Considerations for High School Geometry in Michigan
Michigan’s State Board of Education adopted our current K-12 Standards for Mathematics in June 2010. In January
2015, state education officials announced that the SAT would be the college entrance exam provided to all
students. More recently, educators learned that the SAT would serve not only as the legislated college entrance
exam but also as the eleventh grade state assessment. With each of these decisions comes a number of potential
implications for mathematics teaching and learning.
One of these potential implications is relevant to the treatment of content represented in Michigan’s secondary
geometry standards. This issue has emerged in part because College Board has voiced that the redesigned SAT will
have a reduced emphasis on geometry, prompting some educators to ask questions about the current design and
length of their existing mathematics courses. As educators grapple with these questions, the statewide organizations
named below urge all educators to carefully consider the potential effects, including unintended consequences, of
any proposed modifications in geometry instruction and curriculum. We strongly encourage educators to focus on
changes that enable opportunities to strengthen students’ understanding of and their ability to apply geometric
concepts in relevant settings rather than to focus on changes centered on reductions in instructional time of this
content. Toward this end, some important considerations include:

The study of geometry provides students with skills to define, visualize, and model structures in our world,
allowing them to model and solve substantial real world problems using mathematical reasoning and
calculation.

Geometric interpretations of many types of problems exist and are oftentimes advantageous representations
in the problem solving process as they can be used to create access points for solving a variety of
mathematical problems. For example, students with a strong understanding of geometry might choose to
apply a visual context for some of the SAT items categorized as algebraic topics; thus, understanding
geometric structures may provide students an advantage on these questions.

The idea of mathematical justification (i.e. using mathematical evidence and logical reasoning to make and
defend valid arguments), while present in other areas of mathematics, is intended to be emphasized deeply in
high school geometry, thus providing students a set of invaluable experiences that help to solidify logical
reasoning abilities as well as mathematical understanding.

Michigan’s K-12 Standards for Mathematics contain 43 required standards within the domain of
geometry. While districts may organize these standards in a variety of configurations, it is critical to
recognize that these standards require time and substantive learning activities so that students have the time
and opportunity to deeply explore and develop a coherent understanding of geometry.

The study of high school geometry standards provides foundational skills for numerous careers in high
demand such as engineers, masons, carpenters, machinists, and 3-D printing design specialists. Without a
strong working knowledge of the applications of geometry, our students may struggle to be prepared for the
workplace in a variety of these applied and theoretical contexts.
Given these considerations, careful thought must be given to any proposed changes in high school geometry.
Throughout the process we must keep in mind that it is our responsibility to help all students learn the mathematics
defined by Michigan’s standards, not just the content that might appear to be emphasized on high stakes tests.
Leaders in mathematics education, representing regions across Michigan, look forward to supporting district
conversations focused on sound educational options regarding teaching and learning geometry content as part of a
rich and coherent mathematics education.