Rect and rhombus are out from the start because the diags of a rect DO bis each other, and the diags of a rhombus are NOT congruent but DO bis each other.
Parallelogram is out because it might be a rect, rh, or sq, but none of those has both conditions.
As for a kite, it has one diag that is the perp. bis. of the other, but not both. This forces them to be not congruent. If you decide to change the definition of a kite to allow each diag to be the perp bisector of the other, then you have a square.
On Aug 18, 2011, at 10:25 AM, Jonathan wrote:
> The diagonals of a quadrilateral are congruent but do not bisect eac other. The quadrilateral is: > > Iso trapezoid > Parallelogram > Rectangle > Rhombus > > But none of these are necessarily correct (kite, anyone?) > > Sent from my iPhone > > On Aug 10, 2011, at 4:48 PM, Iva Jean Tennant <firstname.lastname@example.org> wrote: > >> Hi All- >> Sorry this is a bit late, but I have been away for the last week. I hope you are all enjoying some time off over the summer. >> I know most of you have seen the news around the release of the PARCC Model Content Frameworks for public comment. For those of you who have not, read on. >> · The Model Content Frameworks in Mathematics and English language arts/literacy were released for public review on August 3rd, after several rounds of feedback from the PARCC states. This public review period is an opportunity for an even wider group of interested parties to provide feedback on all parts of the frameworks, including the introductions and the grade level analyses, which contain suggested areas of emphasis and priority. >> · By following the this link, http://www.parcconline.org/parcc-content-frameworks, you will be able to review the draft Model Content Frameworks and provide your feedback through an on-line survey. All feedback is due to PARCC by Wednesday, August 17th. >> During this public review period, PARCC hopes that teachers in particular will provide their feedback on the draft Model Content Frameworks. While teachers have helped to develop the frameworks to this point, the feedback of a broader group of educators is critical. The Model Content Frameworks are being shared directly with NCTM, NCSM, NCTE, AFT, and NEA, as well as others, so these organizations can share them with their members, as well. >> >> >> · >> >> John Svendsen >> Mathematics Associate >> Office of Curriculum and Instruction >> NYS Education Department >> EB 320 >> Albany, N.Y. 12234 >> (518) 474-5922 >> (518) 486-1385 (fax) >> email@example.com >> http://www.emsc.nysed.gov/ciai/mst/math/home.html >> www.emsc.nysed.gov/ciai >> >>