A Correlation of Pearson Texas Geometry Digital, 2015

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)

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 111.41. 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

(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. 1 159 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. 1 203 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

(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 528 529 Lesson 13-2 Prob. 5 Review 530 Lesson 13-2 Ex. 19 630 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 470 471 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 459 460 Activity Lab 11-2 Act. Page 3 of 228 Pearson Education, Inc., publishing as Prentice Hall: Student Material

(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. 14 17 118 119 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. 15 409 Lesson 9-5 Prob. 1 Page 4 of 228 Pearson Education, Inc., publishing as Prentice Hall: Student Material

(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, 20 425 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

(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. 14 386 387 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. 24 45 Lesson 2-1 Prob. 2 Review 75 Lesson 2-6 Ex. 7 135 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. 16 347 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

(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. 14 16 (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. 14 386 387 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. 17 20 Page 7 of 228 Pearson Education, Inc., publishing as Prentice Hall: Student Material

(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. 16 347 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. 14 386 387 Lesson 9-2 Prob. 1 Page 8 of 228 Pearson Education, Inc., publishing as Prentice Hall: Student Material

(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. 22 534 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. 16 347 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

(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. 14 386 387 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. 22 534 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. 16 347 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

(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. 16 17 67 68 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 182 183 Lesson 4-7 Exs. 8 11, 13, 15, 16 Assessment 489 Lesson 14-6 Ex. 6 614 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

(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. 17 580 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 67 68 Lesson 2-5 Prob. 3 Review 212 Lesson 5-3 Ex. 26 277 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. 15 17 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. 8 13 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

Review 384 385 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. 26 30 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

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. 19 20 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 12 13 Lesson 1-2 Prob. 4 Lesson 1-2 Prob. 6 Review 14 15 Lesson 1-2 Exs. 6, 13 15, 22 25 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

(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 193 194 Lesson 5-1 Prob. 2 Lesson 5-1 Prob. 3 Review 196 198 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 297 308 Lesson 7-1 Prob. 1 Lesson 7-3 Prob. 1 Review 299 300 310 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

(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 298 427 Lesson 7-1 Prob. 3 Lesson 10-1 Prob. 6 Review 299 428 Lesson 7-1 Ex. 4 Lesson 10-1 Ex. 14 Assessment 253 350 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 297 299 309 Lesson 7-1 Prob. 2 Lesson 7-1 Prob. 4 Lesson 7-3 Prob. 2 Review 300 305 310 Lesson 7-1 Exs. 7 10 Lesson 7-2 Ex. 7 Lesson 7-3 Exs. 17, 21 Assessment 252 265 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

129 130 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 298 299 308 309 Lesson 7-1 Prob. 3 Lesson 7-1 Prob. 4 Lesson 7-3 Prob. 1 Lesson 7-3 Prob. 2 Review 299 301 310 311 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 130 131 Lesson 3-8 Prob. 2 Lesson 3-8 Prob. 4 Review 132 133 Lesson 3-8 Exs. 3 6, 9 11, 12, 29 112 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

(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 321 328 334 358 359 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 323 324 347 349 361 Lesson 8-1 Exs. 12, 17, 22, 23 Lesson 8-5 Exs. 1 6, 18 19 Lesson 8-7 Exs. 7 9 Assessment 278 279 Lesson 8-2 Exs. 3, 6 351 352 365 367 387 Lesson 8-6 Prob. 3 Lesson 8-8 Prob. 2 Lesson 8-8 Prob. 5 Lesson 9-2 Prob. 2 Review 353 368 369 389 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 320 328 334 358 Lesson 8-1 Prob. 3 Lesson 8-2 Prob. 2 Lesson 8-3 Prob. 2 Lesson 8-7 Prob. 2 Review 323 324 329 331 335 336 361 362 Lesson 8-1 Exs. 15, 20, 21 Lesson 8-2 Exs. 1 6, 19 24 Lesson 8-3 Exs. 1 3, 9, 17 Lesson 8-7 Exs. 7, 8, 13, 15, 21 22 359 365 366 386 387 Lesson 8-7 Prob. 4B Lesson 8-8 Prob. 1 Lesson 8-8 Prob. 3 Lesson 9-2 Prob. 1 Review 368 389 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

(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 346 347 358 Lesson 8-5 Prob. 3, Lesson 8-5 Prob. 4 Lesson 8-7 Prob. 3 Review 348 349 362 363 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. 1 346 Lesson 8-5 Prob. 2 Review 348 Lesson 8-5 Exs. 8 11 (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 368 369 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

(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 360 386 387 Lesson 8-7 Prob. 5 Lesson 9-2 Prob. 1 Review 362 389 Lesson 8-7 Exs. 17 19, 20 Lesson 9-2 Exs. 1 3 Assessment 307 324 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 351 352 Lesson 8-6 Prob. 3 Review 353 354 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 328 335 388 Lesson 8-2 Prob. 3 Lesson 8-3 Prob. 4 Lesson 9-2 Prob. 4 Review 329 336 337 389 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

Assessment 277 283 325 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 341 343 Lesson 8-4 Exs. 1, 14 18, 22 24, 36, 37 340 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 (ii) identify rotational symmetry in a plane figure 339 Lesson 8-4 Prob. 2 Review 341 343 Lesson 8-4 Exs. 1, 19, 32 35 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 341 343 Lesson 8-4 Exs. 2 13, 20, 21, 28 31, 38 41 Assessment 289 Lesson 8-4 Prob. 3 Got It Page 21 of 228 Pearson Education, Inc., publishing as Prentice Hall: Student Material

(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. 20 22 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 53 54 Lesson 2-2 Exs. 22 30 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. 26 30 Assessment 39 Lesson 2-2 Prob. 4 Got It Page 22 of 228 Pearson Education, Inc., publishing as Prentice Hall: Student Material

(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. 26 30 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 53-54 Lesson 2-2 Exs. 22 30 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. 26 30 Assessment 39 Lesson 2-2 Prob. 4 Got It Page 23 of 228 Pearson Education, Inc., publishing as Prentice Hall: Student Material

(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. 26 30 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 44 45 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. 23 26 Assessment 33 Lesson 2-1 Prob. 5 Got It Page 24 of 228 Pearson Education, Inc., publishing as Prentice Hall: Student Material

(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 137 138 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 137 138 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

(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 (ii) investigate patterns to make conjectures about geometric relationships, including criteria required for triangle congruence 154 Lesson 4-2 Prob. 1 Review 173 Lesson 4-5 Ex. 22 Assessment 130 Lesson 4-2 Prob. 1 Got It (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 (iii) investigate patterns to make conjectures about geometric relationships, including special segments of triangles 213 Activity Lab 5-4 Act. 1, Act. 2 Review 213 Activity Lab 5-4 Exs. 1 4 409 Lesson 9-5 Prob. 1 Review 414 Lesson 9-5 Ex. 27 Page 26 of 228 Pearson Education, Inc., publishing as Prentice Hall: Student Material

(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 (iv) investigate patterns to make conjectures about geometric relationships, including diagonals of quadrilaterals 271 284 285 Lesson 6-4 Prob. 2 Lesson 6-6 Prob. 3 Review 274 287 Lesson 6-4 Ex. 24 Lesson 6-6 Ex. 26 Assessment 234 Lesson 6-4 Prob. 2 Got It (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 (v) investigate patterns to make conjectures about geometric relationships, including interior angles of polygons 250 Lesson 6-1 Prob. 1 Review 253 Lesson 6-1 Ex. 10 Page 27 of 228 Pearson Education, Inc., publishing as Prentice Hall: Student Material

(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 (vi) investigate patterns to make conjectures about geometric relationships, including exterior angles of polygons 248 Technology Lab 6-1 Act. Review 248 Technology Lab 6-1 Exs. 1 3 252 Lesson 6-1 Prob. 5 Review 254 Lesson 6-1 Ex. 15 (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 (vii) investigate patterns to make conjectures about geometric relationships, including special segments 495 Lesson 12-2 Prob. 3 Review 497 Lesson 12-2 Ex. 13 504 Technology Lab 12-4 Act. 1, Act. 2, Act. 3 Page 28 of 228 Pearson Education, Inc., publishing as Prentice Hall: Student Material

(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 (viii) investigate patterns to make conjectures about angles of circles choosing from a variety of tools 506 Lesson 12-4 Prob. 1 Review 510 Lesson 12-4 Ex. 18 (5) Logical argument and constructions. The student uses constructions to validate conjectures about geometric figures. (B) construct congruent segments, congruent angles, a segment bisector, an angle bisector, perpendicular lines, the perpendicular bisector of a line segment, and a line parallel to a given line through a point not on a line using a compass and a straightedge (i) construct congruent segments using a compass and a straightedge 27 Lesson 1-5 Prob. 1 Review 30 31 Lesson 1-5 Exs. 4b, 12, 20a 26 Lesson 1-5 Prob. 1 Got It Assessment 28 Lesson 1-5 Ex. 1 Page 29 of 228 Pearson Education, Inc., publishing as Prentice Hall: Student Material

(5) Logical argument and constructions. The student uses constructions to validate conjectures about geometric figures. (B) construct congruent segments, congruent angles, a segment bisector, an angle bisector, perpendicular lines, the perpendicular bisector of a line segment, and a line parallel to a given line through a point not on a line using a compass and a straightedge (ii) construct congruent angles using a compass and a straightedge 28 Lesson 1-5 Prob. 2 Review 31 Lesson 1-5 Ex. 14 118 119 Lesson 3-6 Prob. 1, Prob. 2 Review 121 Lesson 3-6 Exs. 1 5, 11, 14 (5) Logical argument and constructions. The student uses constructions to validate conjectures about geometric figures. (B) construct congruent segments, congruent angles, a segment bisector, an angle bisector, perpendicular lines, the perpendicular bisector of a line segment, and a line parallel to a given line through a point not on a line using a compass and a straightedge (iii) construct a segment bisector using a compass and a straightedge 28 29 Lesson 1-5 Prob. 3 Assessment 27 Lesson 1-5 Prob. 4 Got It 29 Lesson 1-5 Prob. 4 Review 31 Lesson 1-5 Exs. 11b, 16 Assessment 28 Lesson 1-5 Ex. 1 (5) Logical argument and constructions. The student uses constructions to validate conjectures about geometric figures. (B) construct congruent segments, congruent angles, a segment bisector, an angle bisector, perpendicular lines, the perpendicular bisector of a line segment, and a line parallel to a given line through a point not on a line using a compass and a straightedge (iv) construct an angle bisector using a compass and a straightedge 30 Lesson 1-5 Prob. 5 Review 30 31 Lesson 1-5 Exs. 2, 5, 17, 18 Assessment 27 Lesson 1-5 Prob. 5 Got It Page 30 of 228 Pearson Education, Inc., publishing as Prentice Hall: Student Material

(5) Logical argument and constructions. The student uses constructions to validate conjectures about geometric figures. (B) construct congruent segments, congruent angles, a segment bisector, an angle bisector, perpendicular lines, the perpendicular bisector of a line segment, and a line parallel to a given line through a point not on a line using a compass and a straightedge (v) construct perpendicular lines using a compass and a straightedge 119 Lesson 3-6 Prob. 3 Review 121 122 Lesson 3-6 Exs. 6, 7, 8 10, 16 19 Assessment 101 Lesson 3-6 Prob. 3 Got It, Prob. 4 Got It 120 Lesson 3-6 Prob. 4 (5) Logical argument and constructions. The student uses constructions to validate conjectures about geometric figures. (B) construct congruent segments, congruent angles, a segment bisector, an angle bisector, perpendicular lines, the perpendicular bisector of a line segment, and a line parallel to a given line through a point not on a line using a compass and a straightedge (vi) construct the perpendicular bisector of a line segment using a compass and a straightedge 29 Lesson 1-5 Prob. 4 Review 31 Lesson 1-5 Exs. 11b, 16 Assessment 27 Lesson 1-5 Prob. 4 Got It (5) Logical argument and constructions. The student uses constructions to validate conjectures about geometric figures. (B) construct congruent segments, congruent angles, a segment bisector, an angle bisector, perpendicular lines, the perpendicular bisector of a line segment, and a line parallel to a given line through a point not on a line using a compass and a straightedge (vii) construct a line parallel to a given line through a point not on a line using a compass and a straightedge 118 Lesson 3-6 Prob. 1 Page 31 of 228 Pearson Education, Inc., publishing as Prentice Hall: Student Material

Review 121 Lesson 3-6 Exs. 1 3 118 119 Lesson 3-6 Prob. 2 Review 121 Lesson 3-6 Ex. 14 Assessment 100 Lesson 3-6 Prob. 2 Got It part a (5) Logical argument and constructions. The student uses constructions to validate conjectures about geometric figures. (C) use the constructions of congruent segments, congruent angles, angle bisectors, and perpendicular bisectors to make conjectures about geometric relationships (i) use the constructions of congruent segments to make conjectures about geometric relationships 169 Lesson 4-5 Prob. 1A Review 173 Lesson 4-5 Ex. 22 Assessment 148 Lesson 4-5 Prob. 1 Got It (5) Logical argument and constructions. The student uses constructions to validate conjectures about geometric figures. (C) use the constructions of congruent segments, congruent angles, angle bisectors, and perpendicular bisectors to make conjectures about geometric relationships (ii) use the constructions of congruent angles to make conjectures about geometric relationships 170 Lesson 4-5 Prob. 1B Review 391 Lesson 9-2 Ex. 21 (5) Logical argument and constructions. The student uses constructions to validate conjectures about geometric figures. (C) use the constructions of congruent segments, congruent angles, angle bisectors, and perpendicular bisectors to make conjectures about geometric relationships (iii) use the constructions of angle bisectors to make conjectures about geometric relationships 215 Lesson 5-4 Prob. 1 Review 217 Lesson 5-4 Ex. 8 Page 32 of 228 Pearson Education, Inc., publishing as Prentice Hall: Student Material

(5) Logical argument and constructions. The student uses constructions to validate conjectures about geometric figures. (C) use the constructions of congruent segments, congruent angles, angle bisectors, and perpendicular bisectors to make conjectures about geometric relationships (iv) use the constructions of perpendicular bisectors to make conjectures about geometric relationships 213 Activity Lab 5-4 Act. 2 Review 213 Activity Lab 5-4 Exs. 2 4 Review 217 Lesson 5-4 Exs. 6, 7 495 Lesson 12-2 Prob. 3 (5) Logical argument and constructions. The student uses constructions to validate conjectures about geometric figures. (D) verify the Triangle Inequality theorem using constructions and apply the theorem to solve problems (i) verify the Triangle Inequality theorem using constructions 231 Lesson 5-7 Prob. 4 Review 232 Lesson 5-7 Exs. 1 2 (5) Logical argument and constructions. The student uses constructions to validate conjectures about geometric figures. (D) verify the Triangle Inequality theorem using constructions and apply the theorem to solve problems (ii) apply the theorem to solve problem 231 Lesson 5-7 Prob. 5 Review 232 233 Lesson 5-7 Exs. 7, 8, 11 16 Assessment 203 Lesson 5-7 Prob. 5 Got It, Prob. 6 Got It 232 Lesson 5-7 Prob. 6 Page 33 of 228 Pearson Education, Inc., publishing as Prentice Hall: Student Material

(6) Proof and congruence. The student uses the process skills with deductive reasoning to prove and apply theorems by using a variety of methods such as coordinate, transformational, and axiomatic and formats such as two-column, paragraph, and flow chart. (A) verify theorems about angles formed by the intersection of lines and line segments, including vertical angles, and angles formed by parallel lines cut by a transversal and prove equidistance between the endpoints of a segment and points on its perpendicular bisector and apply these relationships to solve problems (i) verify theorems about angles formed by the intersection of lines including vertical angles 73 Lesson 2-6 Prob. 1 Review 75 Lesson 2-6 Ex. 7 Assessment 62 Lesson 2-6 Prob. 1 Got It (6) Proof and congruence. The student uses the process skills with deductive reasoning to prove and apply theorems by using a variety of methods such as coordinate, transformational, and axiomatic and formats such as two-column, paragraph, and flow chart. (A) verify theorems about angles formed by the intersection of lines and line segments, including vertical angles, and angles formed by parallel lines cut by a transversal and prove equidistance between the endpoints of a segment and points on its perpendicular bisector and apply these relationships to solve problems (ii) verify theorems about angles formed by the intersection of line segments, including vertical angles 73 Lesson 2-6 Prob. 1 Review 75 Lesson 2-6 Ex. 7 Assessment 62 Lesson 2-6 Prob. 1 Got It Review 310 Lesson 7-3 Ex. 17 Page 34 of 228 Pearson Education, Inc., publishing as Prentice Hall: Student Material

(6) Proof and congruence. The student uses the process skills with deductive reasoning to prove and apply theorems by using a variety of methods such as coordinate, transformational, and axiomatic and formats such as two-column, paragraph, and flow chart. (A) verify theorems about angles formed by the intersection of lines and line segments, including vertical angles, and angles formed by parallel lines cut by a transversal and prove equidistance between the endpoints of a segment and points on its perpendicular bisector and apply these relationships to solve problems (iii) verify theorems about angles formed by parallel lines cut by a transversal 96 Lesson 3-2 Prob. 3 Review 99 Lesson 3-2 Ex. 16 Assessment 75 Lesson 3-2 Prob. 3 Got It (6) Proof and congruence. The student uses the process skills with deductive reasoning to prove and apply theorems by using a variety of methods such as coordinate, transformational, and axiomatic and formats such as two-column, paragraph, and flow chart. (A) verify theorems about angles formed by the intersection of lines and line segments, including vertical angles, and angles formed by parallel lines cut by a transversal and prove equidistance between the endpoints of a segment and points on its perpendicular bisector and apply these relationships to solve problems (iv) prove equidistance between the endpoints of a segment and points on its perpendicular bisector 208 Lesson 5-3 Prob. 2 Review 212 Lesson 5-3 Ex. 25 Page 35 of 228 Pearson Education, Inc., publishing as Prentice Hall: Student Material

(6) Proof and congruence. The student uses the process skills with deductive reasoning to prove and apply theorems by using a variety of methods such as coordinate, transformational, and axiomatic and formats such as two-column, paragraph, and flow chart. (A) verify theorems about angles formed by the intersection of lines and line segments, including vertical angles, and angles formed by parallel lines cut by a transversal and prove equidistance between the endpoints of a segment and points on its perpendicular bisector and apply these relationships to solve problems (v) apply these relationships to solve problems 73 97 209 Lesson 2-6 Prob. 2 Lesson 3-2 Prob. 5 Lesson 5-3 Prob. 4 Review 76 98 99 210 212 Lesson 2-6 Exs. 8, 9 Lesson 3-2 Exs. 1 3, 6 8, 12 14, 15 Lesson 5-3 Exs. 5 7, 8 9, 10, 24 Assessment 62 76 179 Lesson 2-6 Prob. 2 Got It Lesson 3-2 Prob. 5 Got It Lesson 5-3 Prob. 4 Got It (6) Proof and congruence. The student uses the process skills with deductive reasoning to prove and apply theorems by using a variety of methods such as coordinate, transformational, and axiomatic and formats such as two-column, paragraph, and flow chart. (B) prove two triangles are congruent by applying the Side-Angle-Side, Angle-Side- Angle, Side-Side-Side, Angle- Angle-Side, and Hypotenuse- Leg congruence conditions 96 Lesson 3-2 Prob. 2 208 Lesson 5-3 Prob. 3 (i) prove two triangles are congruent by applying the Side-Angle-Side congruence condition 180 Lesson 4-7 Prob. 3 Review 182 183 Lesson 4-7 Exs. 11, 12, 15 181 Lesson 4-7 Prob. 4 Assessment 161 Lesson 4-7 Prob. 3 Got It (6) Proof and congruence. The student uses the process skills with deductive reasoning to prove and apply theorems by using a variety of methods such as coordinate, transformational, and axiomatic and formats such as two-column, paragraph, and flow chart. (B) prove two triangles are congruent by applying the Side-Angle-Side, Angle-Side- Angle, Side-Side-Side, Angle- Angle-Side, and Hypotenuse- Leg congruence conditions (ii) prove two triangles are congruent by applying the Angle-Side-Angle congruence condition 159 Lesson 4-3 Prob. 2 Review 161 Lesson 4-3 Exs. 4, 10 Assessment 136 Lesson 4-3 Prob. 2 Got It Page 36 of 228 Pearson Education, Inc., publishing as Prentice Hall: Student Material

165 Lesson 4-4 Prob. 2 Review 166 Lesson 4-4 Ex. 2 (6) Proof and congruence. The student uses the process skills with deductive reasoning to prove and apply theorems by using a variety of methods such as coordinate, transformational, and axiomatic and formats such as two-column, paragraph, and flow chart. (B) prove two triangles are congruent by applying the Side-Angle-Side, Angle-Side- Angle, Side-Side-Side, Angle- Angle-Side, and Hypotenuse- Leg congruence conditions (iii) prove two triangles are congruent by applying the Side-Side-Side congruence condition 154 Lesson 4-2 Prob. 2 Review 156 Lesson 4-2 Exs. 4, 5 Assessment 130 Lesson 4-2 Prob. 2 Got It (6) Proof and congruence. The student uses the process skills with deductive reasoning to prove and apply theorems by using a variety of methods such as coordinate, transformational, and axiomatic and formats such as two-column, paragraph, and flow chart. (B) prove two triangles are congruent by applying the Side-Angle-Side, Angle-Side- Angle, Side-Side-Side, Angle- Angle-Side, and Hypotenuse- Leg congruence conditions (iv) prove two triangles are congruent by applying the Angle-Angle-Side congruence condition 160 Lesson 4-3 Prob. 3 (6) Proof and congruence. The student uses the process skills with deductive reasoning to prove and apply theorems by using a variety of methods such as coordinate, transformational, and axiomatic and formats such as two-column, paragraph, and flow chart. (B) prove two triangles are congruent by applying the Side-Angle-Side, Angle-Side- Angle, Side-Side-Side, Angle- Angle-Side, and Hypotenuse- Leg congruence conditions Review 161 Lesson 4-3 Exs. 5, 9 Assessment 137 Lesson 4-3 Prob. 3 Got It part a 164 Lesson 4-4 Prob. 1 Review 166 Lesson 4-4 Ex. 6 (v) prove two triangles are congruent by applying the Hypotenuse-Leg congruence condition 176 Lesson 4-6 Prob. 2 Review 177 Lesson 4-6 Exs. 4, 5, 10 Assessment 155 Lesson 4-6 Prob. 2 Got It Page 37 of 228 Pearson Education, Inc., publishing as Prentice Hall: Student Material

(6) Proof and congruence. The student uses the process skills with deductive reasoning to prove and apply theorems by using a variety of methods such as coordinate, transformational, and axiomatic and formats such as two-column, paragraph, and flow chart. (C) apply the definition of congruence, in terms of rigid transformations, to identify congruent figures and their corresponding sides and angles (i) apply the definition of congruence, in terms of rigid transformations, to identify congruent figures 351 Lesson 8-6 Prob. 2 Review 353 354 Lesson 8-6 Exs. 1 3, 7, 8, 10 Assessment 300 Lesson 8-6 Prob. 2 Got It 352 Lesson 8-6 Prob. 4 Assessment 301 Lesson 8-6 Prob. 4 Got It (6) Proof and congruence. The student uses the process skills with deductive reasoning to prove and apply theorems by using a variety of methods such as coordinate, transformational, and axiomatic and formats such as two-column, paragraph, and flow chart. (C) apply the definition of congruence, in terms of rigid transformations, to identify congruent figures and their corresponding sides and angles (ii) apply the definition of congruence, in terms of rigid transformations, to identify [congruent figures'] corresponding sides 350 Lesson 8-6 Prob. 1 Assessment 300 Lesson 8-6 Prob. 1 Got It 351 Lesson 8-6 Prob. 2 Assessment 300 Lesson 8-6 Prob. 2 Got It Review 9780133300673 353 Lesson 8-6 Exs. 1 3 (6) Proof and congruence. The student uses the process skills with deductive reasoning to prove and apply theorems by using a variety of methods such as coordinate, transformational, and axiomatic and formats such as two-column, paragraph, and flow chart. (C) apply the definition of congruence, in terms of rigid transformations, to identify congruent figures and their corresponding sides and angles (iii) apply the definition of congruence, in terms of rigid transformations, to identify [congruent figures'] corresponding angles 350 Lesson 8-6 Prob. 1 Assessment 300 Lesson 8-6 Prob. 1 Got It 351 Lesson 8-6 Prob. 2 Assessment 300 Lesson 8-6 Prob. 2 Got It Review 9780133300673 353 Lesson 8-6 Exs. 1 3 Page 38 of 228 Pearson Education, Inc., publishing as Prentice Hall: Student Material

(6) Proof and congruence. The student uses the process skills with deductive reasoning to prove and apply theorems by using a variety of methods such as coordinate, transformational, and axiomatic and formats such as two-column, paragraph, and flow chart. (D) verify theorems about the relationships in triangles, including proof of the Pythagorean Theorem, the sum of interior angles, base angles of isosceles triangles, midsegments, and medians, and apply these relationships to solve problems (i) verify theorems about the relationships in triangles, including proof of the Pythagorean Theorem 424 Lesson 10-1 Prob. 1 Review 428 Lesson 10-1 Ex. 4 Review 510 Lesson 12-4 Ex. 26 (6) Proof and congruence. The student uses the process skills with deductive reasoning to prove and apply theorems by using a variety of methods such as coordinate, transformational, and axiomatic and formats such as two-column, paragraph, and flow chart. (D) verify theorems about the relationships in triangles, including proof of the Pythagorean Theorem, the sum of interior angles, base angles of isosceles triangles, midsegments, and medians, and apply these relationships to solve problems (ii) verify theorems about the relationships in triangles, including the sum of interior angles 112 Lesson 3-5 Prob. 1 Review 114 Lesson 3-5 Ex. 1 Assessment 94 Lesson 3-5 Prob. 1 Got It (6) Proof and congruence. The student uses the process skills with deductive reasoning to prove and apply theorems by using a variety of methods such as coordinate, transformational, and axiomatic and formats such as two-column, paragraph, and flow chart. (D) verify theorems about the relationships in triangles, including proof of the Pythagorean Theorem, the sum of interior angles, base angles of isosceles triangles, midsegments, and medians, and apply these relationships to solve problems (iii) verify theorems about the relationships in triangles, including the base angles of isosceles triangles 170 Lesson 4-5 Prob. 2 Review 354 Lesson 8-6 Ex. 13 Assessment 148 Lesson 4-5 Prob. 2 Got It Page 39 of 228 Pearson Education, Inc., publishing as Prentice Hall: Student Material

