th grade they learned
how to find the distance between two points on a number line using d = |a–b|

Solutions:
Distance between 5 and 7 is 2. This can be found be simply subtracting 5 from 7. It
can also be found by subtracting 7 from 5. The difference is whether the answer is
positive or negative. Since distance should always be positive, taking the absolute
value of the difference between the numbers will give you the distance between the two
points.
|7 – 5| = 2 or |5 – 7| = |–2| = 2
|6 – –1| = |6 + 1| = 7 or |–1 – 6| = |–7| = 7
|5 – –3| = |5 + 3| = 8 or |–3 – 5| = |–8| = 8

11. Can you find a formula for the distance between two points, a and b, on a number line?

Comments:
At this point, students need to formalize their findings from above.

Solutions:
Distance between a and b is |a – b| or |b – a|

12. Using the same graph paper, find the distance between:

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(1, 1) and (4, 4) (–1, 1) and (11, 6) (–1, 2) and (2, –6)

Solution:
4 6 3
2

3
2 4

5
3
2
-2
8

h2 32
= + 32 12

h2 =9+9 5 10
-4

h 2 = 18 h 2 = 122 + 52
h = √18 = 3√2 ≈ 4.2 h 2 = 144 + 25 -6

h 2 = 169 h2 = 32 + 82
h = √169 = 13 h 2 = 9 + 64
h 2 = 73
h = √73 ≈ 8.5

13. Find the distance between points (a, b) and (c, d) shown below.
Solution:

√(𝒄 − 𝒂)𝟐 + (𝒅 − 𝒃)𝟐

Comments:

Students need to look at the three problems from #13 to determine how they can find the
distance between these points. Labeling the points and lengths on the earlier problems
can help students see the pattern that is developing.

In the examples above, one leg of the right triangle is always parallel to the x–axis while
the other leg is always parallel to the y–axis. Using the coordinates of the given points,
the vertical length is always the difference of the x–coordinates of the points while the
horizontal length is always the difference of the y–coordinates of the points. Help
students relate this to #11.

14. Using your solutions from 13, find the distance between the point (x1, y1) and the point
(x2, y2). Solutions written in this generic form are often called formulas.

Comments:

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Encourage students to write one simple formula that will work all the time. To help
students understand why the absolute value signs are not needed, discuss what happens
to a number when you square it. Since the value, when squared, is always positive, it’s
not necessary to keep the absolute value signs.

Solution:

Groups may come up with slightly different solutions to this problem. All of the
answers below are correct. Students should discuss the similarities and differences and
why they are all valid formulas. Make sure to include a discussion of the role of
mathematical properties.

𝒅 = √(𝒙𝟏 − 𝒙𝟐 )𝟐 +(𝒚𝟏 − 𝒚𝟐 )𝟐 𝒅 = √(𝒚𝟏 − 𝒚𝟐 )𝟐 +(𝒙𝟏 − 𝒙𝟐 )𝟐

𝒅 = √(𝒙𝟐 − 𝒙𝟏 )𝟐 +(𝒚𝟐 − 𝒚𝟏 )𝟐 𝒅 = √(𝒚𝟐 − 𝒚𝟏 )𝟐 +(𝒙𝟐 − 𝒙𝟏 )𝟐
𝒅 = √(𝒙𝟏 − 𝒙𝟐 )𝟐 +(𝒚𝟐 − 𝒚𝟏 )𝟐 𝒅 = √(𝒚𝟏 − 𝒚𝟐 )𝟐 +(𝒙𝟐 − 𝒙𝟏 )𝟐
𝒅 = √(𝒙𝟐 − 𝒙𝟏 )𝟐 +(𝒚𝟏 − 𝒚𝟐 )𝟐 𝒅 = √(𝒚𝟐 − 𝒚𝟏 )𝟐 +(𝒙𝟏 − 𝒙𝟐 )𝟐

15. Do you think your formula would work for any pair of points? Why or why not?

Solution:

Answers will vary. The formula from #14 should work for any pair of points.

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GSE Geometry  Unit 5

Learning Task: New York City

Name_________________________________ Date__________________

The streets of New York City are laid out in a rectangular pattern, with all blocks approximately
square and approximately the same size. Avenues run in a north–south direction, and the
numbers increase as you move west. Streets run in an east–west direction, and the numbers
increase as you move north.

Emily works at a building located on the corner of 9th Avenue and 61st Street in New York City.
Her brother, Gregory, is in town on business. He is staying at a hotel at the corner of 9th Avenue
and 43rd Street.

1. Gregory calls Emily at work, and they agree to meet for lunch. They agree to meet at a
corner half way between Emily’s work and Gregory’s hotel. Then Gregory’s business
meeting ends early so he decides to walk to the building where Emily works.

a. How many blocks does he have to walk? Justify your answer using a diagram on grid
paper.

b. After meeting Emily’s coworkers, they walk back toward the corner restaurant
halfway between Emily’s work and Gregory’s hotel. How many blocks must they
walk? Justify your answer using your diagram.

2. After lunch, Emily has the afternoon off, so she walks back to the hotel with Gregory
before turning to go to her apartment. Her apartment is three blocks north and four
blocks west of the hotel.

a. At what intersection is her apartment building located?

b. How many blocks south of the restaurant will they walk before Emily turns to go to
her apartment?

c. When Emily turns, what fraction of the distance from the restaurant to the hotel have
the two of them walked? Express this fraction as a ratio of distance walked to
distance remaining for Gregory.

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GSE Geometry  Unit 5

3. Gregory and Emily are going to meet for dinner at a restaurant 5 blocks south of her
apartment.

a. At which intersection is the restaurant located?

b. After dinner, they walk back towards her apartment, but stop at a coffee shop that is
located three–fifths of the distance to the apartment. What is the location of the
coffee shop?

By investigating the situations that follow, you will determine a procedure for finding a point
that partitions a segment into a given ratio.

4. Here, you will find a point that partitions a directed line segment from C(4, 3) to D(10, 3)
in a given ratio.

a. Plot the points on a grid. What is the distance between the points?

b. Use the fraction of the total length of CD to determine the location of Point A which
partitions the segment from C to D in a ratio of 5:1. What are the coordinates of A?

c. Find point B that partitions a segment from C to D in a ratio of 1:2 by using the
fraction of the total length of CD to determine the location of Point B. What are the
coordinates of B?

5. Find the coordinates of Point X along the directed line segment YZ.

a. If Y(4, 5) and Z(4, 10), find X so the ratio is of YX to XZ is 4:1.

b. If Y(4, 5) and Z(4, 10), find X so the ratio is of YX to XZ is 3:2.

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Georgia Standards of Excellence Framework
GSE Geometry  Unit 5

So far, the situations we have explored have been with directed line segments that were either
horizontal or vertical. Use the situations below to determine how the procedure used for
Questions 4 and 5 changes when the directed line segment has a defined, nonzero slope.

6. Find the coordinates of Point A along a directed line segment from C(1, 1) to D(9, 5) so
that A partitions CD in a ratio of 3:1. NOTE: Since CD is neither horizontal nor vertical,
the x and y coordinates have to be considered distinctly.

a. Find the x–coordinate of A using the fraction of the horizontal component of the
directed line segment (i.e., the horizontal distance between C and D).

b. Find the y–coordinate of A using the fraction of the vertical component of the directed
line segment (i.e., the vertical distance between C and D).

c. What are the coordinates of A?

7. Find the coordinates of Point A along a directed line segment from C(3, 2) to D(5, 8) so
that A partitions CD in a ratio of 1:1. NOTE: Since CD is neither horizontal nor vertical,
the x and y coordinates have to be considered distinctly.

a. Find the x–coordinate of A using the fraction of the horizontal component of the
directed line segment (i.e., the horizontal distance between C and D).

b. Find the y–coordinate of A using the fraction of the vertical component of the directed
line segment (i.e., the vertical distance between C and D).

c. What are the coordinates of A?

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GSE Geometry  Unit 5

8. Now try a few more …

a. Find Point Z that partitions the directed line segment XY in a ratio of 5:3.
X(–2, 6) and Y(–10, –2)

b. Find Point Z that partitions the directed line segment XY in a ratio of 2:3.
X(2, –4) and Y(7, 2)

c. Find Point Z that partitions the directed line segment YX in a ratio of 1:3.
X(–2, –4) and Y(–7, 5) (Note the direction change in this segment.)

Back to Gregory and Emily….

9. When they finished their coffee, Gregory walked Emily back to her apartment, and then
walked from there back to his hotel.

a. How many blocks did he walk?

b. If Gregory had been able to walk the direct path (“as the crow flies”) to the hotel from
Emily’s apartment, how far would he have walked? Justify your answer using your
diagram.

c. What is the distance Emily walks to work from her apartment?

d. What is the length of the direct path between Emily’s apartment and the building
where she works? Justify your answer using your diagram.

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Georgia Standards of Excellence Framework
GSE Geometry  Unit 5

Determine a procedure for determining the distance between points on a coordinate grid by
investigating the following situations.

10. What is the distance between 5 and 7? 7 and 5? –1 and 6? 5 and –3?

11. Find a formula for the distance between two points, a and b, on a number line.

12. Using the same graph paper, find the distance between:

(1, 1) and (4, 4) (–1, 1) and (11, 6) (–1, 2) and (2, –6)

13. Find the distance between points (a, b) and (c, d) shown below.

14. Using your solutions from #13, find the distance between the point (x1, y1) and the point
(x2, y2). Solutions written in this generic form are often called formulas.

15. Do you think your formula would work for any pair of points? Why or why not?

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Georgia Standards of Excellence Framework
GSE Geometry  Unit 5

Slopes of Special Pairs of Lines (Discovery Task) Back to Task Table

Introduction
This task provides a guided discovery of the relationship between the slopes of parallel
lines and the slopes of perpendicular lines.

Mathematical Goals
• Show that the slopes of parallel lines are the same.
• Show that the slopes of perpendicular lines are opposite reciprocals.
• Given the equation of a line and a point not on the line, find the equation of the line that
passes through the point and is parallel/perpendicular to the given line.

Essential Questions
• How do we write the equation of a line that goes through a given point and is parallel or
perpendicular to another line?

Georgia Standards of Excellence

MGSE9–12.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).

Standards for Mathematical Practice

2. Reason abstractly and quantitatively.
Students interpret the meaning of parallel and perpendicular lines graphically and
numerically, and they generalize their findings.
5. Use appropriate tools strategically.
Students use straightedges, protractors

Background Knowledge
• Students know the graphical definition of parallel and perpendicular lines.
• For the proof about slopes of parallel lines, scaffolded in #4, students need background
knowledge of similar triangles. (This proof can be changed to eliminate the need for
similar triangles. See “Intervention,” second bullet, below.)
• Students need to know the meaning of slope and how to calculate it.

Common Misconceptions
• The phrase “negative reciprocal” can be confusing for students if the slope is already
negative. Using the phrase “opposite reciprocal” instead can mitigate this issue.
• Students sometimes think “perpendicular” means only that the lines intersect. Emphasize
that they must form right angles. Additionally, segments can be perpendicular, forming
an “X,” a “T”, or an “L” shape; they do not have to cross through each other.

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 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Geometry  Unit 5

Materials
• Graph paper
• Protractor
• Ruler

Grouping
• Partner / individual

Differentiation
Extension:
• Create another proof for the relationship of slopes of parallel and perpendicular lines.
Solution: See intervention notes about using transformations of right triangles.
• If a line is written in standard form Ax + By = C, what would be similar / different for
a line that was parallel / perpendicular to it?
Solution: Ax + By = C2 for parallel; –Bx + Ay = C 2 or Bx – Ay = C 2 for
perpendicular
Intervention:
• Students may need remediation in writing equations of lines given a point and the
slope of the line.
• Students can cut out triangles to perform transformations to serve as an entry point to
proving the properties. Cut out a right triangle and label its legs appropriately as
“rise” and “run.” Translating the triangle and extending the hypotenuse creates a
parallel line. (The fact that it’s a translation means the “rise” and “run” sides haven’t
changed orientation.) Rotating the triangle 90º and extending the hypotenuse creates
a perpendicular line. (The rotation causes the side labeled “rise” to now become
horizontal, and the side labeled “run” to now become vertical. Visually, students can
also see that the slope has changed from positive to negative or vice–versa.)

Formative Assessment Questions

• Describe how to write the equation of a line parallel to 2x + 3y = 15 that passes through
(8, –3).
• Describe how to write the equation of a line perpendicular to 2x + 3y = 15 that passes
through (8, –3).

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Georgia Standards of Excellence Framework
GSE Geometry  Unit 5

Slopes of Special Pairs of Lines – Teacher Notes

Parallel Lines

1. On an xy–plane, graph lines ℓ1, ℓ2, and ℓ3, containing the given points. ℓ1 contains points
A (0, 7) and B (8, 9); ℓ2 contains points C (0, 4) and D (8, 6); ℓ3 contains points E (0, 0)
and F (8, 2). Make sure to carefully extend the lines past the given points.
Solutions are below.
a. Find the distance between points A and C and between points B and D. What do you
notice?

What word describes lines ℓ1 and ℓ2?

b. Find the distance between points C and E and between points D and F. What do you
notice?

What word describes lines ℓ2 and ℓ3?

c. Find the distance between points A and E and between points B and F. What do you
notice?

What word describes lines ℓ1 and ℓ3?

d. Now find the slopes of ℓ1, ℓ2, and ℓ3.

What do you notice?

Solutions: a. A and C are 2 units apart, as are B and D.

l1 and l2 are parallel.

b. C and E are 4 units apart, as are D and F.

l2 and l3 are parallel.

c. A and E are 6 units apart, as are B and F.

l1 and l3 are parallel.
𝟐 𝟏
d. Slope of l1 = 𝟖 = 𝟒
𝟐 𝟏
Slope of l2 = 𝟖 = 𝟒
𝟐 𝟏
Slope of l3= 𝟖 = 𝟒

All slopes are the same.

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 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Geometry  Unit 5

2. Now plot line ℓ4 through points W (–1, 3) and X(–3, 6) and line ℓ5 through points Y (–2, 1)
and Z (–4, 4) carefully extending the lines across the y–axis.

Solutions are below.

a. Use a ruler to measure the distance from W vertically to ℓ5. Then measure the
distance from X vertically to ℓ5. What do you notice?

b. What word describes these lines?

c. Find the slope of each line. What do you notice?

Solutions:
a. The distances are the same

b. parallel
𝟑 𝟑
c. − 𝟐 & − 𝟐 ; they are the same.

3. What appears to be true about the slopes of parallel lines?

Solution:
Parallel lines have the same slope.

4. Follow the steps below to prove this true for all pairs of parallel lines.

a. Let the straight lines ℓ and m be parallel. Sketch these on grid paper.

b. Plot any points U and V on line ℓ and the point W so that WV is the rise and UW is the
run of the slope of line ℓ. (A straight line can have only one slope.)
WV
That is, slope of line ℓ is .
UW

c. Draw the straight line UW so that it intersects line m at point X and extends to include
Point Z such that segment YZ is perpendicular to UW.

d. What is the slope of line m?

e. Line UZ is the _____________________ of the lines ℓ and m, so VUW and YXZ

are _______________________________________ angles, so VUW ____ YXZ.
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Georgia Standards of Excellence Framework
GSE Geometry  Unit 5

f. Why is it true that UWV  YXZ?

g. Now, ΔUWV and ΔYXZ are similar, so the ratio of their sides is proportional.
Write the proportion that relates the vertical leg to the horizontal leg of the triangles.

h. Note that this proportion shows the slope of line ℓ is the same as the slope of line m.
Therefore, parallel lines have the same slope.

Solutions:
𝒀𝒁
d. The slope of line m is 𝑿𝒁.

e. transversal; corresponding; 

f. The angles are right angles.

𝑾𝑽 𝒀𝒁
g. = 𝑿𝒁 .
𝑼𝑾

5. Write equations of two lines that are parallel to the line. y = 2

3
x+4

Solution:
Answers will vary, but all should have a slope of 2/3

6. Determine which of the following lines is / are parallel to 2x – 3y = 21. Explain why.

a. y = − 23 x + 2 b. –6x + 9y = 12 c. 1
3
x+ y=6
d. 2x + 3y = 7 e. 3y = 2x + 1

Comments:
A review of writing equations in slope–intercept form may be necessary prior to this
problem.

Solution:
𝟐
The given equation shows a slope of . When each of the others are written in slope–
𝟑
intercept form, their equations are:
a. 𝒚 = −𝟐𝟑𝒙 + 𝟐 b. 𝒚 = 𝟐𝟑𝒙 + 𝟒𝟑 c. 𝒚 = −𝟏𝟑𝒙 + 𝟔 d. 𝒚 = −𝟐𝟑𝒙 + 𝟕𝟑 e. 𝒚 = 𝟐𝟑𝒙 + 𝟏𝟑
So, only choices b and e are parallel to the given line.

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 7. Line m is parallel to the line y = − 12 x + 2 and contains the point (–6, 1). What is the
equation of line m in slope–intercept form?

