A Common Core High School Program by Ron Larson and Laurie

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A Common Core High School Program by Ron Larson and Laurie Boswell

®

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bigideaslearning.com

A New Common Core High School ProgramBy Ron Larson and Laurie Boswell

Big Ideas Learning® is pleased to present a high school program—Big Ideas Math® Algebra 1, Geometry, and Algebra 2—that was designed to the Common Core State Standards and uses the Standards for Mathematical Practice as its foundation. With the addition of this program, Big Ideas Learning now has a complete Big Ideas Math Common Core curriculum for Grades 6 through 12.

Program Highlights• Dynamic Technology for the 21st-Century Classroom

• Complete Support for Teachers in Lesson Planning and Lesson Presentation

• Dynamic Assessment System

• Research-Based Content and Delivery

• Rigorous, Focused, and Coherent Curriculum

• Balanced Approach to Instruction

• Continuous Preparation for High-Stakes Assessment

• Embedded RTI, Differentiated Instruction, and ELL Support

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About the Authors

No other authorship team in the industry provides the balance of classroom experience and mathematical expertise that the Big Ideas Math program authors bring to the table.

Dr. Larson and Dr. Boswell began writing together in 1992. Since that time, they have authored over three dozen textbooks. In their collaboration, Ron is primarily responsible for the Student Edition while Laurie is primarily responsible for the Teaching Edition.

Ron Larson, Ph.D.

Laurie Boswell, Ed.D.

Ron Larson, Ph.D., is well known as the lead author of a comprehensive program for mathematics that spans middle school, high school, and college courses. He holds the distinction of Professor Emeritus from Penn State Erie, The Behrend College, where he taught for nearly 40 years. He received his Ph.D. in mathematics from the University of Colorado. Dr. Larson’s numerous professional activities keep him actively involved in the mathematics education community and allow him to fully understand the

needs of students, teachers, supervisors, and administrators.

Laurie Boswell, Ed.D., is the Head of School and a mathematics teacher at the Riverside School in Lyndonville, Vermont. Dr. Boswell is a recipient of the Presidential Award for Excellence in Mathematics Teaching and has taught mathematics to students at all levels, from elementary through college. Dr. Boswell is a Tandy Technology Scholar and served on the NCTM Board of Directors from 2002 to 2005. She currently serves on the board of NCSM and is a popular national speaker.

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Program Philosophy: Rigor and Balance with Embedded Mathematical Practices

The Big Ideas Math program balances conceptual understanding with procedural fluency. Real-life applications help turn mathematical learning into an engaging and meaningful way to see and explore the real world.

172 Chapter 4 Transformations

Mathematical PracticesUsing Dynamic Geometry Software

Mathematically profi cient students use appropriate tools strategically, including dynamic geometry software. (MP5)

Monitoring ProgressUse dynamic geometry software to draw the polygon with the given vertices. Use the software to fi nd the side lengths and angle measures of the polygon. Round your answers to two decimal places.

1. A(0, 2), B(3, −1), C(4, 3) 2. A(−2, 1), B(−2, −1), C(3, 2)

3. A(1, 1), B(−3, 1), C(−3, −2), D(1, −2) 4. A(1, 1), B(−3, 1), C(−2, −2), D(2, −2)

5. A(−3, 0), B(0, 3), C(3, 0), D(0, −3) 6. A(0, 0), B(4, 0), C(1, 1), D(0, 3)

Finding Side Lengths and Angle Measures

Use dynamic geometry software to draw a triangle with vertices at A(−2, −1), B(2, 1), and C(2, −2). Find the side lengths and angle measures of the triangle.

SOLUTIONUsing dynamic geometry software, you can create △ABC, as shown.

−2 −1 0

0

−2

−3

−1

1

2

1 2 3

A B

C

From the display, the side lengths are AB = 4 units, BC = 3 units, and AC = 5 units. The angle measures, rounded to two decimal places, are m∠A ≈ 36.87°, m∠B = 90°, and m∠C ≈ 53.13°.

