Kentucky Academic Standards for Mathematics: Conceptual Category Geometry

Geometry Overview
Similarity, Right Expressing Geometric Geometric
Modeling with
Congruence Triangles and Circles Properties with Measurement and
Geometry
Trigonometry Equations Dimensions

• Experiment with • Understand • Understand and • Translate between • Explain volume • Apply geometric
transformations in similarity in terms apply theorems the geometric formulas and use concepts in
the plane. of similarity about circles. description and the them to solve modeling
• Understand transformations. • Find arc lengths equation for a conic problems. situations.
congruence in • Prove theorems and areas of section. • Visualize
terms of rigid involving sectors of circles. • Use coordinates to relationships
motions. similarity. prove simple between two-
• Prove geometric • Define geometric theorems dimensional and
theorems. trigonometric algebraically. three-dimensional
• Make geometric ratios and solve objects.
constructions. problems
involving right
triangles.
• Apply
trigonometry to
general triangles.

Modeling Standards: Modeling is best interpreted not as a collection of isolated topics but rather in relation to other standards. Making
mathematical models is a Standard for Mathematical Practice and specific modeling standards appear throughout the high school standards
indicated by a star symbol (★). The star symbol sometimes appears on the heading for a group of standards; in that case, it should be understood
to apply to all standards in that group.

Plus (+) Standards: Additional mathematics concepts students should learn in order to take advanced courses such as calculus, advanced statistics
or discrete mathematics are indicated by (+) symbol.

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 Geometry-Congruence
Standards for Mathematical Practice
MP.1. Make sense of problems and persevere in solving them. MP.5. Use appropriate tools strategically.
MP.2. Reason abstractly and quantitatively. MP.6. Attend to precision.
MP.3. Construct viable arguments and critique the reasoning of others. MP.7. Look for and make use of structure.
MP.4. Model with mathematics. MP.8. Look for and express regularity in repeated reasoning.
Cluster: Experiment with transformations in the plane.
Standards Clarifications
KY.HS.G.1 Know and apply precise definitions of the language of Students in high school start to formalize the intuitive geometric
Geometry: notions they developed in grades 6–8 and give specificity to geometric
a. Understand properties of line segments, angles and circle. concepts that can serve as a good basis for developing precise
b. Understand properties of and differences between definitions and arguments.
perpendicular and parallel lines. a. Students understand a more formal knowledge of postulates,
MP.3, MP.6 theorems and various properties relating to line segments,
angles and circles. This knowledge is based on the undefined
notions of point, line, distance along a line and distance around
a circular arc.
b. Students understand important properties of both parallel and
perpendicular lines, prior to making the connections between
these types of lines and how they relate to their calculated or
given slope.
KY.HS.G.2 Representing transformations in the plane. Software, transparencies, etc. may be used to accurately
a. Describe transformations as functions that take points in the represent congruence transformations in the plane.
plane as inputs and give other points as outputs
b. Compare transformations that preserve distance and angle a. Students understand any point (a,b) can be thought of as an
measures to those that do not. input and any image of point (a,b) can be thought of as the
c. Given a rectangle, parallelogram, trapezoid, or regular polygon, output of a specific transformation function.
formally describe the rotations and reflections that carry it onto b. Students make connections between which transformations are
itself, using properties of these figures. a rigid motion (isometry) and which transformations do not
MP.5, MP.7 have that characteristic.
c. Students practice and understand the procedures needed to
carry out multiple transformations that carry the figure onto
itself, recognizing the important properties of these figures.
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 Standards Clarifications
KY.HS.G.3 (+) Develop formal definitions of rotations, reflections and Students understand and recognize characteristics of various
translations in terms of angles, circles, perpendicular lines, parallel transformations of multiple different geometric figures. Students
lines and line segments. develop formal definitions that reflect those transformations.
MP.6, MP.7
KY.HS.G.4 Understand the effects of transformations of geometric Students understand a figure, called a pre-image, is congruent to
figures. another figure, called the image, if that second figure can be obtained
a. Given a geometric figure and a rotation, reflection, or by a sequence of congruence transformations performed on the first
translation, draw the transformed figure. figure. Students can draw the image of a transformed pre-image using
b. Specify a sequence of transformations that will carry a given a variety of tools, including but not limited to:
figure onto another. • graph paper
c. Use geometric descriptions of rigid motions to transform • manipulatives
figures and to predict the effect of a given rigid motion on a • tracing paper
given figure. Given two figures, use the definition of • computer programs
congruence in terms of rigid motions to decide if they are Students perform such sequences and describe the sequence of
congruent. congruence transformations necessary to transform one figure to an
MP.2, MP.8 congruent second figure.
Attending to the Standards for Mathematical Practice
Students make careful calculations when transforming figures by hand (MP.6) and use technology (MP.5) to analyze more complicated cases and
to make generalizations (MP.7). Students use correct terminology when discussing figures and the effects of their transformed figure (MP.3,
MP.6), identifying congruent, distance-preserving, figures when possible. For example, students connect geometric transformations with algebra
when comparing a figure F and the transformed figure T(F) or a figure that has undergone multiple transformations T(R(F)) (MP.2).