Solution:
y = mx + b The slope of the given line is −𝟏𝟐 Since line m is parallel, it has the
1 = (–½)(–6) + b same slope but a different y–intercept. By substituting a point
1=3+b known to lie on line m and the slope of line m into the slope–
b=2 intercept form for the equation of the line, b can be found. Then
the equation can be written using the slope and the newly found
y–intercept: 𝒚 = −12𝒙 + 𝟐

8. What is the equation of the line that passes through (5, 2) and is parallel to the line that
passes through (0, 5) and (–4, 8)?

Solution:
𝒚𝟐 − 𝒚𝟏 𝟑 The slope of the given line is found using the slope formula..
𝒎= =−
𝒙𝟐 − 𝒙𝟏 𝟒 Since line m is parallel, it has the same slope but a different y–
y = mx + b intercept. By substituting a point known to lie on line m and the
2 = (–¾)(5) + b slope of line m into the slope–intercept form for the equation of
2 = –15/4 + b the line, b can be found. Then the equation can be written using
𝟑 23
b = 23/4 the slope and the newly found y–intercept, 𝒚 = − 𝟒 𝒙 + 4 .

Perpendicular Lines

1. On a coordinate grid, graph the following pairs of lines. For each pair, answer:
Do these lines intersect? If so, describe the angles formed at their intersection.
Use a protractor if necessary. If not, describe the lines.
a. y = − 43 x + 5 and y = 43 x + 1 b. y = 3x − 1 and y = − 13 x − 1
c. y = −7 x + 2 and y = 1
7
x−3 d. y=x and y = − x − 8

Comments:

Expect students to see the relationship between the slopes of perpendicular lines as
negative reciprocals, but not necessarily see that the product of the slopes is –1. In
addition, the proof of the relationship will be challenging for many students. One
proof based on transformations is given, but there are other ways to prove the
statement.
 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Geometry  Unit 5

Solutions:

Each pair of lines is perpendicular. The slopes are negative reciprocals.

a. b. c. d.

2. Create two equations that have the same type relationship as the lines in Question 1.
Draw the lines on a grid to show this relationship. What characteristics do the equations
of these lines possess?

Solution:

Student answers will vary, but slopes of the lines should be opposite reciprocals.

3. Will all lines with these characteristics have the same graphical relationship?
If so, prove it. If not, give a counterexample.

Solution:

Yes, all perpendicular lines will have slopes that are negative reciprocals.
Proofs will vary. A sample proof is below.

Sample Proof:
On a coordinate grid, use a protractor to draw two lines l and
m perpendicular to each other at the origin. Lines l and m
should be neither horizontal nor vertical.
𝒀𝒁
Locate Points Y and Z such that the slope of Line l is 𝑿𝒁.
Rotate 𝜟XYZ around Point X 90°.
Name the new triangle 𝜟X’Y’Z’.
𝑿′𝒁′
X’ and Y’ lie on Line m so that the slope of Line m is − 𝒀′𝒁′.
Since the lengths of the sides of the figure do not change in a
𝑿′𝒁′ 𝒀𝒁
rotation, we have: − 𝒀′𝒁′ × 𝑿𝒁 = −𝟏.

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Georgia Standards of Excellence Framework
GSE Geometry  Unit 5

4. Use the relationship between slopes of perpendicular lines to answer the following
questions.
a. Line m has the equation y = 54 x + 1 . What is the slope of a line perpendicular to line m?

Solution:
𝟓 𝟒
Since line m has the slope of 𝟒, the slope of the new line is − 𝟓, the opposite
reciprocal.

b. Write the equation of the line perpendicular to y = –2x + 5 whose y–intercept is 12.

Solution:
𝟏
Since the given line has the slope of –2, the slope of the new line is 𝟐, the opposite
reciprocal. Substituting the slope and y–intercept of the new line into the slope–
𝟏
intercept form of a line gives = 𝟐 𝒙 + 𝟏𝟐 .

1
c. Write the equation of the line perpendicular to y = x − 6 which passes through the
5
point (1, –3).

Solution:
𝟏
Since the given line has the slope of 𝟓, the slope of the new line is–5, the opposite
reciprocal. Substituting the slope and given point that lies on the new line into the
slope–intercept form of a line gives:
–3 = –5(1) + b → –3 = –5 + b → b = 2
Substituting the slope and y–intercept into slope–intercept form yields, y = –5x+2.

d. What is the equation of the line that passes through (5, 2) and is perpendicular to the
line that passes through (0, 5) and (–4, 8)?

Solution:
𝒚𝟐 − 𝒚𝟏 𝟑 The slope of the given line is found using the slope
𝒎= =−
𝒙𝟐 − 𝒙𝟏 𝟒 formula. Then the opposite reciprocal of the result is
found. The new slope and the given point on the line is
2 = (4/3)(5) + b substituted into slope–intercept form, so that the
y–intercept can be determined. The slope and y–intercept
b =– 14/3 are then put into slope–intercept form.

4 14
𝒚= 𝒙−
3 3

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 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Geometry  Unit 5

Discovery Task: Slopes of Special Pairs of Lines

Name_________________________________ Date__________________

Mathematical Goals
• Show that the slopes of parallel lines are the same.
• Show that the slopes of perpendicular lines are opposite reciprocals.
• Given the equation of a line and a point not on the line, find the equation of the line that
passes through the point and is parallel/perpendicular to the given line.

Essential Questions
• How do we write the equation of a line that goes through a given point and is parallel or
perpendicular to another line?

Georgia Standards of Excellence

MGSE9–12.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).

Standards for Mathematical Practice

2. Reason abstractly and quantitatively.
5. Use appropriate tools strategically.

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 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Geometry  Unit 5

Discovery Task: Slopes of Special Pairs of Lines

Name_________________________________ Date__________________

Parallel Lines

1. On an xy–plane, graph lines ℓ1, ℓ2, and ℓ3, containing the given points. ℓ1 contains points
A (0, 7) and B (8, 9); ℓ2 contains points C (0, 4) and D (8, 6); ℓ3 contains points E (0, 0)
and F (8, 2). Make sure to carefully extend the lines past the given points.

a. Find the distance between A and C and between B and D. What do you notice?

What word describes lines ℓ1 and ℓ2?

b. Find the distance between C and E and between D and F. What do you notice?

What word describes lines ℓ2 and ℓ3?

c. Find the distance between A and E and between B and F. What do you notice?

What word describes lines ℓ1 and ℓ3?

d. Now find the slopes of ℓ1, ℓ2, and ℓ3.

What do you notice?

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 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Geometry  Unit 5

2. Now plot line ℓ4 through points W (–1, 3) and X(–3, 6) and line ℓ5 through points Y (–2, 1)
and Z (–4, 4) carefully extending the lines across the y–axis.

a. Use a ruler to measure the distance from W vertically to ℓ5. Then measure the
distance from X vertically to ℓ5. What do you notice?

b. What word describes these lines?

c. Find the slope of each line. What do you notice?

3. What appears to be true about the slopes of parallel lines?

4. Follow the steps below to prove this true for all pairs of parallel lines.

a. Let the straight lines ℓ and m be parallel. Sketch these on grid paper.

b. Plot any points U and V on line ℓ and the point W so that WV is the rise and UW is the
run of the slope of line ℓ. (A straight line can have only one slope.)
WV
That is, the slope of line ℓ is .
UW

c. Draw the straight line UW so that it intersects line m at point X and extends to include
Point Z such that segment YZ is perpendicular to UW.

d. What is the slope of line m?

e. Line UZ is the _____________________ of the lines ℓ and m, so VUW and YXZ

are _______________________________________ angles, so VUW ____ YXZ.

f. Why is it true that UWV  YXZ?

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 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Geometry  Unit 5

g. Now, ΔUWV and ΔYXZ are similar, so the ratio of their sides is proportional.
Write the proportion that relates the vertical leg to the horizontal leg of the triangles.

h. Note that this proportion shows the slope of line ℓ is the same as the slope of line m.
Therefore, parallel lines have the same slope.

5. Write equations of two lines that are parallel to the line. y = 2

3
x+4

6. Determine which of the following lines is / are parallel to 2x – 3y = 21. Explain why.

a. y = − 23 x + 2 b. –6x + 9y = 12 c. 1
3
x+ y=6

d. 2x + 3y = 7 e. 3y = 2x + 1

7. Line m is parallel to the line y = − 12 x + 2 and contains the point (–6, 1). What is the
equation of line m in slope–intercept form?

8. What is the equation of the line that passes through (5, 2) and is parallel to the line that
passes through (0, 5) and (–4, 8)?

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 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Geometry  Unit 5

Perpendicular Lines

1. On a coordinate grid, graph the following pairs of lines. For each pair, answer:
Do these lines intersect? If so, describe the angles formed at their intersection.
Use a protractor if necessary. If not, describe the lines.

a. y = − 34 x + 5 and y = 4
3
x +1 b. y = 3x − 1 and y = − 13 x − 1

c. y = −7 x + 2 and y = 1
7
x−3 d. y = x and y = − x − 8

2. Create two equations that have the same type relationship as the lines in Question 1.
Draw the lines on a grid to show this relationship. What characteristics do the equations
of these lines possess?

3. Will all lines with these characteristics have the same graphical relationship?
If so, prove it. If not, give a counterexample.

4. Use the relationship between slopes of perpendicular lines to answer the following
questions.
a. Line m has the equation y = 54 x + 1 . What is the slope of a line perpendicular to line m?

b. Write the equation of the line perpendicular to y = –2x + 5 whose y–intercept is 12.

1
c. Write the equation of the line perpendicular to y = x − 6 which passes through the
5
point (1, –3).

d. What is the equation of the line that passes through (5, 2) and is perpendicular to the
line that passes through (0, 5) and (–4, 8)?

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 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Geometry  Unit 5

Geometric Properties in the Plane (Performance Task) Back to Task Table

Introduction
This task provides students an opportunity to apply the algebraic concepts of slope, line
segment partitioning, distance formula and the Pythagorean Theorem to geometric
figures constructed on the coordinate plane. Students will also use their knowledge of the
properties of various polygons to justify their solution of the problems.

Mathematical Goals
• Use coordinates, slope relationships, and distance formula to prove simple geometric
theorems.
• Compute the perimeters of polygons using the coordinates of the vertices and the distance
formula.
• Find the areas of rectangles and triangles using the coordinates of the vertices and the
distance formula.

Essential Questions
• How can slope and distance be used to determine properties of polygons?

Georgia Standards of Excellence

MGSE9–12.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).
(Focus on quadrilaterals, right triangles, and circles.)

MGSE9–12.G.GPE.7 Use coordinates to compute perimeters of polygons and areas of triangles

and rectangles, e.g., using the distance formula.

Standards for Mathematical Practice

6. Attend to precision.
7. Look for and make use of structure.
Students use distance and slope to prove properties of various geometric figures.

Background Knowledge
• Students know some basic geometric definitions (scalene, isosceles, equilateral,
trapezoid, kite, parallelogram, rhombus, rectangle, square, midpoint, diagonal).
• Students can find perimeter of polygons and area of triangles and rectangles.
• Students can work with radicals: ( 3 ) 2 = 3 and 9 = 3 (not 9 = 3 , a common
misconception)

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 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Geometry  Unit 5

Common Misconceptions
• Students may stop after finding one description of a quadrilateral without checking to see
if a more specific quadrilateral better describes it. For example, in #4, Set 2, the
quadrilateral is a parallelogram, but further calculations show it is better described as a
rhombus (but not a square).

Materials
• Graph paper

Grouping
• Partners

Differentiation
Extension:
• The segment from (1, 1) to (1, 3) is a leg of an isosceles trapezoid. Give possible
coordinates for the other vertices of the trapezoid.
(Possible solution: (5, 5); (3, 5); (1, 3) )
Intervention:
• Encourage students to predict answers visually, but emphasize the importance of
justifying mathematically.
• Putting slopes and lengths in a table (as in solutions, below) can help students keep
work organized.

Formative Assessment Questions

• Describe the similarities between a parallelogram and a rectangle referencing slope and
distance of the sides.

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 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Geometry  Unit 5

Geometric Properties in the Plane – Teacher Notes

1. Determine the coordinates of a scalene triangle. Support your answer mathematically and
justify with a drawing on a coordinate grid.

Answers will vary

2. Classify the triangle as scalene, isosceles, or equilateral. Determine if it is also a right

triangle. Then find the perimeter and area.

a. (1, 4), (4, 5), (5, 2)

Comments:
For perimeter and area, students do not have the skills (yet) to add, subtract, and multiply
radicals. Decimal approximations are appropriate for these problems.

Points Slope Distance Two sides have the same length, so the
Solution: (1, 4) 𝟏 triangle is isosceles.
(4, 5) √𝟏𝟎
𝟑
(4, 5) Two sides have slopes that are
–3 √𝟏𝟎 opposite reciprocals, so the triangle is
(5, 2)
(5, 2) 𝟏 a right triangle.
(1, 4) − √𝟐𝟎
𝟐
Perimeter: √𝟏𝟎 + √𝟏𝟎 + √𝟐𝟎 ≈ 10.8
units
√𝟏𝟎∙√𝟏𝟎
Area: = 𝟓 square units
𝟐

b. (0, –2), (0, 2), (4, 0)

Points Slope Distance Two sides have the same length, so the
Solution: (0, –2) triangle is isosceles.
undef. 4
(0, 2)
(0, 2) 𝟏 No two sides have slopes that are
(4, 0) − √𝟐𝟎 opposite reciprocals, so the triangle is
𝟐
(4, 0) 𝟏 not a right triangle.
(0, –2) √𝟐𝟎
𝟐
Perimeter: 𝟒 + √𝟐𝟎 + √𝟐𝟎 ≈ 12.9
units
𝟒∙𝟒
Area: = 𝟖 square units
𝟐

c. (0, 0), (2, 0), (4, –3)

Points Slope Distance No two sides have the same length, so

Solution: the triangle is not isosceles.
Mathematics  GSE Geometry  Unit 5: Geometric and Algebraic Connections
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Georgia Standards of Excellence Framework
GSE Geometry  Unit 5

(0, 0)
0 2
(2, 0) No two sides have slopes that are
(2, 0) 𝟑 opposite reciprocals, so the triangle is
(4, –3) − √𝟏𝟑 not a right triangle.
𝟐
(4, –3) 𝟑
− 5
(0, 0) 𝟒 Perimeter: 𝟕 + √𝟏𝟑 ≈ 10.6 units
𝟐∙𝟑
Area: = 𝟑 square units
𝟐

3. Find the following information for each set of points below.

a. Plot points and connect to form a quadrilateral.
b. Determine whether the quadrilateral is a trapezoid, kite, parallelogram, rhombus,
rectangle, or square. Justify with math.
c. Find the midpoints of the diagonals. What do you notice?
d. Find the slope of the diagonals. Are the diagonals perpendicular?
e. Find the perimeter of each.

Set 1: A (–3, –1) B (–1, 2) C (4, 2) D (2, –1)

Set 2: E (1, 2) F (2, 5) G (4, 3) H (5, 6)

Solutions:
Set 1 b. Side Slope Length c. Midpoint (ratio 1:1)
−𝟑+𝟒 −𝟏+𝟐 𝟏 𝟏
𝑨𝑩 0 5 𝑨𝑪: ( 𝟐 , 𝟐 )= (𝟐 , 𝟐)
𝟑
𝑩𝑪 √𝟏𝟑
𝟐 −𝟏+𝟐 𝟐+−𝟏 𝟏 𝟏
0 5 𝑩𝑫: ( , )= (𝟐 , 𝟐)
𝑪𝑫 𝟐 𝟐
𝟑
𝑫𝑨 √𝟏𝟑 The midpoints are the same.
𝟐
𝟑
Since opposite sides are parallel (same d. Diagonals’ slopes are –1 and 𝟕
slope), ABCD is a parallelogram. They are not perpendicular, since
the slopes are not opposite
Not all sides are the same length, so the
reciprocals.
shape cannot be a rhombus.
Adjacent sides do not have slopes that are e. Perimeter is 𝟏𝟎 + 𝟐√𝟏𝟑 ≈ 17.2
opposite reciprocals, so there are no right units.
angles and the shape cannot be a rectangle.

Set 2 b. Side Slope Length

c. Midpoint (ratio 1:1)
𝑬𝑭 3 √𝟏𝟎 𝟏+𝟓 𝟐+𝟔 𝟔 𝟖
𝑬𝑯: ( 𝟐 , 𝟐 )= (𝟐 , 𝟐)=(𝟑, 𝟒)
𝟏
𝑭𝑯 √𝟏𝟎
𝟑
Mathematics  GSE Geometry  Unit 5: Geometric and Algebraic Connections
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 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Geometry  Unit 5

𝟐+𝟒 𝟑+𝟓 𝟔 𝟖
𝑯𝑮 3 √𝟏𝟎 𝑭𝑮: ( , )= (𝟐 , 𝟐)=(𝟑, 𝟒)
𝟐 𝟐

𝟏 The midpoints are the same.

𝑮𝑬 √𝟏𝟎
𝟑 d. Diagonals’ slopes are –1 and 1.
They are perpendicular, since the
slopes are opposite reciprocals.
Since all sides are the same length, EFHG
is a rhombus. e. Perimeter is 𝟒√𝟏𝟎 ≈ 12.6 units.
Adjacent sides do not have slopes that are
opposite reciprocals, so there are no right
angles and the shape cannot be a square.

4. Plot points A = (1, 0), B = (–1, 2), and C = (2, 5).

a. Find the coordinates of a fourth point D that would make ABCD a rectangle. Justify
that ABCD is a rectangle.

b. Find the area of the rectangle.

