A Correlation of Pearson Texas Geometry Digital, 2015

Save this PDF as:
 WORD  PNG  TXT  JPG

Size: px
Start display at page:

Download "A Correlation of Pearson Texas Geometry Digital, 2015"

Transcription

1 A Correlation of Pearson Texas Geometry Digital, 2015 To the Texas Essential Knowledge and Skills (TEKS) for Geometry, High School, and the Texas English Language Proficiency Standards (ELPS)

2 Correlations to the Texas Essential Knowledge and Skills (TEKS): Student Material Subject Subchapter Course Publisher Program Title Program ISBN Chapter 111. Mathematics Subchapter C. High School Geometry, Adopted 2012 (One Credit). Pearson Education, Inc., publishing as Prentice Hall Pearson Texas Geometry, Digital (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. (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. Page 1 of 228 Pearson Education, Inc., publishing as Prentice Hall: Student Material

3 (c) Knowledge and Skills. (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 236 Lesson5-8 Prob. 2 Assessment 208 Lesson 5-8 Prob. 2 Got It Assessment 212 Lesson 5-8 Ex Lesson 4-3 Prob. 2 Review 173 Lesson 4-5 Ex. 17 (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 (ii) apply mathematics to problems arising in society 91 Lesson 3-1 Prob. 3 Review 92 Lesson 3-1 Ex. 14 Assessment 69 Lesson 3-1 Prob. 3 Got It Review 133 Lesson 3-8 Ex. 29 Review 444 Lesson 10-4 Ex. 21 (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 (iii) apply mathematics to problems arising in the workplace 108 Lesson 3-4 Prob. 1 Review 150 Lesson 4-1 Ex Lesson 5-2 Prob. 4 Assessment 174 Lesson 5-2 Ex. 3 Review 434 Lesson 10-2 Ex. 19 Page 2 of 228 Pearson Education, Inc., publishing as Prentice Hall: Student Material

4 (1) Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to: (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 Lesson 13-2 Prob. 5 Review 530 Lesson 13-2 Ex Lesson 15-4 Prob. 4 (1) Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to: (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 (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 Lesson 11-3 Prob. 4 Review 473 Lesson 11-3 Ex. 21 Assessment 483 Lesson 14-5 Ex. 6 Assessment 497 Lesson 14-6 Ex. 5 Assessment 515 Lesson 15-3 Ex. 6 (1) Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to: (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 154 Lesson 4-2 Prob. 1 Review 156 Lesson 4-2 Ex. 2 Assessment 130 Lesson 4-2 Prob. 1 Got It Activity Lab 11-2 Act. Page 3 of 228 Pearson Education, Inc., publishing as Prentice Hall: Student Material

5 (1) Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to: (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 (ii) select tools, including manipulatives as appropriate, to solve problems 271 Lesson 6-4 Prob. 2 Review 274 Lesson 6-4 Ex. 24 Assessment 234 Lesson 6-4 Prob. 2 Got It (1) Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to: (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 (iii) select tools, including paper and pencil as appropriate, to solve problems 339 Lesson 8-4 Prob. 1 Review 342 Lesson 8-4 Exs Lesson 3-6 Prob. 2 (1) Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to: (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 (iv) select tools, including technology as appropriate, to solve problems 250 Lesson 6-1 Prob. 1 Review 254 Lesson 6-1 Ex Lesson 9-5 Prob. 1 Page 4 of 228 Pearson Education, Inc., publishing as Prentice Hall: Student Material

6 (1) Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to: (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 (v) select techniques, including mental math as appropriate, to solve problems 523 Lesson 13-1 Prob. 4 Review 524 Lesson 13-1 Exs. 19, Lesson 10-1 Prob. 2 (1) Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to: (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 (vi) select techniques including estimation as appropriate, to solve problems 576 Lesson 14-3 Prob. 5 Review 578 Lesson 14-3 Ex. 16 (1) Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to: (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 (vii) select techniques, including number sense as appropriate, to solve problems 194 Lesson 5-1 Prob. 3 Review 197 Lesson 5-1 Ex. 33 Assessment 315 Lesson 8-8 Ex. 6 Page 5 of 228 Pearson Education, Inc., publishing as Prentice Hall: Student Material

7 (1) Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to: (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 321 Lesson 8-1 Prob. 4 Assessment 271 Lesson 8-1 Prob. 4 Got It Review 369 Lesson 8-8 Ex Lesson 9-2 Prob. 1 (1) Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to: (D) communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate (ii) communicate mathematical ideas using multiple representations, including diagrams as appropriate 23 Lesson 1-4 Prob. 1 Review 59 Lesson 2-3 Ex Lesson 2-1 Prob. 2 Review 75 Lesson 2-6 Ex Lesson 3-9 Prob. 1 (1) Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to: (D) communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate (iii) communicate mathematical ideas using multiple representations, including graphs as appropriate 124 Lesson 3-7 Prob. 1 Review 127 Lesson 3-7 Ex Lesson 8-5 Prob. 4 Review 361 Lesson 8-7 Exs. 7 9 Assessment 295 Lesson 8-5 Prob. 4 Got It Page 6 of 228 Pearson Education, Inc., publishing as Prentice Hall: Student Material

8 (1) Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to: (D) communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate (iv) communicate mathematical ideas using multiple representations, including language as appropriate 135 Lesson 3-9 Prob. 1 Review 137 Lesson 3-9 Exs. 2 4, 5 Assessment 118 Lesson 3-9 Prob. 1 Got It 304 Lesson 7-2 Prob. 3 Review 306 Lesson 7-2 Exs (1) Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to: (D) communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate (v) communicate mathematical reasoning using multiple representations, including symbols as appropriate 321 Lesson 8-1 Prob. 4 Assessment 271 Lesson 8-1 Prob. 4 Got It Review 369 Lesson 8-8 Ex Lesson 9-2 Prob. 1 (1) Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to: (D) communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate (vi) communicate mathematical reasoning using multiple representations, including diagrams as appropriate 216 Lesson 5-4 Prob. 3 Review 218 Lesson 5-4 Ex. 10 Assessment 185 Lesson 5-4 Prob. 3 Got It 304 Lesson 7-2 Prob. 3 Review 306 Lesson 7-2 Exs Page 7 of 228 Pearson Education, Inc., publishing as Prentice Hall: Student Material

9 (1) Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to: (D) communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate (vii) communicate mathematical reasoning using multiple representations, including graphs as appropriate 124 Lesson 3-7 Prob. 1 Review 127 Lesson 3-7 Ex Lesson 8-5 Prob. 4 Review 361 Lesson 8-7 Exs. 7 9 Assessment 295 Lesson 8-5 Prob. 4 Got It (1) Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to: (D) communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate (viii) communicate mathematical reasoning using multiple representations, including language as appropriate 73 Lesson 2-6 Prob. 1 Review 75 Lesson 2-6 Ex. 7 Assessment 62 Lesson 2-6 Prob. 1 Got It 135 Lesson 3-9 Prob. 1 Review 137 Lesson 3-9 Exs. 2 4, 5 (1) Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to: (D) communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate (ix) communicate [mathematical ideas'] implications using multiple representations, including symbols as appropriate 321 Lesson 8-1 Prob. 4 Assessment 271 Lesson 8-1 Prob. 4 Got It Review 369 Lesson 8-8 Ex Lesson 9-2 Prob. 1 Page 8 of 228 Pearson Education, Inc., publishing as Prentice Hall: Student Material

10 (1) Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to: (D) communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate (x) communicate [mathematical ideas'] implications using multiple representations, including diagrams as appropriate 469 Lesson 11-3 Prob. 3 Review 473 Lesson 11-3 Ex Lesson 13-3 Prob. 3 (1) Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to: (D) communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate (xi) communicate [mathematical ideas'] implications using multiple representations, including graphs as appropriate 124 Lesson 3-7 Prob. 1 Review 127 Lesson 3-7 Ex Lesson 8-5 Prob. 4 Review 361 Lesson 8-7 Exs. 7 9 Assessment 295 Lesson 8-5 Prob. 4 Got It (1) Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to: (D) communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate (xii) communicate [mathematical ideas'] implications using multiple representations, including language as appropriate 73 Lesson 2-6 Prob. 1 Review 75 Lesson 2-6 Ex. 7 Assessment 62 Lesson 2-6 Prob. 1 Got It 135 Lesson 3-9 Prob. 1 Review 137 Lesson 3-9 Exs. 2 4, 5 Page 9 of 228 Pearson Education, Inc., publishing as Prentice Hall: Student Material

