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For use withGlencoe Geometry
North CarolinaGuide to DailyIntervention
Copyright © by The McGraw-Hill Companies, Inc. All rights reserved. Printed in the United States of America. Permission is granted to reproduce the materialcontained herein on the condition that such materials be reproduced only for classroomuse; be provided to students, teachers, and families without charge; and be used solelyin conjunction with Glencoe Geometry. Any other reproduction, for use or sale, is prohibited without written permission of the publisher.
Send all inquiries to:Glencoe/McGraw-Hill8787 Orion PlaceColumbus, OH 43240-4027
North Carolina GeometryISBN 0-07-860258-0 Guide to Daily Intervention
2 3 4 5 6 7 8 9 10 047 12 11 10 09 08 07 06 05 04
©Glencoe/McGraw-Hill iii Glencoe Geometry
Contents
Teacher’s Guide to Using the Guide to Daily Intervention . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .iv
Daily Intervention for North Carolina Students and Teachers . . . . . . . . . . . . . . . . . . . . . . . . . . . .v
Daily Intervention in the Student Edition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .vi
Daily Intervention in the Teacher Wraparound Edition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .vii
Daily Intervention in the Teacher Classroom Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .viii
Daily Intervention on the Internet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .ix
Daily Intervention with Other Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .x
Student Remediation Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .xi
North Carolina Geometry Standard Course of Study Correlated to Glencoe Geometry . . . . . .xiii
Glencoe Geometry Correlated to North Carolina Daily Intervention Resources . . . . . . . . . . . . .1
©Glencoe/McGraw-Hill iv Glencoe Geometry
Teacher’s Guide to Using the Guide to Daily Intervention
Today it is vital that students understand the mathematics that they are learning. Using computers on thejob, making good consumer choices, evaluating information, and other life skills depend upon goodmathematics skills. Since no two students are exactly the same, in every classroom there will be studentsof various abilities and skill levels. This booklet focuses on ways that teachers can intervene to assist thestruggling student to improve his or her performance. Helping all students succeed in mathematics anddevelop their mathematical reasoning skills is an ambitious and worthwhile goal.
In order to ensure students’ success, teachers can follow a three-step process of daily intervention.
1. Assessment of individual student needs Teachers need to evaluate the needs of students in order tomeet those needs.
2. Ongoing evaluation of student progress Monitoring students’ progress and understanding on a dailybasis allows a teacher to head off trouble.
3. Monitoring instructional activities to strengthen students’ weaknesses Providing opportunities forstudents to immediately address any weaknesses ensures students’ continued success.
The Glencoe Geometry program includes tools for daily intervention in the Student Edition, the TeacherWraparound Edition, the Teacher Classroom Resources, the Internet, and other products. Using thesetools can help you help your students realize mathematical success. The following pages detail eachresource available and the correlation shows how they are used in each lesson of Glencoe Geometry.
©Glencoe/McGraw-Hill v Glencoe Geometry
Daily Intervention forNorth Carolina Students and Teachers
This booklet contains correlations to materials available from Glencoe/McGraw-Hill that can assist youin preparing your students for success on the North Carolina Geometry End-of-Course Test, includingcorrelations between lessons in Glencoe Geometry and the North Carolina Geometry Standard Course ofStudy. Lists of these standards are included for your convenience.
In addition, this booklet contains correlations between the Student Edition of Glencoe Geometry and thefollowing workbooks:
Preparing for the North Carolina Geometry End-of-Course (EOC) Test Practice and Sample TestWorkbook, Student Edition
This workbook includes practice for each standard tested on the North Carolina Geometry End-of-Course (EOC) Test, includingmultiple-choice review questions. In addition, 2 sample tests areprovided in the workbook. Students can review the material as theyprogress through the textbook or use it as a review before taking theNorth Carolina Geometry End-of-Course Test.
Preparing for the North Carolina Geometry End-of-Course (EOC) Test Practice and Sample Test Workbook, Teacher’s Annotated Edition
In this Teacher’s Annotated Edition, answers are printed full-size, inplace on the student pages of the practice and sample test pages. Eachitem in the sample tests is also referenced by standard. A list of theNorth Carolina Geometry Standard Course of Study is included.
Teacher’s Annotated EditionTeacher’s Annotated EditionGLENCOE MATHEMATICS
Includes:
• North Carolina 2003 Course of Study Content Standards Covered on the GeometryEOC Test Correlated to Glencoe Geometry
• Formula Sheet
• Diagnostic Test
• Numerous Practice Questions for each Content Standard
• Full-Size Sample Test
• Class Recording Chart
GLENCOE MATHEMATICS
Includes:
• North Carolina 2003 Course of Study Content Standards Covered on the Geometry EOC Test
• Formula Sheet
• Diagnostic Test
• Numerous Practice Questions for each Content Standard
• Full-Size Sample Test
• Student Recording Chart
Preparing for the North CarolinaGeometry End-of-Course (EOC)
Test Practice and Sample TestWorkbook, Student Edition
Preparing for the North CarolinaGeometry End-of-Course (EOC)
Test Practice and Sample TestWorkbook, Teacher’s Annotated
Edition
©Glencoe/McGraw-Hill vi Glencoe Geometry
Daily Intervention in the Student Edition
• Every item of the North Carolina Geometry Standard Course of Study is correlated to a lesson in Glencoe Geometry.
• In the Getting Started section at the beginning of each chapter in theStudent Edition, the Prerequisite Skills check students’ preparednessfor the chapter. You can check prior knowledge by reviewing prerequisitetopics and explaining how these prerequisite topics are related to thecurrent concept.
• Additional practice of Prerequisite Skills is provided at the end of each lesson with page references to help students review theconcepts. These exercises review concepts and skills that will beapplied in the next lesson. The Prerequisite Skills section in theStudent Handbook in the back of the Student Edition providesexplanation and practice of skills that are needed for success ingeometry.
• You can use the Check for Understanding exercises in class toensure that all students understand the concepts.
• Concept Check Students communicate their understanding of the concepts just taught by defining, describing, and explaining mathematical concepts.
• Guided Practice These exercises present a representative sample ofthe exercises in the Practice and Apply section. A key is provided inthe Teacher Wraparound Edition that correlates the exercises to thecorresponding examples. Find the Error exercises help studentsidentify and address common errors before they occur.
• Application Students have the opportunity to solve a real-world ormathematical connection problem as a check for understanding.
• Extra Practice, located in the back of the Student Edition, provides additional, immediate practice with the skills and concepts from each lesson.
• Mixed Problem Solving and Proof, also in the back of the StudentEdition, includes numerous verbal problems for students to reinforcetheir problem-solving skills.