(6) Proof and congruence. The student uses the process skills with deductive reasoning to prove and apply theorems by using a variety of methods such as coordinate, transformational, and axiomatic and formats such as two-column, paragraph, and flow chart. (D) verify theorems about the relationships in triangles, including proof of the Pythagorean Theorem, the sum of interior angles, base angles of isosceles triangles, midsegments, and medians, and apply these relationships to solve problems (iv) verify theorems about the relationships in triangles, including of the midsegments 201 202 Lesson 5-2 Prob. 1 Review 204 Lesson 5-2 Exs. 17, 18 Assessment 172 Lesson 5-2 Prob. 1 Got It 309 Lesson 7-3 Prob. 2 (6) Proof and congruence. The student uses the process skills with deductive reasoning to prove and apply theorems by using a variety of methods such as coordinate, transformational, and axiomatic and formats such as two-column, paragraph, and flow chart. (D) verify theorems about the relationships in triangles, including proof of the Pythagorean Theorem, the sum of interior angles, base angles of isosceles triangles, midsegments, and medians, and apply these relationships to solve problems (v) verify theorems about the relationships in triangles, including the medians 308 Lesson 7-3 Prob. 1 Review 310 311 Lesson 7-3 Exs. 15, 23 (6) Proof and congruence. The student uses the process skills with deductive reasoning to prove and apply theorems by using a variety of methods such as coordinate, transformational, and axiomatic and formats such as two-column, paragraph, and flow chart. (D) verify theorems about the relationships in triangles, including proof of the Pythagorean Theorem, the sum of interior angles, base angles of isosceles triangles, midsegments, and medians, and apply these relationships to solve problems (vi) apply these relationships to solve problems 426 113 171 203 221 Lesson 10-1 Prob. 4 Lesson 3-5 Prob. 2 Lesson 4-5 Prob. 5 Lesson 5-2 Prob. 4 Lesson 5-5 Prob. 1 Page 40 of 228 Pearson Education, Inc., publishing as Prentice Hall: Student Material

Review 428 429 114 115 172 203 205 223 Lesson 10-1 Exs. 5, 6 8, 15 17, 22, 26 Lesson 3-5 Exs. 2 4, 5 7, 8, 9, 10, 11 13, 14, 16 19 Lesson 4-5 Exs. 5, 6 8, 9 Lesson 5-2 Exs. 1, 2, 6 15, 19 21, 22 Lesson 5-5 Exs. 13 15 Assessment 349 94 149 173 190 Lesson 10-1 Prob. 4 Got It Lesson 3-5 Prob. 2 Got It Lesson 4-5 Prob. 5 Got It Lesson 5-2 Prob. 4 Got It Lesson 5-5 Prob. 1 Got It 425 170 171 202 Lesson 10-1 Prob. 2, Prob. 3 Lesson 4-5 Prob. 3B Lesson 4-5 Prob. 4 Lesson 5-2 Prob. 2, Prob. 3 Assessment 348 349 149 172 173 Lesson 10-1 Prob. 2 Got It Lesson 10-1 Prob. 3 Got It Lesson 4-5 Prob. 3 Got It, Prob. 4 Got It Lesson 5-2 Prob. 2 Got It Lesson 5-2 Prob. 3 Got It (6) Proof and congruence. The student uses the process skills with deductive reasoning to prove and apply theorems by using a variety of methods such as coordinate, transformational, and axiomatic and formats such as two-column, paragraph, and flow chart. (E) prove a quadrilateral is a parallelogram, rectangle, square, or rhombus using opposite sides, opposite angles, or diagonals and apply these relationships to solve problems (i) prove a quadrilateral is a parallelogram, rectangle, square, or rhombus using opposite sides, opposite angles, or diagonals 265 266 277 297 298 Lesson 6-3 Prob. 5A, Prob. 5C, Prob. 5D Lesson 6-5 Prob. 3A Lesson 7-1 Prob. 2 Lesson 7-1 Prob. 3 Review 267 310 Lesson 6-3 Exs. 1 4 Lesson 7-3 Ex. 21 Assessment 228 252 253 Lesson 6-3 Prob. 5 Got It parts b d Lesson 7-1 Prob. 2 Got It parts a b Lesson 7-1 Prob. 3 Got It 263 276 277 Lesson 6-3 Prob. 1, Prob. 2 Lesson 6-5 Prob. 1 Lesson 6-5 Prob. 2 Review 268 280 Lesson 6-3 Exs. 16, 17 Lesson 6-5 Exs. 16, 17 Page 41 of 228 Pearson Education, Inc., publishing as Prentice Hall: Student Material

(6) Proof and congruence. The student uses the process skills with deductive reasoning to prove and apply theorems by using a variety of methods such as coordinate, transformational, and axiomatic and formats such as two-column, paragraph, and flow chart. (E) prove a quadrilateral is a parallelogram, rectangle, square, or rhombus using opposite sides, opposite angles, or diagonals and apply these relationships to solve problems (ii) apply these relationships to solve problems 258 266 272 278 Lesson 6-2 Prob. 3 Lesson 6-3 Prob. 6 Lesson 6-4 Prob. 4 Lesson 6-5 Prob. 5 Review 259 267 268 272 274 279 Lesson 6-2 Exs. 17 19 Lesson 6-3 Exs. 5 10, 15 Lesson 6-4 Exs. 1 3, 4 9, 15, 17 20, 21, 22, 25, 26 Lesson 6-5 Exs. 1 6 Assessment 221 229 235 241 Lesson 6-2 Prob. 3 Got It part a Lesson 6-3 Prob. 6 Got It Lesson 6-4 Prob. 4 Got It part a Lesson 6-5 Prob. 5 Got It 264 265 271 278 Lesson 6-3 Prob. 4 Lesson 6-4 Prob. 3 Lesson 6-4 Prob. 4 Assessment 227 235 241 Lesson 6-3 Prob. 4 Got It Lesson 6-4 Prob. 3 Got It Lesson 6-5 Prob. 4 Got It (7) Similarity, proof, and trigonometry. The student uses the process skills in applying similarity to solve problems. (A) apply the definition of similarity in terms of a dilation to identify similar figures and their proportional sides and the congruent corresponding angles (i) apply the definition of similarity in terms of a dilation to identify similar figures 388 Lesson 9-2 Prob. 3 Review 390 Lesson 9-2 Exs. 17 20 Assessment 325 Lesson 9-2 Prob. 3 Got It 388 Lesson 9-2 Prob. 4 Review 389 Lesson 9-2 Exs. 7 10 Page 42 of 228 Pearson Education, Inc., publishing as Prentice Hall: Student Material

(7) Similarity, proof, and trigonometry. The student uses the process skills in applying similarity to solve problems. (A) apply the definition of similarity in terms of a dilation to identify similar figures and their proportional sides and the congruent corresponding angles (ii) apply the definition of similarity in terms of a dilation to identify their proportional sides 388 Lesson 9-2 Prob. 3 Review 390 Lesson 9-2 Exs. 17 20 (7) Similarity, proof, and trigonometry. The student uses the process skills in applying similarity to solve problems. (A) apply the definition of similarity in terms of a dilation to identify similar figures and their proportional sides and the congruent corresponding angles (iii) apply the definition of similarity in terms of a dilation to identify the congruent corresponding angles 388 Lesson 9-2 Prob. 3 Review 390 Lesson 9-2 Exs. 17 19 (7) Similarity, proof, and trigonometry. The student uses the process skills in applying similarity to solve problems. (B) apply the Angle-Angle criterion to verify similar triangles and apply the proportionality of the corresponding sides to solve problems (i) apply the Angle-Angle criterion to verify similar triangles 393 Lesson 9-3 Prob. 1 Review 395 396 Lesson 9-3 Exs. 1, 4, 10 Assessment 330 Lesson 9-3 Prob. 1 Got It 394 Lesson 9-3 Prob. 3 Assessment 331 Lesson 9-3 Prob. 3 Got It (7) Similarity, proof, and trigonometry. The student uses the process skills in applying similarity to solve problems. (B) apply the Angle-Angle criterion to verify similar triangles and apply the proportionality of the corresponding sides to solve problems (ii) apply the proportionality of the corresponding sides to solve problems 395 Lesson 9-3 Prob. 4 Review 396 Lesson 9-3 Exs. 7 9, 11 Assessment 334 Lesson 9-3 Exs. 1, 3, 4 Page 43 of 228 Pearson Education, Inc., publishing as Prentice Hall: Student Material

(8) Similarity, proof, and trigonometry. The student uses the process skills with deductive reasoning to prove and apply theorems by using a variety of methods such as coordinate, transformational, and axiomatic and formats such as two-column, paragraph, and flow chart. The student is expected to: (A) prove theorems about similar triangles, including the Triangle Proportionality theorem, and apply these theorems to solve problems (i) prove theorems about similar triangles, including the Triangle Proportionality theorem 400 410 Lesson 9-4 Prob. 1 Lesson 9-5 Prob. 2 Review 404 412 414 Lesson 9-4 Exs. 21, 22, 30, 31 Lesson 9-5 Exs. 1, 18, 20, 25 Assessment 342 Lesson 9-5 Prob. 2 Got It (8) Similarity, proof, and trigonometry. The student uses the process skills with deductive reasoning to prove and apply theorems by using a variety of methods such as coordinate, transformational, and axiomatic and formats such as two-column, paragraph, and flow chart. The student is expected to: (A) prove theorems about similar triangles, including the Triangle Proportionality theorem, and apply these theorems to solve problems (ii) apply these theorems to solve problems 402 410 Lesson 9-4 Prob. 5, Prob. 6 Lesson 9-5 Prob. 3 Review 403 412 413 Lesson 9-4 Exs. 7 11 Lesson 9-5 Exs. 2 4, 21 22 Assessment 337 343 Lesson 9-4 Prob. 5 Got It, Prob. 6 Got It Lesson 9-5 Prob. 3 Got It part a 411 Lesson 9-5 Prob. 4 Assessment 343 Lesson 9-5 Prob. 4 Got It (8) Similarity, proof, and trigonometry. The student uses the process skills with deductive reasoning to prove and apply theorems by using a variety of methods such as coordinate, transformational, and axiomatic and formats such as two-column, paragraph, and flow chart. The student is expected to: (B) identify and apply the relationships that exist when an altitude is drawn to the hypotenuse of a right triangle, including the geometric mean, to solve problems (i) identify the relationships that exist when an altitude is drawn to the hypotenuse of a right triangle, including the geometric mean, to solve problems 401 402 Lesson 9-4 Prob. 4 Lesson 9-4 Prob. 5 Review 403 404 Lesson 9-4 Exs. 7 11 Lesson 9-4 Exs. 23, 24 Assessment 337 Lesson 9-4 Prob. 4 Got It, Prob. 5 Got It Page 44 of 228 Pearson Education, Inc., publishing as Prentice Hall: Student Material

(8) Similarity, proof, and trigonometry. The student uses the process skills with deductive reasoning to prove and apply theorems by using a variety of methods such as coordinate, transformational, and axiomatic and formats such as two-column, paragraph, and flow chart. The student is expected to: (B) identify and apply the relationships that exist when an altitude is drawn to the hypotenuse of a right triangle, including the geometric mean, to solve problems (ii) apply the relationships that exist when an altitude is drawn to the hypotenuse of a right triangle, including the geometric mean, to solve problems 402 Lesson 9-4 Prob. 5, Prob. 6 Review 403 404 Lesson 9-4 Exs. 7 11, 20, 26 29 Assessment 337 Lesson 9-4 Prob. 5 Got It, Prob. 6 Got It (9) Similarity, proof, and trigonometry. The student uses the process skills to understand and apply relationships in right triangles. The student is expected to: (A) determine the lengths of sides and measures of angles in a right triangle by applying the trigonometric ratios sine, cosine, and tangent to solve problems (i) determine the lengths of sides in a right triangle by applying the trigonometric ratio sine to solve problems 443 Lesson 10-4 Prob. 3 Review 444 Lesson 10-4 Ex. 11 547 Lesson 13-5 Prob. 2 Assessment 449 Lesson 13-5 Prob. 2 Got It Review 548 550 Lesson 13-5 Exs. 3 6, 28 (9) Similarity, proof, and trigonometry. The student uses the process skills to understand and apply relationships in right triangles. The student is expected to: (A) determine the lengths of sides and measures of angles in a right triangle by applying the trigonometric ratios sine, cosine, and tangent to solve problems (ii) determine the measures of angles in a right triangle by applying the trigonometric ratio sine to solve problems 437 Lesson 10-3 Prob. 3A Review 439 Lesson 10-3 Exs. 12, 16 364 Lesson 10-3 Ex. 1b Assessment 366 Lesson 10-3 Ex. 5 (9) Similarity, proof, and trigonometry. The student uses the process skills to understand and apply relationships in right triangles. The student is expected to: (A) determine the lengths of sides and measures of angles in a right triangle by applying the trigonometric ratios sine, cosine, and tangent to solve problems (iii) determine the lengths of sides in a right triangle by applying the trigonometric ratio cosine to solve problems 547 Lesson 13-5 Prob. 2 Review 548 550 Lesson 13-5 Exs. 3 6, 28 Assessment 366 Lesson 10-3 Exs. 1, 6, 7b Page 45 of 228 Pearson Education, Inc., publishing as Prentice Hall: Student Material

Assessment 449 Lesson 13-5 Prob. 2 Got It (9) Similarity, proof, and trigonometry. The student uses the process skills to understand and apply relationships in right triangles. The student is expected to: (A) determine the lengths of sides and measures of angles in a right triangle by applying the trigonometric ratios sine, cosine, and tangent to solve problems (iv) determine the measures of angles in a right triangle by applying the trigonometric ratio cosine to solve problems 437 Lesson 10-3 Prob. 3B Review 439 Lesson 10-3 Exs. 14, 15 (9) Similarity, proof, and trigonometry. The student uses the process skills to understand and apply relationships in right triangles. The student is expected to: (A) determine the lengths of sides and measures of angles in a right triangle by applying the trigonometric ratios sine, cosine, and tangent to solve problems (v) determine the lengths of sides in a right triangle by applying the trigonometric ratio tangent to solve problems 437 Lesson 10-3 Prob. 2 Review 438 439 Lesson 10-3 Exs. 6, 26 442 Lesson 10-4 Prob. 2 Review 444 445 Lesson 10-4 Exs. 13, 22, 26 Assessment 369 Lesson 10-4 Prob. 2 Got It (9) Similarity, proof, and trigonometry. The student uses the process skills to understand and apply relationships in right triangles. The student is expected to: (A) determine the lengths of sides and measures of angles in a right triangle by applying the trigonometric ratios sine, cosine, and tangent to solve problems (vi) determine the measures of angles in a right triangle by applying the trigonometric ratio tangent to solve problems 438 Lesson 10-3 Prob. 4 Review 439 440 Lesson 10-3 Exs. 20 22, 27 Assessment 363 Lesson 10-3 Prob. 4 Got It (9) Similarity, proof, and trigonometry. The student uses the process skills to understand and apply relationships in right triangles. The student is expected to: (B) apply the relationships in special right triangles 30-60 -90 and 45-45 -90 and the Pythagorean theorem, including Pythagorean triples, to solve problems (i) apply the relationships in special right triangles 30-60 -90 to solve problems 432 Lesson 10-2 Prob. 4, Prob. 5 Review 433 Lesson 10-2 Exs. 6 12 Page 46 of 228 Pearson Education, Inc., publishing as Prentice Hall: Student Material

Assessment 357 Lesson 10-2 Prob. 4 Got It, Prob. 5 Got It 534 Lesson 13-3 Prob. 3 Review 536 537 Lesson 13-3 Exs. 8 11, 13, 14, 16 (9) Similarity, proof, and trigonometry. The student uses the process skills to understand and apply relationships in right triangles. The student is expected to: (B) apply the relationships in special right triangles 30-60 -90 and 45-45 -90 and the Pythagorean theorem, including Pythagorean triples, to solve problems (ii) apply the relationships in special right triangles 45-45 -90 to solve problems 431 Lesson 10-2 Prob. 1, Prob. 2, Prob. 3 Review 433 Lesson 10-2 Exs. 1 3, 5 Assessment 356 Lesson 10-2 Prob. 1 Got It, Prob. 2 Got It, Prob. 3 Got It Review 536 Lesson 13-3 Exs. 2, 12 (9) Similarity, proof, and trigonometry. The student uses the process skills to understand and apply relationships in right triangles. The student is expected to: (B) apply the relationships in special right triangles 30-60 -90 and 45-45 -90 and the Pythagorean theorem, including Pythagorean triples, to solve problems (iii) apply the relationships in the Pythagorean theorem, including Pythagorean triples, to solve problems 425 426 Lesson 10-1 Prob. 2 Lesson 10-1 Prob. 4, Prob. 5 Review 427 428 Lesson 10-1 Exs. 1 3, 5 Assessment 348 349 Lesson 10-1 Prob. 2 Got It, Prob. 4 Got It (10) Two-dimensional and three-dimensional figures. The student uses the process skills to recognize characteristics and dimensional changes of two- and three-dimensional figures. The student is expected to: (A) identify the shapes of two-dimensional crosssections of prisms, pyramids, cylinders, cones, and spheres and identify threedimensional objects generated by rotations of twodimensional shapes (i) identify the shapes of twodimensional cross-sections of prisms 561 Lesson 14-1 Prob. 4 Review 563 Lesson 14-1 Exs. 10 11 Assessment 456 Lesson 14-1 Prob. 4 Got It Page 47 of 228 Pearson Education, Inc., publishing as Prentice Hall: Student Material

(10) Two-dimensional and three-dimensional figures. The student uses the process skills to recognize characteristics and dimensional changes of two- and three-dimensional figures. The student is expected to: (A) identify the shapes of two-dimensional crosssections of prisms, pyramids, cylinders, cones, and spheres and identify threedimensional objects generated by rotations of twodimensional shapes (ii) identify the shapes of twodimensional cross-sections of pyramids 561 Lesson 14-1 Prob. 5A, 5B Review 563 Lesson 14-1 Ex. 12 (10) Two-dimensional and three-dimensional figures. The student uses the process skills to recognize characteristics and dimensional changes of two- and three-dimensional figures. The student is expected to: (A) identify the shapes of two-dimensional crosssections of prisms, pyramids, cylinders, cones, and spheres and identify threedimensional objects generated by rotations of twodimensional shapes (iii) identify the shapes of twodimensional cross-sections of cylinders 561 Lesson 14-1 Prob. 3 Review 563 Lesson 14-1 Ex. 9 Assessment 458 Lesson 14-1 Ex. 3 (10) Two-dimensional and three-dimensional figures. The student uses the process skills to recognize characteristics and dimensional changes of two- and three-dimensional figures. The student is expected to: (A) identify the shapes of two-dimensional crosssections of prisms, pyramids, cylinders, cones, and spheres and identify threedimensional objects generated by rotations of twodimensional shapes (iv) identify the shapes of two-dimensional crosssections of cones 562 Lesson 14-1 Prob. 5C Review 563 Lesson 14-1 Ex. 8 Assessment 456 Lesson 14-1 Prob. 5 Got It Page 48 of 228 Pearson Education, Inc., publishing as Prentice Hall: Student Material

(10) Two-dimensional and three-dimensional figures. The student uses the process skills to recognize characteristics and dimensional changes of two- and three-dimensional figures. The student is expected to: (A) identify the shapes of two-dimensional crosssections of prisms, pyramids, cylinders, cones, and spheres and identify threedimensional objects generated by rotations of twodimensional shapes (v) identify the shapes of twodimensional cross-sections of spheres 562 Lesson 14-1 Prob. 5D Review 564 Lesson 14-1 Ex. 23 (10) Two-dimensional and three-dimensional figures. The student uses the process skills to recognize characteristics and dimensional changes of two- and three-dimensional figures. The student is expected to: (A) identify the shapes of two-dimensional crosssections of prisms, pyramids, cylinders, cones, and spheres and identify threedimensional objects generated by rotations of twodimensional shapes (vi) identify threedimensional objects generated by rotations of twodimensional shapes 562 Lesson 14-1 Prob.6 Review 564 Lesson 14-1 Exs. 18 20 Assessment 457 Lesson 14-1 Prob. 6 Got It (10) Two-dimensional and three-dimensional figures. The student uses the process skills to recognize characteristics and dimensional changes of two- and three-dimensional figures. The student is expected to: (B) determine and describe how changes in the linear dimensions of a shape affect its perimeter, area, surface area, or volume, including proportional and nonproportional dimensional change (i) determine how changes in the linear dimensions of a shape affect its perimeter, area, surface area, or volume, including proportional dimensional change 540 455 597 598 Lesson 13-4 Prob. 1 Lesson 11-1 Prob. 3 Lesson 14-7 Prob. 1 Review 544 456 457 602 Lesson 13-4 Exs. 18 21 Lesson 11-1 Exs. 14, 16 Lesson 14-7 Exs. 9 13 Assessment 440 375 492 Lesson 13-4 Prob. 1 Got It Lesson 11-1 Prob. 3 Got It Lesson 14-7 Prob. 1 Got It Page 49 of 228 Pearson Education, Inc., publishing as Prentice Hall: Student Material

(10) Two-dimensional and three-dimensional figures. The student uses the process skills to recognize characteristics and dimensional changes of two- and three-dimensional figures. The student is expected to: (B) determine and describe how changes in the linear dimensions of a shape affect its perimeter, area, surface area, or volume, including proportional and nonproportional dimensional change (ii) determine how changes in the linear dimensions of a shape affect its perimeter, area, surface area, or volume, including nonproportional dimensional change 542 543 601 Lesson 13-4 Prob. 6 Lesson 14-7 Prob. 6 Review 544 602 Lesson 13-4 Exs. 22, 23 Lesson 14-7 Ex. 14 Assessment 443 495 Lesson 13-4 Prob. 6 Got It Lesson 14-7 Prob. 6 Got It (10) Two-dimensional and three-dimensional figures. The student uses the process skills to recognize characteristics and dimensional changes of two- and three-dimensional figures. The student is expected to: (B) determine and describe how changes in the linear dimensions of a shape affect its perimeter, area, surface area, or volume, including proportional and nonproportional dimensional change (iii) describe how changes in the linear dimensions of a shape affect its perimeter, area, surface area, or volume, including proportional dimensional change 540 455 597 598 Lesson 13-4 Prob. 1 Lesson 11-1 Prob. 3 Lesson 14-7 Prob. 1 Review 545 458 601 Lesson 13-4 Exs. 28, 30 Lesson 11-1 Ex. 34 Lesson 14-7 Exs. 1 3 Assessment 492 Lesson 14-7 Prob. 1 Got It Page 50 of 228 Pearson Education, Inc., publishing as Prentice Hall: Student Material

(10) Two-dimensional and three-dimensional figures. The student uses the process skills to recognize characteristics and dimensional changes of two- and three-dimensional figures. The student is expected to: (B) determine and describe how changes in the linear dimensions of a shape affect its perimeter, area, surface area, or volume, including proportional and nonproportional dimensional change (iv) describe how changes in the linear dimensions of a shape affect its perimeter, area, surface area, or volume, including nonproportional dimensional change 542 543 601 Lesson 13-4 Prob. 6 Lesson 14-7 Prob. 6 Review 544 545 602 Lesson 13-4 Exs. 22, 26 Lesson 14-7 Ex. 14 Assessment 443 495 Lesson 13-4 Prob. 6 Got It Lesson 14-7 Prob. 6 Got It (11) Two-dimensional and three-dimensional figures. The student uses the process skills in the application of formulas to determine measures of two- and three-dimensional figures. The student is expected to: (A) apply the formula for the area of regular polygons to solve problems using appropriate units of measure (i) apply the formula for the area of regular polygons to solve problems using appropriate units of measure 533 Lesson 13-3 Prob. 2 Review 536 537 Lesson 13-3 Exs. 4 15 Assessment 434 Lesson 13-3 Prob. 2 Got It 547 Lesson 13-5 Prob. 2 Review 548 549 Lesson 13-5 Exs. 1 8, 18 21 (11) Two-dimensional and three-dimensional figures. The student uses the process skills in the application of formulas to determine measures of two- and three-dimensional figures. The student is expected to: (B) determine the area of composite two-dimensional figures comprised of a combination of triangles, parallelograms, trapezoids, kites, regular polygons, or sectors of circles to solve problems using appropriate units of measure (i) determine the area of composite two-dimensional figures comprised of a combination of triangles, parallelograms, trapezoids, kites, regular polygons, or sectors of circles to solve problems using appropriate units of measure 523 528 529 535 470 471 Lesson 13-1 Prob. 4 Lesson 13-2 Prob. 5 Lesson 13-3 Prob. 4 Lesson 11-3 Prob. 4 Review 524 530 531 537 473 Lesson 13-1 Exs. 11a, 12, 16 20 Lesson 13-2 Exs. 19, 22 Lesson 13-3 Exs. 21 23 Lesson 11-3 Ex. 21 Page 51 of 228 Pearson Education, Inc., publishing as Prentice Hall: Student Material

Assessment 423 429 430 387 388 Lesson 13-1 Prob. 4 Got It Lesson 13-2 Prob. 5 Got It Lesson 13-2 Ex. 3 Lesson 11-3 Prob. 4 Got It Lesson 11-3 Ex. 3 (11) Two-dimensional and three-dimensional figures. The student uses the process skills in the application of formulas to determine measures of two- and three-dimensional figures. The student is expected to: (C) apply the formulas for the total and lateral surface area of three-dimensional figures, including prisms, pyramids, cones, cylinders, spheres, and composite figures, to solve problems using appropriate units of measure (i) apply the formulas for the total surface area of threedimensional figures, including prisms, to solve problems using appropriate units of measure 567 568 Lesson 14-2 Prob. 2 Review 569 570 Lesson 14-2 Exs. 1 7, 15 Assessment 462 Lesson 14-2 Prob. 2 Got It (11) Two-dimensional and three-dimensional figures. The student uses the process skills in the application of formulas to determine measures of two- and three-dimensional figures. The student is expected to: (C) apply the formulas for the total and lateral surface area of three-dimensional figures, including prisms, pyramids, cones, cylinders, spheres, and composite figures, to solve problems using appropriate units of measure (ii) apply the formulas for the total surface area of threedimensional figures, including pyramids, to solve problems using appropriate units of measure 573 Lesson 14-3 Prob. 1 Review 577 Lesson 14-3 Exs. 4, 6, 8 Assessment 468 Lesson 14-3 Prob. 1 Got It (11) Two-dimensional and three-dimensional figures. The student uses the process skills in the application of formulas to determine measures of two- and three-dimensional figures. The student is expected to: (C) apply the formulas for the total and lateral surface area of three-dimensional figures, including prisms, pyramids, cones, cylinders, spheres, and composite figures, to solve problems using appropriate units of measure (iii) apply the formulas for the total surface area of threedimensional figures, including cones, to solve problems using appropriate units of measure 575 Lesson 14-3 Prob. 3 Page 52 of 228 Pearson Education, Inc., publishing as Prentice Hall: Student Material

Review 577 578 Lesson 14-3 Exs. 5, 20 Assessment 468 Lesson 14-3 Prob. 3 Got It (11) Two-dimensional and three-dimensional figures. The student uses the process skills in the application of formulas to determine measures of two- and three-dimensional figures. The student is expected to: (C) apply the formulas for the total and lateral surface area of three-dimensional figures, including prisms, pyramids, cones, cylinders, spheres, and composite figures, to solve problems using appropriate units of measure (iv) apply the formulas for the total surface area of three-dimensional figures, including cylinders, to solve problems using appropriate units of measure 568 Lesson 14-2 Prob. 3 Review 569 571 Lesson 14-2 Exs. 10, 11, 20 Assessment 463 Lesson 14-2 Prob. 3 Got It (11) Two-dimensional and three-dimensional figures. The student uses the process skills in the application of formulas to determine measures of two- and three-dimensional figures. The student is expected to: (C) apply the formulas for the total and lateral surface area of three-dimensional figures, including prisms, pyramids, cones, cylinders, spheres, and composite figures, to solve problems using appropriate units of measure (v) apply the formulas for the total surface area of threedimensional figures, including spheres, to solve problems using appropriate units of measure 591 Lesson 14-6 Prob. 1, Prob. 2 Review 594 595 Lesson 14-6 Exs. 8 12, 30 Assessment 486 Lesson 14-6 Prob. 1 Got It, Prob. 2 Got It 593 Lesson 14-6 Prob. 5 Assessment 487 Lesson 14-6 Prob. 5 Got It (11) Two-dimensional and three-dimensional figures. The student uses the process skills in the application of formulas to determine measures of two- and three-dimensional figures. The student is expected to: (C) apply the formulas for the total and lateral surface area of three-dimensional figures, including prisms, pyramids, cones, cylinders, spheres, and composite figures, to solve problems using appropriate units of measure (vi) apply the formulas for the total surface area of three-dimensional figures, including composite figures, to solve problems using appropriate units of measure 576 Lesson 14-3 Prob. 5 Review 577 Lesson 14-3 Exs. 11 13 Assessment 469 Lesson 14-3 Prob. 5 Got It Page 53 of 228 Pearson Education, Inc., publishing as Prentice Hall: Student Material