The identified mathematical practices, coherence connections and clarifications are possible suggestions; however, they are not the only pathways.

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 Geometry-Congruence
Standards for Mathematical Practice
MP.1. Make sense of problems and persevere in solving them. MP.5. Use appropriate tools strategically.
MP.2. Reason abstractly and quantitatively. MP.6. Attend to precision.
MP.3. Construct viable arguments and critique the reasoning of others. MP.7. Look for and make use of structure.
MP.4. Model with mathematics. MP.8. Look for and express regularity in repeated reasoning.
Cluster: Understand congruence in terms of rigid motions.
Standards Clarifications
KY.HS.G.5 Know and apply the concepts of triangle congruence:
a. Use the definition of congruence in terms of rigid motions to
show that two triangles are congruent if and only if
corresponding pairs of sides and corresponding pairs of angles
are congruent.
b. Explain how the criteria for triangle congruence (ASA, SAS and
SSS) follow from the definition of congruence in terms of rigid
motions.
MP.3, MP.6

Attending to the Standards for Mathematical Practice

Students fluently and intentionally select and/or calculate measures (MP.6) when deliberating criteria for triangle congruence (MP.3).

The identified mathematical practices, coherence connections and clarifications are possible suggestions; however, they are not the only pathways.
213
 Geometry-Congruence
Standards for Mathematical Practice
MP.1. Make sense of problems and persevere in solving them. MP.5. Use appropriate tools strategically.
MP.2. Reason abstractly and quantitatively. MP.6. Attend to precision.
MP.3. Construct viable arguments and critique the reasoning of others. MP.7. Look for and make use of structure.
MP.4. Model with mathematics. MP.8. Look for and express regularity in repeated reasoning.
Cluster: Prove geometric theorems.
Standards Clarifications
KY.HS.G.6 Apply theorems for lines, angles, triangles, parallelograms. Students use previously learned definitions, theorems, postulates and
MP.2, MP.3 properties of lines, angles, triangles and parallelograms to draw
conclusions and to make inferences.
Theorems for lines and angles include: vertical angles are congruent;
when a transversal crosses parallel lines, alternate interior angles are
congruent and corresponding angles are congruent; points on a
perpendicular bisector of a line segment are exactly those equidistant
from the segment’s endpoints.
Theorems for triangles include: measures of interior angles of a triangle
sum to 180°; base angles of isosceles triangles are congruent; the
segment joining midpoints of two sides of a triangle is parallel to the
third side and half the length; the medians of a triangle meet at a point.
Theorems for parallelograms 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.
KY.HS.G.7 Prove theorems about geometric figures. Students recall definitions, theorems, postulates and properties to
a. Construct formal proofs to justify theorems for lines, angles construct formal proofs based on theorems established in other
and triangles. standards.
b. (+) Construct formal proofs to justify theorems for (+)Theorems include: opposite sides are congruent, opposite angles are
parallelograms. congruent, the diagonals of a parallelogram bisect each other and
MP.6, MP.7 conversely, rectangles are parallelograms with congruent diagonals.

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Attending to the Standards for Mathematical Practice
Students experiment with lines, angles, triangles and parallelograms to make connections and conjectures about their properties (MP.7), using
dynamic software when appropriate (MP.5). Students routinely use various forms of proof (formal, informal, direct and indirect) to outline their
logic and defend their conjectures (MP.3). Students consider alternate approaches to a proof or a conjecture and debate the alternatives for
effectiveness and accuracy (MP.2, MP.3).

