Pearson Geometry Florida Edition 2011update Use properties of congruent and similar triangles to solve problems involving lengths and areas. Moderate SE/TE: 234 …

Prentice Hall Prentice Hall Geometry, Florida Edition (Title ID: 1477) © 2011 (Charles et al.)

C O R R E L A T E D T O

Geometry (Course Number 1206310; Intended Grade Level 9-12)

G r a d e s 9 - 1 2

SUBJECT: GRADE LEVEL: COURSE TITLE: COURSE CODE: SUBMISSION TITLE:TITLE ID:PUBLISHER: PUBLISHER ID:

BENCHMARK CODE BENCHMARK DEPTH OF KNOWLEDGE

PAGES OR LOCATIONS WHERE BENCHMARK IS DIRECTLY ADDRESSED IN

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LA.1112.1.6.1 The student will use new vocabulary that is introduced and taught directly; SE/TE: 84, 137, 142, 189, 204, 207, 224, 266, 274, 288, 361, 364, 410, 493-494, 554, 557, 560, 599, 611, 625, 629, 651, 665, 676, 726, 737, 786, 839

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LA.1112.1.6.2 The student will listen to, read, and discuss familiar and conceptually challengingtext;

SE/TE: 10, 16, 118, 189, 296, 302, 330, 440, 493, 539, 848

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LA.1112.1.6.5 The student will relate new vocabulary to familiar words; SE/TE: 1, 87, 112, 145, 189, 227, 297, 367, 451, 511, 539, 557, 612, 629, 711, 789, 795

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LA.910.1.6.1 The student will use new vocabulary that is introduced and taught directly; SE/TE: 84, 137, 142, 189, 204, 207, 224, 266, 274, 288, 361, 364, 410, 493-494, 554, 557, 560, 599, 611, 625, 629, 651, 665, 676, 726, 737, 786, 839

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LA.910.1.6.2 The student will listen to, read, and discuss familiar and conceptually challengingtext;

SE/TE: 10, 16, 118, 189, 296, 302, 330, 440, 493, 539, 848

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LA.910.1.6.5 The student will relate new vocabulary to familiar words; SE/TE: 1, 87, 112, 145, 189, 227, 297, 367, 451, 511, 539, 557, 612, 629, 711, 789, 795

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MA.912.D.6.2 Find the converse, inverse, and contrapositive of a statement Moderate SE/TE: 101-104, 105-110, 111, 112, 138-139, 141, 143, 225, 245, 255, 314, 555, 583

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MA.912.D.6.3 Determine whether two propositions are logically equivalent. Moderate SE/TE: 102-104, 105, 107-110, 139, 141, 323, 757 I

MA.912.D.6.4 Use methods of direct and indirect proof and determine whether a short proof is logically valid.

Moderate SE/TE: 113-120, 121-127, 129-131, 133-135, 139-140, 141, 143, 225, 337-341, 351, 355, 360, 361-362, 366, 450, 820

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MA.912.G.1.1 Find the lengths and midpoints of line segments in two-dimensional coordinate systems.

Moderate SE/TE:57-60, 61-64, 77, 79, 80-81, 83, 84-86, 96, 104, 144, 145, 154, 178, 297, 302, 317, 319, 409, 425,426-429, 434, 436, 439-443, 509, 548, 789, 845, 852, 835-836

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Prentice Hall Geometry, Florida Edition © 2011

CORRELATIONFLORIDA DEPARTMENT OF EDUCATION

INSTRUCTIONAL MATERIALS CORRELATION

Mathematics9-12Geometry 1206310

*I/M = INDEPTH OR MENTIONEDCommittee Member Evaluation(Committee Member Use Only)

1477Pearson publishing as Prentice Hall22-1603684-03

COURSE STANDARDS



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MA.912.G.1.2 Construct congruent segments and angles, angle bisectors, and parallel and perpendicular lines using a straight edge and compass or a drawing program, explaining and justifying the process used.

Moderate SE/TE: 49-54, 56, 154, 155, 196-199, 200-203, 221, 249,256, 265, 297, 495, 568, 650

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MA.912.G.1.3 Identify and use the relationships between special pairs of angles formed by parallel lines and transversals.

Moderate SE/TE: 155, 156-164, 165-172, 174-178, 188, 192-193, 194, 218, 219, 220, 223, 224-225, 227, 264, 295, 367, 377, 385-387, 451, 482, 628

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MA.912.G.2.1 Identify and describe convex, concave, regular, and irregular polygons. High SE/TE: 104, 111, 172, 255, 372, 374-376, 403, 450, 508, 509, 587, 593, 609, 851

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MA.912.G.2.2 Determine the measures of interior and exterior angles of polygons, justifying the method used.

Moderate SE/TE: 181-187, 193, 194, 203, 212, 223, 225-226, 236, 245, 268, 270, 291, 296, 370, 371-377, 392, 403, 409, 419, 422, 443, 444, 447, 508, 509, 557, 609, 651, 846, 849

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MA.912.G.2.3 Use properties of congruent and similar polygons to solve mathematical or real-world problems.

High SE/TE: 231, 234, 235, 260-264, 272, 276-279282-283, 287, 443, 454, 458, 463-471, 478-481, 486, 488-489, 491 497 501 505 507 557

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MA.912.G.2.4 Apply transformations (translations, reflections, rotations, dilations, and scale factors) to polygons. to determine congruence, similarity, and symmetry. Know that images formed by translations, reflections, and rotations are congruent to the original shape. Create and verify tessellations of the plane using polygons.

High SE/TE: 230, 232, 560-567, 568, 569-575, 576-583, 584-585, 586-592, 593, 594-600, 601-609, 610, 611, 612-619, 620, 621-624, 625, 632-633, 640, 686

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MA.912.G.2.5 Explain the derivation and apply formulas for perimeter and area of polygons (triangles, quadrilaterals, pentagons, etc.).

Moderate SE/TE: 67-71, 72-77, 78, 79, 82, 84-86, 96, 135, 144, 212, 224, 236, 377, 387, 437, 482, 510, 632-633, 634-640, 641-644, 645-650, 651-657, 658, 665-666, 668, 670-675, 688, 695, 698-699, 703, 704-705, 707, 708, 709, 711, 722

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MA.912.G.2.7 Determine how changes in dimensions affect the perimeter and area of common geometric figures.

Moderate SE/TE: 78, 300, 637, 639, 642, 653, 658-664, 667, 668, 675, 690, 694, 703, 708, 710, 711

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MA.912.G.3.1 Describe, classify, and compare relationships among quadrilaterals including thesquare, rectangle, rhombus, parallelogram, trapezoid, and kite.

Moderate SE/TE: 378-382, 383-387, 388-395, 396-403, 404-409, 410-414, 415-418, 420-421, 422, 426-430, 445, 447, 448-449, 471, 508-509, 540, 548, 557, 567, 575, 600, 626, 629, 640, 657, 686, 746, 786

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MA.912.G.3.2 Compare and contrast special quadrilaterals on the basis of their properties. Moderate SE/TE: 378-384, 386, 388-395, 396-397, 399-403, 404-405, 407, 409, 410, 415-418, 420, 438, 445, 448-449, 509 600 642 645

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MA.912.G.3.3 Use coordinate geometry to prove properties of congruent, regular, and similar quadrilaterals.

High SE/TE: 426-427, 430, 432-437, 440-442, 447, I

MA.912.G.3.4 Prove theorems involving quadrilaterals. High SE/TE: 380-382, 390-391, 394-395, 402, 408, 414, 422, 432-437, 440-442, 446, 447

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MA.912.G.4.1 Classify, construct, and describe triangles that are right, acute, obtuse, scalene, isosceles, equilateral, and equiangular.

