Given conjectures about quadrilaterals, the student will use deductive reasoning and counterexamples to prove or disprove the conjectures.

Given similar figures, the student will use critical attributes to define similarity.

Given a pair of similar figures, including dilations, students will be able to generalize that the lengths of corresponding sides are proportional.

Given a proportional relationship, students will be able to graph a set of data from the relationship and interpret the unit rate as the slope of the line.

Given a set of data, the student will be able to generate a scatterplot, determine whether the data are linear or non-linear, describe an association between the two variables, and use a trend line to make predictions for data with a linear association.

Given information in a geometric context, students will be able to use informal arguments to establish facts about the angle sum and exterior angle of triangles, the angles created when parallel lines are cut by a transversal, and the angle-angle criterion for similarity of triangles.

Given a problem situation, students will use experimental data or theoretical probability to make predictions and determine solutions to situations involving independent events.

Given problem situations that include given or collected data, the student will analyze the data and make inferences and convincing arguments based on the data.

Given problem situations involving rational numbers, the student will select and use appropriate methods to solve the problems.

Students will explore volume conjectures and solve problems by applying  the volume formulas to composite figures.

Students will distinguish between undefined terms, definitions, postulates, conjectures, and theorems and investigate patterns to make conjectures about geometric relationships.

Given statements about a geometric relationship, the student will use counter examples to disprove statements that are false.

Students will practice identifying the converse, inverse, and contrapositive of conditional statements.

Given statements about a geometric relationship, the student will distinguish between the undefined terms, definitions, postulates, conjectures, and theorems to prove the statements are true.

Given examples of mathematics in the real world, the student will use properties of transformations and their composites to describe and perform transformations of figures in a plane.

The student will investigate patterns to make conjectures.

Given numerical and/or geometric patterns that represent geometric properties of polygons, the student will develop algebraic expressions that represent the geometric properties.

Given numerical and/or geometric patterns that represent geometric properties of angle relationships in polygons, the student will investigate patterns to make conjectures about interior and exterior angles of polygons.

Given verbal and pictorial representations of problem situations, the student will apply patterns from right triangles whose sides are Pythagorean Triples to solve the problems.

The students will use multiple representations of undefined terms on a coordinate plane to solve problems.