A Correlation of Pearson Texas Geometryassets.pearsonschool.com/...TX_Geometry_2015_Final.pdf · Chapter 111. Mathematics §111.41. Geometry, Adopted 2012 (One Credit). Proclamation

A Correlation of Pearson

Texas Geometry ©2015

To the Texas Essential Knowledge and Skills (TEKS)

for Geometry, High School, and the Texas English Language Proficiency Standards (ELPS)

Chapter 111. Mathematics §111.41. Geometry, Adopted 2012 (One Credit). Proclamation 2015

Page 1 of 227 Pearson Education, Inc., publishing as Prentice Hall:9780133306835 Student Material

SubjectSubchapterCoursePublisherProgram TitleProgram ISBN

(4) These standards are meant to provide clarity and specificity in regards to the content covered in the high school geometry course. These standards are not meant to limit the methodologies used to convey this knowledge to students. Though the standards are written in a particular order, they are not necessarily meant to be taught in the given order. In the standards, the phrase "to solve problems" includes both contextual and non-contextual problems unless specifically stated.

(5) Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.

9780133306835

(a) General requirements. Students shall be awarded one credit for successful completion of this course. Prerequisite: Algebra I.

(b) Introduction.

(1) The desire to achieve educational excellence is the driving force behind the Texas essential knowledge and skills for mathematics, guided by the college and career readiness standards. By embedding statistics, probability, and finance, while focusing on fluency and solid understanding, Texas will lead the way in mathematics education and prepare all Texas students for the challenges they will face in the 21st century.

(2) The process standards describe ways in which students are expected to engage in the content. The placement of the process standards at the beginning of the knowledge and skills listed for each grade and course is intentional. The process standards weave the other knowledge and skills together so that students may be successful problem solvers and use mathematics efficiently and effectively in daily life. The process standards are integrated at every grade level and course. When possible, students will apply mathematics to problems arising in everyday life, society, and the workplace. Students will use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution. Students will select appropriate tools such as real objects, manipulatives, paper and pencil, and technology and techniques such as mental math, estimation, and number sense to solve problems. Students will effectively communicate mathematical ideas, reasoning, and their implications using multiple representations such as symbols, diagrams, graphs, and language. Students will use mathematical relationships to generate solutions and make connections and predictions. Students will analyze mathematical relationships to connect and communicate mathematical ideas. Students will display, explain, or justify mathematical ideas and arguments using precise mathematical language in written or oral communication.

(3) In Geometry, students will build on the knowledge and skills for mathematics in Kindergarten-Grade 8 and Algebra I to strengthen their mathematical reasoning skills in geometric contexts. Within the course, students will begin to focus on more precise terminology, symbolic representations, and the development of proofs. Students will explore concepts covering coordinate and transformational geometry; logical argument and constructions; proof and congruence; similarity, proof, and trigonometry; two- and three-dimensional figures; circles; and probability. Students will connect previous knowledge from Algebra I to Geometry through the coordinate and transformational geometry strand. In the logical arguments and constructions strand, students are expected to create formal constructions using a straight edge and compass. Though this course is primarily Euclidean geometry, students should complete the course with an understanding that non-Euclidean geometries exist. In proof and congruence, students will use deductive reasoning to justify, prove and apply theorems about geometric figures. Throughout the standards, the term "prove" means a formal proof to be shown in a paragraph, a flow chart, or two-column formats. Proportionality is the unifying component of the similarity, proof, and trigonometry strand. Students will use their proportional reasoning skills to prove and apply theorems and solve problems in this strand. The two- and three-dimensional figure strand focuses on the application of formulas in multi-step situations since students have developed background knowledge in two- and three-dimensional figures. Using patterns to identify geometric properties, students will apply theorems about circles to determine relationships between special segments and angles in circles. Due to the emphasis of probability and statistics in the college and career readiness standards, standards dealing with probability have been added to the geometry curriculum to ensure students have proper exposure to these topics before pursuing their post-secondary education.

Pearson Texas Geometry

Correlations to the Texas Essential Knowledge and Skills (TEKS): Student Material

Chapter 111. MathematicsSubchapter C. High School§111.41. Geometry, Adopted 2012 (One Credit).Pearson Education, Inc., publishing as Prentice Hall



Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(1) Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to:

(A) apply mathematics to problems arising in everyday life, society, and the workplace

(i) apply mathematics to problems arising in everyday life Instruction 9780133300673 236 Lesson5-8 Prob. 2

Assessment 9780133300697 208 Lesson 5-8 Prob. 2 Got ItAssessment 9780133300697 212 Lesson 5-8 Ex. 1Instruction 9780133300673 159 Lesson 4-3 Prob. 2

Review 9780133300673 173 Lesson 4-5 Ex. 17



(ii) apply mathematics to problems arising in society

Instruction 9780133300673 91 Lesson 3-1 Prob. 3

Review 9780133300673 92 Lesson 3-1 Ex. 14Assessment 9780133300697 69 Lesson 3-1 Prob. 3 Got It

Review 9780133300673 133 Lesson 3-8 Ex. 29Review 9780133300673 444 Lesson 10-4 Ex. 21



(iii) apply mathematics to problems arising in the workplace Instruction 9780133300673 108 Lesson 3-4 Prob. 1

Review 9780133300673 150 Lesson 4-1 Ex. 1Instruction 9780133300673 203 Lesson 5-2 Prob. 4

Assessment 9780133300697 174 Lesson 5-2 Ex. 3Review 9780133300673 434 Lesson 10-2 Ex. 19

(c) Knowledge and Skills.





(B) use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution

(i) use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process

Instruction 9780133300673 528–529 Lesson 13-2 Prob. 5




(ii) use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the reasonableness of the solution


Review 9780133300673 473 Lesson 11-3 Ex. 21Assessment 9780133300697 483 Lesson 14-5 Ex. 6Assessment 9780133300697 497 Lesson 14-6 Ex. 5Assessment 9780133300697 515 Lesson 15-3 Ex. 6


(C) select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems

(i) select tools, including real objects as appropriate, to solve problems


Review 9780133300673 156 Lesson 4-2 Ex. 2Assessment 9780133300697 130 Lesson 4-2 Prob. 1 Got ItInstruction 9780133300673 459–460 Activity Lab 11-2 Act.






(ii) select tools, including manipulatives as appropriate, to solve problems





(iii) select tools, including paper and pencil as appropriate, to solve problems


Review 9780133300673 342 Lesson 8-4 Exs. 14–17Instruction 9780133300673 118–119 Lesson 3-6 Prob. 2



(iv) select tools, including technology as appropriate, to solve problems








(v) select techniques, including mental math as appropriate, to solve problems


Review 9780133300673 524 Lesson 13-1 Exs. 19, 20Instruction 9780133300673 425 Lesson 10-1 Prob. 2



(vi) select techniques including estimation as appropriate, to solve problems


Review 9780133300673 578 Lesson 14-3 Ex. 16



(vii) select techniques, including number sense as appropriate, to solve problems


Review 9780133300673 197 Lesson 5-1 Ex. 33Assessment 9780133300697 315 Lesson 8-8 Ex. 6





(D) communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate

(i) communicate mathematical ideas using multiple representations, including symbols as appropriate Instruction 9780133300673 321 Lesson 8-1 Prob. 4

Assessment 9780133300697 271 Lesson 8-1 Prob. 4 Got ItReview 9780133300673 369 Lesson 8-8 Ex. 14




(ii) communicate mathematical ideas using multiple representations, including diagrams as appropriate Instruction 9780133300673 23 Lesson 1-4 Prob. 1





(iii) communicate mathematical ideas using multiple representations, including graphs as appropriate Instruction 9780133300673 124 Lesson 3-7 Prob. 1


Review 9780133300673 361 Lesson 8-7 Exs. 7–9Assessment 9780133300697 295 Lesson 8-5 Prob. 4 Got It






(iv) communicate mathematical ideas using multiple representations, including language as appropriate Instruction 9780133300673 135 Lesson 3-9 Prob. 1

Review 9780133300673 137 Lesson 3-9 Exs. 2–4, 5Assessment 9780133300697 118 Lesson 3-9 Prob. 1 Got ItInstruction 9780133300673 304 Lesson 7-2 Prob. 3

Review 9780133300673 306 Lesson 7-2 Exs. 14–16



(v) communicate mathematical reasoning using multiple representations, including symbols as appropriate Instruction 9780133300673 321 Lesson 8-1 Prob. 4





(vi) communicate mathematical reasoning using multiple representations, including diagrams as appropriate Instruction 9780133300673 216 Lesson 5-4 Prob. 3

Review 9780133300673 218 Lesson 5-4 Ex. 10Assessment 9780133300697 185 Lesson 5-4 Prob. 3 Got ItInstruction 9780133300673 304 Lesson 7-2 Prob. 3







(vii) communicate mathematical reasoning using multiple representations, including graphs as appropriate Instruction 9780133300673 124 Lesson 3-7 Prob. 1





(viii) communicate mathematical reasoning using multiple representations, including language as appropriate Instruction 9780133300673 73 Lesson 2-6 Prob. 1


Review 9780133300673 137 Lesson 3-9 Exs. 2–4, 5



(ix) communicate [mathematical ideas'] implications using multiple representations, including symbols as appropriate Instruction 9780133300673 321 Lesson 8-1 Prob. 4








(x) communicate [mathematical ideas'] implications using multiple representations, including diagrams as appropriate Instruction 9780133300673 469 Lesson 11-3 Prob. 3




(xi) communicate [mathematical ideas'] implications using multiple representations, including graphs as appropriate Instruction 9780133300673 124 Lesson 3-7 Prob. 1





(xii) communicate [mathematical ideas'] implications using multiple representations, including language as appropriate Instruction 9780133300673 73 Lesson 2-6 Prob. 1








(xiii) communicate [mathematical reasoning's] implications using multiple representations, including symbols as appropriate Instruction 9780133300673 321 Lesson 8-1 Prob. 4





(xiv) communicate [mathematical reasoning's] implications using multiple representations, including diagrams as appropriate Instruction 9780133300673 469 Lesson 11-3 Prob. 3




(xv) communicate [mathematical reasoning's] implications using multiple representations, including graphs as appropriate Instruction 9780133300673 124 Lesson 3-7 Prob. 1








(xvi) communicate [mathematical reasoning's] implications using multiple representations, including language as appropriate Instruction 9780133300673 73 Lesson 2-6 Prob. 1




(E) create and use representations to organize, record, and communicate mathematical ideas

(i) create representations to organize mathematical ideas



Review 9780133300673 69 Lesson 2-5 Exs. 7–8Assessment 9780133300697 57 Lesson 2-5 Prob. 3 Got It part a



(ii) create representations to record mathematical ideas


Review 9780133300673 182–183 Lesson 4-7 Exs. 8–11, 13, 15, 16Assessment 9780133300697 489 Lesson 14-6 Ex. 6Instruction 9780133300673 614 Lesson 15-1 Prob. 2



(iii) create representations to communicate mathematical ideas Instruction 9780133300673 231 Lesson 5-7 Prob. 4

Review 9780133300673 440 Lesson 10-3 Ex. 30aInstruction 9780133300673 561 Lesson 14-1 Prob. 4

Review 9780133300673 563 Lesson 14-1 Ex. 13






(iv) use representations to organize mathematical ideas

Instruction 9780133300673 394 Lesson 9-3 Prob. 2B




(v) use representations to record mathematical ideas



Review 9780133300673 404 Lesson 9-4 Ex. 22



(vi) use representations to communicate mathematical ideas Instruction 9780133300673 561 Lesson 14-1 Prob. 4

Review 9780133300673 563 Lesson 14-1 Exs. 15–17Assessment 9780133300697 456 Lesson 14-1 Prob. 4 Got ItInstruction 9780133300673 567 Lesson 14-2 Prob. 1

Review 9780133300673 570 Lesson 14-2 Ex. 19


(F) analyze mathematical relationships to connect and communicate mathematical ideas

(i) analyze mathematical relationships to connect mathematical ideas Instruction 9780133300673 540 Lesson 13-4 Prob. 1


Review 9780133300673 428 Lesson 10-1 Ex. 14



(ii) analyze mathematical relationships to communicate mathematical ideas





Review 9780133300673 384–385 Lesson 9-1 Exs. 15, 21Assessment 9780133300697 318 Lesson 9-1 Prob. 2 Got ItInstruction 9780133300673 599 Lesson 14-7 Prob. 2



(G) display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication

(i) display mathematical ideas using precise mathematical language in written or oral communication





(ii) display mathematical arguments using precise mathematical language in written or oral communication



Review 9780133300673 331 Lesson 8-2 Ex. 17



(iii) explain mathematical ideas using precise mathematical language in written or oral communication



Review 9780133300673 105 Lesson 3-3 Ex. 20



(iv) explain mathematical arguments using precise mathematical language in written or oral communication


Review 9780133300673 233 Lesson 5-7 Ex. 9




Assessment 9780133300697 203 Lesson 5-7 Prob. 5 Got ItInstruction 9780133300673 489 Lesson 12-1 Prob. 4

Review 9780133300673 491 Lesson 12-1 Ex. 14



(v) justify mathematical ideas using precise mathematical language in written or oral communication Instruction 9780133300673 67 Lesson 2-5 Prob. 1


Assessment 9780133300697 240 Lesson 6-5 Prob. 1 Got It



(vi) justify mathematical arguments using precise mathematical language in written or oral communication



Review 9780133300673 114 Lesson 3-5 Ex. 1

(2) Coordinate and transformational geometry. The student uses the process skills to understand the connections between algebra and geometry and uses the one- and two-dimensional coordinate systems to verify geometric conjectures. The student is expected to:

(A) determine the coordinates of a point that is a given fractional distance less than one from one end of a line segment to the other in one- and two-dimensional coordinate systems, including finding the midpoint

(i) determine the coordinates of a point that is a given fractional distance less than one from one end of a line segment to the other in one-dimensional coordinate systems, including finding the midpoint

Instruction97801333006739780133300673 12

13Lesson 1-2 Prob. 4Lesson 1-2 Prob. 6

Review 9780133300673 14–15 Lesson 1-2 Exs. 6, 13–15, 22–25Assessment 9780133300697 9 Lesson 1-2 Prob. 4 Got It, Prob. 6 Got It






(ii) determine the coordinates of a point that is a given fractional distance less than one from one end of a line segment to the other in two-dimensional coordinate systems, including finding the midpoint

Instruction97801333006739780133300673 193


Review 9780133300673 196–198 Lesson 5-1 Exs. 1–6, 7, 33, 36, 37

Assessment 9780133300697 166 Lesson 5-1 Prob. 2 Got It, Prob. 3 Got It


(B) derive and use the distance, slope, and midpoint formulas to verify geometric relationships, including congruence of segments and parallelism or perpendicularity of pairs of lines

(i) derive the distance formula


Review 9780133300673 197 Lesson 5-1 Exs. 34, 35



(ii) use the distance formula to verify geometric relationships, including congruence of segments Instruction

97801333006739780133300673 297


Review97801333006739780133300673 299–300

310Lesson 7-1 Exs. 1–3, 7–10, 11Lesson 7-3 Exs. 13, 15, 18, 20







(iii) use the distance formula to verify geometric relationships, including parallelism or perpendicularity of pairs of lines

Instruction97801333006739780133300673 298


Review97801333006739780133300673

299428

Lesson 7-1 Ex. 4Lesson 10-1 Ex. 14

Assessment97801333006979780133300697

253350

Lesson 7-1 Prob. 3 Got ItLesson 10-1 Prob. 6 Got It



(iv) derive the slope formula


Review 9780133300673 127 Lesson 3-7 Ex. 16



(v) use the slope formula to verify geometric relationships, including parallelism or perpendicularity of pairs of lines

Instruction

978013330067397801333006739780133300673

297299309

Lesson 7-1 Prob. 2Lesson 7-1 Prob. 4Lesson 7-3 Prob. 2

Review

978013330067397801333006739780133300673

300305310

Lesson 7-1 Exs. 7–10Lesson 7-2 Ex. 7Lesson 7-3 Exs. 17, 21

Assessment97801333006979780133300697

252265





Instruction97801333006739780133300673

129130

Lesson 3-8 Prob. 1Lesson 3-8 Prob. 3

Review 9780133300673 132 Lesson 3-8 Exs. 1, 2, 7, 8



(vi) derive the midpoint formula


Review 9780133300673 197 Lesson 5-1 Ex. 32



(vii) use the midpoint formula to verify geometric relationships

Instruction

97801333006739780133300673

97801333006739780133300673

298299

308309

Lesson 7-1 Prob. 3Lesson 7-1Prob. 4Lesson 7-3 Prob. 1Lesson 7-3 Prob. 2

Review97801333006739780133300673

299–301 310–311

Lesson 7-1 Exs. 5, 27, 30Lesson 7-3 Exs. 14, 16, 23

Assessment 9780133300697 266 Lesson 7-3 Ex. 3


(C) determine an equation of a line parallel or perpendicular to a given line that passes through a given point

(i) determine an equation of a line parallel or perpendicular to a given line that passes through a given point

Instruction97801333006739780133300673

130131


Review 9780133300673 132–133 Lesson 3-8 Exs. 3–6, 9–11, 12, 29

Assessment97801333006979780133300697

112113





(3) Coordinate and transformational geometry. The student uses the process skills to generate and describe rigid transformations (translation, reflection, and rotation) and non-rigid transformations (dilations that preserve similarity and reductions and enlargements that do not preserve similarity). The student is expected to:

(A) describe and perform transformations of figures in a plane using coordinate notation

(i) describe transformations of figures in a plane using coordinate notation

Instruction

97801333006739780133300673978013330067397801333006739780133300673

321328334358359

Lesson 8-1 Prob. 4Lesson 8-2 Prob. 2Lesson 8-3 Prob. 2Lesson 8-7 Prob. 2Lesson 8-7 Prob. 4A

Review

978013330067397801333006739780133300673

323–324347–349361

Lesson 8-1 Exs. 12, 17, 22, 23Lesson 8-5 Exs. 1–6, 18–19Lesson 8-7 Exs. 7–9

Assessment 9780133300697 278–279 Lesson 8-2 Exs. 3, 6

Instruction

9780133300673978013330067397801333006739780133300673

351–352365367387

Lesson 8-6 Prob. 3Lesson 8-8 Prob. 2Lesson 8-8 Prob. 5Lesson 9-2 Prob. 2

Review

978013330067397801333006739780133300673

353368–369389

Lesson 8-6 Exs. 1–3, 5–6Lesson 8-8 4, 5, 11, 12, 14Lesson 9-2 Exs. 4–6



(ii) perform transformations of figures in a plane using coordinate notation

Instruction

9780133300673978013330067397801333006739780133300673

320328334358


Review

9780133300673978013330067397801333006739780133300673

323–324329–331335–336361–362

Lesson 8-1 Exs. 15, 20, 21Lesson 8-2 Exs. 1–6, 19–24Lesson 8-3 Exs. 1–3, 9, 17Lesson 8-7 Exs. 7, 8, 13, 15, 21–22

Instruction

9780133300673978013330067397801333006739780133300673

359365366386–387

Lesson 8-7 Prob. 4BLesson 8-8 Prob. 1Lesson 8-8 Prob. 3Lesson 9-2 Prob. 1

Review97801333006739780133300673

368389

Lesson 8-8 Exs. 1–3, 6–7Lesson 9-2 Exs. 1–3





(B) determine the image or pre-image of a given two-dimensional figure under a composition of rigid transformations, a composition of non-rigid transformations, and a composition of both, including dilations where the center can be any point in the plane

(i) determine the image or pre-image of a given two-dimensional figure under a composition of rigid transformations including dilations where the center can be any point in the plane

Instruction

978013330067397801333006739780133300673

346347358

Lesson 8-5 Prob. 3,Lesson 8-5 Prob. 4Lesson 8-7 Prob. 3

Review97801333006739780133300673

348–349362–363

Lesson 8-5 Exs. 8–17, 22, 23Lesson 8-7 Exs. 18, 32


Instruction97801333006739780133300673

345346





(ii) determine the image or pre-image of a given two-dimensional figure under a composition of non-rigid transformations, including dilations where the center can be any point in the plane

Instruction 9780133300673 366 Lesson 8-8 Prob. 3, Prob. 4

Review 9780133300673 368–369 Lesson 8-8 Exs. 1–3, 6, 7, 8–10Assessment 9780133300697 313 Lesson 8-8 Prob. 3 Got It






(iii) determine the image or pre-image of a given two-dimensional figure under a composition of both, including dilations where the center can be any point in the plane

Instruction97801333006739780133300673

360386–387


Review97801333006739780133300673

362389

Lesson 8-7 Exs. 17–19, 20Lesson 9-2 Exs. 1–3

Assessment97801333006979780133300697

307324



(C) identify the sequence of transformations that will carry a given pre-image onto an image on and off the coordinate plane

(i) identify the sequence of transformations that will carry a given pre-image onto an image on the coordinate plane


Review 9780133300673 353–354 Lesson 8-6 Exs. 5, 6, 10Assessment 9780133300697 301 Lesson 8-6 Prob. 3 Got ItInstruction 9780133300673 387 Lesson 9-2 Prob. 2




(ii) identify the sequence of transformations that will carry a given pre-image onto an image off the coordinate plane

Instruction

978013330067397801333006739780133300673

328335388


Review

978013330067397801333006739780133300673

329336–337389

Lesson 8-2 Ex. 7Lesson 8-3 Exs. 15, 21, 22Lesson 9-2 Exs. 7–9




Assessment

978013330069797801333006979780133300697

277283325

Lesson 8-2 Prob. 3 Got ItLesson 8-3 Prob. 4 Got ItLesson 9-2 Prob. 4 Got It


(D) identify and distinguish between reflectional and rotational symmetry in a plane figure

(i) identify reflectional symmetry in a plane figure



Review 9780133300673 341–343 Lesson 8-4 Exs. 1, 14–18, 22–24, 36, 37




(ii) identify rotational symmetry in a plane figure


Review 9780133300673 341–343 Lesson 8-4 Exs. 1, 19, 32–35Assessment 9780133300697 289 Lesson 8-4 Prob. 2 Got ItInstruction 9780133300673 340 Lesson 8-4 Prob. 3



(iii) distinguish between reflectional and rotational symmetry in a plane figure


Review 9780133300673 341–343 Lesson 8-4 Exs. 2–13, 20, 21, 28–31, 38–41





(4) Logical argument and constructions. The student uses the process skills with deductive reasoning to understand geometric relationships. The student is expected to:

(A) distinguish between undefined terms, definitions, postulates, conjectures, and theorems

(i) distinguish between undefined terms, definitions, postulates, conjectures, and theorems


Review 9780133300673 77 Lesson 2-6 Ex. 20–22Assessment 9780133300697 63 Lesson 2-6 Prob. 4 Got ItInstruction 9780133300673 6 Lesson 1-1 Prob. 3



(B) identify and determine the validity of the converse, inverse, and contrapositive of a conditional statement and recognize the connection between a biconditional statement and a true conditional statement with a true converse

(i) identify the validity of the converse of a conditional statement


Review 9780133300673 53–54 Lesson 2-2 Exs. 22–30Assessment 9780133300697 39 Lesson 2-2 Prob. 4 Got It



(ii) identify the validity of the inverse of a conditional statement








(iii) identify the validity of the contrapositive of a conditional statement





(iv) determine the validity of the converse of a conditional statement


Review 9780133300673 53-54 Lesson 2-2 Exs. 22–30Assessment 9780133300697 39 Lesson 2-2 Prob. 4 Got It



(v) determine the validity of the inverse of a conditional statement








(vi) determine the validity of the contrapositive of a conditional statement





(vii) recognize the connection between a biconditional statement and a true conditional statement with a true converse Instruction 9780133300673 56 Lesson 2-3 Prob. 1, Prob. 2, Prob.

3


Assessment97801333006979780133300697

4445

Lesson 2-3 Prob. 1 Got It, Prob. 2 Got ItLesson 2-3 Prob. 3 Got It


(C) verify that a conjecture is false using a counterexample

(i) verify that a conjecture is false using a counterexample Instruction 9780133300673 46 Lesson 2-1 Prob. 5






(D) compare geometric relationships between Euclidean and spherical geometries, including parallel lines and the sum of the angles in a triangle

(i) compare geometric relationships between Euclidean and spherical geometries, including parallel lines


Review 9780133300673 138 Lesson 3-9 Exs. 6, 8, 10Assessment 9780133300697 118 Lesson 3-9 Prob. 1 Got ItInstruction 9780133300673 137 Lesson 3-9 Prob. 4

Review 9780133300673 137–138 Lesson 3-9 Exs. 2, 9



(ii) compare geometric relationships between Euclidean and spherical geometries, including the sum of the angles in a triangle


Review 9780133300673 137–138 Lesson 3-9 Exs. 1, 3, 4, 5, 15

Assessment97801333006979780133300697 118

119

Lesson 3-9 Prob. 2 Got ItLesson 3-9 Prob. 3 Got it

(5) Logical argument and constructions. The student uses constructions to validate conjectures about geometric figures. The student is expected to:

(A) investigate patterns to make conjectures about geometric relationships, including angles formed by parallel lines cut by a transversal, criteria required for triangle congruence, special segments of triangles, diagonals of quadrilaterals, interior and exterior angles of polygons, and special segments and angles of circles choosing from a variety of tools

(i) investigate patterns to make conjectures about geometric relationships, including angles formed by parallel lines cut by a transversal








(ii) investigate patterns to make conjectures about geometric relationships, including criteria required for triangle congruence





(iii) investigate patterns to make conjectures about geometric relationships, including special segments of triangles

Instruction 9780133300673 213 Activity Lab 5-4 Act. 1, Act. 2

Review 9780133300673 213 Activity Lab 5-4 Exs. 1–4Instruction 9780133300673 409 Lesson 9-5 Prob. 1

Review 9780133300673 414 Lesson 9-5 Ex. 27






(iv) investigate patterns to make conjectures about geometric relationships, including diagonals of quadrilaterals

Instruction97801333006739780133300673

271284–285


Review97801333006739780133300673

274287





(v) investigate patterns to make conjectures about geometric relationships, including interior angles of polygons


Review 9780133300673 253 Lesson 6-1 Ex. 10






(vi) investigate patterns to make conjectures about geometric relationships, including exterior angles of polygons

Instruction 9780133300673 248 Technology Lab 6-1 Act.

Review 9780133300673 248 Technology Lab 6-1 Exs. 1–3Instruction 9780133300673 252 Lesson 6-1 Prob. 5

Review 9780133300673 254 Lesson 6-1 Ex. 15



(vii) investigate patterns to make conjectures about geometric relationships, including special segments


Review 9780133300673 497 Lesson 12-2 Ex. 13

Instruction 9780133300673 504 Technology Lab 12-4 Act. 1, Act. 2, Act. 3






(viii) investigate patterns to make conjectures about angles of circles choosing from a variety of tools


Review 9780133300673 510 Lesson 12-4 Ex. 18


(B) construct congruent segments, congruent angles, a segment bisector, an angle bisector, perpendicular lines, the perpendicular bisector of a line segment, and a line parallel to a given line through a point not on a line using a compass and a straightedge

(i) construct congruent segments using a compass and a straightedge


Review 9780133300673 30–31 Lesson 1-5 Exs. 4b, 12, 20a

Assessment97801333006979780133300697

2628

Lesson 1-5 Prob. 1 Got ItLesson 1-5 Ex. 1






(ii) construct congruent angles using a compass and a straightedge


Review 9780133300673 31 Lesson 1-5 Ex. 14Instruction 9780133300673 118–119 Lesson 3-6 Prob. 1, Prob. 2

Review 9780133300673 121 Lesson 3-6 Exs. 1–5, 11, 14



(iii) construct a segment bisector using a compass and a straightedge



Review 9780133300673 31 Lesson 1-5 Exs. 11b, 16Assessment 9780133300697 28 Lesson 1-5 Ex. 1



(iv) construct an angle bisector using a compass and a straightedge


Review 9780133300673 30–31 Lesson 1-5 Exs. 2, 5, 17, 18Assessment 9780133300697 27 Lesson 1-5 Prob. 5 Got It






(v) construct perpendicular lines using a compass and a straightedge


Review 9780133300673 121–122 Lesson 3-6 Exs. 6, 7, 8–10, 16–19Assessment 9780133300697 101 Lesson 3-6 Prob. 3 Got It, Prob. 4 Got ItInstruction 9780133300673 120 Lesson 3-6 Prob. 4



(vi) construct the perpendicular bisector of a line segment using a compass and a straightedge


Review 9780133300673 31 Lesson 1-5 Exs. 11b, 16Assessment 9780133300697 27 Lesson 1-5 Prob. 4 Got It



(vii) construct a line parallel to a given line through a point not on a line using a compass and a straightedge






Review 9780133300673 121 Lesson 3-6 Ex. 14Assessment 9780133300697 100 Lesson 3-6 Prob. 2 Got It part a


(C) use the constructions of congruent segments, congruent angles, angle bisectors, and perpendicular bisectors to make conjectures about geometric relationships

(i) use the constructions of congruent segments to make conjectures about geometric relationships Instruction 9780133300673 169 Lesson 4-5 Prob. 1A




(ii) use the constructions of congruent angles to make conjectures about geometric relationships Instruction 9780133300673 170 Lesson 4-5 Prob. 1B

Review 9780133300673 391 Lesson 9-2 Ex. 21



(iii) use the constructions of angle bisectors to make conjectures about geometric relationships Instruction 9780133300673 215 Lesson 5-4 Prob. 1

Review 9780133300673 217 Lesson 5-4 Ex. 8






(iv) use the constructions of perpendicular bisectors to make conjectures about geometric relationships Instruction 9780133300673 213 Activity Lab 5-4 Act. 2

Review 9780133300673 213 Activity Lab 5-4 Exs. 2–4Review 9780133300673 217 Lesson 5-4 Exs. 6, 7



(D) verify the Triangle Inequality theorem using constructions and apply the theorem to solve problems

(i) verify the Triangle Inequality theorem using constructions Instruction 9780133300673 231 Lesson 5-7 Prob. 4




(ii) apply the theorem to solve problem


Review 9780133300673 232–233 Lesson 5-7 Exs. 7, 8, 11–16Assessment 9780133300697 203 Lesson 5-7 Prob. 5 Got It, Prob. 6 Got ItInstruction 9780133300673 232 Lesson 5-7 Prob. 6




(6) Proof and congruence. The student uses the process skills with deductive reasoning to prove and apply theorems by using a variety of methods such as coordinate, transformational, and axiomatic and formats such as two-column, paragraph, and flow chart. The student is expected to:

(A) verify theorems about angles formed by the intersection of lines and line segments, including vertical angles, and angles formed by parallel lines cut by a transversal and prove equidistance between the endpoints of a segment and points on its perpendicular bisector and apply these relationships to solve problems

(i) verify theorems about angles formed by the intersection of lines including vertical angles





(ii) verify theorems about angles formed by the intersection of line segments, including vertical angles



Review 9780133300673 310 Lesson 7-3 Ex. 17






(iii) verify theorems about angles formed by parallel lines cut by a transversal





(iv) prove equidistance between the endpoints of a segment and points on its perpendicular bisector


Review 9780133300673 212 Lesson 5-3 Ex. 25






(v) apply these relationships to solve problems

Instruction

978013330067397801333006739780133300673

7397209


Review

978013330067397801333006739780133300673

7698–99210–212

Lesson 2-6 Exs. 8, 9Lesson 3-2 Exs. 1–3, 6–8, 12–14, 15Lesson 5-3 Exs. 5–7, 8–9, 10, 24

Assessment

978013330069797801333006979780133300697

6276179

Lesson 2-6 Prob. 2 Got ItLesson 3-2 Prob. 5 Got ItLesson 5-3 Exs. 5–7, 8–9, 10, 24

Instruction 9780133300673 96 Lesson 3-2 Prob. 2Instruction 9780133300673 208 Lesson 5-3 Prob. 3


(B) prove two triangles are congruent by applying the Side-Angle-Side, Angle-Side-Angle, Side-Side-Side, Angle-Angle-Side, and Hypotenuse-Leg congruence conditions

(i) prove two triangles are congruent by applying the Side-Angle-Side congruence condition Instruction 9780133300673 180 Lesson 4-7 Prob. 3

Review 9780133300673 182–183 Lesson 4-7 Exs. 11, 12, 15Instruction 9780133300673 181 Lesson 4-7 Prob. 4




(ii) prove two triangles are congruent by applying the Angle-Side-Angle congruence condition Instruction 9780133300673 159 Lesson 4-3 Prob. 2

Review 9780133300673 161 Lesson 4-3 Exs. 4, 10Assessment 9780133300697 136 Lesson 4-3 Prob. 2 Got It




Instruction 9780133300673 165 Lesson 4-4 Prob. 2Review 9780133300673 166 Lesson 4-4 Ex. 2



(iii) prove two triangles are congruent by applying the Side-Side-Side congruence condition Instruction 9780133300673 154 Lesson 4-2 Prob. 2




(iv) prove two triangles are congruent by applying the Angle-Angle-Side congruence condition Instruction 9780133300673 160 Lesson 4-3 Prob. 3

Review 9780133300673 161 Lesson 4-3 Exs. 5, 9Assessment 9780133300697 137 Lesson 4-3 Prob. 3 Got It part aInstruction 9780133300673 164 Lesson 4-4 Prob. 1

Review 9780133300673 166 Lesson 4-4 Ex. 6



(v) prove two triangles are congruent by applying the Hypotenuse-Leg congruence condition Instruction 9780133300673 176 Lesson 4-6 Prob. 2

Review 9780133300673 177 Lesson 4-6 Exs. 4, 5, 10Assessment 9780133300697 155 Lesson 4-6 Prob. 2 Got It





(C) apply the definition of congruence, in terms of rigid transformations, to identify congruent figures and their corresponding sides and angles

(i) apply the definition of congruence, in terms of rigid transformations, to identify congruent figures Instruction 9780133300673 351 Lesson 8-6 Prob. 2

Review 9780133300673 353–354 Lesson 8-6 Exs. 1–3, 7, 8, 10Assessment 9780133300697 300 Lesson 8-6 Prob. 2 Got ItInstruction 9780133300673 352 Lesson 8-6 Prob. 4




(ii) apply the definition of congruence, in terms of rigid transformations, to identify [congruent figures'] corresponding sides



Assessment 9780133300697 300 Lesson 8-6 Prob. 2 Got ItReview 9780133300673 353 Lesson 8-6 Exs. 1–3



(iii) apply the definition of congruence, in terms of rigid transformations, to identify [congruent figures'] corresponding angles



Assessment 9780133300697 300 Lesson 8-6 Prob. 2 Got ItReview 9780133300673 353 Lesson 8-6 Exs. 1–3





(D) verify theorems about the relationships in triangles, including proof of the Pythagorean Theorem, the sum of interior angles, base angles of isosceles triangles, midsegments, and medians, and apply these relationships to solve problems

(i) verify theorems about the relationships in triangles, including proof of the Pythagorean Theorem





(ii) verify theorems about the relationships in triangles, including the sum of interior angles





(iii) verify theorems about the relationships in triangles, including the base angles of isosceles triangles








(iv) verify theorems about the relationships in triangles, including of the midsegments


Review 9780133300673 204 Lesson 5-2 Exs. 17, 18Assessment 9780133300697 172 Lesson 5-2 Prob. 1 Got ItInstruction 9780133300673 309 Lesson 7-3 Prob. 2



(v) verify theorems about the relationships in triangles, including the medians





(vi) apply these relationships to solve problems

Instruction

97801333006739780133300673978013330067397801333006739780133300673

426113171203221

Lesson 10-1 Prob. 4Lesson 3-5 Prob. 2Lesson 4-5 Prob. 5Lesson 5-2 Prob. 4Lesson 5-5 Prob. 1




Review

97801333006739780133300673

978013330067397801333006739780133300673

428–429114–115

172203–205223

Lesson 10-1 Exs. 5, 6–8, 15–17, 22, 26Lesson 3-5 Exs. 2–4, 5–7, 8, 9, 10, 11–13, 14, 16–19Lesson 4-5 Exs. 5, 6–8, 9Lesson 5-2 Exs. 1, 2, 6–15, 19–21, 22Lesson 5-5 Exs. 13–15

Assessment

97801333006979780133300697978013330069797801333006979780133300697

34994149173190

Lesson 10-1 Prob. 4 Got ItLesson 3-5 Prob. 2 Got ItLesson 4-5 Prob. 5 Got ItLesson 5-2 Prob. 4 Got ItLesson 5-5 Prob. 1 Got It

Instruction

9780133300673978013330067397801333006739780133300673

425170171202

Lesson 10-1 Prob. 2, Prob. 3Lesson 4-5 Prob. 3BLesson 4-5 Prob. 4Lesson 5-2 Prob. 2, Prob. 3

Assessment

97801333006979780133300697978013330069797801333006979780133300697

348349149172173

Lesson 10-1 Prob. 2 Got ItLesson 10-1 Prob. 3 Got ItLesson 4-5 Prob. 3 Got It, Prob. 4 Got ItLesson 5-2 Prob. 2 Got ItLesson 5-2 Prob. 3 Got It


(E) prove a quadrilateral is a parallelogram, rectangle, square, or rhombus using opposite sides, opposite angles, or diagonals and apply these relationships to solve problems

(i) prove a quadrilateral is a parallelogram, rectangle, square, or rhombus using opposite sides, opposite angles, or diagonals

Instruction

978013330069797801333006979780133300697

228252253

Lesson 6-3 Prob. 5 Got It parts b–dLesson 7-1 Prob. 2 Got It parts a–bLesson 7-1 Prob. 3 Got It

Review97801333006739780133300673

267310

Lesson 6-3 Exs. 1–4Lesson 7-3 Ex. 21

Assessment

978013330069797801333006979780133300697

228252253

Lesson 6-3 Prob. 5 Got It parts b–dLesson 7-1 Prob. 2 Got It parts a–bLesson 7-1Prob. 3 Got It

Instruction

978013330067397801333006739780133300673

263276277

Lesson 6-3 Prob. 1, Prob. 2Lesson 6-5 Prob. 1Lesson 6-5 Prob. 2

Review97801333006739780133300673

268280

Lesson 6-3 Exs. 16, 17Lesson 6-5 Exs. 16, 17






(ii) apply these relationships to solve problems

Instruction

9780133300673978013330067397801333006739780133300673

258266272278


Review

978013330067397801333006739780133300673

9780133300673

259267–268272–274

279

Lesson 6-2 Exs. 17–19Lesson 6-3 Exs. 5–10, 15Lesson 6-4 Exs. 1–3, 4–9, 15, 17–20, 21, 22, 25, 26Lesson 6-5 Exs. 1–6

Assessment

9780133300697978013330069797801333006979780133300697

221229235241

Lesson 6-2 Prob. 3 Got It part aLesson 6-3 Prob. 6 Got ItLesson 6-4 Prob. 4 Got It part aLesson 6-5 Prob. 5 Got It

Instruction

978013330067397801333006739780133300673

264–265271278


Assessment

978013330069797801333006979780133300697

227235241


(7) Similarity, proof, and trigonometry. The student uses the process skills in applying similarity to solve problems. The student is expected to:

(A) apply the definition of similarity in terms of a dilation to identify similar figures and their proportional sides and the congruent corresponding angles

(i) apply the definition of similarity in terms of a dilation to identify similar figures Instruction 9780133300673 388 Lesson 9-2 Prob. 3








(ii) apply the definition of similarity in terms of a dilation to identify their proportional sides Instruction 9780133300673 388 Lesson 9-2 Prob. 3




(iii) apply the definition of similarity in terms of a dilation to identify the congruent corresponding angles




(B) apply the Angle-Angle criterion to verify similar triangles and apply the proportionality of the corresponding sides to solve problems

(i) apply the Angle-Angle criterion to verify similar triangles Instruction 9780133300673 393 Lesson 9-3 Prob. 1





(ii) apply the proportionality of the corresponding sides to solve problems Instruction 9780133300673 395 Lesson 9-3 Prob. 4

Review 9780133300673 396 Lesson 9-3 Exs. 7–9, 11Assessment 9780133300697 334 Lesson 9-3 Exs. 1, 3, 4




(8) Similarity, proof, and trigonometry. The student uses the process skills with deductive reasoning to prove and apply theorems by using a variety of methods such as coordinate, transformational, and axiomatic and formats such as two-column, paragraph, and flow chart. The student is expected to:

(A) prove theorems about similar triangles, including the Triangle Proportionality theorem, and apply these theorems to solve problems

(i) prove theorems about similar triangles, including the Triangle Proportionality theorem Instruction

97801333006739780133300673

400410


Review97801333006739780133300673

404412–414

Lesson 9-4 Exs. 21, 22, 30, 31Lesson 9-5 Exs. 1, 18, 20, 25




(ii) apply these theorems to solve problems

Instruction97801333006739780133300673

402410

Lesson 9-4 Prob. 5, Prob. 6Lesson 9-5 Prob. 3

Review97801333006739780133300673

403412–413

Lesson 9-4 Exs. 7–11Lesson 9-5 Exs. 2–4, 21–22

Assessment97801333006979780133300697

337343

Lesson 9-4 Prob. 5 Got It, Prob. 6 Got ItLesson 9-5 Prob. 3 Got It part a

Instruction 9780133300673 411 Lesson 9-5 Prob. 4Assessment 9780133300697 343 Lesson 9-5 Prob. 4 Got It


(B) identify and apply the relationships that exist when an altitude is drawn to the hypotenuse of a right triangle, including the geometric mean, to solve problems

(i) identify the relationships that exist when an altitude is drawn to the hypotenuse of a right triangle, including the geometric mean, to solve problems

Instruction97801333006739780133300673 401

402


Review 97801333006739780133300673

403404

Lesson 9-4 Exs. 7–11 Lesson 9-4 Exs. 23, 24







(ii) apply the relationships that exist when an altitude is drawn to the hypotenuse of a right triangle, including the geometric mean, to solve problems


Review 9780133300673 403–404 Lesson 9-4 Exs. 7–11, 20, 26–29Assessment 9780133300697 337 Lesson 9-4 Prob. 5 Got It, Prob. 6 Got It

(9) Similarity, proof, and trigonometry. The student uses the process skills to understand and apply relationships in right triangles. The student is expected to:

(A) determine the lengths of sides and measures of angles in a right triangle by applying the trigonometric ratios sine, cosine, and tangent to solve problems

(i) determine the lengths of sides in a right triangle by applying the trigonometric ratio sine to solve problems Instruction 9780133300673 443 Lesson 10-4 Prob. 3


Assessment 9780133300697 449 Lesson 13-5 Prob. 2 Got ItReview 9780133300673 548–550 Lesson 13-5 Exs. 3–6, 28



(ii) determine the measures of angles in a right triangle by applying the trigonometric ratio sine to solve problems Instruction 9780133300673 437 Lesson 10-3 Prob. 3A


Assessment97801333006979780133300697

364366

Lesson 10-3 Ex. 1bLesson 10-3 Ex. 5



(iii) determine the lengths of sides in a right triangle by applying the trigonometric ratio cosine to solve problems


Review 9780133300673 548–550 Lesson 13-5 Exs. 3–6, 28Assessment 9780133300697 366 Lesson 10-3 Exs. 1, 6, 7b







(iv) determine the measures of angles in a right triangle by applying the trigonometric ratio cosine to solve problems

Instruction 9780133300673 437 Lesson 10-3 Prob. 3B




(v) determine the lengths of sides in a right triangle by applying the trigonometric ratio tangent to solve problems


Review 9780133300673 438–439 Lesson 10-3 Exs. 6, 26Instruction 9780133300673 442 Lesson 10-4 Prob. 2

Review 9780133300673 444–445 Lesson 10-4 Exs. 13, 22, 26Assessment 9780133300697 369 Lesson 10-4 Prob. 2 Got It



(vi) determine the measures of angles in a right triangle by applying the trigonometric ratio tangent to solve problems


Review 9780133300673 439–440 Lesson 10-3 Exs. 20–22, 27Assessment 9780133300697 363 Lesson 10-3 Prob. 4 Got It


(B) apply the relationships in special right triangles 30°-60°-90° and 45°-45°-90° and the Pythagorean theorem, including Pythagorean triples, to solve problems

(i) apply the relationships in special right triangles 30°-60°-90° to solve problems







Instruction 9780133300673 534 Lesson 13-3 Prob. 3Review 9780133300673 536–537 Lesson 13-3 Exs. 8–11, 13, 14, 16



(ii) apply the relationships in special right triangles 45°-45°-90° to solve problems

Instruction 9780133300673 431 Lesson 10-2 Prob. 1, Prob. 2, Prob. 3


Assessment 9780133300697 356 Lesson 10-2 Prob. 1 Got It, Prob. 2 Got It, Prob. 3 Got It




(iii) apply the relationships in the Pythagorean theorem, including Pythagorean triples, to solve problems Instruction

97801333006739780133300673

425426

Lesson 10-1 Prob. 2Lesson 10-1 Prob. 4, Prob. 5

Review 9780133300673 427–428 Lesson 10-1 Exs. 1–3, 5

Assessment 9780133300697 348–349 Lesson 10-1 Prob. 2 Got It, Prob. 4 Got It

(10) Two-dimensional and three-dimensional figures. The student uses the process skills to recognize characteristics and dimensional changes of two- and three-dimensional figures. The student is expected to:

(A) identify the shapes of two-dimensional cross-sections of prisms, pyramids, cylinders, cones, and spheres and identify three-dimensional objects generated by rotations of two-dimensional shapes

(i) identify the shapes of two-dimensional cross-sections of prisms








(ii) identify the shapes of two-dimensional cross-sections of pyramids

Instruction 9780133300673 561 Lesson 14-1 Prob. 5A, 5B

Review 9780133300673 563 Lesson 14-1 Ex. 12



(iii) identify the shapes of two-dimensional cross-sections of cylinders





(iv) identify the shapes of two-dimensional cross-sections of cones

Instruction 9780133300673 562 Lesson 14-1 Prob. 5C







(v) identify the shapes of two-dimensional cross-sections of spheres

Instruction 9780133300673 562 Lesson 14-1 Prob. 5D

Review 9780133300673 564 Lesson 14-1 Ex. 23



(vi) identify three-dimensional objects generated by rotations of two-dimensional shapes

Instruction 9780133300673 562 Lesson 14-1 Prob.6



(B) determine and describe how changes in the linear dimensions of a shape affect its perimeter, area, surface area, or volume, including proportional and non-proportional dimensional change

(i) determine how changes in the linear dimensions of a shape affect its perimeter, area, surface area, or volume, including proportional dimensional change

Instruction

978013330067397801333006739780133300673

540455597–598


Review

978013330067397801333006739780133300673

544456–457602

Lesson 13-4 Exs. 18–21Lesson 11-1 Exs. 14, 16Lesson 14-7 Exs. 9–13

Assessment

978013330069797801333006979780133300697

440375492







(ii) determine how changes in the linear dimensions of a shape affect its perimeter, area, surface area, or volume, including non-proportional dimensional change

Instruction97801333006739780133300673

542–543601


Review97801333006739780133300673

544602

Lesson 13-4 Exs. 22, 23Lesson 14-7 Ex. 14

Assessment97801333006979780133300697

443495




(iii) describe how changes in the linear dimensions of a shape affect its perimeter, area, surface area, or volume, including proportional dimensional change

Instruction

978013330067397801333006739780133300673

540455597–598


Review

978013330067397801333006739780133300673

545458601

Lesson 13-4 Exs. 28, 30Lesson 11-1 Ex. 34Lesson 14-7 Exs. 1–3







(iv) describe how changes in the linear dimensions of a shape affect its perimeter, area, surface area, or volume, including non-proportional dimensional change

Instruction97801333006739780133300673

542–543601


Review97801333006739780133300673

544–545602


Assessment97801333006979780133300697

443495


(11) Two-dimensional and three-dimensional figures. The student uses the process skills in the application of formulas to determine measures of two- and three-dimensional figures. The student is expected to:

(A) apply the formula for the area of regular polygons to solve problems using appropriate units of measure

(i) apply the formula for the area of regular polygons to solve problems using appropriate units of measure


Review 9780133300673 536–537 Lesson 13-3 Exs. 4–15Assessment 9780133300697 434 Lesson 13-3 Prob. 2 Got ItInstruction 9780133300673 547 Lesson 13-5 Prob. 2

Review 9780133300673 548–549 Lesson 13-5 Exs. 1–8, 18–21


(B) determine the area of composite two-dimensional figures comprised of a combination of triangles, parallelograms, trapezoids, kites, regular polygons, or sectors of circles to solve problems using appropriate units of measure

(i) determine the area of composite two-dimensional figures comprised of a combination of triangles, parallelograms, trapezoids, kites, regular polygons, or sectors of circles to solve problems using appropriate units of measure

Instruction

9780133300673978013330067397801333006739780133300673

523528–529535470–471


Review

9780133300673978013330067397801333006739780133300673

524530–531537473

Lesson 13-1 Exs. 11a, 12, 16–20Lesson 13-2 Exs. 19, 22Lesson 13-3 Exs. 21–23Lesson 11-3 Ex. 21




Assessment

97801333006979780133300697978013330069797801333006979780133300697

423429430387388

Lesson 13-1 Prob. 4 Got ItLesson 13-2 Prob. 5 Got ItLesson 13-2 Ex. 3Lesson 11-3 Prob. 4 Got ItLesson 11-3 Ex. 3


(C) apply the formulas for the total and lateral surface area of three-dimensional figures, including prisms, pyramids, cones, cylinders, spheres, and composite figures, to solve problems using appropriate units of measure

(i) apply the formulas for the total surface area of three-dimensional figures, including prisms, to solve problems using appropriate units of measure





(ii) apply the formulas for the total surface area of three-dimensional figures, including pyramids, to solve problems using appropriate units of measure





(iii) apply the formulas for the total surface area of three-dimensional figures, including cones, to solve problems using appropriate units of measure





Review 9780133300673 577–578 Lesson 14-3 Exs. 5, 20Assessment 9780133300697 468 Lesson 14-3 Prob. 3 Got It



(iv) apply the formulas for the total surface area of three-dimensional figures, including cylinders, to solve problems using appropriate units of measure





(v) apply the formulas for the total surface area of three-dimensional figures, including spheres, to solve problems using appropriate units of measure







(vi) apply the formulas for the total surface area of three-dimensional figures, including composite figures, to solve problems using appropriate units of measure








(vii) apply the formulas for the lateral surface area of three-dimensional figures, including prisms, to solve problems using appropriate units of measure


Review 9780133300673 569–570 Lesson 14-2 Exs. 4b, 13Assessment 9780133300697 462 Lesson 14-2 Prob. 2 Got It part aInstruction 9780133300673 576 Lesson 14-3 Prob. 5



(viii) apply the formulas for the lateral surface area of three-dimensional figures, including pyramids, to solve problems using appropriate units of measure





(ix) apply the formulas for the lateral surface area of three-dimensional figures, including cones, to solve problems using appropriate units of measure








(x) apply the formulas for the lateral surface area of three-dimensional figures, including cylinders, to solve problems using appropriate units of measure





(xi) apply the formulas for the lateral surface area of three-dimensional figures, including spheres, to solve problems using appropriate units of measure







(xii) apply the formulas for the lateral surface area of three-dimensional figures, including composite figures, to solve problems using appropriate units of measure







(D) apply the formulas for the volume of three-dimensional figures, including prisms, pyramids, cones, cylinders, spheres, and composite figures, to solve problems using appropriate units of measure

(i) apply the formulas for the volume of three-dimensional figures, including prisms, to solve problems using appropriate units of measure Instruction 9780133300673 580 Lesson 14-4 Prob. 1, Prob. 2

Review 9780133300673 582 Lesson 14-4 Exs. 1, 3, 12





(ii) apply the formulas for the volume of three-dimensional figures, including pyramids, to solve problems using appropriate units of measure Instruction 9780133300673 586 Lesson 14-5 Prob. 1, Prob. 2





(iii) apply the formulas for the volume of three-dimensional figures, including cones, to solve problems using appropriate units of measure Instruction 9780133300673 587 Lesson 14-5 Prob. 3, Prob. 4



Review 9780133300673 595 Lesson 14-6 Ex. 28






(iv) apply the formulas for the volume of three-dimensional figures, including cylinders, to solve problems using appropriate units of measure





(v) apply the formulas for the volume of three-dimensional figures, including spheres, to solve problems using appropriate units of measure Instruction 9780133300673 592 Lesson 14-6 Prob. 3




(vi) apply the formulas for the volume of three-dimensional figures, including composite figures, to solve problems using appropriate units of measure

Instruction97801333006739780133300673

581592



Review 9780133300673 595 Lesson 14-6 28, 31, 32Assessment 9780133300697 487 Lesson 14-6 Prob. 4 Got It




(12) Circles. The student uses the process skills to understand geometric relationships and apply theorems and equations about circles. The student is expected to:

(A) apply theorems about circles, including relationships among angles, radii, chords, tangents, and secants, to solve non-contextual problems

(i) apply theorems about circles, including relationships among angles, radii, chords, tangents, and secants, to solve non-contextual problems

Instruction

97801333006739780133300673978013330067397801333006739780133300673

487488489494507


Review

9780133300673978013330067397801333006739780133300673

490496–498501–502508

Lesson 12-1 Exs. 1–3, 7–9, 10, 11Lesson 12-2 Exs. 1, 2, 3–5, 6, 15–20, 29Lesson 12-3 1–4, 5–7, 12, 13Lesson 12-4 Exs. 1–3, 8

Assessment

9780133300697978013330069797801333006979780133300697

398399404416

Lesson 12-1 Prob. 1 Got It, Prob. 3 Got ItLesson 12-1 Prob. 5 Got ItLesson 12-2 Prob. 2 Got ItLesson 12-4 Prob. 2 Got It

Instruction

9780133300673978013330067397801333006739780133300673

489496500508



(B) apply the proportional relationship between the measure of an arc length of a circle and the circumference of the circle to solve problems

(i) apply the proportional relationship between the measure of an arc length of a circle and the circumference of the circle to solve problems


Review 9780133300673 457–458 Lesson 11-1 Exs. 16, 17–22, 33, 38Assessment 9780133300697 375 Lesson 11-1 Prob. 4 Got ItInstruction 9780133300673 463 Lesson 11-2 Prob. 3



(C) apply the proportional relationship between the measure of the area of a sector of a circle and the area of the circle to solve problems

(i) apply the proportional relationship between the measure of the area of a sector of a circle and the area of the circle to solve problems


Review 9780133300673 472–473 Lesson 11-3 Exs. 8–11, 21, 22Assessment 9780133300697 386 Lesson 11-3 Prob. 2 Got It




Instruction 9780133300673469470–471


Review 9780133300673 472 Lesson 11-3 Exs. 4–6 12–19


(D) describe radian measure of an angle as the ratio of the length of an arc intercepted by a central angle and the radius of the circle

(i) describe radian measure of an angle as the ratio of the length of an arc intercepted by a central angle and the radius of the circle




(E) show that the equation of a circle with center at the origin and radius r is x 2 + y 2 = r 2 and determine the equation for the graph of a circle with radius r and center (h , k ), (x - h )2 + (y - k )2 =r 2

(i) show that the equation of a circle with center at the origin and radius r is x 2 + y 2 = r 2


Review 9780133300673 478 Lesson 11-4 Ex. 33



(ii) determine that the equation for the graph of a circle with radius r and center (h , k ), (x - h )2 + (y - k )2 =r 2 Instruction 9780133300673 475 Lesson 11-4 Prob. 2

Review 9780133300673 477 Lesson 11-4 Exs. 1–3, 5, 6, 18, 19






(13) Probability. The student uses the process skills to understand probability in real-world situations and how to apply independence and dependence of events. The student is expected to:

(A) develop strategies to use permutations and combinations to solve contextual problems

(i) develop strategies to use permutations to solve contextual problems Instruction 9780133300673 625 Lesson 15-3 Prob. 5A





(ii) develop strategies to use combinations to solve contextual problems Instruction

97801333006739780133300673

624625

Lesson 15-3 Prob. 4Lesson 15-3 Prob. 5B, Prob. 6

Review 9780133300673 626–627 Lesson 15-3 Exs. 8, 9, 14, 15



(B) determine probabilities based on area to solve contextual problems

(i) determine probabilities based on area to solve contextual problems Instruction

97801333006739780133300673

618619





(C) identify whether two events are independent and compute the probability of the two events occurring together with or without replacement

(i) identify whether two events are independent








(ii) compute the probability of the two events occurring together with or without replacement Instruction

97801333006739780133300673

638639



Assessment97801333006979780133300697

530531



(D) apply conditional probability in contextual problems

(i) apply conditional probability in contextual problems Instruction 9780133300673 637 Lesson 15-6 Prob. 1

Review 9780133300673 640–641 Lesson 15-6 1, 2, 18–20, 22Assessment 9780133300697 530 Lesson 15-6 Prob. 1 Got ItInstruction 9780133300673 634 Lesson 15-5 Prob. 2, Prob. 3

Review 9780133300673 635–636 Lesson 15-5 Exs. 4–6, 8, 12–14, 17


(E) apply independence in contextual problems

(i) apply independence in contextual problems




Page 62 of 227 Pearson Education, Inc., publishing as Prentice Hall:9780133306835 Teacher Material


Correlations to the Texas Essential Knowledge and Skills (TEKS): Teacher Material

Chapter 111. MathematicsSubchapter C. High School§111.41. Geometry, Adopted 2012 (One Credit).Pearson Education, Inc., publishing as Prentice HallPearson Texas Geometry9780133306835

(5) Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.

(4) These standards are meant to provide clarity and specificity in regards to the content covered in the high school geometry course. These standards are not meant to limit the methodologies used to convey this knowledge to students. Though the standards are written in a particular order, they are not necessarily meant to be taught in the given order. In the standards, the phrase "to solve problems" includes both contextual and non-contextual problems unless specifically stated.

(3) In Geometry, students will build on the knowledge and skills for mathematics in Kindergarten-Grade 8 and Algebra I to strengthen their mathematical reasoning skills in geometric contexts. Within the course, students will begin to focus on more precise terminology, symbolic representations, and the development of proofs. Students will explore concepts covering coordinate and transformational geometry; logical argument and constructions; proof and congruence; similarity, proof, and trigonometry; two- and three-dimensional figures; circles; and probability. Students will connect previous knowledge from Algebra I to Geometry through the coordinate and transformational geometry strand. In the logical arguments and constructions strand, students are expected to create formal constructions using a straight edge and compass. Though this course is primarily Euclidean geometry, students should complete the course with an understanding that non-Euclidean geometries exist. In proof and congruence, students will use deductive reasoning to justify, prove and apply theorems about geometric figures. Throughout the standards, the term "prove" means a formal proof to be shown in a paragraph, a flow chart, or two-column formats. Proportionality is the unifying component of the similarity, proof, and trigonometry strand. Students will use their proportional reasoning skills to prove and apply theorems and solve problems in this strand. The two- and three-dimensional figure strand focuses on the application of formulas in multi-step situations since students have developed background knowledge in two- and three-dimensional figures. Using patterns to identify geometric properties, students will apply theorems about circles to determine relationships between special segments and angles in circles. Due to the emphasis of probability and statistics in the college and career readiness standards, standards dealing with probability have been added to the geometry curriculum to ensure students have proper exposure to these topics before pursuing their post-secondary education.

(2) The process standards describe ways in which students are expected to engage in the content. The placement of the process standards at the beginning of the knowledge and skills listed for each grade and course is intentional. The process standards weave the other knowledge and skills together so that students may be successful problem solvers and use mathematics efficiently and effectively in daily life. The process standards are integrated at every grade level and course. When possible, students will apply mathematics to problems arising in everyday life, society, and the workplace. Students will use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution. Students will select appropriate tools such as real objects, manipulatives, paper and pencil, and technology and techniques such as mental math, estimation, and number sense to solve problems. Students will effectively communicate mathematical ideas, reasoning, and their implications using multiple representations such as symbols, diagrams, graphs, and language. Students will use mathematical relationships to generate solutions and make connections and predictions. Students will analyze mathematical relationships to connect and communicate mathematical ideas. Students will display, explain, or justify mathematical ideas and arguments using precise mathematical language in written or oral communication.

(1) The desire to achieve educational excellence is the driving force behind the Texas essential knowledge and skills for mathematics, guided by the college and career readiness standards. By embedding statistics, probability, and finance, while focusing on fluency and solid understanding, Texas will lead the way in mathematics education and prepare all Texas students for the challenges they will face in the 21st century.

(b) Introduction.

(a) General requirements. Students shall be awarded one credit for successful completion of this course. Prerequisite: Algebra I.






(i) apply mathematics to problems arising in everyday life Instruction

9780133300703

566 Lesson5-8 Prob. 2

Assessment 9780133300703 566 Lesson 5-8 Prob. 2 Got ItAssessment 9780133300703 571 Lesson 5-8 Ex. 1Instruction 9780133300703 382 Lesson 4-3 Prob. 2

Review 9780133300703 414 Lesson 4-5 Ex. 17



(ii) apply mathematics to problems arising in society

Instruction

9780133300703

210 Lesson 3-1 Prob. 3





(iii) apply mathematics to problems arising in the workplace Instruction

9780133300703



Assessment 9780133300703 484 Lesson 5-2 Ex. 3Review 9780133300710 1022 Lesson 10-2 Ex. 19

(c) Knowledge and Skills.






(i) use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process

Instruction

9780133300710





(ii) use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the reasonableness of the solution

Instruction

9780133300710

1109–1110 Lesson 11-3 Prob. 4

Review 9780133300710 1112 Lesson 11-3 Ex. 21Assessment 9780133300710 1379 Lesson 14-5 Ex. 6Assessment 9780133300710 1410 Lesson 14-6 Ex. 5Assessment 9780133300710 1472 Lesson 15-3 Ex. 6



(i) select tools, including real objects as appropriate, to solve problems

Instruction

9780133300703


Review 9780133300703 372 Lesson 4-2 Ex. 2Assessment 9780133300703 368 Lesson 4-2 Prob. 1 Got ItInstruction 9780133300710 1088 Activity Lab 11-2 Act.






(ii) select tools, including manipulatives as appropriate, to solve problems

Instruction

9780133300703





(iii) select tools, including paper and pencil as appropriate, to solve problems

Instruction

9780133300710


Review 9780133300710 816 Lesson 8-4 Exs. 14–17Instruction 9780133300703 277 Lesson 3-6 Prob. 2



(iv) select tools, including technology as appropriate, to solve problems

Instruction

9780133300703








(v) select techniques, including mental math as appropriate, to solve problems

Instruction

9780133300710





(vi) select techniques including estimation as appropriate, to solve problems

Instruction

9780133300710


Review 9780133300710 1353 Lesson 14-3 Ex. 16



(vii) select techniques, including number sense as appropriate, to solve problems

Instruction

9780133300703








(i) communicate mathematical ideas using multiple representations, including symbols as appropriate Instruction

9780133300710






(ii) communicate mathematical ideas using multiple representations, including diagrams as appropriate Instruction

9780133300703






(iii) communicate mathematical ideas using multiple representations, including graphs as appropriate Instruction

9780133300703









(iv) communicate mathematical ideas using multiple representations, including language as appropriate Instruction

9780133300703


Review 9780133300703 327 Lesson 3-9 Exs. 2–4, 5Assessment 9780133300703 322 Lesson 3-9 Prob. 1 Got ItInstruction 9780133300710 723 Lesson 7-2 Prob. 3




(v) communicate mathematical reasoning using multiple representations, including symbols as appropriate Instruction

9780133300710






(vi) communicate mathematical reasoning using multiple representations, including diagrams as appropriate Instruction

9780133300703









(vii) communicate mathematical reasoning using multiple representations, including graphs as appropriate Instruction

9780133300703






(viii) communicate mathematical reasoning using multiple representations, including language as appropriate Instruction

9780133300703






(ix) communicate [mathematical ideas'] implications using multiple representations, including symbols as appropriate Instruction

9780133300710









(x) communicate [mathematical ideas'] implications using multiple representations, including diagrams as appropriate Instruction

9780133300710


Review 9780133300710 1112–1113 Lesson 11-3 Ex. 22Instruction 9780133300710 1264 Lesson 13-3 Prob. 3



(xi) communicate [mathematical ideas'] implications using multiple representations, including graphs as appropriate Instruction

9780133300703






(xii) communicate [mathematical ideas'] implications using multiple representations, including language as appropriate Instruction

9780133300703









(xiii) communicate [mathematical reasoning's] implications using multiple representations, including symbols as appropriate Instruction

9780133300710






(xiv) communicate [mathematical reasoning's] implications using multiple representations, including diagrams as appropriate Instruction

9780133300710





(xv) communicate [mathematical reasoning's] implications using multiple representations, including graphs as appropriate Instruction

9780133300703









(xvi) communicate [mathematical reasoning's] implications using multiple representations, including language as appropriate Instruction

9780133300703






(i) create representations to organize mathematical ideas

Instruction

9780133300710



Review 9780133300703 168 Lesson 2-5 Exs. 7–8Assessment 9780133300703 164 Lesson 2-5 Prob. 3 Got It part a



(ii) create representations to record mathematical ideas

Instruction

9780133300703


Review 9780133300703 438 Lesson 4-7 Exs. 8–11, 13, 15, 16Assessment 9780133300710 1393 Lesson 14-6 Ex. 6Instruction 9780133300710 1442 Lesson 15-1 Prob. 2



(iii) create representations to communicate mathematical ideas Instruction

9780133300703


Review 9780133300710 1036 Lesson 10-3 Ex. 30aInstruction 9780133300710 1321 Lesson 14-1 Prob. 4

Review 9780133300710 1324 Lesson 14-1 Ex. 13






(iv) use representations to organize mathematical ideas

Instruction

9780133300710

939 Lesson 9-3 Prob. 2B




(v) use representations to record mathematical ideas

Instruction

9780133300703



Review 9780133300710 961 Lesson 9-4 Ex. 22



(vi) use representations to communicate mathematical ideas Instruction

9780133300710



Review 9780133300710 1339 Lesson 14-2 Ex. 19



(i) analyze mathematical relationships to connect mathematical ideas Instruction

9780133300710

1275–1276 Lesson 13-4 Prob. 1


Review 9780133300710 1009 Lesson 10-1 Ex. 14






(ii) analyze mathematical relationships to communicate mathematical ideas

Instruction

9780133300710






(i) display mathematical ideas using precise mathematical language in written or oral communication

Instruction

9780133300703





(ii) display mathematical arguments using precise mathematical language in written or oral communication

Instruction

9780133300710



Review 9780133300710 789 Lesson 8-2 Ex. 17



(iii) explain mathematical ideas using precise mathematical language in written or oral communication

Instruction

9780133300703



Review 9780133300703 241 Lesson 3-3 Ex. 20






(iv) explain mathematical arguments using precise mathematical language in written or oral communication

Instruction

9780133300703



Review 9780133300710 1157 Lesson 12-1 Ex. 14



(v) justify mathematical ideas using precise mathematical language in written or oral communication Instruction

9780133300703



Assessment 9780133300703 653 Prob. 1 Got It



(vi) justify mathematical arguments using precise mathematical language in written or oral communication

Instruction

9780133300703



Review 9780133300703 267 Lesson 3-5 Ex. 1






(i) determine the coordinates of a point that is a given fractional distance less than one from one end of a line segment to the other in one-dimensional coordinate systems, including finding the midpoint

Instruction 97801333007039780133300703


Lesson 1-2 Prob. 6

Review 9780133300703 39–40 Lesson 1-2 Exs. 6, 13–15, 22–25Assessment 9780133300703 35–37 Lesson 1-2 Prob. 4 Got It, Prob. 6 Got It



(ii) determine the coordinates of a point that is a given fractional distance less than one from one end of a line segment to the other in two-dimensional coordinate systems, including finding the midpoint

Instruction 97801333007039780133300703


Lesson 5-1 Prob. 3

Review 9780133300703 470–471 Lesson 5-1 Exs. 1–6, 7, 33, 36, 37




(i) derive the distance formula

Instruction

9780133300703








(ii) use the distance formula to verify geometric relationships, including congruence of segments Instruction

97801333007109780133300710


Lesson 7-3 Prob. 1

Review97801333007109780133300710

710–711739–741 Lesson 7-1 Exs. 1–3, 7–10, 11

Lesson 7-3 Exs. 13, 15, 18, 20




(iii) use the distance formula to verify geometric relationships, including parallelism or perpendicularity of pairs of lines

Instruction

97801333007109780133300710

7061004 Lesson 7-1 Prob. 3

Lesson 10-1 Prob. 6

Review97801333007109780133300710

7101009


Assessment97801333007109780133300710

7071005




(iv) derive the slope formula

Instruction

9780133300703


Review 9780133300703 300 Lesson 3-7 Ex. 16






(v) use the slope formula to verify geometric relationships, including parallelism or perpendicularity of pairs of lines

Instruction

978013330071097801333007109780133300710

705708735


Review

978013330071097801333007109780133300710

711725740–741

Lesson 7-1 Exs. 7–10Lesson 7-2 Ex. 7Lesson 7-3 Exs. 17, 21

Assessment97801333007109780133300710 705

735


Instruction97801333007039780133300703

308309





(vi) derive the midpoint formula

Instruction

9780133300703


Review 9780133300703 471 Lesson 5-1 Ex. 32






(vii) use the midpoint formula to verify geometric relationships

Instruction

9780133300710978013330071097801333007109780133300710

706708734735


Review97801333007109780133300710

710–713739–741

Lesson 7-1 Exs. 5, 27, 30Lesson 7-3 Exs. 14, 16, 23

Assessment 9780133300710 738 Lesson 7-3 Ex. 3


(C) determine an equation of a line parallel or perpendicular to a given line that passes through a given point

(i) determine an equation of a line parallel or perpendicular to a given line that passes through a given point

Instruction97801333007039780133300703

309310



Assessment97801333007039780133300703

309311




(i) describe transformations of figures in a plane using coordinate notation

Instruction

97801333007109780133300710978013330071097801333007109780133300710

769783797857858

Lesson 8-1 Prob. 4Lesson 8-2 Prob. 2Lesson 8-3 Prob. 2Lesson 8-7 Prob. 2Lesson 8-7 Prob. 4A

Review

978013330071097801333007109780133300710

772–773832–833862

Lesson 8-1 Exs. 12, 17, 22, 23Lesson 8-5 Exs. 1–6, 18–19Lesson 8-7 Exs. 7–9

Assessment 9780133300710 786 Lesson 8-2 Exs. 3, 6




Instruction

9780133300710978013330071097801333007109780133300710

842873876924


Review

978013330071097801333007109780133300710

846878–879929

Lesson 8-6 Exs. 1–3, 5–6Lesson 8-8 Exs. 4, 5, 11, 12, 14Lesson 9-2 Exs. 4–6



(ii) perform transformations of figures in a plane using coordinate notation

Instruction

9780133300710978013330071097801333007109780133300710

768783797857


Review

9780133300710978013330071097801333007109780133300710

773787–789801–803862–863

Lesson 8-1 Exs. 15, 20, 21Lesson 8-2 Exs. 1–6, 19–24Lesson 8-3 Exs. 1–3, 9, 17Lesson 8-7 Exs. 7, 8, 13, 15, 21–22

Instruction

9780133300710978013330071097801333007109780133300710

858872874924

Lesson 8-7 Prob. 4BLesson 8-8 Prob. 1Lesson 8-8 Prob. 3Lesson 9-2 Prob. 1

Review97801333007109780133300710

878929

Lesson 8-8 Exs. 1–3, 6–7Lesson 9-2 Exs. 1–3



(i) determine the image or pre-image of a given two-dimensional figure under a composition of rigid transformations including dilations where the center can be any point in the plane

Instruction

978013330071097801333007109780133300710

829830857





Review97801333007109780133300710

833–834863–864

Lesson 8-5 Exs. 8–17, 22, 23Lesson 8-7 Exs. 18, 32

Assessment97801333007109780133300710

829830

Lesson 8-5 Prob. 3 Got It, Lesson 8-5 Prob. 4 Got It

Instruction97801333007109780133300710

826827


Review 9780133300710 832–833 Lesson 8-5 Exs. 8–11



(ii) determine the image or pre-image of a given two-dimensional figure under a composition of non-rigid transformations, including dilations where the center can be any point in the plane

Instruction

97801333007109780133300710

874875


Review 9780133300710 878–879 Lesson 8-8 Exs. 1–3, 6, 7, 8–10Assessment 9780133300710 874 Lesson 8-8 Prob. 3 Got It



(iii) determine the image or pre-image of a given two-dimensional figure under a composition of both, including dilations where the center can be any point in the plane

Instruction97801333007109780133300710

859924


Review97801333007109780133300710

863929

Lesson 8-7 Exs. 17–19, 20Lesson 9-2 Exs. 1–3

Assessment97801333007109780133300710

860924







(i) identify the sequence of transformations that will carry a given pre-image onto an image on the coordinate plane

Instruction

9780133300710






(ii) identify the sequence of transformations that will carry a given pre-image onto an image off the coordinate plane

Instruction

978013330071097801333007109780133300710

784799927


Review

978013330071097801333007109780133300710

787803929

Lesson 8-2 Ex. 7Lesson 8-3 Exs. 15, 21, 22Lesson 9-2 Exs. 7–9

Assessment

978013330071097801333007109780133300710

784799927




(i) identify reflectional symmetry in a plane figure

Instruction

9780133300710



Review 9780133300710 815–818 Lesson 8-4 Exs. 1, 14–18, 22–24, 36, 37







(ii) identify rotational symmetry in a plane figure

Instruction

9780133300710


Review 9780133300710 815–818 Lesson 8-4 Exs. 1, 19, 32–35Assessment 9780133300710 811 Lesson 8-4 Prob. 2 Got ItInstruction 9780133300710 812 Lesson 8-4 Prob. 3



(iii) distinguish between reflectional and rotational symmetry in a plane figure

Instruction

9780133300710


Review 9780133300710 815–818 Lesson 8-4 Exs. 2–13, 20, 21, 28–31, 38–41



(A) distinguish between undefined terms, definitions, postulates, conjectures, and theorems

(i) distinguish between undefined terms, definitions, postulates, conjectures, and theorems

Instruction

9780133300703


Review 9780133300703 184 Lesson 2-6 Ex. 20–22Assessment 9780133300703 179 Lesson 2-6 Prob. 4 Got ItInstruction 9780133300703 22 Lesson 1-1 Prob. 3







(i) identify the validity of the converse of a conditional statement

Instruction

9780133300703





(ii) identify the validity of the inverse of a conditional statement

Instruction

9780133300703





(iii) identify the validity of the contrapositive of a conditional statement

Instruction

9780133300703








(iv) determine the validity of the converse of a conditional statement

Instruction

9780133300703





(v) determine the validity of the inverse of a conditional statement

Instruction

9780133300703





(vi) determine the validity of the contrapositive of a conditional statement

Instruction

9780133300703








(vii) recognize the connection between a biconditional statement and a true conditional statement with a true converse Instruction

978013330070397801333007039780133300703

135136137



Assessment

978013330070397801333007039780133300703

135136137



(C) verify that a conjecture is false using a counterexample

(i) verify that a conjecture is false using a counterexample Instruction

9780133300703





(i) compare geometric relationships between Euclidean and spherical geometries, including parallel lines

Instruction

9780133300703


Review 9780133300703 328 Lesson 3-9 Exs. 6, 8, 10Assessment 9780133300703 322 Lesson 3-9 Prob. 1 Got ItInstruction 9780133300703 325 Lesson 3-9 Prob. 4







(ii) compare geometric relationships between Euclidean and spherical geometries, including the sum of the angles in a triangle

Instruction

9780133300703

323-324 Lesson 3-9 Prob. 2, Prob. 3

Review 9780133300703 327–328 Lesson 3-9 Exs. 1, 3, 4, 5, 15

Assessment 9780133300703 324 Lesson 3-9 Prob. 2 Got It, Prob. 3 Got it



(i) investigate patterns to make conjectures about geometric relationships, including angles formed by parallel lines cut by a transversal

Instruction

9780133300703








(ii) investigate patterns to make conjectures about geometric relationships, including criteria required for triangle congruence

Instruction

9780133300703





(iii) investigate patterns to make conjectures about geometric relationships, including special segments of triangles

Instruction

9780133300703

506 Activity Lab 5-4 Act. 1, Act. 2

Review 9780133300703 506 Activity Lab 5-4 Exs. 1–4Instruction 9780133300710 971 Lesson 9-5 Prob. 1

Review 9780133300710 977 Lesson 9-5 Ex. 27






(iv) investigate patterns to make conjectures about geometric relationships, including diagonals of quadrilaterals

Instruction

97801333007039780133300703 640


Review97801333007039780133300703

645674





(v) investigate patterns to make conjectures about geometric relationships, including interior angles of polygons

Instruction

9780133300703


Review 9780133300703 601 Lesson 6-1 Ex. 10






(vi) investigate patterns to make conjectures about geometric relationships, including exterior angles of polygons

Instruction

9780133300703

590 Technology Lab 6-1 Act.

Review 9780133300703 590 Technology Lab 6-1 Exs. 1–3Instruction 9780133300703 598 Lesson 6-1 Prob. 5

Review 9780133300703 602 Lesson 6-1 Ex. 15



(vii) investigate patterns to make conjectures about geometric relationships, including special segments

Instruction

9780133300710


Review 9780133300710 1171 Lesson 12-2 Ex. 13

Instruction 9780133300710 1189 Technology Lab 12-4 Act. 1, Act. 2, Act. 3






(viii) investigate patterns to make conjectures about angles of circles choosing from a variety of tools

Instruction

9780133300710


Review 9780133300710 1201 Lesson 12-4 Ex. 18



(i) construct congruent segments using a compass and a straightedge

Instruction

9780133300703


Review 9780133300703 80–82 Lesson 1-5 Exs. 4b, 12, 20a

Assessment97801333007039780133300703 74

79

Lesson 1-5 Prob. 1 Got ItLesson 1-5 Ex. 1






(ii) construct congruent angles using a compass and a straightedge

Instruction

9780133300703


Review 9780133300703 82 Lesson 1-5 Ex. 14Instruction 9780133300703 276–277 Lesson 3-6 Prob. 1, Prob. 2

Review 9780133300703 282–283 Lesson 3-6 Exs. 1–5, 11, 14



(iii) construct a segment bisector using a compass and a straightedge

Instruction

9780133300703



Review 9780133300703 81–82 Lesson 1-5 Exs. 11b, 16Assessment 9780133300703 79 Lesson 1-5 Ex. 1



(iv) construct an angle bisector using a compass and a straightedge

Instruction

9780133300703


Review 9780133300703 80–82 Lesson 1-5 Exs. 2, 5, 17, 18







(v) construct perpendicular lines using a compass and a straightedge

Instruction

9780133300703


Review 9780133300703 283–284 Lesson 3-6 Exs. 6, 7, 8–10, 16–19Assessment 9780133300703 278–279 Lesson 3-6 Prob. 3 Got It, Prob. 4 Got ItInstruction 9780133300703 279 Lesson 3-6 Prob. 4



(vi) construct the perpendicular bisector of a line segment using a compass and a straightedge

Instruction

9780133300703


Review 9780133300703 81–82 Lesson 1-5 Exs. 11b, 16Assessment 9780133300703 77 Lesson 1-5 Prob. 4 Got It






(vii) construct a line parallel to a given line through a point not on a line using a compass and a straightedge

Instruction

9780133300703



Review 9780133300703 283 Lesson 3-6 Ex. 14Assessment 9780133300703 277 Lesson 3-6 Prob. 2 Got It part a



(i) use the constructions of congruent segments to make conjectures about geometric relationships Instruction

9780133300703

408 Lesson 4-5 Prob. 1A




(ii) use the constructions of congruent angles to make conjectures about geometric relationships Instruction

9780133300703


Review 9780133300710 930 Lesson 9-2 Ex. 21






(iii) use the constructions of angle bisectors to make conjectures about geometric relationships Instruction

9780133300703


Review 9780133300703 516 Lesson 5-4 Ex. 8



(iv) use the constructions of perpendicular bisectors to make conjectures about geometric relationships Instruction

9780133300703

506 Activity Lab 5-4 Act. 2

Review 9780133300703 506 Activity Lab 5-4 Exs. 2–4Review 9780133300703 516 Lesson 5-4 Exs. 6, 7




(i) verify the Triangle Inequality theorem using constructions Instruction

9780133300703





(ii) apply the theorem to solve problem

Instruction

9780133300703


Review 9780133300703 557–558 Lesson 5-7 Exs. 7, 8, 11–16Assessment 9780133300703 554 Lesson 5-7 Prob. 5 Got It







(i) verify theorems about angles formed by the intersection of lines including vertical angles

Instruction

9780133300703





(ii) verify theorems about angles formed by the intersection of line segments, including vertical angles

Instruction

9780133300703



Review 9780133300710 740 Lesson 7-3 Ex. 17






(iii) verify theorems about angles formed by parallel lines cut by a transversal

Instruction

9780133300703





(iv) prove equidistance between the endpoints of a segment and points on its perpendicular bisector

Instruction

9780133300703


Review 9780133300703 502 Lesson 5-3 Ex. 25






(v) apply these relationships to solve problems

Instruction

978013330070397801333007039780133300703

178223496


Review

978013330070397801333007039780133300703

183227–228501–502

Lesson 2-6 Exs. 8, 9Lesson 3-2 Exs. 1–3, 6–8, 12–14, 15Lesson 5-3 Exs. 5–7, 8–9, 10, 24

Assessment

978013330070397801333007039780133300703

178224496


Instruction 9780133300703 221 Lesson 3-2 Prob. 2Instruction 9780133300703 495 Lesson 5-3 Prob. 3



(i) prove two triangles are congruent by applying the Side-Angle-Side congruence condition Instruction

9780133300703


Review 9780133300703 438 Lesson 4-7 Exs. 11, 12, 15Instruction 9780133300703 435 Lesson 4-7 Prob. 4




(ii) prove two triangles are congruent by applying the Angle-Side-Angle congruence condition Instruction

9780133300703





Review 9780133300703 386–387 Lesson 4-3 Exs. 4, 10Assessment 9780133300703 382 Lesson 4-3 Prob. 2 Got ItInstruction 9780133300703 396 Lesson 4-4 Prob. 2

Review 9780133300703 399 Lesson 4-4 Ex. 2



(iii) prove two triangles are congruent by applying the Side-Side-Side congruence condition Instruction

9780133300703





(iv) prove two triangles are congruent by applying the Angle-Angle-Side congruence condition Instruction

9780133300703


Review 9780133300703 386–387 Lesson 4-3 Exs. 5, 9Assessment 9780133300703 383 Lesson 4-3 Prob. 3 Got It part aInstruction 9780133300703 395 Lesson 4-4 Prob. 1

Review 9780133300703 399 Lesson 4-4 Ex. 6



(v) prove two triangles are congruent by applying the Hypotenuse-Leg congruence condition Instruction

9780133300703








(i) apply the definition of congruence, in terms of rigid transformations, to identify congruent figures Instruction

9780133300710


Review 9780133300710 846–847 Lesson 8-6 Exs. 1–3, 7, 8, 10Assessment 9780133300710 842 Lesson 8-6 Prob. 2 Got ItInstruction 9780133300710 844 Lesson 8-6 Prob. 4




(ii) apply the definition of congruence, in terms of rigid transformations, to identify [congruent figures'] corresponding sides

Instruction

9780133300710






(iii) apply the definition of congruence, in terms of rigid transformations, to identify [congruent figures'] corresponding angles

Instruction

9780133300710









(i) verify theorems about the relationships in triangles, including proof of the Pythagorean Theorem

Instruction

9780133300710





(ii) verify theorems about the relationships in triangles, including the sum of interior angles

Instruction

9780133300703





(iii) verify theorems about the relationships in triangles, including the base angles of isosceles triangles

Instruction

9780133300703








(iv) verify theorems about the relationships in triangles, including of the midsegments

Instruction

9780133300703





(v) verify theorems about the relationships in triangles, including the medians

Instruction

9780133300710





(vi) apply these relationships to solve problems

Instruction

97801333007109780133300703978013330070397801333007039780133300703

1003263411482525





Review

97801333007109780133300703

978013330070397801333007039780133300703

1008–1009267–268

413–414485–486531

Lesson 10-1 Exs. 5, 6–8, 15–17, 22, 26Lesson 3-5 Exs. 2–4, 5–7, 8, 9, 10, 11–13, 14, 16–19Lesson 4-5 Exs. 5, 6–8, 9Lesson 5-2 Exs. 1, 2, 6–15, 19–21, 22Lesson 5-5 Exs. 13–15

Assessment

97801333007109780133300703978013330070397801333007039780133300703

1003263411483526


Instruction

978013330071097801333007109780133300703978013330070397801333007039780133300703

10021003409410480481

Lesson 10-1 Prob. 2Lesson 10-1 Prob. 3Lesson 4-5 Prob. 3BLesson 4-5 Prob. 4Lesson 5-2 Prob. 2Lesson 5-2 Prob. 3

Assessment

978013330071097801333007109780133300703978013330070397801333007039780133300703

10021003409410481482

Lesson 10-1 Prob. 2 Got ItLesson 10-1 Prob. 3 Got ItLesson 4-5 Prob. 3 Got ItLesson 4-5 Prob. 4 Got ItLesson 5-2 Prob. 2 Got ItLesson 5-2 Prob. 3 Got It



(i) prove a quadrilateral is a parallelogram, rectangle, square, or rhombus using opposite sides, opposite angles, or diagonals

Instruction

9780133300703

978013330070397801333007109780133300710

626

654705706

Lesson 6-3 Prob. 5A, Prob. 5C, Prob. 5DLesson 6-5 Prob. 3ALesson 7-1 Prob. 2Lesson 7-1 Prob. 3

Review97801333007039780133300710

630741

Lesson 6-3 Exs. 1–4Lesson 7-3 Ex. 21




Assessment

978013330070397801333007109780133300710

627705707

Lesson 6-3 Prob. 5 Got It parts b–dLesson 7-1 Prob. 2 Got It parts a–bLesson 7-1 Prob. 3 Got It

Instruction

978013330070397801333007039780133300703

623652653

Lesson 6-3 Prob. 1, Prob. 2Lesson 6-5 Prob. 1Lesson 6-5 Prob. 2

Review97801333007039780133300703

631659

Lesson 6-3 Exs. 16, 17Lesson 6-5 Exs. 16, 17



(ii) apply these relationships to solve problems

Instruction

9780133300703978013330070397801333007039780133300703

611627642656


Review

978013330070397801333007039780133300703

9780133300703

614630–631644–645

658

Lesson 6-2 Exs. 17–19Lesson 6-3 Exs. 5–10, 15Lesson 6-4 Exs. 1–3, 4–9, 15, 17–20, 21, 22, 25, 26Lesson 6-5 Exs. 1–6

Assessment

9780133300703978013330070397801333007039780133300703

611628642656

Lesson 6-2 Prob. 3 Got It part aLesson 6-3 Prob. 6 Got ItLesson 6-4 Prob. 4 Got It part aLesson 6-5 Prob. 5 Got It