Geometry Student Edition, p. 5
Geometry Student Edition, p. 154
Geometry Student Edition, p. 763
©Glencoe/McGraw-Hill vii Glencoe Geometry
Daily Intervention in the Teacher Wraparound Edition
• Daily Intervention features provide suggestions for addressing various learning styles and helping students who are having difficulty.
• The Differentiated Instruction suggestions are keyed to eight commonly-accepted learning styles.
• Unlocking Misconceptions suggestions help you analyze wherestudents make common errors so you can point these trouble spotsout to them.
•Each lesson ends with Open-Ended Assessment strategies forclosing the lesson and ensuring that students understand and canapply the concepts. These strategies for bringing closure to the lessonare addressed through writing, modeling, and speaking.
• Teacher to Teacher features contain teaching suggestions from teachers who are successfully teaching Geometry in their classrooms.Suggestions include content tips, techniques, and activities that canbe used in intervention.
11
In-Class ExampleIn-Class Example PowerPoint®
POLYGONS
Name each polygon by thenumber of sides. Thenclassify it as convex orconcave, regular or irregular.
a.
quadrilateral, convex, irregular
b.
nonagon, concave, irregular
PERIMETER
Teaching Tip While there areformulas for the perimeters of a fewspecial shapes, stress that theperimeter can always be found byadding the measures of all the sides.
You are already familiar with many polygon names, such as triangle, square, and rectangle. In general, polygons can be classified by the number of sides they have. A polygon with nsides is an . The table lists some common names for various categories of polygon.
A convex polygon in which all the sides are congruent and all the angles are congruent is called a . Octagon PQRSTUVWbelow is a regular octagon.
U T
SV
W R
P Q
regular polygon
n-gon
Identify PolygonsName each polygon by its number of sides. Then classify it as convex or concaveand regular or irregular.a. b.
Example 1Example 1
Reading MathThe term polygon isderived from a Greekword meaning manyangles. Since hexa-means 6, you would thinkhexagon means 6 angles,and you would be correct.Every polygon has thesame number of angles as it does sides.
Study Tip
There are 5 sides, so this is a pentagon.No line containing any of the sides will pass through the interior of thepentagon, so it is convex.The sides are congruent, and the anglesare congruent. It is regular.
There are 8 sides, so this is an octagon.A line containing any of the sides will pass through the interior of theoctagon, so it is concave. The sides are congruent. However, since it is concave, it cannot be regular.
46 Chapter 1 Points, Lines, Planes, and Angles
3 triangle
4 quadrilateral
5 pentagon
6 hexagon
7 heptagon
8 octagon
9 nonagon
10 decagon
12 dodecagon
n n-gon
Number ofPolygon
Sides
PERIMETER The of a polygon is the sum of the lengths of its sides,which are segments. Some shapes have special formulas, but they are all derivedfrom the basic definition of perimeter.
perimeter
Perimeter• Words The perimeter P of a polygon is the sum of the lengths of the sides of a
polygon.
• Examples triangle square rectangleP � a � b � c P � s � s � s � s P � � � w � � � w
P � 4s P � 2� � 2w
w
�
�
w
s
s
ssb a
c
46 Chapter 1 Points, Lines, Planes, and Angles
2 Teach2 Teach
Joy F. Stanford, Booker T. Washington Magnet High School Montgomery, AL
When discussing concave and convex polygons, I illustrate the difference by placing a rubberband around a concave polygon and then a convex polygon. It will stretch to touch every sideif the figure is convex, and it will not touch all of the sides of the concave polygon.
Teacher to TeacherTeacher to TeacherTeacher to Teacher
features contain teaching
suggestions from teachers
who are creatively teaching
Geometry in their
classrooms.
Geometry Teacher WraparoundEdition, p. 30
Geometry Teacher WraparoundEdition, p. 131
Geometry Teacher WraparoundEdition, p. 46
©Glencoe/McGraw-Hill viii Glencoe Geometry
Daily Intervention in the Teacher Classroom Resources
• The Study Guide and Intervention masters found in the Chapter Resource Masters summarize key concepts for each objective andprovide practice exercises. These masters are also available as a consumable Study Guide and Intervention Workbook. You maywish to use these masters for additional instruction and practice withindividual students, in cooperative groups, or in peer tutoring situations.
• 5-Minute Check Transparencies with Standardized Test PracticeFor each lesson, there is a full-size transparency with questionscovering the previous lesson or chapter. Also included on eachtransparency is a Standardized Test Practice question. These providean excellent ongoing opportunity for checking students’understanding of the mathematics they are learning.
Geometry Chapter 7 ResourceMasters, p. 357
Geometry 5-Minute CheckTransparency 8-3
©Glencoe/McGraw-Hill ix Glencoe Geometry
Daily Intervention on the Internet
• Online Study Tools These comprehensive review and intervention tools are available anytime, anyplace, simply by logging on to:
www.geometryonline.com
• Self-Check Quizzes are available for every lesson. Immediate feedback lets the student know whether theanswers are correct and references specific pages andexamples in the Student Edition for review. Access theSelf-Check Quizzes directly at:
www.geometryonline.com/self_check_quiz
• Extra Examples that mimic the ones in the Student Edition are completely worked out and availablefor students to review at:
www.geometryonline.com/extra_examples
You may wish to use these examples in reteaching or to have students review areas of weakness.
• Vocabulary Review lets you and your students check their understanding of the terms and definitions usedin each chapter. Access this game-style review at:
www.geometryonline.com/vocabulary_review
©Glencoe/McGraw-Hill x Glencoe Geometry
Daily Intervention with Other Resources
• The Prerequisite Skills Workbook provides extra practice on basicskills that are needed for success in Geometry. You may use thesepages to give students an opportunity to review and refresh their skills.Topics addressed include:
• Operations with Integers• Operations with Decimals• Operations with Fractions• Order of Operations• Solving Equations and Inequalities• Measures in the Metric and Customary Systems• Probability
• The GeomPASS: Tutorial Plus CD-ROM provides an interactive, self-paced tutorial for a Geometry curriculum. The lessons are correlated directly toGlencoe Geometry. Each lesson, or concept, includes apretest, tutorial, guided practice, and posttest. Students’answers to the pretests automatically determinewhether the tutorial is needed for that concept—without taking teacher time to grade it. This software isdesigned to identify and address student weaknesses.
© Glencoe/McGraw-Hill 87 Geometry
Solving Inequalities
Inequalities are sentences that compare two quantities that are not equal.The symbols below are used in inequalities.
Symbols Words
� less than
� greater than
� less than or equal to
� greater than or equal to
� not equal to
Inequalities usually have more than one solution.