The identified mathematical practices, coherence connections and clarifications are possible suggestions; however, they are not the only pathways.

215
 Geometry-Congruence
Standards for Mathematical Practice
MP.1. Make sense of problems and persevere in solving them. MP.5. Use appropriate tools strategically.
MP.2. Reason abstractly and quantitatively. MP.6. Attend to precision.
MP.3. Construct viable arguments and critique the reasoning of others. MP.7. Look for and make use of structure.
MP.4. Model with mathematics. MP.8. Look for and express regularity in repeated reasoning.
Cluster: Make geometric constructions.
Standards Clarifications
KY.HS.G.8 Create and apply geometric constructions. Methods for formal constructions may include but are not limited to:
a. Make formal geometric constructions with a variety of tools • compass and straightedge
and methods. • string
b. Apply basic construction procedures to construct more complex • reflective devices
figures. • paper folding
• technology
MP.5, MP.6
Students demonstrate the ability to copy a segment, copy an angle,
bisect a segment, bisect an angle, construct perpendicular lines which
includes the perpendicular bisector of a line segment and construct a
line parallel to a given line through a point not on the line.
Attending to the Standards for Mathematical Practice
Students select and use a variety of tools to generate geometric constructions (MP.5). Students use precision when constructing shapes and
figures by hand and select and use appropriate technology for complicated constructions (MP.5, MP.6).

The identified mathematical practices, coherence connections and clarifications are possible suggestions; however, they are not the only pathways.

216
 Geometry-Similarity, Right Triangles and Trigonometry
Standards for Mathematical Practice
MP.1. Make sense of problems and persevere in solving them. MP.5. Use appropriate tools strategically.
MP.2. Reason abstractly and quantitatively. MP.6. Attend to precision.
MP.3. Construct viable arguments and critique the reasoning of others. MP.7. Look for and make use of structure.
MP.4. Model with mathematics. MP.8. Look for and express regularity in repeated reasoning.
Cluster: Understand similarity in terms of similarity transformations.
Standards Clarifications
KY.HS.G.9 Understand properties of dilations. • Methods to verify properties could include, but not limited to:
a. Verify the properties that result from that dilations given by a scale models, moving an object closer to a light source and
center and a scale factor. examining changes, changing the scale factor on a copier.
b. Verify that a dilation produces an image that is similar to the • Students explain the effect of dilations on objects that pass
pre-image. through the center verses those that do not pass through the
MP.5, MP.7 center of a figure.
• Students understand within this standard, the equality of all
corresponding pairs of angles and the proportionality of all
corresponding pairs of sides is a result that occurs because two
objects are similar.
KY.HS.G.10 Apply the properties of similarity transformations to The AA Similarity Theorem
establish the AA criterion for two triangles to be similar.
MP.3, MP.6

If ∠𝐴𝐴 ≅ ∠𝐷𝐷, 𝑎𝑎𝑎𝑎𝑎𝑎 ∠𝐵𝐵 ≅ ∠𝐸𝐸,

Then ∆𝐴𝐴𝐴𝐴𝐴𝐴~∆𝐷𝐷𝐷𝐷𝐷𝐷.
Attending to the Standards for Mathematical Practice
With the aid of physical models, transparencies and geometry software, students verify whether figures are similar or not (MP.5, MP.6). As they
compare similar shapes, they make generalizations about what changes and what stays the same when, and use this information to do dilations
(MP.7). Students prepare illustrations and explanations related to the AA triangle similarity criterion, as well as by considering and discussing
properties of similar triangles (MP.3).
The identified mathematical practices, coherence connections and clarifications are possible suggestions; however, they are not the only pathways.
217
 Geometry-Similarity, Right Triangles and Trigonometry
Standards for Mathematical Practice
MP.1. Make sense of problems and persevere in solving them. MP.5. Use appropriate tools strategically.
MP.2. Reason abstractly and quantitatively. MP.6. Attend to precision.
MP.3. Construct viable arguments and critique the reasoning of others. MP.7. Look for and make use of structure.
MP.4. Model with mathematics. MP.8. Look for and express regularity in repeated reasoning.
Cluster: Prove theorems involving similarity.
Standards Clarifications
KY.HS.G.11 Understand theorems about triangles. Theorems include the Pythagorean Theorem and “a line parallel to one
a. Apply theorems about triangles. side of a triangle divides the other two proportionally and
b. (+) Prove theorems about triangles. conversely.”
c. Use similarity criteria for triangles to solve problems and to Students demonstrate the ability to copy a segment, copy an angle,
prove relationships in geometric figures. bisect a segment, bisect an angle, construct perpendicular lines, which
MP.1, MP.3 includes the perpendicular bisector of a line segment and construct a
line parallel to a given line through a point not on the line.