Using Dynamic Geometry SoftwareDynamic geometry software allows you to create geometric drawings, including:

• drawing a point• drawing a line• drawing a line segment• drawing an angle

• measuring an angle• measuring a line segment• drawing a circle• drawing an ellipse

• drawing a perpendicular line• drawing a polygon• copying and sliding an object• refl ecting an object in a line

Core Concept

SamplePointsA(−2, 1)B(2, 1)C(2, −2)SegmentsAB = 4BC = 3AC = 5Anglesm∠A = 36.87°m∠B = 90°m∠C = 53.13°

HSCC_GEOM_PE_04.OP.indd 172 1/8/14 2:37 PM

Embedded Mathematical Practices in grade-level content promote a greater understanding of how mathematical concepts are connected to each other and to real-life scenarios.

Section 4.1 Translations 173

Translations4.1

Translating a Triangle in a Coordinate Plane

Work with a partner.

a. Use dynamic geometry software to draw any triangle and label it △ABC.

b. Copy the triangle and translate (or slide) it to form a new fi gure, called an image, △A′B′C′ (“triangle A prime B prime C prime”).

c. What is the relationship between the coordinates of the vertices of △ABC and those of △A′B′C′?

d. What do you observe about the side lengths and angle measures of the two triangles?

0

1

2

3

4

−1

−1

−2

0 1 2 3 4 5 76

A B

C

A′ B′

C′

SamplePointsA(−1, 2)B(3, 2)C(2, −1)SegmentsAB = 4BC = 3.16AC = 4.24Anglesm∠A = 45°m∠B = 71.57°m∠C = 63.43°

Translating a Triangle in a Coordinate Plane


a. The point (x, y) is translated a units horizontally and b units vertically. Write a rule to determine the coordinates of the image of (x, y).

(x, y) → ( , ) b. Use the rule you wrote in part (a) to translate △ABC 4 units left and 3 units down.

What are the coordinates of the vertices of the image, △A′B′C′?c. Draw △A′B′C′. Are its side lengths the same as those of △ABC ? Justify

your answer.

Comparing Angles of Translations


a. In Exploration 2, is △ABC a right triangle? Justify your answer.

b. In Exploration 2, is △A′B′C′ a right triangle? Justify your answer.

c. Do you think translations always preserve angle measures? Explain your reasoning.

Communicate Your Answer 4. How can you translate a fi gure in a coordinate plane?

5. In Exploration 2, translate △A′B′C ′ 3 units right and 4 units up. What are the coordinates of the vertices of the image, △A″B ″C ″? How are these coordinates related to the coordinates of the vertices of the original triangle, △ABC ?

Essential Question How can you translate a fi gure in a coordinate plane?

COMMON CORE

Learning StandardsHSG-CO.A.2HSG-CO.A.4HSG-CO.A.5HSG-CO.B.6

USING APPROPRIATE TOOLS STRATEGICALLYTo be profi cient in math, you need to use appropriate tools strategically, including dynamic geometry software.

x

y

4

2

−4

−2

4−2−4

A

B

C

HSCC_GEOM_PE_04.01.indd 173 1/8/14 2:37 PM

Real-Life Applications

Conceptual Understanding

Procedural Fluency

Embedded Mathematical Practices

Embedded Mathematical Practices

Mathematically proficient students use dynamic geometry software strategically.

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Explorations and guidingEssential Questions encourage conceptual understanding.

Direct instruction lessons allow for procedural fluency and provide the opportunity to use clear, precise mathematical language.

Real-life applications provide students with opportunities to connect classroom lessons to realistic scenarios.

Section 4.2 Refl ections 181

Refl ections4.2

Refl ecting a Triangle Using a Refl ective Device

Work with a partner. Use a straightedge to draw any triangle on paper and label it △ABC.

a. Use the straightedge to draw a line that does not pass through the triangle and label it m.

b. Place a refl ective device on line m.

c. Use the refl ective device to plot the images of the vertices of △ABC. Label the images of vertices A, B, and C as A′, B′, and C′, respectively.

d. Use a straightedge to draw △A′B′C′ by connecting the vertices.