Example Solve 2r � 1 � 5. Show the solution on a number line.
2r � 1 � 1 � 5 � 1 Undo addition.
2r � 4
�22r� � �42� Undo multiplication.
r � 2
To graph the solution on a number line, draw a circle at 2. Then draw anarrow to show all numbers greater than 2.
Solve each inequality. Graph the solution on a number line.
1. y � 7 � 12
2. 2t � 1 � 9
3. m � 3 � 8
4. 6w � 18
5. 1 � 2h � 15
6. �2b� � 3
0 1 2 3 4 5 6 7 8 9 10 1211
0 1 2 3 4 5 6 7 8 9 10 1211
0 1 2 3 4 5 6 7 8 9 10 1211
0 1 2 3 4 5 6 7 8 9 10 1211
0 1 2 3 4 5 6 7 8 9 10 1211
0 1 2 3 4 5 6 7 8 9 10 1211
0 1 2 3 4 5 6 7 8 9 10
SKILL
44Name Date Period
Prerequisite Skills Workbook, p. 87
©Glencoe/McGraw-Hill xi Glencoe Geometry
Student Remediation Plan
Teacher InstructionsYou can use the Student Remediation Plan template that follows to plan for students who are in need ofintervention/remediation. It can be used for high stakes tests, if there is no formal remediation planrequired by your school or district. It can also be used for mid-semester reviews or project-based work.
Purpose• To identify students’ specific problem areas and link them to steps that can produce attainable results.
• To provide a template to easily record remediation plans and use them to communicate with studentsand/or parents.
Suggested Uses• Involve students in their Remediation Plans.
Hold a teacher-student conference to go over the details of the remediation plan. Make certain theyunderstand what they are to do, and have them sign a copy of their plan as a sign of good faith.
• Involve parents as much as possible.You may also wish to involve parents in the remediation plan, if the situation is appropriate. Like your students, make sure the parents understand the steps their child should take to improve his or herperformance in your class.
• Identify common steps and resources that can be used for different levels of remedial study.Try to identify several sets of steps and resources for at least two different levels of student need. Forexample, you might identify a course of action for students who need a small amount of extra work,and one for those that need a great deal of extra study in the identified academic area.
Then, as you identify students in need of intervention, you can choose their level and the appropriateremediation plan. While you will probably want to customize the plan per student, you will at leasthave a defined set of steps with which to begin. After the semester ends, you can then evaluate eachplan’s success rate and determine what can be revised to improve each set of actions or resources.
©Glencoe/McGraw-Hill xii Glencoe Geometry
Student Remediation Plan
Student __________________________________ Teacher ___________________________________
Course ___________________________________ Date ______________________________________
Topic/Project/Exam _________________________________________
Problem Area Solution Steps to Be Taken Resources Needed
North Carolina Geometry Standard Course of StudyCorrelated to Glencoe Geometry
Competency Goals and Objectives Lesson References
COMPETENCY GOAL 1: The learner will perform operations with real numbers tosolve problems.1.01 Use the trigonometric ratios to model and
solve problems involving right triangles.7-4, 7-5, 7-6, 7-6F, 7-7, 7-7F, 9-6, 11-3,12-5, 13-2
1.02 Use length, area, and volume of geometricfigures to solve problems. Include arc length,area of sectors of circles; lateral area, surfacearea, and volume of three-dimensionalfigures; and perimeter, area, and volume ofcomposite figures.
1-3, 1-6, 3-6, 6-5, 10-2, 10-3, 10-7, 11-1,11-2, 11-3, 11-4, 11-5, 12-1, 12-2, 12-3,12-4, 12-5, 12-6, 12-7, 13-1, 13-1F, 13-2,13-3, 13-4, 13-5
1.03 Use length, area, and volume to model andsolve problems involving probability.
1-2F, 5-4, 10-1, 11-5, 13-2, 13-3
COMPETENCY GOAL 2: The learner will use geometric and algebraic properties offigures to solve problems and write proofs.2.01 Use logic and deductive reasoning to draw
conclusions and solve problems.2-1, 2-2, 2-3, 2-4, 2-5, 2-6, 2-7, 2-8, 3-1,3-2, 3-3, 3-4, 3-5, 3-6, 4-1, 4-2P, 4-2, 4-3,4-4, 4-5, 4-5F, 4-6, 4-7, 5-1, 5-2, 5-3, 5-4,5-5, 6-1, 6-2, 6-3, 6-4, 6-5, 6-6, 7-1, 7-2P,7-2, 7-3, 7-4, 7-5, 7-6, 7-6F, 7-7, 7-7F, 8-1,8-2, 8-3, 8-4, 8-5, 8-5F, 8-6, 8-7, 9-1, 9-2,9-3, 9-4, 9-5, 9-6, 9-7, 10-1, 10-2, 10-3,10-4, 10-5, 10-5F, 10-6, 10-7, 10-8, 11-1,11-2, 11-3, 11-4, 11-5, 12-1, 12-2, 12-3,12-4, 12-5, 12-6, 12-7, 12-7F, 13-1, 13-2,13-3, 13-4, 13-5
2.02 Apply properties, definitions, and theoremsof angles and lines to solve problems andwrite proofs.
1-1, 1-2, 1-3, 1-4, 1-5, 1-6, 2-1, 2-2, 2-3,2-4, 2-5, 2-6, 2-7, 2-8, 3-1, 3-2, 3-3, 3-4,3-5, 3-6, 4-1, 4-2P, 4-2, 4-3, 4-4, 4-5, 4-5F,4-6, 4-7, 5-1, 5-2, 5-3, 5-4, 5-5, 6-1, 6-2,6-3, 6-4, 6-5, 6-6, 7-1, 7-2P, 7-2, 7-3, 7-4,7-5, 7-6, 7-6F, 7-7, 7-7F, 8-1, 8-2, 8-3, 8-4,8-5, 8-5F, 8-6, 8-7, 9-1, 9-2, 9-3, 9-4, 9-5,9-6, 9-7, 10-1, 10-2, 10-3, 10-4, 10-5,10-5F, 10-6, 10-7, 10-8, 11-1, 11-2, 11-3,11-4, 11-5, 12-1, 12-2, 12-3, 12-4, 12-5,12-6, 12-7, 12-7F, 13-1, 13-2, 13-3, 13-4,13-5
2.03 Apply properties, definitions, and theoremsof two-dimensional figures to solve problemsand write proofs:a) Triangles.b) Quadrilaterals.c) Other Polygons.d) Circles.
1-6, 4-1, 4-2P, 4-2, 4-3, 4-4, 4-5, 4-5F, 4-6,4-7, 5-1, 5-2, 5-3, 5-4, 5-5, 6-1, 6-2, 6-3,6-4, 6-5, 6-6, 7-1, 7-2, 7-3, 7-4, 7-5, 7-6,7-6F, 7-7, 7-7F, 8-1, 8-2, 8-3, 8-4, 8-5,8-5F, 8-6, 8-7, 10-1, 10-2, 10-3, 10-4, 10-5,10-5F, 10-6, 10-7, 10-8
2.04 Develop and apply properties of solids tosolve problems.
1-1, 3-6F, 12-1, 12-2, 12-3, 12-4, 12-5,12-6, 12-7, 12-7F, 13-1, 13-2, 13-3, 13-4,13-5
COMPETENCY GOAL 3: The learner will transform geometric figures in thecoordinate plane algebraically.3.01 Describe the transformation (translation,
reflection, rotation, dilation) of polygons inthe coordinate plane in simple algebraicterms.
4-3, 9-1, 9-2, 9-3, 9-5
3.02 Use matrix operations (addition, subtraction,multiplication, scalar multiplication) todescribe the transformation of polygons inthe coordinate plane.
9-7
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2.02
23-2
627
-30
DI,
Ver
bal/L
ingu
istic
, 83
Fin
d th
e E
rror
, 84
75, 7
62-
42-
4
2-5
Pos
tula
tes
and
Par
agra
phP
roof
s
2.01
2.02
23-2
627
-30
DI,
Intr
aper
sona
l, 90
Unl
ocki
ng M
isco
ncep
tions
, 91
81, 8
22-
52-
5
2-6
Alg
ebra
ic P
roof
2.01
2.02
23-2
627
-30
DI,
Inte
rper
sona
l, 96
87, 8
82-
641
, 42,
43,
44,
83, 8
4, 8
5, 8
6,93
, 94
2-6
2-7
Pro
ving
Seg
men
tR
elat
ions
hips
2.01
2.02
23-2
627
-30
DI,
Vis
ual/S
patia
l, 10
393
, 94
2-7
89, 9
0, 1
01,
102,
103
, 104
2-7
2-8
Pro
ving
Ang
leR
elat
ions
hips
2.01
2.02
23-2
627
-30
DI,
Aud
itory
/Mus
ical
, 108
Fin
d th
e E
rror
, 111
99, 1
002-
881
, 82,
85,
86
2-8
DI =
Diff
eren
tiate
d In
stru
ctio
n, C
RM
= C
hapt
er R
esou
rce
Mas
ters
Cha
pter
3
Par
alle
l and
Per
pend
icul
ar L
ines
Stu
den
t E
dit
ion
(less
on n
umbe
ran
d tit
le)
No
rth
Car
olin
aS
tan
dar
dC
ou
rse
of
Stu
dy
(goa
ls)
No
rth
Car
olin
aG
eom
etry
EO
CP
ract
ice
and
Sam
ple
Tes
tW
ork
bo
ok
(pag
es)
Tea
cher
Wra
par
ou
nd
Ed
itio
n(t
opic
, pag
e)
Stu
dy
Gu
ide
and
Inte
rven
tio
n,
CR
M(p
ages
)
5-M
inu
te C
hec
kT
ran
spar
enci
es(le
sson
)
Pre
req
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Geo
mP
AS
S:
Tu
tori
al P
lus
(less
on)
3-1
Par
alle
l Lin
esan
dT
rans
vers
als
2.01
2.02
23-2
627
-30
Tip
s fo
r N
ew T
each
ers,
128
DI,
Vis
ual/S
patia
l, 12
8F
ind
the
Err
or, 1
29
125,
126
3-1
3-1
3-2
Ang
les
and
Par
alle
l Lin
es
2.01
2.02
23-2
627
-30
DI,
Kin
esth
etic
, 134
Unl
ocki
ng M
isco
ncep
tions
, 135
131,
132
3-2
83, 8
43-
2
3-3
Slo
pes
of L
ines
2.01
2.02
23-2
627
-30
DI,
Inte
rper
sona
l, 14
1F
ind
the
Err
or, 1
4213
7, 1
383-
33,
4, 7
, 8, 3
3,34
, 77,
78
3-3
7
3-4
Equ
atio
ns o
fLi
nes
2.01
2.02
23-2
627
-30
DI,
Aud
itory
/Mus
ical
, 146
143,
144
3-4
3-4
8
3-5
Pro
ving
Lin
esP
aral
lel
2.01
2.02
23-2
627
-30
Tip
s fo
r N
ew T
each
ers,
153
DI,
Logi
cal,
153
149,
150
3-5
3, 4
, 7, 8
3-5
3-6
Per
pend
icul
ars
and
Dis
tanc
e
1.02
2.01
2.02
2.04
15-1
823
-26
27-3
035
-38
DI,
Nat
ural
ist,
161
155,
156
3-6
1, 2
, 3, 4
3-6
9
DI =
Diff
eren
tiate
d In
stru
ctio
n, C
RM
= C
hapt
er R
esou
rce
Mas
ters
Cha
pter
4
Con
grue
nt T
rian
gles
Stu
den
t E
dit
ion
(less
on n
umbe
ran
d tit
le)
No
rth
Car
olin
aS
tan
dar
dC
ou
rse
of
Stu
dy
(goa
ls)
No
rth
Car
olin
aG
eom
etry
EO
CP
ract
ice
and
Sam
ple
Tes
tW
ork
bo
ok
(pag
es)
Tea
cher
Wra
par
ou
nd
Ed
itio
n(t
opic
, pag
e)
Stu
dy
Gu
ide
and
Inte
rven
tio
n,
CR
M(p
ages
)
5-M
inu
te C
hec
kT
ran
spar
enci
es(le
sson
)
Pre
req
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Geo
mP
AS
S:
Tu
tori
al P
lus
(less
on)
4-1
Cla
ssify
ing
Tria
ngle
s
2.01
2.02
2.03
a
23-2
627
-30
31-3
4
DI,
Nat
ural
ist,
180
183,
184
4-1
1, 2
4-1
4-2
Ang
les
ofT
riang
les
2.01
2.02
2.03
a
23-2
627
-30
31-3
4
DI,
Vis
ual/S
patia
l, 18
6F
ind
the
Err
or, 1
8918
9, 1
904-
281
, 82,
83,
84
4-2
4-3
Con
grue
ntT
riang
les
2.01
2.02
2.03
a3.
