10/7/14

Designing a Math Task

Alana Linde

Mathematical Topic:
High School Geometry: Expressing Geometric Properties with Equations
Common Core State Standard:
CCSS.MATH.CONTENT.HSG.GPE.B.4 Use coordinates to prove simple geometric theorems
algebraically.
Learning Goal and Big Ideas:
Upon completion of this task, students will make connections across domains to
determine how geometric proof uses algebraic concepts.
o Students will uncover that coordinate points on a plane can be contextualized into
shapes just like geometric figures.
o Geometric figures are constructed using algebraic calculations and concepts.
o Using the knowledge of lines, slopes, and distance, students can prove whether a
figure exists on the coordinate plane.
Task Provided to Students:
Group 1:
Given the following points, prove or disprove that the figure formed by the points is a rectangle.
(1,5) , (3,7) , (4,2) , (6,4)
Group 2:
Given the following points, prove or disprove that the figure formed by the points is a rectangle.
(1,3) , (3,5) , (4,0) , (6,2)
*Groups are not separated by ability, but rather just for variety throughout the class.
To launch the task, students will be placed into groups. The teacher will go over the directions of
the task with the class, provide the groups with the student handout, and ask if there are any
questions before they begin. After this, the teacher will monitor students progress throughout the
activity. Students will be provided with a piece of paper with the task printed on it, as well as
graph paper. Calculators can also be provided upon student request.
Standards for Mathematical Practice:
CCSS.MATH.PRACTICE.MP1 Make sense of problems and persevere in

solving them.

CCSS.MATH.PRACTICE.MP2

CCSS.MATH.PRACTICE.MP3

Reason abstractly and quantitatively.

Construct viable arguments and critique the

reasoning of others.

10/7/14

Designing a Math Task

Alana Linde

Answer Key:
In order to prove that the figure formed by the four coordinate points is a rectangle, students will
need to prove two things (1) both pairs of opposite sides of the figure are congruent and (2) one
right angle. By definition, a rectangle has two pairs of opposite sides congruent and the four
interior angles are right angles (90 degrees).
(1) When considering the ranging levels of students, I would
predict that the lowest level of entry toward proving this task
would be for students to graph the coordinate points and count
the diagonal side lengths of the figure. It appears that the
sidelengths are 2 and 3 respectively. However, when using
exact calculations, this method is not sufficient for students to
say that the opposite sidelengths are congruent. This is where
precision becomes a crucial component in proofs because
exact measurements are needed to be sure. Students will either
need prompting or support to consider how to solve for the
distance from one coordinate point to another.
By graphing the points, and connecting the coordinate
points, a 4-sided shape is depicted as in the image to the right. To go about proving that the pairs
of opposite sides are congruent, students can do so by using the distance formula that they used
in algebra class:
Group 1:
Green (longer) sidelengths congruent
d = sqrt[(4-1)2 + (2-5)2] = sqrt[18] = 4.2426
d = sqrt[(6-3)2 + (4-7)2] = sqrt[18] = 4.2426
Orange (short) sidelengths congruent
d = sqrt[(3-1)2 + (7-5)2] = sqrt[8] = 2.8284
d = sqrt[(6-4)2 + (4-2)2] = sqrt[8] = 2.8284
**Note the same can be done to prove Group 2s task with
their given coordinate points.

10/7/14

Designing a Math Task

Anticipating that some students may recall that they need

to apply this operation but cannot remember the formula,
they may also consider using the Pythagorean Theorem to
help them solve for the length of the side (or the
hypotenuse). An example of how students might go
about this is shown to the right. By drawing lines to create
right triangle, students can apply a2 + b2 = c2

Alana Linde

The triangle drawn as sides of length 2, and a hypotenuse

that needs to be solved for. Thus,
22 + 22 = c2
8 = c2
c = 2.8284
Likewise for the sidelength opposite of this one.
**The same can be done to prove the longer sidelengths in Group 1s task, as well as both pairs
of sides in Group 2s task.
Using either method, students can make the following conclusions about the sidelengths of the
figure.
The length of the two shorter sides of the figure is the square root of 8 or 2.8284 rounded.
The longer sidelengths are both the square root of 18 or 4.2426 rounded.
This proves that both pairs of opposite sides are congruent. (1)
(2) Next, to show that one of the interior angles of the figure is a right angle, you can apply the
knowledge of slope to the figure. This can be determined from the graph, or using the equations
(y2-y1 / x2-x1) = m. Take for example the figure constructed by Group 2s task. The line formed
through points (1,3) and (3,5) has a slope of 1 because
(5-3)/(3-1)= 2/2 = 1. The sidelength that intersects
this line at (3,5) has a slope of -1 using points (3,5) and
(6,2). These are opposite reciprocal slopes. From
knowledge from algebra, students know that opposite
reciprocal slopes form perpendicular lines.
Perpendicular lines intersect at right angles. Thus,
the interior angle pictured at the right is in fact 90
degrees (2).
This proves that the interior angles of the
figure are all 90 degrees.
We know this because the pairs of opposite side
lengths are congruent, thus they have the same slopes.