Refl ecting a Triangle in a Coordinate Plane

Work with a partner. Use dynamic geometry software to draw any triangle and label it △ABC.

a. Refl ect △ABC in the y-axis to form △A′B′C′.b. What is the relationship between the coordinates of the vertices of △ABC and

those of △A′B′C′?c. What do you observe about the side lengths and angle measures of the two triangles?

d. Refl ect △ABC in the x-axis to form △A′B′C′. Then repeat parts (b) and (c).

0

1

2

3

4

−1−2−3

−1

0 1 2 4

A

C

B

A′

C′

B′

3

1

2

Communicate Your Answer 3. How can you refl ect a fi gure in a coordinate plane?

Essential Question How can you refl ect a fi gure in a coordinate plane?COMMON

CORE

Learning StandardsHSG-CO.A.2HSG-CO.A.3HSG-CO.A.4HSG-CO.A.5HSG-CO.B.6

LOOKING FOR STRUCTURE

To be profi cient in math, you need to look closely to discern a pattern or structure.

SamplePointsA(−3, 3)B(−2, −1)C(−1, 4)SegmentsAB = 4.12BC = 5.10AC = 2.24Anglesm∠A = 102.53°m∠B = 25.35°m∠C = 52.13°


182 Chapter 4 Transformations

4.2 Lesson What You Will Learn Perform refl ections.

Perform glide refl ections.

Identify lines of symmetry.

Solve real-life problems involving refl ections.

Performing Refl ections

Refl ecting in Horizontal and Vertical Lines

Graph △ABC with vertices A(1, 3), B(5, 2), and C(2, 1) and its image after the refl ection described.

a. In the line n: x = 3 b. In the line m: y = 1

SOLUTION

a. Point A is 2 units left of line n, so its refl ection A′ is 2 units right of line nat (5, 3). Also, B′ is 2 units left of line n at (1, 2), and C′ is 1 unit right of line n at (4, 1).

AB

n

Cx

y4

2

42 6

A′

C′B′

b. Point A is 2 units above line m, so A′ is 2 units below line m at (1, −1). Also, B′ is 1 unit below line m at (5, 0). Because point C is on line m, you know that C = C′.

AB

m

x

y4

2

6

A′

B′C

C′

Monitoring Progress Help in English and Spanish at BigIdeasMath.com

Graph △ABC from Example 1 and its image after a refl ection in the given line.

1. x = 4 2. x = −3

3. y = 2 4. y = −1

refl ection, p. 182line of refl ection, p. 182glide refl ection, p. 184line symmetry, p. 185line of symmetry, p. 185

Core VocabularyCore Vocabullarry

Core ConceptRefl ections

A refl ection is a transformation that uses a line like a mirror to refl ect a fi gure.The mirror line is called the line of refl ection.

A refl ection in a line m maps every point P in the plane to a point P′, so that for each point one of the following properties is true:

• If P is not on m, then m is the perpendicular bisector of — PP′ , or

• If P is on m, then P = P′.

P

m

Point P not on m

P′

P

m

Point P on m

P′


Section 4.2 Refl ections 185

Identifying Lines of SymmetryA fi gure in the plane has line symmetry when the fi gure can be mapped onto itself by a refl ection in a line. This line of refl ection is a line of symmetry, such as line m at the left. A fi gure can have more than one line of symmetry.

Identifying Lines of Symmetry

How many lines of symmetry does each hexagon have?

a. b. c.

SOLUTION

a. b. c.


Determine the number of lines of symmetry for the fi gure.

12. 13. 14.

15. Draw a hexagon with no lines of symmetry.

Solving Real-Life Problems

Finding a Minimum Distance

You are going to buy books. Your friend is going to buy CDs. Where should you park to minimize the distance you both will walk?