(11) Two-dimensional and three-dimensional figures. The student uses the process skills in the application of formulas to determine measures of two- and three-dimensional figures. The student is expected to: (C) apply the formulas for the total and lateral surface area of three-dimensional figures, including prisms, pyramids, cones, cylinders, spheres, and composite figures, to solve problems using appropriate units of measure (vii) apply the formulas for the lateral surface area of three-dimensional figures, including prisms, to solve problems using appropriate units of measure 567 568 Lesson 14-2 Prob. 2 Review 569 570 Lesson 14-2 Exs. 4b, 13 Assessment 462 Lesson 14-2 Prob. 2 Got It part a 576 Lesson 14-3 Prob. 5 (11) Two-dimensional and three-dimensional figures. The student uses the process skills in the application of formulas to determine measures of two- and three-dimensional figures. The student is expected to: (C) apply the formulas for the total and lateral surface area of three-dimensional figures, including prisms, pyramids, cones, cylinders, spheres, and composite figures, to solve problems using appropriate units of measure (viii) apply the formulas for the lateral surface area of three-dimensional figures, including pyramids, to solve problems using appropriate units of measure 574 Lesson 14-3 Prob. 2 Review 577 Lesson 14-3 Ex. 2 Assessment 468 Lesson 14-3 Prob. 2 Got It 576 Lesson 14-3 Prob. 5 (11) Two-dimensional and three-dimensional figures. The student uses the process skills in the application of formulas to determine measures of two- and three-dimensional figures. The student is expected to: (C) apply the formulas for the total and lateral surface area of three-dimensional figures, including prisms, pyramids, cones, cylinders, spheres, and composite figures, to solve problems using appropriate units of measure (ix) apply the formulas for the lateral surface area of threedimensional figures, including cones, to solve problems using appropriate units of measure 575 Lesson 14-3 Prob. 4 Review 577 Lesson 14-3 Exs. 3, 14 Assessment 469 Lesson 14-3 Prob. 4 Got It Page 54 of 228 Pearson Education, Inc., publishing as Prentice Hall: Student Material

(11) Two-dimensional and three-dimensional figures. The student uses the process skills in the application of formulas to determine measures of two- and three-dimensional figures. The student is expected to: (C) apply the formulas for the total and lateral surface area of three-dimensional figures, including prisms, pyramids, cones, cylinders, spheres, and composite figures, to solve problems using appropriate units of measure (x) apply the formulas for the lateral surface area of threedimensional figures, including cylinders, to solve problems using appropriate units of measure 568 569 Lesson 14-2 Prob. 4 Review 569 571 Lesson 14-2 Exs. 8, 22 Assessment 463 Lesson 14-2 Prob. 4 Got It (11) Two-dimensional and three-dimensional figures. The student uses the process skills in the application of formulas to determine measures of two- and three-dimensional figures. The student is expected to: (C) apply the formulas for the total and lateral surface area of three-dimensional figures, including prisms, pyramids, cones, cylinders, spheres, and composite figures, to solve problems using appropriate units of measure (xi) apply the formulas for the lateral surface area of threedimensional figures, including spheres, to solve problems using appropriate units of measure 591 Lesson 14-6 Prob. 1, Prob. 2 Review 594 595 Lesson 14-6 Exs. 8 12, 30 Assessment 486 Lesson 14-6 Prob. 1 Got It, Prob. 2 Got It 593 Lesson 14-6 Prob. 5 Assessment 487 Lesson 14-6 Prob. 5 Got It (11) Two-dimensional and three-dimensional figures. The student uses the process skills in the application of formulas to determine measures of two- and three-dimensional figures. The student is expected to: (C) apply the formulas for the total and lateral surface area of three-dimensional figures, including prisms, pyramids, cones, cylinders, spheres, and composite figures, to solve problems using appropriate units of measure (xii) apply the formulas for the lateral surface area of three-dimensional figures, including composite figures, to solve problems using appropriate units of measure 576 Lesson 14-3 Prob. 5 Review 577 Lesson 14-3 Exs. 11 13 Assessment 469 Lesson 14-3 Prob. 5 Got It Page 55 of 228 Pearson Education, Inc., publishing as Prentice Hall: Student Material

(11) Two-dimensional and three-dimensional figures. The student uses the process skills in the application of formulas to determine measures of two- and three-dimensional figures. The student is expected to: (D) apply the formulas for the volume of threedimensional figures, including prisms, pyramids, cones, cylinders, spheres, and composite figures, to solve problems using appropriate units of measure (i) apply the formulas for the volume of three-dimensional figures, including prisms, to solve problems using appropriate units of measure 580 Lesson 14-4 Prob. 1, Prob. 2 Review 582 Lesson 14-4 Exs. 1, 3, 12 Assessment 474 Lesson 14-4 Prob. 1 Got It, Prob. 2 Got It 581 Lesson 14-4 Prob. 4 (11) Two-dimensional and three-dimensional figures. The student uses the process skills in the application of formulas to determine measures of two- and three-dimensional figures. The student is expected to: (D) apply the formulas for the volume of threedimensional figures, including prisms, pyramids, cones, cylinders, spheres, and composite figures, to solve problems using appropriate units of measure (ii) apply the formulas for the volume of three-dimensional figures, including pyramids, to solve problems using appropriate units of measure 586 Lesson 14-5 Prob. 1, Prob. 2 Review 587 588 Lesson 14-5 Exs. 1 3, 13 Assessment 480 Lesson 14-5 Prob. 1 Got It, Prob. 2 Got It (11) Two-dimensional and three-dimensional figures. The student uses the process skills in the application of formulas to determine measures of two- and three-dimensional figures. The student is expected to: (D) apply the formulas for the volume of threedimensional figures, including prisms, pyramids, cones, cylinders, spheres, and composite figures, to solve problems using appropriate units of measure (iii) apply the formulas for the volume of three-dimensional figures, including cones, to solve problems using appropriate units of measure 587 Lesson 14-5 Prob. 3, Prob. 4 Review 587 589 Lesson 14-5 Exs. 4 7, 17 Assessment 481 Lesson 14-5 Prob. 3 Got It, Prob. 4 Got It Review 595 Lesson 14-6 Ex. 28 Page 56 of 228 Pearson Education, Inc., publishing as Prentice Hall: Student Material

(11) Two-dimensional and three-dimensional figures. The student uses the process skills in the application of formulas to determine measures of two- and three-dimensional figures. The student is expected to: (D) apply the formulas for the volume of threedimensional figures, including prisms, pyramids, cones, cylinders, spheres, and composite figures, to solve problems using appropriate units of measure (iv) apply the formulas for the volume of threedimensional figures, including cylinders, to solve problems using appropriate units of measure 581 Lesson 14-4 Prob. 3 Review 582 Lesson 14-4 Ex. 2 Assessment 475 Lesson 14-4 Prob. 3 Got It 592 Lesson 14-6 Prob. 4 (11) Two-dimensional and three-dimensional figures. The student uses the process skills in the application of formulas to determine measures of two- and three-dimensional figures. The student is expected to: (D) apply the formulas for the volume of threedimensional figures, including prisms, pyramids, cones, cylinders, spheres, and composite figures, to solve problems using appropriate units of measure (v) apply the formulas for the volume of three-dimensional figures, including spheres, to solve problems using appropriate units of measure 592 Lesson 14-6 Prob. 3 Review 593 594 Lesson 14-6 Exs. 5 7, 21 Assessment 487 Lesson 14-6 Prob. 3 Got It (11) Two-dimensional and three-dimensional figures. The student uses the process skills in the application of formulas to determine measures of two- and three-dimensional figures. The student is expected to: (D) apply the formulas for the volume of threedimensional figures, including prisms, pyramids, cones, cylinders, spheres, and composite figures, to solve problems using appropriate units of measure (vi) apply the formulas for the volume of threedimensional figures, including composite figures, to solve problems using appropriate units of measure 581 592 Lesson 14-4 Prob. 4 Lesson 14-6 Prob. 4 Review 582 Lesson 14-4 Exs. 6, 7 Assessment 475 Lesson 14-4 Prob. 4 Got It Review 595 Lesson 14-6 28, 31, 32 Assessment 487 Lesson 14-6 Prob. 4 Got It Page 57 of 228 Pearson Education, Inc., publishing as Prentice Hall: Student Material

(12) Circles. The student uses the process skills to understand geometric relationships and apply theorems and equations about circles. The student is expected to: (A) apply theorems about circles, including relationships among angles, radii, chords, tangents, and secants, to solve noncontextual problems (i) apply theorems about circles, including relationships among angles, radii, chords, tangents, and secants, to solve noncontextual problems 487 488 489 494 507 Lesson 12-1 Prob. 1 Lesson 12-1 Prob. 3 Lesson 12-1 Prob. 5 Lesson 12-2 Prob. 2 Lesson 12-4 Prob. 2 Review 490 496 498 501 502 508 Lesson 12-1 Exs. 1 3, 7 9, 10, 11 Lesson 12-2 Exs. 1, 2, 3 5, 6, 15 20, 29 Lesson 12-3 1 4, 5 7, 12, 13 Lesson 12-4 Exs. 1 3, 8 Assessment 398 399 404 416 Lesson 12-1 Prob. 1 Got It, Prob. 3 Got It Lesson 12-1 Prob. 5 Got It Lesson 12-2 Prob. 2 Got It Lesson 12-4 Prob. 2 Got It 489 496 500 508 Lesson 12-1 Prob. 4 Lesson 12-2 Prob. 5 Lesson 12-3 Prob. 2 Lesson 12-4 Prob. 4 (12) Circles. The student uses the process skills to understand geometric relationships and apply theorems and equations about circles. The student is expected to: (B) apply the proportional relationship between the measure of an arc length of a circle and the circumference of the circle to solve problems (i) apply the proportional relationship between the measure of an arc length of a circle and the circumference of the circle to solve problems 456 Lesson 11-1 Prob. 4 Review 457 458 Lesson 11-1 Exs. 16, 17 22, 33, 38 Assessment 375 Lesson 11-1 Prob. 4 Got It 463 Lesson 11-2 Prob. 3 Review 464 Lesson 11-2 Exs. 1 3, 18 (12) Circles. The student uses the process skills to understand geometric relationships and apply theorems and equations about circles. The student is expected to: (C) apply the proportional relationship between the measure of the area of a sector of a circle and the area of the circle to solve problems (i) apply the proportional relationship between the measure of the area of a sector of a circle and the area of the circle to solve problems 469 Lesson 11-3 Prob. 2 Review 472 473 Lesson 11-3 Exs. 8 11, 21, 22 Assessment 386 Lesson 11-3 Prob. 2 Got It Page 58 of 228 Pearson Education, Inc., publishing as Prentice Hall: Student Material

469 470 471 Lesson 11-3 Prob. 3 Lesson 11-3 Prob. 4 Review 472 Lesson 11-3 Exs. 4 6 12 19 (12) Circles. The student uses the process skills to understand geometric relationships and apply theorems and equations about circles. The student is expected to: (D) describe radian measure of an angle as the ratio of the length of an arc intercepted by a central angle and the radius of the circle (i) describe radian measure of an angle as the ratio of the length of an arc intercepted by a central angle and the radius of the circle 462 Lesson 11-2 Prob. 1 Review 464 465 Lesson 11-2 Exs. 1 3, 25 Assessment 380 Lesson 11-2 Prob. 1 Got It (12) Circles. The student uses the process skills to understand geometric relationships and apply theorems and equations about circles. The student is expected to: (E) show that the equation of a circle with center at the origin and radius r is x 2 + y 2 = r 2 and determine the equation for the graph of a circle with radius r and center (h, k ), (x - h ) 2 + (y - k ) 2 =r 2 (i) show that the equation of a circle with center at the origin and radius r is x 2 + y 2 = r 2 475 Lesson 11-4 Prob. 1 Review 478 Lesson 11-4 Ex. 33 (12) Circles. The student uses the process skills to understand geometric relationships and apply theorems and equations about circles. The student is expected to: (E) show that the equation of a circle with center at the origin and radius r is x 2 + y 2 = r 2 and determine the equation for the graph of a circle with radius r and center (h, k ), (x - h ) 2 + (y - k ) 2 =r 2 (ii) determine that the equation for the graph of a circle with radius r and center (h, k ), (x - h ) 2 + (y - k ) 2 =r 2 475 Lesson 11-4 Prob. 2 Review 477 Lesson 11-4 Exs. 1 3, 5, 6, 18, 19 Assessment 392 Lesson 11-4 Prob. 2 Got It, Prob. 3 Got It 475 Lesson 11-4 Prob. 3 Page 59 of 228 Pearson Education, Inc., publishing as Prentice Hall: Student Material

(13) Probability. The student uses the process skills to understand probability in real-world situations and how to apply independence and dependence of events. (A) develop strategies to use permutations and combinations to solve contextual problems (i) develop strategies to use permutations to solve contextual problems 625 Lesson 15-3 Prob. 5A Review 626 Lesson 15-3 Exs. 7, 10 624 Lesson 15-3 Prob. 3 Assessment 512 Lesson 15-3 Prob. 3 Got It (13) Probability. The student uses the process skills to understand probability in real-world situations and how to apply independence and dependence of events. (A) develop strategies to use permutations and combinations to solve contextual problems (ii) develop strategies to use combinations to solve contextual problems 624 625 Lesson 15-3 Prob. 4 Lesson 15-3 Prob. 5B, Prob. 6 Review 626 627 Lesson 15-3 Exs. 8, 9, 14, 15 Assessment 513 Lesson 15-3 Prob. 4 Got It, Prob. 5 Got It (13) Probability. The student uses the process skills to understand probability in real-world situations and how to apply independence and dependence of events. (B) determine probabilities based on area to solve contextual problems (i) determine probabilities based on area to solve contextual problems 618 619 Lesson 15-2 Prob. 3 Lesson 15-2 Prob. 4 Review 620 621 Lesson 15-2 Exs. 10 13, 14 17, 23, 27 Assessment 507 Lesson 15-2 Prob. 3 Got It, Prob. 4 Got It (13) Probability. The student uses the process skills to understand probability in real-world situations and how to apply independence and dependence of events. (C) identify whether two events are independent and compute the probability of the two events occurring together with or without replacement (i) identify whether two events are independent 629 Lesson 15-4 Prob. 1 Review 631 Lesson 15-4 Exs. 1 4 Assessment 518 Lesson 15-4 Prob. 1 Got It Page 60 of 228 Pearson Education, Inc., publishing as Prentice Hall: Student Material

(13) Probability. The student uses the process skills to understand probability in real-world situations and how to apply independence and dependence of events. (C) identify whether two events are independent and compute the probability of the two events occurring together with or without replacement (ii) compute the probability of the two events occurring together with or without replacement 638 639 Lesson 15-6 Prob. 3 Lesson 15-6 Prob. 4 Review 640 Lesson 15-6 Exs. 3 15 Assessment 530 531 Lesson 15-6 Prob. 3 Got It Lesson 15-6 Prob. 4 Got It (13) Probability. The student uses the process skills to understand probability in real-world situations and how to apply independence and dependence of events. (D) apply conditional probability in contextual problems (i) apply conditional probability in contextual problems 637 Lesson 15-6 Prob. 1 Review 640 641 Lesson 15-6 1, 2, 18 20, 22 Assessment 530 Lesson 15-6 Prob. 1 Got It 634 Lesson 15-5 Prob. 2, Prob. 3 Review 635 636 Lesson 15-5 Exs. 4 6, 8, 12 14, 17 (13) Probability. The student uses the process skills to understand probability in real-world situations and how to apply independence and dependence of events. (E) apply independence in contextual problems (i) apply independence in contextual problems 629 Lesson 15-4 Prob. 2 Review 631 632 Lesson 15-4 Exs. 5 7, 17, 19 Assessment 518 Lesson 15-4 Prob. 2 Got It Page 61 of 228 Pearson Education, Inc., publishing as Prentice Hall: Student Material

Correlations to the Texas Essential Knowledge and Skills (TEKS): Teacher Material Subject Subchapter Course Publisher Program Title Program ISBN Chapter 111. Mathematics Subchapter C. High School 111.41. 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 62 of 228 Pearson Education, Inc., publishing as Prentice Hall: Teacher Material

(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 566 Lesson5-8 Prob. 2 Assessment 566 Lesson 5-8 Prob. 2 Got It Assessment 571 Lesson 5-8 Ex. 1 382 Lesson 4-3 Prob. 2 Review 414 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 210 Lesson 3-1 Prob. 3 Review 212 Lesson 3-1 Ex. 14 Assessment 210 Lesson 3-1 Prob. 3 Got It Review 314 Lesson 3-8 Ex. 29 Review 1048 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 249 Lesson 3-4 Prob. 1 Review 358 Lesson 4-1 Ex. 1 482 Lesson 5-2 Prob. 4 Assessment 484 Lesson 5-2 Ex. 3 Review 1022 Lesson 10-2 Ex. 19 Page 63 of 228 Pearson Education, Inc., publishing as Prentice Hall: Teacher Material

(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 Review 1254 Lesson 13-2 Ex. 19 1483 Lesson 15-4 Prob. 4 1251 Lesson 13-2 Prob. 5 (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 Review 1112 Lesson 11-3 Ex. 21 Assessment 1379 Lesson 14-5 Ex. 6 Assessment 1410 Lesson 14-6 Ex. 5 Assessment 1472 Lesson 15-3 Ex. 6 1109 1110 Lesson 11-3 Prob. 4 (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 Review 372 Lesson 4-2 Ex. 2 Assessment 368 Lesson 4-2 Prob. 1 Got It 1088 Activity Lab 11-2 Act. 367 Lesson 4-2 Prob. 1 Page 64 of 228 Pearson Education, Inc., publishing as Prentice Hall: Teacher Material

(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 Review 645 Lesson 6-4 Ex. 24 Assessment 640 Lesson 6-4 Prob. 2 Got It 640 Lesson 6-4 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 (iii) select tools, including paper and pencil as appropriate, to solve problems Review 816 Lesson 8-4 Exs. 14 17 277 Lesson 3-6 Prob. 2 810 Lesson 8-4 Prob. 1 (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 Review 602 Lesson 6-1 Ex. 15 971 Lesson 9-5 Prob. 1 595 Lesson 6-1 Prob. 1 Page 65 of 228 Pearson Education, Inc., publishing as Prentice Hall: Teacher Material

(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 Review 1240 Lesson 13-1 Exs. 19, 20 1002 Lesson 10-1 Prob. 2 1237 Lesson 13-1 Prob. 4 (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 1350 Lesson 14-3 Prob. 5 Review 1353 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 Review 471 Lesson 5-1 Ex. 33 Assessment 877 Lesson 8-8 Ex. 6 465 Lesson 5-1 Prob. 3 Page 66 of 228 Pearson Education, Inc., publishing as Prentice Hall: Teacher Material

(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 769 Lesson 8-1 Prob. 4 Assessment 769 Lesson 8-1 Prob. 4 Got It Review 879 Lesson 8-8 Ex. 14 924 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 59 Lesson 1-4 Prob. 1 Review 142 Lesson 2-3 Ex. 24 108 Lesson 2-1 Prob. 2 Review 183 Lesson 2-6 Ex. 7 322 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 292 Lesson 3-7 Prob. 1 Review 127 Lesson 3-7 Ex. 16 830 Lesson 8-5 Prob. 4 Review 862 Lesson 8-7 Exs. 7 9 Assessment 830 Lesson 8-5 Prob. 4 Got It Page 67 of 228 Pearson Education, Inc., publishing as Prentice Hall: Teacher Material

(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 322 Lesson 3-9 Prob. 1 Review 327 Lesson 3-9 Exs. 2 4, 5 Assessment 322 Lesson 3-9 Prob. 1 Got It 723 Lesson 7-2 Prob. 3 Review 726 Lesson 7-2 Exs. 14 16 (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 769 Lesson 8-1 Prob. 4 Assessment 769 Lesson 8-1 Prob. 4 Got It Review 879 Lesson 8-8 Ex. 14 924 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 512 Lesson 5-4 Prob. 3 Review 517 Lesson 5-4 Ex. 10 Assessment 512 Lesson 5-4 Prob. 3 Got It 723 Lesson 7-2 Prob. 3 Review 726 Lesson 7-2 Exs. 17 20 Page 68 of 228 Pearson Education, Inc., publishing as Prentice Hall: Teacher Material

(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 292 Lesson 3-7 Prob. 1 Review 300 Lesson 3-7 Ex. 16 830 Lesson 8-5 Prob. 4 Review 862 Lesson 8-7 Exs. 7 9 Assessment 830 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 177 Lesson 2-6 Prob. 1 Review 183 Lesson 2-6 Ex. 7 Assessment 177 Lesson 2-6 Prob. 1 Got It 322 Lesson 3-9 Prob. 1 Review 327 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 769 Lesson 8-1 Prob. 4 Assessment 769 Lesson 8-1 Prob. 4 Got It Review 879 Lesson 8-8 Ex. 14 924 Lesson 9-2 Prob. 1 Page 69 of 228 Pearson Education, Inc., publishing as Prentice Hall: Teacher Material

(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 1108 Lesson 11-3 Prob. 3 Review 1112 1113 Lesson 11-3 Ex. 22 1264 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 292 Lesson 3-7 Prob. 1 Review 300 Lesson 3-7 Ex. 16 830 Lesson 8-5 Prob. 4 Review 862 Lesson 8-7 Exs. 7 9 Assessment 830 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 177 Lesson 2-6 Prob. 1 Review 183 Lesson 2-6 Ex. 7 Assessment 177 Lesson 2-6 Prob. 1 Got It 322 Lesson 3-9 Prob. 1 Review 327 Lesson 3-9 Exs. 2 4, 5 Page 70 of 228 Pearson Education, Inc., publishing as Prentice Hall: Teacher Material

(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 769 Lesson 8-1 Prob. 4 Assessment 769 Lesson 8-1 Prob. 4 Got It Review 879 Lesson 8-8 Ex. 14 924 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 1108 Lesson 11-3 Prob. 3 Review 1113 Lesson 11-3 Ex. 22 1264 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 292 Lesson 3-7 Prob. 1 Review 300 Lesson 3-7 Ex. 16 830 Lesson 8-5 Prob. 4 Review 862 Lesson 8-7 Exs. 7 9 Assessment 830 Lesson 8-5 Prob. 4 Got It Page 71 of 228 Pearson Education, Inc., publishing as Prentice Hall: Teacher Material

(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 177 Lesson 2-6 Prob. 1 Review 183 Lesson 2-6 Ex. 7 Assessment 177 Lesson 2-6 Prob. 1 Got It 322 Lesson 3-9 Prob. 1 Review 327 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 1442 Lesson 15-1 Prob. 2 Review 1509 Lesson 15-6 Exs. 16 17 164 Lesson 2-5 Prob. 3 Review 168 Lesson 2-5 Exs. 7 8 Assessment 164 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 433 Lesson 4-7 Prob. 2 Review 438 Lesson 4-7 Exs. 8 11, 13, 15, 16 Assessment 1393 Lesson 14-6 Ex. 6 1442 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 553 Lesson 5-7 Prob. 4 Review 1036 Lesson 10-3 Ex. 30a 1321 Lesson 14-1 Prob. 4 Review 1324 Lesson 14-1 Ex. 13 Page 72 of 228 Pearson Education, Inc., publishing as Prentice Hall: Teacher Material

(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 939 Lesson 9-3 Prob. 2B Review 1366 Lesson 14-4 Ex. 17 1361 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 164 Lesson 2-5 Prob. 3 Review 502 Lesson 5-3 Ex. 26 653 Lesson 6-5 Prob. 2 Review 961 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 1321 Lesson 14-1 Prob. 4 Review 1325 Lesson 14-1 Exs. 15 17 Assessment 1321 Lesson 14-1 Prob. 4 Got It 1333 Lesson 14-2 Prob. 1 Review 1339 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 1275 1276 Lesson 13-4 Prob. 1 Review 1282 Lesson 13-4 Exs. 8 13 Assessment 1276 Lesson 13-4 Prob. 1 Got It 1004 Lesson 10-1 Prob. 6 Review 1009 Lesson 10-1 Ex. 14 Page 73 of 228 Pearson Education, Inc., publishing as Prentice Hall: Teacher Material

(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 Review 917 Lesson 9-1 Exs. 15, 21 Assessment 911 Lesson 9-1 Prob. 2 Got It 1405 Lesson 14-7 Prob. 2 Review 1411 Lesson 14-7 Exs. 1 3 911 Lesson 9-1 Prob. 2 (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 Review 127 Lesson 2-2 Exs. 26 30 Assessment 124 Lesson 2-2 Prob. 4 Got It 1362 Lesson 14-4 Prob. 4 123 Lesson 2-2 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 Review 1325 Lesson 14-1 Ex. 22 Assessment 1153 Lesson 12-1 Prob. 4 Got It 180 Lesson 2-6 Prob. 5 Review 789 Lesson 8-2 Ex. 17 1152 Lesson 12-1 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 (iii) explain mathematical ideas using precise mathematical language in written or oral communication Review 530 Lesson 5-5 Ex. 6 Assessment 527 Lesson 5-6 Prob. 2 Got It 237 Lesson 3-3 Prob. 3 Review 241 Lesson 3-3 Ex. 20 526 Lesson 5-5 Prob. 2 Page 74 of 228 Pearson Education, Inc., publishing as Prentice Hall: Teacher Material

(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 Review 558 Lesson 5-7 Ex. 9 Assessment 554 Lesson 5-7 Prob. 5 Got It 1152 Lesson 12-1 Prob. 4 Review 1157 Lesson 12-1 Ex. 14 554 Lesson 5-7 Prob. 5 (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 Review 359 Lesson 4-1 Exs. 19 20 Assessment 162 Lesson 2-5 Prob. 1 Got It 652 Lesson 6-5 Prob. 1 Assessment 653 Prob. 1 Got It 162 Lesson 2-5 Prob. 1 (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 Review 413 Lesson 4-5 Ex. 5 Assessment 355 Lesson 6-5 Prob. 3 Got It 262 Lesson 3-5 Prob. 1 Review 267 Lesson 3-5 Ex. 1 355 Lesson 4-1 Prob. 3 Page 75 of 228 Pearson Education, Inc., publishing as Prentice Hall: Teacher Material

(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 35 37 Lesson 1-2 Prob. 4 Lesson 1-2 Prob. 6 Review 39 40 Lesson 1-2 Exs. 6, 13 15, 22 25 Assessment 35 37 Lesson 1-2 Prob. 4 Got It, 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: (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 464 465 Lesson 5-1 Prob. 2 Lesson 5-1 Prob. 3 Review 470 471 Lesson 5-1 Exs. 1 6, 7, 33, 36, 37 Assessment 464 465 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 466 Lesson 5-1 Prob. 4 Review 471 Lesson 5-1 Exs. 34, 35 Page 76 of 228 Pearson Education, Inc., publishing as Prentice Hall: Teacher Material