11 (1) Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to: (D) communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate (xiii) communicate [mathematical reasoning's] implications using multiple representations, including symbols as appropriate 321 Lesson 8-1 Prob. 4 Assessment 271 Lesson 8-1 Prob. 4 Got It Review 369 Lesson 8-8 Ex Lesson 9-2 Prob. 1 (1) Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to: (D) communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate (xiv) communicate [mathematical reasoning's] implications using multiple representations, including diagrams as appropriate 469 Lesson 11-3 Prob. 3 Review 473 Lesson 11-3 Ex Lesson 13-3 Prob. 3 (1) Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to: (D) communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate (xv) communicate [mathematical reasoning's] implications using multiple representations, including graphs as appropriate 124 Lesson 3-7 Prob. 1 Review 127 Lesson 3-7 Ex Lesson 8-5 Prob. 4 Review 361 Lesson 8-7 Exs. 7 9 Assessment 295 Lesson 8-5 Prob. 4 Got It Page 10 of 228 Pearson Education, Inc., publishing as Prentice Hall: Student Material

12 (1) Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to: (D) communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate (xvi) communicate [mathematical reasoning's] implications using multiple representations, including language as appropriate 73 Lesson 2-6 Prob. 1 Review 75 Lesson 2-6 Ex. 7 Assessment 62 Lesson 2-6 Prob. 1 Got It 135 Lesson 3-9 Prob. 1 Review 137 Lesson 3-9 Exs. 2 4, 5 (1) Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to: (E) create and use representations to organize, record, and communicate mathematical ideas (i) create representations to organize mathematical ideas 614 Lesson 15-1 Prob. 2 Review 640 Lesson 15-6 Exs Lesson 2-5 Prob. 3 Review 69 Lesson 2-5 Exs. 7 8 Assessment 57 Lesson 2-5 Prob. 3 Got It part a (1) Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to: (E) create and use representations to organize, record, and communicate mathematical ideas (ii) create representations to record mathematical ideas 180 Lesson 4-7 Prob. 2 Review Lesson 4-7 Exs. 8 11, 13, 15, 16 Assessment 489 Lesson 14-6 Ex Lesson 15-1 Prob. 2 (1) Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to: (E) create and use representations to organize, record, and communicate mathematical ideas (iii) create representations to communicate mathematical ideas 231 Lesson 5-7 Prob. 4 Review 440 Lesson 10-3 Ex. 30a 561 Lesson 14-1 Prob. 4 Review 563 Lesson 14-1 Ex. 13 Page 11 of 228 Pearson Education, Inc., publishing as Prentice Hall: Student Material

13 (1) Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to: (E) create and use representations to organize, record, and communicate mathematical ideas (iv) use representations to organize mathematical ideas 394 Lesson 9-3 Prob. 2B Review 583 Lesson 14-4 Ex Lesson 14-4 Prob. 2 (1) Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to: (E) create and use representations to organize, record, and communicate mathematical ideas (v) use representations to record mathematical ideas Lesson 2-5 Prob. 3 Review 212 Lesson 5-3 Ex Lesson 6-5 Prob. 2 Review 404 Lesson 9-4 Ex. 22 (1) Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to: (E) create and use representations to organize, record, and communicate mathematical ideas (vi) use representations to communicate mathematical ideas 561 Lesson 14-1 Prob. 4 Review 563 Lesson 14-1 Exs Assessment 456 Lesson 14-1 Prob. 4 Got It 567 Lesson 14-2 Prob. 1 Review 570 Lesson 14-2 Ex. 19 (1) Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to: (F) analyze mathematical relationships to connect and communicate mathematical ideas (i) analyze mathematical relationships to connect mathematical ideas 540 Lesson 13-4 Prob. 1 Review 543 Lesson 13-4 Exs Assessment 440 Lesson 13-4 Prob. 1 Got It 427 Lesson 10-1 Prob. 6 Review 428 Lesson 10-1 Ex. 14 (1) Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to: (F) analyze mathematical relationships to connect and communicate mathematical ideas (ii) analyze mathematical relationships to communicate mathematical ideas 381 Lesson 9-1 Prob. 2 Page 12 of 228 Pearson Education, Inc., publishing as Prentice Hall: Student Material

14 Review Lesson 9-1 Exs. 15, 21 Assessment 318 Lesson 9-1 Prob. 2 Got It 599 Lesson 14-7 Prob. 2 Review 601 Lesson 14-7 Exs. 1 3 (1) Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to: (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 52 Lesson 2-2 Prob. 4 Review 54 Lesson 2-2 Exs Assessment 39 Lesson 2-2 Prob. 4 Got It 581 Lesson 14-4 Prob. 4 (1) Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to: (G) display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication (ii) display mathematical arguments using precise mathematical language in written or oral communication 489 Lesson 12-1 Prob. 4 Review 564 Lesson 14-1 Ex. 22 Assessment 399 Lesson 12-1 Prob. 4 Got It 74 Lesson 2-6 Prob. 5 Review 331 Lesson 8-2 Ex. 17 (1) Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to: (G) display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication (iii) explain mathematical ideas using precise mathematical language in written or oral communication 221 Lesson 5-5 Prob. 2 Review 222 Lesson 5-5 Ex. 6 Assessment 190 Lesson 5-6 Prob. 2 Got It 103 Lesson 3-3 Prob. 3 Review 105 Lesson 3-3 Ex. 20 (1) Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to: (G) display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication (iv) explain mathematical arguments using precise mathematical language in written or oral communication 231 Lesson 5-7 Prob. 5 Review 233 Lesson 5-7 Ex. 9 Page 13 of 228 Pearson Education, Inc., publishing as Prentice Hall: Student Material

15 Assessment 203 Lesson 5-7 Prob. 5 Got It 489 Lesson 12-1 Prob. 4 Review 491 Lesson 12-1 Ex. 14 (1) Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to: (G) display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication (v) justify mathematical ideas using precise mathematical language in written or oral communication 67 Lesson 2-5 Prob. 1 Review 151 Lesson 4-1 Exs Assessment 56 Lesson 2-5 Prob. 1 Got It 276 Lesson 6-5 Prob. 1 Assessment 240 Lesson 6-5 Prob. 1 Got It (1) Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to: (G) display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication (vi) justify mathematical arguments using precise mathematical language in written or oral communication 149 Lesson 4-1 Prob. 3 Review 172 Lesson 4-5 Ex. 5 Assessment 125 Lesson 6-5 Prob. 3 Got It 112 Lesson 3-5 Prob. 1 Review 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 twodimensional 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 onedimensional coordinate systems, including finding the midpoint Lesson 1-2 Prob. 4 Lesson 1-2 Prob. 6 Review Lesson 1-2 Exs. 6, 13 15, Assessment 9 Lesson 1-2 Prob. 4 Got It, Prob. 6 Got It Page 14 of 228 Pearson Education, Inc., publishing as Prentice Hall: Student Material

16 (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 twodimensional coordinate systems, including finding the midpoint (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 Lesson 5-1 Prob. 2 Lesson 5-1 Prob. 3 Review Lesson 5-1 Exs. 1 6, 7, 33, 36, 37 Assessment 166 Lesson 5-1 Prob. 2 Got It, Prob. 3 Got It (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: (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 194 Lesson 5-1 Prob. 4 Review 197 Lesson 5-1 Exs. 34, 35 (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: (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 (ii) use the distance formula to verify geometric relationships, including congruence of segments Lesson 7-1 Prob. 1 Lesson 7-3 Prob. 1 Review Lesson 7-1 Exs. 1 3, 7 10, 11 Lesson 7-3 Exs. 13, 15, 18, 20 Assessment 252 Lesson 7-1 Prob. 1 Got It Page 15 of 228 Pearson Education, Inc., publishing as Prentice Hall: Student Material