Triangle Similarity Postulate and Theorems:

Attending to the Standards for Mathematical Practice

Students identify cases where the AA triangle similarity criterion can be used (MP.1) and routinely use various methods of proof (formal,
informal, direct and indirect) to outline their logic in order to defend their conjectures (MP.3).

The identified mathematical practices, coherence connections and clarifications are possible suggestions; however, they are not the only pathways.
218
 Geometry-Similarity, Right Triangles and Trigonometry
Standards for Mathematical Practice
MP.1. Make sense of problems and persevere in solving them. MP.5. Use appropriate tools strategically.
MP.2. Reason abstractly and quantitatively. MP.6. Attend to precision.
MP.3. Construct viable arguments and critique the reasoning of others. MP.7. Look for and make use of structure.
MP.4. Model with mathematics. MP.8. Look for and express regularity in repeated reasoning.
Cluster: Define trigonometric ratios and solve problems involving right triangles.
Standards Clarifications
KY.HS.G.12 Understand properties of right triangles.
a. Understand that by similarity, side ratios in right triangles are sin A =
opposite side 𝑎𝑎
= 𝑐𝑐
hypotenuse
properties of the angles in the triangle, leading to definitions of
trigonometric ratios for acute angles (sine, cosine and tangent). adjacent side 𝑏𝑏
b. Explain and use the relationship between the sine and cosine of cos A = hypotenuse
= 𝑐𝑐
complementary angles.
c. Use trigonometric ratios and the Pythagorean Theorem to opposite side
tan A = adjacent side = 𝑏𝑏
𝑎𝑎

solve right triangles in applied problems. ★

MP.3, MP.4

c2 = a2 + b2

Attending to the Standards for Mathematical Practice

Given a variety of similar triangles, students compare ratios of corresponding pairs of sides in order to discover the definitions of trigonometric
ratios for acute angles (MP.3). Students use these trigonometric ratio definitions to solve real-world problems involving right triangles,
connecting their solutions to the problem posed (MP.4).

The identified mathematical practices, coherence connections and clarifications are possible suggestions; however, they are not the only pathways.
219
 Geometry-Similarity, Right Triangles and Trigonometry
Standards for Mathematical Practice
MP.1. Make sense of problems and persevere in solving them. MP.5. Use appropriate tools strategically.
MP.2. Reason abstractly and quantitatively. MP.6. Attend to precision.
MP.3. Construct viable arguments and critique the reasoning of others. MP.7. Look for and make use of structure.
MP.4. Model with mathematics. MP.8. Look for and express regularity in repeated reasoning.
Cluster: Apply trigonometry to general triangles.
Standards Clarifications
KY.HS.G.13 (+) Derive the formula A = 1/2 ab sin(C) for the area of a
triangle by drawing an auxiliary line from a vertex perpendicular to the
opposite side.
MP.6, MP.7

Area of triangle = ½ ab sin(C)

KY.HS.G.14 (+) Understand and apply the Law of Sines and the Law of
Cosines. Law of Sines
sin 𝐴𝐴
=
sin 𝐵𝐵
=
sin 𝐶𝐶
𝑎𝑎 𝑏𝑏 𝑐𝑐
a. Use the Law of Sines and Cosines to find unknown
measurements in right and non-right triangles. Law of Cosines a2 = b2 + c2 - 2bc cos A
b. Prove the Laws of Sines and Cosines and use them to solve
problems.
MP.1, MP.3

The identified mathematical practices, coherence connections and clarifications are possible suggestions; however, they are not the only pathways.
220
 Geometry-Circles
Standards for Mathematical Practice
MP.1. Make sense of problems and persevere in solving them. MP.5. Use appropriate tools strategically.
MP.2. Reason abstractly and quantitatively. MP.6. Attend to precision.
MP.3. Construct viable arguments and critique the reasoning of others. MP.7. Look for and make use of structure.
MP.4. Model with mathematics. MP.8. Look for and express regularity in repeated reasoning.
Cluster: Understand and apply theorems about circles.
Standards Clarifications
KY.HS.G.15 Verify using dilations that all circles are similar.
MP.5, MP.8

KY.HS.G.16 Identify and describe relationships among angles and Students recognize and apply relationships including the relationship
segments within the context of circles involving: between central, inscribed and circumscribed angles, inscribed angles
a. Recognize differences between and properties of inscribed, on a diameter are right angles, the radius of a circle is perpendicular to
central and circumscribed angles. the tangent where the radius intersects the circle.
b. Understand relationships between inscribed angles and the
diameter of a circle.
c. Understand the relationship between the radius of a circle and
the line drawn through the point of tangency on that radius.
MP.3, MP.5, MP.7
KY.HS.G.17 (+) Apply basic construction procedures within the context Students build upon skills from other standards regarding construction
of a circle. procedures in the context of circles.
a. Construct the inscribed and circumscribed circles of a triangle.
b. Construct a tangent line from a point outside a given circle to
the circle.
MP.5, MP.6
Attending to the Standards for Mathematical Practice
Students compare properties of a variety of circles to verify that all circles are similar (MP.8). Students use technology and drawings of circles to
analyze properties of angles, radii and diameters that hold true across all circles (MP.5) and can explain these properties (MP.3).

The identified mathematical practices, coherence connections and clarifications are possible suggestions; however, they are not the only pathways.
221
 Geometry-Circles
Standards for Mathematical Practice
MP.1. Make sense of problems and persevere in solving them. MP.5. Use appropriate tools strategically.
MP.2. Reason abstractly and quantitatively. MP.6. Attend to precision.
MP.3. Construct viable arguments and critique the reasoning of others. MP.7. Look for and make use of structure.
MP.4. Model with mathematics. MP.8. Look for and express regularity in repeated reasoning.
Cluster: Find arc lengths and areas of sectors of circles.
Standards Clarifications
Area of Sector Central Angle
KY.HS.G.18 (+) Understand the relationship between an intercepted =
Area of Circle 2𝜋𝜋
arc length within a circle and the radius of the circle.
a. Derive using similarity the fact that the length of the arc Area of Sector Central Angle
=
intercepted by an angle is proportional to the radius. Derive the 𝜋𝜋𝑟𝑟 2 2𝜋𝜋
formula for the area of a sector.
Central Angle
b. Define the radian measure of the angle as the measure of a Area of Sector = • 𝜋𝜋𝑟𝑟 2
2π
central angle that intercepts an arc equal in length to the radius
of the circle. 1
Area of Sector =2 • Central Angle • r2
MP.2, MP.3

The identified mathematical practices, coherence connections and clarifications are possible suggestions; however, they are not the only pathways.

222
 Geometry-Expressing Geometric Properties with Equations
Standards for Mathematical Practice
MP.1. Make sense of problems and persevere in solving them. MP.5. Use appropriate tools strategically.
MP.2. Reason abstractly and quantitatively. MP.6. Attend to precision.
MP.3. Construct viable arguments and critique the reasoning of others. MP.7. Look for and make use of structure.
MP.4. Model with mathematics. MP.8. Look for and express regularity in repeated reasoning.
Cluster: Translate between the geometric description and the equation for a conic section.
Standards Clarifications
KY.HS.G.19 Understand the relationship between the algebraic form
and the geometric representation of a circle.
a. Write the equation of a circle of given center and radius using
the Pythagorean Theorem.
b. (+) Derive and write the equation of a circle of given center and
radius using the Pythagorean Theorem.
c. (+) Complete the square to find the center and radius of a circle
given by an equation. (x – h)2 + (y – k 2 = r2
MP.6, MP.8
KY.HS.G.20 (+) Derive the equations of conic sections. Parabolas: y –k = a(x – h)2
a. Derive the equation of a parabola given a focus and directrix. x-h = a(y-k)2
b. Derive the equations of ellipses and hyperbolas given the foci,
using the fact that the sum or difference of distances from the Circles: (x –h) 2 + (y – k)2 = r2
foci is constant.
(𝑥𝑥−ℎ)2 (𝑦𝑦−𝑘𝑘)2
MP.2, MP.7 Ellipse: + =1
𝑎𝑎2 𝑏𝑏 2

(𝑥𝑥−ℎ)2 (𝑦𝑦−𝑘𝑘)2
Hyperbola: − =1
𝑎𝑎2 𝑏𝑏 2
Attending to the Standards for Mathematical Practice
Students explain the connection between the Pythagorean Theorem and the equation of a circle (MP.8) and use the center and radius accurately
within the formula (MP.6).