SOLUTIONRefl ect B in line m to obtain B′. Then draw — AB′ . Label the intersection of — AB′ and m as C. Because AB′ is the shortest distance between A and B′ and BC = B′C, park at point C to minimize the combined distance, AC + BC, you both have to walk.


16. Look back at Example 6. Answer the question by using a refl ection of point A instead of point B.

m

Bm

A

B

C m

A

B′


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Big Ideas Math Dynamic Technology

Dynamic ClassroomThe Dynamic Classroom is an online interactive version of the Teaching Edition. Teachers can present their lessons and can access all of the online resources available that supplement every section of the Big Ideas Math program at point of use.

Dynamic Student Edition eBook AppThe Dynamic Student Edition eBook App is a complete electronic version of the Student Edition that includes interactive digital resources. This app allows students to navigate through the book, highlight important information, and add notes or bookmarks. With a data or internet connection, students can access embedded, digital enhancements.

Dynamic InvestigationsThe Dynamic Investigations in the Big Ideas Math program allow students and teachers to interactively complete the Big Ideas Math explorations.

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Real-Life STEM VideosEvery chapter in the Big Ideas Math program contains a Real-Life STEM Video allowing students to further engage with mathematical concepts. Students learn about the Parthenon, natural disasters, solar power, and more!

Dynamic Teaching ToolsThese tools feature the Interactive Whiteboard Lesson Library. Teachers can present any Big Ideas Math lesson from an interactive whiteboard. Standard whiteboard lessons and customizable templates are included. The Interactive Whiteboard Lessons are compatible with SMART®, Promethean®, and Mimio® technology.

Dynamic Assessment SystemThe Dynamic Assessment System allows teachers to track and evaluate their students’ advancement through the curriculum. Developed exclusively for Big Ideas Math, this technology provides teachers and students an intuitive and state-of-the-art tool to help students effectively learn mathematics. Built for ease of use, the tool is available on a wide range of devices.

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The Big Ideas Math Dynamic Assessment System

Direct Ties to Remediation

• Includes direct links to Lesson Tutorial Videos and relevant lesson sections

• Allows students to access live chat tutors for selected exercises

All-In-One Reporting• Offers real-time reporting at

both the class and student levels

• Tracks progress through Assignment Performance and Remediation reports

Homework and Assessment• Includes multiple, customizable

assignments for each chapter

• Allows teachers to assign homework and assessments for the entire class or a select group of students

• Offers progress monitoring assessments for an adaptive testing experience

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Assessment Delivery• Provides embedded tools for students

• Includes auto-scored technology-enhanced items such as drag and drop, graphing, point plotting, multiple select and fill in the blank using math expressions

• Allows teachers to include reminders or notes to students

Intuitive Design• Operates on a wide range of devices with large and clear icons for visibility

• Allows for multiple reporting views through toggle options

• Includes intelligent presets and easy navigation

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Each chapter of the Big Ideas Math program utilizes question types frequently found on standardized tests. The balanced approach to instruction also helps students develop the habits of mind required to be successful on high-stakes tests.

Continuous Preparation for High-Stakes Testing

126 Chapter 3 Graphing Linear Functions

Maintaining Mathematical ProficiencySolve the inequality. Graph the solution. (Section 2.5)

37. −2 ≤ x − 11 ≤ 6 38. 5a < −35 or a − 14 > 1

39. −16 < 6k + 2 < 0 40. 2d + 7 < −9 or 4d − 1 > −3

41. 5 ≤ 3y + 8 < 17 42. 4v + 9 ≤ 5 or −3v ≥ −6

Reviewing what you learned in previous grades and lessons

29. PROBLEM SOLVING The graph shows the percent p (in decimal form) of battery power remaining in a laptop computer after t hours of use. A tablet computer initially has 75% of its battery power remaining and loses 12.5% per hour. Which computer’s battery will last longer? Explain. (See Example 5.)