17 (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: (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 (iii) use the distance formula to verify geometric relationships, including parallelism or perpendicularity of pairs of lines Lesson 7-1 Prob. 3 Lesson 10-1 Prob. 6 Review Lesson 7-1 Ex. 4 Lesson 10-1 Ex. 14 Assessment Lesson 7-1 Prob. 3 Got It Lesson 10-1 Prob. 6 Got It (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: (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 (iv) derive the slope formula 124 Lesson 3-7 Prob. 1 Review 127 Lesson 3-7 Ex. 16 (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: (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 (v) use the slope formula to verify geometric relationships, including parallelism or perpendicularity of pairs of lines Lesson 7-1 Prob. 2 Lesson 7-1 Prob. 4 Lesson 7-3 Prob. 2 Review Lesson 7-1 Exs Lesson 7-2 Ex. 7 Lesson 7-3 Exs. 17, 21 Assessment Lesson 7-1 Prob. 2 Got It Lesson 7-3 Prob. 2 Got It Page 16 of 228 Pearson Education, Inc., publishing as Prentice Hall: Student Material

18 Lesson 3-8 Prob. 1 Lesson 3-8 Prob. 3 Review 132 Lesson 3-8 Exs. 1, 2, 7, 8 (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: (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 (vi) derive the midpoint formula 193 Lesson 5-1 Prob. 1 Review 197 Lesson 5-1 Ex. 32 (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: (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 (vii) use the midpoint formula to verify geometric relationships Lesson 7-1 Prob. 3 Lesson 7-1 Prob. 4 Lesson 7-3 Prob. 1 Lesson 7-3 Prob. 2 Review Lesson 7-1 Exs. 5, 27, 30 Lesson 7-3 Exs. 14, 16, 23 Assessment 266 Lesson 7-3 Ex. 3 (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: (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 Lesson 3-8 Prob. 2 Lesson 3-8 Prob. 4 Review Lesson 3-8 Exs. 3 6, 9 11, 12, Lesson 3-8 Prob. 2 Got It Assessment 113 Lesson 3-8 Prob. 4 Got It Page 17 of 228 Pearson Education, Inc., publishing as Prentice Hall: Student Material

19 (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). (A) describe and perform transformations of figures in a plane using coordinate notation (i) describe transformations of figures in a plane using coordinate notation Lesson 8-1 Prob. 4 Lesson 8-2 Prob. 2 Lesson 8-3 Prob. 2 Lesson 8-7 Prob. 2 Lesson 8-7 Prob. 4A Review Lesson 8-1 Exs. 12, 17, 22, 23 Lesson 8-5 Exs. 1 6, Lesson 8-7 Exs. 7 9 Assessment Lesson 8-2 Exs. 3, Lesson 8-6 Prob. 3 Lesson 8-8 Prob. 2 Lesson 8-8 Prob. 5 Lesson 9-2 Prob. 2 Review Lesson 8-6 Exs. 1 3, 5 6 Lesson 8-8 4, 5, 11, 12, 14 Lesson 9-2 Exs. 4 6 (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). (A) describe and perform transformations of figures in a plane using coordinate notation (ii) perform transformations of figures in a plane using coordinate notation Lesson 8-1 Prob. 3 Lesson 8-2 Prob. 2 Lesson 8-3 Prob. 2 Lesson 8-7 Prob. 2 Review Lesson 8-1 Exs. 15, 20, 21 Lesson 8-2 Exs. 1 6, Lesson 8-3 Exs. 1 3, 9, 17 Lesson 8-7 Exs. 7, 8, 13, 15, Lesson 8-7 Prob. 4B Lesson 8-8 Prob. 1 Lesson 8-8 Prob. 3 Lesson 9-2 Prob. 1 Review Lesson 8-8 Exs. 1 3, 6 7 Lesson 9-2 Exs. 1 3 Page 18 of 228 Pearson Education, Inc., publishing as Prentice Hall: Student Material

20 (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). (B) determine the image or pre-image of a given twodimensional 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 twodimensional figure under a composition of rigid transformations including dilations where the center can be any point in the plane Lesson 8-5 Prob. 3, Lesson 8-5 Prob. 4 Lesson 8-7 Prob. 3 Review Lesson 8-5 Exs. 8 17, 22, 23 Lesson 8-7 Exs. 18, 32 Assessment 295 Lesson 8-5 Prob. 3 Got It, Prob. 4 Got It 345 Lesson 8-5 Prob Lesson 8-5 Prob. 2 Review 348 Lesson 8-5 Exs (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). (B) determine the image or pre-image of a given twodimensional 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 (ii) determine the image or pre-image of a given twodimensional figure under a composition of non-rigid transformations, including dilations where the center can be any point in the plane 366 Lesson 8-8 Prob. 3, Prob. 4 Review Lesson 8-8 Exs. 1 3, 6, 7, 8 10 Assessment 313 Lesson 8-8 Prob. 3 Got It Page 19 of 228 Pearson Education, Inc., publishing as Prentice Hall: Student Material

21 (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). (B) determine the image or pre-image of a given twodimensional 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 (iii) determine the image or pre-image of a given twodimensional figure under a composition of both, including dilations where the center can be any point in the plane Lesson 8-7 Prob. 5 Lesson 9-2 Prob. 1 Review Lesson 8-7 Exs , 20 Lesson 9-2 Exs. 1 3 Assessment Lesson 8-7 Prob. 5 Got It Lesson 9-2 Prob. 1 Got It (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). (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 Lesson 8-6 Prob. 3 Review Lesson 8-6 Exs. 5, 6, 10 Assessment 301 Lesson 8-6 Prob. 3 Got It 387 Lesson 9-2 Prob. 2 Review 389 Lesson 9-2 Exs. 4 6 (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). (C) identify the sequence of transformations that will carry a given pre-image onto an image on and off the coordinate plane (ii) identify the sequence of transformations that will carry a given pre-image onto an image off the coordinate plane Lesson 8-2 Prob. 3 Lesson 8-3 Prob. 4 Lesson 9-2 Prob. 4 Review Lesson 8-2 Ex. 7 Lesson 8-3 Exs. 15, 21, 22 Lesson 9-2 Exs. 7 9 Page 20 of 228 Pearson Education, Inc., publishing as Prentice Hall: Student Material

22 Assessment Lesson 8-2 Prob. 3 Got It Lesson 8-3 Prob. 4 Got It Lesson 9-2 Prob. 4 Got It (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). (D) identify and distinguish between reflectional and rotational symmetry in a plane figure (i) identify reflectional symmetry in a plane figure 339 Lesson 8-4 Prob. 1 Assessment 288 Lesson 8-4 Prob. 1 Got It Review Lesson 8-4 Exs. 1, 14 18, 22 24, 36, Lesson 8-4 Prob. 3 (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). (D) identify and distinguish between reflectional and rotational symmetry in a plane figure (ii) identify rotational symmetry in a plane figure 339 Lesson 8-4 Prob. 2 Review Lesson 8-4 Exs. 1, 19, Assessment 289 Lesson 8-4 Prob. 2 Got It 340 Lesson 8-4 Prob. 3 (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). (D) identify and distinguish between reflectional and rotational symmetry in a plane figure (iii) distinguish between reflectional and rotational symmetry in a plane figure 340 Lesson 8-4 Prob. 3 Review Lesson 8-4 Exs. 2 13, 20, 21, 28 31, Assessment 289 Lesson 8-4 Prob. 3 Got It Page 21 of 228 Pearson Education, Inc., publishing as Prentice Hall: Student Material

23 (4) Logical argument and constructions. The student uses the process skills with deductive reasoning to understand geometric relationships. (A) distinguish between undefined terms, definitions, postulates, conjectures, and theorems (i) distinguish between undefined terms, definitions, postulates, conjectures, and theorems 74 Lesson 2-6 Prob. 4 Review 77 Lesson 2-6 Ex Assessment 63 Lesson 2-6 Prob. 4 Got It 6 Lesson 1-1 Prob. 3 Assessment 3 Lesson 1-1 Prob. 3 Got It (4) Logical argument and constructions. The student uses the process skills with deductive reasoning to understand geometric relationships. (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 52 Lesson 2-2 Prob. 4 Review Lesson 2-2 Exs Assessment 39 Lesson 2-2 Prob. 4 Got It (4) Logical argument and constructions. The student uses the process skills with deductive reasoning to understand geometric relationships. (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 (ii) identify the validity of the inverse of a conditional statement 52 Lesson 2-2 Prob. 4 Review 54 Lesson 2-2 Exs Assessment 39 Lesson 2-2 Prob. 4 Got It Page 22 of 228 Pearson Education, Inc., publishing as Prentice Hall: Student Material

24 (4) Logical argument and constructions. The student uses the process skills with deductive reasoning to understand geometric relationships. (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 (iii) identify the validity of the contrapositive of a conditional statement 52 Lesson 2-2 Prob. 4 Review 54 Lesson 2-2 Exs Assessment 39 Lesson 2-2 Prob. 4 Got It (4) Logical argument and constructions. The student uses the process skills with deductive reasoning to understand geometric relationships. (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 (iv) determine the validity of the converse of a conditional statement 52 Lesson 2-2 Prob. 4 Review Lesson 2-2 Exs Assessment 39 Lesson 2-2 Prob. 4 Got It (4) Logical argument and constructions. The student uses the process skills with deductive reasoning to understand geometric relationships. (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 (v) determine the validity of the inverse of a conditional statement 52 Lesson 2-2 Prob. 4 Review 54 Lesson 2-2 Exs Assessment 39 Lesson 2-2 Prob. 4 Got It Page 23 of 228 Pearson Education, Inc., publishing as Prentice Hall: Student Material

25 (4) Logical argument and constructions. The student uses the process skills with deductive reasoning to understand geometric relationships. (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 (vi) determine the validity of the contrapositive of a conditional statement 52 Lesson 2-2 Prob. 4 Review 54 Lesson 2-2 Exs Assessment 39 Lesson 2-2 Prob. 4 Got It (4) Logical argument and constructions. The student uses the process skills with deductive reasoning to understand geometric relationships. (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 (vii) recognize the connection between a biconditional statement and a true conditional statement with a true converse 56 Lesson 2-3 Prob. 1, Prob. 2, Prob. 3 Review 45 Lesson 2-3 Exs. 1 4, 8 Assessment Lesson 2-3 Prob. 1 Got It, Prob. 2 Got It Lesson 2-3 Prob. 3 Got It (4) Logical argument and constructions. The student uses the process skills with deductive reasoning to understand geometric relationships. (C) verify that a conjecture is false using a counterexample (i) verify that a conjecture is false using a counterexample 46 Lesson 2-1 Prob. 5 Review 47 Lesson 2-1 Exs Assessment 33 Lesson 2-1 Prob. 5 Got It Page 24 of 228 Pearson Education, Inc., publishing as Prentice Hall: Student Material

26 (4) Logical argument and constructions. The student uses the process skills with deductive reasoning to understand geometric relationships. (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 135 Lesson 3-9 Prob. 1 Review 138 Lesson 3-9 Exs. 6, 8, 10 Assessment 118 Lesson 3-9 Prob. 1 Got It 137 Lesson 3-9 Prob. 4 Review Lesson 3-9 Exs. 2, 9 (4) Logical argument and constructions. The student uses the process skills with deductive reasoning to understand geometric relationships. (D) compare geometric relationships between Euclidean and spherical geometries, including parallel lines and the sum of the angles in a triangle (ii) compare geometric relationships between Euclidean and spherical geometries, including the sum of the angles in a triangle 136 Lesson 3-9 Prob. 2, Prob. 3 Review Lesson 3-9 Exs. 1, 3, 4, 5, 15 Lesson 3-9 Prob. 2 Got It 118 Assessment Lesson 3-9 Prob. 3 Got it 119 (5) Logical argument and constructions. The student uses constructions to validate conjectures about geometric figures. (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 95 Lesson 3-2 Prob. 1 Review 100 Lesson 3-2 Ex. 20 Assessment 74 Lesson 3-2 Prob. 1 Got It Page 25 of 228 Pearson Education, Inc., publishing as Prentice Hall: Student Material

Geometry. Unit 1. Transforming and Congruence. Suggested Time Frame 1 st Six Weeks 22 Days

Geometry. Unit 1. Transforming and Congruence. Suggested Time Frame 1 st Six Weeks 22 Days Geometry Unit 1 Transforming and Congruence Title Suggested Time Frame 1 st Six Weeks 22 Days Big Ideas/Enduring Understandings Module 1 Tools of geometry can be used to solve real-world problems. Variety

More information

Module 3 Congruency can be used to solve real-world problems. What happens when you apply more than one transformation to

Module 3 Congruency can be used to solve real-world problems. What happens when you apply more than one transformation to Transforming and Congruence *CISD Safety Net Standards: G.3C, G.4C Title Big Ideas/Enduring Understandings Module 1 Tools of geometry can be used to solve real-world problems. Variety of representations

More information

Chapter 111. Texas Essential Knowledge and Skills for Mathematics. Subchapter C. High School

Chapter 111. Texas Essential Knowledge and Skills for Mathematics. Subchapter C. High School High School 111.C. Chapter 111. Texas Essential Knowledge and Skills for Mathematics Subchapter C. High School Statutory Authority: The provisions of this Subchapter C issued under the Texas Education

More information

Geometry Essential Curriculum

Geometry Essential Curriculum Geometry Essential Curriculum Unit I: Fundamental Concepts and Patterns in Geometry Goal: The student will demonstrate the ability to use the fundamental concepts of geometry including the definitions

More information

Coordinate Coplanar Distance Formula Midpoint Formula

Coordinate Coplanar Distance Formula Midpoint Formula G.(2) Coordinate and transformational geometry. The student uses the process skills to understand the connections between algebra and geometry and uses the oneand two-dimensional coordinate systems to

More information

Chapter 1: Essentials of Geometry

Chapter 1: Essentials of Geometry Section Section Title 1.1 Identify Points, Lines, and Planes 1.2 Use Segments and Congruence 1.3 Use Midpoint and Distance Formulas Chapter 1: Essentials of Geometry Learning Targets I Can 1. Identify,

More information

After your registration is complete and your proctor has been approved, you may take the Credit by Examination for GEOM 1B.

After your registration is complete and your proctor has been approved, you may take the Credit by Examination for GEOM 1B. GEOM 1B Geometry I, Second Semester #PR-109, BK-1030 (v.3.0) To the Student: After your registration is complete and your proctor has been approved, you may take the Credit by Examination for GEOM 1B.

More information

Glencoe. correlated to SOUTH CAROLINA MATH CURRICULUM STANDARDS GRADE 6 3-3, 5-8 8-4, 8-7 1-6, 4-9

Glencoe. correlated to SOUTH CAROLINA MATH CURRICULUM STANDARDS GRADE 6 3-3, 5-8 8-4, 8-7 1-6, 4-9 Glencoe correlated to SOUTH CAROLINA MATH CURRICULUM STANDARDS GRADE 6 STANDARDS 6-8 Number and Operations (NO) Standard I. Understand numbers, ways of representing numbers, relationships among numbers,

More information

Curriculum Map by Block Geometry Mapping for Math Block Testing 2007-2008. August 20 to August 24 Review concepts from previous grades.

Curriculum Map by Block Geometry Mapping for Math Block Testing 2007-2008. August 20 to August 24 Review concepts from previous grades. Curriculum Map by Geometry Mapping for Math Testing 2007-2008 Pre- s 1 August 20 to August 24 Review concepts from previous grades. August 27 to September 28 (Assessment to be completed by September 28)

More information

Geometry Course Summary Department: Math. Semester 1

Geometry Course Summary Department: Math. Semester 1 Geometry Course Summary Department: Math Semester 1 Learning Objective #1 Geometry Basics Targets to Meet Learning Objective #1 Use inductive reasoning to make conclusions about mathematical patterns Give

More information

Week 1 Chapter 1: Fundamentals of Geometry. Week 2 Chapter 1: Fundamentals of Geometry. Week 3 Chapter 1: Fundamentals of Geometry Chapter 1 Test

Week 1 Chapter 1: Fundamentals of Geometry. Week 2 Chapter 1: Fundamentals of Geometry. Week 3 Chapter 1: Fundamentals of Geometry Chapter 1 Test Thinkwell s Homeschool Geometry Course Lesson Plan: 34 weeks Welcome to Thinkwell s Homeschool Geometry! We re thrilled that you ve decided to make us part of your homeschool curriculum. This lesson plan

More information

Pythagorean Theorem. Overview. Grade 8 Mathematics, Quarter 3, Unit 3.1. Number of instructional days: 15 (1 day = minutes) Essential questions

Pythagorean Theorem. Overview. Grade 8 Mathematics, Quarter 3, Unit 3.1. Number of instructional days: 15 (1 day = minutes) Essential questions Grade 8 Mathematics, Quarter 3, Unit 3.1 Pythagorean Theorem Overview Number of instructional days: 15 (1 day = 45 60 minutes) Content to be learned Prove the Pythagorean Theorem. Given three side lengths,

More information

COURSE OVERVIEW. PearsonSchool.com Copyright 2009 Pearson Education, Inc. or its affiliate(s). All rights reserved

COURSE OVERVIEW. PearsonSchool.com Copyright 2009 Pearson Education, Inc. or its affiliate(s). All rights reserved COURSE OVERVIEW The geometry course is centered on the beliefs that The ability to construct a valid argument is the basis of logical communication, in both mathematics and the real-world. There is a need

More information

A Different Look at Trapezoid Area Prerequisite Knowledge

A Different Look at Trapezoid Area Prerequisite Knowledge Prerequisite Knowledge Conditional statement an if-then statement (If A, then B) Converse the two parts of the conditional statement are reversed (If B, then A) Parallel lines are lines in the same plane

More information

8 th Grade Math Curriculum/7 th Grade Advanced Course Information: Course 3 of Prentice Hall Common Core

8 th Grade Math Curriculum/7 th Grade Advanced Course Information: Course 3 of Prentice Hall Common Core 8 th Grade Math Curriculum/7 th Grade Advanced Course Information: Course: Length: Course 3 of Prentice Hall Common Core 46 minutes/day Description: Mathematics at the 8 th grade level will cover a variety

More information

Prentice Hall Algebra 2 2011 Correlated to: Colorado P-12 Academic Standards for High School Mathematics, Adopted 12/2009

Prentice Hall Algebra 2 2011 Correlated to: Colorado P-12 Academic Standards for High School Mathematics, Adopted 12/2009 Content Area: Mathematics Grade Level Expectations: High School Standard: Number Sense, Properties, and Operations Understand the structure and properties of our number system. At their most basic level

More information

Geometry Enduring Understandings Students will understand 1. that all circles are similar.

Geometry Enduring Understandings Students will understand 1. that all circles are similar. High School - Circles Essential Questions: 1. Why are geometry and geometric figures relevant and important? 2. How can geometric ideas be communicated using a variety of representations? ******(i.e maps,

More information

GEOMETRY CONCEPT MAP. Suggested Sequence:

GEOMETRY CONCEPT MAP. Suggested Sequence: CONCEPT MAP GEOMETRY August 2011 Suggested Sequence: 1. Tools of Geometry 2. Reasoning and Proof 3. Parallel and Perpendicular Lines 4. Congruent Triangles 5. Relationships Within Triangles 6. Polygons

More information

Geometry Texas Mathematics: Unpacked Content

Geometry Texas Mathematics: Unpacked Content Geometry Texas Mathematics: Unpacked Content What is the purpose of this document? To increase student achievement by ensuring educators understand specifically what the new standards mean a student must

More information

Middle Grades Mathematics 5 9

Middle Grades Mathematics 5 9 Middle Grades Mathematics 5 9 Section 25 1 Knowledge of mathematics through problem solving 1. Identify appropriate mathematical problems from real-world situations. 2. Apply problem-solving strategies

More information

Geometry - Chapter 2 Review

Geometry - Chapter 2 Review Name: Class: Date: Geometry - Chapter 2 Review Multiple Choice Identify the choice that best completes the statement or answers the question. 1. Determine if the conjecture is valid by the Law of Syllogism.

More information

Chapter 111. Texas Essential Knowledge and Skills for Mathematics. Subchapter B. Middle School

Chapter 111. Texas Essential Knowledge and Skills for Mathematics. Subchapter B. Middle School Middle School 111.B. Chapter 111. Texas Essential Knowledge and Skills for Mathematics Subchapter B. Middle School Statutory Authority: The provisions of this Subchapter B issued under the Texas Education

More information

Distance, Midpoint, and Pythagorean Theorem

Distance, Midpoint, and Pythagorean Theorem Geometry, Quarter 1, Unit 1.1 Distance, Midpoint, and Pythagorean Theorem Overview Number of instructional days: 8 (1 day = 45 minutes) Content to be learned Find distance and midpoint. (2 days) Identify

More information

Geometry Chapter 1 Vocabulary. coordinate - The real number that corresponds to a point on a line.

Geometry Chapter 1 Vocabulary. coordinate - The real number that corresponds to a point on a line. Chapter 1 Vocabulary coordinate - The real number that corresponds to a point on a line. point - Has no dimension. It is usually represented by a small dot. bisect - To divide into two congruent parts.

More information

Prentice Hall: Middle School Math, Course 1 2002 Correlated to: New York Mathematics Learning Standards (Intermediate)

Prentice Hall: Middle School Math, Course 1 2002 Correlated to: New York Mathematics Learning Standards (Intermediate) New York Mathematics Learning Standards (Intermediate) Mathematical Reasoning Key Idea: Students use MATHEMATICAL REASONING to analyze mathematical situations, make conjectures, gather evidence, and construct

More information

Wentzville School District Curriculum Development Template Stage 1 Desired Results

Wentzville School District Curriculum Development Template Stage 1 Desired Results Wentzville School District Curriculum Development Template Stage 1 Desired Results Integrated Math 8 Unit Four Geometry Unit Title: Geometry Course: Integrated Math 8 Brief Summary of Unit: In this unit

More information

Math, Grades 6-8 TEKS and TAKS Alignment

Math, Grades 6-8 TEKS and TAKS Alignment 111.22. Mathematics, Grade 6. 111.23. Mathematics, Grade 7. 111.24. Mathematics, Grade 8. (a) Introduction. (1) Within a well-balanced mathematics curriculum, the primary focal points are using ratios

More information

Course: Math 7. engage in problem solving, communicating, reasoning, connecting, and representing

Course: Math 7. engage in problem solving, communicating, reasoning, connecting, and representing Course: Math 7 Decimals and Integers 1-1 Estimation Strategies. Estimate by rounding, front-end estimation, and compatible numbers. Prentice Hall Textbook - Course 2 7.M.0 ~ Measurement Strand ~ Students

More information

Pre-Calculus Semester 1 Course Syllabus

Pre-Calculus Semester 1 Course Syllabus Pre-Calculus Semester 1 Course Syllabus The Plano ISD eschool Mission is to create a borderless classroom based on a positive student-teacher relationship that fosters independent, innovative critical

More information

Number and Numeracy SE/TE: 43, 49, 140-145, 367-369, 457, 459, 479

Number and Numeracy SE/TE: 43, 49, 140-145, 367-369, 457, 459, 479 Ohio Proficiency Test for Mathematics, New Graduation Test, (Grade 10) Mathematics Competencies Competency in mathematics includes understanding of mathematical concepts, facility with mathematical skills,

More information

Number Sense and Operations

Number Sense and Operations Number Sense and Operations representing as they: 6.N.1 6.N.2 6.N.3 6.N.4 6.N.5 6.N.6 6.N.7 6.N.8 6.N.9 6.N.10 6.N.11 6.N.12 6.N.13. 6.N.14 6.N.15 Demonstrate an understanding of positive integer exponents

More information

Prentice Hall Mathematics: Course Correlated to: Alaska State Content Standards: Math (Grade 7)

Prentice Hall Mathematics: Course Correlated to: Alaska State Content Standards: Math (Grade 7) Alaska State Content Standards: Math (Grade 7) A. A student should understand mathematical facts, concepts, principles, and theories. 1. understand and use numeration, including numbers, number systems,

More information

Common Core State Standard I Can Statements 8 th Grade Mathematics. The Number System (NS)

Common Core State Standard I Can Statements 8 th Grade Mathematics. The Number System (NS) CCSS Key: The Number System (NS) Expressions & Equations (EE) Functions (F) Geometry (G) Statistics & Probability (SP) Common Core State Standard I Can Statements 8 th Grade Mathematics 8.NS.1. Understand

More information

NEW MEXICO Grade 6 MATHEMATICS STANDARDS

NEW MEXICO Grade 6 MATHEMATICS STANDARDS PROCESS STANDARDS To help New Mexico students achieve the Content Standards enumerated below, teachers are encouraged to base instruction on the following Process Standards: Problem Solving Build new mathematical

More information

Year 8 - Maths Autumn Term

Year 8 - Maths Autumn Term Year 8 - Maths Autumn Term Whole Numbers and Decimals Order, add and subtract negative numbers. Recognise and use multiples and factors. Use divisibility tests. Recognise prime numbers. Find square numbers

More information

ALG 1A Algebra I, First Semester PR-10254, BK (v.3.0) To the Student:

ALG 1A Algebra I, First Semester PR-10254, BK (v.3.0) To the Student: ALG 1A Algebra I, First Semester PR-10254, BK-10255 (v.3.0) To the Student: After your registration is complete and your proctor has been approved, you may take the Credit by Examination for ALG 1A. WHAT

More information

Current Standard: Mathematical Concepts and Applications Shape, Space, and Measurement- Primary

Current Standard: Mathematical Concepts and Applications Shape, Space, and Measurement- Primary Shape, Space, and Measurement- Primary A student shall apply concepts of shape, space, and measurement to solve problems involving two- and three-dimensional shapes by demonstrating an understanding of:

More information

Overview Mathematical Practices Congruence

Overview Mathematical Practices Congruence Overview Mathematical Practices Congruence 1. Make sense of problems and persevere in Experiment with transformations in the plane. solving them. Understand congruence in terms of rigid motions. 2. Reason

More information

Chapter 111. Texas Essential Knowledge and Skills for Mathematics. Subchapter A. Elementary

Chapter 111. Texas Essential Knowledge and Skills for Mathematics. Subchapter A. Elementary Elementary 111.A. Chapter 111. Texas Essential Knowledge and Skills for Mathematics Subchapter A. Elementary Statutory Authority: The provisions of this Subchapter A issued under the Texas Education Code,

More information

College Prep. Geometry Course Syllabus

College Prep. Geometry Course Syllabus College Prep. Geometry Course Syllabus Mr. Chris Noll Turner Ashby High School - Room 211 Email: cnoll@rockingham.k12.va.us Website: http://blogs.rockingham.k12.va.us/cnoll/ School Phone: 828-2008 Text:

More information

Gary School Community Corporation Mathematics Department Unit Document. Unit Number: 8 Grade: 2

Gary School Community Corporation Mathematics Department Unit Document. Unit Number: 8 Grade: 2 Gary School Community Corporation Mathematics Department Unit Document Unit Number: 8 Grade: 2 Unit Name: YOU SEE IT!!! (2D & 3D Shapes) Duration of Unit: 18 days UNIT FOCUS Students describe and analyze

More information

Larson, R. and Boswell, L. (2016). Big Ideas Math, Algebra 2. Erie, PA: Big Ideas Learning, LLC. ISBN

Larson, R. and Boswell, L. (2016). Big Ideas Math, Algebra 2. Erie, PA: Big Ideas Learning, LLC. ISBN ALG B Algebra II, Second Semester #PR-0, BK-04 (v.4.0) To the Student: After your registration is complete and your proctor has been approved, you may take the Credit by Examination for ALG B. WHAT TO

More information

Wallingford Public Schools - HIGH SCHOOL COURSE OUTLINE

Wallingford Public Schools - HIGH SCHOOL COURSE OUTLINE Wallingford Public Schools - HIGH SCHOOL COURSE OUTLINE Course Title: Geometry Course Number: A 1223, G1224 Department: Mathematics Grade(s): 10-11 Level(s): Academic and General Objectives that have an

More information

MATHEMATICS Grade 6 Standard: Number, Number Sense and Operations

MATHEMATICS Grade 6 Standard: Number, Number Sense and Operations Standard: Number, Number Sense and Operations Number and Number C. Develop meaning for percents including percents greater than 1. Describe what it means to find a specific percent of a number, Systems

More information

Geometry Credit Recovery

Geometry Credit Recovery Geometry Credit Recovery COURSE DESCRIPTION: This is a comprehensive course featuring geometric terms and processes, logic, and problem solving. Topics include parallel line and planes, congruent triangles,

More information

Scope & Sequence MIDDLE SCHOOL

Scope & Sequence MIDDLE SCHOOL Math in Focus is a registered trademark of Times Publishing Limited. Houghton Mifflin Harcourt Publishing Company. All rights reserved. Printed in the U.S.A. 06/13 MS77941n Scope & Sequence MIDDLE SCHOOL

More information

New York State Student Learning Objective: Regents Geometry

New York State Student Learning Objective: Regents Geometry New York State Student Learning Objective: Regents Geometry All SLOs MUST include the following basic components: Population These are the students assigned to the course section(s) in this SLO all students

More information

Pre-Algebra 2008. Academic Content Standards Grade Eight Ohio. Number, Number Sense and Operations Standard. Number and Number Systems

Pre-Algebra 2008. Academic Content Standards Grade Eight Ohio. Number, Number Sense and Operations Standard. Number and Number Systems Academic Content Standards Grade Eight Ohio Pre-Algebra 2008 STANDARDS Number, Number Sense and Operations Standard Number and Number Systems 1. Use scientific notation to express large numbers and small

More information

DELAWARE MATHEMATICS CONTENT STANDARDS GRADES 9-10. PAGE(S) WHERE TAUGHT (If submission is not a book, cite appropriate location(s))

DELAWARE MATHEMATICS CONTENT STANDARDS GRADES 9-10. PAGE(S) WHERE TAUGHT (If submission is not a book, cite appropriate location(s)) Prentice Hall University of Chicago School Mathematics Project: Advanced Algebra 2002 Delaware Mathematics Content Standards (Grades 9-10) STANDARD #1 Students will develop their ability to SOLVE PROBLEMS

More information

Geometry. Higher Mathematics Courses 69. Geometry

Geometry. Higher Mathematics Courses 69. Geometry The fundamental purpose of the course is to formalize and extend students geometric experiences from the middle grades. This course includes standards from the conceptual categories of and Statistics and

More information

Mathematics. Pre-Calculus ( -1 Course Sequence)

Mathematics. Pre-Calculus ( -1 Course Sequence) Mathematics Courses in Mathematics are offered with instruction in English, French (F) and Spanish (S) where enrolment warrants. Note: Five credits at the 20 level are required to obtain an Alberta High

More information

The Basics: Geometric Structure

The Basics: Geometric Structure Trinity University Digital Commons @ Trinity Understanding by Design: Complete Collection Understanding by Design Summer 6-2015 The Basics: Geometric Structure Danielle Kendrick Trinity University Follow

More information

North Carolina Math 2

North Carolina Math 2 Standards for Mathematical Practice 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively 3. Construct viable arguments and critique the reasoning of others 4.

More information

096 Professional Readiness Examination (Mathematics)

096 Professional Readiness Examination (Mathematics) 096 Professional Readiness Examination (Mathematics) Effective after October 1, 2013 MI-SG-FLD096M-02 TABLE OF CONTENTS PART 1: General Information About the MTTC Program and Test Preparation OVERVIEW

More information

KEANSBURG SCHOOL DISTRICT KEANSBURG HIGH SCHOOL Mathematics Department. HSPA 10 Curriculum. September 2007

KEANSBURG SCHOOL DISTRICT KEANSBURG HIGH SCHOOL Mathematics Department. HSPA 10 Curriculum. September 2007 KEANSBURG HIGH SCHOOL Mathematics Department HSPA 10 Curriculum September 2007 Written by: Karen Egan Mathematics Supervisor: Ann Gagliardi 7 days Sample and Display Data (Chapter 1 pp. 4-47) Surveys and

More information

Prentice Hall Connected Mathematics 2, 7th Grade Units 2009

Prentice Hall Connected Mathematics 2, 7th Grade Units 2009 Prentice Hall Connected Mathematics 2, 7th Grade Units 2009 Grade 7 C O R R E L A T E D T O from March 2009 Grade 7 Problem Solving Build new mathematical knowledge through problem solving. Solve problems

More information

GEOMETRY COMMON CORE STANDARDS

GEOMETRY COMMON CORE STANDARDS 1st Nine Weeks Experiment with transformations in the plane G-CO.1 Know precise definitions of angle, circle, perpendicular line, parallel line, and line segment, based on the undefined notions of point,

More information

Grade Level Expectations for the Sunshine State Standards

Grade Level Expectations for the Sunshine State Standards for the Sunshine State Standards Mathematics Grades 6-8 FLORIDA DEPARTMENT OF EDUCATION http://www.myfloridaeducation.com/ Strand A: Number Sense, Concepts, and Operations Standard 1: The student understands

More information

Texas Assessment of Knowledge and Skills (TAKS) 6th Grade

Texas Assessment of Knowledge and Skills (TAKS) 6th Grade Texas Assessment of Knowledge and Skills (TAKS) 6th Grade 98 99 100 Grade 6 Mathematics TAKS Objectives and TEKS Student Expectations TAKS Objective 1 The student will demonstrate an understanding of numbers,

More information

Mathematics Georgia Performance Standards

Mathematics Georgia Performance Standards Mathematics Georgia Performance Standards K-12 Mathematics Introduction The Georgia Mathematics Curriculum focuses on actively engaging the students in the development of mathematical understanding by

More information

Georgia Standards of Excellence Mathematics

Georgia Standards of Excellence Mathematics Georgia Standards of Excellence Mathematics Standards GSE Geometry K-12 Mathematics Introduction Georgia Mathematics focuses on actively engaging the student in the development of mathematical understanding

More information

Indiana State Core Curriculum Standards updated 2009 Algebra I

Indiana State Core Curriculum Standards updated 2009 Algebra I Indiana State Core Curriculum Standards updated 2009 Algebra I Strand Description Boardworks High School Algebra presentations Operations With Real Numbers Linear Equations and A1.1 Students simplify and

More information

PA Common Core Standards Standards for Mathematical Practice Grade Level Emphasis*

PA Common Core Standards Standards for Mathematical Practice Grade Level Emphasis* Habits of Mind of a Productive Thinker Make sense of problems and persevere in solving them. Attend to precision. PA Common Core Standards The Pennsylvania Common Core Standards cannot be viewed and addressed

More information

CAMI Education linked to CAPS: Mathematics

CAMI Education linked to CAPS: Mathematics - 1 - TOPIC 1.1 Whole numbers _CAPS Curriculum TERM 1 CONTENT Properties of numbers Describe the real number system by recognizing, defining and distinguishing properties of: Natural numbers Whole numbers

More information

alternate interior angles

alternate interior angles alternate interior angles two non-adjacent angles that lie on the opposite sides of a transversal between two lines that the transversal intersects (a description of the location of the angles); alternate

More information

Florida Geometry EOC Assessment Study Guide

Florida Geometry EOC Assessment Study Guide Florida Geometry EOC Assessment Study Guide The Florida Geometry End of Course Assessment is computer-based. During testing students will have access to the Algebra I/Geometry EOC Assessments Reference

More information

Content Area: GEOMETRY Grade 9 th Quarter 1 st Curso Serie Unidade

Content Area: GEOMETRY Grade 9 th Quarter 1 st Curso Serie Unidade Content Area: GEOMETRY Grade 9 th Quarter 1 st Curso Serie Unidade Standards/Content Padrões / Conteúdo Learning Objectives Objetivos de Aprendizado Vocabulary Vocabulário Assessments Avaliações Resources

More information

Level: High School: Geometry. Domain: Expressing Geometric Properties with Equations G-GPE

Level: High School: Geometry. Domain: Expressing Geometric Properties with Equations G-GPE 1. Derive the equation of a circle of given center and radius using the Pythagorean Theorem; complete the square to find the center and radius of a circle given by an equation. Translate between the geometric

More information

Prentice Hall Mathematics Courses 1-3 Common Core Edition 2013

Prentice Hall Mathematics Courses 1-3 Common Core Edition 2013 A Correlation of Prentice Hall Mathematics Courses 1-3 Common Core Edition 2013 to the Topics & Lessons of Pearson A Correlation of Courses 1, 2 and 3, Common Core Introduction This document demonstrates

More information

Unit 1: Extending Whole Number Operations

Unit 1: Extending Whole Number Operations Unit 1: Extending Whole Number Operations Learning Goals 13 Days 5.3A S 2 Estimate to determine solutions to mathematical and real-world problems involving addition, subtraction, multiplication, and division

More information

Algebra 1 2008. Academic Content Standards Grade Eight and Grade Nine Ohio. Grade Eight. Number, Number Sense and Operations Standard

Algebra 1 2008. Academic Content Standards Grade Eight and Grade Nine Ohio. Grade Eight. Number, Number Sense and Operations Standard Academic Content Standards Grade Eight and Grade Nine Ohio Algebra 1 2008 Grade Eight STANDARDS Number, Number Sense and Operations Standard Number and Number Systems 1. Use scientific notation to express

More information

Geometry Math Standards and I Can Statements

Geometry Math Standards and I Can Statements Geometry Math Standards and I Can Statements Unit 1 Subsection A CC.9-12.G.CO.1 Know precise definitions of angle, circle, perpendicular line, parallel line, and line segment, based on the undefined notions

More information

Uskudar American Academy Mathematics Department

Uskudar American Academy Mathematics Department Uskudar American Academy Mathematics Department All UAA students are required to complete five years of a traditional, and very challenging, math curriculum including College-level Algebra, Trigonometry,

More information

Name Geometry Exam Review #1: Constructions and Vocab

Name Geometry Exam Review #1: Constructions and Vocab Name Geometry Exam Review #1: Constructions and Vocab Copy an angle: 1. Place your compass on A, make any arc. Label the intersections of the arc and the sides of the angle B and C. 2. Compass on A, make

More information

Isometries of the Plane Teacher s Notes

Isometries of the Plane Teacher s Notes Isometries of the Plane Teacher s Notes Henri Picciotto This unit is intended to be consistent with the Common Core State Standards for Mathematics (CCSSM), but it does go quite a bit further than is required

More information

Unit 6 Grade 7 Geometry

Unit 6 Grade 7 Geometry Unit 6 Grade 7 Geometry Lesson Outline BIG PICTURE Students will: investigate geometric properties of triangles, quadrilaterals, and prisms; develop an understanding of similarity and congruence. Day Lesson

More information

Common Core State Standards for Mathematics Accelerated 7th Grade

Common Core State Standards for Mathematics Accelerated 7th Grade A Correlation of 2013 To the to the Introduction This document demonstrates how Mathematics Accelerated Grade 7, 2013, meets the. Correlation references are to the pages within the Student Edition. Meeting

More information

Geometry: Unit 1 Vocabulary TERM DEFINITION GEOMETRIC FIGURE. Cannot be defined by using other figures.

Geometry: Unit 1 Vocabulary TERM DEFINITION GEOMETRIC FIGURE. Cannot be defined by using other figures. Geometry: Unit 1 Vocabulary 1.1 Undefined terms Cannot be defined by using other figures. Point A specific location. It has no dimension and is represented by a dot. Line Plane A connected straight path.

More information

Unit Background. Stage 1: Big Goals

Unit Background. Stage 1: Big Goals Course: 7 th Grade Mathematics Unit Background Unit Title Angle Relationships, Transversals & 3-Dimensional Geometry Does the unit title reflect the standards? PCCMS Unit Reviewer (s): Unit Designer: Resources

More information

Basic Understandings

Basic Understandings Activity: TEKS: Exploring Transformations Basic understandings. (5) Tools for geometric thinking. Techniques for working with spatial figures and their properties are essential to understanding underlying

More information

Understanding the Progression of Math Courses in NEISD

Understanding the Progression of Math Courses in NEISD Understanding the Progression of Math Courses in NEISD According to House Bill 1 (HB1), students in Texas are required to obtain credits for four courses in each subject area of the foundation curriculum

More information

Mathematics Standards

Mathematics Standards 1 Table of Contents Mathematics Standards Subject Pages Algebra 1-2 2-4 Algebra 3-4 5-6 AP Calculus AB and BC Standards 7 AP Statistics Standards 8 Consumer Math 9 Geometry 1-2 10-11 Honors Differential

More information

NEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS

NEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS NEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS TEST DESIGN AND FRAMEWORK September 2014 Authorized for Distribution by the New York State Education Department This test design and framework document

More information

Big Ideas in Mathematics

Big Ideas in Mathematics Big Ideas in Mathematics which are important to all mathematics learning. (Adapted from the NCTM Curriculum Focal Points, 2006) The Mathematics Big Ideas are organized using the PA Mathematics Standards

More information

Support Materials for Core Content for Assessment. Mathematics

Support Materials for Core Content for Assessment. Mathematics Support Materials for Core Content for Assessment Version 4.1 Mathematics August 2007 Kentucky Department of Education Introduction to Depth of Knowledge (DOK) - Based on Norman Webb s Model (Karin Hess,

More information

Section 12.1 Translations and Rotations

Section 12.1 Translations and Rotations Section 12.1 Translations and Rotations Any rigid motion that preserves length or distance is an isometry (meaning equal measure ). In this section, we will investigate two types of isometries: translations

More information

For example, estimate the population of the United States as 3 times 10⁸ and the

For example, estimate the population of the United States as 3 times 10⁸ and the CCSS: Mathematics The Number System CCSS: Grade 8 8.NS.A. Know that there are numbers that are not rational, and approximate them by rational numbers. 8.NS.A.1. Understand informally that every number

More information

Common Core State Standards. Standards for Mathematical Practices Progression through Grade Levels

Common Core State Standards. Standards for Mathematical Practices Progression through Grade Levels Standard for Mathematical Practice 1: Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for

More information

K-12 Mathematics Framework

K-12 Mathematics Framework DRAFT IN PROCESS San Diego City Schools Institute for Learning MATHEMATICS DEPARTMENT K-12 Mathematics Framework Introduction Mathematics Content Mathematics Processes Note: The content in this document

More information

8 th grade mathematics Team: T. Kisker, S. Miller, B. Ricks, B. Byland April 2012

8 th grade mathematics Team: T. Kisker, S. Miller, B. Ricks, B. Byland April 2012 Compare and order all rational numbers including percents and find their approximate location on a number line. N.1.A.8 Number and Operations -Order positive rational numbers on a number line 1, 2, 5,

More information

Foundations of Mathematics 11 (Online)

Foundations of Mathematics 11 (Online) Course Outline Coquitlam Learning Opportunity Centre 104-2748 Lougheed Hwy Port Coquitlam, BC, V3B 6P2 Phone: (604) 945-4211 Course Name Teacher Course Format Teacher Contact Information & Schedule Learning

More information

Tennessee Mathematics Standards 2009-2010 Implementation. Grade Six Mathematics. Standard 1 Mathematical Processes

Tennessee Mathematics Standards 2009-2010 Implementation. Grade Six Mathematics. Standard 1 Mathematical Processes Tennessee Mathematics Standards 2009-2010 Implementation Grade Six Mathematics Standard 1 Mathematical Processes GLE 0606.1.1 Use mathematical language, symbols, and definitions while developing mathematical

More information

A COURSE OUTLINE FOR GEOMETRY DEVELOPED BY ANN SHANNON & ASSOCIATES FOR THE BILL & MELINDA GATES FOUNDATION

A COURSE OUTLINE FOR GEOMETRY DEVELOPED BY ANN SHANNON & ASSOCIATES FOR THE BILL & MELINDA GATES FOUNDATION A COURSE OUTLINE FOR GEOMETRY DEVELOPED BY ANN SHANNON & ASSOCIATES FOR THE BILL & MELINDA GATES FOUNDATION JANUARY 2014 Geometry Course Outline Content Area G0 Introduction and Construction G-CO Congruence

More information

GRADE 8 SKILL VOCABULARY MATHEMATICAL PRACTICES Define rational number. 8.NS.1

GRADE 8 SKILL VOCABULARY MATHEMATICAL PRACTICES Define rational number. 8.NS.1 Common Core Math Curriculum Grade 8 ESSENTIAL DOMAINS AND QUESTIONS CLUSTERS How do you convert a rational number into a decimal? How do you use a number line to compare the size of two irrational numbers?

More information

Ministry of Education. The Ontario Curriculum. Mathematics. Mathematics Transfer Course, Grade 9, Applied to Academic

Ministry of Education. The Ontario Curriculum. Mathematics. Mathematics Transfer Course, Grade 9, Applied to Academic Ministry of Education The Ontario Curriculum Mathematics Mathematics Transfer Course, Grade 9, Applied to Academic 2 0 0 6 Contents Introduction....................................................... 2

More information

Curriculum Mapping - Key Stage 3 Subject : Mathematics Topics addressed Skills acquired Cross-curricular links Progression links to future years

Curriculum Mapping - Key Stage 3 Subject : Mathematics Topics addressed Skills acquired Cross-curricular links Progression links to future years Year 7 (CORE) Sequences and rules Order, add and subtract decimals Order, add and subtract negative s Rounding and estimates Paper and pencil methods to add, subtract, divide and multiply Perimeter and

More information

2, 3 1, 3 3, 2 3, 2. 3 Exploring Geometry Construction: Copy &: Bisect Segments & Angles Measure & Classify Angles, Describe Angle Pair Relationship

2, 3 1, 3 3, 2 3, 2. 3 Exploring Geometry Construction: Copy &: Bisect Segments & Angles Measure & Classify Angles, Describe Angle Pair Relationship Geometry Honors Semester McDougal 014-015 Day Concepts Lesson Benchmark(s) Complexity Level 1 Identify Points, Lines, & Planes 1-1 MAFS.91.G-CO.1.1 1 Use Segments & Congruence, Use Midpoint & 1-/1- MAFS.91.G-CO.1.1,

More information

Problem of the Month The Shape of Things

Problem of the Month The Shape of Things Problem of the Month The Problems of the Month (POM) are used in a variety of ways to promote problem solving and to foster the first standard of mathematical practice from the Common Core State Standards:

More information

Grade 7 Mathematics Assessment Eligible Texas Essential Knowledge and Skills

Grade 7 Mathematics Assessment Eligible Texas Essential Knowledge and Skills Grade 7 Mathematics Assessment Eligible Texas Essential Knowledge and Skills STAAR Grade 7 Mathematics Assessment Mathematical Process Standards These student expectations will not be listed under a separate

More information

CAMI Education linked to CAPS: Mathematics

CAMI Education linked to CAPS: Mathematics - 1 - TOPIC 1.1 Whole numbers _CAPS curriculum TERM 1 CONTENT Mental calculations Revise: Multiplication of whole numbers to at least 12 12 Ordering and comparing whole numbers Revise prime numbers to

More information