Dear Future Geometry Students and Parents:
The Geometry teachers in the Tigard-Tualatin School District look forward to working with you next year. It is our
strong desire to help all students to achieve success in Geometry!
Geometry is more than just a branch of mathematics that examines two- and three-dimensional figures. In
Geometry, students are asked to explore topics by investigating, looking for patterns, creating and testing
conjectures, and building logical arguments.
Geometry is a fast-paced course and now, with the new Common Core State Standards, Geometry is becoming
increasingly challenging as well. Geometry students are now expected to have more advanced levels of conceptual
understanding and to use advanced problem-solving skills to tackle more complex Geometry questions.
In order for students to be successful in Geometry, they must have quality understanding of many math concepts,
including number sense, use of formulas, writing and solving algebraic equations, and understanding of basic
geometric shapes and formulas. Without these skills, students are likely to struggle greatly with the material covered
in Geometry. In some cases, students may be withdrawn from Geometry in order to learn the requisite skills in
Algebra 1.
The attached Geometry Readiness summer packet is designed for students to review the skills necessary to be
successful in Geometry. Completion of this Geometry Readiness summer packet is highly recommended so that
students are fully prepared for the challenges they will encounter next year in Geometry. Algebra 1 is the foundation
for advanced math courses, including Geometry. Students who struggle to complete the Geometry Readiness
summer packet, which contains many basic Algebra 1 concepts, should strongly consider enrolling in Algebra 1 for
the upcoming school year. With the implementation of the new, more rigorous Common Core State Standards for
Algebra 1 and Geometry, next years’ students must have an even greater understanding of Algebra 1 than before in
order to be successful in Geometry. The placement of students into the appropriate course, whether it be Algebra 1
or Geometry, is critical for student success. Parents can contact their student’s counselor to make schedule changes,
if needed.
The Geometry Readiness summer packet is designed to include explanations of concepts and example problems so
that students can relearn material they may have forgotten. Students can find additional help on the Holt textbook
website by reviewing related examples and/or watching video tutorials. The Geometry Readiness summer packet
includes textbook section numbers at the top of each page, which correlate to the Holt Algebra 1 (at the beginning of
the packet) and the Holt Math 8 (at the end of the packet) textbooks. Use these section numbers to navigate to the
appropriate areas of the Holt textbook website, which can be accessed using the following information:
Website: my.hrw.com (Be sure to omit the “www”.)
Algebra 1 Help Math 8 / Basic Geometry Help
Username: tuhsalgebra Username: ttsdmath8
Password: ilovemath Password: ilovemath
Students can check their work with the answer key provided at the end of the packet. The answer key is meant to be
a tool for students to check their progress and identify areas where further work is needed. Students should be sure
to show their work throughout the packet and should not rely solely on the answer key during completion of the
packet.
The Geometry Readiness summer packet is also available online on the Tigard-Tualatin School District website.
We look forward to working with fully prepared Geometry students and guiding them through a successful year in
Geometry.
Sincerely,
Geometry Teachers of the Tigard-Tualatin School District
Geometry Readiness Name:
Summer Packet
For additional help, view the example on factoring
using the diamond and generic rectangle method:
http://www.youtube.com/watch?v=8swFkWviCjE
For additional help, view the example on factoring
using the diamond and generic rectangle method:
http://www.youtube.com/watch?v=8swFkWviCjE
For additional help, view the example on factoring
using the diamond and generic rectangle method:
http://www.youtube.com/watch?v=8swFkWviCjE
For additional help, view the example on factoring
using the diamond and generic rectangle method:
http://www.youtube.com/watch?v=8swFkWviCjE
Geometry Readiness Summer Packet Answers
Section 1-1 Section 2-4 Section 5-6 continued
1. 35m 1. possible answer: 10. y = 2x – 3
2. h – 0.5 add -3x to each side
3. c ÷ 25 2. possible answer:
4. 152 + b add 4x to each side
5. r – 50 3. possible answer:
6. 8 add -15x to each side
7. 10 4. -48
8. 29 5. 2
9. 19 6. 5
10. 18 7. no solution
11. 12 8. 1 Section 5-7
12. 18 9. all real numbers 1.