Laptop BatteryPo

wer

rem

ain

ing

(in

dec

imal

fo

rm)

00.20.40.60.81.01.2p

Hours20 4 6 t1 3 5

30. PROBLEM SOLVING The function C(x) = 25x + 50 represents the labor cost (in dollars) for Certi ed Remodeling to build a deck, where x is the number of hours. The table shows sample labor costs from their main competitor, Master Remodeling. The deck is estimated to take 8 hours of labor. Which company would you hire? Explain.

31. MAKING AN ARGUMENT Let P(x) be the number of people in the U.S. who own a cell phone x years after 1990. Your friend says that P(x + 1) > P(x) for any x because x + 1 is always greater than x. Is your friend correct? Explain.

32. THOUGHT PROVOKING Let B(t) be your bank account balance after t days. Describe a situation in which B(0) < B(4) < B(2).

33. MATHEMATICAL CONNECTIONS Rewrite each geometry formula using function notation. Evaluate each function when r = 5 feet and explain the meaning of the result.

a. Diameter, d = 2r

b. Area, A = πr2

c. Circumference, C = 2πr

34. HOW DO YOU SEE IT? The function y = A(x) represents the attendance at a high school x weeks after a fl u outbreak. The graph of the function is shown.

Attendance

Nu

mb

er o

f st

ud

ents

050

100150200250300350400450

Week40 8 12 16

A

a. What happens to the school’s attendance after the fl u outbreak?

b. Estimate A(13) and explain its meaning.

c. Use the graph to estimate the solution(s) of the equation A(x) = 400. Explain the meaning of the solution(s).

d. What was the least attendance? When did that occur?

e. How many students do you think are enrolled at this high school? Explain your reasoning.

35. INTERPRETING FUNCTION NOTATION Let f be a function. Use each statement to fi nd the coordinates of a point on the graph of f.

a. f(5) is equal to 9.

b. A solution of the equation f(n) = −3 is 5.

36. REASONING Given a function f, tell whether the statement

f(a + b) = f(a) + f(b)

is true or false for all inputs a and b. If it is false, explain why.

Hours Cost

2 $130

4 $160

6 $190

r

HSCC_Alg1_PE_03.03.indd 126 1/8/14 2:29 PM

130 Chapter 3 Parallel and Perpendicular Lines

ERROR ANALYSIS In Exercises 19 and 20, describe and correct the error in the conditional statement about lines.

19. If two lines do not intersect, then they are parallel.✗

20. If there is a line and a point not on the line, then there is exactly one line through the point that intersects the given line.

✗

21. MODELING WITH MATHEMATICS Use the photo to decide whether the statement is true or false. Explain your reasoning.

AA

BD

C

a. The plane containing the fl oor of the tree house is parallel to the ground.

b. All of the lines containing the railings of the staircase, such as ⃖ ��⃗ AB , are skew to the ground.

c. All of the lines containing the balusters, such as ⃖��⃗ CD , are perpendicular to the plane containing the fl oor of the tree house.

22. THOUGHT PROVOKING If two lines are intersected by a third line, is the third line necessarily a transversal? Justify your answer with a diagram.

23. MATHEMATICAL CONNECTIONS Two lines are cut by a transversal. Is it possible for all eight angles formed to have the same measure? Explain your reasoning.

24. HOW DO YOU SEE IT? Think of each segment in the fi gure as part of a line.

a. Which lines are parallel to ⃖ ��⃗ NQ ?

b. Which lines intersect ⃖ ��⃗ NQ ?

c. Which lines are skew to ⃖ ��⃗ NQ ?

d. Should you have named all of the lines on the cube in parts (a)–(c) except ⃖ ��⃗ NQ ? Explain.

In Exercises 25–28, copy and complete the statement. List all possible correct answers.

E

D

A

H

CB

JF

G

25. ∠BCG and ____ are corresponding angles.

26. ∠BCG and ____ are consecutive interior angles.

27. ∠FCJ and ____ are alternate interior angles.

28. ∠FCA and ____ are alternate exterior angles.

29. MAKING AN ARGUMENT Your friend claims the uneven parallel bars in gymnastics are not really parallel. She says one is higher than the other, so they cannot be in the same plane. Is she correct? Explain.