01
23-2
627
-30
31-3
439
-42
DI,
Aud
itory
/Mus
ical
, 193
195,
196
4-3
4-3
4-4
Pro
ving
Con
grue
nce–
SS
S, S
AS
2.01
2.02
2.03
a
23-2
627
-30
31-3
4
DI,
Logi
cal/M
athe
mat
ical
, 201
Unl
ocki
ng M
isco
ncep
tions
, 202
Fin
d th
e E
rror
, 203
201,
202
4-4
1, 2
4-4
4-5
Pro
ving
Con
grue
nce–
AS
A, A
AS
2.01
2.02
2.03
a
23-2
627
-30
31-3
4
DI,
Intr
aper
sona
l, 20
9T
ips
for
New
Tea
cher
s, 2
1020
7, 2
084-
54-
510
4-6
Isos
cele
sT
riang
les
2.01
2.02
2.03
a
23-2
627
-30
31-3
4
DI,
Inte
rper
sona
l, 21
821
3, 2
144-
64-
6
4-7
Tria
ngle
s an
dC
oord
inat
e P
roof
2.01
2.02
2.03
a
23-2
627
-30
31-3
4
DI,
Kin
esth
etic
, 223
219,
220
4-7
4-7
DI =
Diff
eren
tiate
d In
stru
ctio
n, C
RM
= C
hapt
er R
esou
rce
Mas
ters
Cha
pter
5
Rel
atio
nshi
ps in
Tri
angl
es
Stu
den
t E
dit
ion
(less
on n
umbe
ran
d tit
le)
No
rth
Car
olin
aS
tan
dar
dC
ou
rse
of
Stu
dy
(goa
ls)
No
rth
Car
olin
aG
eom
etry
EO
CP
ract
ice
and
Sam
ple
Tes
tW
ork
bo
ok
(pag
es)
Tea
cher
Wra
par
ou
nd
Ed
itio
n(t
opic
, pag
e)
Stu
dy
Gu
ide
and
Inte
rven
tio
n,
CR
M(p
ages
)
5-M
inu
te C
hec
kT
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spar
enci
es(le
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Geo
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AS
S:
Tu
tori
al P
lus
(less
on)
5-1
Bis
ecto
rs,
Med
ians
, and
Alti
tude
s
2.01
2.02
2.03
a
23-2
627
-30
31-3
4
Tip
s fo
r N
ew T
each
ers,
239
DI,
Vis
ual/S
patia
l, 24
024
5, 2
465-
17,
8, 4
1, 4
25-
1
5-2
Ineq
ualit
ies
and
Tria
ngle
s
2.01
2.02
2.03
a
23-2
627
-30
31-3
4
DI,
Ver
bal/L
ingu
istic
, 248
Fin
d th
e E
rror
, 251
251,
252
5-2
9, 1
0, 1
3, 1
4,87
, 88
5-2
5-3
Indi
rect
Pro
of2.
012.
022.
03a
23-2
627
-30
31-3
4
Unl
ocki
ng M
isco
ncep
tions
, 256
DI,
Inte
rper
sona
l, 25
725
7, 2
585-
315
, 16,
17,
18,
19, 2
0, 2
5, 2
6,87
, 88
5-3
5-4
The
Tria
ngle
Ineq
ualit
y
1.03
2.01
2.02
2.03
a
19-2
223
-26
27-3
031
-34
DI,
Nat
ural
ist,
262
Fin
d th
e E
rror
, 263
263,
264
5-4
15, 1
6, 8
7, 8
8,10
7, 1
085-
4
5-5
Ineq
ualit
ies
Invo
lvin
g T
wo
Tria
ngle
s
2.01
2.02
2.03
a
23-2
627
-30
31-3
4
DI,
Logi
cal/M
athe
mat
ical
, 268
269,
270
5-5
87, 8
85-
511
DI =
Diff
eren
tiate
d In
stru
ctio
n, C
RM
= C
hapt
er R
esou
rce
Mas
ters
Cha
pter
6
Pro
port
ions
and
Sim
ilari
ty
Stu
den
t E
dit
ion
(less
on n
umbe
ran
d tit
le)
No
rth
Car
olin
aS
tan
dar
dC
ou
rse
of
Stu
dy
(goa
ls)
No
rth
Car
olin
aG
eom
etry
EO
CP
ract
ice
and
Sam
ple
Tes
tW
ork
bo
ok
(pag
es)
Tea
cher
Wra
par
ou
nd
Ed
itio
n(t
opic
, pag
e)
Stu
dy
Gu
ide
and
Inte
rven
tio
n,
CR
M(p
ages
)
5-M
inu
te C
hec
kT
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Geo
mP
AS
S:
Tu
tori
al P
lus
(less
on)
6-1
Pro
port
ions
2.01
2.02
2.03
a
23-2
627
-30
31-3
4
Tip
s fo
r N
ew T
each
ers,
283
DI,
Logi
cal/M
athe
mat
ical
, 283
Tip
s fo
r N
ew T
each
ers,
284
Fin
d th
e E
rror
, 285
295,
296
6-1
19, 2
0, 2
3, 2
4,29
, 30,
31,
32,
37, 3
8, 6
9, 7
0,71
, 72,
91,
92
6-1
6-2
Sim
ilar
Pol
ygon
s2.
012.
022.
03a
23-2
627
-30
31-3
4
Tip
s fo
r N
ew T
each
ers,
289
DI,
Vis
ual/S
patia
l, 29
0F
ind
the
Err
or, 2
93
301,
302
6-2
89, 9
0, 9
5, 9
66-
2
6-3
Sim
ilar
Tria
ngle
s2.
012.
022.
03a
23-2
627
-30
31-3
4
Tip
s fo
r N
ew T
each
ers,
300
DI,
Inte
rper
sona
l, 30
0F
ind
the
Err
or, 3
01
307,
308
6-3
25, 2
6, 3
3, 3
4,35
, 36,
43,
44,
53, 5
4
6-3
12
6-4
Par
alle
l Lin
esan
d P
ropo
rtio
nal
Par
ts
2.01
2.02
2.03
a
23-2
627
-30
31-3
4
DI,
Kin
esth
etic
, 310
313,
314
6-4
6-4
6-5
Par
ts o
f Sim
ilar
Tria
ngle
s
1.02
2.01
2.02
2.03
a
15-1
823
-26
27-3
031
-34
DI,
Aud
itory
/Mus
ical
, 318
Unl
ocki
ng M
isco
ncep
tions
, 319
319,
320
6-5
31, 3
26-
5
6-6
Fra
ctal
s an
dS
elf-
Sim
ilarit
y
2.01
2.02
2.03
a
23-2
627
-30
31-3
4
DI,
Nat
ural
ist,
327
325,
326
6-6
6-6
DI =
Diff
eren
tiate
d In
stru
ctio
n, C
RM
= C
hapt
er R
esou
rce
Mas
ters
Cha
pter
7
Rig
ht T
rian
gles
and
Tri
gono
met
ry
Stu
den
t E
dit
ion
(less
on n
umbe
ran
d tit
le)
No
rth
Car
olin
aS
tan
dar
dC
ou
rse
of
Stu
dy
(goa
ls)
No
rth
Car
olin
aG
eom
etry
EO
CP
ract
ice
and
Sam
ple
Tes
tW
ork
bo
ok
(pag
es)
Tea
cher
Wra
par
ou
nd
Ed
itio
n(t
opic
, pag
e)
Stu
dy
Gu
ide
and
Inte
rven
tio
n,
CR
M(p
ages
)
5-M
inu
te C
hec
kT
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spar
enci
es(le
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Geo
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Tu
tori
al P
lus
(less
on)
7-1
Geo
met
ric M
ean
2.01
2.02
2.03
a
23-2
627
-30
31-3
4
DI,
Intr
aper
sona
l, 34
4F
ind
the
Err
or, 3
4535
1, 3
527-
111
, 12,
31,
32
7-1
7-2
The
Pyt
hago
rean
The
orem
and
Its
Con
vers
e
2.01
2.02
2.03
a
23-2
627
-30
31-3
4
DI,
Vis
ual/S
patia
l, 35
2F
ind
the
Err
or, 3
5335
7, 3
587-
211
, 12,
31,
32
7-2
13
7-3
Spe
cial
Rig
htT
riang
les
2.01
2.02
2.03
a
23-2
627
-30
31-3
4
Tip
s fo
r N
ew T
each
ers,
358
DI,
Logi
cal/M
athe
mat
ical
, 358
Unl
ocki
ng M
isco
ncep
tions
, 359
363,
364
7-3
17, 1
87-
314
7-4
Trig
onom
etry
1.01
2.01
2.02
2.03
a
11-1
423
-26
27-3
031
-34
DI,
Aud
itory
/Mus
ical
, 366
369,
370
7-4
11, 1
27-
4
7-5
Ang
le o
fE
leva
tion
and
Dep
ress
ion
1.01
2.01
2.02
2.03
a
11-1
423
-26
27-3
031
-34
DI,
Kin
esth
etic
, 372
375,
376
7-5
7-5
15
7-6
The
Law
of
Sin
es
1.01
2.01
2.02
2.03
a
11-1
423
-26
27-3
031
-34
DI,
Inte
rper
sona
l, 37
8F
ind
the
Err
or, 3
8038
1, 3
827-
67-
6
7-7
The
Law
of
Cos
ines
1.01
2.01
2.02
2.03
a
11-1
423
-26
27-3
031
-34
DI,
Ver
bal/L
ingu
istic
, 386
387,
388
7-7
21, 2
2, 2
5, 2
67-
716
DI =
Diff
eren
tiate
d In
stru
ctio
n, C
RM
= C
hapt
er R
esou
rce
Mas
ters
Cha
pter
8
Qua
drila
tera
ls
Stu
den
t E
dit
ion
(less
on n
umbe
ran
d tit
le)
No
rth
Car
olin
aS
tan
dar
dC
ou
rse
of
Stu
dy
(goa
ls)
No
rth
Car
olin
aG
eom
etry
EO
CP
ract
ice
and
Sam
ple
Tes
tW
ork
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ok
(pag
es)
Tea
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itio
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opic
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Stu
dy
Gu
ide
and
Inte
rven
tio
n,
CR
M(p
ages
)
5-M
inu
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hec
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Tu
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lus
(less
on)
8-1
Ang
les
ofP
olyg
ons
2.01
2.02
2.03
c
23-2
627
-30
31-3
4
Tip
s fo
r N
ew T
each
ers,
406
DI,
Logi
cal,
407
417,
418
8-1
5, 6
8-1
8-2
Par
alle
logr
ams
2.01
2.02
2.03
b
23-2
627
-30
31-3
4
DI,
Vis
ual/S
patia
l, 41
342
3, 4
248-
281
, 82
8-2
8-3
Tes
ts fo
rP
aral
lelo
gram
s
2.01
2.02
2.03
b
23-2
627
-30
31-3
4
DI,
Intr
aper
sona
l, 41
9F
ind
the
Err
or, 4
2142
9, 4
308-
38-
3
8-4
Rec
tang
les
2.01
2.02
2.03
b
23-2
627
-30
31-3
4
DI,
Kin
esth
etic
, 426
Fin
d th
e E
rror
, 427
435,
436
8-4
8-4
8-5
Rho
mbi
and
Squ
ares
2.01
2.02
2.03
b
23-2
627
-30
31-3
4
DI,
Aud
itory
/Mus
ical
, 433
Unl
ocki
ng M
isco
ncep
tions
, 434
441,
442
8-5
41, 4
28-
5
8-6
Tra
pezo
ids
2.01
2.02
2.03
b
23-2
627
-30
31-3
4
DI,
Nat
ural
ist,
442
447,
448
8-6
8-6
17
8-7
Coo
rdin
ate
Pro
ofan
dQ
uadr
ilate
rals
2.01
2.02
2.03
b
23-2
627
-30
31-3
4
DI,
Inte
rper
sona
l, 44
945
3, 4
548-
78-
7
DI =
Diff
eren
tiate
d In
stru
ctio
n, C
RM
= C
hapt
er R
esou
rce
Mas
ters
Cha
pter
9
Tra
nsfo
rmat
ions
Stu
den
t E
dit
ion
(less
on n
umbe
ran
d tit
le)
No
rth
Car
olin
aS
tan
dar
dC
ou
rse
of
Stu
dy
(goa
ls)
No
rth
Car
olin
aG
eom
etry
EO
CP
ract
ice
and
Sam
ple
Tes
tW
ork
bo
ok
(pag
es)
Tea
cher
Wra
par
ou
nd
Ed
itio
n(t
opic
, pag
e)
Stu
dy
Gu
ide
and
Inte
rven
tio
n,
CR
M(p
ages
)
5-M
inu
te C
hec
kT
ran
spar
enci
es(le
sson
)
Pre
req
uis
ite
Ski
llsW
ork
bo
ok
(pag
es)
On
line
Stu
dy
To
ols
(less
on)
Geo
mP
AS
S:
Tu
tori
al P
lus
(less
on)
9-1
Ref
lect
ions
2.01
2.02
3.01
23-2
627
-30
39-4
2
DI,
Nat
ural
ist,
465
Unl
ocki
ng M
isco
ncep
tions
, 466
479,
480
9-1
5, 6
9-1
9-2
Tra
nsla
tions
2.01
2.02
3.01
23-2
627
-30
39-4
2
DI,
Kin
esth
etic
, 471
Fin
d th
e E
rror
, 473
485,
486
9-2
1, 2
9-2
9-3
Rot
atio
ns2.