Moderate SE/TE: 54, 198, 202-203, 249, 265, 266-271, 291, 300, 315, 324, 418, 426, 428-429, 473, 520-523, 541, 553, 554, 609, 686, 847, 853

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MA.912.G.4.2 Define, identify, and construct altitudes, medians, angle bisectors, perpendicularbisectors, orthocenter, centroid, incenter, and circumcenter.

Moderate SE/TE: 39, 41, 51-52, 56, 64, 79, 85, 200, 202, 297, 300, 308-314, 315, 316-319, 320-323, 324, 325-328, 329-332, 333-334, 341, 359, 360, 363, 365, 403, 430, 443, 850

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MA.912.G.4.3 Construct triangles congruent to given triangles. High SE/TE: 240, 244, 249, 258 I

MA.912.G.4.4 Use properties of congruent and similar triangles to solve problems involving lengths and areas.

Moderate SE/TE: 234-235, 257-258, 260-264, 272, 282-283, 287, 291, 443, 458, 460, 478-481, 492, 503, 505, 556, 567, 650, 660-663, 847

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MA.912.G.4.5 Apply theorems involving segments divided proportionally. Moderate SE/TE: 301-307, 325-328, 333-334, 335, 363, 364, 385-387, 451, 461, 483, 493-494, 495, 496-502, 664, 702

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MA.912.G.4.6 Prove that triangles are congruent or similar and use the concept of corresponding parts of congruent triangles.

High SE/TE: 231-236, 237, 238-245, 246-249, 250-255, 256, 257-258, 260-264, 275-279, 282-283, 285-287, 289, 291, 293, 295, 365, 367, 451, 474-482, 483, 484-491, 496-501, 503, 505, 511, 567, 847

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MA.912.G.4.7 Apply the inequality theorems: triangle inequality, inequality in one triangle, and the Hinge Theorem.

Moderate SE/TE: 343-347, 348-351, 352-359, 362, 363, 364-366, 461, 540, 609

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MA.912.G.5.1 Prove and apply the Pythagorean Theorem and its converse. High SE/TE: 514, 515-519, 520-523, 524, 526, 530, 541, 550-551, 553, 556, 686, 711, 736, 757, 780, 789, 846

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MA.912.G.5.2 State and apply the relationships that exist when the altitude is drawn to the hypotenuse of a right triangle.

Moderate SE/TE: 484-492, 506, 509-510, 511, 556, 675, 771, 830, 847

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MA.912.G.5.3 Use special right triangles (30° - 60° - 90° and 45° - 45° - 90°) to solve problems.

Moderate SE/TE: 524-530, 541, 549, 550-551, 553, 555, 592, 619, 626, 653, 655, 711, 746, 801

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MA.912.G.5.4 Solve real-world problems involving right triangles. High SE/TE: 276, 279-280, 489, 491, 510, 517, 519, 522-523, 524, 527, 529, 533, 535, 539-540, 541, 542, 543-548, 549, 551-552, 553, 555, 556, 787, 848

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MA.912.G.6.2 Define and identify: circumference, radius, diameter, arc, arc length, chord, secant, tangent and concentric circles.

Low SE/TE: 188, 675, 676-679, 680-686, 687, 694, 698, 702, 704-705, 707, 787, 792-797, 798-801, 802, 803-807, 808-812, 817-820, 821, 822, 823-825, 826-829, 839-842, 843 845 848 849 851

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MA.912.G.6.4 Determine and use measures of arcs and related angles (central, inscribed, andintersections of secants and tangents).

Moderate SE/TE: 677-679, 682-686, 687, 690-693, 694, 702, 704-705, 707, 787, 803-804, 812, 813-816, 817-820, 821, 822, 823-830, 837, 838, 841, 843

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MA.912.G.6.5 Solve real-world problems using measures of circumference, arc length, and areas of circles and sectors.

High SE/TE: 76-77, 83, 127, 144, 681, 684-685, 687, 690, 692-694, 698-701, 703, 709-710, 794, 796-797, 812, 825, 838

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MA.912.G.6.6 Given the center and the radius, find the equation of a circle in the coordinate plane or given the equation of a circle in center-radius form, state the center andthe radius of the circle.

Moderate SE/TE:831-832, 834-837, 842, 843, 844, 845 I



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MA.912.G.6.7 Given the equation of a circle in center-radius form or given the center and the radius of a circle, sketch the graph of the circle.

Moderate SE/TE: 797, 833-836, 842, 843, 844 I

MA.912.G.7.1 Describe and make regular, non-regular, and oblique polyhedra, and sketch the net for a given polyhedron and vice versa.

Moderate SE/TE: 4-9, 42, 43, 46, 154, 714-718, 722, 723-724, 726-727, 729, 737-738, 747, 749, 758, 781, 785, 787-788

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MA.912.G.7.2 Describe the relationships between the faces, edges, and vertices of polyhedra. Moderate SE/TE: 148-149, 152-153, 194, 702, 714-718, 722, 736, 747, 749, 765, 785

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MA.912.G.7.4 Identify chords, tangents, radii, and great circles of spheres Low SE/TE: 189-190, 766-771, 780, 781, 848 I

MA.912.G.7.5 Explain and use formulas for lateral area, surface area, and volume of solids. Moderate SE/TE: 727-730, 732-736, 738-741, 742-746, 748, 749, 751-757, 758, 759-765, 767-771, 780, 781, 782-784, 785-786, 788, 801, 830, 851

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MA.912.G.7.6 Identify and use properties of congruent and similar solids. Moderate SE/TE: 757, 761, 765, 768-769, 771, 772, 773-780, 784, 801, 830, 849-850

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MA.912.G.7.7 Determine how changes in dimensions affect the surface area and volume of common geometric solids.

Moderate SE/TE: 730, 735, 738, 743, 753-754, 757, 761-762, 764-765, 768-769, 770-771, 772, 773-780, 784-786, 801, 830, 849-850

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MA.912.G.8.1 Analyze the structure of Euclidean geometry as an axiomatic system. Distinguish between undefined terms, definitions, postulates, and theorems.

High SE/TE: 10-11, 13, 14, 19, 44, 80, 106-110, 112, 128, 139140, 141, 189, 757

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MA.912.G.8.2 Use a variety of problem-solving strategies, such as drawing a diagram, making a chart, guess-and-check, solving a simpler problem, writing an equation, and working backwards.

Moderate SE/TE: 68, 91, 92, 120, 127, 135, 142, 144, 162, 168, 203, 326, 434, 472-473, 493-494, 656, 693, 701, 721, 754

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MA.912.G.8.3 Determine whether a solution is reasonable in the context of the original situation.

Moderate SE/TE: 92, 116, 212, 317, 467, 483, 489, 516 I

MA.912.G.8.4 Make conjectures with justifications about geometric ideas. Distinguish between information that supports a conjecture and the proof of a conjecture.

High SE/TE: 90-96, 136, 138, 142, 144, 155, 179, 189-190, 203, 237, 256, 265, 300, 315, 324, 370, 438, 473, 494, 495, 514, 531, 603, 758, 802, 822

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MA.912.G.8.5 Write geometric proofs, including proofs by contradiction and proofs involving coordinate geometry. Use and compare a variety of ways to present deductive proofs, such as flow charts, paragraphs, two-column, and indirect proofs.

High SE/TE: 121-127, 129-131, 133-135, 140, 141, 158-159, 162, 167, 169, 171, 174-177, 181, 187, 223, 248-249, 250-255, 271, 280, 337-341, 360, 380, 422, 434, 436-437, 439-443, 446, 476-477, 480, å497, 548, 620

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MA.912.G.8.6 Perform basic constructions using straightedge and compass, and/or drawing programs describing and justifying the procedures used. Distinguish between sketching, constructing, and drawing geometric figures.