Maintaining Mathematical ProficiencyUse the diagram to fi nd the measures of all the angles. (Section 2.6)

30. m∠1 = 76°

31. m∠2 = 159°

Reviewing what you learned in previous grades and lessons

12

34

K L

S

PQ

N

R

M


Section 6.1 Exponential Growth and Decay Functions 301

24. MODELING WITH MATHEMATICS You take a 325 milligram dosage of ibuprofen. During each subsequent hour, the amount of medication in your bloodstream decreases by about 29% each hour.

a. Write an exponential decay model giving the amount y (in milligrams) of ibuprofen in your bloodstream t hours after the initial dose.

b. Estimate how long it takes for you to have 100 milligrams of ibuprofen in your bloodstream.

JUSTIFYING STEPS In Exercises 25 and 26, justify each step in rewriting the exponential function.

25. y = a(3)t/14 Write original function.

= a[(3)1/14]t

= a(1.0816)t

= a(1 + 0.0816)t

26. y = a(0.1)t/3 Write original function.

= a[(0.1)1/3]t

= a(0.4642)t

= a(1 − 0.5358)t

27. PROBLEM SOLVING When a plant or animal dies, it stops acquiring carbon-14 from the atmosphere. The amount y (in grams) of carbon-14 in the body of an organism after t years is y = a(0.5)t/5730, where a is the initial amount (in grams). What percent of the carbon-14 is released each year? (See Example 4.)

28. PROBLEM SOLVING The number y of duckweed fronds in a pond after t days is y = a(1230.25)t/16, where a is the initial number of fronds. By what percent does the duckweed increase each day?

In Exercises 29–36, rewrite the function in the form y = a(1 + r) t or y = a(1 − r) t. Then state the growth or decay rate.

29. y = a(2)t/3 30. y = a(4)x/6

31. y = a(0.5)m/12 32. y = a(0.25)w/9

33. y = a ( 2—3 )r/1034. y = a ( 5—4 )t/22

35. y = a(2)8x 36. y = a ( 1—3 )3t

37. PROBLEM SOLVING You deposit $5000 in an account that pays 2.25% annual interest. Find the balance after 5 years when the interest is compounded quarterly.(See Example 5.)

38. DRAWING CONCLUSIONS You deposit $2200 into three separate bank accounts that each pay 3% annual interest. How much interest does each account earn after 6 years?

Account CompoundingBalance after

6 years

1 quarterly

2 monthly

3 daily

39. ERROR ANALYSIS You invest $500 in the stock of a company. The value of the stock decreases 2% each year. Describe and correct the error in writing a model for the value of the stock after t years.

y = ( Initial amount ) ( Decay factor ) t

y = 500(0.02)t

✗

40. ERROR ANALYSIS You deposit $250 in an account that pays 1.25% annual interest. Describe and correct the error in fi nding the balance after 3 years when the interest is compounded quarterly.

A = 250 ( 1 + 1.25 — 4

) 4⋅ 3

A = $6533.29

✗

In Exercises 41–44, use the given information to fi nd the amount A in the account earning compound interest after 6 years when the principal is $3500.

41. r = 2.16%, compounded quarterly

42. r = 2.29%, compounded monthly

43. r = 1.83%, compounded daily

44. r = 1.26%, compounded monthly

HSCC_ALG2_PE_06.01.indd 301 1/8/14 2:35 PM

ExercisesThe Exercises in the Big Ideas Math program provide students with opportunities to use multiple approaches to solve problems.

Dynamic Assessment SystemThis tool allows teachers to provide customizable homework directly related to the Big Ideas Math program. Assignments are automatically scored and students have access to immediate remediation on homework questions.

ExplorationsThe Explorations that begin each section require students to use higher-level thinking to work through each problem and to explain their reasoning in the solution.

Cumulative AssessmentsEach chapter in the Big Ideas Math program includes a Cumulative Assessment. The questions in each assessment were carefully chosen to represent problem types and reasoning patterns frequently found on standardized tests.