(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 704 734 Lesson 7-1 Prob. 1 Lesson 7-3 Prob. 1 Review 710 711 739 741 Lesson 7-1 Exs. 1 3, 7 10, 11 Lesson 7-3 Exs. 13, 15, 18, 20 Assessment 704 Lesson 7-1 Prob. 1 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 (iii) use the distance formula to verify geometric relationships, including parallelism or perpendicularity of pairs of lines 706 1004 Lesson 7-1 Prob. 3 Lesson 10-1 Prob. 6 Review 710 1009 Lesson 7-1 Ex. 4 Lesson 10-1 Ex. 14 Assessment 707 1005 Lesson 7-1 Prob. 3 Got It Lesson 10-1 Prob. 6 Got It Page 77 of 228 Pearson Education, Inc., publishing as Prentice Hall: Teacher Material

(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 292 Lesson 3-7 Prob. 1 Review 300 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 705 708 735 Lesson 7-1 Prob. 2 Lesson 7-1 Prob. 4 Lesson 7-3 Prob. 2 Review 711 725 740 741 Lesson 7-1 Exs. 7 10 Lesson 7-2 Ex. 7 Lesson 7-3 Exs. 17, 21 Assessment 705 735 Lesson 7-1 Prob. 2 Got It Lesson 7-3 Prob. 2 Got It 308 309 Lesson 3-8 Prob. 1 Lesson 3-8 Prob. 3 Review 313 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 464 Lesson 5-1 Prob. 1 Review 471 Lesson 5-1 Ex. 32 Page 78 of 228 Pearson Education, Inc., publishing as Prentice Hall: Teacher Material

(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 9780133300710 9780133300710 9780133300710 9780133300710 706 708 734 735 Lesson 7-1 Prob. 3 Lesson 7-1 Prob. 4 Lesson 7-3 Prob. 1 Lesson 7-3 Prob. 2 Review 710 713 739 741 Lesson 7-1 Exs. 5, 27, 30 Lesson 7-3 Exs. 14, 16, 23 Assessment 738 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 309 310 Lesson 3-8 Prob. 2 Lesson 3-8 Prob. 4 Review 313 314 Lesson 3-8 Exs. 3 6, 9 11, 12, 29 309 Lesson 3-8 Prob. 2 Got It Assessment 311 Lesson 3-8 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). (A) describe and perform transformations of figures in a plane using coordinate notation (i) describe transformations of figures in a plane using coordinate notation 769 783 797 857 858 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 Page 79 of 228 Pearson Education, Inc., publishing as Prentice Hall: Teacher Material

Review 772 773 832 833 862 Lesson 8-1 Exs. 12, 17, 22, 23 Lesson 8-5 Exs. 1 6, 18 19 Lesson 8-7 Exs. 7 9 Assessment 786 Lesson 8-2 Exs. 3, 6 842 873 876 924 Lesson 8-6 Prob. 3 Lesson 8-8 Prob. 2 Lesson 8-8 Prob. 5 Lesson 9-2 Prob. 2 Review 846 878 879 929 Lesson 8-6 Exs. 1 3, 5 6 Lesson 8-8 Exs. 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 768 783 797 857 Lesson 8-1 Prob. 3 Lesson 8-2 Prob. 2 Lesson 8-3 Prob. 2 Lesson 8-7 Prob. 2 Review 773 787 789 801 803 862 863 Lesson 8-1 Exs. 15, 20, 21 Lesson 8-2 Exs. 1 6, 19 24 Lesson 8-3 Exs. 1 3, 9, 17 Lesson 8-7 Exs. 7, 8, 13, 15, 21 22 858 872 874 924 Lesson 8-7 Prob. 4B Lesson 8-8 Prob. 1 Lesson 8-8 Prob. 3 Lesson 9-2 Prob. 1 Review 878 929 Lesson 8-8 Exs. 1 3, 6 7 Lesson 9-2 Exs. 1 3 Page 80 of 228 Pearson Education, Inc., publishing as Prentice Hall: Teacher Material

(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 9780133300710 9780133300710 9780133300710 829 830 857 Lesson 8-5 Prob. 3 Lesson 8-5 Prob. 4 Lesson 8-7 Prob. 3 Review 833 834 863 864 Lesson 8-5 Exs. 8 17, 22, 23 Lesson 8-7 Exs. 18, 32 Assessment 829 830 Lesson 8-5 Prob. 3 Got It, Lesson 8-5 Prob. 4 Got It 826 827 Lesson 8-5 Prob. 1 Lesson 8-5 Prob. 2 Review 832 833 Lesson 8-5 Exs. 8 11 (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 874 875 Lesson 8-8 Prob. 3 Lesson 8-8 Prob. 4 Review 878 879 Lesson 8-8 Exs. 1 3, 6, 7, 8 10 Assessment 874 Lesson 8-8 Prob. 3 Got It Page 81 of 228 Pearson Education, Inc., publishing as Prentice Hall: Teacher Material

(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 859 924 Lesson 8-7 Prob. 5 Lesson 9-2 Prob. 1 Review 863 929 Lesson 8-7 Exs. 17 19, 20 Lesson 9-2 Exs. 1 3 Assessment 860 924 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 Review 846 847 Lesson 8-6 Exs. 5, 6, 10 Assessment 843 Lesson 8-6 Prob. 3 Got It 971 Lesson 9-2 Prob. 2 Review 929 Lesson 9-2 Exs. 4 6 842 Lesson 8-6 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). (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 784 799 927 Lesson 8-2 Prob. 3 Lesson 8-3 Prob. 4 Lesson 9-2 Prob. 4 Page 82 of 228 Pearson Education, Inc., publishing as Prentice Hall: Teacher Material

Review 787 803 929 Lesson 8-2 Ex. 7 Lesson 8-3 Exs. 15, 21, 22 Lesson 9-2 Exs. 7 9 Assessment 784 799 927 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 810 Lesson 8-4 Prob. 1 Assessment 810 Lesson 8-4 Prob. 1 Got It Review 815 818 Lesson 8-4 Exs. 1, 14 18, 22 24, 36, 37 812 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 Review 815 818 Lesson 8-4 Exs. 1, 19, 32 35 Assessment 811 Lesson 8-4 Prob. 2 Got It 812 Lesson 8-4 Prob. 3 811 Lesson 8-4 Prob. 2 (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 812 Lesson 8-4 Prob. 3 Page 83 of 228 Pearson Education, Inc., publishing as Prentice Hall: Teacher Material

Review 815 818 Lesson 8-4 Exs. 2 13, 20, 21, 28 31, 38 41 Assessment 813 Lesson 8-4 Prob. 3 Got It (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 179 Lesson 2-6 Prob. 4 Review 184 Lesson 2-6 Ex. 20 22 Assessment 179 Lesson 2-6 Prob. 4 Got It 22 Lesson 1-1 Prob. 3 Assessment 22 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 123 Lesson 2-2 Prob. 4 Review 127 Lesson 2-2 Exs. 22 30 Assessment 124 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 123 Lesson 2-2 Prob. 4 Review 127 Lesson 2-2 Exs. 26 30 Assessment 124 Lesson 2-2 Prob. 4 Got It Page 84 of 228 Pearson Education, Inc., publishing as Prentice Hall: Teacher Material

(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 123 Lesson 2-2 Prob. 4 Review 127 Lesson 2-2 Exs. 26 30 Assessment 124 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 123 Lesson 2-2 Prob. 4 9780133300703 Review 9780133300703 127 Lesson 2-2 Exs. 22 30 Assessment 9780133300703 124 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 123 Lesson 2-2 Prob. 4 Review 127 Lesson 2-2 Exs. 26 30 Assessment 124 Lesson 2-2 Prob. 4 Got It Page 85 of 228 Pearson Education, Inc., publishing as Prentice Hall: Teacher Material

(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 123 Lesson 2-2 Prob. 4 Review 127 Lesson 2-2 Exs. 26 30 Assessment 124 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 135 136 137 Lesson 2-3 Prob. 1 Lesson 2-3 Prob. 2 Lesson 2-3 Prob. 3 Review 140 Lesson 2-3 Exs. 1 4, 8 135 Lesson 2-3 Prob. 1 Got It 136 Lesson 2-3 Prob. 2 Got It Assessment 137 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 110 Lesson 2-1 Prob. 5 Review 113 Lesson 2-1 Exs. 23 26 Assessment 110 Lesson 2-1 Prob. 5 Got It Page 86 of 228 Pearson Education, Inc., publishing as Prentice Hall: Teacher Material

(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 322 Lesson 3-9 Prob. 1 Review 328 Lesson 3-9 Exs. 6, 8, 10 Assessment 322 Lesson 3-9 Prob. 1 Got It 325 Lesson 3-9 Prob. 4 Review 327 328 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 323-324 Lesson 3-9 Prob. 2, Prob. 3 Review 327 328 Lesson 3-9 Exs. 1, 3, 4, 5, 15 Assessment 324 Lesson 3-9 Prob. 2 Got It, Prob. 3 Got it (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 221 Lesson 3-2 Prob. 1 Review 228 Lesson 3-2 Ex. 20 Assessment 221 Lesson 3-2 Prob. 1 Got It Page 87 of 228 Pearson Education, Inc., publishing as Prentice Hall: Teacher Material

(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 (ii) investigate patterns to make conjectures about geometric relationships, including criteria required for triangle congruence Review 414 Lesson 4-5 Ex. 22 Assessment 368 Lesson 4-2 Prob. 1 Got It 367 Lesson 4-2 Prob. 1 (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 (iii) investigate patterns to make conjectures about geometric relationships, including special segments of triangles 506 Activity Lab 5-4 Act. 1, Act. 2 Review 506 Activity Lab 5-4 Exs. 1 4 971 Lesson 9-5 Prob. 1 Review 977 Lesson 9-5 Ex. 27 Page 88 of 228 Pearson Education, Inc., publishing as Prentice Hall: Teacher Material

(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 (iv) investigate patterns to make conjectures about geometric relationships, including diagonals of quadrilaterals 640 669 Lesson 6-4 Prob. 2 Lesson 6-6 Prob. 3 Review 645 674 Lesson 6-4 Ex. 24 Lesson 6-6 Ex. 26 Assessment 640 Lesson 6-4 Prob. 2 Got It (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 (v) investigate patterns to make conjectures about geometric relationships, including interior angles of polygons 595 Lesson 6-1 Prob. 1 Review 601 Lesson 6-1 Ex. 10 Page 89 of 228 Pearson Education, Inc., publishing as Prentice Hall: Teacher Material

(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 (vi) investigate patterns to make conjectures about geometric relationships, including exterior angles of polygons Review 590 Technology Lab 6-1 Exs. 1 3 598 Lesson 6-1 Prob. 5 Review 602 Lesson 6-1 Ex. 15 590 Technology Lab 6-1 Act. (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 (vii) investigate patterns to make conjectures about geometric relationships, including special segments 1167 Lesson 12-2 Prob. 3 Review 1171 Lesson 12-2 Ex. 13 1189 Technology Lab 12-4 Act. 1, Act. 2, Act. 3 Page 90 of 228 Pearson Education, Inc., publishing as Prentice Hall: Teacher Material

(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 (viii) investigate patterns to make conjectures about angles of circles choosing from a variety of tools 1194 Lesson 12-4 Prob. 1 Review 1201 Lesson 12-4 Ex. 18 (5) Logical argument and constructions. The student uses constructions to validate conjectures about geometric figures. (B) construct congruent segments, congruent angles, a segment bisector, an angle bisector, perpendicular lines, the perpendicular bisector of a line segment, and a line parallel to a given line through a point not on a line using a compass and a straightedge (i) construct congruent segments using a compass and a straightedge 73 Lesson 1-5 Prob. 1 Review 80 82 Lesson 1-5 Exs. 4b, 12, 20a Assessment Lesson 1-5 Prob. 1 Got It 74 Lesson 1-5 Ex. 1 79 Page 91 of 228 Pearson Education, Inc., publishing as Prentice Hall: Teacher Material

(5) Logical argument and constructions. The student uses constructions to validate conjectures about geometric figures. (B) construct congruent segments, congruent angles, a segment bisector, an angle bisector, perpendicular lines, the perpendicular bisector of a line segment, and a line parallel to a given line through a point not on a line using a compass and a straightedge (ii) construct congruent angles using a compass and a straightedge 74 Lesson 1-5 Prob. 2 Review 82 Lesson 1-5 Ex. 14 276 277 Lesson 3-6 Prob. 1, Prob. 2 Review 282 283 Lesson 3-6 Exs. 1 5, 11, 14 (5) Logical argument and constructions. The student uses constructions to validate conjectures about geometric figures. (B) construct congruent segments, congruent angles, a segment bisector, an angle bisector, perpendicular lines, the perpendicular bisector of a line segment, and a line parallel to a given line through a point not on a line using a compass and a straightedge (iii) construct a segment bisector using a compass and a straightedge 76 Lesson 1-5 Prob. 3 Assessment 77 Lesson 1-5 Prob. 4 Got It 77 Lesson 1-5 Prob. 4 Review 81 82 Lesson 1-5 Exs. 11b, 16 Assessment 79 Lesson 1-5 Ex. 1 (5) Logical argument and constructions. The student uses constructions to validate conjectures about geometric figures. (B) construct congruent segments, congruent angles, a segment bisector, an angle bisector, perpendicular lines, the perpendicular bisector of a line segment, and a line parallel to a given line through a point not on a line using a compass and a straightedge (iv) construct an angle bisector using a compass and a straightedge 78 Lesson 1-5 Prob. 5 Review 80 82 Lesson 1-5 Exs. 2, 5, 17, 18 Page 92 of 228 Pearson Education, Inc., publishing as Prentice Hall: Teacher Material

Assessment 78 Lesson 1-5 Prob. 5 Got It (5) Logical argument and constructions. The student uses constructions to validate conjectures about geometric figures. (B) construct congruent segments, congruent angles, a segment bisector, an angle bisector, perpendicular lines, the perpendicular bisector of a line segment, and a line parallel to a given line through a point not on a line using a compass and a straightedge (v) construct perpendicular lines using a compass and a straightedge 278 Lesson 3-6 Prob. 3 Review 283 284 Lesson 3-6 Exs. 6, 7, 8 10, 16 19 Assessment 278 279 Lesson 3-6 Prob. 3 Got It, Prob. 4 Got It 279 Lesson 3-6 Prob. 4 (5) Logical argument and constructions. The student uses constructions to validate conjectures about geometric figures. (B) construct congruent segments, congruent angles, a segment bisector, an angle bisector, perpendicular lines, the perpendicular bisector of a line segment, and a line parallel to a given line through a point not on a line using a compass and a straightedge (vi) construct the perpendicular bisector of a line segment using a compass and a straightedge 77 Lesson 1-5 Prob. 4 Review 81 82 Lesson 1-5 Exs. 11b, 16 Assessment 77 Lesson 1-5 Prob. 4 Got It Page 93 of 228 Pearson Education, Inc., publishing as Prentice Hall: Teacher Material

(5) Logical argument and constructions. The student uses constructions to validate conjectures about geometric figures. (B) construct congruent segments, congruent angles, a segment bisector, an angle bisector, perpendicular lines, the perpendicular bisector of a line segment, and a line parallel to a given line through a point not on a line using a compass and a straightedge (vii) construct a line parallel to a given line through a point not on a line using a compass and a straightedge 276 Lesson 3-6 Prob. 1 Review 282 Lesson 3-6 Exs. 1 3 277 Lesson 3-6 Prob. 2 Review 283 Lesson 3-6 Ex. 14 Assessment 277 Lesson 3-6 Prob. 2 Got It part a (5) Logical argument and constructions. The student uses constructions to validate conjectures about geometric figures. (C) use the constructions of congruent segments, congruent angles, angle bisectors, and perpendicular bisectors to make conjectures about geometric relationships (i) use the constructions of congruent segments to make conjectures about geometric relationships Review 414 Lesson 4-5 Ex. 22 Assessment 408 Lesson 4-5 Prob. 1 Got It 408 Lesson 4-5 Prob. 1A (5) Logical argument and constructions. The student uses constructions to validate conjectures about geometric figures. (C) use the constructions of congruent segments, congruent angles, angle bisectors, and perpendicular bisectors to make conjectures about geometric relationships (ii) use the constructions of congruent angles to make conjectures about geometric relationships 408 Lesson 4-5 Prob. 1B Review 930 Lesson 9-2 Ex. 21 Page 94 of 228 Pearson Education, Inc., publishing as Prentice Hall: Teacher Material

(5) Logical argument and constructions. The student uses constructions to validate conjectures about geometric figures. (C) use the constructions of congruent segments, congruent angles, angle bisectors, and perpendicular bisectors to make conjectures about geometric relationships (iii) use the constructions of angle bisectors to make conjectures about geometric relationships 510 Lesson 5-4 Prob. 1 Review 516 Lesson 5-4 Ex. 8 (5) Logical argument and constructions. The student uses constructions to validate conjectures about geometric figures. (C) use the constructions of congruent segments, congruent angles, angle bisectors, and perpendicular bisectors to make conjectures about geometric relationships (iv) use the constructions of perpendicular bisectors to make conjectures about geometric relationships Review 506 Activity Lab 5-4 Exs. 2 4 Review 516 Lesson 5-4 Exs. 6, 7 1167 Lesson 12-2 Prob. 3 506 Activity Lab 5-4 Act. 2 (5) Logical argument and constructions. The student uses constructions to validate conjectures about geometric figures. (D) verify the Triangle Inequality theorem using constructions and apply the theorem to solve problems (i) verify the Triangle Inequality theorem using constructions 553 Lesson 5-7 Prob. 4 Review 557 Lesson 5-7 Exs. 1 2 (5) Logical argument and constructions. The student uses constructions to validate conjectures about geometric figures. (D) verify the Triangle Inequality theorem using constructions and apply the theorem to solve problems (ii) apply the theorem to solve problem 554 Lesson 5-7 Prob. 5 Review 557 558 Lesson 5-7 Exs. 7, 8, 11 16 Assessment 554 Lesson 5-7 Prob. 5 Got It Page 95 of 228 Pearson Education, Inc., publishing as Prentice Hall: Teacher Material

555 Lesson 5-7 Prob. 6 Assessment 555 Lesson 5-7 Prob. 6 Got It (6) Proof and congruence. The student uses the process skills with deductive reasoning to prove and apply theorems by using a variety of methods such as coordinate, transformational, and axiomatic and formats such as two-column, paragraph, and flow chart. (A) verify theorems about angles formed by the intersection of lines and line segments, including vertical angles, and angles formed by parallel lines cut by a transversal and prove equidistance between the endpoints of a segment and points on its perpendicular bisector and apply these relationships to solve problems (i) verify theorems about angles formed by the intersection of lines including vertical angles Review 183 Lesson 2-6 Ex. 7 Assessment 177 Lesson 2-6 Prob. 1 Got It 177 Lesson 2-6 Prob. 1 (6) Proof and congruence. The student uses the process skills with deductive reasoning to prove and apply theorems by using a variety of methods such as coordinate, transformational, and axiomatic and formats such as two-column, paragraph, and flow chart. (A) verify theorems about angles formed by the intersection of lines and line segments, including vertical angles, and angles formed by parallel lines cut by a transversal and prove equidistance between the endpoints of a segment and points on its perpendicular bisector and apply these relationships to solve problems (ii) verify theorems about angles formed by the intersection of line segments, including vertical angles Review 183 Lesson 2-6 Ex. 7 Assessment 177 Lesson 2-6 Prob. 1 Got It Review 740 Lesson 7-3 Ex. 17 177 Lesson 2-6 Prob. 1 Page 96 of 228 Pearson Education, Inc., publishing as Prentice Hall: Teacher Material

(6) Proof and congruence. The student uses the process skills with deductive reasoning to prove and apply theorems by using a variety of methods such as coordinate, transformational, and axiomatic and formats such as two-column, paragraph, and flow chart. (A) verify theorems about angles formed by the intersection of lines and line segments, including vertical angles, and angles formed by parallel lines cut by a transversal and prove equidistance between the endpoints of a segment and points on its perpendicular bisector and apply these relationships to solve problems (iii) verify theorems about angles formed by parallel lines cut by a transversal Review 228 Lesson 3-2 Ex. 16 Assessment 222 Lesson 3-2 Prob. 3 Got It 222 Lesson 3-2 Prob. 3 (6) Proof and congruence. The student uses the process skills with deductive reasoning to prove and apply theorems by using a variety of methods such as coordinate, transformational, and axiomatic and formats such as two-column, paragraph, and flow chart. (A) verify theorems about angles formed by the intersection of lines and line segments, including vertical angles, and angles formed by parallel lines cut by a transversal and prove equidistance between the endpoints of a segment and points on its perpendicular bisector and apply these relationships to solve problems (iv) prove equidistance between the endpoints of a segment and points on its perpendicular bisector 495 Lesson 5-3 Prob. 2 Review 502 Lesson 5-3 Ex. 25 Page 97 of 228 Pearson Education, Inc., publishing as Prentice Hall: Teacher Material

(6) Proof and congruence. The student uses the process skills with deductive reasoning to prove and apply theorems by using a variety of methods such as coordinate, transformational, and axiomatic and formats such as two-column, paragraph, and flow chart. (A) verify theorems about angles formed by the intersection of lines and line segments, including vertical angles, and angles formed by parallel lines cut by a transversal and prove equidistance between the endpoints of a segment and points on its perpendicular bisector and apply these relationships to solve problems (v) apply these relationships to solve problems 178 223 496 Lesson 2-6 Prob. 2 Lesson 3-2 Prob. 5 Lesson 5-3 Prob. 4 Review 183 227 228 501 502 Lesson 2-6 Exs. 8, 9 Lesson 3-2 Exs. 1 3, 6 8, 12 14, 15 Lesson 5-3 Exs. 5 7, 8 9, 10, 24 Assessment 178 224 496 Lesson 2-6 Prob. 2 Got It Lesson 3-2 Prob. 5 Got It Lesson 5-3 Prob. 4 Got It 221 Lesson 3-2 Prob. 2 495 Lesson 5-3 Prob. 3 (6) Proof and congruence. The student uses the process skills with deductive reasoning to prove and apply theorems by using a variety of methods such as coordinate, transformational, and axiomatic and formats such as two-column, paragraph, and flow chart. (B) prove two triangles are congruent by applying the Side-Angle-Side, Angle-Side- Angle, Side-Side-Side, Angle- Angle-Side, and Hypotenuse- Leg congruence conditions (i) prove two triangles are congruent by applying the Side-Angle-Side congruence condition 434 Lesson 4-7 Prob. 3 Review 438 Lesson 4-7 Exs. 11, 12, 15 435 Lesson 4-7 Prob. 4 Assessment 434 Lesson 4-7 Prob. 3 Got It (6) Proof and congruence. The student uses the process skills with deductive reasoning to prove and apply theorems by using a variety of methods such as coordinate, transformational, and axiomatic and formats such as two-column, paragraph, and flow chart. (B) prove two triangles are congruent by applying the Side-Angle-Side, Angle-Side- Angle, Side-Side-Side, Angle- Angle-Side, and Hypotenuse- Leg congruence conditions (ii) prove two triangles are congruent by applying the Angle-Side-Angle congruence condition 382 Lesson 4-3 Prob. 2 Page 98 of 228 Pearson Education, Inc., publishing as Prentice Hall: Teacher Material

Review 386 387 Lesson 4-3 Exs. 4, 10 Assessment 382 Lesson 4-3 Prob. 2 Got It 396 Lesson 4-4 Prob. 2 Review 399 Lesson 4-4 Ex. 2 (6) Proof and congruence. The student uses the process skills with deductive reasoning to prove and apply theorems by using a variety of methods such as coordinate, transformational, and axiomatic and formats such as two-column, paragraph, and flow chart. (B) prove two triangles are congruent by applying the Side-Angle-Side, Angle-Side- Angle, Side-Side-Side, Angle- Angle-Side, and Hypotenuse- Leg congruence conditions (iii) prove two triangles are congruent by applying the Side-Side-Side congruence condition 368 Lesson 4-2 Prob. 2 Review 372 Lesson 4-2 Exs. 4, 5 Assessment 368 Lesson 4-2 Prob. 2 Got It (6) Proof and congruence. The student uses the process skills with deductive reasoning to prove and apply theorems by using a variety of methods such as coordinate, transformational, and axiomatic and formats such as two-column, paragraph, and flow chart. (B) prove two triangles are congruent by applying the Side-Angle-Side, Angle-Side- Angle, Side-Side-Side, Angle- Angle-Side, and Hypotenuse- Leg congruence conditions (iv) prove two triangles are congruent by applying the Angle-Angle-Side congruence condition 383 Lesson 4-3 Prob. 3 Review 386 387 Lesson 4-3 Exs. 5, 9 Assessment 383 Lesson 4-3 Prob. 3 Got It part a 395 Lesson 4-4 Prob. 1 Review 399 Lesson 4-4 Ex. 6 (6) Proof and congruence. The student uses the process skills with deductive reasoning to prove and apply theorems by using a variety of methods such as coordinate, transformational, and axiomatic and formats such as two-column, paragraph, and flow chart. (B) prove two triangles are congruent by applying the Side-Angle-Side, Angle-Side- Angle, Side-Side-Side, Angle- Angle-Side, and Hypotenuse- Leg congruence conditions (v) prove two triangles are congruent by applying the Hypotenuse-Leg congruence condition 422 Lesson 4-6 Prob. 2 Review 424 425 Lesson 4-6 Exs. 4, 5, 10 Assessment 422 Lesson 4-6 Prob. 2 Got It Page 99 of 228 Pearson Education, Inc., publishing as Prentice Hall: Teacher Material

(6) Proof and congruence. The student uses the process skills with deductive reasoning to prove and apply theorems by using a variety of methods such as coordinate, transformational, and axiomatic and formats such as two-column, paragraph, and flow chart. (C) apply the definition of congruence, in terms of rigid transformations, to identify congruent figures and their corresponding sides and angles (i) apply the definition of congruence, in terms of rigid transformations, to identify congruent figures 841 Lesson 8-6 Prob. 2 Review 846 847 Lesson 8-6 Exs. 1 3, 7, 8, 10 Assessment 842 Lesson 8-6 Prob. 2 Got It 844 Lesson 8-6 Prob. 4 Assessment 844 Lesson 8-6 Prob. 4 Got It (6) Proof and congruence. The student uses the process skills with deductive reasoning to prove and apply theorems by using a variety of methods such as coordinate, transformational, and axiomatic and formats such as two-column, paragraph, and flow chart. (C) apply the definition of congruence, in terms of rigid transformations, to identify congruent figures and their corresponding sides and angles (ii) apply the definition of congruence, in terms of rigid transformations, to identify [congruent figures'] corresponding sides 841 Lesson 8-6 Prob. 1 Assessment 841 Lesson 8-6 Prob. 1 Got It 841 Lesson 8-6 Prob. 2 Assessment 842 Lesson 8-6 Prob. 2 Got It (6) Proof and congruence. The student uses the process skills with deductive reasoning to prove and apply theorems by using a variety of methods such as coordinate, transformational, and axiomatic and formats such as two-column, paragraph, and flow chart. (C) apply the definition of congruence, in terms of rigid transformations, to identify congruent figures and their corresponding sides and angles (iii) apply the definition of congruence, in terms of rigid transformations, to identify [congruent figures'] corresponding angles 841 Lesson 8-6 Prob. 1 Assessment 841 Lesson 8-6 Prob. 1 Got It 841 Lesson 8-6 Prob. 2 Assessment 842 Lesson 8-6 Prob. 2 Got It Page 100 of 228 Pearson Education, Inc., publishing as Prentice Hall: Teacher Material