Comments: C

One way to solve this problem is to create lines that are 4

perpendicular to segments AB and BC. D

The point of intersection of the two lines is the 4th point.
B 2

Solution:

a. D is located at (4, 3). A 5

This makes ABCD a rectangle because:

തതതത= –1.
തതതത = the slope of 𝑪𝑫
The slope of 𝑨𝑩
തതതത തതതത
The slope of 𝑩𝑪 = the slope of 𝑨𝑫= 1.
So all pairs of adjacent sides are perpendicular.

b. 𝑨𝑩 = 𝑪𝑫 = √𝟖 , 𝑪𝑩 = 𝑨𝑫 = √𝟏𝟖
AB⊥ 𝑨𝑫, so area is √𝟖 ∙ √𝟏𝟖 = 𝟏𝟐 square units.

Mathematics  GSE Geometry  Unit 5: Geometric and Algebraic Connections

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 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Geometry  Unit 5

Performance Task: Geometric Properties in the Plane

Name_________________________________ Date__________________

Mathematical Goals
• Use coordinates, slope relationships, and distance formula to prove simple geometric
theorems.
• Compute the perimeters of polygons using the coordinates of the vertices and the distance
formula.
• Find the areas of rectangles and triangles using the coordinates of the vertices and the
distance formula.

Essential Questions
• How can slope and distance be used to determine properties of polygons and circles?

Georgia Standards of Excellence

MGSE9–12.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).
(Focus on quadrilaterals, right triangles, and circles.)

MGSE9–12.G.GPE.7 Use coordinates to compute perimeters of polygons and areas of triangles

and rectangles, e.g., using the distance formula.

Standards for Mathematical Practice

6. Attend to precision.
7. Look for and make use of structure.

Mathematics  GSE Geometry  Unit 5: Geometric and Algebraic Connections

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 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Geometry  Unit 5

Performance Task: Geometric Properties in the Plane

Name_________________________________ Date__________________

1. Determine the coordinates of a scalene triangle.

Support your answer mathematically and justify
with a drawing on a coordinate grid. y

2. Classify the triangle with the given vertices as scalene, isosceles, or equilateral.
Determine if it is also a right triangle. Then find the perimeter and area.

a. (1, 4) (4, 5) (5, 2)

b. (0, –2) (0, 2) (4, 0)

c. (0, 0) (2, 0) (4, –3)

Mathematics  GSE Geometry  Unit 5: Geometric and Algebraic Connections

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 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Geometry  Unit 5

3. Find the following information for each set of points below.

a. Plot points and connect to form a quadrilateral.
b. Determine whether the quadrilateral is a trapezoid, kite, parallelogram, rhombus,
rectangle, or square. Justify mathematically.
c. Find the midpoints of the diagonals. What do you notice?
d. Find the slope of the diagonals. Are the diagonals perpendicular?
e. Find the perimeter of each quadrilateral.

Set 1: A(–3, –1) B(–1, 2) C(4, 2) D(2, –1)

Set 2: E(1, 2) F(2, 5) G(4, 3) H(5, 6)

4. Plot points A(1, 0) B(–1, 2) C(2, 5).

a. Find the coordinates of a fourth point D that would make ABCD a rectangle.
Justify that ABCD is a rectangle.

b. Find the area of the rectangle.

Mathematics  GSE Geometry  Unit 5: Geometric and Algebraic Connections

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Georgia Standards of Excellence Framework
GSE Geometry  Unit 5

Equations of Parallel & Perpendicular Lines (Formative Assessment Lesson)

Back to Task Table
Source: Formative Assessment Lesson Materials from Mathematics Assessment Project
http://map.mathshell.org/materials/download.php?fileid=703

Task Comments and Introduction

Tasks and lessons from the Mathematics Assessment Project are specifically designed to
help teachers effectively formatively assess their students. The way the tasks and lessons
are designed gives the teacher a clear understanding of what the students are able to do
and not do. Within the lesson, teachers will find suggestions and question prompts that
will help guide students towards understanding. For more information access the MAP
website:
http://www.map.mathshell.org/materials/background.php?subpage=formative

The task, Finding Equations of Parallel and Perpendicular Lines, is a Formative

Assessment Lesson (FAL) that can be found at the website:
http://map.mathshell.org/materials/lessons.php?taskid=226&subpage=concept

The FAL document provides a clear lesson design, from the opening of the lesson to the
closing of the lesson.

The PDF version of the task can be found at the link below:
http://map.mathshell.org/materials/download.php?fileid=703

Mathematical Goals
• Find, from their equations, lines that are parallel and perpendicular.
• Identify and use intercepts.

Essential Questions
• How do we use equations of parallel and perpendicular lines to form geometric figures?

Georgia Standards of Excellence

MGSE9–12.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).
(Focus on quadrilaterals, right triangles, and circles.)

MGSE9–12.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).

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 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Geometry  Unit 5

MGSE9–12.G.GPE.6 Find the point on a directed line segment between two given points that
partitions the segment in a given ratio.

MGSE9–12.G.GPE.7 Use coordinates to compute perimeters of polygons and areas of triangles.

Standards for Mathematical Practice

1. Make sense of problems and persevere in solving them.
Students must determine what each question is asking and how to approach it.
3. Construct viable arguments and critique the reasoning of others.
Students must justify why two lines are parallel, perpendicular, or neither.
7. Look for and make use of structure.
Students use patterns relating the slopes of parallel and perpendicular lines to generalize
to form rules about these pairs of lines.

Background Knowledge
• Students know how to find the slope, x–intercept, and y–intercept of a line.
• Students know how to write the equation of a line.
• Students know the definition of a rectangle and connect this to the coordinate plane.

Common Misconceptions
• Students may believe a rectangle needs only to have two pairs of congruent sides, but this
is only sufficient to show the figure is a parallelogram. Students must show that adjacent
sides are perpendicular.
• The phrase “negative reciprocal” can be confusing for students if the slope is already
negative. Using the phrase “opposite reciprocal” instead can mitigate this issue.

Materials
• See FAL website.

Grouping
• Individual / small group

Mathematics  GSE Geometry  Unit 5: Geometric and Algebraic Connections

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 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Geometry  Unit 5

Square (Short Cycle Task) Back to Task Table

Source: Balanced Assessment Materials from Mathematics Assessment Project

http://www.map.mathshell.org/materials/download.php?fileid=792

Task Comments and Introduction

Tasks and lessons from the Mathematics Assessment Project are specifically designed to
help teachers effectively formatively assess their students. The way the tasks and lessons
are designed gives the teacher a clear understanding of what the students are able to do and
not do. Within the lesson, teachers will find suggestions and question prompts that will help
guide students towards understanding. For more information access the MAP website:
http://www.map.mathshell.org/materials/background.php?subpage=summative

The task, Square, is a Mathematics Assessment Project Assessment Task that can be
found at the website:
http://www.map.mathshell.org/materials/tasks.php?taskid=270&subpage=apprentice

The PDF version of the task can be found at the link below:
http://www.map.mathshell.org/materials/download.php?fileid=792

The scoring rubric can be found at the following link:

http://www.map.mathshell.org/materials/download.php?fileid=793

Mathematical Goals
• Use slope and length to determine whether a figure with given vertices is a square.

Essential Questions
• How do you use slope and distance to classify a geometric figure?

Georgia Standards of Excellence

MGSE9–12.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).
(Focus on quadrilaterals, right triangles, and circles.)

MGSE9–12.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).

MGSE9–12.G.GPE.6 Find the point on a directed line segment between two given points that
partitions the segment in a given ratio.

MGSE9–12.G.GPE.7 Use coordinates to compute perimeters of polygons and areas of triangles.

Mathematics  GSE Geometry  Unit 5: Geometric and Algebraic Connections
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 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Geometry  Unit 5

Standards for Mathematical Practice

3. Construct viable arguments and critique the reasoning of others.
Students must mathematically justify whether the shape is a square.
7. Look for and make use of structure.
Students use the properties of squares to determine what to look for in their calculations.

Background Knowledge
• Students know the definition of a square.
• Students know how to find and interpret slope and length of segments.

Common Misconceptions
• Students may stop after finding one description of a quadrilateral without checking to see
if a more specific quadrilateral better describes it.

Materials
• See FAL website.

Grouping
• Partner / small group

Mathematics  GSE Geometry  Unit 5: Geometric and Algebraic Connections

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 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Geometry  Unit 5

Proving Quadrilaterals in the Coordinate Plane Back to Task Table

Mathematical Goals
• Prove theorems pertaining to lines and angles.
• Prove theorems pertaining to triangles.
• Prove theorems pertaining to parallelograms.

STANDARDS ADDRESSED IN THIS TASK

MGSE9-12.G.CO.11 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. (Note: This standard is a
review from Unit 2)

MGSE9-12.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).
(Focus on quadrilaterals, right triangles, and circles.)

Standards for Mathematical Practice

1. Make sense of problems and persevere in solving them by requiring students to
interpret and make meaning of a problem and find a logical starting point, and to monitor
their progress and change their approach to solving the problem, if necessary.
2. Reason abstractly and quantitatively by requiring students to make sense of quantities
and their relationships to one another in problem situations.
3. Construct viable arguments and critique the reasoning of others by engaging
students on discussion of why they agree or disagree with responses, decide whether they
make sense, and ask useful questions to clarify or improve the arguments.
4. Model with mathematics by expecting students to apply the mathematics concepts they
know in order to solve problems arising in everyday situations, and reflect on whether the
results are sensible for the given scenario.
5. Use appropriate tools strategically by expecting students to consider available tools
when solving a mathematical problem. These tools might include pencil and paper,
concrete models, a ruler, a protractor, a compass, a calculator, software, etc.
6. Attend to precision by requiring students to calculate efficiently and accurately; and to
communicate precisely with others by using clear mathematical language to discuss their
reasoning.
7. Look for and make use of structure by expecting students to apply rules, look for
patterns and analyze structure.
8. Look for and express regularity in repeated reasoning by expecting students to
understand broader applications and look for structure and general methods in similar
situations.

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 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Geometry  Unit 5

Introduction
16
This task provides students an opportunity to apply the algebraic concepts of slope, midpoint,
distance formula and the Pythagorean Theorem to geometric figures constructed on the
14
coordinate plane. Students will also use their knowledge of the properties of quadrilaterals to
justify their solution of the problems.
Materials 12

• graph paper
10

8
Plot points A = (-3, -1), B = (-1, 2), C = (4, 2), and D = (2, -1).
6
1. What specialized geometric figure is quadrilateral ABCD? Support your16answer
mathematically.
4

(2, 14
-1) (4, 2)
Solution D C
2
12
തതതത = 0, so 𝑨𝑩
തതതത = 0 and the slope of 𝑫𝑪
The slope of 𝑨𝑩 തതതത.
തതതത || 𝑫𝑪
-10 -5 10 5
തതതത = 3/2, so 𝑨𝑫
തതതത = 3/2 and the slope of 𝑩𝑪
The slope of 𝑨𝑫 തതതത.
തതതത || 𝑩𝑪
A B
Since opposite sides are parallel, ABCD is a parallelogram. (-3, -1) -2 (-1, 2)
8

-4
6
2. Draw the diagonals of ABCD. Find the coordinates of the midpoint of each diagonal.
What do you notice? -6
4

(2, -1) (4, 2)

Solution D -8 C
2

−𝟑+𝟒 𝟐+(−𝟏) 𝟏 𝟏
തതതത = (
Midpoint of 𝑨𝑪 , )= (𝟐 , 𝟐)
𝟐 𝟐
−𝟏+𝟐 𝟐+(−𝟏) 𝟏 𝟏
Midpoint of തതതതത
𝑩𝑫 = ( 𝟐 , 𝟐 )= (𝟐 , 𝟐) -10 -5 5 10

A B
The midpoint of 𝑨𝑪തതതതis the same as the midpoint of 𝑩𝑫
തതതതത. (-3, -1) -2 (-1, 2)
The diagonals bisect each other.
-4

3. Find the slopes of the diagonals of ABCD. What do you notice?

-6

Solution
-8
−𝟏−𝟐 −𝟑 𝟑
തതതത =
The slope of 𝑨𝑪 = −𝟕 = 𝟕
−𝟑−𝟒
𝟐−(−𝟏) 𝟑
The slope of തതതതത
𝑩𝑫 = −𝟏−𝟐 = −𝟑 = −𝟏
The diagonals are not perpendicular.

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Georgia Department of Education

Georgia Standards of Excellence Framework 8
GSE Geometry  Unit 5

6
4. The diagonals of ABCD create four small triangles. Are any of these triangles congruent
to any of the others? Why or why not?
Solution 4

(2, -1) (4, 2)

D C
Yes. 2

𝑨𝑫 തതതത
തതതത 𝑨𝑩 തതതത
𝑩𝑪 and തതതത 𝑫𝑪 because opposite sides of a 16 M
parallelogram are congruent.
𝑨𝑴 തതതതത
തതതതത -10 -5 5 10
𝑴𝑪 by definition of midpoint.
തതതതത തതതതത
𝑫𝑴 𝑴𝑩 by definition of midpoint.
14 A
-2
B
(-1, 2)
(-3, -1)
AMD  CMB by SSS.
ABM  CDM by SSS. 12 -4

-6
Plot points E = (1, 2), F = (2, 5), G = (4, 3) and H = (5, 6). 10

-8
5. What specialized geometric figure is quadrilateral EFHG? Support your answer
mathematically using two different methods. 8

Comments H
6
F
Students can use different methods to show EFHG is a
rhombus. A couple of solutions are given but students 4
may have other ways to justify their solutions.
G
Solution 2
E
Option #1:
തതതതത because the slopes are both 3.
തതതത || 𝑮𝑯
𝑬𝑭
തതതത because the slopes-10
തതതത || 𝑬𝑮
𝑭𝑯 are both 1/3.
-5 5 10

So, EFHG is a parallelogram.

-2
Using Pythagorean Theorem:
EF = FH = HG = GE =√𝟏𝟐 + 𝟑𝟐 =√𝟏 + 𝟗=√𝟏𝟎
Since EFHG is a parallelogram with congruent sides it is a rhombus.
-4

Option #2:
തതതത || തതതതത
𝑬𝑭 𝑮𝑯 because the slopes are both 3. -6

𝑭𝑯 || തതതത
തതതത 𝑬𝑮 because the slopes are both 1/3.
So, EFHG is a parallelogram.
-8
𝑭𝑮 ⊥ തതതതത
തതതത 𝑬𝑯 because the slope of തതതത
𝑭𝑮 is -1 and the slope of തതതതത
𝑬𝑯 is 1 which are opposite
reciprocals.
Therefore, EFHG is a rhombus.

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Georgia Department of Education 12

Georgia Standards of Excellence Framework
GSE Geometry  Unit 5
10
6. Draw the diagonals of EFHG. Find the coordinates of the midpoint of each diagonal.
What do you notice? 8

Solution
6 H
𝟏+𝟓 𝟐+𝟔 𝟔 𝟖 F
Midpoint of തതതതത
𝑬𝑯 = ( 𝟐 , 𝟐 )= (𝟐 , 𝟐)=(𝟑, 𝟒) M
4
𝟐+𝟒 𝟑+𝟓 𝟔 𝟖
Midpoint of തതതതത
𝑩𝑫 = ( 𝟐 , 𝟐 )= (𝟐 , 𝟐)=(𝟑, 𝟒)
G
The midpoint of 𝑬𝑯 തതതത.
തതതതതis the same as the midpoint of 𝑭𝑮 2
The diagonals bisect each other. E

7. Find the slopes of the diagonals

-10 of EFHG. What
-5 do 5 10
you notice?
-2
16
Solution
-4
𝟐−𝟔 −𝟒
The slope of തതതതത
𝑬𝑯 = 𝟏−𝟓 = −𝟒 = 𝟏 14

𝟓−𝟑 𝟐
തതതത =
The slope of 𝑭𝑮 = −𝟐 = −𝟏 -6
𝟐−𝟒 12
The diagonals are perpendicular because the slopes are opposite reciprocals.
-8

10
8. The diagonals of EFHG create four small triangles. Are any of these triangles
congruent to any of the others? Why or why not?
8

Solution
6 H
All four triangles are congruent to each other. There are F
several ways to prove this. Using the fact that the four sides M
are congruent to each other and the diagonals are bisected, 4

SSS proves they are all congruent. (See diagram to the

G
right.) 2
Or E
Since the diagonals are perpendicular, the four triangles
തതതതത 𝑴𝑮
are right triangles. 𝑭𝑴 തതതതത and 𝑬𝑴തതതതത 𝑴𝑯
തതതതത because the
-10 -5 5 10
diagonals bisect each other. The four triangles are
congruent using LL or SAS.
-2

-4

-6

-8

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Plot points P = (4, 1), W = (-2, 3), M = (2,-5), and K = (-6, -4).
8

9. What specialized geometric figure is quadrilateral PWKM? Support6 your answer

mathematically.
4
Comments W

Students may need to answer questions 10 – 13 before P

they answer #9.

