Selling Geometry addresses the following Common Core State Standards in High School Geometry.

** **

Priority Standards | |

G.CO.3. | Given a rectangle, parallelogram, trapezoid, or regular polygon, describe the rotations and reflections that carry it into itself. |

G.CO.6. | Use geometric descriptions of rigid motions to transform figures and predict the effect of a given rigid motion on a given figure; given two figures, use the definition of congruence in terms of rigid motions to decide if they are congruent. |

G.CO.12. | Make formal geometric constructions with a variety of tools and methods (compass and straightedge, string, reflective devices, paper folding, dynamic software, etc.) |

Supporting Standards | |

G.CO.1. | Know precise definitions of angle, circle, perpendicular line, parallel line, and line segment, based on the undefined notions of point, line distance along a line, and distance around a circular arc. |

G.CO.2. | Represent transformations in a plane using; e.g. transparencies and geometry software; describe transformations as functions that take points in the plan as inputs and give other points as outputs. Compare transformations that preserve distance and angle to those that do not (e.g. translation versus horizontal stretch.) |

G.CO.4. | Develop definitions of rotations, reflections, and translations in terms of angles, circles, perpendicular lines, parallel lines, and line segments. |

G.CO.5. | Given a geometric figure and a rotation, reflection, or translation, draw the transformed figure using, e.g. graph paper, tracing paper, or geometry software. Specify a sequence of transformations that will carry a given figure onto another. |

G.CO.7. | Use the definition of congruence in terms of rigid motions to show that two triangles are congruent if and only if corresponding pairs of sides and corresponding pairs of angles are congruent. |

G.CO.13. | Construct an equilateral triangle, a square, and a regular hexagon inscribed in a circle. |