High SE/TE: 48, 49-54, 56, 64, 79, 81, 85, 143, 155, 196-199, 200-203, 221, 249, 256, 297, 324, 370, 438, 495, 531, 695, 822

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MA.912.T.2.1 Define and use the trigonometric ratios (sine, cosine, tangent, cotangent, secant, cosecant) in terms of angles of right triangles.

Moderate SE/TE: 531, 532-535, 536-540, 541, 542, 543-548, 549, 550, 552, 553, 554, 555, 556, 583, 670-672, 722, 771, 801, 830, 846

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Committee Member Evaluation



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The Examples can be from Student or Teacher Instructional Material.

SE/TE: 79-80, 136-137, 219-220, 289-290, 360-361, 444-445, 503-504

SE/TE: 3-4, 209-301, 369-371, 723-724, 758, 761, 791-792

SE/TE: 8, 34, 63, 95, 118, 133, 163, 186

SE/TE: 54, 75, 83, 96, 141, 154, 167

SE/TE: 723-724, 747, 758, 761

SE/TE: 610, 611, 612-613, 739, 758, 761, 794, 797

SE/TE: 158, 167, 175, 249, 253, 262

(Committee Member Use Only)

OVERALL INSTRUCTIONAL QUALITY

IDENTIFY AN EXAMPLE (WITH PAGE NUMBERS OR LOCATION) DEEMED

TYPICAL OF THE APPROACH TAKEN IN THE MAJOR TOOL.

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Tasks require students to make conjectures, justify their thinking, defend their responses by using mathematical arguments, and prove mathematical statements. Students are encouraged to invent and justify solution methods. Students analyze correct and incorrect solution methods.

Problem solving is encouraged by the tasks presented to students. Tasks require students to make decisions, determine strategies, and justify solutions.

Tasks engage students in communicating mathematical ideas by writing, explaining, drawing, using symbols, talking, listening, and reading for information. Tasks encourage collaboration, discussion, individual accountability, and positive interdependence.

Students are given opportunities to create and use representations to organize, record, and communicate their thinking. Tasks promote use of multiple representations and translations among them. Students use a variety of tools to understand a single concept.

The mathematics connects to other disciplines such as reading, art, science, and history. Tasks represent mathematical ideas as interconnected and building upon each other.

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The major tool introduces and builds mathematical concepts as a coherent whole. It provides opportunities to students to explore why a mathematical idea is important and in which contexts that mathematical idea can be useful. In other words, the major tool helps students learn the mathematics concepts in depth. Additionally, students are given opportunities to connect conceptual knowledge with procedural knowledge and factual knowledge. Overall, there is an appropriate balance of skill development and conceptual understanding.

Tasks are engaging and interesting enough that students want to pursue them. Real world problems are realistic and relevant to students’ lives.

SUBJECT: GRADE LEVEL:

COURSE TITLE: COURSE CODE:

SUBMISSION TITLE:TITLE ID:

PUBLISHER: PUBLISHER ID:

ACCESS POINT CODE ACCESS POINT DESCRIPTIONPAGES OR LOCATIONS WHERE ACCESS

POINT IS DIRECTLY ADDRESSED IN MAJOR TOOL

I/M*

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MA.912.D.6.In.a Determine whether “if, then” statements for common events in real-world situations are true or false.

SE/TE: 98, 100, 102-104, 105, 111, 141 I

MA.912.D.6.In.b Determine whether two statements have the same mathematical meaning.

SE/TE: 101-104, 105, 141, 323, 757 I

MA.912.D.6.Pa.a Recognize whether the solution to a problem involving quantities to 10 in real-world situations is correct or incorrect.

MA.912.D.6.Su.a Use pictures and objects to determine whether statements about common events in real-world situations are true or false.

MA.912.D.6.Su.b Match two statements that have the same mathematical meaning.

SE/TE: 101-104, 105, 141, 323, 757 I

MA.912.G.1.In.a Find the length and midpoint of line segments in real-world situations.

SE/TE: 26, 62, 63, 64 I

MA.912.G.1.In.b Locate angles formed when a line intersects two parallel lines and classify the angles as obtuse, acute, or right angles.