-10 -5 5 10

Solution -2
16

The figure is a kite. K

-4
14
തതതതത 𝑷𝑴
𝑾𝑷 തതതതത 𝑲𝑾
തതതതത and 𝑴𝑲 തതതതത. This can be shown using M
-6
the Pythagorean Theorem or the distance formula. 12

By definition, this means the quadrilateral is a kite (2

-8 10
pairs of congruent adjacent sides).
8
10. Draw the diagonals of PWKM. Find the coordinates of the midpoint of each
diagonal. What do you notice? 6

Solution W
4

2
തതതതത = (−𝟔+𝟒 , −𝟒+𝟏)= (−𝟐 , −𝟑)=(−𝟏, −𝟏 𝟏)
Midpoint of 𝑲𝑷 P
𝟐 𝟐 𝟐 𝟐 𝟐
−𝟐+𝟐 𝟑+(−𝟓) 𝟎 −𝟐
Midpoint of തതതതതത
𝑾𝑴 = ( 𝟐 , 𝟐 )= (𝟐 , 𝟐 )=(𝟎, −𝟏) -10 -5 R 5 10

തതതതത bisects തതതതതത

𝑲𝑷 𝑾𝑴 but തതതതതത
𝑾𝑴 is not bisected. -2

-4
K

11. Find the lengths of the diagonals of PWKM. -6

M

What do you notice?

-8

Solution

Using Pythagorean Theorem:

𝑲𝑷 = √𝟏𝟎𝟐 + 𝟓𝟐 =√𝟏𝟎𝟎 + 𝟐𝟓=√𝟏𝟐𝟓
𝑾𝑴 = √𝟖𝟐 + 𝟒𝟐 =√𝟔𝟒 + 𝟏𝟔=√𝟖𝟎
The diagonals are not the same length.

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12. Find the slopes of the diagonals of PWKM. What do you notice?
16

Solution 14

തതതതത = −𝟒−𝟏 = −𝟓 = 𝟐
The slope of 𝑲𝑷 12
−𝟔−𝟒 −𝟏𝟎
−𝟓−𝟑 −𝟖
The slope of തതതതതത
𝑾𝑴 = 𝟐−(−𝟐) = = −𝟐 10
𝟒
The diagonals are perpendicular because the slopes are opposite reciprocals.
8

13. The diagonals of ABCD create four small triangles. Are any of these
6
triangles
congruent to any of the others? Why or why
not? 4
W

Solution 2
P

Yes. -10 -5 R 5 10

All 4 triangles are right triangles (the diagonals are 16 -2

perpendicular)
WRP  MRP by HL. -4
MRK  WRK by HL. K
14
M
-6

12 -8

Plot points A = (1, 0), B = (-1, 2), and C = (2, 5).

10

14. Find the coordinates of a fourth point D that would make ABCD a rectangle. Justify
that ABCD is a rectangle.
8

Comments
6
One way to solve this problem is to create lines C
perpendicular to segments AB and BC. The point of
intersection of the two lines is the 4th point. 4

Solution B D
2

D is located at (4, 3).

തതതത= -1.
തതതത = the slope of 𝑪𝑫
The slope of 𝑨𝑩
തതതത = the slope of 𝑨𝑫
The slope of 𝑩𝑪 തതതത= 1. A
-10 -5 5
ABCD is a rectangle because the opposite sides are parallel
and the adjacent sides are all perpendicular. -2

15. Find the coordinates of a fourth point D that would make ABDC
-4 a parallelogram that
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is not also a rectangle. Justify that ABDC is a parallelogram but is not a rectangle.
8
Comments
6
This may be more difficult for students to solve. It is easier to solve C
this if the students will redraw the problem. See the diagram to the 4
right.
B
2

-10 -5 A 5 10

-2

-4

Once they have redrawn the diagram they can use a similar strategy to create a parallelogram.
Since the opposite sides of a parallelogram have to be parallel, constructing lines-6parallel to
the given sides, that go through points B and C, helps pinpoint the
16

4th point. -8

8
14

6
12 C

10
B
2

8
Solution D
A 5 10

6
D is located at (0, 7). -2
C
തതതത = the slope of 𝑩𝑫
The slope of 𝑨𝑪 തതതതത= 5.
തതതത = the slope of തതതത
The slope of 𝑨𝑩 𝑪𝑫= 1. 4 -4

Opposite sides are parallel but not perpendicular.

B
2 -6

-8

-10 -5 A 5 10

-10
-2

-12

-4

-14

-6
-16

-8

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Proving Quadrilaterals in the Coordinate Plane

Mathematical Goals
• Prove theorems pertaining to lines and angles.
• Prove theorems pertaining to triangles.
• Prove theorems pertaining to parallelograms.

STANDARDS ADDRESSED IN THIS TASK

MGSE9-12.G.CO.11 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.

MGSE9-12.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).
(Focus on quadrilaterals, right triangles, and circles.)

Standards for Mathematical Practice

1. Make sense of problems and persevere in solving them by requiring students to
interpret and make meaning of a problem and find a logical starting point, and to monitor
their progress and change their approach to solving the problem, if necessary.
2. Reason abstractly and quantitatively by requiring students to make sense of quantities
and their relationships to one another in problem situations.
3. Construct viable arguments and critique the reasoning of others by engaging
students on discussion of why they agree or disagree with responses, decide whether they
make sense, and ask useful questions to clarify or improve the arguments.
4. Model with mathematics by expecting students to apply the mathematics concepts they
know in order to solve problems arising in everyday situations, and reflect on whether the
results are sensible for the given scenario.
5. Use appropriate tools strategically by expecting students to consider available tools
when solving a mathematical problem. These tools might include pencil and paper,
concrete models, a ruler, a protractor, a compass, a calculator, software, etc.
6. Attend to precision by requiring students to calculate efficiently and accurately; and to
communicate precisely with others by using clear mathematical language to discuss their
reasoning.
7. Look for and make use of structure by expecting students to apply rules, look for
patterns and analyze structure.
8. Look for and express regularity in repeated reasoning by expecting students to
understand broader applications and look for structure and general methods in similar
situations.

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GSE Geometry  Unit 5

Plot points A = (-3, -1), B = (-1, 2), C = (4, 2), and D = (2, -1).

1. What specialized geometric figure is quadrilateral ABCD? Support your answer

mathematically.

2. Draw the diagonals of ABCD. Find the coordinates of the midpoint of each diagonal. What
do you notice?

3. Find the slopes of the diagonals of ABCD. What do you notice?

4. The diagonals of ABCD create four small triangles. Are any of these triangles congruent to
any of the others? Why or why not?

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Plot points E = (1, 2), F = (2, 5), G = (4, 3) and H = (5, 6).

5. What specialized geometric figure is quadrilateral EFHG? Support your answer

mathematically using two different methods.

6. Draw the diagonals of EFHG. Find the coordinates of the midpoint of each diagonal. What
do you notice?

7. Find the slopes of the diagonals of EFHG. What do you notice?

8. The diagonals of EFHG create four small triangles. Are any of these triangles congruent to
any of the others? Why or why not?

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Plot points P = (4, 1), W = (-2, 3), M = (2,-5), and K = (-6, -4).

9. What specialized geometric figure is quadrilateral PWKM? Support your answer

mathematically.

10. Draw the diagonals of PWKM. Find the coordinates of the midpoint of each diagonal. What
do you notice?

11. Find the lengths of the diagonals of PWKM. What do you notice?

12. Find the slopes of the diagonals of PWKM. What do you notice?

13. The diagonals of ABCD create four small triangles. Are any of these triangles congruent to
any of the others? Why or why not?

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GSE Geometry  Unit 5

Plot points A = (1, 0), B = (-1, 2), and C = (2, 5).

14. Find the coordinates of a fourth point D that would make ABCD a rectangle. Justify that
ABCD is a rectangle.

15. Find the coordinates of a fourth point D that would make ABCD a parallelogram that is not
also a rectangle. Justify that ABCD is a parallelogram but is not a rectangle.

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GSE Geometry  Unit 5

Euler’s Village (Culminating Task) Back to Task Table

Introduction
This task provides students an opportunity to apply the algebraic concepts of slope,
intersection of two lines, distance from a point to line, and the distance formula.

Mathematical Goals
• Find the point on a line segment that separates the segments into a given ratio.
• Given the equation of a line and a point not on the line, find the equation of the line that
passes through the point and is parallel/perpendicular to the given line.

Essential Questions
• How can a line be partitioned?
• How do we write the equation of a line that goes through a given point and is parallel or
perpendicular to another line?

Georgia Standards of Excellence

MGSE9–12.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).
(Focus on quadrilaterals, right triangles, and circles.)

MGSE9–12.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).

MGSE9–12.G.GPE.6 Find the point on a directed line segment between two given points that
partitions the segment in a given ratio.

MGSE9–12.G.GPE.7 Use coordinates to compute perimeters of polygons and areas of triangles

and rectangles, e.g., using the distance formula.

Standards for Mathematical Practice

4. Model with mathematics.
Students use mathematical properties to represent and answer questions about the
problem situation.
6. Attend to precision.
Students must decide on an appropriate answer form (radical, decimal, etc.) and level of
accuracy.

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GSE Geometry  Unit 5

Background Knowledge
• The distance between a point and a line is the length of the shortest segment connecting
the point and the line. This segment is always perpendicular to the line.
• Students can write equations of lines and solve systems of linear equations.
• Students know the definition of a parallelogram.
• Students know how to find and interpret slope and length of segments.

Common Misconceptions
• Students might measure the distance from a point to a line only vertically or horizontally,
rather than perpendicular to the line.

Grouping
• Partners / small group

Differentiation
Extension:
• Find another way (without using systems of equations) to find the point on the road
that is closest to the well.
(Possible solution: Draw three segments from the well to the road: one that is
perpendicular to the road, one that is horizontal, and another that is vertical. This
forms similar right triangles—two small and one large. The lengths of the large
triangle’s sides can be found, and proportional reasoning can be used to find other
lengths to locate the house.)
(Alternate solution: Draw three segments as described above. This happens to be an
isosceles triangle, so the best location for the house is the midpoint of the large
triangle’s hypotenuse.)
• What if the road were curved? While we can’t use calculations to determine the best
location of the house, we can use tools like a compass and straightedge to estimate its
location. Describe your method.
(Possible solution: Draw a series of concentric circles centered at the well,
increasing the radius until a circle intersects the road in one point. This intersection
is the best location of the house.)
Intervention:
• Scaffolding may be necessary to find the minimum distance from the well to the road.

Formative Assessment Questions

• Describe how you can find the distance between the line y = 1
3
x + 7 and the point (–4, 5)?
• How do you use slope and distance to classify a figure?
• How do you interpret perimeter and area in real-world situations?

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GSE Geometry  Unit 5

Euler’s Village – Teacher Notes

You would like to build a house close to the village of Euler. There is a beautiful park just
outside the village, and the road you would like to build your house on begins right at the town
square and goes by this park.

The road follows an approximately north east direction as you leave town and continues for
3,000 feet. It passes right by a large shade tree located approximately 200 yards east and 300
yards north of the town square. There is a stretch of the road, between 300 and 1200 yards to the
east of town, which currently has no houses. This stretch of road is where you would like to
locate your house. All water supplies are linked to town wells, and the closest well to this part of
the road is 500 yards east and 1200 yards north of the town square.
Comments:
The first thing students will need to do is make a sketch of the town, the road, the tree and the
well. The idea of a road traveling ‘approximately north east’ may need to be discussed. The
easiest way to model this is to use the line f(x) = x.

Scale: 1 unit = 1000 yards

y
18
16

Stretch of the
road with no
houses.
14

Well
12

Possible house location

Possible house location

10
8

Park
6

Possible house location

4

Tree
Possible house location
2

x
2 4 6 8 10 12 14 16 18
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GSE Geometry  Unit 5

1. How far from the well would it be if the house was located on the road 300 yards east of
town? 500 yards east of town? 1,000 yards east of town? 1,200 yards east of town? (For the
sake of calculations, do not consider how far the house is from the road, just use the road to
make calculations)

Comments:
Students can use the distance formula to calculate these distances. The key to the
problem is making sure they can find the coordinates for the well, houses, etc.

The calculation for the distance to the points at (500,500) and (1200, 1200) is shown
below. It is not necessary for students to use the distance formula, but if they do,
watch to see how they complete the calculations. This could provide an opportunity
to focus on how the rule √𝒙𝟐 = |x| makes the calculations simpler here.

Scale: 1 unit = 1000 yards

y
18
16

Stretch of the
road with no
houses.
14

Well
12

Possible house location

Possible house location A

10

D
8

Park
B
6

Possible house location C

4

Tree
Possible house location
2

x
2 4 6 8 10 12 14 16 18
Solutions:

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GSE Geometry  Unit 5

The well is located at (500, 1200).

300 yards east of town would place the house at (300, 300)
√(𝟓𝟎𝟎 − 𝟑𝟎𝟎)𝟐 + (𝟏𝟐𝟎𝟎 − 𝟑𝟎𝟎)𝟐 = √𝟖𝟓𝟎𝟎𝟎𝟎 ≈ 𝟗𝟐𝟏. 𝟗𝟓 → 922 yards

500 yards east of town would place the house at (500, 500)
The distance to the well is 700 yards. This can be found directly from the graph because it
is directly below the well.

1000 yards east of town would place the house at (1000, 1000)
√(𝟓𝟎𝟎 − 𝟏𝟎𝟎𝟎)𝟐 + (𝟏𝟐𝟎𝟎 − 𝟏𝟎𝟎𝟎)𝟐 = √𝟐𝟗𝟎𝟎𝟎𝟎 ≈ 𝟓𝟑𝟖. 𝟓𝟐 → 539 yards

1200 yards east of town would place the house at (1200, 1200)
The distance to the well is 700 yards. This can be found directly from the graph because
this location is directly to the right of the well.

2. The cost of the piping leading from the well to the house is a major concern. Where should
you locate your house in order to have the shortest distance to the well? (Remember: the
shortest distance between a line and a point is the length of the segment perpendicular to the
line that passes through the point). Justify your answer mathematically.

Comment:
The students need to determine the point on the line closest to the well. To do this they can
find a line that is perpendicular to the road and goes through the point where the well is
located. The point where the perpendicular line intersects the road would be the best place to
locate the house. There are several ways the students can find the equation of the line: slope–
intercept (shown), point–slope, etc.

Solution:
The slope of the road is 1. A line perpendicular to the road would have a slope of –1. But it
also needs to go through the point (500, 1200).

m = –1 Graphing this shows the point we are

y = –1x + b interested in for the location of the house.
1200 = –1(500) + b Now we need to calculate the point of
1700 = b intersection of the two lines.
y = –x + 1700
Using elimination: Using substitution:
y = x y=x
y = –x + 1700 y = –x + 1700
2y = 1700 x = –x + 1700
y = 850 2x = 1700
x = 850 x = 850
y = 850
The house should be located at the point (850, 850) to be the shortest distance to the well.
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3. If the cost of laying pipes is $22.50 per linear yard, how much will it cost to connect your
house to the well?
Comments:
The students should use the location they found in #2. To find the length of the piping they
need to use the distance formula.

Solution:
First, we need to determine the distance from (500, 1200), the location of the well, to the point
(850, 850) the location of the house. Using the distance formula we find:
√(𝟓𝟎𝟎 − 𝟖𝟓𝟎)𝟐 + (𝟏𝟐𝟎𝟎 − 𝟖𝟓𝟎)𝟐 = √𝟐𝟒𝟓𝟎𝟎𝟎 ≈ 𝟒𝟗𝟒. 𝟗𝟕

To calculate cost we need to multiply the cost of the pipes by the distance:
494.97 yds ∙ $22.50 / yd = $11,136.83

4. You also want to install a swimming pool on the line with the pipes. You want the front edge
3
of the pool to be 5 the distance from the road to the well. What are the coordinates of the
front corner of the swimming pool?

𝟑 𝟑
Solution: (𝟓 (𝟓𝟎𝟎 − 𝟖𝟓𝟎) + 𝟖𝟓𝟎, 𝟓 (𝟏𝟐𝟎𝟎 − 𝟖𝟓𝟎) + 𝟖𝟓𝟎) = (𝟔𝟒𝟎, 𝟏𝟎𝟔𝟎)

5. The builder of your house is impressed by your calculations and wants to use the same
method for placing other houses. Describe the method you used. Would you want him to
place the other houses in the same manner?

Comment:
The students need to remember they were trying to find the point that would be closest to the
well. If the builder wants to place other houses along the road, he will not need to calculate a
perpendicular line. He will simply need to calculate the distance between the two points.

Solution:

Answers will vary. Sample answer:

The perpendicular distance from any point to a line is the shortest. So, we needed to find a line
perpendicular to the road that would go through the point where the well was located. To do
this we used the point slope formula. We knew the slope of the perpendicular line would be –1
and the point it had to go through was (500, 1200). Once we had the equation of the line, we
had to find the point of intersection of the two lines, which was (850, 850). We then had to
find the distance between that point and the well. Once we had that distance we could
multiply it by the cost of the piping.

The same method (with different numbers, of course) would always yield the correct answer.
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6. Write a formula that the builder could use to find the cost of laying pipes to any house along
this road. How would you have to change your formula for another road?

Solution:

Let (a, b) represent the location of the house. The distance from the well to the house would be:

distance from (500, 1200) to (a, b): √(𝟓𝟎𝟎 − 𝒂)𝟐 + (𝟏𝟐𝟎𝟎 − 𝒃)𝟐

The builder would then need to multiply this distance by the cost of the piping, $22.50 / yard.