012.
023.
01
23-2
627
-30
39-4
2
DI,
Logi
cal/M
athe
mat
ical
, 478
491,
492
9-3
9-3
9-4
Tes
sella
tions
2.01
2.02
23-2
627
-30
DI,
Vis
ual/S
patia
l, 48
549
7, 4
989-
49-
4
9-5
Dila
tions
2.01
2.02
3.01
23-2
627
-30
39-4
2
DI,
Aud
itory
/Mus
ical
, 491
Fin
d th
e E
rror
, 493
503,
504
9-5
19, 2
0, 4
3, 4
49-
518
9-6
Vec
tors
1.01
2.01
2.02
11-1
423
-26
27-3
0
DI,
Intr
aper
sona
l, 49
9T
ips
for
New
Tea
cher
s, 5
0150
9, 5
109-
65,
69-
6
9-7
Tra
nsfo
rmat
ions
with
Mat
rices
2.01
2.02
3.02
23-2
627
-30
43-4
6
DI,
Inte
rper
sona
l, 50
951
5, 5
169-
79-
7
DI =
Diff
eren
tiate
d In
stru
ctio
n, C
RM
= C
hapt
er R
esou
rce
Mas
ters
Cha
pter
10
C
ircl
es
Stu
den
t E
dit
ion
(less
on n
umbe
ran
d tit
le)
No
rth
Car
olin
aS
tan
dar
dC
ou
rse
of
Stu
dy
(goa
ls)
No
rth
Car
olin
aG
eom
etry
EO
CP
ract
ice
and
Sam
ple
Tes
tW
ork
bo
ok
(pag
es)
Tea
cher
Wra
par
ou
nd
Ed
itio
n(t
opic
, pag
e)
Stu
dy
Gu
ide
and
Inte
rven
tio
n,
CR
M(p
ages
)
5-M
inu
te C
hec
kT
ran
spar
enci
es(le
sson
)
Pre
req
uis
ite
Ski
llsW
ork
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ok
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es)
On
line
Stu
dy
To
ols
(less
on)
Geo
mP
AS
S:
Tu
tori
al P
lus
(less
on)
10-1
Circ
les
and
Circ
umfe
renc
e
1.03
2.01
2.02
2.03
d
19-2
223
-26
27-3
031
-34
Tip
s fo
r N
ew T
each
ers,
524
DI,
Ver
bal/L
ingu
istic
, 525
541,
542
10-1
11, 1
2, 2
3, 2
4,45
, 46,
47,
48
10-1
10-2
Ang
les
and
Arc
s1.
022.
012.
022.
03d
15-1
823
-26
27-3
031
-34
DI,
Inte
rper
sona
l, 53
1U
nloc
king
Mis
conc
eptio
ns, 5
3254
7, 5
4810
-231
, 32,
61,
62,
63, 6
4, 6
7, 6
8,71
, 72,
105
,10
6, 1
09, 1
10
10-2
10-3
Arc
s an
d C
hord
s1.
022.
012.
022.
03d
15-1
823
-26
27-3
031
-34
DI,
Aud
itory
/Mus
ical
, 537
Fin
d th
e E
rror
, 539
553,
554
10-3
10-3
10-4
Insc
ribed
Ang
les
2.01
2.02
2.03
d
23-2
627
-30
31-3
4
DI,
Intr
aper
sona
l, 54
655
9, 5
6010
-441
, 42
10-4
10-5
Tan
gent
s2.
012.
022.
03d
23-2
627
-30
31-3
4
DI,
Kin
esth
etic
, 554
565,
566
10-5
15, 1
610
-5
10-6
Sec
ants
,T
ange
nts,
and
Ang
le M
easu
res
2.01
2.02
2.03
d
23-2
627
-30
31-3
4
Tip
s fo
r N
ew T
each
ers,
562
DI,
Nat
ural
ist,
562
571,
572
10-6
17, 1
810
-6
10-7
Spe
cial
Seg
men
ts in
aC
ircle
1.02
2.01
2.02
2.03
d
15-1
823
-26
27-3
031
-34
Fin
d th
e E
rror
, 571
DI,
Vis
ual/S
patia
l, 57
157
7, 5
7810
-735
, 36,
51,
52
10-7
10-8
Equ
atio
ns o
fC
ircle
s
2.01
2.02
2.03
d
23-2
627
-30
31-3
4
DI,
Logi
cal/M
athe
mat
ical
, 576
583,
584
10-8
10-8
19
DI =
Diff
eren
tiate
d In
stru
ctio
n, C
RM
= C
hapt
er R
esou
rce
Mas
ters
Cha
pter
11
A
reas
of
Pol
ygon
s an
d C
ircl
es
Stu
den
t E
dit
ion
(less
on n
umbe
ran
d tit
le)
No
rth
Car
olin
aS
tan
dar
dC
ou
rse
of
Stu
dy
(goa
ls)
No
rth
Car
olin
aG
eom
etry
EO
CP
ract
ice
and
Sam
ple
Tes
tW
ork
bo
ok
(pag
es)
Tea
cher
Wra
par
ou
nd
Ed
itio
n(t
opic
, pag
e)
Stu
dy
Gu
ide
and
Inte
rven
tio
n,
CR
M(p
ages
)
5-M
inu
te C
hec
kT
ran
spar
enci
es(le
sson
)
Pre
req
uis
ite
Ski
llsW
ork
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ok
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es)
On
line
Stu
dy
To
ols
(less
on)
Geo
mP
AS
S:
Tu
tori
al P
lus
(less
on)
11-1
Are
as o
fP
aral
lelo
gram
s
1.02
2.01
2.02
15-1
823
-26
27-3
0
Tip
s fo
r N
ew T
each
ers,
596
DI,
Logi
cal,
597
611,
612
11-1
11-1
11-2
Are
as o
fT
riang
les,
Tra
pezo
ids,
and
Rho
mbi
1.02
2.01
2.02
15-1
823
-26
27-3
0
Tip
s fo
r N
ew T
each
ers,
602
DI,
Vis
ual/S
patia
l, 60
3F
ind
the
Err
or, 6
05
617,
618
11-2
11-2
11-3
Are
as o
f Reg
ular
Pol
ygon
s an
dC
ircle
s
1.01
1.02
2.01
2.02
11-1
415
-18
23-2
627
-30
DI,
Inte
rper
sona
l, 61