The identified mathematical practices, coherence connections and clarifications are possible suggestions; however, they are not the only pathways.
223
 Geometry- Expressing Geometric Properties with Equations
Standards for Mathematical Practice
MP.1. Make sense of problems and persevere in solving them. MP.5. Use appropriate tools strategically.
MP.2. Reason abstractly and quantitatively. MP.6. Attend to precision.
MP.3. Construct viable arguments and critique the reasoning of others. MP.7. Look for and make use of structure.
MP.4. Model with mathematics. MP.8. Look for and express regularity in repeated reasoning.
Cluster: Use coordinates to prove simple geometric theorems algebraically.
Standards Clarifications
KY.HS.G.21 Use coordinates to justify and prove simple geometric Students understand how to prove or disprove a figure defined by four
theorems algebraically. given points in the coordinate plane is a rectangle, as well as prove or
MP.2, MP.6 disprove the given point lies on the circle centered at the origin and
containing an additional given point.
KY.HS.G.22 Justify and apply the slope criteria for parallel and Students understand the relationship between slope and how it relates
perpendicular lines and use them to solve geometric problems. to both parallel and perpendicular lines. Within this standard, students
MP.3, MP.7 also understand how to find the equation of a line parallel or
perpendicular to a given line that passes through a given point.
KY.HS.G.23 Find measurements among points within the coordinate
plane. 𝑑𝑑 = �(𝑥𝑥2 − 𝑥𝑥1 )2 + (𝑦𝑦2 − 𝑦𝑦1 )2
a. Use points from the coordinate plane to find the coordinates of
a midpoint of a line segment and the distance between the 𝑥𝑥1 + 𝑥𝑥2 𝑦𝑦1 + 𝑦𝑦2
𝑀𝑀 = � , �
endpoints of a line segment. 2 2
b. Find the point on a directed line segment between two given
points that partitions the segment in a given ratio.
MP.2, MP.8
KY.HS.G.24 Use coordinates within the coordinate plane to calculate Students utilize the distance formula to find distances between points
measurements of two dimensional figures. in order to find the area and/or perimeter of various geometric figures.
a. Compute the perimeters of various polygons.
b. Compute the areas of triangles, rectangles and other
quadrilaterals.★
MP.2, MP.4

224
Attending to the Standards for Mathematical Practice
Students describe the connections between geometric theorems and their algebraic formulas (MP.2). They intentionally manipulate coordinates
appropriately, fluently selecting criterion and formulas for a given context (MP.7). Students use coordinate geometry to model real-world
situations, posing their own real-world problems when possible (MP.4).

The identified mathematical practices, coherence connections and clarifications are possible suggestions; however, they are not the only pathways.

225
 Geometry- Geometric Measurement and Dimensions
Standards for Mathematical Practice
MP.1. Make sense of problems and persevere in solving them. MP.5. Use appropriate tools strategically.
MP.2. Reason abstractly and quantitatively. MP.6. Attend to precision.
MP.3. Construct viable arguments and critique the reasoning of others. MP.7. Look for and make use of structure.
MP.4. Model with mathematics. MP.8. Look for and express regularity in repeated reasoning.
Cluster: Explain volume formulas and use them to solve problems.
Standards Clarifications
KY.HS.G.25 Analyze and determine the validity of arguments for the Students may use dissection arguments, Cavalieri’s principle and
formulas for the various figures and shapes. informal limit arguments in order to find these values for these figures.
a. Finding the circumference and area of a circle.
b. Finding the volume of a sphere, prism, cylinder, pyramid and
cone.
MP.3, MP.7
KY.HS.G.26 (+) Give an informal argument using Cavalieri’s principle for
the formulas for the volume of a sphere and other solid figures.
MP.2, MP.5