This equation would give him the cost of the piping to any point along the line.
Cost = 22.50 ∙ √(𝟓𝟎𝟎 − 𝒂)𝟐 + (𝟏𝟐𝟎𝟎 − 𝒃)𝟐

7. One day you were wondering what geometric shape the park formed, so you looked at the
map and took some measurements. Using those measurements, prove what specific
geometric shape is formed by the park boundaries.

Solution:
Students will need to calculate the lengths of the sides using the distance formula. They will
also need to find the slope of each side to test for parallel/perpendicular sides. To aid in
communicating, the students will need to label each vertex.

SIDE SLOPE LENGTH

തതതത Undefined 3000
𝑨𝑩
𝟐 √𝟐𝟎𝟎𝟎𝟐 + 𝟑𝟎𝟎𝟎𝟐 ≈ 𝟑𝟔𝟎𝟓
തതതത
𝑩𝑪
𝟑
തതതത Undefined 3000
𝑪𝑫
𝟐 √𝟐𝟎𝟎𝟎𝟐 + 𝟑𝟎𝟎𝟎𝟐 ≈ 𝟑𝟔𝟎𝟓
തതതത
𝑫𝑨
𝟑

Since opposite sides of the figure have the same slope, they are parallel. Since opposite sides
of the figure have the same length, they are congruent. Therefore, the figure is a
PARALLELOGRAM.

8. Your service club noticed that the fence around the park needed to be replaced. How much
fencing would be needed?

Solution:
Students should recognize that they are finding the perimeter of the park. So, adding the
lengths found in #7, the amount of fencing needed is 13,210 yards.
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GSE Geometry  Unit 5

9. While the fence was being replaced, some damage occurred to a portion the grass in the park.
The entire park is covered with grass, but only ¼ of the total area needs to be replaced. Grass
seed is sold in bags that cover 5000 square yards each. How many bags of grass seed would
your club need to purchase to reseed the entire park?

Solution:
Using the formula A = bh, students will find the entire area of the park:
A = (3000)(3000)
A = 9,000,000 yd2

Since only ¼ of the grass needs to be replaced, the area to be reseeded is found by:
𝟏
(9,000,000) = 2,250,000 yd2
𝟒

Each bag will cover 5000 yd2, so the club will need to purchase:
𝟐,𝟐𝟓𝟎,𝟎𝟎𝟎
= 450 bags of grass seed
𝟓𝟎𝟎𝟎

Mathematics  GSE Geometry  Unit 5: Geometric and Algebraic Connections

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 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Geometry  Unit 5

Culminating Task: Euler’s Village

Name_________________________________ Date__________________

Mathematical Goals
• Find the point on a line segment that separates the segments into a given ratio.
• Given the equation of a line and a point not on the line, find the equation of the line that
passes through the point and is parallel/perpendicular to the given line.

Essential Questions
• How can a line be partitioned?
• How do we write the equation of a line that goes through a given point and is parallel or
perpendicular to another line?

Georgia Standards of Excellence

MGSE9–12.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).
(Focus on quadrilaterals, right triangles, and circles.)

MGSE9–12.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).

MGSE9–12.G.GPE.6 Find the point on a directed line segment between two given points that
partitions the segment in a given ratio.

MGSE9–12.G.GPE.7 Use coordinates to compute perimeters of polygons and areas of triangles

and rectangles, e.g., using the distance formula.

Standards for Mathematical Practice

4. Model with mathematics.

6. Attend to precision.

Mathematics  GSE Geometry  Unit 5: Geometric and Algebraic Connections

July 2019  Page 82 of 143
 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Geometry  Unit 5

Culminating Task: Euler’s Village

Name_________________________________ Date__________________

You would like to build a house close to the village of Euler. There is a beautiful park just
outside the village, and the road you would like to build your house on begins right at the town
square and goes by this park.

The road follows an approximately north east direction as you leave town and continues for
3,000 feet. It passes right by a large shade tree located approximately 200 yards east and 300
yards north of the town square. There is a stretch of the road, between 300 and 1200 yards to the
east of town, which currently has no houses. This stretch of road is where you would like to
locate your house. All water supplies are linked to town wells and the closest well to this part of
the road is 500 yards east and 1200 yards north of the town square.

y Scale: 1 unit = 1000 yards

18
16
14
12
10
8

Park
6
4
2

x
2 4 6 8 10 12 14 16 18

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 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Geometry  Unit 5

1. How far from the well would it be if the house was located on the road 300 yards east of
town? 500 yards east of town? 1,000 yards east of town? 1,200 yards east of town? (For
the sake of calculations, assume the house is exactly on the road.)

2. The cost of the piping leading from the well to the house is a major concern. Where
should you locate your house in order to have the shortest distance to the well?
(Remember: the shortest distance between a line and a point is the length of the segment
perpendicular to the line that passes through the point). Justify your answer
mathematically.

3. If the cost of laying pipes is $22.50 per linear yard, how much will it cost to connect your
house to the well?

4. You also want to install a swimming pool on the line with the pipes. You want the front
3
edge of the pool to be 5 the distance from the road to the well. What are the coordinates
of the front corner of the swimming pool?

5. The builder of your house is impressed by your calculations and wants to use the same
method for placing other houses. Describe the method you used. Would you want him to
place the other houses in the same manner?

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 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Geometry  Unit 5

6. Write a formula that the builder could use to find the cost of laying pipes to any house along
this road. How would you have to change your formula for another road?

7. One day you were wondering what geometric shape the park formed, so you looked at the
map and took some measurements. Using those measurements, prove what specific
geometric shape is formed by the park boundaries.

8. Your service club noticed that the fence around the park needed to be replaced. How much
fencing would be needed?

9. While the fence was being replaced, some damage occurred to a portion the grass in the park.
The entire park is covered with grass, but only ¼ of the total area needs to be replaced. Grass
seed is sold in bags that cover 5000 square yards each. How many bags of grass seed would
your club need to purchase to reseed the entire park?

Mathematics  GSE Geometry  Unit 5: Geometric and Algebraic Connections

July 2019  Page 85 of 143
 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Geometry  Unit 5

Rolling Cups Back to Task Table

Modification of Source: Lesson Materials from Mathematics Assessment Project

http://map.mathshell.org/materials/download.php?fileid=1254

ESSENTIAL QUESTIONS:
• How do you choose appropriate mathematics to solve a non-routine problem?
• How do you generate useful data by systematically controlling variables?
• How do you develop experimental and analytical models of a physical situation?

TASK COMMENTS:

Tasks and lessons from the Mathematics Assessment Project are specifically designed to help
teachers effectively formatively assess their students. The way the tasks and lessons are designed
gives the teacher a clear understanding of what the students are able to do and not do. Within the
lesson, teachers will find suggestions and question prompts that will help guide students towards
understanding. For more information access the MAP website:
http://www.map.mathshell.org/materials/background.php?subpage=formative

The task that this task is based on, Modeling: Rolling Cups, is a Formative Assessment Lesson
(FAL) that can be found at the website:
http://map.mathshell.org/materials/lessons.php?taskid=428&subpage=problem

The FAL document provides a clear lesson design, from the opening of the lesson to the closing
of the lesson.

The PDF version of the task can be found at the link below:
http://map.mathshell.org/materials/download.php?fileid=1254

GEORGIA STANDARDS OF EXCELLENCE

MGSE9-12.G.MG.1 Use geometric shapes, their measures, and their properties to describe
objects (e.g., modeling a tree trunk or a human torso as a cylinder).

MGSE9-12.G.MG.3 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).

Standards for Mathematical Practice

This lesson uses all of the practices with emphasis on:

1. Make sense of problems and persevere in solving them by requiring students to interpret
and make meaning of a problem and find a logical starting point, and to monitor their progress
and change their approach to solving the problem, if necessary.

Mathematics  GSE Geometry  Unit 5: Geometric and Algebraic Connections

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 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Geometry  Unit 5

2. Reason abstractly and quantitatively by requiring students to make sense of quantities and
their relationships to one another in problem situations.

3. Construct viable arguments and critique the reasoning of others by engaging students on
discussion of why they agree or disagree with responses, decide whether they make sense, and
ask useful questions to clarify or improve the arguments.

4. Model with mathematics by expecting students to apply the mathematics concepts they know
in order to solve problems arising in everyday situations, and reflect on whether the results are
sensible for the given scenario.

More information along with guidelines for 3-Act Tasks may be found in the Comprehensive
Course Guide.
Act I

Have the students watch a video of each cup being rolled. If you have cups, you can also bring
them in and have students roll their own cups along with watching the video. If the MAP
website must be used, as opposed to the youtube link or source video, only show the parts of
each cup video that shows the cup rolling. A youtube link is provided below for the video or
Act I – Rolling Cups.mov can be used.

After students have watched the video, leave the video on loop and ask the students to discuss
questions that they might ask about the situation (e.g., the dimensions of the glass, how long it
takes to complete a roll, how big the roll circle is etc.). Keep a running tab on the whiteboard
of the questions that students generate. If not posed, introduce, “How big is the roll circle?” as
the focal question. As the students work on the problem, leave the video playing on loop.

Watch the presented video, which can be found at:

http://youtu.be/psMYzAqRJVQ
or at:
http://real.doe.k12.ga.us/vod/gso/math/Act-I-Rolling-Cups.mp4

Act II

With the focal question introduced, have students work in groups pursuing this question, as
well as the other questions that they have raised. Write, “What information do you need?” and
remind them they should be asking this as they go along. The most relevant information is:
Green Cup:
Diameter: 3 inches
Slant Length: 3.5 inches
Bottom Diameter: 2 inches
Clear Short Cup:
Diameter 3.5 inches
Slant Length: 3.75 inches
Botton Diamter: 3 inches

Mathematics  GSE Geometry  Unit 5: Geometric and Algebraic Connections

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 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Geometry  Unit 5

Soup Can:
Diameter 3 inches
Slant Length: 4.25 inches

Tall Cup:
Diameter: 2.5 inches
Slant Length: 5.75 inches
Bottom Diameter: 2 inches

This information is on the video at: http://real.doe.k12.ga.us/vod/gso/math/videos/Act-II-

Rolling-Cups-with-Cup-Measurements.mp4

As you work on your problems, think about and determine what information you need.

Act III

Video reveal is done, using Act III – Rolling Cups.mp4, the MAP website, or the following
Youtube link.

Watch the presented video, which can be found at:

http://youtu.be/d9yCNzA4fDg
or at
http://real.doe.k12.ga.us/vod/gso/math/Act-III-Rolling-Cups.mp4

The following questions can be used as extension questions. Later in the unit, you can also
return to this task and have them define equations for the roll circles using the center of the
circle as the origin.

Design your own cup and then determine what its roll radius will be.

Choose a roll radius and design at least 2 cups with this roll radius.

Mathematics  GSE Geometry  Unit 5: Geometric and Algebraic Connections

July 2019  Page 88 of 143
 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Geometry  Unit 5

Rolling Cups

Act I

Watch the presented video, which can be found at:

http://youtu.be/psMYzAqRJVQ
or at:
http://real.doe.k12.ga.us/vod/gso/math/Act-I-Rolling-Cups.mp4

Act II

As you work on your problems, think about and determine what information you need.

Act III

Watch the presented video, which can be found at:

http://youtu.be/d9yCNzA4fDg
or at:
http://real.doe.k12.ga.us/vod/gso/math/Act-III-Rolling-Cups.mp4

Design your own cup and then determine what its roll radius will be.

Choose a roll radius and design at least 2 cups with this roll radius.

Mathematics  GSE Geometry  Unit 5: Geometric and Algebraic Connections

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 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Geometry  Unit 5

Deriving the General Equation of a Circle Back to Task Table

Standard Addressed in this Task
MGSE9-12.G.GPE.1 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.

Standards for Mathematical Practice

2. Reason abstractly and quantitatively by requiring students to make sense of quantities and
their relationships to one another in problem situations.

3. Construct viable arguments and critique the reasoning of others by engaging students on
discussion of why they agree or disagree with responses, decide whether they make sense, and
ask useful questions to clarify or improve the arguments.

7. Look for and make use of structure by expecting students to apply rules, look for patterns
and analyze structure.

8. Look for and express regularity in repeated reasoning by expecting students to understand
broader applications and look for structure and general methods in similar situations.

Common Student Misconceptions

• Because new vocabulary is being introduced in this cluster, remembering the names of
the conic sections can be problematic for some student
• The Euclidean distance formula involves squared, subscripted variables whose
differences are added. The notation and multiplicity of steps can be a serious stumbling
block for some students.
• The method of completing the square is a multi-step process that takes time to assimilate.
• A geometric demonstration of completing the square can be helpful in promoting
conceptual understanding

Teacher Notes
This task is designed to walk a student through the process of generalizing the formula for the
equation of a circle. Hopefully the teacher will be needed less and less as the students become
more familiar with the process. As a teacher, it is not your job to provide the students with the
answer, but to encourage them to persevere through the problem solving process. Students
will benefit greatly from practice outside of class through thoughtful homework assignments
that develop fluency with the equations.

Mathematics  GSE Geometry  Unit 5: Geometric and Algebraic Connections

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 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Geometry  Unit 5

Part 1: Finding the Radius

Consider the circle below. Notice the center is at the origin and a point is on the circle (x, y).

Answer the following questions or perform the requested constructions.

1. Construct a line segment from the center to the point (x, y) on the circle and label it “r”.
What is this line segment called?

Solution
The line segment is the radius of the circle

2. Construct a right triangle with r as the hypotenuse. What are the coordinates of the point
(x, y)?

Solution
The point is (2, 4)

3. What is the measure of r? Explain your method for calculating it.

Solution
The measure can be found several ways. One way is the Pythagorean Theorem:
22 + 42 = c 2
20 = c 2
c = 20 = 2 5

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 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Geometry  Unit 5

Another possibility is by using the distance formula:

d= ( 2 − 0) + ( 4 − 0)
2 2

d = 20 = 2 5

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 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Geometry  Unit 5

Part 2: Circles Centered at the Origin.

Consider the circle below. The center is located at the origin.

Answer the following questions or perform the requested constructions.

1. Construct a radius from the center to the point (x, y). Label it “r”.

2. Construct a right triangle with r as the hypotenuse. What are the coordinates of the point
where the legs meet?

Comments
It is important here that students begin the process of generalizing the point. This is at
the heart of deriving a formula. Don’t be afraid to spend a little extra time on
developing the idea that this is not a specific point, but could be any point on the circle.

Solution
The point is (x, 0)

3. Write an expression for the distance from the center to the point from #2. Label the
triangle accordingly.

Solution
(x – 0)

4. Write an expression for the distance from (x, y) to the point from #2. Label the triangle
accordingly.

Mathematics  GSE Geometry  Unit 5: Geometric and Algebraic Connections

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 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Geometry  Unit 5

Solution
(y – 0)

5. Now use your method from part one to write an expression for r 2

Solution
From the Pythagorean Theorem: ( x − 0) 2 + ( y − 0) 2 = r 2

Part 3: Circles centered anywhere!

In the previous section, you found that x 2 + y 2 = r 2 . This is the general equation for a circle
centered at the origin. However, circles are not always centered at the origin. Use the following
circle and directions to find the general equation for a circle centered anywhere.

Solution
This is the main point of the activity. By now, the students should have examples for
reference and may be able to complete part 3 on their own.

Answer the following questions and perform the requested constructions.

1. Construct a radius between (h, k) and (x, y). Then create a right triangle with the radius
as the hypotenuse. Find the coordinates for the point where the legs meet.

Solution
(x, k)

2. Write an expression for the distance between (x, y) and the point from #1. Label the
triangle.
Mathematics  GSE Geometry  Unit 5: Geometric and Algebraic Connections
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 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Geometry  Unit 5

Solution
(y – k)

3. Write an expression for the distance between (h, k) and the point from #1. Label the
triangle.

Solution
(x – h)

4. Now write an expression for r 2 .

Solution
From the Pythagorean Theorem: ( x − h) 2 + ( y − k ) 2 = r 2

Mathematics  GSE Geometry  Unit 5: Geometric and Algebraic Connections

July 2019  Page 95 of 143
 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Geometry  Unit 5

Deriving the General Equation of a Circle

Standard Addressed in this Task
MGSE9-12.G.GPE.1 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.

Standards for Mathematical Practice

2. Reason abstractly and quantitatively by requiring students to make sense of quantities and
their relationships to one another in problem situations.

3. Construct viable arguments and critique the reasoning of others by engaging students on
discussion of why they agree or disagree with responses, decide whether they make sense, and
ask useful questions to clarify or improve the arguments.

7. Look for and make use of structure by expecting students to apply rules, look for patterns
and analyze structure.

8. Look for and express regularity in repeated reasoning by expecting students to understand
broader applications and look for structure and general methods in similar situations.

Part 1: Finding the Radius

Consider the circle below. Notice the center is at the origin and a point is on the circle (x, y).

Answer the
following questions
Mathematics  GSE Geometry  Unit 5: Geometric and Algebraic Connections
July 2019  Page 96 of 143
 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Geometry  Unit 5

or perform the requested constructions.

1. Construct a line segment from the center to the point (x, y) on the circle and label it “r”.
What is this line segment called?