Instruction

978013330070397801333007039780133300703

625641654


Assessment

978013330070397801333007039780133300703

626641655







(i) apply the definition of similarity in terms of a dilation to identify similar figures Instruction

9780133300710



Review 9780133300710 929–930 Lesson 9-2 Exs. 7–10



(ii) apply the definition of similarity in terms of a dilation to identify their proportional sides Instruction

9780133300710





(iii) apply the definition of similarity in terms of a dilation to identify the congruent corresponding angles

Instruction

9780133300710





(i) apply the Angle-Angle criterion to verify similar triangles Instruction

9780133300710









(ii) apply the proportionality of the corresponding sides to solve problems Instruction

9780133300710


Review 9780133300710 944–945 Lesson 9-3 Exs. 7–9, 11Assessment 9780133300710 947 Lesson 9-3 Exs. 1, 3, 4



(i) prove theorems about similar triangles, including the Triangle Proportionality theorem Instruction

97801333007109780133300710 954


Review9780133300710

961976–977

Lesson 9-4 Exs. 21, 22, 30, 31Lesson 9-5 Exs. 1, 18, 20, 25




(ii) apply these theorems to solve problems

Instruction

97801333007109780133300710 958

972Lesson 9-4 Prob. 5, Prob. 6Lesson 9-5 Prob. 3

Review97801333007109780133300710

960976–977

Lesson 9-4 Exs. 7–11Lesson 9-5 Exs. 2–4, 21–22

Assessment97801333007109780133300710

958972

Lesson 9-4 Prob. 5 Got It, Prob. 6 Got ItLesson 9-5 Prob. 3 Got It part a




Instruction9780133300710





(i) identify the relationships that exist when an altitude is drawn to the hypotenuse of a right triangle, including the geometric mean, to solve problems

Instruction

97801333007109780133300710 957


Review97801333007109780133300710

960961

Lesson 9-4 Exs. 7–11 Lesson 9-4 Exs. 23, 24

Assessment97801333007109780133300710

957958

Lesson 9-4 Prob. 4 Got ItLesson 9-4 Prob. 5 Got it



(ii) apply the relationships that exist when an altitude is drawn to the hypotenuse of a right triangle, including the geometric mean, to solve problems

Instruction

9780133300710

958 Lesson 9-4 Prob. 5, Prob. 6

Review 9780133300710 960–961 Lesson 9-4 Exs. 7–11, 20, 26–29Assessment 9780133300710 958 Lesson 9-4 Prob. 5 Got It, Prob. 6 Got It



(i) determine the lengths of sides in a right triangle by applying the trigonometric ratio sine to solve problems Instruction

9780133300710



Assessment 9780133300710 1291 Lesson 13-5 Prob. 2 Got ItReview 9780133300710 1294-1295 Lesson 13-5 Exs. 3–6, 28






(ii) determine the measures of angles in a right triangle by applying the trigonometric ratio sine to solve problems Instruction

9780133300710



Assessment97801333007109780133300710

10341037

Lesson 10-3 Ex. 1bLesson 10-3 Ex. 5



(iii) determine the lengths of sides in a right triangle by applying the trigonometric ratio cosine to solve problems

Instruction

9780133300710


Review 9780133300710 1294-1295 Lesson 13-5 Exs. 3–6, 28Assessment 9780133300710 1037 Lesson 10-3 Exs. 1, 6, 7bAssessment 9780133300710 1291 Lesson 13-5 Prob. 2 Got It



(iv) determine the measures of angles in a right triangle by applying the trigonometric ratio cosine to solve problems

Instruction

9780133300710





(v) determine the lengths of sides in a right triangle by applying the trigonometric ratio tangent to solve problems

Instruction

9780133300710





Review 9780133300710 1035–1036 Lesson 10-3 Exs. 6, 26Instruction 9780133300710 1045 Lesson 10-4 Prob. 2




(vi) determine the measures of angles in a right triangle by applying the trigonometric ratio tangent to solve problems

Instruction

9780133300710


Review 9780133300710 1036 Lesson 10-3 Exs. 20–22, 27Assessment 9780133300710 1033 Lesson 10-3 Prob. 4 Got It



(i) apply the relationships in special right triangles 30°-60°-90° to solve problems

Instruction

9780133300710




Instruction 9780133300710 1264 Lesson 13-3 Prob. 3Review 9780133300710 1267–1268 Lesson 13-3 Exs. 8–11, 13, 14, 16



(ii) apply the relationships in special right triangles 45°-45°-90° to solve problems

Instruction 9780133300710 1016–1017 Lesson 10-2 Prob. 1, Prob. 2, Prob. 3


Assessment 9780133300710 1016–1017 Lesson 10-2 Prob. 1 Got It, Prob. 2 Got It, Prob. 3 Got It







(iii) apply the relationships in the Pythagorean theorem, including Pythagorean triples, to solve problems Instruction

978013330071097801333007109780133300710

100210031004



Assessment97801333007109780133300710

10021003




(i) identify the shapes of two-dimensional cross-sections of prisms

Instruction

9780133300710





(ii) identify the shapes of two-dimensional cross-sections of pyramids

Instruction

9780133300710

1322 Lesson 14-1 Prob. 5A, 5B

Review 9780133300710 1324 Lesson 14-1 Ex. 12






(iii) identify the shapes of two-dimensional cross-sections of cylinders

Instruction

9780133300710





(iv) identify the shapes of two-dimensional cross-sections of cones

Instruction

9780133300710

1322 Lesson 14-1 Prob. 5C




(v) identify the shapes of two-dimensional cross-sections of spheres

Instruction

9780133300710

1322 Lesson 14-1 Prob. 5D

Review 9780133300710 1325 Lesson 14-1 Ex. 23






(vi) identify three-dimensional objects generated by rotations of two-dimensional shapes

Instruction

9780133300710

1322 Lesson 14-1 Prob.6




(i) determine how changes in the linear dimensions of a shape affect its perimeter, area, surface area, or volume, including proportional dimensional change

Instruction

978013330071097801333007109780133300710

1275–127610801404


Review

978013330071097801333007109780133300710

128210831411

Lesson 13-4 Exs. 18–21Lesson 11-1 Exs. 14, 16Lesson 14-7 Exs. 9–13

Assessment

978013330071097801333007109780133300710

127610801404




(ii) determine how changes in the linear dimensions of a shape affect its perimeter, area, surface area, or volume, including non-proportional dimensional change

Instruction97801333007109780133300710

12801409





Review97801333007109780133300710

12831411


Assessment97801333007109780133300710

12801409




(iii) describe how changes in the linear dimensions of a shape affect its perimeter, area, surface area, or volume, including proportional dimensional change

Instruction

978013330071097801333007109780133300710

1275–127610801404


Review

978013330071097801333007109780133300710

128310841411

Lesson 13-4 Exs. 28, 30Lesson 11-1 Ex. 34Lesson 14-7 Exs. 1–3




(iv) describe how changes in the linear dimensions of a shape affect its perimeter, area, surface area, or volume, including non-proportional dimensional change

Instruction97801333007109780133300710

12801409


Review97801333007109780133300710

12831411


Assessment97801333007109780133300710

12801409






(A) apply the formula for the area of regular polygons to solve problems using appropriate units of measure

(i) apply the formula for the area of regular polygons to solve problems using appropriate units of measure

Instruction

9780133300710


Review 9780133300710 1267–1268 Lesson 13-3 Exs. 4–15Assessment 9780133300710 1263 Lesson 13-3 Prob. 2 Got ItInstruction 9780133300710 1291 Lesson 13-5 Prob. 2

Review 9780133300710 1294 Lesson 13-5 Exs. 1–8, 18–21


(B) determine the area of composite two-dimensional figures comprised of a combination of triangles, parallelograms, trapezoids, kites, regular polygons, or sectors of circles to solve problems using appropriate units of measure

(i) determine the area of composite two-dimensional figures comprised of a combination of triangles, parallelograms, trapezoids, kites, regular polygons, or sectors of circles to solve problems using appropriate units of measure

Instruction

9780133300710978013330071097801333007109780133300710

1237125112651109–1110


Review

9780133300710978013330071097801333007109780133300710

1240125412681112–1113

Lesson 13-1 Exs. 11a, 12, 16–20Lesson 13-2 Exs. 19, 22Lesson 13-3 Exs. 21–23Lesson 11-3 Ex. 21

Assessment

97801333007109780133300710978013330071097801333007109780133300710

12371251125211101111

Lesson 13-1 Prob. 4 Got ItLesson 13-2 Prob. 5 Got ItLesson 13-2 Ex. 3Lesson 11-3 Prob. 4 Got ItLesson 11-3 Ex. 3



(i) apply the formulas for the total surface area of three-dimensional figures, including prisms, to solve problems using appropriate units of measure

Instruction

9780133300710








(ii) apply the formulas for the total surface area of three-dimensional figures, including pyramids, to solve problems using appropriate units of measure

Instruction

9780133300710





(iii) apply the formulas for the total surface area of three-dimensional figures, including cones, to solve problems using appropriate units of measure

Instruction

9780133300710





(iv) apply the formulas for the total surface area of three-dimensional figures, including cylinders, to solve problems using appropriate units of measure

Instruction

9780133300710


Review 9780133300710 1338-1339 Lesson 14-2 Exs. 10, 11, 20Assessment 9780133300710 1336 Lesson 14-2 Prob. 3 Got It






(v) apply the formulas for the total surface area of three-dimensional figures, including spheres, to solve problems using appropriate units of measure

Instruction 9780133300710 1388–1389 Lesson 14-6 Prob. 1, Prob. 2






(vi) apply the formulas for the total surface area of three-dimensional figures, including composite figures, to solve problems using appropriate units of measure

Instruction

9780133300710





(vii) apply the formulas for the lateral surface area of three-dimensional figures, including prisms, to solve problems using appropriate units of measure

Instruction

9780133300710


Review 9780133300710 1338–1339 Lesson 14-2 Exs. 4b, 13Assessment 9780133300710 1334 Lesson 14-2 Prob. 2 Got It part a







(viii) apply the formulas for the lateral surface area of three-dimensional figures, including pyramids, to solve problems using appropriate units of measure

Instruction

9780133300710





(ix) apply the formulas for the lateral surface area of three-dimensional figures, including cones, to solve problems using appropriate units of measure

Instruction

9780133300710





(x) apply the formulas for the lateral surface area of three-dimensional figures, including cylinders, to solve problems using appropriate units of measure

Instruction

9780133300710








(xi) apply the formulas for the lateral surface area of three-dimensional figures, including spheres, to solve problems using appropriate units of measure

Instruction

9780133300710

1388–1389 Lesson 14-6 Prob. 1, Prob. 2


Assessment97801333007109780133300710

13881390





(xii) apply the formulas for the lateral surface area of three-dimensional figures, including composite figures, to solve problems using appropriate units of measure

Instruction

9780133300710





(i) apply the formulas for the volume of three-dimensional figures, including prisms, to solve problems using appropriate units of measure Instruction

9780133300710

1360–1361 Lesson 14-4 Prob. 1, Prob. 2

Review 9780133300710 1365–1366 Lesson 14-4 Exs. 1, 3, 12








(ii) apply the formulas for the volume of three-dimensional figures, including pyramids, to solve problems using appropriate units of measure Instruction

9780133300710






(iii) apply the formulas for the volume of three-dimensional figures, including cones, to solve problems using appropriate units of measure Instruction

9780133300710

1376–1378 Lesson 14-5 Prob. 3, Prob. 4



Review 9780133300710 1395 Lesson 14-6 Ex. 28



(iv) apply the formulas for the volume of three-dimensional figures, including cylinders, to solve problems using appropriate units of measure

Instruction

9780133300710









(v) apply the formulas for the volume of three-dimensional figures, including spheres, to solve problems using appropriate units of measure Instruction

9780133300710





(vi) apply the formulas for the volume of three-dimensional figures, including composite figures, to solve problems using appropriate units of measure

Instruction

97801333007109780133300710 1362





(A) apply theorems about circles, including relationships among angles, radii, chords, tangents, and secants, to solve non-contextual problems

(i) apply theorems about circles, including relationships among angles, radii, chords, tangents, and secants, to solve non-contextual problems

Instruction

97801333007109780133300710978013330071097801333007109780133300710

11501152115311651195





Review

97801333007109780133300710

97801333007109780133300710

1156–11571170–1172

1184–11851200

Lesson 12-1 Exs. 1–3, 7–9, 10, 11Lesson 12-2 Exs. 1, 2, 3–5, 6, 15–20, 29Lesson 12-3 1–4, 5–7, 12, 13Lesson 12-4 Exs. 1–3, 8

Assessment

97801333007109780133300710978013330071097801333007109780133300710

11501152115311661195


Instruction

9780133300710978013330071097801333007109780133300710

1152116811811198



(B) apply the proportional relationship between the measure of an arc length of a circle and the circumference of the circle to solve problems

(i) apply the proportional relationship between the measure of an arc length of a circle and the circumference of the circle to solve problems

Instruction

9780133300710


Review 9780133300710 1083–1084 Lesson 11-1 Exs. 16, 17–22, 33, 38Assessment 9780133300710 1081 Lesson 11-1 Prob. 4 Got ItInstruction 9780133300710 1095 Lesson 11-2 Prob. 3



(C) apply the proportional relationship between the measure of the area of a sector of a circle and the area of the circle to solve problems

(i) apply the proportional relationship between the measure of the area of a sector of a circle and the area of the circle to solve problems

Instruction

9780133300710






Instruction97801333007109780133300710

11081109–1110


Review 9780133300710 1112 Lesson 11-3 Exs. 4–6, 12–19


(D) describe radian measure of an angle as the ratio of the length of an arc intercepted by a central angle and the radius of the circle

(i) describe radian measure of an angle as the ratio of the length of an arc intercepted by a central angle and the radius of the circle

Instruction

9780133300710





(i) show that the equation of a circle with center at the origin and radius r is x 2 + y 2 = r 2

Instruction

9780133300710


Review 9780133300710 1126 Lesson 11-4 Ex. 33



(ii) determine that the equation for the graph of a circle with radius r and center (h , k ), (x - h )2 + (y - k )2 =r 2 Instruction

9780133300710


Review 9780133300710 1125 Lesson 11-4 Exs. 1–3, 5, 6, 18, 19Assessment 9780133300710 1120 Lesson 11-4 Prob. 2 Got It Instruction 9780133300710 1121 Lesson 11-4 Prob. 3







(i) develop strategies to use permutations to solve contextual problems Instruction

9780133300710






(ii) develop strategies to use combinations to solve contextual problems Instruction

97801333007109780133300710 1470

1471Lesson 15-3 Prob. 4Lesson 15-3 Prob. 5B, Prob. 6


Assessment97801333007109780133300710

14701471



(B) determine probabilities based on area to solve contextual problems

(i) determine probabilities based on area to solve contextual problems Instruction

97801333007109780133300710 1455



Assessment97801333007109780133300710

14561457




(i) identify whether two events are independent

Instruction

9780133300710









(ii) compute the probability of the two events occurring together with or without replacement Instruction

9780133300710



Assessment97801333007109780133300710

15051506



(D) apply conditional probability in contextual problems

(i) apply conditional probability in contextual problems Instruction

9780133300710


Review 9780133300710 1509 Lesson 15-6 Exs. 1, 2, 18–20, 22Assessment 9780133300710 1504 Lesson 15-6 Prob. 1 Got It

Instruction97801333007109780133300710

14931494


Review 9780133300710 1496–1497 Lesson 15-5 Exs. 4–6, 8, 12–14, 17


(E) apply independence in contextual problems

(i) apply independence in contextual problems

Instruction

9780133300710


Review 9780133300710 1485 Lesson 15-4 Exs. 5–7, 17, 19Assessment 9780133300710 1482 Lesson 15-4 Prob. 2 Got It


Page 125 of 227 Pearson Education, Inc., publishing as Prentice Hall:9780133306835 ELPS: Student Material


Knowledge and Skills Statement Student Expectation Breakout Required Grade Level Component ISBN Page (s) Specific Location

1) Cross-curricular second language acquisition/learning strategies. The ELL uses language learning strategies to develop an awareness of his or her own learning processes in all content areas. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:

(A) use prior knowledge and experiences to understand meanings in English

(1) use prior knowledge to understand meanings in English

T: 9-12S: 9-12

9780133300697 270 Lesson 8-1 Problem 1

9780133300697 518 Lesson 15-4 Problem 19780133300697 368 Lesson 10-4 Problem 1

9780133306835

The English language proficiency standards (ELPS) outline English language proficiency level descriptors and student expectations for English language learners (ELLs). School districts are required to implement the ELPS as an integral part of each subject in the required curriculum. This document outlines the ELPS that have been designated as appropriate for inclusion in instructional materials. Since the designated ELPS are included in student materials for English language arts and reading, the ELPS are not required to be included in Proclamation 2015 instructional materials for Kindergarten through grade 5 where students are typically taught in self-contained classroom settings rather than departmentalized classes. Additionally, many of the designated ELPS are most appropriate for inclusion in teacher materials and are only required to be included in student materials where specifically indicated.