SE/TE: 156-164 I

MA.912.G.1.Pa.a Recognize the ends and middle of a line. SE/TE: 20, 23, 44, 51, 57, 58-60, 81 IMA.912.G.1.Pa.b Recognize angles in two-dimensional shapes. SE/TE: 9, 31, 34, 40 IMA.912.G.1.Su.a Determine the midpoint of a line. SE/TE:20, 23, 44, 51, 57, 61-64, 81 IMA.912.G.1.Su.b Differentiate between intersecting and parallel

lines. SE/TE: 148 I

MA.912.G.1.Su.c Match types of angles, such as obtuse, acute, and right angles, using physical models and drawings.

SE/TE: 30, 33-34, 64 I

MA.912.G.2.In.a Determine if polygons have all sides and angles equal (regular) or have sides or angles that are not equal (irregular) using physical and visual models.

9-12Geometry 1206310 Prentice Hall Geometry, Florida Edition © 2011

*I/M = INDEPTH OR MENTIONEDCommittee Member Evaluation(Committee Member Use Only)

1477Pearson publishing as Prentice Hall22-1603684-03

CORRELATIONFLORIDA DEPARTMENT OF EDUCATION

ACCESS POINTSMathematics

INSTRUCTIONAL MATERIALS CORRELATION



I/M*

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MA.912.G.2.In.b Use tools to measure angles including 45º and 90º.

SE/TE: 29-30, 33-34 I

MA.912.G.2.In.c Identify triangles and rectangles that are the same shape and size (congruent) and same shape, but not same size (similar) using physical and visual models.

SE/TE: 470, 474, 478, 480, 489 I

MA.912.G.2.In.d Use physical and visual models to show that a change in orientation, such as turns (rotations), slides (translations), and flips (reflections), does not change the size or shape of a polygon.

SE/TE: 560, 561, 562, 565, 569, 571 I

MA.912.G.2.In.e Find the perimeter and area of rectangles to solve real-world problems.

SE/TE: 73, 76, 77, 639 I

MA.912.G.2.In.f Identify the effects of changes in the lengths of sides on the perimeter and area of rectangles using visual models to solve real-world problems.

SE/TE: 78, 300, 510,639, 658-664 I

MA.912.G.2.Pa.a Identify objects or pictures with polygons. SE/TE: 372, 375, 376, 450, 671 IMA.912.G.2.Pa.b Match two or more objects with polygons based

on a given feature in real-world situations.SE/TE: 372, 375, 376, 450, 671 I

MA.912.G.2.Pa.c Identify objects, pictures, or signs with polygons in real-world situations.

SE/TE: 372, 375, 376, 450, 671 I

MA.912.G.2.Su.a Identify polygons with all sides and angles equal (regular) in the environment.

MA.912.G.2.Su.b Use a model of a right triangle to compare the size of angles, such as acute, obtuse, and right angles.

SE/TE: 531 I

MA.912.G.2.Su.c Match triangles and rectangles that are same shape, but different size (similar) using physical and visual models.

SE/TE: 470, 474, 478, 480, 489 I

MA.912.G.2.Su.d Match identical polygons in different positions including turns (rotations), slides (translations), and flips (reflections), using physical models.

SE/TE: 560, 561, 562, 565, 569, 571 I

MA.912.G.2.Su.e Solve real-world problems involving perimeter using visual models.

SE/TE: 68, 70, 71, 77, 78, 86 I

MA.912.G.2.Su.f Solve real-world problems to find area of a rectangle to identify total square units using visual models.

SE/TE: 73, 76, 77, 639 I

MA.912.G.2.Su.g Identify the effect of changes in the lengths of sides of rectangles on perimeter using physical and visual models.

SE/TE: 78, 300, 510,639, 658-664 I

MA.912.G.3.In.a Identify four-sided shapes (quadrilaterals), such as square, rectangle, rhombus, and diamond, in the environment using visual models.