Quizzes and TestsThe Quizzes and Tests in the Big Ideas Math program assess the concepts students learned in each lesson.

Online Test PracticeSelf-grading tests are available online, allowing students to receive immediate feedback on their progress.

Performance TasksEach chapter of the Big Ideas Math program contains a Performance Task in the Assessment Book and an online Performance Task that correlates to the STEM video of the chapter. Each Performance Task allows students to work with multiple standards.

Alternative AssessmentsAlternative Assessments provide teachers with the opportunity to assess students on the same content in a variety of ways.

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Student EditionThe Student Edition was designed using the Universal Design for Learning Guidelines (CAST © 2011) and features carefully chosen images that increase student engagement and enhance the mathematical content.

Teaching EditionThe Teaching Edition provides teachers with complete support for every Big Ideas Math lesson. Master Educator Laurie Boswell incorporates instructional insights and recommendations in Laurie’s Notes.

Student JournalThis consumable workbook serves as a valuable resource where students can solve extra practice problems, take notes, and internalize new concepts by expressing their findings in their own words.

Resources by Chapter• Start Thinking• Warm Up• Cumulative Review Warm Up• Extra Practice (Practice A and B)• Enrichment and Extension• Puzzle Time• Family Communication Letters

Available in English and Spanish

Assessment Book• Performance Tasks• Prerequisite Skills Tests with Item Analysis• Cumulative Tests• Mid-Chapter Quizzes• Chapter Tests• Alternative Assessments with Scoring Rubrics• Pre-Course Test with Item Analysis• Post-Course Test with Item Analysis

Print Components

All print components

are also available

online.

10

Visit bigideaslearning.com for more information about the Big Ideas Math High School program.

Big Ideas Math® and Big Ideas Learning® are registered trademarks of Larson Texts, Inc. Mimio® is a registered trademark of Mimio, LLC. SMART® is a registered trademark of SMART Technologies ULC in the U.S. and/or other countries. Promethean® is

a registered trademark of Promethean Limited. Houghton Mifflin Harcourt™ is a trademark of Houghton Mifflin Harcourt. © Houghton Mifflin Harcourt. All rights reserved. Printed in the U.S.A. 10/15 MS158646

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To obtain pricing information or to place an order, please contact your Houghton Mifflin Harcourt Account Executive or call 800.225.5425.

Chapter 1 Solving Linear Equations

Chapter 2 Solving Linear Inequalities

Chapter 3 Graphing Linear Functions

Chapter 4 Writing Linear Functions

Chapter 5 Solving Systems of Linear Equations

Chapter 6 Exponential Functions and Sequences

Chapter 7 Polynomial Equations and Factoring

Chapter 8 Graphing Quadratic Functions

Chapter 9 Solving Quadratic Equations

Chapter 10 Radical Functions and Equations

Chapter 11 Data Analysis and Displays

Chapter 1 Basics of Geometry

Chapter 2 Reasoning and Proofs

Chapter 3 Parallel and Perpendicular Lines

Chapter 4 Transformations

Chapter 5 Congruent Triangles

Chapter 6 Relationships Within Triangles

Chapter 7 Quadrilaterals and Other Polygons

Chapter 8 Similarity

Chapter 9 Right Triangles and Trigonometry

Chapter 10 Circles

Chapter 11 Circumference, Area, and Volume

Chapter 12 Probability

hmhco.com/bigideasmath

Chapter 1 Linear Functions

Chapter 2 Quadratic Functions

Chapter 3 Quadratic Equations and Complex Numbers

Chapter 4 Polynomial Functions

Chapter 5 Rational Exponents and Radical Functions

Chapter 6 Exponential and Logarithmic Functions

Chapter 7 Rational Functions

Chapter 8 Sequences and Series

Chapter 9 Trigonometric Ratios and Functions

Chapter 10 Probability

Chapter 11 Data Analysis and Statistics

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A Common Core High School Program by Ron Larson and Laurie