- Define, recognize, and describe the fundamental terms of Euclidean Geometry.
- Copy a segment and copy an angle.
- Construct a perpendicular bisector.
- Bisect a segment and bisect an angle.
- Construct a line parallel to a given line through a point not on the line.

- Define and identify examples and non-examples of rotations, reflections, and translations.
- Describe and draw horizontal and vertical translations.
- Describe and draw horizontal and vertical translations and write the associated function with inputs and outputs.
- Describe and draw reflections.
- Draw a reflection when given a rule and write a rule given a reflection.
- Describe and draw rotations of multiples of 90 degrees clockwise and counterclockwise.
- Draw a rotation when given a rule with inputs and outputs and write a rule for agiven rotation.
- Identify the degree of rotational symmetry and the number of lines of reflectional symmetry of polygons (rectangle, parallelogram, trapezoid, and other regular polygons).
- Specify a sequence of transformations that will carry a given figure onto another.
- Combine transformations and write the associated function.
- Construct an equilateral triangle and describe its rotational and reflectional symmetry.
- Construct a square and describe its rotational and reflectional symmetry.
- Construct a regular hexagon and describe its rotational and reflectional symmetry.

- Use the definition of congruence to explain why two figures are congruent.
- Use the definition of congruence to explain why two figures are congruent through a sequence of rigid transformations.
- Use definition of congruence in terms of rigid transformations to determine if two figures are congruent.
- Explore and apply Side Side Side (SSS) criteria to prove triangle congruence.
- Explore and apply Side Angle Side (SAS) criteria to prove triangle congruence.
- Explore and apply Angle Side Angle (ASA) criteria to prove triangle congruence.
- Explore and apply Angle Angle Side (AAS) criteria to prove triangle congruence.
- Demonstrate why Side Side Angle (SSA) and Angle Angle (AA) are not sufficient criteria to prove triangles congruent.
- Use triangle congruence criteria to evaluate if two triangles are congruent.
- Use triangle congruence criteria to determine if there is sufficient information to classify two triangles as congruent.

- Define, recognize and describe special angle relationships.
- Define, recognize, and describe special angle relationships formed when lines are cut by a transversal.
- Use special angle relationships to solve for missing angle measures.
- Use angle relationships to solve for missing angle measures when parallel lines are cut by a transversal.
- Construct a logical argument to develop a formal proof.
- Create proofs in multiple ways to prove triangles are congruent.
- Create formal proofs for triangle congruencies and corresponding parts.
- Prove and apply points on a perpendicular bisector are equidistant from the segment’s endpoints.
- Prove and apply interior angles of a triangle have a sum of 180°.
- Prove and apply opposite sides and opposite angles of a parallelogram are congruent.
- Prove and apply the diagonals of a parallelogram bisect each other and its converse.
- Prove and apply rectangles have congruent diagonals.
- Prove and apply the medians of a triangle meet at a point.
- Prove and apply the segment joining the midpoint of two sides of a triangle is parallel to the third side and half the length.
- Prove and apply base angles of isosceles triangles are congruent and its converse (relationship between side lengths and angle measures).

This document outlines concepts in each Topic for the Unit. When corresponding resources are available in cK12.org, a hyperlink is provided for the Flexbook. The cK12.org Flexbooks provide a variety of examples, definitions, and extra practice problems related to some of the concepts in Curriculum 2.0 Two-year Algebra 2, Algebra 2, and Honors Algebra 2. The concepts will be developed in greater depth and with appropriate vocabulary in the classroom. The materials in the Flexbooks are intended to provide additional support to the classroom expectations. The vocabulary and methods in these examples may differ slightly from the classroom expectation; however, the overall intent is consistent with the content expectation.