Clusters should not be sorted from Major to Supporting and then taught in that order. To do so would strip the coherence of the mathematical ideas and miss the opportunity to enhance the major work of the grade with the supporting clusters.

assessed with:
MAFS.912.GSRT.1.3
 Test Item #: Sample Item 1
 Question:
Katherine uses , where to prove that a line parallel to one side of a triangle divides the other two sides proportionally. A part of her proof is shown.
Which statement completes step 8 of the proof?
 Difficulty: N/A
 Type: MC: Multiple Choice
 Test Item #: Sample Item 2
 Question:
An incomplete proof is shown.
Click on each blank to select a statement for row 3 and row 5 in the table.
 Difficulty: N/A
 Type: ETC: Editing Task Choice
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Formative Assessments
Lesson Plans
Original Student Tutorial
Presentation/Slideshow
ProblemSolving Task
Professional Development
Tutorials
Video/Audio/Animation
Virtual Manipulative
MFAS Formative Assessments
Students are asked to prove that if a line intersecting two sides of a triangle divides those two sides proportionally, then that line is parallel to the third side.
Students are asked to prove that the length of the altitude to the hypotenuse of a right triangle is the geometric mean of the lengths of the two segments of the hypotenuse.
Students are asked to prove the Pythagorean Theorem using similar triangles.
Students are asked to prove that a line parallel to one side of a triangle divides the other two sides of the triangle proportionally.
Original Student Tutorials Mathematics  Grades 912
Use properties, postulates, and theorems to prove a theorem about a triangle. In this interactive tutorial, you'll also learn how to prove that a line parallel to one side of a triangle divides the other two proportionally.
Student Resources
Original Student Tutorial
Use properties, postulates, and theorems to prove a theorem about a triangle. In this interactive tutorial, you'll also learn how to prove that a line parallel to one side of a triangle divides the other two proportionally.
Type: Original Student Tutorial
Presentation/Slideshow
This lesson teaches students about the history of the Pythagorean theorem, along with proofs and applications. It is geared toward high school Geometry students that have completed a year of Algebra and addresses the following national standards of the National Council of Teachers of Mathematics and the Midcontinent Research for Education and Learning: 1) Analyze characteristics and properties of two and threedimensional geometric shapes and develop mathematical arguments about geometric relationships; 2) Use visualization, spatial reasoning, and geometric modeling to solve problems; 3) Understand and apply basic and advanced properties of the concepts of geometry; and 4) Use the Pythagorean theorem and its converse and properties of special right triangles to solve mathematical and realworld problems. The video portion is about thirty minutes, and with breaks could be completed in 50 minutes. (You may consider completing over two classes, particularly if you want to allow more time for activities or do some of the enrichment material). These activities could be done individually, in pairs, or groups. I think 2 or 3 students is optimal. The materials required for the activities include scissors, tape, string and markers.
Type: Presentation/Slideshow
ProblemSolving Task
Using a triangle with line through it, students are tasked to show the congruent angles, and conclude if one triangle is similar to the other.
Type: ProblemSolving Task
Tutorials
This video demonstrates Bhaskara's proof of the Pythagorean Theorem.
Type: Tutorial
This video visually proves the Pythagorean Theorem using triangles and parallelograms.
Type: Tutorial
This video shows a proof of the Pythagorean Theorem using similar triangles.
Type: Tutorial
Video/Audio/Animation
This resource gives an animated and then annotated proof of the Pythagorean Theorem.
Type: Video/Audio/Animation
Parent Resources
ProblemSolving Task
Using a triangle with line through it, students are tasked to show the congruent angles, and conclude if one triangle is similar to the other.
Type: ProblemSolving Task