(c) Cross-curricular second language acquisition essential knowledge and skills

Correlations to the English Language Proficiency Standards (ELPS): Student Material

Chapter 111. MathematicsSubchapter C. High School§111.41. Geometry, Adopted 2012 (One Credit).Pearson Education, Inc., publishing as Prentice HallPearson Texas Geometry






(2) use prior experiences to understand meanings in English

T: 9-12S: 9-12

9780133300697 113 Lesson 3-8 Problem 4


(B) monitor oral and written language production and employ self-corrective techniques or other resources

(1) monitor oral language production and employ self-corrective techniques or other resources

T: 9-12



(2) monitor written language production and employ self-corrective techniques or other resources

NA





(C) use strategic learning techniques such as concept mapping, drawing, memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary

(1) use strategic learning techniques to acquire basic and grade-level vocabulary

NA


(D) speak using learning strategies such as requesting assistance, employing non-verbal cues, and using synonyms and circumlocution (conveying ideas by defining or describing when exact English words are not known)

(1) speak using learning strategies

T: 9-12S: 9-12

9780133300697 512 Lesson 15-3 Problem 2

9780133300697 247 Lesson 6-6 Problem 49780133300697 531 Lesson 15-6 Problem 59780133300697 149 Lesson 4-5 Problem 3


(E) internalize new basic and academic language by using and reusing it in meaningful ways in speaking and writing activities that build concept and language attainment

(1) internalize new basic language by using and reusing it in meaningful ways in speaking activities that build concept and language attainment

NA






(2) internalize new basic language by using and reusing it in meaningful ways in writing activities that build concept and language attainment

NA



(3) internalize new academic language by using and reusing it in meaningful ways in speaking activities that build concept and language attainment

NA



(4) internalize new academic language by using and reusing it in meaningful ways in writing activities that build concept and language attainment

NA





(F) use accessible language and learn new and essential language in the process

(1) use accessible language and learn new and essential language in the process

T: 9-12


(G) demonstrate an increasing ability to distinguish between formal and informal English and an increasing knowledge of when to use each one commensurate with grade-level learning expectations

(1) demonstrate an increasing ability to distinguish between formal and informal English

NA



(2) demonstrate an increasing knowledge of when to use [formal and informal English] commensurate with grade-level learning expectations

NA





(H) develop and expand repertoire of learning strategies such as reasoning inductively or deductively, looking for patterns in language, and analyzing sayings and expressions commensurate with grade-level learning expectations

(1) develop and expand repertoire of learning strategies

NA

(2) Cross-curricular second language acquisition/listening. The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:

(A) distinguish sounds and intonation patterns of English with increasing ease

(1) distinguish sounds of English with increasing ease

NA



(2) distinguish intonation patterns of English with increasing ease

NA





(B) recognize elements of the English sound system in newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters

(1) recognize elements of the English sound system in newly acquired vocabulary

NA


(C) learn new language structures, expressions, and basic and academic vocabulary heard during classroom instruction and interactions

(1) learn new language structures heard during classroom instruction and interactions

T: 9-12



(2) learn new expressions heard during classroom instruction and interactions

T: 9-12






(3) learn basic vocabulary heard during classroom instruction and interactions

T: 9-12S: 9-12

9780133300697 2 Lesson 1-1 Problem 1

9780133300697 423 Lesson 13-1 Problem 3



(4) learn academic vocabulary heard during classroom instruction and interactions

T: 9-12S: 9-12

9780133300697 325 Lesson 9-2 Problem 3

9780133300697 68 Lesson 3-1 Problem 1





(D) monitor understanding of spoken language during classroom instruction and interactions and seek clarification as needed

(1) monitor understanding of spoken language during classroom instruction and interactions

T: 9-12



(2) seek clarification [of spoken language] as needed

T: 9-12S: 9-12

9780133300697 161 Lesson 4-7 Problem 3






(E) use visual, contextual, and linguistic support to enhance and confirm understanding of increasingly complex and elaborated spoken language

(1) use visual support to enhance and confirm understanding of increasingly complex and elaborated spoken language

NA



(2) use contextual support to enhance and confirm understanding of increasingly complex and elaborated spoken language

NA



(3) use linguistic support to enhance and confirm understanding of increasingly complex and elaborated spoken language

T: 9-12S: 9-12

9780133300697 185 Lesson 5-4 Problem 4




9780133300697 442 Lesson 13-4 Problem 4


(F) listen to and derive meaning from a variety of media such as audio tape, video, DVD, and CD ROM to build and reinforce concept and language attainment

(1) listen to and derive meaning from a variety of media to build and reinforce concept attainment

NA



(2) listen to and derive meaning from a variety of media to build and reinforce language attainment

NA





(G) understand the general meaning, main points, and important details of spoken language ranging from situations in which topics, language, and contexts are familiar to unfamiliar

(1) understand the general meaning of spoken language ranging from situations in which topics are familiar to unfamiliar

NA



(2) understand the general meaning of spoken language ranging from situations in which language [is] are familiar to unfamiliar

NA



(3) understand the general meaning of spoken language ranging from situations in which contexts are familiar to unfamiliar

NA






(4) understand the main points of spoken language ranging from situations in which topics are familiar to unfamiliar

NA



(5) understand the main points of spoken language ranging from situations in which language [is] are familiar to unfamiliar

NA



(6) understand the main points of spoken language ranging from situations in which contexts are familiar to unfamiliar

NA






(7) understand the important details of spoken language ranging from situations in which topics are familiar to unfamiliar

NA



(8) understand the important details of spoken language ranging from situations in which language [is] are familiar to unfamiliar

NA



(9) understand the important details of spoken language ranging from situations in which contexts are familiar to unfamiliar

NA





(H) understand implicit ideas and information in increasingly complex spoken language commensurate with grade-level learning expectations

(1) understand implicit ideas in increasingly complex spoken language commensurate with grade-level learning expectations

NA



(2) understand information in increasingly complex spoken language commensurate with grade-level learning expectations

NA


(I) demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs

(1) demonstrate listening comprehension of increasingly complex spoken English by following directions commensurate with content and grade-level needs

NA






(2) demonstrate listening comprehension of increasingly complex spoken English by retelling or summarizing spoken messages commensurate with content and grade-level needs

NA



(3) demonstrate listening comprehension of increasingly complex spoken English by responding to questions and requests commensurate with content and grade-level needs

T: 9-12S: 9-12

9780133300697 50 Lesson 2-4 Problem 2

9780133300697 343 Lesson 9-5 Problem 5






(4) demonstrate listening comprehension of increasingly complex spoken English by collaborating with peers commensurate with content and grade-level needs

T: 9-12



(5) demonstrate listening comprehension of increasingly complex spoken English by taking notes commensurate with content and grade-level needs

T: 9-12S: 9-12

9780133300697 362 Lesson 10-3 Problem 1




(3) Cross-curricular second language acquisition/speaking. The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using vocabulary with increasing fluency and accuracy in language arts and all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in speaking. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:

(A) practice producing sounds of newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters to pronounce English words in a manner that is increasingly comprehensible

(1) practice producing sounds of newly acquired vocabulary to pronounce English words in a manner that is increasingly comprehensible

NA


(B) expand and internalize initial English vocabulary by learning and using high-frequency English words necessary for identifying and describing people, places, and objects, by retelling simple stories and basic information represented or supported by pictures, and by learning and using routine language needed for classroom communication

(1) expand and internalize initial English vocabulary by learning and using high-frequency English words necessary for identifying and describing people, places, and objects

NA






(2) expand and internalize initial English vocabulary by retelling simple stories and basic information represented or supported by pictures

NA



(3) expand and internalize initial English vocabulary by learning and using routine language needed for classroom communication

T: 9-12S: 9-12

9780133300697 20 Lesson 1-4 Problem 1






(C) speak using a variety of grammatical structures, sentence lengths, sentence types, and connecting words with increasing accuracy and ease as more English is acquired

(1) speak using a variety of grammatical structures with increasing accuracy and ease as more English is acquired

NA



(2) speak using a variety of sentence lengths with increasing accuracy and ease as more English is acquired

NA






(3) speak using a variety of sentence types with increasing accuracy and ease as more English is acquired

NA



(4) speak using a variety of connecting words with increasing accuracy and ease as more English is acquired

T: 9-12S: 9-12

9780133300697 26 Lesson 1-5 Problem 2

9780133300697 63 Lesson 2-6 Problem 5





(D) speak using grade-level content area vocabulary in context to internalize new English words and build academic language proficiency

(1) speak using grade-level content area vocabulary in context to internalize new English words

T: 9-12S: 9-12

9780133300697 107 Lesson 3-7 Problem 4




(2) speak using grade-level content area vocabulary in context to build academic language proficiency

T: 9-12S: 9-12

9780133300697 276 Lesson 8-2 Problem 1






(E) share information in cooperative learning interactions

(1) share information in cooperative learning interactions

T: 9-12S: 9-12

9780133300697 381 Lesson 11-2 Problem 3



(F) ask and give information ranging from using a very limited bank of high-frequency, high-need, concrete vocabulary, including key words and expressions needed for basic communication in academic and social contexts, to using abstract and content-based vocabulary during extended speaking assignments

(1) ask [for] information ranging from using a very limited bank of high-frequency, high-need, concrete vocabulary, including key words and expressions needed for basic communication in academic and social contexts, to using abstract and content-based vocabulary during extended speaking assignments

T: 9-12S: 9-12

9780133300697 136 Lesson 4-3 Problem 2

9780133300697 507 Lesson 15-2 Problem 3






(2) give information ranging from using a very limited bank of high-frequency, high-need, concrete vocabulary, including key words and expressions needed for basic communication in academic and social contexts, to using abstract and content-based vocabulary during extended speaking assignments

T: 9-12S: 9-12

9780133300697 404 Lesson 12-2 Problem 2



(G) express opinions, ideas, and feelings ranging from communicating single words and short phrases to participating in extended discussions on a variety of social and grade-appropriate academic topics

(1) express opinions ranging from communicating single words and short phrases to participating in extended discussions on a variety of social and grade-appropriate academic topics

T: 9-12






(2) express ideas ranging from communicating single words and short phrases to participating in extended discussions on a variety of social and grade-appropriate academic topics

T: 9-12



(3) express feelings ranging from communicating single words and short phrases to participating in extended discussions on a variety of social and grade-appropriate academic topics

NA





(H) narrate, describe, and explain with increasing specificity and detail as more English is acquired

(1) narrate with increasing specificity and detail as more English is acquired

NA



(2) describe with increasing specificity and detail as more English is acquired

NA






(3) explain with increasing specificity and detail as more English is acquired

T: 9-12S: 9-12

9780133300697 131 Lesson 4-2 Problem 4

9780133300697 89 Lesson 3-4 Problem 2


(I) adapt spoken language appropriately for formal and informal purposes

(1) adapt spoken language appropriately for formal purposes

NA






(2) adapt spoken language appropriately for informal purposes

NA


(J) respond orally to information presented in a wide variety of print, electronic, audio, and visual media to build and reinforce concept and language attainment

(1) respond orally to information presented in a wide variety of print, electronic, audio, and visual media to build and reinforce concept attainment

NA






(2) respond orally to information presented in a wide variety of print, electronic, audio, and visual media to build and reinforce language attainment

N/A

(4) Cross-curricular second language acquisition/reading. The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For kindergarten and grade 1, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text. The student is expected to:

(A) learn relationships between sounds and letters of the English language and decode (sound out) words using a combination of skills such as recognizing sound-letter relationships and identifying cognates, affixes, roots and base words

(1) learn relationships between sounds and letters of the English language

NA






(2) decode (sound out) words using a combination of skills

NA


(B) recognize directionality of English reading such as left to right and top to bottom

(1) recognize directionality of English reading

NA





(C) develop basic sight vocabulary, derive meaning of environmental print, and comprehend English vocabulary and language structures used routinely in written classroom materials

(1) develop basic sight vocabulary used routinely in written classroom materials

T: 9-12S: 9-12

9780133300697 95 Lesson 3-5 Problem 3



(2) derive meaning of environmental print

T: 9-12S: 9-12

9780133300697 449 Lesson 13-5 Problem 2






(3) comprehend English vocabulary used routinely in written classroom materials

T: 9-12S: 9-12

9780133300697 154 Lesson 4-6 Problem 1



(4) comprehend English language structures used routinely in written classroom materials

T: 9-12S: 9-12

9780133300697 241 Lesson 6-5 Problem 4





(D) use prereading supports such as graphic organizers, illustrations, and pretaught topic-related vocabulary and other prereading activities to enhance comprehension of written text

(1) use prereading supports to enhance comprehension of written text

T: 9-12S: 9-12

9780133300697 428 Lesson 13-2 Problem 3



(E) read linguistically accommodated content area material with a decreasing need for linguistic accommodations as more English is learned

(1) read linguistically accommodated content area material with a decreasing need for linguistic accommodations as more English is learned

T: 9-12





(F) use visual and contextual support and support from peers and teachers to read grade-appropriate content area text, enhance and confirm understanding, and develop vocabulary, grasp of language structures, and background knowledge needed to comprehend increasingly challenging language

(1) use visual and contextual support to read grade-appropriate content area text

T: 9-12S: 9-12

9780133300697 208 Lesson 5-8 Problem 2



(2) use visual and contextual support to enhance and confirm understanding

T: 9-12S: 9-12

9780133300697 294 Lesson 8-5 Problem 2

9780133300697 289 Lesson 8-4 Problem 3

9780133300697 179 Lesson 5-3 Problem 4






(3) use visual and contextual support to develop vocabulary needed to comprehend increasingly challenging language

T: 9-12S: 9-12

9780133300697 220 Lesson 6-2 Problem 1




(4) use visual and contextual support to develop grasp of language structures needed to comprehend increasingly challenging language

NA






(5) use visual and contextual support to develop background knowledge needed to comprehend increasingly challenging language

T: 9-12S: 9-12

9780133300697 455 Lesson 14-1 Problem 3

9780133300697 229 Lesson 6-3 Problem 6

9780133300697 351 Lesson 10-1 Problem 7



(6) use support from peers and teachers to read grade-appropriate content area text

T: 9-12S: 9-12

9780133300697 313 Lesson 8-8 Problem 3

9780133300697 167 Lesson 5-1 Problem 5






(7) use support from peers and teachers to enhance and confirm understanding

T: 9-12S: 9-12

9780133300697 125 Lesson 4-1 Problem 4




(8) use support from peers and teachers to develop vocabulary needed to comprehend increasingly challenging language

T: 9-12S: 9-12

9780133300697 214 Lesson 6-1 Problem 3

9780133300697 399 Lesson 12-1 Problem 5






(9) use support from peers and teachers to develop grasp of language structures needed to comprehend increasingly challenging language

T: 9-12S: 9-12

9780133300697 306 Lesson 8-7 Problem 1



(10) use support from peers and teachers to develop background knowledge needed to comprehend increasingly challenging language

T: 9-12S: 9-12

9780133300697 282 Lesson 8-3 Problem 2





(G) demonstrate comprehension of increasingly complex English by participating in shared reading, retelling or summarizing material, responding to questions, and taking notes commensurate with content area and grade level needs

(1) demonstrate comprehension of increasingly complex English by participating in shared reading commensurate with content area and grade level needs

NA



(2) demonstrate comprehension of increasingly complex English by retelling or summarizing material commensurate with content area and grade level needs

T: 9-12S: 9-12

9780133300697 191 Lesson 5-5 Problem 3

9780133300697 468 Lesson 14-3 Problem 3






(3) demonstrate comprehension of increasingly complex English by responding to questions commensurate with content area and grade level needs

T: 9-12S: 9-12

9780133300697 434 Lesson 13-3 Problem 1

9780133300697 45 Lesson 2-3 Problem 4



(4) demonstrate comprehension of increasingly complex English by taking notes commensurate with content area and grade level needs

T: 9-12S: 9-12

9780133300697 39 Lesson 2-2 Problem 4





(H) read silently with increasing ease and comprehension for longer periods

(1) read silently with increasing ease for longer periods

NA



(2) read silently with increasing comprehension for longer periods

NA





(I) demonstrate English comprehension and expand reading skills by employing basic reading skills such as demonstrating understanding of supporting ideas and details in text and graphic sources, summarizing text and distinguishing main ideas from details commensurate with content area needs

(1) demonstrate English comprehension by employing basic reading skills commensurate with content area needs

NA



(2) expand reading skills commensurate with content area needs

NA





(J) demonstrate English comprehension and expand reading skills by employing inferential skills such as predicting, making connections between ideas, drawing inferences and conclusions from text and graphic sources, and finding supporting text evidence commensurate with content area needs

(1) demonstrate English comprehension and expand reading skills by employing inferential skills

NA


(K) demonstrate English comprehension and expand reading skills by employing analytical skills such as evaluating written information and performing critical analyses commensurate with content area and grade level needs

(1) demonstrate English comprehension and expand reading skills by employing analytical skills

NA




(5) Cross-curricular second language acquisition/writing. The ELL writes in a variety of forms with increasing accuracy to effectively address a specific purpose and audience in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in writing. In order for the ELL to meet grade-level learning expectations across foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For kindergarten and grade 1, certain of these student expectations do not apply until the student has reached the stage of generating original written text using a standard writing system. The student is expected to:

(A) learn relationships between sounds and letters of the English language to represent sounds when writing in English

(1) learn relationships between sounds and letters of the English language to represent sounds when writing in English

NA


(B) write using newly acquired basic vocabulary and content-based grade-level vocabulary

(1) write using newly acquired basic vocabulary

NA






(2) write using content-based grade-level vocabulary

NA


(C) spell familiar English words with increasing accuracy, and employ English spelling patterns and rules with increasing accuracy as more English is acquired

(1) spell familiar English words with increasing accuracy

NA






(2) employ English spelling pattern with increasing accuracy as more English is acquired

NA



(3) employ English spelling rules with increasing accuracy as more English is acquired

NA





(D) edit writing for standard grammar and usage, including subject-verb agreement, pronoun agreement, and appropriate verb tenses commensurate with grade-level expectations as more English is acquired

(1) edit writing for standard grammar and usage, including subject-verb agreement commensurate with grade-level expectations as more English is acquired

NA



(2) edit writing for standard grammar and usage, including pronoun agreement, commensurate with grade-level expectations as more English is acquired

NA






(3) edit writing for standard grammar and usage, including appropriate verb tenses, commensurate with grade-level expectations as more English is acquired

NA


(E) employ increasingly complex grammatical structures in content area writing commensurate with grade level expectations such as (i) using correct verbs, tenses, and pronouns/antecedents; (ii) using possessive case (apostrophe -s) correctly; and, (iii) using negatives and contractions correctly

(1) employ increasingly complex grammatical structures in content area writing commensurate with grade level expectations

NA





(F) write using a variety of grade-appropriate sentence lengths, patterns, and connecting words to combine phrases, clauses, and sentences in increasingly accurate ways as more English is acquired

(1) write using a variety of grade-appropriate sentence lengths in increasingly accurate ways as more English is acquired

NA



(2) write using a variety of grade-appropriate sentence patterns in increasingly accurate ways as more English is acquired

NA






(3) write using a variety of grade-appropriate connecting words to combine phrases, clauses, and sentences in increasingly accurate ways as more English is acquired

NA


(G) narrate, describe, and explain with increasing specificity and detail to fulfill content area writing needs as more English is acquired

(1) narrate with increasing specificity and detail to fulfill content area writing needs as more English is acquired

NA






(2) describe with increasing specificity and detail to fulfill content area writing needs as more English is acquired

NA



(3) explain with increasing specificity and detail to fulfill content area writing needs as more English is acquired

NA


Page 176 of 227 Pearson Education, Inc., publishing as Prentice Hall:9780133306835 ELPS: Teacher Material





(1) use prior knowledge to understand meanings in English

T: 9-12S: 9-12

9780133300710

766–767 Lesson 8-1 Problem 1

9780133300710 1044 Lesson 10-4 Problem 1

9780133300710 1481 Lesson 15-4 Problem 1

9780133306835

The English language proficiency standards (ELPS) outline English language proficiency level descriptors and student expectations for English language learners (ELLs). School districts are required to implement the ELPS as an integral part of each subject in the required curriculum. This document outlines the ELPS that have been designated as appropriate for inclusion in instructional materials. Since the designated ELPS are included in student materials for English language arts and reading, the ELPS are not required to be included in Proclamation 2015 instructional materials for Kindergarten through grade 5 where students are typically taught in self-contained classroom settings rather than departmentalized classes. Additionally, many of the designated ELPS are most appropriate for inclusion in teacher materials and are only required to be included in student materials where specifically indicated.