10/7/14

Designing a Math Task

Alana Linde

The same concept can be applied to all for interior angles, but WLOG, it is sufficient to show
just one.
Thus, given the 4 coordinate points, you can prove that the figure formed by them is
a rectangle.

The figure at the right is a picture of both Group 1s

(orange) and Group 2s (green) rectangle. This can
bring into focus the fact that the rectangles are
transformations of one another. From Group 1, you can
see that Group 2s rectangle is the same, just shifted
down two points. Students can connect this back to the
measures of the sidelengths, the slopes, and even
investigate area if they choose to do so.

10/7/14

Designing a Math Task

Alana Linde

Rationale:
This task gives students the opportunity to make connections across subject areas. Many
students do not like geometry because they see it as disjoint from all of the other math they
have been introduced to. However, this task enables students to see that geometric proofs can be
done on the coordinate plane using algebraic knowledge. This task can be used early on in a
geometry course after students have learned the properties of quadrilaterals. I could imagine
students using this task as a way to introduce formal proof writing, but grounded it in algebraic
concepts that they are familiar with. Starting with a foundation that students are accustomed to
using, students can approach the problem with more confidence and think critically about why
things are a particular way, both within the figure and from the formulas they have learned
throughout their math courses making connections along the way.
The article I found published in the Mathematics Teacher fairly recently discusses the
importance for teachers to focus on the mathematical ideas embedded within the standards
(Gaddy, Harmon, Barlow, Milligan & Huang, 110). I think that by really considering what the
learning goal is here, made me realize that I want students to be focusing on throughout the task
their conceptual knowledge of what they are doing as opposed to just the procedural
knowledge. The learning goal for this task is that students make connections in geometry back to
algebra and provides the vehicle of solving a proof on the coordinate plane to do so. The big
ideas, as I mentioned previously, are things that I hope students will acquire upon completion of
this task. I want students to see that the shape constructed can be proved algebraically by using
procedures such as computing slope and distance. This connects back to their knowledge from
algebra, and provides a context for how math is interconnected across domains.

10/7/14

Designing a Math Task

Alana Linde

In determining an appropriate task for high school students, I first dug into the Common
Core State Standards to determine a standard in the high school category for geometry.
Designing the task aligned well with the standard to be sure that it was grade-level appropriate.
After reading the passage where my standard lies in Gurl and Sultans text, I was able to consider
how students can express geometric properties with equations (45). I wanted to be sure that the
cognitive demand for this task was high so that it was challenging for students, but not out of
their reach. This task meets the requirements of a high-level cognitive demand task because it
requires students to think about what they already know about the coordinate plane and
rectangles and apply it to provide a means towards proving the task. Although students will draw
from their prior knowledge of coordinate planes and algebra, there is no one correct way to go
about solving the task.
From the Task Analysis Guide, I would categorize this task as procedures with
connections (Smith & Stein, 16). This is because students as I anticipate will follow a similar
procedure to go about solving the task by using the distance formula, and knowledge of slope
and lines. This task also involves making connections and requires some degree of cognitive
effort. Students cannot look at this task and immediately conclude what their stance is on this
task. They need to dig into the task and develop deeper levels of understanding of the
mathematical concepts and ideas that can be used throughout this task. Students really need to
toggle between their knowledge from geometry and algebra to check that they are proving what
needs to be proved. For example, what does the significance of the same distances from two
points mean to the geometric figure? This is what I want students to consider as they are working
through this task.

10/7/14

Designing a Math Task

Alana Linde

Incorporating what I have been learning all semester long, and from the articles I read for
this task, I feel like the article Proofs Without Words is really a launch point for my mathematical
task (Bell). As mentioned before, I would presume that this could be introduced after students
have knowledge of quadrilaterals and before they dive into proof writing. From this article, I was
able to determine that proof writing does not have to be as formal as I am accustomed to, and
contrastly, just because something is not written up formally does not mean it is not a proof. By
students being able to show opposite sides congruent and a right angle, they have met the criteria
for proving a rectangle. Using the coordinate points helps to give them exact measurements after
they incorporate their knowledge of algebraic concepts such as slope, distance, and properties of
lines.
With what I anticipate students to do when solving, I plan to sequence the solutions that
they come up with in such a way that aligns with how I outlined the two overarching steps in
proving the existence of a rectangle. Because I presume that many of the students will use the
distance formula when solving for the lengths of the sides of the figure, I will have a student
present on this. To be sure to address students they may have just counted the diagonals on the
graph, I may pose the question to the class to see if I could have just done that to show that the
opposite side lengths are congruent, I would call on a student to explain why this does not work.
If I noticed another student do so, I would ask him or her to present how they solved for distance
using the Pythagorean theorem as well. This could be a great learning opportunity to see how the
distance formula can be derived from the Pythagorean theorem if they do not already have this
knowledge. I could ask students how both of these worked, and what makes it so? Further
probing, I could let them work with this some more to uncover this finding.