2. Construct a right triangle with r as the hypotenuse. What are the coordinates of the point
(x, y)?

3. What is the measure of r? Explain your method for calculating it.

Part 2: Circles Centered at the Origin.

Consider the circle below. The center is located at the origin.

Answer the following questions or perform the requested constructions.

1. Construct a radius from the center to the point (x, y). Label it “r”.

Mathematics  GSE Geometry  Unit 5: Geometric and Algebraic Connections

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 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Geometry  Unit 5

2. Construct a right triangle with r as the hypotenuse. What are the coordinates of the point
where the legs meet?

3. Write an expression for the distance from the center to the point from #2. Label the
triangle accordingly.

4. Write an expression for the distance from (x, y) to the point from #2. Label the triangle
accordingly.

5. Now use your method from part one to write an expression for r 2

Part 3: Circles centered anywhere!

In the previous section, you found that x 2 + y 2 = r 2 . This is the general equation for a circle
centered at the origin. However, circles are not always centered at the origin. Use the following
circle and directions to find the general equation for a circle centered anywhere.

Answer the following questions and perform the requested constructions.

1. Construct a radius between (h, k) and (x, y). Then create a right triangle with the radius
as the hypotenuse. Find the coordinates for the point where the legs meet.

2. Write an expression for the distance between (x, y) and the point from #1. Label the
triangle.
Mathematics  GSE Geometry  Unit 5: Geometric and Algebraic Connections
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 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Geometry  Unit 5

3. Write an expression for the distance between (h, k) and the point from #1. Label the
triangle.

4. Now write an expression for r 2 .

Mathematics  GSE Geometry  Unit 5: Geometric and Algebraic Connections

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 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Geometry  Unit 5

Formative Assessment Lesson: Equations of Circles – 1 Back to Task Table

Source: Formative Assessment Lesson Materials from Mathematics Assessment Project
http://map.mathshell.org/materials/download.php?fileid=1202

ESSENTIAL QUESTIONS:
• How do you use the Pythagorean theorem to derive the equation of a circle?
• How do you translate between the geometric features of circles and their equations?

TASK COMMENTS:

Tasks and lessons from the Mathematics Assessment Project are specifically designed to help
teachers effectively formatively assess their students. The way the tasks and lessons are designed
gives the teacher a clear understanding of what the students are able to do and not do. Within the
lesson, teachers will find suggestions and question prompts that will help guide students towards
understanding. For more information access the MAP website:
http://www.map.mathshell.org/materials/background.php?subpage=formative

The task, Equations of Circles - 1, is a Formative Assessment Lesson (FAL) that can be found at
the website: http://map.mathshell.org/materials/lessons.php?taskid=406&subpage=concept

The FAL document provides a clear lesson design, from the opening of the lesson to the closing
of the lesson.

The PDF version of the task can be found at the link below:
http://map.mathshell.org/materials/download.php?fileid=1202

STANDARDS ADDRESSED IN THIS TASK:

Translate between the geometric description and the equation for a conic section

MGSE9-12.G.GPE.1 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.

Standards for Mathematical Practice

This lesson uses all of the practices with emphasis on:

1. Make sense of problems and persevere in solving them by requiring students to interpret
and make meaning of a problem and find a logical starting point, and to monitor their progress
and change their approach to solving the problem, if necessary.

Mathematics  GSE Geometry  Unit 5: Geometric and Algebraic Connections

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 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Geometry  Unit 5

5. Use appropriate tools strategically by expecting students to consider available tools when
solving a mathematical problem. These tools might include pencil and paper, concrete models, a
ruler, a protractor, a compass, a calculator, software, etc.

7. Look for and make use of structure by expecting students to apply rules, look for patterns
and analyze structure.

Mathematics  GSE Geometry  Unit 5: Geometric and Algebraic Connections

July 2019  Page 101 of 143
 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Geometry  Unit 5

Formative Assessment Lesson: Equations of Circles – 2 Back to Task Table

Source: Formative Assessment Lesson Materials from Mathematics Assessment Project
http://map.mathshell.org/materials/download.php?fileid=1247

ESSENTIAL QUESTIONS:
• How do you translate between the equations of circles and their geometric features?
• How do you sketch a circle from its equation?

TASK COMMENTS:

Tasks and lessons from the Mathematics Assessment Project are specifically designed to help
teachers effectively formatively assess their students. The way the tasks and lessons are designed
gives the teacher a clear understanding of what the students are able to do and not do. Within the
lesson, teachers will find suggestions and question prompts that will help guide students towards
understanding. For more information access the MAP website:
http://www.map.mathshell.org/materials/background.php?subpage=formative

The task, Equations of Circles - 2, is a Formative Assessment Lesson (FAL) that can be found at
the website http://map.mathshell.org/materials/lessons.php?taskid=425&subpage=concept

The FAL document provides a clear lesson design, from the opening of the lesson to the closing
of the lesson.

The PDF version of the task can be found at the link below:
http://map.mathshell.org/materials/download.php?fileid=1247

STANDARDS ADDRESSED IN THIS TASK:

Translate between the geometric description and the equation for a conic section

MGSE9-12.G.GPE.1 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.

Standards for Mathematical Practice

This lesson uses all of the practices with emphasis on:

1. Make sense of problems and persevere in solving them by requiring students to interpret
and make meaning of a problem and find a logical starting point, and to monitor their progress
and change their approach to solving the problem, if necessary.

7. Look for and make use of structure by expecting students to apply rules, look for patterns
and analyze structure.

Mathematics  GSE Geometry  Unit 5: Geometric and Algebraic Connections

July 2019  Page 102 of 143
 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Geometry  Unit 5

Converting Standard Form to General Form

Standard Addressed in this Task

MGSE9-12.G.GPE.1 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.

Standards for Mathematical Practice

2. Reason abstractly and quantitatively by requiring students to make sense of quantities and
their relationships to one another in problem situations.

3. Construct viable arguments and critique the reasoning of others by engaging students on
discussion of why they agree or disagree with responses, decide whether they make sense, and
ask useful questions to clarify or improve the arguments.

7. Look for and make use of structure by expecting students to apply rules, look for patterns
and analyze structure.

8. Look for and express regularity in repeated reasoning by expecting students to understand
broader applications and look for structure and general methods in similar situations.

Common Student Misconceptions

• Because new vocabulary is being introduced in this cluster, remembering the names of
the conic sections can be problematic for some students.
• The Euclidean distance formula involves squared, subscripted variables whose
differences are added. The notation and multiplicity of steps can be a serious stumbling
block for some students.
• The method of completing the square is a multi-step process that takes time to assimilate.
• A geometric demonstration of completing the square can be helpful in promoting
conceptual understanding.

Teacher Notes
This task is a brief look at the algebraic manipulations necessary to change an equation from
standard form to general form. This task should in no way take the place of regular
classroom instruction when it comes to writing the equation of a circle. Students should feel
comfortable writing the equation of a circle given a center and a radius.

Mathematics  GSE Geometry  Unit 5: Geometric and Algebraic Connections

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 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Geometry  Unit 5

In Task 1, you used the Pythagorean Theorem to derive: ( x − h) 2 + ( y − k ) 2 = r 2 , which is

known as the Standard Form of a Circle.

By expanding the binomial terms this equation can be written as

x 2 − 2hx + h 2 + y 2 − 2ky + k 2 = r 2 or

x 2 + y 2 − 2hx − 2ky + h 2 + k 2 − r 2 = 0

Then, by using variables for coefficients, and realizing that h 2 , k 2 and r 2 are all real numbers
and can be added, we derive the General Form equation of a Circle:

Ax 2 + By 2 + Cx + Dy + E = 0
*Note: In order to be a circle, A and B must be equal.

Occasionally, it becomes necessary to convert the equation of a circle from Standard to General
Form. Take the circle with a center at (3, 4) and a radius of 6, for example.

The Standard Equation would be: ( x − 3) + ( y − 4) = 6

2 2 2

By expanding the binomial terms, we would then have: x − 6 x + 9 + y − 8 y + 16 = 36 .

2 2

Grouping the monomials according to degree would yield:

x 2 + y 2 − 6 x − 8 y + 9 + 16 − 36 = 0

Through arithmetic, the General Form equation would be: x + y − 6 x − 8 y − 11 = 0

2 2

Write the General form equations for the following circles:

1. A circle with center (1, -6) and radius 4 Solution: x 2 + y 2 − 2 x + 12 y + 21 = 0

2. A circle with center (6, 8) and radius 10 Solution: x 2 + y 2 − 12 x − 16 y = 0
3. A circle with center (0, 3) and radius 2 3 Solution: x 2 + y 2 − 6 y − 3 = 0
4. A circle with center (-0.5, 5.5 ) and radius 8.4 Solution: x 2 + y 2 + x − 11y − 40.06 = 0
5. A circle with center (a, b) and radius c Solution:
x + y − 2ax − 2by + a + b − c = 0
2 2 2 2 2

Mathematics  GSE Geometry  Unit 5: Geometric and Algebraic Connections

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 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Geometry  Unit 5

Converting Standard Form to General Form Back to Task Table

Standard Addressed in this Task

MGSE9-12.G.GPE.1 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.

Standards for Mathematical Practice

2. Reason abstractly and quantitatively by requiring students to make sense of quantities and
their relationships to one another in problem situations.

3. Construct viable arguments and critique the reasoning of others by engaging students on
discussion of why they agree or disagree with responses, decide whether they make sense, and
ask useful questions to clarify or improve the arguments.

7. Look for and make use of structure by expecting students to apply rules, look for patterns
and analyze structure.

8. Look for and express regularity in repeated reasoning by expecting students to understand
broader applications and look for structure and general methods in similar situations.

In Task 1, you used the Pythagorean Theorem to derive: ( x − h) + ( y − k ) 2 = r 2 , which is

2

known as the Standard Form of a Circle.

By expanding the binomial terms this equation can be written as

x 2 − 2hx + h 2 + y 2 − 2ky + k 2 = r 2 or

x 2 + y 2 − 2hx − 2ky + h 2 + k 2 − r 2 = 0

Then, by using variables for coefficients, and realizing that h 2 , k 2 and r 2 are all real numbers
and can be added, we derive the General Form equation of a Circle:

Ax 2 + By 2 + Cx + Dy + E = 0
*Note: In order to be a circle, A and B must be equal.

Mathematics  GSE Geometry  Unit 5: Geometric and Algebraic Connections

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 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Geometry  Unit 5

Occasionally, it becomes necessary to convert the equation of a circle from Standard to General
Form. Take the circle with a center at (3, 4) and a radius of 6, for example.

The Standard Equation would be: ( x − 3) 2 + ( y − 4) 2 = 62

By expanding the binomial terms, we would then have: x 2 − 6 x + 9 + y 2 − 8 y + 16 = 36 .

Grouping the monomials according to degree would yield:
x 2 + y 2 − 6 x − 8 y + 9 + 16 − 36 = 0
Through arithmetic, the General Form equation would be: x 2 + y 2 − 6 x − 8 y − 11 = 0

Write the General form equations for the following circles:

1. A circle with center (1, -6) and radius 4

2. A circle with center (6, 8) and radius 10

3. A circle with center (0, 3) and radius 2 3

4. A circle with center (-0.5, 5.5 ) and radius 8.4

5. A circle with center (a, b) and radius c

Mathematics  GSE Geometry  Unit 5: Geometric and Algebraic Connections

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 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Geometry  Unit 5

Completing the Square in a Circle? Back to Task Table

Standard Addressed in this Task

MGSE9-12.G.GPE.1 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.

Standards for Mathematical Practice

2. Reason abstractly and quantitatively by requiring students to make sense of quantities and
their relationships to one another in problem situations.

3. Construct viable arguments and critique the reasoning of others by engaging students on
discussion of why they agree or disagree with responses, decide whether they make sense, and
ask useful questions to clarify or improve the arguments.

7. Look for and make use of structure by expecting students to apply rules, look for patterns
and analyze structure.

8. Look for and express regularity in repeated reasoning by expecting students to understand
broader applications and look for structure and general methods in similar situations.

Common Student Misconceptions

• Because new vocabulary is being introduced in this cluster, remembering the names of
the conic sections can be problematic for some students.
• The Euclidean distance formula involves squared, subscripted variables whose
differences are added. The notation and multiplicity of steps can be a serious stumbling
block for some students.
• The method of completing the square is a multi-step process that takes time to assimilate.
• A geometric demonstration of completing the square can be helpful in promoting
conceptual understanding.

1. Write equations for the following circle graphs in both standard form and general form.

a. Solution:
center at (0, 0) and radius r = 4

x 2 + y 2 = 4 (standard form)
x 2 + y 2 − 4 = 0 (general form)

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Georgia Standards of Excellence Framework
GSE Geometry  Unit 5

b.
Solution:
center at (2, 3) and radius r = 2

(x - 2)2 + (y - 3)2 = 22 (standard form)

x2 − 4 x + 4 + y 2 − 6 y + 9 = 4
x 2 + y 2 − 4 x − 6 y + 9 = 0 (general form)

Teacher Notes:
Using a geometric area model approach will lend a visual to the idea of “completing the
square”. Students often get wrapped up in an algorithm for completing the square and never
understand the idea behind it. Some students may find this confusing if they have not been
exposed to algebra tiles earlier in their curriculum. This is only a suggested presentation, not
the only way to teach it.

To change from general form to standard form, it is necessary to complete the square for x and y.
Completing the square is an algebraic tool used to change equations of conic sections given in
general form, Ax2 + Cy2 + Dx + Ey + F = 0, to standard form, (x − h)2 + (y − k)2 = r2. Standard
form is the form used to graph conic sections.

Perfect squares are numbers or expressions which have exactly two identical factors.
(2)(2) = 4 (-5)(-5) = 25 (3x)(3x) = 9x2 (-6y)(-6y) = 36y2 (x + 2)(x + 2) = x2 + 4x +
4
Consider the following geometric area models of three perfect squares. The area is given as both
factors and as a quadratic expression. -1 x -1 -1 -1

x 1 1 x -1 -1 x x2 -1x -1x -1x -1x

x x2 1x 1x x x2 -1x -1x
-1 -1x 1 1 1 1

1 1x 1 1 -1 -1x 1 1 -1 -1x 1 1 1 1

1 1x 1 1 -1 -1x 1 1 -1 -1x 1 1 1 1

-1 -1x 1 1 1 1
ar ea = (x + 2)(x + 2) ar ea = (x - 2)(x - 2)
= x2 + 4x + 4 = x2 - 4x + 4
ar ea = (x - 4)(x - 4)
= x2 - 8x + 16

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 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Geometry  Unit 5

2. Find the products of the following expressions.

a. (x + 1)2 = (x + 1)(x + 1) = Solution: x 2 + 1x + 1x + 1 = x 2 + 2 x + 1

b. (x − 3)2 = (x − 3)(x − 3) = Solution: x 2 − 3x − 3x + 9 = x 2 − 6 x + 9
c. (x − 5)2 = (x − 5)(x − 5) = Solution: x 2 − 5 x − 5 x + 25 = x 2 − 10 x + 25
d. (x + 7)2 = (x + 7)(x + 7) = Solution: x 2 + 7 x + 7 x + 49 = x 2 + 14 x + 49
e. (x + n)2 = (x + n)(x + n) = Solution: x 2 + nx + nx + n 2 = x 2 + 2nx + n 2

3. Each of the products in #2 is a perfect square. Use the results of #2 to complete each of the
squares and show their factored forms. Include Geometric diagrams to illustrate the perfect
squares. x 10

a. x2 + 20x + ____ = (x + ____)2

x x2
10x

Solution: x + 20 x + 100 = ( x + 10 )
2 2

10 10x 100
x -6

b. x2 − 12x + ____ = (x − ____)2 x x2

-6x

Solution: x − 12 x + 36 = ( x − 6 )
2 2

-6 -6x 36

Solution: x + 18 x + 81 = ( x + 9 )
2 2
c. x2 + 18x + ____ = (x + ____)2
2
49  7
d. x − 7x + ____ = (x − ____)
2 2
Solution: x − 7 x + 2
=x− 
4  2

Solution: x + 2nx + n = ( x + n )
2 2 2
e. x2 + 2nx + ____ = (x + ____)2

In order to graph a circle given in general form, it is necessary to change to standard form. In
order to rewrite x2 + y2 + 2x −4y−11 = 0 in standard form to facilitate graphing, it is necessary to
complete the square for both x and y.

Teacher Notes:
The teacher should emphasize here the benefits of having the equation expressed in standard
form. It is easier to see the center and the radius, therefore it is easier to graph.

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Georgia Standards of Excellence Framework
GSE Geometry  Unit 5

x2 + y2 + 2x −4y−11 = 0
(x2 + 2x ) + (y2 −4y ) = 11 group the x and y terms
(x + 2x + 1) + (y2 −4y + 4) =11 + 1 + 4
2
complete the square on x and y
balance the equation by adding 1 and 4
to both sides of the equation
(x + 1)2 + (y − 2)2 = 16 factor

Circle with center at (-1, 2) and radius 4

To change x2 + y2 + 2x −4y−11 = 0 to standard form, it is necessary to remove a factor of 2

before completing the square for both x and y.