(6) Proof and congruence. The student uses the process skills with deductive reasoning to prove and apply theorems by using a variety of methods such as coordinate, transformational, and axiomatic and formats such as two-column, paragraph, and flow chart. (D) verify theorems about the relationships in triangles, including proof of the Pythagorean Theorem, the sum of interior angles, base angles of isosceles triangles, midsegments, and medians, and apply these relationships to solve problems (i) verify theorems about the relationships in triangles, including proof of the Pythagorean Theorem Review 1008 Lesson 10-1 Ex. 4 Review 1202 Lesson 12-4 Ex. 26 1001 Lesson 10-1 Prob. 1 (6) Proof and congruence. The student uses the process skills with deductive reasoning to prove and apply theorems by using a variety of methods such as coordinate, transformational, and axiomatic and formats such as two-column, paragraph, and flow chart. (D) verify theorems about the relationships in triangles, including proof of the Pythagorean Theorem, the sum of interior angles, base angles of isosceles triangles, midsegments, and medians, and apply these relationships to solve problems (ii) verify theorems about the relationships in triangles, including the sum of interior angles Review 267 Lesson 3-5 Ex. 1 Assessment 262 Lesson 3-5 Prob. 1 Got It 262 Lesson 3-5 Prob. 1 (6) Proof and congruence. The student uses the process skills with deductive reasoning to prove and apply theorems by using a variety of methods such as coordinate, transformational, and axiomatic and formats such as two-column, paragraph, and flow chart. (D) verify theorems about the relationships in triangles, including proof of the Pythagorean Theorem, the sum of interior angles, base angles of isosceles triangles, midsegments, and medians, and apply these relationships to solve problems (iii) verify theorems about the relationships in triangles, including the base angles of isosceles triangles Review 847 Lesson 8-6 Ex. 13 Assessment 409 Lesson 4-5 Prob. 2 Got It 408 Lesson 4-5 Prob. 2 Page 101 of 228 Pearson Education, Inc., publishing as Prentice Hall: Teacher Material

(6) Proof and congruence. The student uses the process skills with deductive reasoning to prove and apply theorems by using a variety of methods such as coordinate, transformational, and axiomatic and formats such as two-column, paragraph, and flow chart. (D) verify theorems about the relationships in triangles, including proof of the Pythagorean Theorem, the sum of interior angles, base angles of isosceles triangles, midsegments, and medians, and apply these relationships to solve problems (iv) verify theorems about the relationships in triangles, including of the midsegments Review 486 Lesson 5-2 Exs. 17, 18 Assessment 480 Lesson 5-2 Prob. 1 Got It 735 Lesson 7-3 Prob. 2 480 Lesson 5-2 Prob. 1 (6) Proof and congruence. The student uses the process skills with deductive reasoning to prove and apply theorems by using a variety of methods such as coordinate, transformational, and axiomatic and formats such as two-column, paragraph, and flow chart. (D) verify theorems about the relationships in triangles, including proof of the Pythagorean Theorem, the sum of interior angles, base angles of isosceles triangles, midsegments, and medians, and apply these relationships to solve problems (v) verify theorems about the relationships in triangles, including the medians 734 Lesson 7-3 Prob. 1 Review 740 741 Lesson 7-3 Exs. 15, 23 (6) Proof and congruence. The student uses the process skills with deductive reasoning to prove and apply theorems by using a variety of methods such as coordinate, transformational, and axiomatic and formats such as two-column, paragraph, and flow chart. (D) verify theorems about the relationships in triangles, including proof of the Pythagorean Theorem, the sum of interior angles, base angles of isosceles triangles, midsegments, and medians, and apply these relationships to solve problems (vi) apply these relationships to solve problems 1003 263 411 482 525 Lesson 10-1 Prob. 4 Lesson 3-5 Prob. 2 Lesson 4-5 Prob. 5 Lesson 5-2 Prob. 4 Lesson 5-5 Prob. 1 Page 102 of 228 Pearson Education, Inc., publishing as Prentice Hall: Teacher Material

Review 1008 1009 267 268 413 414 485 486 531 Lesson 10-1 Exs. 5, 6 8, 15 17, 22, 26 Lesson 3-5 Exs. 2 4, 5 7, 8, 9, 10, 11 13, 14, 16 19 Lesson 4-5 Exs. 5, 6 8, 9 Lesson 5-2 Exs. 1, 2, 6 15, 19 21, 22 Lesson 5-5 Exs. 13 15 Assessment 1003 263 411 483 526 Lesson 10-1 Prob. 4 Got It Lesson 3-5 Prob. 2 Got It Lesson 4-5 Prob. 5 Got It Lesson 5-2 Prob. 4 Got It Lesson 5-5 Prob. 1 Got It 1002 1003 409 410 480 481 Lesson 10-1 Prob. 2 Lesson 10-1 Prob. 3 Lesson 4-5 Prob. 3B Lesson 4-5 Prob. 4 Lesson 5-2 Prob. 2 Lesson 5-2 Prob. 3 Assessment 1002 1003 409 410 481 482 Lesson 10-1 Prob. 2 Got It Lesson 10-1 Prob. 3 Got It Lesson 4-5 Prob. 3 Got It Lesson 4-5 Prob. 4 Got It Lesson 5-2 Prob. 2 Got It Lesson 5-2 Prob. 3 Got It (6) Proof and congruence. The student uses the process skills with deductive reasoning to prove and apply theorems by using a variety of methods such as coordinate, transformational, and axiomatic and formats such as two-column, paragraph, and flow chart. (E) prove a quadrilateral is a parallelogram, rectangle, square, or rhombus using opposite sides, opposite angles, or diagonals and apply these relationships to solve problems (i) prove a quadrilateral is a parallelogram, rectangle, square, or rhombus using opposite sides, opposite angles, or diagonals 9780133300703 9780133300703 9780133300710 9780133300710 626 654 705 706 Lesson 6-3 Prob. 5A, Prob. 5C, Prob. 5D Lesson 6-5 Prob. 3A Lesson 7-1 Prob. 2 Lesson 7-1 Prob. 3 Review 630 741 Lesson 6-3 Exs. 1 4 Lesson 7-3 Ex. 21 Page 103 of 228 Pearson Education, Inc., publishing as Prentice Hall: Teacher Material

Assessment 9780133300703 9780133300710 9780133300710 627 705 707 Lesson 6-3 Prob. 5 Got It parts b d Lesson 7-1 Prob. 2 Got It parts a b Lesson 7-1 Prob. 3 Got It 623 652 653 Lesson 6-3 Prob. 1, Prob. 2 Lesson 6-5 Prob. 1 Lesson 6-5 Prob. 2 Review 631 659 Lesson 6-3 Exs. 16, 17 Lesson 6-5 Exs. 16, 17 (6) Proof and congruence. The student uses the process skills with deductive reasoning to prove and apply theorems by using a variety of methods such as coordinate, transformational, and axiomatic and formats such as two-column, paragraph, and flow chart. (E) prove a quadrilateral is a parallelogram, rectangle, square, or rhombus using opposite sides, opposite angles, or diagonals and apply these relationships to solve problems (ii) apply these relationships to solve problems 611 627 642 656 Lesson 6-2 Prob. 3 Lesson 6-3 Prob. 6 Lesson 6-4 Prob. 4 Lesson 6-5 Prob. 5 Review 614 630 631 644 645 658 Lesson 6-2 Exs. 17 19 Lesson 6-3 Exs. 5 10, 15 Lesson 6-4 Exs. 1 3, 4 9, 15, 17 20, 21, 22, 25, 26 Lesson 6-5 Exs. 1 6 Assessment 611 628 642 656 Lesson 6-2 Prob. 3 Got It part a Lesson 6-3 Prob. 6 Got It Lesson 6-4 Prob. 4 Got It part a Lesson 6-5 Prob. 5 Got It 625 641 654 Lesson 6-3 Prob. 4 Lesson 6-4 Prob. 3 Lesson 6-4 Prob. 4 Page 104 of 228 Pearson Education, Inc., publishing as Prentice Hall: Teacher Material

Assessment 626 641 655 Lesson 6-3 Prob. 4 Got It Lesson 6-4 Prob. 3 Got It Lesson 6-5 Prob. 4 Got It (7) Similarity, proof, and trigonometry. The student uses the process skills in applying similarity to solve problems. (A) apply the definition of similarity in terms of a dilation to identify similar figures and their proportional sides and the congruent corresponding angles (i) apply the definition of similarity in terms of a dilation to identify similar figures 925 Lesson 9-2 Prob. 3 Review 930 Lesson 9-2 Exs. 17 20 Assessment 925 Lesson 9-2 Prob. 3 Got It 927 Lesson 9-2 Prob. 4 Review 929 930 Lesson 9-2 Exs. 7 10 (7) Similarity, proof, and trigonometry. The student uses the process skills in applying similarity to solve problems. (A) apply the definition of similarity in terms of a dilation to identify similar figures and their proportional sides and the congruent corresponding angles (ii) apply the definition of similarity in terms of a dilation to identify their proportional sides 925 Lesson 9-2 Prob. 3 Review 930 Lesson 9-2 Exs. 17 20 (7) Similarity, proof, and trigonometry. The student uses the process skills in applying similarity to solve problems. (A) apply the definition of similarity in terms of a dilation to identify similar figures and their proportional sides and the congruent corresponding angles (iii) apply the definition of similarity in terms of a dilation to identify the congruent corresponding angles 925 Lesson 9-2 Prob. 3 Review 930 Lesson 9-2 Exs. 17 19 Page 105 of 228 Pearson Education, Inc., publishing as Prentice Hall: Teacher Material

(7) Similarity, proof, and trigonometry. The student uses the process skills in applying similarity to solve problems. (B) apply the Angle-Angle criterion to verify similar triangles and apply the proportionality of the corresponding sides to solve problems (i) apply the Angle-Angle criterion to verify similar triangles Review 944 945 Lesson 9-3 Exs. 1, 4, 10 Assessment 938 Lesson 9-3 Prob. 1 Got It 940 Lesson 9-3 Prob. 3 Assessment 940 Lesson 9-3 Prob. 3 Got It 938 Lesson 9-3 Prob. 1 (7) Similarity, proof, and trigonometry. The student uses the process skills in applying similarity to solve problems. (B) apply the Angle-Angle criterion to verify similar triangles and apply the proportionality of the corresponding sides to solve problems (ii) apply the proportionality of the corresponding sides to solve problems Review 944 945 Lesson 9-3 Exs. 7 9, 11 Assessment 947 Lesson 9-3 Exs. 1, 3, 4 941 Lesson 9-3 Prob. 4 (8) Similarity, proof, and trigonometry. The student uses the process skills with deductive reasoning to prove and apply theorems by using a variety of methods such as coordinate, transformational, and axiomatic and formats such as two-column, paragraph, and flow chart. The student is expected to: (A) prove theorems about similar triangles, including the Triangle Proportionality theorem, and apply these theorems to solve problems (i) prove theorems about similar triangles, including the Triangle Proportionality theorem 954 971 Lesson 9-4 Prob. 1 Lesson 9-5 Prob. 2 Review 961 976 977 Lesson 9-4 Exs. 21, 22, 30, 31 Lesson 9-5 Exs. 1, 18, 20, 25 Assessment 972 Lesson 9-5 Prob. 2 Got It Page 106 of 228 Pearson Education, Inc., publishing as Prentice Hall: Teacher Material

(8) Similarity, proof, and trigonometry. The student uses the process skills with deductive reasoning to prove and apply theorems by using a variety of methods such as coordinate, transformational, and axiomatic and formats such as two-column, paragraph, and flow chart. The student is expected to: (A) prove theorems about similar triangles, including the Triangle Proportionality theorem, and apply these theorems to solve problems (ii) apply these theorems to solve problems 958 972 Lesson 9-4 Prob. 5, Prob. 6 Lesson 9-5 Prob. 3 Review 960 976 977 Lesson 9-4 Exs. 7 11 Lesson 9-5 Exs. 2 4, 21 22 Assessment 958 972 Lesson 9-4 Prob. 5 Got It, Prob. 6 Got It Lesson 9-5 Prob. 3 Got It part a 973 Lesson 9-5 Prob. 4 Assessment 973 Lesson 9-5 Prob. 4 Got It (8) Similarity, proof, and trigonometry. The student uses the process skills with deductive reasoning to prove and apply theorems by using a variety of methods such as coordinate, transformational, and axiomatic and formats such as two-column, paragraph, and flow chart. The student is expected to: (B) identify and apply the relationships that exist when an altitude is drawn to the hypotenuse of a right triangle, including the geometric mean, to solve problems (i) identify the relationships that exist when an altitude is drawn to the hypotenuse of a right triangle, including the geometric mean, to solve problems 957 958 Lesson 9-4 Prob. 4 Lesson 9-4 Prob. 5 Review 960 961 Lesson 9-4 Exs. 7 11 Lesson 9-4 Exs. 23, 24 Assessment 957 958 Lesson 9-4 Prob. 4 Got It Lesson 9-4 Prob. 5 Got it (8) Similarity, proof, and trigonometry. The student uses the process skills with deductive reasoning to prove and apply theorems by using a variety of methods such as coordinate, transformational, and axiomatic and formats such as two-column, paragraph, and flow chart. The student is expected to: (B) identify and apply the relationships that exist when an altitude is drawn to the hypotenuse of a right triangle, including the geometric mean, to solve problems (ii) apply the relationships that exist when an altitude is drawn to the hypotenuse of a right triangle, including the geometric mean, to solve problems 958 Lesson 9-4 Prob. 5, Prob. 6 Review 960 961 Lesson 9-4 Exs. 7 11, 20, 26 29 Page 107 of 228 Pearson Education, Inc., publishing as Prentice Hall: Teacher Material

Assessment 958 Lesson 9-4 Prob. 5 Got It, Prob. 6 Got It (9) Similarity, proof, and trigonometry. The student uses the process skills to understand and apply relationships in right triangles. The student is expected to: (A) determine the lengths of sides and measures of angles in a right triangle by applying the trigonometric ratios sine, cosine, and tangent to solve problems (i) determine the lengths of sides in a right triangle by applying the trigonometric ratio sine to solve problems 1045 Lesson 10-4 Prob. 3 Review 1047 Lesson 10-4 Ex. 11 1291 Lesson 13-5 Prob. 2 Assessment 1291 Lesson 13-5 Prob. 2 Got It Review 1294-1295 Lesson 13-5 Exs. 3 6, 28 (9) Similarity, proof, and trigonometry. The student uses the process skills to understand and apply relationships in right triangles. The student is expected to: (A) determine the lengths of sides and measures of angles in a right triangle by applying the trigonometric ratios sine, cosine, and tangent to solve problems (ii) determine the measures of angles in a right triangle by applying the trigonometric ratio sine to solve problems 1032 Lesson 10-3 Prob. 3A Review 1035 Lesson 10-3 Exs. 12, 16 1034 Lesson 10-3 Ex. 1b Assessment 1037 Lesson 10-3 Ex. 5 (9) Similarity, proof, and trigonometry. The student uses the process skills to understand and apply relationships in right triangles. The student is expected to: (A) determine the lengths of sides and measures of angles in a right triangle by applying the trigonometric ratios sine, cosine, and tangent to solve problems (iii) determine the lengths of sides in a right triangle by applying the trigonometric ratio cosine to solve problems 1291 Lesson 13-5 Prob. 2 Review 1294-1295 Lesson 13-5 Exs. 3 6, 28 Assessment 1037 Lesson 10-3 Exs. 1, 6, 7b Assessment 1291 Lesson 13-5 Prob. 2 Got It Page 108 of 228 Pearson Education, Inc., publishing as Prentice Hall: Teacher Material

(9) Similarity, proof, and trigonometry. The student uses the process skills to understand and apply relationships in right triangles. The student is expected to: (A) determine the lengths of sides and measures of angles in a right triangle by applying the trigonometric ratios sine, cosine, and tangent to solve problems (iv) determine the measures of angles in a right triangle by applying the trigonometric ratio cosine to solve problems 1032 Lesson 10-3 Prob. 3B Review 1035 Lesson 10-3 Exs. 14, 15 (9) Similarity, proof, and trigonometry. The student uses the process skills to understand and apply relationships in right triangles. The student is expected to: (A) determine the lengths of sides and measures of angles in a right triangle by applying the trigonometric ratios sine, cosine, and tangent to solve problems (v) determine the lengths of sides in a right triangle by applying the trigonometric ratio tangent to solve problems Review 1035 1036 Lesson 10-3 Exs. 6, 26 1045 Lesson 10-4 Prob. 2 Review 1047 1048 Lesson 10-4 Exs. 13, 22, 26 Assessment 1045 Lesson 10-4 Prob. 2 Got It 1031 Lesson 10-3 Prob. 2 (9) Similarity, proof, and trigonometry. The student uses the process skills to understand and apply relationships in right triangles. The student is expected to: (A) determine the lengths of sides and measures of angles in a right triangle by applying the trigonometric ratios sine, cosine, and tangent to solve problems (vi) determine the measures of angles in a right triangle by applying the trigonometric ratio tangent to solve problems Review 1036 Lesson 10-3 Exs. 20 22, 27 Assessment 1033 Lesson 10-3 Prob. 4 Got It 1033 Lesson 10-3 Prob. 4 (9) Similarity, proof, and trigonometry. The student uses the process skills to understand and apply relationships in right triangles. The student is expected to: (B) apply the relationships in special right triangles 30-60 -90 and 45-45 -90 and the Pythagorean theorem, including Pythagorean triples, to solve problems (i) apply the relationships in special right triangles 30-60 -90 to solve problems 1018 Lesson 10-2 Prob. 4, Prob. 5 Review 1021 Lesson 10-2 Exs. 6 12 Page 109 of 228 Pearson Education, Inc., publishing as Prentice Hall: Teacher Material

Assessment 1018 1019 Lesson 10-2 Prob. 4 Got It, Prob. 5 Got It 1264 Lesson 13-3 Prob. 3 Review 1267 1268 Lesson 13-3 Exs. 8 11, 13, 14, 16 (9) Similarity, proof, and trigonometry. The student uses the process skills to understand and apply relationships in right triangles. The student is expected to: (B) apply the relationships in special right triangles 30-60 -90 and 45-45 -90 and the Pythagorean theorem, including Pythagorean triples, to solve problems (ii) apply the relationships in special right triangles 45-45 -90 to solve problems 1016 1017 Lesson 10-2 Prob. 1, Prob. 2, Prob. 3 Review 1021 Lesson 10-2 Exs. 1 3, 5 Assessment 1016 1017 Lesson 10-2 Prob. 1 Got It, Prob. 2 Got It, Prob. 3 Got It Review 1267 Lesson 13-3 Exs. 2, 12 (9) Similarity, proof, and trigonometry. The student uses the process skills to understand and apply relationships in right triangles. The student is expected to: (B) apply the relationships in special right triangles 30-60 -90 and 45-45 -90 and the Pythagorean theorem, including Pythagorean triples, to solve problems (iii) apply the relationships in the Pythagorean theorem, including Pythagorean triples, to solve problems 9780133300710 9780133300710 9780133300710 1002 1003 1004 Lesson 10-1 Prob. 2 Lesson 10-1 Prob. 4 Lesson 10-1 Prob. 5 Review 1008 Lesson 10-1 Exs. 1 3, 5 1002 Lesson 10-1 Prob. 2 Got It Assessment 1003 Lesson 10-1 Prob. 4 Got It (10) Two-dimensional and three-dimensional figures. The student uses the process skills to recognize characteristics and dimensional changes of two- and three-dimensional figures. The student is expected to: (A) identify the shapes of two-dimensional crosssections of prisms, pyramids, cylinders, cones, and spheres and identify threedimensional objects generated by rotations of twodimensional shapes (i) identify the shapes of twodimensional cross-sections of prisms 1321 Lesson 14-1 Prob. 4 Review 1324 Lesson 14-1 Exs. 10 11 Page 110 of 228 Pearson Education, Inc., publishing as Prentice Hall: Teacher Material

Assessment 1321 Lesson 14-1 Prob. 4 Got It (10) Two-dimensional and three-dimensional figures. The student uses the process skills to recognize characteristics and dimensional changes of two- and three-dimensional figures. The student is expected to: (A) identify the shapes of two-dimensional crosssections of prisms, pyramids, cylinders, cones, and spheres and identify threedimensional objects generated by rotations of twodimensional shapes (ii) identify the shapes of twodimensional cross-sections of pyramids 1322 Lesson 14-1 Prob. 5A, 5B Review 1324 Lesson 14-1 Ex. 12 (10) Two-dimensional and three-dimensional figures. The student uses the process skills to recognize characteristics and dimensional changes of two- and three-dimensional figures. The student is expected to: (A) identify the shapes of two-dimensional crosssections of prisms, pyramids, cylinders, cones, and spheres and identify threedimensional objects generated by rotations of twodimensional shapes (iii) identify the shapes of twodimensional cross-sections of cylinders 1319 Lesson 14-1 Prob. 3 Review 1324 Lesson 14-1 Ex. 9 Assessment 1323 Lesson 14-1 Ex. 3 (10) Two-dimensional and three-dimensional figures. The student uses the process skills to recognize characteristics and dimensional changes of two- and three-dimensional figures. The student is expected to: (A) identify the shapes of two-dimensional crosssections of prisms, pyramids, cylinders, cones, and spheres and identify threedimensional objects generated by rotations of twodimensional shapes (iv) identify the shapes of two-dimensional crosssections of cones 1322 Lesson 14-1 Prob. 5C Review 1324 Lesson 14-1 Ex. 8 Assessment 1322 Lesson 14-1 Prob. 5 Got It Page 111 of 228 Pearson Education, Inc., publishing as Prentice Hall: Teacher Material

(10) Two-dimensional and three-dimensional figures. The student uses the process skills to recognize characteristics and dimensional changes of two- and three-dimensional figures. The student is expected to: (A) identify the shapes of two-dimensional crosssections of prisms, pyramids, cylinders, cones, and spheres and identify threedimensional objects generated by rotations of twodimensional shapes (v) identify the shapes of twodimensional cross-sections of spheres 1322 Lesson 14-1 Prob. 5D Review 1325 Lesson 14-1 Ex. 23 (10) Two-dimensional and three-dimensional figures. The student uses the process skills to recognize characteristics and dimensional changes of two- and three-dimensional figures. The student is expected to: (A) identify the shapes of two-dimensional crosssections of prisms, pyramids, cylinders, cones, and spheres and identify threedimensional objects generated by rotations of twodimensional shapes (vi) identify threedimensional objects generated by rotations of twodimensional shapes 1322 Lesson 14-1 Prob.6 Review 1325 Lesson 14-1 Exs. 18 20 Assessment 1323 Lesson 14-1 Prob. 6 Got It (10) Two-dimensional and three-dimensional figures. The student uses the process skills to recognize characteristics and dimensional changes of two- and three-dimensional figures. The student is expected to: (B) determine and describe how changes in the linear dimensions of a shape affect its perimeter, area, surface area, or volume, including proportional and nonproportional dimensional change (i) determine how changes in the linear dimensions of a shape affect its perimeter, area, surface area, or volume, including proportional dimensional change 1275 1276 1080 1404 Lesson 13-4 Prob. 1 Lesson 11-1 Prob. 3 Lesson 14-7 Prob. 1 Review 1282 1083 1411 Lesson 13-4 Exs. 18 21 Lesson 11-1 Exs. 14, 16 Lesson 14-7 Exs. 9 13 Page 112 of 228 Pearson Education, Inc., publishing as Prentice Hall: Teacher Material

Assessment 1276 1080 1404 Lesson 13-4 Prob. 1 Got It Lesson 11-1 Prob. 3 Got It Lesson 14-7 Prob. 1 Got It (10) Two-dimensional and three-dimensional figures. The student uses the process skills to recognize characteristics and dimensional changes of two- and three-dimensional figures. The student is expected to: (B) determine and describe how changes in the linear dimensions of a shape affect its perimeter, area, surface area, or volume, including proportional and nonproportional dimensional change (ii) determine how changes in the linear dimensions of a shape affect its perimeter, area, surface area, or volume, including nonproportional dimensional change 1280 1409 Lesson 13-4 Prob. 6 Lesson 14-7 Prob. 6 Review 1283 1411 Lesson 13-4 Exs. 22, 23 Lesson 14-7 Ex. 14 Assessment 1280 1409 Lesson 13-4 Prob. 6 Got It Lesson 14-7 Prob. 6 Got It (10) Two-dimensional and three-dimensional figures. The student uses the process skills to recognize characteristics and dimensional changes of two- and three-dimensional figures. The student is expected to: (B) determine and describe how changes in the linear dimensions of a shape affect its perimeter, area, surface area, or volume, including proportional and nonproportional dimensional change (iii) describe how changes in the linear dimensions of a shape affect its perimeter, area, surface area, or volume, including proportional dimensional change 1275 1276 1080 1404 Lesson 13-4 Prob. 1 Lesson 11-1 Prob. 3 Lesson 14-7 Prob. 1 Review 1283 1084 1411 Lesson 13-4 Exs. 28, 30 Lesson 11-1 Ex. 34 Lesson 14-7 Exs. 1 3 Assessment 1404 Lesson 14-7 Prob. 1 Got It Page 113 of 228 Pearson Education, Inc., publishing as Prentice Hall: Teacher Material

(10) Two-dimensional and three-dimensional figures. The student uses the process skills to recognize characteristics and dimensional changes of two- and three-dimensional figures. The student is expected to: (B) determine and describe how changes in the linear dimensions of a shape affect its perimeter, area, surface area, or volume, including proportional and nonproportional dimensional change (iv) describe how changes in the linear dimensions of a shape affect its perimeter, area, surface area, or volume, including nonproportional dimensional change 1280 1409 Lesson 13-4 Prob. 6 Lesson 14-7 Prob. 6 Review 1283 1411 Lesson 13-4 Exs. 22, 26 Lesson 14-7 Ex. 14 Assessment 1280 1409 Lesson 13-4 Prob. 6 Got It Lesson 14-7 Prob. 6 Got It (11) Two-dimensional and three-dimensional figures. The student uses the process skills in the application of formulas to determine measures of two- and three-dimensional figures. The student is expected to: (A) apply the formula for the area of regular polygons to solve problems using appropriate units of measure (i) apply the formula for the area of regular polygons to solve problems using appropriate units of measure Review 1267 1268 Lesson 13-3 Exs. 4 15 Assessment 1263 Lesson 13-3 Prob. 2 Got It 1291 Lesson 13-5 Prob. 2 Review 1294 Lesson 13-5 Exs. 1 8, 18 21 1263 Lesson 13-3 Prob. 2 (11) Two-dimensional and three-dimensional figures. The student uses the process skills in the application of formulas to determine measures of two- and three-dimensional figures. The student is expected to: (B) determine the area of composite two-dimensional figures comprised of a combination of triangles, parallelograms, trapezoids, kites, regular polygons, or sectors of circles to solve problems using appropriate units of measure (i) determine the area of composite two-dimensional figures comprised of a combination of triangles, parallelograms, trapezoids, kites, regular polygons, or sectors of circles to solve problems using appropriate units of measure 1237 1251 1265 1109 1110 Lesson 13-1 Prob. 4 Lesson 13-2 Prob. 5 Lesson 13-3 Prob. 4 Lesson 11-3 Prob. 4 Page 114 of 228 Pearson Education, Inc., publishing as Prentice Hall: Teacher Material