262
3, 6
2411
-343
, 44
11-3
11-4
Are
as o
fIr
regu
lar
Fig
ures
1.02
2.01
2.02
15-1
823
-26
27-3
0
DI,
Kin
esth
etic
, 618
629,
630
11-4
11-4
20
11-5
Geo
met
ricP
roba
bilit
y
1.02
1.03
2.01
2.02
3.01
15-1
819
-22
23-2
627
-30
39-4
2
Fin
d th
e E
rror
, 624
DI,
Aud
itory
/Mus
ical
, 624
Unl
ocki
ng M
isco
ncep
tions
, 625
635,
636
11-5
27, 2
8, 1
07,
108
11-5
DI =
Diff
eren
tiate
d In
stru
ctio
n, C
RM
= C
hapt
er R
esou
rce
Mas
ters
Cha
pter
12
Su
rfac
e A
rea
Stu
den
t E
dit
ion
(less
on n
umbe
ran
d tit
le)
No
rth
Car
olin
aS
tan
dar
dC
ou
rse
of
Stu
dy
(goa
ls)
No
rth
Car
olin
aG
eom
etry
EO
CP
ract
ice
and
Sam
ple
Tes
tW
ork
bo
ok
(pag
es)
Tea
cher
Wra
par
ou
nd
Ed
itio
n(t
opic
, pag
e)
Stu
dy
Gu
ide
and
Inte
rven
tio
n,
CR
M(p
ages
)
5-M
inu
te C
hec
kT
ran
spar
enci
es(le
sson
)
Pre
req
uis
ite
Ski
llsW
ork
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ok
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es)
On
line
Stu
dy
To
ols
(less
on)
Geo
mP
AS
S:
Tu
tori
al P
lus
(less
on)
12-1
Thr
ee-
Dim
ensi
onal
Fig
ures
1.02
2.01
2.02
2.04
15-1
823
-26
27-3
035
-38
Tip
s fo
r N
ew T
each
ers,
637
DI,
Logi
cal,
638
661,
662
12-1
12-1
21
12-2
Net
s an
dS
urfa
ce A
rea
1.02
2.01
2.02
2.04
15-1
823
-26
27-3
035
-38
Tip
s fo
r N
ew T
each
ers,
644
DI,
Vis
ual/S
patia
l, 64
466
7, 6
6812
-212
-2
12-3
Sur
face
Are
as o
fP
rism
s
1.02
2.01
2.02
2.04
15-1
823
-26
27-3
035
-38
DI,
Intr
aper
sona
l, 65
167
3, 6
7412
-312
-3
12-4
Sur
face
Are
as o
fC
ylin
ders
1.02
2.01
2.02
2.04
15-1
823
-26
27-3
035
-38
DI,
Kin
esth
etic
, 656
Fin
d th
e E
rror
, 657
679,
680
12-4
12-4
12-5
Sur
face
Are
as o
fP
yram
ids
1.01
1.02
2.01
2.02
2.04
11-1
415
-18
23-2
627
-30
35-3
8
DI,
Aud
itory
/Mus
ical
, 662
Unl
ocki
ng M
isco
ncep
tions
, 663
685,
686
12-5
12-5
12-6
Sur
face
Are
as o
fC
ones
1.02
2.01
2.02
2.04
15-1
823
-26
27-3
035
-38
DI,
Ver
bal/L
ingu
istic
, 667
691,
692
12-6
12-6
12-7
Sur
face
Are
as o
fS
pher
es
1.02
2.01
2.02
2.04
15-1
823
-26
27-3
035
-38
Tip
s fo
r N
ew T
each
ers,
672
DI,
Nat
ural
ist,
673
Fin
d th
e E
rror
, 674
697,
698
12-7
12-7
22
DI =
Diff
eren
tiate
d In
stru
ctio
n, C
RM
= C
hapt
er R
esou
rce
Mas
ters
Cha
pter
13
V
olum
e
Stu
den
t E
dit
ion
(less
on n
umbe
ran
d tit
le)
No
rth
Car
olin
aS
tan
dar
dC
ou
rse
of
Stu
dy
(goa
ls)
No
rth
Car
olin
aG
eom
etry
EO
CP
ract
ice
and
Sam
ple
Tes
tW
ork
bo
ok
(pag
es)
Tea
cher
Wra
par
ou
nd
Ed
itio
n(t
opic
, pag
e)
Stu
dy
Gu
ide
and
Inte
rven
tio
n,
CR
M(p
ages
)
5-M
inu
te C
hec
kT
ran
spar
enci
es(le
sson
)
Pre
req
uis
ite
Ski
llsW
ork
bo
ok
(pag
es)
On
line
Stu
dy
To
ols
(less
on)
Geo
mP
AS
S:
Tu
tori
al P
lus
(less
on)
13-1
Vol
umes
of
Pris
ms
and
Cyl
inde
rs
1.02
2.01
2.02
2.04
15-1
823
-26
27-3
035
-38
Tip
s fo
r N
ew T
each
ers,
689
Tip
s fo
r N
ew T
each
ers,
690
DI,
Logi
cal,
690
Fin
d th
e E
rror
, 691
723,
724
13-1
21, 2
2, 9
7, 9
8,99
, 101
13-1
13-2
Vol
umes
of
Pyr
amid
s an
dC
ones
1.01
1.02
1.03
2.01
2.02
2.04
11-1
415
-18
19-2
223
-26
27-3
035
-38
DI,
Vis
ual/S
patia
l, 69
872
9, 7
3013
-213
-2
13-3
Vol
umes
of
Sph
eres
1.02
1.03
2.01
2.02
2.04
15-1
819
-22
23-2
627
-30
35-3
8
DI,
Inte
rper
sona
l, 70
3F
ind
the
Err
or, 7
0473
5, 7
3613
-337
, 38
13-3
23
13-4
Con
grue
nt a
ndS
imila
r S
olid
s
1.02
2.01
2.02
2.04
15-1
823
-26
27-3
035
-38
DI,
Kin
esth
etic
, 709
741,
742
13-4
97, 9
813
-424
13-5
Coo
rdin
ates
inS
pace
1.02
2.01
2.02
2.04
15-1
823
-26
27-3
035
-38
DI,
Aud
itory
/Mus
ical
, 716
Unl
ocki
ng M
isco
ncep
tions
, 717
747,
748
13-5
5, 6
13-5
25
DI =
Diff
eren
tiate
d In
stru
ctio
n, C
RM
= C
hapt
er R
esou
rce
Mas
ters