(c) Cross-curricular second language acquisition essential knowledge and skills

Correlations to the English Language Proficiency Standards (ELPS): Teacher Material

Chapter 111. MathematicsSubchapter C. High School§111.41. Geometry, Adopted 2012 (One Credit).Pearson Education, Inc., publishing as Prentice HallPearson Texas Geometry






(2) use prior experiences to understand meanings in English

T: 9-12S: 9-12

9780133300703

311 Lesson 3-8 Problem 4



(1) monitor oral language production and employ self-corrective techniques or other resources

T: 9-12

9780133300710




(2) monitor written language production and employ self-corrective techniques or other resources

NA





(C) use strategic learning techniques such as concept mapping, drawing, memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary

(1) use strategic learning techniques to acquire basic and grade-level vocabulary

NA


(D) speak using learning strategies such as requesting assistance, employing non-verbal cues, and using synonyms and circumlocution (conveying ideas by defining or describing when exact English words are not known)

(1) speak using learning strategies

T: 9-12S: 9-12

9780133300710


9780133300703 670 Lesson 6-6 Problem 49780133300710 1507 Lesson 15-6 Problem 59780133300703 409–410 Lesson 4-5 Problem 3



(1) internalize new basic language by using and reusing it in meaningful ways in speaking activities that build concept and language attainment

NA






(2) internalize new basic language by using and reusing it in meaningful ways in writing activities that build concept and language attainment

NA



(3) internalize new academic language by using and reusing it in meaningful ways in speaking activities that build concept and language attainment

NA



(4) internalize new academic language by using and reusing it in meaningful ways in writing activities that build concept and language attainment

NA





(F) use accessible language and learn new and essential language in the process

(1) use accessible language and learn new and essential language in the process

T: 9-12

9780133300710




(1) demonstrate an increasing ability to distinguish between formal and informal English

NA



(2) demonstrate an increasing knowledge of when to use [formal and informal English] commensurate with grade-level learning expectations

NA





(H) develop and expand repertoire of learning strategies such as reasoning inductively or deductively, looking for patterns in language, and analyzing sayings and expressions commensurate with grade-level learning expectations

(1) develop and expand repertoire of learning strategies

NA



(1) distinguish sounds of English with increasing ease

NA



(2) distinguish intonation patterns of English with increasing ease

NA





(B) recognize elements of the English sound system in newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters

(1) recognize elements of the English sound system in newly acquired vocabulary

NA



(1) learn new language structures heard during classroom instruction and interactions

T: 9-12

9780133300703







(2) learn new expressions heard during classroom instruction and interactions

T: 9-12

9780133300703


9780133300710 722 Lesson 7-2 Problem 29780133300710 941–942 Lesson 9-3 Problem 4



(3) learn basic vocabulary heard during classroom instruction and interactions

T: 9-12S: 9-12

9780133300703


9780133300710 1236 Lesson 13-1 Problem 3






(4) learn academic vocabulary heard during classroom instruction and interactions

T: 9-12S: 9-12

9780133300710

925-926 Lesson 9-2 Problem 3

9780133300703 208–209 Lesson 3-1 Problem 1



(1) monitor understanding of spoken language during classroom instruction and interactions

T: 9-12

9780133300703


9780133300710 554–555 Lesson 5-7 Problem 5






(2) seek clarification [of spoken language] as needed

T: 9-12S: 9-12

9780133300703


9780133300710 736–737 Lesson 7-3 Problem 29780133300710 1377 Lesson 14-5 Problem 3



(1) use visual support to enhance and confirm understanding of increasingly complex and elaborated spoken language

NA






(2) use contextual support to enhance and confirm understanding of increasingly complex and elaborated spoken language

NA



(3) use linguistic support to enhance and confirm understanding of increasingly complex and elaborated spoken language

T: 9-12S: 9-12

9780133300703


9780133300710 1278 Lesson 13-4 Problem 4






(1) listen to and derive meaning from a variety of media to build and reinforce concept attainment

NA



(2) listen to and derive meaning from a variety of media to build and reinforce language attainment

NA



(1) understand the general meaning of spoken language ranging from situations in which topics are familiar to unfamiliar

NA






(2) understand the general meaning of spoken language ranging from situations in which language [is] are familiar to unfamiliar

NA



(3) understand the general meaning of spoken language ranging from situations in which contexts are familiar to unfamiliar

NA



(4) understand the main points of spoken language ranging from situations in which topics are familiar to unfamiliar

NA






(5) understand the main points of spoken language ranging from situations in which language [is] are familiar to unfamiliar

NA



(6) understand the main points of spoken language ranging from situations in which contexts are familiar to unfamiliar

NA



(7) understand the important details of spoken language ranging from situations in which topics are familiar to unfamiliar

NA






(8) understand the important details of spoken language ranging from situations in which language [is] are familiar to unfamiliar

NA



(9) understand the important details of spoken language ranging from situations in which contexts are familiar to unfamiliar

NA



(1) understand implicit ideas in increasingly complex spoken language commensurate with grade-level learning expectations

NA






(2) understand information in increasingly complex spoken language commensurate with grade-level learning expectations

NA



(1) demonstrate listening comprehension of increasingly complex spoken English by following directions commensurate with content and grade-level needs

NA



(2) demonstrate listening comprehension of increasingly complex spoken English by retelling or summarizing spoken messages commensurate with content and grade-level needs

NA






(3) demonstrate listening comprehension of increasingly complex spoken English by responding to questions and requests commensurate with content and grade-level needs

T: 9-12S: 9-12

9780133300703


9780133300710 974 Lesson 9-5 Problem 5



(4) demonstrate listening comprehension of increasingly complex spoken English by collaborating with peers commensurate with content and grade-level needs

T: 9-12

9780133300703


9780133300710 1180 Lesson 12-3 Problem 1






(5) demonstrate listening comprehension of increasingly complex spoken English by taking notes commensurate with content and grade-level needs

T: 9-12S: 9-12

9780133300710



(A) practice producing sounds of newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters to pronounce English words in a manner that is increasingly comprehensible

(1) practice producing sounds of newly acquired vocabulary to pronounce English words in a manner that is increasingly comprehensible

NA






(1) expand and internalize initial English vocabulary by learning and using high-frequency English words necessary for identifying and describing people, places, and objects

NA



(2) expand and internalize initial English vocabulary by retelling simple stories and basic information represented or supported by pictures

NA






(3) expand and internalize initial English vocabulary by learning and using routine language needed for classroom communication

T: 9-12S: 9-12

9780133300703





(1) speak using a variety of grammatical structures with increasing accuracy and ease as more English is acquired

NA






(2) speak using a variety of sentence lengths with increasing accuracy and ease as more English is acquired

NA



(3) speak using a variety of sentence types with increasing accuracy and ease as more English is acquired

NA






(4) speak using a variety of connecting words with increasing accuracy and ease as more English is acquired

T: 9-12S: 9-12

9780133300703


9780133300703 180-181 Lesson 2-6 Problem 5



(1) speak using grade-level content area vocabulary in context to internalize new English words

T: 9-12S: 9-12

9780133300703








(2) speak using grade-level content area vocabulary in context to build academic language proficiency

T: 9-12S: 9-12

9780133300710




(E) share information in cooperative learning interactions

(1) share information in cooperative learning interactions

T: 9-12S: 9-12

9780133300710








(1) ask [for] information ranging from using a very limited bank of high-frequency, high-need, concrete vocabulary, including key words and expressions needed for basic communication in academic and social contexts, to using abstract and content-based vocabulary during extended speaking assignments

T: 9-12S: 9-12

9780133300703


9780133300710 1456 Lesson 15-2 Problem 3



(2) give information ranging from using a very limited bank of high-frequency, high-need, concrete vocabulary, including key words and expressions needed for basic communication in academic and social contexts, to using abstract and content-based vocabulary during extended speaking assignments

T: 9-12S: 9-12

9780133300710








(1) express opinions ranging from communicating single words and short phrases to participating in extended discussions on a variety of social and grade-appropriate academic topics

T: 9-12

9780133300710




(2) express ideas ranging from communicating single words and short phrases to participating in extended discussions on a variety of social and grade-appropriate academic topics

T: 9-12

9780133300703


9780133300710 1363 Lesson 14-4 Problem 4






(3) express feelings ranging from communicating single words and short phrases to participating in extended discussions on a variety of social and grade-appropriate academic topics

NA



(1) narrate with increasing specificity and detail as more English is acquired

NA






(2) describe with increasing specificity and detail as more English is acquired

NA



(3) explain with increasing specificity and detail as more English is acquired

T: 9-12S: 9-12

9780133300703


9780133300703 251 Lesson 3-4 Problem 2






(1) adapt spoken language appropriately for formal purposes

NA



(2) adapt spoken language appropriately for informal purposes

NA






(1) respond orally to information presented in a wide variety of print, electronic, audio, and visual media to build and reinforce concept attainment

NA



(2) respond orally to information presented in a wide variety of print, electronic, audio, and visual media to build and reinforce language attainment

N/A






(1) learn relationships between sounds and letters of the English language

NA



(2) decode (sound out) words using a combination of skills

NA





(B) recognize directionality of English reading such as left to right and top to bottom

(1) recognize directionality of English reading

NA



(1) develop basic sight vocabulary used routinely in written classroom materials

T: 9-12S: 9-12

9780133300703







(2) derive meaning of environmental print

T: 9-12S: 9-12

9780133300710




(3) comprehend English vocabulary used routinely in written classroom materials

T: 9-12S: 9-12

9780133300703







(4) comprehend English language structures used routinely in written classroom materials

T: 9-12S: 9-12

9780133300703



(D) use prereading supports such as graphic organizers, illustrations, and pretaught topic-related vocabulary and other prereading activities to enhance comprehension of written text

(1) use prereading supports to enhance comprehension of written text

T: 9-12S: 9-12

9780133300710







(E) read linguistically accommodated content area material with a decreasing need for linguistic accommodations as more English is learned

(1) read linguistically accommodated content area material with a decreasing need for linguistic accommodations as more English is learned

T: 9-12

9780133300710




(1) use visual and contextual support to read grade-appropriate content area text

T: 9-12S: 9-12

9780133300703







(2) use visual and contextual support to enhance and confirm understanding

T: 9-12S: 9-12

9780133300710


9780133300710 813 Lesson 8-4 Problem 3

9780133300703 496–497 Lesson 5-3 Problem 4



(3) use visual and contextual support to develop vocabulary needed to comprehend increasingly challenging language

T: 9-12S: 9-12

9780133300703








(4) use visual and contextual support to develop grasp of language structures needed to comprehend increasingly challenging language

NA



(5) use visual and contextual support to develop background knowledge needed to comprehend increasingly challenging language

T: 9-12S: 9-12

9780133300710


9780133300703 628 Lesson 6-3 Problem 6

9780133300710 1006 Lesson 10-1 Problem 7






(6) use support from peers and teachers to read grade-appropriate content area text

T: 9-12S: 9-12

9780133300710


9780133300703 467 Lesson 5-1 Problem 5



(7) use support from peers and teachers to enhance and confirm understanding

T: 9-12S: 9-12

9780133300703


9780133300710 1108–1109 Lesson 11-3 Problem 39780133300710 1388–1389 Lesson 14-6 Problem 1






(8) use support from peers and teachers to develop vocabulary needed to comprehend increasingly challenging language

T: 9-12S: 9-12

9780133300703


9780133300710 1153–1154 Lesson 12-1 Problem 5



(9) use support from peers and teachers to develop grasp of language structures needed to comprehend increasingly challenging language

T: 9-12S: 9-12

9780133300710







(10) use support from peers and teachers to develop background knowledge needed to comprehend increasingly challenging language

T: 9-12S: 9-12

9780133300710




(1) demonstrate comprehension of increasingly complex English by participating in shared reading commensurate with content area and grade level needs

NA






(2) demonstrate comprehension of increasingly complex English by retelling or summarizing material commensurate with content area and grade level needs

T: 9-12S: 9-12

9780133300703


9780133300710 1348 Lesson 14-3 Problem 3



(3) demonstrate comprehension of increasingly complex English by responding to questions commensurate with content area and grade level needs

T: 9-12S: 9-12

9780133300710


9780133300703 138 Lesson 2-3 Problem 4






(4) demonstrate comprehension of increasingly complex English by taking notes commensurate with content area and grade level needs

T: 9-12S: 9-12

9780133300703




(1) read silently with increasing ease for longer periods

NA






(2) read silently with increasing comprehension for longer periods

NA



(1) demonstrate English comprehension by employing basic reading skills commensurate with content area needs

NA






(2) expand reading skills commensurate with content area needs

NA


(J) demonstrate English comprehension and expand reading skills by employing inferential skills such as predicting, making connections between ideas, drawing inferences and conclusions from text and graphic sources, and finding supporting text evidence commensurate with content area needs

(1) demonstrate English comprehension and expand reading skills by employing inferential skills

NA





(K) demonstrate English comprehension and expand reading skills by employing analytical skills such as evaluating written information and performing critical analyses commensurate with content area and grade level needs

(1) demonstrate English comprehension and expand reading skills by employing analytical skills

NA


(A) learn relationships between sounds and letters of the English language to represent sounds when writing in English

(1) learn relationships between sounds and letters of the English language to represent sounds when writing in English

NA






(1) write using newly acquired basic vocabulary

NA



(2) write using content-based grade-level vocabulary

NA






(1) spell familiar English words with increasing accuracy

NA



(2) employ English spelling pattern with increasing accuracy as more English is acquired

NA






(3) employ English spelling rules with increasing accuracy as more English is acquired

NA



(1) edit writing for standard grammar and usage, including subject-verb agreement commensurate with grade-level expectations as more English is acquired

NA






(2) edit writing for standard grammar and usage, including pronoun agreement, commensurate with grade-level expectations as more English is acquired

NA



(3) edit writing for standard grammar and usage, including appropriate verb tenses, commensurate with grade-level expectations as more English is acquired

NA





(E) employ increasingly complex grammatical structures in content area writing commensurate with grade level expectations such as (i) using correct verbs, tenses, and pronouns/antecedents; (ii) using possessive case (apostrophe -s) correctly; and, (iii) using negatives and contractions correctly

(1) employ increasingly complex grammatical structures in content area writing commensurate with grade level expectations

NA



(1) write using a variety of grade-appropriate sentence lengths in increasingly accurate ways as more English is acquired

NA






(2) write using a variety of grade-appropriate sentence patterns in increasingly accurate ways as more English is acquired

NA



(3) write using a variety of grade-appropriate connecting words to combine phrases, clauses, and sentences in increasingly accurate ways as more English is acquired

NA






(1) narrate with increasing specificity and detail to fulfill content area writing needs as more English is acquired

NA



(2) describe with increasing specificity and detail to fulfill content area writing needs as more English is acquired

NA






(3) explain with increasing specificity and detail to fulfill content area writing needs as more English is acquired

NA

Documents

A Correlation of Pearson Texas Geometryassets.pearsonschool.com/...TX_Geometry_2015_Final.pdf · Chapter 111. Mathematics §111.41. Geometry, Adopted 2012 (One Credit). Proclamation