KY.HS.G.27 Use volume formulas to solve problems for cylinders, General Prism: V = Bh
pyramids, cones, spheres, prisms ★ Right Circular Cylinder: V = 𝜋𝜋𝑟𝑟 2 ℎ
MP.4, MP.6 1
Pyramid: V = 3Bh
1
Right Circular Cone: V = 3 𝜋𝜋𝑟𝑟 2 ℎ
4
Sphere: V = 3 𝜋𝜋𝑟𝑟 3

Attending to the Standards for Mathematical Practice

As students analyze volume formulas, they looking for relationships between the shapes and the related formulas (MP.7). Students critique
different explanations or justifications for the formulas (MP.3). Students recognize various situations for which these formulas would apply and
use them to solve real-world problems, posing their own real-world problems when possible (MP.4).
The identified mathematical practices, coherence connections and clarifications are possible suggestions; however, they are not the only pathways.
226
 Geometry-Geometric Measurement and Dimensions
Standards for Mathematical Practice
MP.1. Make sense of problems and persevere in solving them. MP.5. Use appropriate tools strategically.
MP.2. Reason abstractly and quantitatively. MP.6. Attend to precision.
MP.3. Construct viable arguments and critique the reasoning of others. MP.7. Look for and make use of structure.
MP.4. Model with mathematics. MP.8. Look for and express regularity in repeated reasoning.
Cluster: Visualize relationships between two-dimensional and three-dimensional objects.
Standards Clarifications
KY.HS.G.28 Identify the shapes of two-dimensional cross-sections of Students recognize visually the two dimensional shapes created via the
three-dimensional objects and identify three-dimensional objects cross sections of three dimensional solid figures.
generated by rotations of two-dimensional objects.
MP.5, MP.7 Examples include, but are not limited to

Attending to the Standards for Mathematical Practice

Students use technology to identify the result of cutting a three- dimensional object and the result of rotating two-dimensional objects (MP.5).
As students analyze two-dimensional and three-dimensional shapes, they gain insights into the structure of specific shapes (MP.7). For instance,
students consider the two-dimensional figures that result from removing the top of a shoe box or from slicing an orange. Students compare and
contrast the two-dimensional cross sections of an orange when sliced at different locations or angles verses slicing. For an extension, students
can compare their conjectures from circles when slicing a cone at different locations or angles.

The identified mathematical practices, coherence connections and clarifications are possible suggestions; however, they are not the only pathways.

227
 Geometry-Modeling with Geometry
Standards for Mathematical Practice
MP.1. Make sense of problems and persevere in solving them. MP.5. Use appropriate tools strategically.
MP.2. Reason abstractly and quantitatively. MP.6. Attend to precision.
MP.3. Construct viable arguments and critique the reasoning of others. MP.7. Look for and make use of structure.
MP.4. Model with mathematics. MP.8. Look for and express regularity in repeated reasoning.
Cluster: Apply geometric concepts in modeling situations.
Standards Clarification/Illustration
KY.HS.G.29 Use geometric shapes, their measures and their properties Students use geometric shapes to model objects, for example,
to describe objects in real world settings. modeling a tree trunk or a human torso as a cylinder).★
MP.1, MP.4
KY.HS.G.30 Apply concepts of density based on area and volume in Students explore scenarios where they find the area of regions and the
modeling situations, using appropriate units of measurement. volume of solid figures. In the process, they appropriately use units of
MP.4, MP.6 measurement, for example, persons per square mile, BTUs per cubic
foot
KY.HS.G.31 Apply geometric methods to solve design problems. ★ Students practice modeling techniques in this standard using a variety
MP.1, MP.4 of strategies and practices, for example, designing an object or
structure to satisfy physical constraints or minimize cost, working with
typographic grid systems based on ratios

Attending to the Standards for Mathematical Practice

Students recognize various situations for which geometric knowledge would apply and do so to solve real-world problems (MP.4). As students
use geometric methods to solve design problems, they continually reflect on whether their method and process makes sense for the problem
and revise, as needed, until a viable solution has been found (MP.1). Students also select appropriate theorems and formulas and report units
with appropriate accuracy (MP.6).

The identified mathematical practices, coherence connections and clarifications are possible suggestions; however, they are not the only pathways.

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