10/7/14

Designing a Math Task

Alana Linde

However, I know that class time may not always permit these types of discussions. In
addition to this, it is important to be flexible enough to adapt to the flow of class discussion as
there may be more ideas that come to light with this task (Staples & Colonis, 260). It is important
to acknowledge both sets of points that I gave to students. I may combat the clock issue by
having a student from each group draw up their solution on either side of the board and have
them present on their methods one after another. I want to be careful in doing this because
students will see that the slopes and sidelengths between the two sets of points are going to be
the same. Staples and Colonis the importance of linking wrong answers in a productive way so
that the class is not deterred, but let it be the catalyst for the class to discuss (260). So as not to
confuse them, I would have to strongly emphasize which figure we are discussing. I also plan to
have students from both groups 1 and 2 plot the figure for the class to see on the same graph. If
students have not already make a connection to the congruent sidelenghs and slopes between the
groups, I may ask students what they see from the other groups rectangle compared to theirs.
Something that I really want to focus on in this lesson is having students justify their reasoning
and really explain why, directing them back to the algebraic concepts they applied and
connecting them to the geometric figure they have proved to be a rectangle.
As I did initially, I went about proving all four interior angles were right angles. I might
think that students would do the same, because sometimes students clutter up their figures when
proving when they are marking everything they know for sure. I may ask students if it is
sufficient to prove just one of the interior angles is a right angle. I might also wrap up the lesson
at this point and ask students to think about this for homework that night. Given a figure with
congruent opposite side lengths and one interior angle at 90 degrees, can you conclude that a
rectangle exists?

10/7/14

Designing a Math Task

Alana Linde

Thinking about provisions for students, it is important that they establish what they need
to prove before they get too caught up in marking up a figure. Students should have graph paper
and rulers available for them in this task so that they can construct their figures if they choose to
do so (I assume they will, but I would be interested to see if any students choose to go
completely computationally without drawing the graph first). To extend this for students that can
quickly complete this task or need a challenge, I may ask them to come up with coordinate points
that satisfy the claim that they figure they will draw with form a rectangle. This will take some
thinking on their end, especially to be sure to compute the lengths of the sides and not just
eyeball it. For students that need additional support, I would be sure to scaffold their thinking
and go back to their basic terminology of a rectangle. Students may need some probing to recall
what properties a rectangle possess. Similarly, ELL students may not be familiar with a rectangle
so they may need to be given an image or told what components are built into the classification
of a quadrilateral to be called a rectangle. Students struggling with the concept of distance can be
provided with the Pythagorean theorem method of solving for distance. I hope that by grouping
students together that they can bounce ideas off each other in constructive and productive ways
so that they will uncover most of this without needed support from me.
To assess if the learning goal was met for students, I see this as more of a formative
assessment. From the discussion, explanations, and responses to my questions that students
provide, I will be able to determine where the class is at in terms of understanding. Connecting
this back to the sequencing part of the rationale, I would be sure that the students are rooting
their responses building off one anothers reasoning and incorporating the terminology and
concepts that they used in their proofs.

10/7/14

Designing a Math Task

Alana Linde

Sources:
Bell, C. Proofs Without Words. The Mathematics Teacher, Vol. 104, No. 9 (May 2011), pp 690695
Gaddy, A. Harmon, S. Barlow, A. Milligan, C. Huang, R. Implementing the Common Core:
Applying Shifts to Instruction. The Mathematics Teacher, Vol. 108, No. 2 (September
2014), pp. 108-113
Gurl, T. Artzt, A. Sultan, A. (2014). Implementing the Common Core State Standards though
Mathematical Problem Solving: High School. Chapter 3: Expressing Geometric
Properties with Equations. 45-47.
Staples, M. Colonis M. Making the Most of Mathematical Discussions. The Mathematics
Teacher, Vol. 101, No. 4 (November 2007), pp. 257-261
Stein & Smith. (2011). 5 Practices for Orchestrating Productive Mathematics Discussions. 16.