Review 1240 1254 1268 1112 1113 Lesson 13-1 Exs. 11a, 12, 16 20 Lesson 13-2 Exs. 19, 22 Lesson 13-3 Exs. 21 23 Lesson 11-3 Ex. 21 Assessment 1237 1251 1252 1110 1111 Lesson 13-1 Prob. 4 Got It Lesson 13-2 Prob. 5 Got It Lesson 13-2 Ex. 3 Lesson 11-3 Prob. 4 Got It Lesson 11-3 Ex. 3 (11) Two-dimensional and three-dimensional figures. The student uses the process skills in the application of formulas to determine measures of two- and three-dimensional figures. The student is expected to: (C) apply the formulas for the total and lateral surface area of three-dimensional figures, including prisms, pyramids, cones, cylinders, spheres, and composite figures, to solve problems using appropriate units of measure (i) apply the formulas for the total surface area of threedimensional figures, including prisms, to solve problems using appropriate units of measure Review 1338 1339 Lesson 14-2 Exs. 1 7, 15 Assessment 1334 Lesson 14-2 Prob. 2 Got It 1334 Lesson 14-2 Prob. 2 (11) Two-dimensional and three-dimensional figures. The student uses the process skills in the application of formulas to determine measures of two- and three-dimensional figures. The student is expected to: (C) apply the formulas for the total and lateral surface area of three-dimensional figures, including prisms, pyramids, cones, cylinders, spheres, and composite figures, to solve problems using appropriate units of measure (ii) apply the formulas for the total surface area of threedimensional figures, including pyramids, to solve problems using appropriate units of measure Review 1352 Lesson 14-3 Exs. 4, 6, 8 Assessment 1346 Lesson 14-3 Prob. 1 Got It 1346 Lesson 14-3 Prob. 1 Page 115 of 228 Pearson Education, Inc., publishing as Prentice Hall: Teacher Material

(11) Two-dimensional and three-dimensional figures. The student uses the process skills in the application of formulas to determine measures of two- and three-dimensional figures. The student is expected to: (C) apply the formulas for the total and lateral surface area of three-dimensional figures, including prisms, pyramids, cones, cylinders, spheres, and composite figures, to solve problems using appropriate units of measure (iii) apply the formulas for the total surface area of threedimensional figures, including cones, to solve problems using appropriate units of measure Review 1352 1353 Lesson 14-3 Exs. 5, 20 Assessment 1348 Lesson 14-3 Prob. 3 Got It 1348 Lesson 14-3 Prob. 3 (11) Two-dimensional and three-dimensional figures. The student uses the process skills in the application of formulas to determine measures of two- and three-dimensional figures. The student is expected to: (C) apply the formulas for the total and lateral surface area of three-dimensional figures, including prisms, pyramids, cones, cylinders, spheres, and composite figures, to solve problems using appropriate units of measure (iv) apply the formulas for the total surface area of three-dimensional figures, including cylinders, to solve problems using appropriate units of measure Review 1338-1339 Lesson 14-2 Exs. 10, 11, 20 Assessment 1336 Lesson 14-2 Prob. 3 Got It 1335 Lesson 14-2 Prob. 3 (11) Two-dimensional and three-dimensional figures. The student uses the process skills in the application of formulas to determine measures of two- and three-dimensional figures. The student is expected to: (C) apply the formulas for the total and lateral surface area of three-dimensional figures, including prisms, pyramids, cones, cylinders, spheres, and composite figures, to solve problems using appropriate units of measure (v) apply the formulas for the total surface area of threedimensional figures, including spheres, to solve problems using appropriate units of measure 1388 1389 Lesson 14-6 Prob. 1, Prob. 2 Review 1394 1395 Lesson 14-6 Exs. 8 12, 30 Assessment 1388 1390 Lesson 14-6 Prob. 1 Got It, Prob. 2 Got It 1392 Lesson 14-6 Prob. 5 Page 116 of 228 Pearson Education, Inc., publishing as Prentice Hall: Teacher Material

Assessment 1392 Lesson 14-6 Prob. 5 Got It (11) Two-dimensional and three-dimensional figures. The student uses the process skills in the application of formulas to determine measures of two- and three-dimensional figures. The student is expected to: (C) apply the formulas for the total and lateral surface area of three-dimensional figures, including prisms, pyramids, cones, cylinders, spheres, and composite figures, to solve problems using appropriate units of measure (vi) apply the formulas for the total surface area of three-dimensional figures, including composite figures, to solve problems using appropriate units of measure Review 1353 Lesson 14-3 Exs. 11 13 Assessment 1350 Lesson 14-3 Prob. 5 Got It 1350 Lesson 14-3 Prob. 5 (11) Two-dimensional and three-dimensional figures. The student uses the process skills in the application of formulas to determine measures of two- and three-dimensional figures. The student is expected to: (C) apply the formulas for the total and lateral surface area of three-dimensional figures, including prisms, pyramids, cones, cylinders, spheres, and composite figures, to solve problems using appropriate units of measure (vii) apply the formulas for the lateral surface area of three-dimensional figures, including prisms, to solve problems using appropriate units of measure Review 1338 1339 Lesson 14-2 Exs. 4b, 13 Assessment 1334 Lesson 14-2 Prob. 2 Got It part a 1350 Lesson 14-3 Prob. 5 1334 Lesson 14-2 Prob. 2 (11) Two-dimensional and three-dimensional figures. The student uses the process skills in the application of formulas to determine measures of two- and three-dimensional figures. The student is expected to: (C) apply the formulas for the total and lateral surface area of three-dimensional figures, including prisms, pyramids, cones, cylinders, spheres, and composite figures, to solve problems using appropriate units of measure (viii) apply the formulas for the lateral surface area of three-dimensional figures, including pyramids, to solve problems using appropriate units of measure Review 1352 Lesson 14-3 Ex. 2 Assessment 1347 Lesson 14-3 Prob. 2 Got It 1350 Lesson 14-3 Prob. 5 1347 Lesson 14-3 Prob. 2 Page 117 of 228 Pearson Education, Inc., publishing as Prentice Hall: Teacher Material

(11) Two-dimensional and three-dimensional figures. The student uses the process skills in the application of formulas to determine measures of two- and three-dimensional figures. The student is expected to: (C) apply the formulas for the total and lateral surface area of three-dimensional figures, including prisms, pyramids, cones, cylinders, spheres, and composite figures, to solve problems using appropriate units of measure (ix) apply the formulas for the lateral surface area of threedimensional figures, including cones, to solve problems using appropriate units of measure 1349 Lesson 14-3 Prob. 4 Review 1352 1353 Lesson 14-3 Exs. 3, 14 Assessment 1349 Lesson 14-3 Prob. 4 Got It (11) Two-dimensional and three-dimensional figures. The student uses the process skills in the application of formulas to determine measures of two- and three-dimensional figures. The student is expected to: (C) apply the formulas for the total and lateral surface area of three-dimensional figures, including prisms, pyramids, cones, cylinders, spheres, and composite figures, to solve problems using appropriate units of measure (x) apply the formulas for the lateral surface area of threedimensional figures, including cylinders, to solve problems using appropriate units of measure 1336 Lesson 14-2 Prob. 4 Review 1338 1339 Lesson 14-2 Exs. 8, 22 Assessment 1336 Lesson 14-2 Prob. 4 Got It (11) Two-dimensional and three-dimensional figures. The student uses the process skills in the application of formulas to determine measures of two- and three-dimensional figures. The student is expected to: (C) apply the formulas for the total and lateral surface area of three-dimensional figures, including prisms, pyramids, cones, cylinders, spheres, and composite figures, to solve problems using appropriate units of measure (xi) apply the formulas for the lateral surface area of threedimensional figures, including spheres, to solve problems using appropriate units of measure 1388 1389 Lesson 14-6 Prob. 1, Prob. 2 Review 1394 1395 Lesson 14-6 Exs. 8 12, 30 1388 Lesson 14-6 Prob. 1 Got It Assessment 1390 Lesson 14-6 Prob. 2 Got It 1392 Lesson 14-6 Prob. 5 Assessment 1392 Lesson 14-6 Prob. 5 Got It Page 118 of 228 Pearson Education, Inc., publishing as Prentice Hall: Teacher Material

(11) Two-dimensional and three-dimensional figures. The student uses the process skills in the application of formulas to determine measures of two- and three-dimensional figures. The student is expected to: (C) apply the formulas for the total and lateral surface area of three-dimensional figures, including prisms, pyramids, cones, cylinders, spheres, and composite figures, to solve problems using appropriate units of measure (xii) apply the formulas for the lateral surface area of three-dimensional figures, including composite figures, to solve problems using appropriate units of measure Review 1353 Lesson 14-3 Exs. 11 13 Assessment 1350 Lesson 14-3 Prob. 5 Got It 1350 Lesson 14-3 Prob. 5 (11) Two-dimensional and three-dimensional figures. The student uses the process skills in the application of formulas to determine measures of two- and three-dimensional figures. The student is expected to: (D) apply the formulas for the volume of threedimensional figures, including prisms, pyramids, cones, cylinders, spheres, and composite figures, to solve problems using appropriate units of measure (i) apply the formulas for the volume of three-dimensional figures, including prisms, to solve problems using appropriate units of measure 1360 1361 Lesson 14-4 Prob. 1, Prob. 2 Review 1365 1366 Lesson 14-4 Exs. 1, 3, 12 Assessment 1360 1361 Lesson 14-4 Prob. 1 Got It, Prob. 2 Got It 1362 Lesson 14-4 Prob. 4 (11) Two-dimensional and three-dimensional figures. The student uses the process skills in the application of formulas to determine measures of two- and three-dimensional figures. The student is expected to: (D) apply the formulas for the volume of threedimensional figures, including prisms, pyramids, cones, cylinders, spheres, and composite figures, to solve problems using appropriate units of measure (ii) apply the formulas for the volume of three-dimensional figures, including pyramids, to solve problems using appropriate units of measure 1375 Lesson 14-5 Prob. 1, Prob. 2 Review 1380 Lesson 14-5 Exs. 1 3, 13 Assessment 1375 1376 Lesson 14-5 Prob. 1 Got It, Prob. 2 Got It Page 119 of 228 Pearson Education, Inc., publishing as Prentice Hall: Teacher Material

(11) Two-dimensional and three-dimensional figures. The student uses the process skills in the application of formulas to determine measures of two- and three-dimensional figures. The student is expected to: (D) apply the formulas for the volume of threedimensional figures, including prisms, pyramids, cones, cylinders, spheres, and composite figures, to solve problems using appropriate units of measure (iii) apply the formulas for the volume of three-dimensional figures, including cones, to solve problems using appropriate units of measure 1376 1378 Lesson 14-5 Prob. 3, Prob. 4 Review 1380 1381 Lesson 14-5 Exs. 4 7, 17 Assessment 1377 1378 Lesson 14-5 Prob. 3 Got It, Prob. 4 Got It Review 1395 Lesson 14-6 Ex. 28 (11) Two-dimensional and three-dimensional figures. The student uses the process skills in the application of formulas to determine measures of two- and three-dimensional figures. The student is expected to: (D) apply the formulas for the volume of threedimensional figures, including prisms, pyramids, cones, cylinders, spheres, and composite figures, to solve problems using appropriate units of measure (iv) apply the formulas for the volume of threedimensional figures, including cylinders, to solve problems using appropriate units of measure 1362 Lesson 14-4 Prob. 3 Review 1365 Lesson 14-4 Ex. 2 Assessment 1362 Lesson 14-4 Prob. 3 Got It 1391 Lesson 14-6 Prob. 4 (11) Two-dimensional and three-dimensional figures. The student uses the process skills in the application of formulas to determine measures of two- and three-dimensional figures. The student is expected to: (D) apply the formulas for the volume of threedimensional figures, including prisms, pyramids, cones, cylinders, spheres, and composite figures, to solve problems using appropriate units of measure (v) apply the formulas for the volume of three-dimensional figures, including spheres, to solve problems using appropriate units of measure 1390 Lesson 14-6 Prob. 3 Review 1394 1395 Lesson 14-6 Exs. 5 7, 21 Assessment 1390 Lesson 14-6 Prob. 3 Got It Page 120 of 228 Pearson Education, Inc., publishing as Prentice Hall: Teacher Material

(11) Two-dimensional and three-dimensional figures. The student uses the process skills in the application of formulas to determine measures of two- and three-dimensional figures. The student is expected to: (D) apply the formulas for the volume of threedimensional figures, including prisms, pyramids, cones, cylinders, spheres, and composite figures, to solve problems using appropriate units of measure (vi) apply the formulas for the volume of threedimensional figures, including composite figures, to solve problems using appropriate units of measure 1362 1391 Lesson 14-4 Prob. 4 Lesson 14-6 Prob. 4 Review 1365 Lesson 14-4 Exs. 6, 7 Assessment 1363 Lesson 14-4 Prob. 4 Got It Review 1395 Lesson 14-6 Exs. 28, 31, 32 Assessment 1391 Lesson 14-6 Prob. 4 Got It (12) Circles. The student uses the process skills to understand geometric relationships and apply theorems and equations about circles. The student is expected to: (A) apply theorems about circles, including relationships among angles, radii, chords, tangents, and secants, to solve noncontextual problems (i) apply theorems about circles, including relationships among angles, radii, chords, tangents, and secants, to solve noncontextual problems 1150 1152 1153 1165 1195 Lesson 12-1 Prob. 1 Lesson 12-1 Prob. 3 Lesson 12-1 Prob. 5 Lesson 12-2 Prob. 2 Lesson 12-4 Prob. 2 Review 1156 1157 1170 1172 1184 1185 1200 Lesson 12-1 Exs. 1 3, 7 9, 10, 11 Lesson 12-2 Exs. 1, 2, 3 5, 6, 15 20, 29 Lesson 12-3 1 4, 5 7, 12, 13 Lesson 12-4 Exs. 1 3, 8 Assessment 1150 1152 1153 1166 1195 Lesson 12-1 Prob. 1 Got It Lesson 12-1 Prob. 3 Got It Lesson 12-1 Prob. 5 Got It Lesson 12-2 Prob. 2 Got It Lesson 12-4 Prob. 2 Got It 1152 1168 1181 1198 Lesson 12-1 Prob. 4 Lesson 12-2 Prob. 5 Lesson 12-3 Prob. 2 Lesson 12-4 Prob. 4 Page 121 of 228 Pearson Education, Inc., publishing as Prentice Hall: Teacher Material

(12) Circles. The student uses the process skills to understand geometric relationships and apply theorems and equations about circles. The student is expected to: (B) apply the proportional relationship between the measure of an arc length of a circle and the circumference of the circle to solve problems (i) apply the proportional relationship between the measure of an arc length of a circle and the circumference of the circle to solve problems 1081 Lesson 11-1 Prob. 4 Review 1083 1084 Lesson 11-1 Exs. 16, 17 22, 33, 38 Assessment 1081 Lesson 11-1 Prob. 4 Got It 1095 Lesson 11-2 Prob. 3 Review 1098 Lesson 11-2 Exs. 1 3, 18 (12) Circles. The student uses the process skills to understand geometric relationships and apply theorems and equations about circles. The student is expected to: (C) apply the proportional relationship between the measure of the area of a sector of a circle and the area of the circle to solve problems (i) apply the proportional relationship between the measure of the area of a sector of a circle and the area of the circle to solve problems 1107 Lesson 11-3 Prob. 2 Review 1112 1113 Lesson 11-3 Exs. 8 11, 21, 22 Assessment 1108 Lesson 11-3 Prob. 2 Got It 1108 Lesson 11-3 Prob. 3 1109 1110 Lesson 11-3 Prob. 4 Review 1112 Lesson 11-3 Exs. 4 6, 12 19 (12) Circles. The student uses the process skills to understand geometric relationships and apply theorems and equations about circles. The student is expected to: (D) describe radian measure of an angle as the ratio of the length of an arc intercepted by a central angle and the radius of the circle (i) describe radian measure of an angle as the ratio of the length of an arc intercepted by a central angle and the radius of the circle 1093 Lesson 11-2 Prob. 1 Review 1098 1099 Lesson 11-2 Exs. 1 3, 25 Assessment 1093 Lesson 11-2 Prob. 1 Got It Page 122 of 228 Pearson Education, Inc., publishing as Prentice Hall: Teacher Material

(12) Circles. The student uses the process skills to understand geometric relationships and apply theorems and equations about circles. The student is expected to: (E) show that the equation of a circle with center at the origin and radius r is x 2 + y 2 = r 2 and determine the equation for the graph of a circle with radius r and center (h, k ), (x - h ) 2 + (y - k ) 2 =r 2 (i) show that the equation of a circle with center at the origin and radius r is x 2 + y 2 = r 2 1119 Lesson 11-4 Prob. 1 Review 1126 Lesson 11-4 Ex. 33 (12) Circles. The student uses the process skills to understand geometric relationships and apply theorems and equations about circles. The student is expected to: (E) show that the equation of a circle with center at the origin and radius r is x 2 + y 2 = r 2 and determine the equation for the graph of a circle with radius r and center (h, k ), (x - h ) 2 + (y - k ) 2 =r 2 (ii) determine that the equation for the graph of a circle with radius r and center (h, k ), (x - h ) 2 + (y - k ) 2 =r 2 Review 1125 Lesson 11-4 Exs. 1 3, 5, 6, 18, 19 Assessment 1120 Lesson 11-4 Prob. 2 Got It 1121 Lesson 11-4 Prob. 3 Assessment 1121 Lesson 11-4 Prob. 3 Got It 1120 Lesson 11-4 Prob. 2 (13) Probability. The student uses the process skills to understand probability in real-world situations and how to apply independence and dependence of events. (A) develop strategies to use permutations and combinations to solve contextual problems (i) develop strategies to use permutations to solve contextual problems 1471 Lesson 15-3 Prob. 5A Review 1473 Lesson 15-3 Exs. 7, 10 1469 Lesson 15-3 Prob. 3 Assessment 1469 Lesson 15-3 Prob. 3 Got It (13) Probability. The student uses the process skills to understand probability in real-world situations and how to apply independence and dependence of events. (A) develop strategies to use permutations and combinations to solve contextual problems (ii) develop strategies to use combinations to solve contextual problems 1470 1471 Lesson 15-3 Prob. 4 Lesson 15-3 Prob. 5B, Prob. 6 Page 123 of 228 Pearson Education, Inc., publishing as Prentice Hall: Teacher Material

Review 1473 Lesson 15-3 Exs. 8, 9, 14, 15 1470 Lesson 15-3 Prob. 4 Got It Assessment 1471 Lesson 15-3 Prob. 5 Got It (13) Probability. The student uses the process skills to understand probability in real-world situations and how to apply independence and dependence of events. (B) determine probabilities based on area to solve contextual problems (i) determine probabilities based on area to solve contextual problems 1455 1457 Lesson 15-2 Prob. 3 Lesson 15-2 Prob. 4 Review 1459 1460 Lesson 15-2 Exs. 10 13, 14 17, 23, 27 1456 Lesson 15-2 Prob. 3 Got It Assessment 1457 Lesson 15-2 Prob. 4 Got It (13) Probability. The student uses the process skills to understand probability in real-world situations and how to apply independence and dependence of events. (C) identify whether two events are independent and compute the probability of the two events occurring together with or without replacement (i) identify whether two events are independent 1481 Lesson 15-4 Prob. 1 Review 1485 Lesson 15-4 Exs. 1 4 Assessment 1481 Lesson 15-4 Prob. 1 Got It (13) Probability. The student uses the process skills to understand probability in real-world situations and how to apply independence and dependence of events. (C) identify whether two events are independent and compute the probability of the two events occurring together with or without replacement (ii) compute the probability of the two events occurring together with or without replacement 1505 Lesson 15-6 Prob. 3, Prob. 4 Review 1509 Lesson 15-6 Exs. 3 15 1505 Lesson 15-6 Prob. 3 Got It Assessment 1506 Lesson 15-6 Prob. 4 Got It Page 124 of 228 Pearson Education, Inc., publishing as Prentice Hall: Teacher Material

(13) Probability. The student uses the process skills to understand probability in real-world situations and how to apply independence and dependence of events. (D) apply conditional probability in contextual problems (i) apply conditional probability in contextual problems 1503 Lesson 15-6 Prob. 1 Review 1509 Lesson 15-6 Exs. 1, 2, 18 20, 22 Assessment 1504 Lesson 15-6 Prob. 1 Got It 1493 Lesson 15-5 Prob. 2 1494 Lesson 15-5 Prob. 3 Review 1496 1497 Lesson 15-5 Exs. 4 6, 8, 12 14, 17 (13) Probability. The student uses the process skills to understand probability in real-world situations and how to apply independence and dependence of events. (E) apply independence in contextual problems (i) apply independence in contextual problems 1482 Lesson 15-4 Prob. 2 Review 1485 Lesson 15-4 Exs. 5 7, 17, 19 Assessment 1482 Lesson 15-4 Prob. 2 Got It Page 125 of 228 Pearson Education, Inc., publishing as Prentice Hall: Teacher Material

Correlations to the English Language Proficiency Standards (ELPS): Student Material Subject Subchapter Course Publisher Program Title Program ISBN Chapter 111. Mathematics Subchapter C. High School 111.41. Geometry, Adopted 2012 (One Credit). Pearson Education, Inc., publishing as Prentice Hall Pearson Texas Geometry, Digital The English language proficiency standards (ELPS) outline English language proficiency level descriptors and student expectations for English language learners (ELLs). School districts are required to implement the ELPS as an integral part of each subject in the required curriculum. This document outlines the ELPS that have been designated as appropriate for inclusion in instructional materials. Since the designated ELPS are included in student materials for English language arts and reading, the ELPS are not required to be included in Proclamation 2015 instructional materials for Kindergarten through grade 5 where students are typically taught in self-contained classroom settings rather than departmentalized classes. Additionally, many of the designated ELPS are most appropriate for inclusion in teacher materials and are only required to be included in student materials where specifically indicated. (c) Cross-curricular second language acquisition essential knowledge and skills Knowledge and Skills Statement Student Expectation Breakout Required Grade Level Component ISBN Page (s) Specific Location 1) Cross-curricular second language acquisition/learning strategies. The ELL uses language learning strategies to develop an awareness of his or her own learning processes in all content areas. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all (A) use prior knowledge and experiences to understand meanings in English (1) use prior knowledge to understand meanings in English T: 9-12 S: 9-12 270 Lesson 8-1 Problem 1 518 Lesson 15-4 Problem 1 368 Lesson 10-4 Problem 1 Page 126 of 228 Pearson Education, Inc., publishing as Prentice Hall: ELPS: Student Material

Knowledge and Skills Statement Student Expectation Breakout Required Grade Level Component ISBN Page (s) Specific Location 1) Cross-curricular second language acquisition/learning strategies. The ELL uses language learning strategies to develop an awareness of his or her own learning processes in all content areas. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all (A) use prior knowledge and experiences to understand meanings in English (2) use prior experiences to understand meanings in English T: 9-12 S: 9-12 113 Lesson 3-8 Problem 4 1) Cross-curricular second language acquisition/learning strategies. The ELL uses language learning strategies to develop an awareness of his or her own learning processes in all content areas. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all (B) monitor oral and written language production and employ self-corrective techniques or other resources (1) monitor oral language production and employ selfcorrective techniques or other resources T: 9-12 1) Cross-curricular second language acquisition/learning strategies. The ELL uses language learning strategies to develop an awareness of his or her own learning processes in all content areas. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all (B) monitor oral and written language production and employ self-corrective techniques or other resources (2) monitor written language production and employ self-corrective techniques or other resources Page 127 of 228 Pearson Education, Inc., publishing as Prentice Hall: ELPS: Student Material

Knowledge and Skills Statement Student Expectation Breakout Required Grade Level Component ISBN Page (s) Specific Location 1) Cross-curricular second language acquisition/learning strategies. The ELL uses language learning strategies to develop an awareness of his or her own learning processes in all content areas. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all (C) use strategic learning techniques such as concept mapping, drawing, memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary (1) use strategic learning techniques to acquire basic and grade-level vocabulary 1) Cross-curricular second language acquisition/learning strategies. The ELL uses language learning strategies to develop an awareness of his or her own learning processes in all content areas. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all (D) speak using learning strategies such as requesting assistance, employing non-verbal cues, and using synonyms and circumlocution (conveying ideas by defining or describing when exact English words are not known) (1) speak using learning strategies T: 9-12 S: 9-12 512 Lesson 15-3 Problem 2 247 Lesson 6-6 Problem 4 531 Lesson 15-6 Problem 5 149 Lesson 4-5 Problem 3 1) Cross-curricular second language acquisition/learning strategies. The ELL uses language learning strategies to develop an awareness of his or her own learning processes in all content areas. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all (E) internalize new basic and academic language by using and reusing it in meaningful ways in speaking and writing activities that build concept and language attainment (1) internalize new basic language by using and reusing it in meaningful ways in speaking activities that build concept and language attainment Page 128 of 228 Pearson Education, Inc., publishing as Prentice Hall: ELPS: Student Material

Knowledge and Skills Statement Student Expectation Breakout Required Grade Level Component ISBN Page (s) Specific Location 1) Cross-curricular second language acquisition/learning strategies. The ELL uses language learning strategies to develop an awareness of his or her own learning processes in all content areas. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all (E) internalize new basic and academic language by using and reusing it in meaningful ways in speaking and writing activities that build concept and language attainment (2) internalize new basic language by using and reusing it in meaningful ways in writing activities that build concept and language attainment 1) Cross-curricular second language acquisition/learning strategies. The ELL uses language learning strategies to develop an awareness of his or her own learning processes in all content areas. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all (E) internalize new basic and academic language by using and reusing it in meaningful ways in speaking and writing activities that build concept and language attainment (3) internalize new academic language by using and reusing it in meaningful ways in speaking activities that build concept and language attainment 1) Cross-curricular second language acquisition/learning strategies. The ELL uses language learning strategies to develop an awareness of his or her own learning processes in all content areas. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all (E) internalize new basic and academic language by using and reusing it in meaningful ways in speaking and writing activities that build concept and language attainment (4) internalize new academic language by using and reusing it in meaningful ways in writing activities that build concept and language attainment Page 129 of 228 Pearson Education, Inc., publishing as Prentice Hall: ELPS: Student Material

Knowledge and Skills Statement Student Expectation Breakout Required Grade Level Component ISBN Page (s) Specific Location 1) Cross-curricular second language acquisition/learning strategies. The ELL uses language learning strategies to develop an awareness of his or her own learning processes in all content areas. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all (F) use accessible language and learn new and essential language in the process (1) use accessible language and learn new and essential language in the process T: 9-12 1) Cross-curricular second language acquisition/learning strategies. The ELL uses language learning strategies to develop an awareness of his or her own learning processes in all content areas. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all (G) demonstrate an increasing ability to distinguish between formal and informal English and an increasing knowledge of when to use each one commensurate with grade-level learning expectations (1) demonstrate an increasing ability to distinguish between formal and informal English 1) Cross-curricular second language acquisition/learning strategies. The ELL uses language learning strategies to develop an awareness of his or her own learning processes in all content areas. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all (G) demonstrate an increasing ability to distinguish between formal and informal English and an increasing knowledge of when to use each one commensurate with grade-level learning expectations (2) demonstrate an increasing knowledge of when to use [formal and informal English] commensurate with gradelevel learning expectations Page 130 of 228 Pearson Education, Inc., publishing as Prentice Hall: ELPS: Student Material