2x2 + 2y2−4x + 6y−4 = 0 remove a factor of 2

(x2 − 2x ) + (y2 + 3y ) = 2 group the x and y terms
(x2 − 2x + 1) + (y2 + 3y + 9⁄4) = 2 + 1 + 9⁄4 complete the square on x and y
balance the equation by adding 1 and
9⁄ to both sides of the equation
4
(x − 1)2 + (y + 3⁄2)2 = 21⁄4 factor

(x − 1)2 + (y + 1.5)2 = 5.25

circle with center at (1, -1.5) and radius 5.25

4. Change the following equations to standard form. Graph the circles; identify the centers and
the radii.

a. x2 + y2 + 2x + 4y − 20 = 0 b. x2 + y2 − 4y = 0

(x + 1)2 + (y + 2)2 = 25 (x + 0)2 + (y − 2)2 = 4

center (-1, -2) radius 5 center (0, 2) radius 2

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Georgia Standards of Excellence Framework
GSE Geometry  Unit 5

c. x2 + y2 − 6x − 10y = 2

(x − 3)2 + (y − 5)2 = 36
center (3, 5) radius 6

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Georgia Standards of Excellence Framework
GSE Geometry  Unit 5

Completing the Square in a Circle?

1. Write equations for the following circle graphs in both standard form and general form.

a.

b.

2. Take a moment to compare your General form and Standard form equations. Which form
would be easier to graph? Why do you think so?

In Task 2, you converted the Standard form equation to a General form equation. Today you
will convert from General form to Standard form.

To change from general form to standard form, it is necessary to “complete the square” for x and
y. Completing the square is an algebraic tool used to change equations of circles given in

general form, Ax 2 + By 2 + Cx + Dy + E = 0 , to standard form,

( x − h) 2 + ( y − k ) 2 = r 2 .
Standard form is the form used to graph circles.
Perfect squares are numbers or expressions which have exactly two identical factors.
Mathematics  GSE Geometry  Unit 5: Geometric and Algebraic Connections
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Georgia Standards of Excellence Framework
GSE Geometry  Unit 5

(2)(2) = 4 (-5)(-5) = 25 (3x)(3x) = 9x2 (x + 2)(x + 2) = x2 + 4x + 4

Consider the following geometric area models of three perfect squares. The area is given as both
factors and as a quadratic expression. -1
x -1 -1 -1

x 1 1 x -1 -1 x x2 -1x -1x -1x -1x

x x2 1x 1x x x2 -1x -1x
-1 -1x 1 1 1 1

1 1x 1 1 -1 -1x 1 1 -1 -1x 1 1 1 1

1 1x 1 1 -1 -1x 1 1 -1 -1x 1 1 1 1

-1 -1x 1 1 1 1
ar ea = (x + 2)(x + 2) ar ea = (x - 2)(x - 2)
= x2 + 4x + 4 = x2 - 4x + 4
ar ea = (x - 4)(x - 4)
= x2 - 8x + 16

3. Find the products of the following expressions.

a. (x + 1)2 = (x + 1)(x + 1) =
b. (x − 3)2 = (x − 3)(x − 3) =
c. (x − 5)2 = (x − 5)(x − 5) =
d. (x + 7)2 = (x + 7)(x + 7) =
e. (x + n)2 = (x + n)(x + n) =

4. Each of the products in #3 is a perfect square. Use the results of #3 to complete each of the
squares and show their factored forms. Include Geometric diagrams to illustrate the perfect
squares.

a. x2 + 20x + ____ = (x + ____)2

b. x2 − 12x + ____ = (x − ____)2

c. x2 + 18x + ____ = (x + ____)2

d. x2 − 7x + ____ = (x − ____)2

e. x2 + 2nx + ____ = (x + ____)2

Mathematics  GSE Geometry  Unit 5: Geometric and Algebraic Connections

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Georgia Standards of Excellence Framework
GSE Geometry  Unit 5

In order to graph a circle given in general form, it is necessary to change to standard form. In
order to rewrite x2 + y2 + 2x −4y−11 = 0 in standard form to facilitate graphing, it is necessary to
complete the square for both x and y.

x2 + y2 + 2x −4y−11 = 0
(x2 + 2x ) + (y2 −4y ) = 11 group the x and y terms
(x2 + 2x + 1) + (y2 −4y + 4) =11 + 1 + 4 complete the square on x and y
balance the equation by adding 1
and 4 to both sides of the equation

(x + 1)2 + (y − 2)2 = 16 factor

circle with center at (-1, 2) and radius 4

To change x2 + y2 + 2x −4y−11 = 0 to standard form, it is necessary to remove a factor of 2

before completing the square for both x and y.

2x2 + 2y2−4x + 6y−4 = 0 remove a factor of 2

(x2 − 2x ) + (y2 + 3y ) = 2 group the x and y terms
(x2 − 2x + 1) + (y2 + 3y + 9⁄4) = 2 + 1 + 9⁄4 complete the square on x and y
balance the equation by adding 1 and
9⁄ to both sides of the equation
4
(x − 1)2 + (y + 3⁄2)2 = 21⁄4 factor

(x − 1)2 + (y + 1.5)2 = 5.25

circle with center at (1, -1.5) and radius 5.25

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 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Geometry  Unit 5

5. Change the following equations to standard form. Graph the circles; identify the centers and
the radii.

a. x2 + y2 + 2x + 4y − 20 = 0 b. x2 + y2 − 4y = 0

c. x2 + y2 − 6x − 10y = 2

Mathematics  GSE Geometry  Unit 5: Geometric and Algebraic Connections

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 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Geometry  Unit 5

Graphing Circles on a Graphing Calculator Back to Task Table

Standard Addressed in this Task

MGSE9-12.G.GPE.1 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.

Standards for Mathematical Practice

2. Reason abstractly and quantitatively by requiring students to make sense of quantities and
their relationships to one another in problem situations.

3. Construct viable arguments and critique the reasoning of others by engaging students on
discussion of why they agree or disagree with responses, decide whether they make sense, and
ask useful questions to clarify or improve the arguments.

7. Look for and make use of structure by expecting students to apply rules, look for patterns
and analyze structure.

8. Look for and express regularity in repeated reasoning by expecting students to understand
broader applications and look for structure and general methods in similar situations.

Common Student Misconceptions

• Because new vocabulary is being introduced in this cluster, remembering the names of
the conic sections can be problematic for some students.
• The Euclidean distance formula involves squared, subscripted variables whose
differences are added. The notation and multiplicity of steps can be a serious stumbling
block for some students.
• The method of completing the square is a multi-step process that takes time to assimilate.
• A geometric demonstration of completing the square can be helpful in promoting
conceptual understanding.

Teacher Notes:
This is an extension activity. Ultimately it is an exercise in symbolic manipulation, but you
may find it useful as a way to get students to use technology.

To graph the circle x2 + y2 + 2x −4y−11 = 0 using a TI83/TI84 it is necessary to solve for y after
changing the equation to standard form.
Mathematics  GSE Geometry  Unit 5: Geometric and Algebraic Connections
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 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Geometry  Unit 5

(x + 1)2 + (y − 2)2 = 16
(y − 2)2 = 16 − (x + 1)2
( y − 2) 2 =  16 − ( x + 1) 2
y − 2 =  16 − ( x + 1) 2
y = 2  16 − ( x + 1) 2

Enter this result as two functions y1 = 2 + (16 − ( x + 1) 2 ) and y2 = 2 − (16 − ( x + 1) 2 ) . In

order to minimize the distortion caused by the rectangular screen of the graphing calculator, use
a window with a x to y ratio of 3 to 2. Otherwise circles appear as ellipses.

1. Write the equations as you would enter them in a graphing calculator and list an appropriate
graphing window to show the entire circle graph.

y1 = −2 + ( 25 − ( x + 1) )
2

a. x2 + y2 + 2x + 4y − 20 = 0 Solution: [-15, 15] by [-10, 10]

y2 = −2 − ( 25 − ( x + 1) )
2

y1 = 2 + (4 − x )
2

b. x2 + y2 − 4y = 0 Solution: [-6, 6] by [-4, 4]

y2 = 2 − (4 − x )
2

y1 = 5 + (36 − ( x − 3) ) 2

c. x2 + y2 − 6x − 10y = 2 Solution: [-18, 18] by [-12, 12]

y2 = 5 − (36 − ( x − 3) ) 2

Mathematics  GSE Geometry  Unit 5: Geometric and Algebraic Connections

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 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Geometry  Unit 5

Graphing Circles on a Graphing Calculator

Standard Addressed in this Task

MGSE9-12.G.GPE.1 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.

Standards for Mathematical Practice

2. Reason abstractly and quantitatively by requiring students to make sense of quantities and
their relationships to one another in problem situations.

3. Construct viable arguments and critique the reasoning of others by engaging students on
discussion of why they agree or disagree with responses, decide whether they make sense, and
ask useful questions to clarify or improve the arguments.

7. Look for and make use of structure by expecting students to apply rules, look for patterns
and analyze structure.

8. Look for and express regularity in repeated reasoning by expecting students to understand
broader applications and look for structure and general methods in similar situations.

To graph the circle x2 + y2 + 2x −4y−11 = 0 using a TI83/TI84 it is necessary to solve for y after
changing the equation to standard form.

(x + 1)2 + (y − 2)2 = 16
(y − 2)2 = 16 − (x + 1)2
( y − 2) 2 =  16 − ( x + 1) 2
y − 2 =  16 − ( x + 1) 2
y = 2  16 − ( x + 1) 2

Enter this result as two functions y1 = 2 + (16 − ( x + 1) 2 ) and y2 = 2 − (16 − ( x + 1) 2 ) . In

order to minimize the distortion caused by the rectangular screen of the graphing calculator, use
a window with a x to y ratio of 3 to 2. Otherwise circles appear as ellipses.

Mathematics  GSE Geometry  Unit 5: Geometric and Algebraic Connections

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 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Geometry  Unit 5

1. Write the equations as you would enter them in a graphing calculator and list an appropriate
graphing window to show the entire circle graph.

a. x2 + y2 + 2x + 4y − 20 = 0

b. x2 + y2 − 4y = 0

c. x2 + y2 − 6x − 10y = 2

Mathematics  GSE Geometry  Unit 5: Geometric and Algebraic Connections

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 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Geometry  Unit 5

Radio Station Listening Areas Back to Task Table

Standard Addressed in this Task

MGSE9-12.G.GPE.1 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.

Standards for Mathematical Practice

2. Reason abstractly and quantitatively by requiring students to make sense of quantities and
their relationships to one another in problem situations.

3. Construct viable arguments and critique the reasoning of others by engaging students on
discussion of why they agree or disagree with responses, decide whether they make sense, and
ask useful questions to clarify or improve the arguments.

7. Look for and make use of structure by expecting students to apply rules, look for patterns
and analyze structure.

8. Look for and express regularity in repeated reasoning by expecting students to understand
broader applications and look for structure and general methods in similar situations.

Common Student Misconceptions

• Because new vocabulary is being introduced in this cluster, remembering the names of
the conic sections can be problematic for some students.
• The Euclidean distance formula involves squared, subscripted variables whose
differences are added. The notation and multiplicity of steps can be a serious stumbling
block for some students.
• The method of completing the square is a multi-step process that takes time to assimilate.
• A geometric demonstration of completing the square can be helpful in promoting
conceptual understanding.

Teacher Notes:
This activity is an application of writing equations of circles. It gives students a taste of a real
life application of the formula that they wrote in the first task.

1. Radio signals emitted from a transmitter form a pattern of concentric circles. Write equations
for three concentric circles.
Solution:
Answers vary. The student should realize that concentric circles have the same
center, but different radii.

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 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Geometry  Unit 5

2. Randy listens to radio station WYAY from Atlanta. Randy's home is located 24 miles east
and 32 miles south of the radio station's transmitter. His house is located on the edge of
WYAY's maximum broadcast range.
a. When a radio signal reaches Randy's house, how far has it traveled? Sketch WYAY's
listening area of the partial map of Georgia given. On the map let Atlanta's WYAY
have coordinates (0, 0) and use the scale as 100 miles = 60 mm.

Solution:
See map. Randy's house at (24mi, -32mi) or (14.4mm, -19.2mm)

a. Find an equation which represents the station's maximum listening area.

Solution:
miles: x2 + y2 = 402 or mm: x2 + y2 = 242

c. Determine four additional locations on the edge of WYAY's listening area, give
coordinates correct to tenths.

Solution:
some possible solutions in miles: (±26, ±30.4) (±22, ±33.4) (±19, ±35.2)

Teacher Notes:
Before starting this exercise, check the scale on the map. Some distortion occurred when the
map was pasted into Geometer's Sketchpad to set the scale. However values should be close
enough to allow students to draw graphs on the map and locate points.

3. Randy likes to listen to country music. Several of his friends have suggested that in addition
to WYAY, he try station WXAG in Athens and WDEN in Macon. WYAY, WXAG, and WDEN
are FM stations which normally have an average broadcast range of 40 miles. Use the map
included with the indicated measures to answer the following questions.

a. Given the location of Randy's home, can he expect to pick up radio signals from WXAG
and WDEN? Explain how you know.

Solution:
Randy's home should be close to Jackson. He should get signals from Macon, but not
from Athens.

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Georgia Standards of Excellence Framework
GSE Geometry  Unit 5

Broadcast area of WXAG in Athens is given by the equation (x − 56.7)2 + (y − 20)2 = 402 or
(x − 34)2 + (y − 12)2 = 242

Broadcast area of WDEN in Macon is given by the equation (x − 40)2 + (y + 63.3)2 = 402 or
(x − 24)2 + (y + 38)2 = 242

Broadcast areas drawn to scale in mms.

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Georgia Standards of Excellence Framework
GSE Geometry  Unit 5

Radio Station Listening Areas

Standard Addressed in this Task

MGSE9-12.G.GPE.1 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.

Standards for Mathematical Practice

2. Reason abstractly and quantitatively by requiring students to make sense of quantities and
their relationships to one another in problem situations.

3. Construct viable arguments and critique the reasoning of others by engaging students on
discussion of why they agree or disagree with responses, decide whether they make sense, and
ask useful questions to clarify or improve the arguments.

7. Look for and make use of structure by expecting students to apply rules, look for patterns
and analyze structure.

8. Look for and express regularity in repeated reasoning by expecting students to understand
broader applications and look for structure and general methods in similar situations.

1. Radio signals emitted from a transmitter form a pattern of concentric circles. Write equations
for three concentric circles.

2. Randy listens to radio station WYAY from Atlanta. Randy's home is located 24 miles east
and 32 miles south of the radio station's transmitter. His house is located on the edge of
WYAY's maximum broadcast range.

a. When a radio signal reaches Randy's house, how far has it traveled? Sketch WYAY's
listening area of the partial map of Georgia given. On the map let Atlanta's WYAY
have coordinates (0, 0) and use the scale as 100 miles = 60 mm.

b. Find an equation which represents the station's maximum listening range.

c. Determine four additional locations on the edge of WYAY's listening area, give
coordinates correct to tenths.

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 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Geometry  Unit 5

3. Randy likes to listen to country music. Several of his friends have suggested that in addition
to WYAY, he try station WXAG in Athens and WDEN in Macon. WYAY, WXAG, and WDEN
are FM stations which normally have an average broadcast range of 40 miles. Use the map
included with the indicated measures to answer the following questions.

a. Given the location of Randy's home, can he expect to pick up radio signals from WXAG
and WDEN? Explain how you know.

measures shown
on axis are in mm

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Georgia Standards of Excellence Framework
GSE Geometry  Unit 5

Algebraic Proof Back to Task Table

Standard Addressed in this Task

MGSE9-12.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).
(Focus on quadrilaterals, right triangles, and circles.)

Standards for Mathematical Practice

2. Reason abstractly and quantitatively by requiring students to make sense of quantities and
their relationships to one another in problem situations.

3. Construct viable arguments and critique the reasoning of others by engaging students on
discussion of why they agree or disagree with responses, decide whether they make sense, and
ask useful questions to clarify or improve the arguments.

7. Look for and make use of structure by expecting students to apply rules, look for patterns
and analyze structure.

Common Student Misconceptions

• Students may claim that a vertical line has infinite slopes. This suggests that infinity is a
number. Since applying the slope formula to a vertical line leads to division by zero, we
say that the slope of a vertical line is undefined. Also, the slope of a horizontal line is 0.
Students often say that the slope of a vertical and/or horizontal lines is “no slope,” which
is incorrect.

Teacher Notes:
The importance of this standard cannot be overstated. Using Algebra to prove ideas and
confirm hypotheses is a critical mathematical thinking skill. Do not focus on the specific
proofs presented in this task, but rather the overarching idea of Algebraic proof. The
examples presented here are meant as a starting point. More examples should be presented in
class.

Already in Geometry you have been exposed to and written proofs about geometric theorems and
properties. It is now time to mix in some algebraic proofs. For this unit, we will restrict our
algebraic proofs to problems involving the coordinate plane.

First, we should examine our “toolbox” to see what math concepts we have at our disposal for
these types of proofs:

Distance Formula: Useful for determining distances between two points.

Slope Formula: Useful for determining if lines are parallel or perpendicular.

Mathematics  GSE Geometry  Unit 5: Geometric and Algebraic Connections
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 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Geometry  Unit 5

Substitution: Useful for determining if points satisfy given equations.