13. 16 10. no solution
14. 2 11. all real numbers
15. 9 12. -1
16. 36
17. 7 Section 2-5
P
1. s =
Section 1-6 4
1. 20; 23; 21 2. b = 180 – a – c
2. 16; 4; 7 VP 2.
3. 3; 9; 1 3. K =
T
4. 9
3V
5. -1 4. w =
6. 14 lh
7. 7 5. 12 in.
8. 97 6. add –x to both sides
9. 30 7. multiply both sides by 2
10. 13 8. add 3r to both sides 3.
11. 30 c
9. a =
12. 16 3b
13. 17.8 cm 10. z = 3(y – x)
11. m = pn – 3
Section 1-7
1. 46 Section 5-6
2. 35 1
1. y = x + 3 4.
3. 180 4
4. 192 2. y = -5x
5. 2300 3. y = 7x – 2
6. 352 4. y = 3x – 6
7. yes 1
8. no 5. y = x + 9
2
9. no 6. y = -x + 3
10. 4st 7. y = -5x + 30
11. 6y3 + 5y 8. y = x – 7
12. 12x3 + 6x4 4
13. 3x + 16 9. y = x + 4
14. 10y – 10 3
Section 5-7 continued Section 6-2 Section 7-1 continued
5. 1. (2, 3) 2. line
2. (7, 9) 3. line segment
3. (-4, 1) 4. line segment
4. (17, 7) 5. line
5. (3, 6) 6. right angle
6. (-1, 7) 7. acute angle
8. obtuse angle
Section 8-3 9. straight angle
1. (x + 2)(x + 8) 10. acute angle
6. 2. (x – 4)(x – 5) 11. acute angle
3. (x + 12)(x + 1) 12. vertical angles
4. (x + 10)(x + 5) 13. 90°; complementary angles
5. (x – 9)(x – 4) 14. 180°; supplementary angles
6. (x – 4)(x + 5) 15. !
7. (x + 1)(x – 4) 16. ! "CBD
8. (x – 3)(x + 6) 17. ! "VPS
7. y = -3x + 5 9. (x – 7)(x + 2)
1 10. (x – 5)(x + 9) Section 8-1
8. y = x + 1 1. 22 in.
4
Section 8-4 2. 30 m
1. (x + 2)(5x + 2) 3. 22 cm
Section 5-8
2. (3x + 4)(x + 1) 4. 14 cm
1. y = 2x + 1; y = 2x – 3
3. (2x – 7)(x – 3) 5. 30 cm
4. (2x + 3)(2x + 1) 6. 42 in2
5. (3x + 5)(x – 4) 7. 60 cm2
6. (5x – 1)(x + 7) 8. 8 units2
7. –1(2x – 5)(x + 1)
Section 8-2
Section 9-6 1. 26.6 cm
1. x = 6, 3 2. 35 in.
2. x = -8, 5 3. 40 in2
2 3 3. x = 0, 7 4. 21 units2
2. y = ! x + 2 ; y = x + 1
3 2 3 5. 64 cm2
4. x = ; -9
2 6. 153 in2
1 7. 26 units2
5. x = ; -2
5
Section 8-3
6. x = -4, 2
1. 15 ! ft ! 47.1 ft
7. x = -4, 3
2. 8 ! m ! 25.12 m
8. x = -5
9. x = -8, 1 3. 81 ! ft2 ! 254.34 ft2
10. x = ± 7 4. 25 ! m2 ! 78.5 m2
1 25
3. 6; ! 11. x = 0, - Section 8-5
6 4
1. 16 in3
4 3 12. x = 5, -2
4. ; ! 2. 60 cm3
3 4 13. x = -3, -7 3. 120 mm3
5. y = -x + 11 14. x ± 2 4. 192 cm3
1 15. x = -1, 3 5. 27 mm3
6. y = x ! 3
4 6. 36 ft3
Section 7-1 7. 75 ! units3 ! 235.5 units3
1. ray