Knowledge and Skills Statement Student Expectation Breakout Required Grade Level Component ISBN Page (s) Specific Location 1) Cross-curricular second language acquisition/learning strategies. The ELL uses language learning strategies to develop an awareness of his or her own learning processes in all content areas. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all (H) develop and expand repertoire of learning strategies such as reasoning inductively or deductively, looking for patterns in language, and analyzing sayings and expressions commensurate with grade-level learning expectations (1) develop and expand repertoire of learning strategies (2) Cross-curricular second language acquisition/listening. The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be (A) distinguish sounds and intonation patterns of English with increasing ease (1) distinguish sounds of English with increasing ease (2) Cross-curricular second language acquisition/listening. The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be (A) distinguish sounds and intonation patterns of English with increasing ease (2) distinguish intonation patterns of English with increasing ease Page 131 of 228 Pearson Education, Inc., publishing as Prentice Hall: ELPS: Student Material

Knowledge and Skills Statement Student Expectation Breakout Required Grade Level Component ISBN Page (s) Specific Location (2) Cross-curricular second language acquisition/listening. The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be (B) recognize elements of the English sound system in newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters (1) recognize elements of the English sound system in newly acquired vocabulary (2) Cross-curricular second language acquisition/listening. The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be (C) learn new language structures, expressions, and basic and academic vocabulary heard during classroom instruction and interactions (1) learn new language structures heard during classroom instruction and interactions T: 9-12 (2) Cross-curricular second language acquisition/listening. The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be (C) learn new language structures, expressions, and basic and academic vocabulary heard during classroom instruction and interactions (2) learn new expressions heard during classroom instruction and interactions T: 9-12 Page 132 of 228 Pearson Education, Inc., publishing as Prentice Hall: ELPS: Student Material

Knowledge and Skills Statement Student Expectation Breakout Required Grade Level Component ISBN Page (s) Specific Location (2) Cross-curricular second language acquisition/listening. The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be (C) learn new language structures, expressions, and basic and academic vocabulary heard during classroom instruction and interactions (3) learn basic vocabulary heard during classroom instruction and interactions T: 9-12 S: 9-12 2 Lesson 1-1 Problem 1 423 Lesson 13-1 Problem 3 (2) Cross-curricular second language acquisition/listening. The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be (C) learn new language structures, expressions, and basic and academic vocabulary heard during classroom instruction and interactions (4) learn academic vocabulary heard during classroom instruction and interactions T: 9-12 S: 9-12 325 Lesson 9-2 Problem 3 68 Lesson 3-1 Problem 1 Page 133 of 228 Pearson Education, Inc., publishing as Prentice Hall: ELPS: Student Material

Knowledge and Skills Statement Student Expectation Breakout Required Grade Level Component ISBN Page (s) Specific Location (2) Cross-curricular second language acquisition/listening. The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be (D) monitor understanding of spoken language during classroom instruction and interactions and seek clarification as needed (1) monitor understanding of spoken language during classroom instruction and interactions T: 9-12 (2) Cross-curricular second language acquisition/listening. The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be (D) monitor understanding of spoken language during classroom instruction and interactions and seek clarification as needed (2) seek clarification [of spoken language] as needed T: 9-12 S: 9-12 161 Lesson 4-7 Problem 3 265 Lesson 7-3 Problem 2 481 Lesson 14-5 Problem 3 Page 134 of 228 Pearson Education, Inc., publishing as Prentice Hall: ELPS: Student Material

Knowledge and Skills Statement Student Expectation Breakout Required Grade Level Component ISBN Page (s) Specific Location (2) Cross-curricular second language acquisition/listening. The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be (E) use visual, contextual, and linguistic support to enhance and confirm understanding of increasingly complex and elaborated spoken language (1) use visual support to enhance and confirm understanding of increasingly complex and elaborated spoken language (2) Cross-curricular second language acquisition/listening. The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be (E) use visual, contextual, and linguistic support to enhance and confirm understanding of increasingly complex and elaborated spoken language (2) use contextual support to enhance and confirm understanding of increasingly complex and elaborated spoken language (2) Cross-curricular second language acquisition/listening. The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be (E) use visual, contextual, and linguistic support to enhance and confirm understanding of increasingly complex and elaborated spoken language (3) use linguistic support to enhance and confirm understanding of increasingly complex and elaborated spoken language T: 9-12 S: 9-12 185 Lesson 5-4 Problem 4 Page 135 of 228 Pearson Education, Inc., publishing as Prentice Hall: ELPS: Student Material

Knowledge and Skills Statement Student Expectation Breakout Required Grade Level Component ISBN Page (s) Specific Location 442 Lesson 13-4 Problem 4 (2) Cross-curricular second language acquisition/listening. The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be (F) listen to and derive meaning from a variety of media such as audio tape, video, DVD, and CD ROM to build and reinforce concept and language attainment (1) listen to and derive meaning from a variety of media to build and reinforce concept attainment (2) Cross-curricular second language acquisition/listening. The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be (F) listen to and derive meaning from a variety of media such as audio tape, video, DVD, and CD ROM to build and reinforce concept and language attainment (2) listen to and derive meaning from a variety of media to build and reinforce language attainment Page 136 of 228 Pearson Education, Inc., publishing as Prentice Hall: ELPS: Student Material

Knowledge and Skills Statement Student Expectation Breakout Required Grade Level Component ISBN Page (s) Specific Location (2) Cross-curricular second language acquisition/listening. The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be (G) understand the general meaning, main points, and important details of spoken language ranging from situations in which topics, language, and contexts are familiar to unfamiliar (1) understand the general meaning of spoken language ranging from situations in which topics are familiar to unfamiliar (2) Cross-curricular second language acquisition/listening. The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be (G) understand the general meaning, main points, and important details of spoken language ranging from situations in which topics, language, and contexts are familiar to unfamiliar (2) understand the general meaning of spoken language ranging from situations in which language [is] are familiar to unfamiliar (2) Cross-curricular second language acquisition/listening. The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be (G) understand the general meaning, main points, and important details of spoken language ranging from situations in which topics, language, and contexts are familiar to unfamiliar (3) understand the general meaning of spoken language ranging from situations in which contexts are familiar to unfamiliar Page 137 of 228 Pearson Education, Inc., publishing as Prentice Hall: ELPS: Student Material

Knowledge and Skills Statement Student Expectation Breakout Required Grade Level Component ISBN Page (s) Specific Location (2) Cross-curricular second language acquisition/listening. The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be (G) understand the general meaning, main points, and important details of spoken language ranging from situations in which topics, language, and contexts are familiar to unfamiliar (4) understand the main points of spoken language ranging from situations in which topics are familiar to unfamiliar (2) Cross-curricular second language acquisition/listening. The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be (G) understand the general meaning, main points, and important details of spoken language ranging from situations in which topics, language, and contexts are familiar to unfamiliar (5) understand the main points of spoken language ranging from situations in which language [is] are familiar to unfamiliar (2) Cross-curricular second language acquisition/listening. The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be (G) understand the general meaning, main points, and important details of spoken language ranging from situations in which topics, language, and contexts are familiar to unfamiliar (6) understand the main points of spoken language ranging from situations in which contexts are familiar to unfamiliar Page 138 of 228 Pearson Education, Inc., publishing as Prentice Hall: ELPS: Student Material

Knowledge and Skills Statement Student Expectation Breakout Required Grade Level Component ISBN Page (s) Specific Location (2) Cross-curricular second language acquisition/listening. The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be (G) understand the general meaning, main points, and important details of spoken language ranging from situations in which topics, language, and contexts are familiar to unfamiliar (7) understand the important details of spoken language ranging from situations in which topics are familiar to unfamiliar (2) Cross-curricular second language acquisition/listening. The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be (G) understand the general meaning, main points, and important details of spoken language ranging from situations in which topics, language, and contexts are familiar to unfamiliar (8) understand the important details of spoken language ranging from situations in which language [is] are familiar to unfamiliar (2) Cross-curricular second language acquisition/listening. The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be (G) understand the general meaning, main points, and important details of spoken language ranging from situations in which topics, language, and contexts are familiar to unfamiliar (9) understand the important details of spoken language ranging from situations in which contexts are familiar to unfamiliar Page 139 of 228 Pearson Education, Inc., publishing as Prentice Hall: ELPS: Student Material

Knowledge and Skills Statement Student Expectation Breakout Required Grade Level Component ISBN Page (s) Specific Location (2) Cross-curricular second language acquisition/listening. The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be (H) understand implicit ideas and information in increasingly complex spoken language commensurate with grade-level learning expectations (1) understand implicit ideas in increasingly complex spoken language commensurate with gradelevel learning expectations (2) Cross-curricular second language acquisition/listening. The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be (H) understand implicit ideas and information in increasingly complex spoken language commensurate with grade-level learning expectations (2) understand information in increasingly complex spoken language commensurate with gradelevel learning expectations (2) Cross-curricular second language acquisition/listening. The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be (I) demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs (1) demonstrate listening comprehension of increasingly complex spoken English by following directions commensurate with content and grade-level needs Page 140 of 228 Pearson Education, Inc., publishing as Prentice Hall: ELPS: Student Material

Knowledge and Skills Statement Student Expectation Breakout Required Grade Level Component ISBN Page (s) Specific Location (2) Cross-curricular second language acquisition/listening. The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be (I) demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs (2) demonstrate listening comprehension of increasingly complex spoken English by retelling or summarizing spoken messages commensurate with content and grade-level needs (2) Cross-curricular second language acquisition/listening. The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be (I) demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs (3) demonstrate listening comprehension of increasingly complex spoken English by responding to questions and requests commensurate with content and grade-level needs T: 9-12 S: 9-12 50 Lesson 2-4 Problem 2 343 Lesson 9-5 Problem 5 Page 141 of 228 Pearson Education, Inc., publishing as Prentice Hall: ELPS: Student Material

Knowledge and Skills Statement Student Expectation Breakout Required Grade Level Component ISBN Page (s) Specific Location (2) Cross-curricular second language acquisition/listening. The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be (I) demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs (4) demonstrate listening comprehension of increasingly complex spoken English by collaborating with peers commensurate with content and grade-level needs T: 9-12 (2) Cross-curricular second language acquisition/listening. The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be (I) demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs (5) demonstrate listening comprehension of increasingly complex spoken English by taking notes commensurate with content and grade-level needs T: 9-12 S: 9-12 362 Lesson 10-3 Problem 1 Page 142 of 228 Pearson Education, Inc., publishing as Prentice Hall: ELPS: Student Material

Knowledge and Skills Statement Student Expectation Breakout Required Grade Level Component ISBN Page (s) Specific Location (3) Cross-curricular second language acquisition/speaking. The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using vocabulary with increasing fluency and accuracy in language arts and all English language acquisition in speaking. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be (A) practice producing sounds of newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters to pronounce English words in a manner that is increasingly comprehensible (1) practice producing sounds of newly acquired vocabulary to pronounce English words in a manner that is increasingly comprehensible (3) Cross-curricular second language acquisition/speaking. The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using vocabulary with increasing fluency and accuracy in language arts and all English language acquisition in speaking. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be (B) expand and internalize initial English vocabulary by learning and using high-frequency English words necessary for identifying and describing people, places, and objects, by retelling simple stories and basic information represented or supported by pictures, and by learning and using routine language needed for classroom communication (1) expand and internalize initial English vocabulary by learning and using highfrequency English words necessary for identifying and describing people, places, and objects Page 143 of 228 Pearson Education, Inc., publishing as Prentice Hall: ELPS: Student Material

Knowledge and Skills Statement Student Expectation Breakout Required Grade Level Component ISBN Page (s) Specific Location (3) Cross-curricular second language acquisition/speaking. The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using vocabulary with increasing fluency and accuracy in language arts and all English language acquisition in speaking. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be (B) expand and internalize initial English vocabulary by learning and using high-frequency English words necessary for identifying and describing people, places, and objects, by retelling simple stories and basic information represented or supported by pictures, and by learning and using routine language needed for classroom communication (2) expand and internalize initial English vocabulary by retelling simple stories and basic information represented or supported by pictures (3) Cross-curricular second language acquisition/speaking. The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using vocabulary with increasing fluency and accuracy in language arts and all English language acquisition in speaking. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be (B) expand and internalize initial English vocabulary by learning and using high-frequency English words necessary for identifying and describing people, places, and objects, by retelling simple stories and basic information represented or supported by pictures, and by learning and using routine language needed for classroom communication (3) expand and internalize initial English vocabulary by learning and using routine language needed for classroom communication T: 9-12 S: 9-12 20 Lesson 1-4 Problem 1 234 Lesson 6-4 Problem 1 416 Lesson 12-4 Problem 2 Page 144 of 228 Pearson Education, Inc., publishing as Prentice Hall: ELPS: Student Material

Knowledge and Skills Statement Student Expectation Breakout Required Grade Level Component ISBN Page (s) Specific Location (3) Cross-curricular second language acquisition/speaking. The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using vocabulary with increasing fluency and accuracy in language arts and all English language acquisition in speaking. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be (C) speak using a variety of grammatical structures, sentence lengths, sentence types, and connecting words with increasing accuracy and ease as more English is acquired (1) speak using a variety of grammatical structures with increasing accuracy and ease as more English is acquired (3) Cross-curricular second language acquisition/speaking. The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using vocabulary with increasing fluency and accuracy in language arts and all English language acquisition in speaking. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be (C) speak using a variety of grammatical structures, sentence lengths, sentence types, and connecting words with increasing accuracy and ease as more English is acquired (2) speak using a variety of sentence lengths with increasing accuracy and ease as more English is acquired Page 145 of 228 Pearson Education, Inc., publishing as Prentice Hall: ELPS: Student Material

Knowledge and Skills Statement Student Expectation Breakout Required Grade Level Component ISBN Page (s) Specific Location (3) Cross-curricular second language acquisition/speaking. The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using vocabulary with increasing fluency and accuracy in language arts and all English language acquisition in speaking. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be (C) speak using a variety of grammatical structures, sentence lengths, sentence types, and connecting words with increasing accuracy and ease as more English is acquired (3) speak using a variety of sentence types with increasing accuracy and ease as more English is acquired (3) Cross-curricular second language acquisition/speaking. The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using vocabulary with increasing fluency and accuracy in language arts and all English language acquisition in speaking. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be (C) speak using a variety of grammatical structures, sentence lengths, sentence types, and connecting words with increasing accuracy and ease as more English is acquired (4) speak using a variety of connecting words with increasing accuracy and ease as more English is acquired T: 9-12 S: 9-12 26 Lesson 1-5 Problem 2 63 Lesson 2-6 Problem 5 Page 146 of 228 Pearson Education, Inc., publishing as Prentice Hall: ELPS: Student Material

Knowledge and Skills Statement Student Expectation Breakout Required Grade Level Component ISBN Page (s) Specific Location (3) Cross-curricular second language acquisition/speaking. The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using vocabulary with increasing fluency and accuracy in language arts and all English language acquisition in speaking. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be (D) speak using grade-level content area vocabulary in context to internalize new English words and build academic language proficiency (1) speak using gradelevel content area vocabulary in context to internalize new English words T: 9-12 S: 9-12 107 Lesson 3-7 Problem 4 14 Lesson 1-3 Problem 2 500 Lesson 15-1 Problem 2 (3) Cross-curricular second language acquisition/speaking. The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using vocabulary with increasing fluency and accuracy in language arts and all English language acquisition in speaking. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be (D) speak using grade-level content area vocabulary in context to internalize new English words and build academic language proficiency (2) speak using gradelevel content area vocabulary in context to build academic language proficiency T: 9-12 S: 9-12 276 Lesson 8-2 Problem 1 9 Lesson 1-2 Problem 4 494 Lesson 14-7 Problem 4 Page 147 of 228 Pearson Education, Inc., publishing as Prentice Hall: ELPS: Student Material

Knowledge and Skills Statement Student Expectation Breakout Required Grade Level Component ISBN Page (s) Specific Location (3) Cross-curricular second language acquisition/speaking. The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using vocabulary with increasing fluency and accuracy in language arts and all English language acquisition in speaking. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be (E) share information in cooperative learning interactions (1) share information in cooperative learning interactions T: 9-12 S: 9-12 381 Lesson 11-2 Problem 3 253 Lesson 7-1 Problem 3 57 Lesson 2-5 Problem 3 (3) Cross-curricular second language acquisition/speaking. The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using vocabulary with increasing fluency and accuracy in language arts and all English language acquisition in speaking. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be (F) ask and give information ranging from using a very limited bank of high-frequency, highneed, concrete vocabulary, including key words and expressions needed for basic communication in academic and social contexts, to using abstract and content-based vocabulary during extended speaking assignments (1) ask [for] information ranging from using a very limited bank of highfrequency, high-need, concrete vocabulary, including key words and expressions needed for basic communication in academic and social contexts, to using abstract and content-based vocabulary during extended speaking assignments T: 9-12 S: 9-12 136 Lesson 4-3 Problem 2 507 Lesson 15-2 Problem 3 Page 148 of 228 Pearson Education, Inc., publishing as Prentice Hall: ELPS: Student Material

Knowledge and Skills Statement Student Expectation Breakout Required Grade Level Component ISBN Page (s) Specific Location (3) Cross-curricular second language acquisition/speaking. The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using vocabulary with increasing fluency and accuracy in language arts and all English language acquisition in speaking. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be (F) ask and give information ranging from using a very limited bank of high-frequency, highneed, concrete vocabulary, including key words and expressions needed for basic communication in academic and social contexts, to using abstract and content-based vocabulary during extended speaking assignments (2) give information ranging from using a very limited bank of highfrequency, high-need, concrete vocabulary, including key words and expressions needed for basic communication in academic and social contexts, to using abstract and content-based vocabulary during extended speaking assignments T: 9-12 S: 9-12 404 Lesson 12-2 Problem 2 524 Lesson 15-5 Problem 1 118 Lesson 3-9 Problem 1 (3) Cross-curricular second language acquisition/speaking. The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using vocabulary with increasing fluency and accuracy in language arts and all English language acquisition in speaking. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be (G) express opinions, ideas, and feelings ranging from communicating single words and short phrases to participating in extended discussions on a variety of social and grade-appropriate academic topics (1) express opinions ranging from communicating single words and short phrases to participating in extended discussions on a variety of social and gradeappropriate academic topics T: 9-12 Page 149 of 228 Pearson Education, Inc., publishing as Prentice Hall: ELPS: Student Material

Knowledge and Skills Statement Student Expectation Breakout Required Grade Level Component ISBN Page (s) Specific Location (3) Cross-curricular second language acquisition/speaking. The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using vocabulary with increasing fluency and accuracy in language arts and all English language acquisition in speaking. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be (G) express opinions, ideas, and feelings ranging from communicating single words and short phrases to participating in extended discussions on a variety of social and grade-appropriate academic topics (2) express ideas ranging from communicating single words and short phrases to participating in extended discussions on a variety of social and gradeappropriate academic topics T: 9-12 (3) Cross-curricular second language acquisition/speaking. The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using vocabulary with increasing fluency and accuracy in language arts and all English language acquisition in speaking. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be (G) express opinions, ideas, and feelings ranging from communicating single words and short phrases to participating in extended discussions on a variety of social and grade-appropriate academic topics (3) express feelings ranging from communicating single words and short phrases to participating in extended discussions on a variety of social and gradeappropriate academic topics Page 150 of 228 Pearson Education, Inc., publishing as Prentice Hall: ELPS: Student Material

Knowledge and Skills Statement Student Expectation Breakout Required Grade Level Component ISBN Page (s) Specific Location (3) Cross-curricular second language acquisition/speaking. The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using vocabulary with increasing fluency and accuracy in language arts and all English language acquisition in speaking. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be (H) narrate, describe, and explain with increasing specificity and detail as more English is acquired (1) narrate with increasing specificity and detail as more English is acquired (3) Cross-curricular second language acquisition/speaking. The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using vocabulary with increasing fluency and accuracy in language arts and all English language acquisition in speaking. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be (H) narrate, describe, and explain with increasing specificity and detail as more English is acquired (2) describe with increasing specificity and detail as more English is acquired Page 151 of 228 Pearson Education, Inc., publishing as Prentice Hall: ELPS: Student Material

Knowledge and Skills Statement Student Expectation Breakout Required Grade Level Component ISBN Page (s) Specific Location (3) Cross-curricular second language acquisition/speaking. The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using vocabulary with increasing fluency and accuracy in language arts and all English language acquisition in speaking. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be (H) narrate, describe, and explain with increasing specificity and detail as more English is acquired (3) explain with increasing specificity and detail as more English is acquired T: 9-12 S: 9-12 131 Lesson 4-2 Problem 4 89 Lesson 3-4 Problem 2 (3) Cross-curricular second language acquisition/speaking. The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using vocabulary with increasing fluency and accuracy in language arts and all English language acquisition in speaking. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be (I) adapt spoken language appropriately for formal and informal purposes (1) adapt spoken language appropriately for formal purposes Page 152 of 228 Pearson Education, Inc., publishing as Prentice Hall: ELPS: Student Material

Knowledge and Skills Statement Student Expectation Breakout Required Grade Level Component ISBN Page (s) Specific Location (3) Cross-curricular second language acquisition/speaking. The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using vocabulary with increasing fluency and accuracy in language arts and all English language acquisition in speaking. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be (I) adapt spoken language appropriately for formal and informal purposes (2) adapt spoken language appropriately for informal purposes (3) Cross-curricular second language acquisition/speaking. The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using vocabulary with increasing fluency and accuracy in language arts and all English language acquisition in speaking. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be (J) respond orally to information presented in a wide variety of print, electronic, audio, and visual media to build and reinforce concept and language attainment (1) respond orally to information presented in a wide variety of print, electronic, audio, and visual media to build and reinforce concept attainment Page 153 of 228 Pearson Education, Inc., publishing as Prentice Hall: ELPS: Student Material

Knowledge and Skills Statement Student Expectation Breakout Required Grade Level Component ISBN Page (s) Specific Location (3) Cross-curricular second language acquisition/speaking. The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using vocabulary with increasing fluency and accuracy in language arts and all English language acquisition in speaking. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be (J) respond orally to information presented in a wide variety of print, electronic, audio, and visual media to build and reinforce concept and language attainment (2) respond orally to information presented in a wide variety of print, electronic, audio, and visual media to build and reinforce language attainment N/A (4) Cross-curricular second language acquisition/reading. The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all For kindergarten and grade 1, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text. (A) learn relationships between sounds and letters of the English language and decode (sound out) words using a combination of skills such as recognizing soundletter relationships and identifying cognates, affixes, roots and base words (1) learn relationships between sounds and letters of the English language Page 154 of 228 Pearson Education, Inc., publishing as Prentice Hall: ELPS: Student Material

Knowledge and Skills Statement Student Expectation Breakout Required Grade Level Component ISBN Page (s) Specific Location (4) Cross-curricular second language acquisition/reading. The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all For kindergarten and grade 1, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text. (A) learn relationships between sounds and letters of the English language and decode (sound out) words using a combination of skills such as recognizing soundletter relationships and identifying cognates, affixes, roots and base words (2) decode (sound out) words using a combination of skills (4) Cross-curricular second language acquisition/reading. The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all For kindergarten and grade 1, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text. (B) recognize directionality of English reading such as left to right and top to bottom (1) recognize directionality of English reading Page 155 of 228 Pearson Education, Inc., publishing as Prentice Hall: ELPS: Student Material

Knowledge and Skills Statement Student Expectation Breakout Required Grade Level Component ISBN Page (s) Specific Location (4) Cross-curricular second language acquisition/reading. The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all For kindergarten and grade 1, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text. (C) develop basic sight vocabulary, derive meaning of environmental print, and comprehend English vocabulary and language structures used routinely in written classroom materials (1) develop basic sight vocabulary used routinely in written classroom materials T: 9-12 S: 9-12 95 Lesson 3-5 Problem 3 (4) Cross-curricular second language acquisition/reading. The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all For kindergarten and grade 1, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text. (C) develop basic sight vocabulary, derive meaning of environmental print, and comprehend English vocabulary and language structures used routinely in written classroom materials (2) derive meaning of environmental print T: 9-12 S: 9-12 449 Lesson 13-5 Problem 2 Page 156 of 228 Pearson Education, Inc., publishing as Prentice Hall: ELPS: Student Material

Knowledge and Skills Statement Student Expectation Breakout Required Grade Level Component ISBN Page (s) Specific Location (4) Cross-curricular second language acquisition/reading. The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all For kindergarten and grade 1, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text. (C) develop basic sight vocabulary, derive meaning of environmental print, and comprehend English vocabulary and language structures used routinely in written classroom materials (3) comprehend English vocabulary used routinely in written classroom materials T: 9-12 S: 9-12 154 Lesson 4-6 Problem 1 (4) Cross-curricular second language acquisition/reading. The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all For kindergarten and grade 1, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text. (C) develop basic sight vocabulary, derive meaning of environmental print, and comprehend English vocabulary and language structures used routinely in written classroom materials (4) comprehend English language structures used routinely in written classroom materials T: 9-12 S: 9-12 241 Lesson 6-5 Problem 4 Page 157 of 228 Pearson Education, Inc., publishing as Prentice Hall: ELPS: Student Material

Knowledge and Skills Statement Student Expectation Breakout Required Grade Level Component ISBN Page (s) Specific Location (4) Cross-curricular second language acquisition/reading. The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all For kindergarten and grade 1, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text. (D) use prereading supports such as graphic organizers, illustrations, and pretaught topicrelated vocabulary and other prereading activities to enhance comprehension of written text (1) use prereading supports to enhance comprehension of written text T: 9-12 S: 9-12 428 Lesson 13-2 Problem 3 197 Lesson 5-6 Problem 3 336 Lesson 9-4 Problem 2 (4) Cross-curricular second language acquisition/reading. The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all For kindergarten and grade 1, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text. (E) read linguistically accommodated content area material with a decreasing need for linguistic accommodations as more English is learned (1) read linguistically accommodated content area material with a decreasing need for linguistic accommodations as more English is learned T: 9-12 Page 158 of 228 Pearson Education, Inc., publishing as Prentice Hall: ELPS: Student Material

Knowledge and Skills Statement Student Expectation Breakout Required Grade Level Component ISBN Page (s) Specific Location (4) Cross-curricular second language acquisition/reading. The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all For kindergarten and grade 1, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text. (F) use visual and contextual support and support from peers and teachers to read gradeappropriate content area text, enhance and confirm understanding, and develop vocabulary, grasp of language structures, and background knowledge needed to comprehend increasingly challenging language (1) use visual and contextual support to read grade-appropriate content area text T: 9-12 S: 9-12 208 Lesson 5-8 Problem 2 (4) Cross-curricular second language acquisition/reading. The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all For kindergarten and grade 1, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text. (F) use visual and contextual support and support from peers and teachers to read gradeappropriate content area text, enhance and confirm understanding, and develop vocabulary, grasp of language structures, and background knowledge needed to comprehend increasingly challenging language (2) use visual and contextual support to enhance and confirm understanding T: 9-12 S: 9-12 294 Lesson 8-5 Problem 2 289 Lesson 8-4 Problem 3 179 Lesson 5-3 Problem 4 Page 159 of 228 Pearson Education, Inc., publishing as Prentice Hall: ELPS: Student Material

Knowledge and Skills Statement Student Expectation Breakout Required Grade Level Component ISBN Page (s) Specific Location (4) Cross-curricular second language acquisition/reading. The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all For kindergarten and grade 1, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text. (F) use visual and contextual support and support from peers and teachers to read gradeappropriate content area text, enhance and confirm understanding, and develop vocabulary, grasp of language structures, and background knowledge needed to comprehend increasingly challenging language (3) use visual and contextual support to develop vocabulary needed to comprehend increasingly challenging language T: 9-12 S: 9-12 220 Lesson 6-2 Problem 1 357 Lesson 10-2 Problem 5 462 Lesson 14-2 Problem 2 (4) Cross-curricular second language acquisition/reading. The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all For kindergarten and grade 1, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text. (F) use visual and contextual support and support from peers and teachers to read gradeappropriate content area text, enhance and confirm understanding, and develop vocabulary, grasp of language structures, and background knowledge needed to comprehend increasingly challenging language (4) use visual and contextual support to develop grasp of language structures needed to comprehend increasingly challenging language Page 160 of 228 Pearson Education, Inc., publishing as Prentice Hall: ELPS: Student Material