( )
1. Proof #1: Prove or disprove that the point 1, 3 lies on the circle centered at the origin
and passing through the point (0, 2).

Teacher Notes:
The teacher must avoid the temptation to just substitute and move on. The idea behind
these types of proofs is to understand that the points given are equidistant from the
center. Always take the algebra back to the geometry and the definition.

a. What do we need to show in order to prove or disprove this statement?

Solution:
Students need to show that the two points are equidistant from the center. This could
be shown in multiple ways, including using the equation of a circle.

b. Write an equation for the circle described in the problem.

Comments: This is only one approach to solving the problem. It also refers back to
skills introduced at the beginning of the unit. While this proof is step-by-step you
should challenge students to complete similar proofs on their own.

Solution:

(0 − 0) + (2 − 0) 2 = r 2
2

4 = r2
2=r
x 2 + y 2 = 22

c. Substitute the point in for the equation and comment on the results. Did you prove the
statement or disprove it?

Solution:
( 3)
2
(1)2 + =4

Because the equation is true, the given point is the same distance from the center as the
given point on the circle.

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 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Geometry  Unit 5

Now you are ready to try some on your own. Use the questions above as a guide and write
algebraic proofs for the following.

2. Prove or disprove that the point A(10, 3) lies on a circle centered at C(5, -2) and passing
through the point B(6, 5).

Solution:
The point does lie on the circle. The equation of the circle is: ( x − 5) 2 + ( y + 2) 2 = 50
Substituting in the point gives: (10 − 5) 2 + (3 + 2) 2 = 50

Mathematics  GSE Geometry  Unit 5: Geometric and Algebraic Connections

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 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Geometry  Unit 5

Algebraic Proof

Standard Addressed in this Task

MGSE9-12.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).
(Focus on quadrilaterals, right triangles, and circles.)

Standards for Mathematical Practice

2. Reason abstractly and quantitatively by requiring students to make sense of quantities and
their relationships to one another in problem situations.

3. Construct viable arguments and critique the reasoning of others by engaging students on
discussion of why they agree or disagree with responses, decide whether they make sense, and
ask useful questions to clarify or improve the arguments.

7. Look for and make use of structure by expecting students to apply rules, look for patterns
and analyze structure.

Already in Geometry you have been exposed to and written proofs about geometric theorems and
properties. It is now time to mix in some algebraic proofs. For this unit, we will restrict our
algebraic proofs to problems involving the coordinate plane.

First, we should examine our “toolbox” to see what math concepts we have at our disposal for
these types of proofs:

Distance Formula: Useful for determining distances between two points.

Slope Formula: Useful for determining if lines are parallel or perpendicular.

Substitution: Useful for determining if points satisfy given equations.

Mathematics  GSE Geometry  Unit 5: Geometric and Algebraic Connections

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 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Geometry  Unit 5

( )
1. Proof #1: Prove or disprove that the point 1, 3 lies on the circle centered at the origin
and passing through the point (0, 2).

a. What do we need to show in order to prove or disprove this statement?

b. Write an equation for the circle described in the problem.

c. Substitute the point in for the equation and comment on the results. Did you prove the
statement or disprove it?

d. Now use the facts in a-c to write a paragraph proof.

Now you are ready to try some on your own. Use the questions above as a guide and write
algebraic proofs for the following.

2. Prove or disprove that the point A(10, 3) lies on a circle centered at C(5, -2) and passing
through the point B(6, 5).

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 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Geometry  Unit 5

A Day at the Beach Back to Task Table

Source: NYC Department of Education
https://www.weteachnyc.org/media2016/filer_public/f3/12/f312f45e-a203-4400-8648-
c40a2b090cb9/g10_math_a_day_at_the_beach.pdf

Mathematical Goals
• To visualize and identify the dimensions of geometric shapes
• To determine the volume relationships of cylinders, pyramids, cones, and spheres
• To justify geometric arguments

Essential Questions
• Which geometric shape will fill a pail full of sand faster?

TASK COMMENTS
The students will identify and label geometric shapes and apply the appropriate formulas and
measurements to calculate the volume of the figures. After finding this information, students
will determine which geometric figure will fill a pail full of sand faster. In this task, the student
routinely interprets the mathematical results, applies geometric concepts in the context of the
situation, reflects on whether the results make sense and uses all appropriate tools strategically.
http://schools.nyc.gov/NR/rdonlyres/C03D80B2-9213-43A9-AAA3-
BB0032C62F4F/139657/NYCDOE_G10_ADayattheBeach_FINAL1.pdf

The task, A Day at the Beach, is a Performance task that can be found at the website:
https://www.weteachnyc.org/media2016/filer_public/f3/12/f312f45e-a203-4400-8648-
c40a2b090cb9/g10_math_a_day_at_the_beach.pdf

The scoring rubric can be found at the following link:

https://www.weteachnyc.org/media2016/filer_public/f3/12/f312f45e-a203-4400-8648-
c40a2b090cb9/g10_math_a_day_at_the_beach.pdf

GEORGIA STANDARDS OF EXCELLENCE

MGSE9-12.G.MG.1 Use geometric shapes, their measures, and their properties to describe
objects (e.g., modeling a tree trunk or a human torso as a cylinder).

MGSE9-12.G.MG.3 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).

STANDARDS FOR MATHEMATICAL PRACTICE

This task uses all of the practices with emphasis on:

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 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Geometry  Unit 5

1. Make sense of problems and persevere in solving them by requiring students to

interpret and make meaning of a problem and find a logical starting point, and to
monitor their progress and change their approach to solving the problem, if necessary.

4. Model with mathematics by expecting students to apply the mathematics concepts they
know in order to solve problems arising in everyday situations, and reflect on whether the
results are sensible for the given scenario.

6. Attend to precision by requiring students to calculate efficiently and accurately; and to

communicate precisely with others by using clear mathematical language to discuss their
reasoning.

Grouping
• Individual/Partner

Time Needed
• 90 minutes

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Georgia Standards of Excellence Framework
GSE Geometry  Unit 5

How Many Cells are in the Human Body? Back to Task Table
Source: Illustrative Mathematics
https://www.illustrativemathematics.org/content-standards/HSG/MG/A/1/tasks/1146

Mathematical Goals
• To apply the concepts of mass, volume, and density in a real-world context.

Essential Questions
• About how many cells are in the human body?

TASK COMMENTS
The purpose of this task is to help students apply the concepts of mass, volume, and density in a
real-world context. The task allows someone to estimate the volume of a person to make
calculations on the number of cells. However, in order to better adapt this task to the Georgia
Standards of Excellence, students can make the comparison of the shape of a human to that of a
geometric figure, for example a human torso could compare to a cylinder, make the appropriate
calculations to determine the number of cells are in the human body.
https://www.illustrativemathematics.org/content-standards/HSG/MG/A/1/tasks/1146

The task, How many cells are in the human body?, is a Performance task that can be found at the
website: https://www.illustrativemathematics.org/content-standards/HSG/MG/A/1/tasks/1146

GEORGIA STANDARDS OF EXCELLENCE

MGSE9-12.G.MG.1 Use geometric shapes, their measures, and their properties to describe
objects (e.g., modeling a tree trunk or a human torso as a cylinder).

MGSE9-12.G.MG.2 Apply concepts of density based on area and volume in modeling

situations (e.g, persons per square mile, BTUs per cubic foot).

STANDARDS FOR MATHEMATICAL PRACTICE

This task uses all of the practices with emphasis on:

2. Make sense of problems and persevere in solving them by requiring students to

interpret and make meaning of a problem and find a logical starting point, and to
monitor their progress and change their approach to solving the problem, if necessary.

3. Reason abstractly and quantitatively by requiring students to make sense of quantities

and their relationships to one another in problem situations.

5. Model with mathematics by expecting students to apply the mathematics concepts they
know in order to solve problems arising in everyday situations, and reflect on whether the
results are sensible for the given scenario.

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 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Geometry  Unit 5

6. Attend to precision by requiring students to calculate efficiently and accurately; and to

communicate precisely with others by using clear mathematical language to discuss their
reasoning.

Grouping
• Partner

Time Needed
• 60-90 minutes

Mathematics  GSE Geometry  Unit 5: Geometric and Algebraic Connections

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 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Geometry  Unit 5

Maximize Volume Back to Task Table

Standard Addressed in this Task

MGSE9-12.G.MG.3 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).

Standards for Mathematical Practice

2. Reason abstractly and quantitatively by requiring students to make sense of quantities and
their relationships to one another in problem situations.

3. Construct viable arguments and critique the reasoning of others by engaging students on
discussion of why they agree or disagree with responses, decide whether they make sense, and
ask useful questions to clarify or improve the arguments.

7. Look for and make use of structure by expecting students to apply rules, look for patterns
and analyze structure.

8. Look for and express regularity in repeated reasoning by expecting students to understand
broader applications and look for structure and general methods in similar situations.

Mary needs open-topped boxes to store her excess inventory at year’s end. Mary
purchases large rectangles of thick cardboard with a length of 78 inches and width of 42 inches
to make the boxes. Mary is interested in maximizing the volume of the boxes and wants to know
what size squares to cut out at each corner of the cardboard (which will allow the corners to be
folded up to form the box) in order to do this.
𝑥 𝑥

𝑥 𝑥

42 inches
inches

𝑥 𝑥

𝑥 𝑥

(a) Volume is a three-dimensional78 inches What is the third dimension that the value 𝑥
measure.
represents? inches

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 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Geometry  Unit 5

𝒙 represents the height of the box.

(b) Using the table below, choose five values of 𝑥 and find the corresponding volumes.

Answers vary.

𝒙 Length Width Volume

You tested several different values of 𝑥 above, and calculated five different volumes.
There is a way to guarantee that you use dimensions that will maximize volume, and now we’re
going to work through that process.

(c) Write an equation for volume in terms of the three dimensions of the box.

𝑽 = 𝒙(𝟕𝟖 − 𝟐𝒙)(𝟒𝟐 − 𝟐𝒙)

𝑽 = 𝒙(𝟑𝟐𝟕𝟔 − 𝟐𝟒𝟎𝒙 + 𝟒𝒙𝟐 )

𝑽 = 𝟑𝟐𝟕𝟔𝒙 − 𝟐𝟒𝟎𝒙𝟐 + 𝟒𝒙𝟑

Mathematics  GSE Geometry  Unit 5: Geometric and Algebraic Connections

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 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Geometry  Unit 5

(d) Graph the equation from part (c).

(e) From your graph, what are the values of the three dimensions that maximize the volume of
the box? What is the maximum volume of the box?

From the graph, it appears that the maximum occurs at approximately (𝟖. 𝟕𝟑, 𝟏𝟑𝟎𝟎𝟎),
so the maximum volume would be 13000 cubic inches with a height of 8.73 inches, a
length of 60.54 inches, and a width of 24.54 inches.

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 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Geometry  Unit 5

Maximize Volume

Standard Addressed in this Task

MGSE9-12.G.MG.3 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).

Standards for Mathematical Practice

2. Reason abstractly and quantitatively by requiring students to make sense of quantities and
their relationships to one another in problem situations.

3. Construct viable arguments and critique the reasoning of others by engaging students on
discussion of why they agree or disagree with responses, decide whether they make sense, and
ask useful questions to clarify or improve the arguments.

7. Look for and make use of structure by expecting students to apply rules, look for patterns
and analyze structure.

8. Look for and express regularity in repeated reasoning by expecting students to understand
broader applications and look for structure and general methods in similar situations.

Mary needs open-topped boxes to store her excess inventory at year’s end. Mary
purchases large rectangles of thick cardboard with a length of 78 inches and width of 42 inches
to make the boxes. Mary is interested in maximizing the volume of the boxes and wants to know
what size squares to cut out at each corner of the cardboard (which will allow the corners to be
folded up to form the box) in order to do this.

𝑥 𝑥

𝑥 𝑥

42 inches
inches

𝑥 𝑥

𝑥 𝑥

78 inches
inches What is the third dimension that the value 𝑥
(a) Volume is a three-dimensional measure.
represents?
Mathematics  GSE Geometry  Unit 5: Geometric and Algebraic Connections
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 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Geometry  Unit 5

(b) Using the table below, choose five values of 𝑥 and find the corresponding volumes.

𝒙 Length Width Volume

You tested several different values of 𝑥 above, and calculated five different volumes.
There is a way to guarantee that you use dimensions that will maximize volume, and now we’re
going to work through that process.

(c) Write an equation for volume in terms of the three dimensions of the box.

(d) Graph the equation from part (c).

(e) From your graph, what are the values of the three dimensions that maximize the volume of
the box? What is the maximum volume of the box?

Mathematics  GSE Geometry  Unit 5: Geometric and Algebraic Connections

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 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Geometry  Unit 5

Culminating Task: Dr. Cone’s New House Back to Task Table

Standard Addressed in this Task

MGSE9-12.G.GPE.1 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.

MGSE9-12.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).
(Focus on quadrilaterals, right triangles, and circles.)

Standards for Mathematical Practice

2. Reason abstractly and quantitatively by requiring students to make sense of quantities and
their relationships to one another in problem situations.

3. Construct viable arguments and critique the reasoning of others by engaging students on
discussion of why they agree or disagree with responses, decide whether they make sense, and
ask useful questions to clarify or improve the arguments.

7. Look for and make use of structure by expecting students to apply rules, look for patterns
and analyze structure.

8. Look for and express regularity in repeated reasoning by expecting students to understand
broader applications and look for structure and general methods in similar situations.

Teacher Notes:

This performance task is designed to apply students’ understanding of equations of parabolas

and circles. While completing this task, students should take care to write the equations and
fit the graphs in the required specifications. This is a great time to revisit parts of a parabola,
as the x-intercepts are likely to be where the doorframes are. Scale will be an important aspect
of this task. There are many possible designs for the entry way.

A local mathematician, Dr. Cone, has hired your architecture firm to design his new house.
Because your boss knows you are in Geometry, he has put you in charge of the design for the
entrance of the house. The mathematician has given some very unconventional requests for the
design of the entrance:

• He wants two doors, both shaped like parabolas.

• He wants at least two windows, both shaped like circles.

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 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Geometry  Unit 5

You also know the following information:

• The dimensions of the front entrance way are 18 feet long and 10 feet tall.
• A local window and door manufacturer can produce any shape window or door, given an
equation for the shape.

State and Local guidelines also state:

• All entryways to residential property must be greater than or equal to 7 feet in height.

Using a piece of graph paper, draw a design for the entry way of the house. Be sure to label all
important points for the builder. Include a “Specifications Sheet” that includes equations of the
figures for the window and door manufacturer.

Teacher Notes:

This an example of a design for the front of the house given the specifications of the task.
Students could design any layout as long as the door frames and windows follow the
specifications of the task.

Once students have completed their plans, hand them the information below. This will give
them a chance to prove algebraically that the box will or will not fit in the door.

Mathematics  GSE Geometry  Unit 5: Geometric and Algebraic Connections

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 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Geometry  Unit 5

Dr. Cone has come to you after seeing your design and expresses a concern. He has just ordered
a new transmogrifer and he is worried that it will not fit in the front door. The transmogrifer
ships in a box that is 3’x3’x9’. According to your design, will the box fit in one of your doors?

Mathematics  GSE Geometry  Unit 5: Geometric and Algebraic Connections

July 2019  Page 141 of 143
 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Geometry  Unit 5

Culminating Task: Dr. Cone’s New House

Standard Addressed in this Task

MGSE9-12.G.GPE.1 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.

MGSE9-12.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).
(Focus on quadrilaterals, right triangles, and circles.)

Standards for Mathematical Practice

2. Reason abstractly and quantitatively by requiring students to make sense of quantities and
their relationships to one another in problem situations.

3. Construct viable arguments and critique the reasoning of others by engaging students on
discussion of why they agree or disagree with responses, decide whether they make sense, and
ask useful questions to clarify or improve the arguments.

7. Look for and make use of structure by expecting students to apply rules, look for patterns
and analyze structure.

8. Look for and express regularity in repeated reasoning by expecting students to understand
broader applications and look for structure and general methods in similar situations.

A local mathematician, Dr. Cone, has hired your architecture firm to design his new house.
Because your boss knows you are in Geometry, he has put you in charge of the design for the
entrance of the house. The mathematician has given some very unconventional requests for the
design of the entrance:

• He wants two doors, both shaped like parabolas.

• He wants at least two windows, both shaped like circles.

You also know the following information:

• The dimensions of the front entrance way are 18 feet long and 10 feet tall.
• A local window and door manufacturer can produce any shape window or door, given an
equation for the shape.

State and Local guidelines also state:

Mathematics  GSE Geometry  Unit 5: Geometric and Algebraic Connections
July 2019  Page 142 of 143
 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Geometry  Unit 5

• All entryways to residential property must be greater than or equal to 7 feet in height.

Using a piece of graph paper, draw a design for the entry way of the house. Be sure to label all
important points for the builder. Include a “Specifications Sheet” that includes equations of the
figures for the window and door manufacturer.

Dr. Cone has come to you after seeing your design and expresses a concern. He has just ordered
a new transmogrifer and he is worried that it will not fit in the front door. The transmogrifer
ships in a box that is 3’x3’x9’. According to your design, will the box fit in one of your doors?

Mathematics  GSE Geometry  Unit 5: Geometric and Algebraic Connections

July 2019  Page 143 of 143