Common Core Geometry
Geometry Overview
The content standards associated with Geometry are based on the New York State Common Core Learning Standards for Mathematics and the PARCC Model Content Framework for Geometry. The content standards define what students should understand and be able to do at the high school level; the Model Content Framework describes which content is included and emphasized within the Geometry course, specifically.
For high school mathematics, the standards are organized at three levels: conceptual categories, domains and clusters.
Geometry is associated with high school content standards within the conceptual category of Geometry. This conceptual category contains domains of related clusters of standards. This chart shows the high school mathematics domains included in Geometry, as well as the corresponding percent of credits on the Geometry Regents Exam:
| Domains in Geometry | Percent of Test By Credit |
| Congruence (G-CO) | 27%-34% |
| Similarity, Right Triangles, and Trigonometry (G-SRT) | 29%-37% |
| Circles (G-C) | 2%-8% |
| Expressing Geometric Properties with Equations (GGPE) | 12%-18% |
| Geometric Measurement and Dimensions (G-GMD) | 2%-8% |
| Modeling with Geometry (G-GMD) | 8%-15% |
The conceptual category of Modeling is also included in Geometry, but is best interpreted not as a collection of isolated topics but rather in relation to other standards.
Not all of the content in a given course is emphasized equally in the standards. The list of content standards for each course is not a flat, one-dimensional checklist; this is by design. There are sometimes strong differences of emphasis even within a single domain. Some clusters require greater emphasis than the others based on the depth of the ideas, the time that they take to master, and/or their importance to future mathematics or the demands of college and career readiness. In addition, an intense focus on the most critical material for each course allows depth in learning, which is carried out through the Standards for Mathematical Practice. Without such focus, attention to the practices would be difficult and unrealistic, as would best practices like formative assessment.
The Standards for Mathematical Practice form an important part of the Geometry course, as well:
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning