# A Correlation of Pearson Texas Geometry Digital, 2015

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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

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