SE/TE: 379, 382, 388, 391, 393, 397, 400, 411, 414 I



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MA.912.G.3.In.b Use tools to identify shapes as having one set of opposite sides parallel and equal in length (parallelograms).

MA.912.G.3.Pa.a Identify objects, pictures, or signs with four-sided shapes (quadrilaterals) in real-world situations.

SE/TE: 379, 382, 388, 391, 393, 397, 400, 411, 414 I

MA.912.G.3.Pa.b Match two or more objects with four-sided shapes (quadrilaterals), based on a given feature, such as length of side or size of the area.

SE/TE: 379, 382, 388, 391, 393, 397, 400, 411, 414 I

MA.912.G.3.Su.a Identify four-sided shapes (quadrilaterals), such as square, rectangle, and diamond, in the environment using physical and visual models.

SE/TE: 379, 382, 388, 391, 393, 397, 400, 411, 414 I

MA.912.G.3.Su.b Determine whether shapes are rectangular or square by measuring the sides.

MA.912.G.3.Su.c Identify shapes with one set of opposite sides parallel and equal in length (parallelograms) in the environment using physical and visual models.

MA.912.G.4.In.a Discriminate between triangles that have equal sides and angles (equilateral), triangles that have two equal sides and two equal angles (isosceles), and triangles that have one right angle (right triangle) using visual and physical models.

SE/TE: 244, 265, 266, 268, 269, 271, 279, 287, 290 I

MA.912.G.4.In.b Identify the height (altitude) in equilateral and isosceles triangles using physical and visual models.

SE/TE: 72, 271, 526, 527, 528 I

MA.912.G.4.In.c Measure sides and angles of triangles to determine whether triangles are the same size and shape (congruent) or the same shape, but different size (similar).

SE/TE: 232, 237, 238, 245, 247 I

MA.912.G.4.Pa.a Identify objects, pictures, or signs with a triangle in real-world situations.

SE/TE: 185, 229, 231, 234, 235, 241, 244, 247 I

MA.912.G.4.Pa.b Match two or more objects with a triangle based on a given feature, such as the length of the side or size of the angle, in real-world situations.

SE/TE: 185, 229, 231, 234, 235, 241, 244, 247 I

MA.912.G.4.Su.a Discriminate between triangles that have equal sides and angles (equilateral) and triangles that have two equal sides and two equal angles (isosceles) using physical models.

SE/TE: 244, 265, 266, 268, 269, 271, 279, 287, 290 I

MA.912.G.4.Su.a Discriminate between triangles that have equal sides and angles (equilateral) and triangles that have two equal sides and two equal angles (isosceles) using physical models.

SE/TE: 244, 265, 266, 268, 269, 271, 279, 287, 290 I



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MA.912.G.4.Su.b Measure the length of sides of triangles to verify if two triangles are the same shape and size (congruent).

SE/TE: 232, 237, 238, 245, 247 I

MA.912.G.5.In.a Compare the length of the straight sides in a right triangle with the length of the side opposite the right angle (hypotenuse).

MA.912.G.5.In.b Identify examples of different kinds of right triangles in the environment using physical models.

SE/TE: 513, 517, 523, 527, 529, 533, 535, 539, 542, 544, 546-548

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MA.912.G.5.Pa.a Identify objects, pictures, or signs with a right triangle.

SE/TE: 513, 517, 523, 527, 529, 533, 535, 539, 542, 544, 546-548

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MA.912.G.5.Pa.b Match objects, pictures, or signs with a right triangle by a given feature, such as length of sides.

SE/TE: 513, 517, 523, 527, 529, 533, 535, 539, 542, 544, 546-548

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MA.912.G.5.Su.a Identify right triangles in the environment using physical models.

SE/TE: 513, 517, 523, 527, 529, 533, 535, 539, 542, 544, 546-548

I

MA.912.G.5.Su.b Locate the right angle of right triangles and side opposite the right angle (hypotenuse) in the environment.

MA.912.G.6.In.a Identify and describe the circumference, arc, diameter, and radius of circles using physical and visual models.

SE/TE: 676-678, 679, 680, 681 I

MA.912.G.6.In.b Measure the diameter and radius of circles to solve real-world problems.

MA.912.G.6.In.c Determine the relationship between a semi-circle and a circle.

MA.912.G.6.Pa.a Identify objects, pictures, or signs with a circle in real-world situations.

SE/TE: 794, 809, 812, 819, 825 I

MA.912.G.6.Pa.b Match two or more objects with a circle based on a given feature, such as the distance around the outside (circumference) or inside (area) in real-world situations.

SE/TE: 794, 809, 812, 819, 825 I

MA.912.G.6.Su.a Identify the circumference, arc, and diameter of circles in real-world situations.

SE/TE: 681, 685, 794, 825, 828, 829, 809 I

MA.912.G.6.Su.b Compare the circumference and diameter of circles in real-world situations.

MA.912.G.6.Su.c Identify examples of semi-circles in the environment.

SE/TE: 685 I

MA.912.G.7.In.a Identify and describe three-dimensional solids, including sphere, cylinder, rectangular prism, and cone in the environment using mathematical names.

SE/TE: 757, 760, 761, 766, 769 I

MA.912.G.7.In.b Identify a line that divides a sphere in half. SE/TE: 766, 782, 786, 788 IMA.912.G.7.In.c Measure rectangular prisms to find the volume

using the literal formula: length x width x height.SE/TE: 751 I

MA.912.G.7.In.d Compare volumes of three-dimensional solids using physical and visual models.

SE/TE: 751, 759, 761 I



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MA.912.G.7.In.e Identify the effect of changes in the lengths of the sides of cubes or rectangular prisms on the volume using physical and visual models.

SE/TE: 773-775, 777, 779 I

MA.912.G.7.Pa.a Identify objects or pictures with three-dimensional solids in real-world situations.

MA.912.G.7.Pa.b Match two or more objects with three-dimensional solids based on a given feature, such as the number of faces or overall size, in real-world situations.

SE/TE: 757, 760, 761, 766, 769 I

MA.912.G.7.Su.a Identify properties of three-dimensional solids, such as sphere, cylinder, cube, and cone in the environment, when given the common name.

MA.912.G.7.Su.b Compare volumes of three-dimensional solids in real-world situations.

SE/TE: 751, 759, 760-761 I

MA.912.G.7.Su.c Identify that changes in the lengths of sides of cubes or rectangular prisms will make the volume smaller or larger using physical models.

SE/TE: 773-775, 777, 779 I

MA.912.G.8.In.a Use problem-solving strategies, including visual and physical models and tools, for solving real-world problems involving geometry concepts and skills.

MA.912.G.8.In.b Use estimation and resources to determine if solutions to problems involving geometry concepts and skills are reasonable.

MA.912.G.8.Pa.a Solve real-world problems involving objects with two- and three-dimensional shapes and match the result to the correct answer to determine accuracy.

MA.912.G.8.Su.a Use given problem-strategies, including using visual or physical models, for solving real-world problems involving geometry concepts and skills.

MA.912.G.8.Su.b Use resources, such as calculators and conversion charts to verify accuracy of solutions to problems involving geometry concepts.

MA.912.T.2.In.a Compare the length of the straight sides in a right triangle with the length of the side opposite the right angle (hypotenuse) by measuring the sides.

SE/TE: 531 I

MA.912.T.2.Pa.a Recognize a right triangle in objects, pictures, or signs in real-world situations.

SE/TE: 513, 517, 523, 527, 529, 533, 535, 539, 542, 544, 546-548

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MA.912.T.2.Su.a Measure the sides of a right triangle to determine which side is the longest.

SE/TE: 531 I

Documents

Pearson Geometry Florida Edition 2011update Use properties of congruent and similar triangles to solve problems involving lengths and areas. Moderate SE/TE: 234 …