Knowledge and Skills Statement Student Expectation Breakout Required Grade Level Component ISBN Page (s) Specific Location (4) Cross-curricular second language acquisition/reading. The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all For kindergarten and grade 1, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text. (F) use visual and contextual support and support from peers and teachers to read gradeappropriate content area text, enhance and confirm understanding, and develop vocabulary, grasp of language structures, and background knowledge needed to comprehend increasingly challenging language (5) use visual and contextual support to develop background knowledge needed to comprehend increasingly challenging language T: 9-12 S: 9-12 455 Lesson 14-1 Problem 3 229 Lesson 6-3 Problem 6 351 Lesson 10-1 Problem 7 (4) Cross-curricular second language acquisition/reading. The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all For kindergarten and grade 1, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text. (F) use visual and contextual support and support from peers and teachers to read gradeappropriate content area text, enhance and confirm understanding, and develop vocabulary, grasp of language structures, and background knowledge needed to comprehend increasingly challenging language (6) use support from peers and teachers to read grade-appropriate content area text T: 9-12 S: 9-12 313 Lesson 8-8 Problem 3 167 Lesson 5-1 Problem 5 Page 161 of 228 Pearson Education, Inc., publishing as Prentice Hall: ELPS: Student Material

Knowledge and Skills Statement Student Expectation Breakout Required Grade Level Component ISBN Page (s) Specific Location (4) Cross-curricular second language acquisition/reading. The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all For kindergarten and grade 1, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text. (F) use visual and contextual support and support from peers and teachers to read gradeappropriate content area text, enhance and confirm understanding, and develop vocabulary, grasp of language structures, and background knowledge needed to comprehend increasingly challenging language (7) use support from peers and teachers to enhance and confirm understanding T: 9-12 S: 9-12 125 Lesson 4-1 Problem 4 387 Lesson 11-3 Problem 3 486 Lesson 14-6 Problem 1 (4) Cross-curricular second language acquisition/reading. The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all For kindergarten and grade 1, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text. (F) use visual and contextual support and support from peers and teachers to read gradeappropriate content area text, enhance and confirm understanding, and develop vocabulary, grasp of language structures, and background knowledge needed to comprehend increasingly challenging language (8) use support from peers and teachers to develop vocabulary needed to comprehend increasingly challenging language T: 9-12 S: 9-12 214 Lesson 6-1 Problem 3 399 Lesson 12-1 Problem 5 Page 162 of 228 Pearson Education, Inc., publishing as Prentice Hall: ELPS: Student Material

Knowledge and Skills Statement Student Expectation Breakout Required Grade Level Component ISBN Page (s) Specific Location (4) Cross-curricular second language acquisition/reading. The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all For kindergarten and grade 1, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text. (F) use visual and contextual support and support from peers and teachers to read gradeappropriate content area text, enhance and confirm understanding, and develop vocabulary, grasp of language structures, and background knowledge needed to comprehend increasingly challenging language (9) use support from peers and teachers to develop grasp of language structures needed to comprehend increasingly challenging language T: 9-12 S: 9-12 306 Lesson 8-7 Problem 1 (4) Cross-curricular second language acquisition/reading. The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all For kindergarten and grade 1, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text. (F) use visual and contextual support and support from peers and teachers to read gradeappropriate content area text, enhance and confirm understanding, and develop vocabulary, grasp of language structures, and background knowledge needed to comprehend increasingly challenging language (10) use support from peers and teachers to develop background knowledge needed to comprehend increasingly challenging language T: 9-12 S: 9-12 282 Lesson 8-3 Problem 2 Page 163 of 228 Pearson Education, Inc., publishing as Prentice Hall: ELPS: Student Material

Knowledge and Skills Statement Student Expectation Breakout Required Grade Level Component ISBN Page (s) Specific Location (4) Cross-curricular second language acquisition/reading. The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all For kindergarten and grade 1, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text. (G) demonstrate comprehension of increasingly complex English by participating in shared reading, retelling or summarizing material, responding to questions, and taking notes commensurate with content area and grade level needs (1) demonstrate comprehension of increasingly complex English by participating in shared reading commensurate with content area and grade level needs (4) Cross-curricular second language acquisition/reading. The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all For kindergarten and grade 1, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text. (G) demonstrate comprehension of increasingly complex English by participating in shared reading, retelling or summarizing material, responding to questions, and taking notes commensurate with content area and grade level needs (2) demonstrate comprehension of increasingly complex English by retelling or summarizing material commensurate with content area and grade level needs T: 9-12 S: 9-12 191 Lesson 5-5 Problem 3 468 Lesson 14-3 Problem 3 Page 164 of 228 Pearson Education, Inc., publishing as Prentice Hall: ELPS: Student Material

Knowledge and Skills Statement Student Expectation Breakout Required Grade Level Component ISBN Page (s) Specific Location (4) Cross-curricular second language acquisition/reading. The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all For kindergarten and grade 1, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text. (G) demonstrate comprehension of increasingly complex English by participating in shared reading, retelling or summarizing material, responding to questions, and taking notes commensurate with content area and grade level needs (3) demonstrate comprehension of increasingly complex English by responding to questions commensurate with content area and grade level needs T: 9-12 S: 9-12 434 Lesson 13-3 Problem 1 45 Lesson 2-3 Problem 4 (4) Cross-curricular second language acquisition/reading. The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all For kindergarten and grade 1, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text. (G) demonstrate comprehension of increasingly complex English by participating in shared reading, retelling or summarizing material, responding to questions, and taking notes commensurate with content area and grade level needs (4) demonstrate comprehension of increasingly complex English by taking notes commensurate with content area and grade level needs T: 9-12 S: 9-12 39 Lesson 2-2 Problem 4 Page 165 of 228 Pearson Education, Inc., publishing as Prentice Hall: ELPS: Student Material

Knowledge and Skills Statement Student Expectation Breakout Required Grade Level Component ISBN Page (s) Specific Location (4) Cross-curricular second language acquisition/reading. The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all For kindergarten and grade 1, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text. (H) read silently with increasing ease and comprehension for longer periods (1) read silently with increasing ease for longer periods (4) Cross-curricular second language acquisition/reading. The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all For kindergarten and grade 1, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text. (H) read silently with increasing ease and comprehension for longer periods (2) read silently with increasing comprehension for longer periods Page 166 of 228 Pearson Education, Inc., publishing as Prentice Hall: ELPS: Student Material

Knowledge and Skills Statement Student Expectation Breakout Required Grade Level Component ISBN Page (s) Specific Location (4) Cross-curricular second language acquisition/reading. The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all For kindergarten and grade 1, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text. (I) demonstrate English comprehension and expand reading skills by employing basic reading skills such as demonstrating understanding of supporting ideas and details in text and graphic sources, summarizing text and distinguishing main ideas from details commensurate with content area needs (1) demonstrate English comprehension by employing basic reading skills commensurate with content area needs (4) Cross-curricular second language acquisition/reading. The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all For kindergarten and grade 1, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text. (I) demonstrate English comprehension and expand reading skills by employing basic reading skills such as demonstrating understanding of supporting ideas and details in text and graphic sources, summarizing text and distinguishing main ideas from details commensurate with content area needs (2) expand reading skills commensurate with content area needs Page 167 of 228 Pearson Education, Inc., publishing as Prentice Hall: ELPS: Student Material

Knowledge and Skills Statement Student Expectation Breakout Required Grade Level Component ISBN Page (s) Specific Location (4) Cross-curricular second language acquisition/reading. The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all For kindergarten and grade 1, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text. (J) demonstrate English comprehension and expand reading skills by employing inferential skills such as predicting, making connections between ideas, drawing inferences and conclusions from text and graphic sources, and finding supporting text evidence commensurate with content area needs (1) demonstrate English comprehension and expand reading skills by employing inferential skills (4) Cross-curricular second language acquisition/reading. The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all For kindergarten and grade 1, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text. (K) demonstrate English comprehension and expand reading skills by employing analytical skills such as evaluating written information and performing critical analyses commensurate with content area and grade level needs (1) demonstrate English comprehension and expand reading skills by employing analytical skills Page 168 of 228 Pearson Education, Inc., publishing as Prentice Hall: ELPS: Student Material

Knowledge and Skills Statement Student Expectation Breakout Required Grade Level Component ISBN Page (s) Specific Location (5) Cross-curricular second language acquisition/writing. The ELL writes in a variety of forms with increasing accuracy to effectively address a specific purpose and audience in all English language acquisition in writing. In order for the ELL to meet grade-level learning expectations across foundation and enrichment curriculum, all For kindergarten and grade 1, certain of these student expectations do not apply until the student has reached the stage of generating original written text using a standard writing system. The student is expected to: (A) learn relationships between sounds and letters of the English language to represent sounds when writing in English (1) learn relationships between sounds and letters of the English language to represent sounds when writing in English (5) Cross-curricular second language acquisition/writing. The ELL writes in a variety of forms with increasing accuracy to effectively address a specific purpose and audience in all English language acquisition in writing. In order for the ELL to meet grade-level learning expectations across foundation and enrichment curriculum, all For kindergarten and grade 1, certain of these student expectations do not apply until the student has reached the stage of generating original written text using a standard writing system. The student is expected to: (B) write using newly acquired basic vocabulary and contentbased grade-level vocabulary (1) write using newly acquired basic vocabulary Page 169 of 228 Pearson Education, Inc., publishing as Prentice Hall: ELPS: Student Material

Knowledge and Skills Statement Student Expectation Breakout Required Grade Level Component ISBN Page (s) Specific Location (5) Cross-curricular second language acquisition/writing. The ELL writes in a variety of forms with increasing accuracy to effectively address a specific purpose and audience in all English language acquisition in writing. In order for the ELL to meet grade-level learning expectations across foundation and enrichment curriculum, all For kindergarten and grade 1, certain of these student expectations do not apply until the student has reached the stage of generating original written text using a standard writing system. The student is expected to: (B) write using newly acquired basic vocabulary and contentbased grade-level vocabulary (2) write using contentbased grade-level vocabulary (5) Cross-curricular second language acquisition/writing. The ELL writes in a variety of forms with increasing accuracy to effectively address a specific purpose and audience in all English language acquisition in writing. In order for the ELL to meet grade-level learning expectations across foundation and enrichment curriculum, all For kindergarten and grade 1, certain of these student expectations do not apply until the student has reached the stage of generating original written text using a standard writing system. The student is expected to: (C) spell familiar English words with increasing accuracy, and employ English spelling patterns and rules with increasing accuracy as more English is acquired (1) spell familiar English words with increasing accuracy Page 170 of 228 Pearson Education, Inc., publishing as Prentice Hall: ELPS: Student Material

Knowledge and Skills Statement Student Expectation Breakout Required Grade Level Component ISBN Page (s) Specific Location (5) Cross-curricular second language acquisition/writing. The ELL writes in a variety of forms with increasing accuracy to effectively address a specific purpose and audience in all English language acquisition in writing. In order for the ELL to meet grade-level learning expectations across foundation and enrichment curriculum, all For kindergarten and grade 1, certain of these student expectations do not apply until the student has reached the stage of generating original written text using a standard writing system. The student is expected to: (C) spell familiar English words with increasing accuracy, and employ English spelling patterns and rules with increasing accuracy as more English is acquired (2) employ English spelling pattern with increasing accuracy as more English is acquired (5) Cross-curricular second language acquisition/writing. The ELL writes in a variety of forms with increasing accuracy to effectively address a specific purpose and audience in all English language acquisition in writing. In order for the ELL to meet grade-level learning expectations across foundation and enrichment curriculum, all For kindergarten and grade 1, certain of these student expectations do not apply until the student has reached the stage of generating original written text using a standard writing system. The student is expected to: (C) spell familiar English words with increasing accuracy, and employ English spelling patterns and rules with increasing accuracy as more English is acquired (3) employ English spelling rules with increasing accuracy as more English is acquired Page 171 of 228 Pearson Education, Inc., publishing as Prentice Hall: ELPS: Student Material

Knowledge and Skills Statement Student Expectation Breakout Required Grade Level Component ISBN Page (s) Specific Location (5) Cross-curricular second language acquisition/writing. The ELL writes in a variety of forms with increasing accuracy to effectively address a specific purpose and audience in all English language acquisition in writing. In order for the ELL to meet grade-level learning expectations across foundation and enrichment curriculum, all For kindergarten and grade 1, certain of these student expectations do not apply until the student has reached the stage of generating original written text using a standard writing system. The student is expected to: (D) edit writing for standard grammar and usage, including subject-verb agreement, pronoun agreement, and appropriate verb tenses commensurate with gradelevel expectations as more English is acquired (1) edit writing for standard grammar and usage, including subject-verb agreement commensurate with grade-level expectations as more English is acquired (5) Cross-curricular second language acquisition/writing. The ELL writes in a variety of forms with increasing accuracy to effectively address a specific purpose and audience in all English language acquisition in writing. In order for the ELL to meet grade-level learning expectations across foundation and enrichment curriculum, all For kindergarten and grade 1, certain of these student expectations do not apply until the student has reached the stage of generating original written text using a standard writing system. The student is expected to: (D) edit writing for standard grammar and usage, including subject-verb agreement, pronoun agreement, and appropriate verb tenses commensurate with gradelevel expectations as more English is acquired (2) edit writing for standard grammar and usage, including pronoun agreement, commensurate with grade-level expectations as more English is acquired Page 172 of 228 Pearson Education, Inc., publishing as Prentice Hall: ELPS: Student Material

Knowledge and Skills Statement Student Expectation Breakout Required Grade Level Component ISBN Page (s) Specific Location (5) Cross-curricular second language acquisition/writing. The ELL writes in a variety of forms with increasing accuracy to effectively address a specific purpose and audience in all English language acquisition in writing. In order for the ELL to meet grade-level learning expectations across foundation and enrichment curriculum, all For kindergarten and grade 1, certain of these student expectations do not apply until the student has reached the stage of generating original written text using a standard writing system. The student is expected to: (D) edit writing for standard grammar and usage, including subject-verb agreement, pronoun agreement, and appropriate verb tenses commensurate with gradelevel expectations as more English is acquired (3) edit writing for standard grammar and usage, including appropriate verb tenses, commensurate with grade-level expectations as more English is acquired (5) Cross-curricular second language acquisition/writing. The ELL writes in a variety of forms with increasing accuracy to effectively address a specific purpose and audience in all English language acquisition in writing. In order for the ELL to meet grade-level learning expectations across foundation and enrichment curriculum, all For kindergarten and grade 1, certain of these student expectations do not apply until the student has reached the stage of generating original written text using a standard writing system. The student is expected to: (E) employ increasingly complex grammatical structures in content area writing commensurate with grade level expectations such as (i) using correct verbs, tenses, and pronouns/antecedents; (ii) using possessive case (apostrophe -s) correctly; and, (iii) using negatives and contractions correctly (1) employ increasingly complex grammatical structures in content area writing commensurate with grade level expectations Page 173 of 228 Pearson Education, Inc., publishing as Prentice Hall: ELPS: Student Material

Knowledge and Skills Statement Student Expectation Breakout Required Grade Level Component ISBN Page (s) Specific Location (5) Cross-curricular second language acquisition/writing. The ELL writes in a variety of forms with increasing accuracy to effectively address a specific purpose and audience in all English language acquisition in writing. In order for the ELL to meet grade-level learning expectations across foundation and enrichment curriculum, all For kindergarten and grade 1, certain of these student expectations do not apply until the student has reached the stage of generating original written text using a standard writing system. The student is expected to: (F) write using a variety of gradeappropriate sentence lengths, patterns, and connecting words to combine phrases, clauses, and sentences in increasingly accurate ways as more English is acquired (1) write using a variety of grade-appropriate sentence lengths in increasingly accurate ways as more English is acquired (5) Cross-curricular second language acquisition/writing. The ELL writes in a variety of forms with increasing accuracy to effectively address a specific purpose and audience in all English language acquisition in writing. In order for the ELL to meet grade-level learning expectations across foundation and enrichment curriculum, all For kindergarten and grade 1, certain of these student expectations do not apply until the student has reached the stage of generating original written text using a standard writing system. The student is expected to: (F) write using a variety of gradeappropriate sentence lengths, patterns, and connecting words to combine phrases, clauses, and sentences in increasingly accurate ways as more English is acquired (2) write using a variety of grade-appropriate sentence patterns in increasingly accurate ways as more English is acquired Page 174 of 228 Pearson Education, Inc., publishing as Prentice Hall: ELPS: Student Material

Knowledge and Skills Statement Student Expectation Breakout Required Grade Level Component ISBN Page (s) Specific Location (5) Cross-curricular second language acquisition/writing. The ELL writes in a variety of forms with increasing accuracy to effectively address a specific purpose and audience in all English language acquisition in writing. In order for the ELL to meet grade-level learning expectations across foundation and enrichment curriculum, all For kindergarten and grade 1, certain of these student expectations do not apply until the student has reached the stage of generating original written text using a standard writing system. The student is expected to: (F) write using a variety of gradeappropriate sentence lengths, patterns, and connecting words to combine phrases, clauses, and sentences in increasingly accurate ways as more English is acquired (3) write using a variety of grade-appropriate connecting words to combine phrases, clauses, and sentences in increasingly accurate ways as more English is acquired (5) Cross-curricular second language acquisition/writing. The ELL writes in a variety of forms with increasing accuracy to effectively address a specific purpose and audience in all English language acquisition in writing. In order for the ELL to meet grade-level learning expectations across foundation and enrichment curriculum, all For kindergarten and grade 1, certain of these student expectations do not apply until the student has reached the stage of generating original written text using a standard writing system. The student is expected to: (G) narrate, describe, and explain with increasing specificity and detail to fulfill content area writing needs as more English is acquired (1) narrate with increasing specificity and detail to fulfill content area writing needs as more English is acquired Page 175 of 228 Pearson Education, Inc., publishing as Prentice Hall: ELPS: Student Material

Knowledge and Skills Statement Student Expectation Breakout Required Grade Level Component ISBN Page (s) Specific Location (5) Cross-curricular second language acquisition/writing. The ELL writes in a variety of forms with increasing accuracy to effectively address a specific purpose and audience in all English language acquisition in writing. In order for the ELL to meet grade-level learning expectations across foundation and enrichment curriculum, all For kindergarten and grade 1, certain of these student expectations do not apply until the student has reached the stage of generating original written text using a standard writing system. The student is expected to: (G) narrate, describe, and explain with increasing specificity and detail to fulfill content area writing needs as more English is acquired (2) describe with increasing specificity and detail to fulfill content area writing needs as more English is acquired (5) Cross-curricular second language acquisition/writing. The ELL writes in a variety of forms with increasing accuracy to effectively address a specific purpose and audience in all English language acquisition in writing. In order for the ELL to meet grade-level learning expectations across foundation and enrichment curriculum, all For kindergarten and grade 1, certain of these student expectations do not apply until the student has reached the stage of generating original written text using a standard writing system. The student is expected to: (G) narrate, describe, and explain with increasing specificity and detail to fulfill content area writing needs as more English is acquired (3) explain with increasing specificity and detail to fulfill content area writing needs as more English is acquired Page 176 of 228 Pearson Education, Inc., publishing as Prentice Hall: ELPS: Student Material

Correlations to the English Language Proficiency Standards (ELPS): Teacher Material Subject Subchapter Course Publisher Program Title Program ISBN Chapter 111. Mathematics Subchapter C. High School 111.41. Geometry, Adopted 2012 (One Credit). Pearson Education, Inc., publishing as Prentice Hall Pearson Texas Geometry, Digital The English language proficiency standards (ELPS) outline English language proficiency level descriptors and student expectations for English language learners (ELLs). School districts are required to implement the ELPS as an integral part of each subject in the required curriculum. This document outlines the ELPS that have been designated as appropriate for inclusion in instructional materials. Since the designated ELPS are included in student materials for English language arts and reading, the ELPS are not required to be included in Proclamation 2015 instructional materials for Kindergarten through grade 5 where students are typically taught in self-contained classroom settings rather than departmentalized classes. Additionally, many of the designated ELPS are most appropriate for inclusion in teacher materials and are only required to be included in student materials where specifically indicated. (c) Cross-curricular second language acquisition essential knowledge and skills Knowledge and Skills Statement Student Expectation Breakout Required Grade Level Component ISBN Page (s) Specific Location 1) Cross-curricular second language acquisition/learning strategies. The ELL uses language learning strategies to develop an awareness of his or her own learning processes in all content areas. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all (A) use prior knowledge and experiences to understand meanings in English (1) use prior knowledge to understand meanings in English T: 9-12 S: 9-12 766 767 Lesson 8-1 Problem 1 1044 Lesson 10-4 Problem 1 1481 Lesson 15-4 Problem 1 Page 177 of 228 Pearson Education, Inc., publishing as Prentice Hall: ELPS: Teacher Material

Knowledge and Skills Statement Student Expectation Breakout Required Grade Level Component ISBN Page (s) Specific Location 1) Cross-curricular second language acquisition/learning strategies. The ELL uses language learning strategies to develop an awareness of his or her own learning processes in all content areas. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all (A) use prior knowledge and experiences to understand meanings in English (2) use prior experiences to understand meanings in English T: 9-12 S: 9-12 311 Lesson 3-8 Problem 4 1) Cross-curricular second language acquisition/learning strategies. The ELL uses language learning strategies to develop an awareness of his or her own learning processes in all content areas. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all (B) monitor oral and written language production and employ self-corrective techniques or other resources (1) monitor oral language production and employ selfcorrective techniques or other resources T: 9-12 1121 Lesson 11-4 Problem 3 1) Cross-curricular second language acquisition/learning strategies. The ELL uses language learning strategies to develop an awareness of his or her own learning processes in all content areas. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all (B) monitor oral and written language production and employ self-corrective techniques or other resources (2) monitor written language production and employ self-corrective techniques or other resources Page 178 of 228 Pearson Education, Inc., publishing as Prentice Hall: ELPS: Teacher Material

Knowledge and Skills Statement Student Expectation Breakout Required Grade Level Component ISBN Page (s) Specific Location 1) Cross-curricular second language acquisition/learning strategies. The ELL uses language learning strategies to develop an awareness of his or her own learning processes in all content areas. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all (C) use strategic learning techniques such as concept mapping, drawing, memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary (1) use strategic learning techniques to acquire basic and grade-level vocabulary 1) Cross-curricular second language acquisition/learning strategies. The ELL uses language learning strategies to develop an awareness of his or her own learning processes in all content areas. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all (D) speak using learning strategies such as requesting assistance, employing non-verbal cues, and using synonyms and circumlocution (conveying ideas by defining or describing when exact English words are not known) (1) speak using learning strategies T: 9-12 S: 9-12 1468 Lesson 15-3 Problem 2 670 Lesson 6-6 Problem 4 1507 Lesson 15-6 Problem 5 409 410 Lesson 4-5 Problem 3 1) Cross-curricular second language acquisition/learning strategies. The ELL uses language learning strategies to develop an awareness of his or her own learning processes in all content areas. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all (E) internalize new basic and academic language by using and reusing it in meaningful ways in speaking and writing activities that build concept and language attainment (1) internalize new basic language by using and reusing it in meaningful ways in speaking activities that build concept and language attainment Page 179 of 228 Pearson Education, Inc., publishing as Prentice Hall: ELPS: Teacher Material

Knowledge and Skills Statement Student Expectation Breakout Required Grade Level Component ISBN Page (s) Specific Location 1) Cross-curricular second language acquisition/learning strategies. The ELL uses language learning strategies to develop an awareness of his or her own learning processes in all content areas. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all (E) internalize new basic and academic language by using and reusing it in meaningful ways in speaking and writing activities that build concept and language attainment (2) internalize new basic language by using and reusing it in meaningful ways in writing activities that build concept and language attainment 1) Cross-curricular second language acquisition/learning strategies. The ELL uses language learning strategies to develop an awareness of his or her own learning processes in all content areas. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all (E) internalize new basic and academic language by using and reusing it in meaningful ways in speaking and writing activities that build concept and language attainment (3) internalize new academic language by using and reusing it in meaningful ways in speaking activities that build concept and language attainment 1) Cross-curricular second language acquisition/learning strategies. The ELL uses language learning strategies to develop an awareness of his or her own learning processes in all content areas. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all (E) internalize new basic and academic language by using and reusing it in meaningful ways in speaking and writing activities that build concept and language attainment (4) internalize new academic language by using and reusing it in meaningful ways in writing activities that build concept and language attainment Page 180 of 228 Pearson Education, Inc., publishing as Prentice Hall: ELPS: Teacher Material

Knowledge and Skills Statement Student Expectation Breakout Required Grade Level Component ISBN Page (s) Specific Location 1) Cross-curricular second language acquisition/learning strategies. The ELL uses language learning strategies to develop an awareness of his or her own learning processes in all content areas. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all (F) use accessible language and learn new and essential language in the process (1) use accessible language and learn new and essential language in the process T: 9-12 843 Lesson 8-6 Problem 3 1) Cross-curricular second language acquisition/learning strategies. The ELL uses language learning strategies to develop an awareness of his or her own learning processes in all content areas. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all (G) demonstrate an increasing ability to distinguish between formal and informal English and an increasing knowledge of when to use each one commensurate with grade-level learning expectations (1) demonstrate an increasing ability to distinguish between formal and informal English 1) Cross-curricular second language acquisition/learning strategies. The ELL uses language learning strategies to develop an awareness of his or her own learning processes in all content areas. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all (G) demonstrate an increasing ability to distinguish between formal and informal English and an increasing knowledge of when to use each one commensurate with grade-level learning expectations (2) demonstrate an increasing knowledge of when to use [formal and informal English] commensurate with gradelevel learning expectations Page 181 of 228 Pearson Education, Inc., publishing as Prentice Hall: ELPS: Teacher Material

Knowledge and Skills Statement Student Expectation Breakout Required Grade Level Component ISBN Page (s) Specific Location 1) Cross-curricular second language acquisition/learning strategies. The ELL uses language learning strategies to develop an awareness of his or her own learning processes in all content areas. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all (H) develop and expand repertoire of learning strategies such as reasoning inductively or deductively, looking for patterns in language, and analyzing sayings and expressions commensurate with grade-level learning expectations (1) develop and expand repertoire of learning strategies (2) Cross-curricular second language acquisition/listening. The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be (A) distinguish sounds and intonation patterns of English with increasing ease (1) distinguish sounds of English with increasing ease (2) Cross-curricular second language acquisition/listening. The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be (A) distinguish sounds and intonation patterns of English with increasing ease (2) distinguish intonation patterns of English with increasing ease Page 182 of 228 Pearson Education, Inc., publishing as Prentice Hall: ELPS: Teacher Material

Knowledge and Skills Statement Student Expectation Breakout Required Grade Level Component ISBN Page (s) Specific Location (2) Cross-curricular second language acquisition/listening. The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be (B) recognize elements of the English sound system in newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters (1) recognize elements of the English sound system in newly acquired vocabulary (2) Cross-curricular second language acquisition/listening. The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be (C) learn new language structures, expressions, and basic and academic vocabulary heard during classroom instruction and interactions (1) learn new language structures heard during classroom instruction and interactions T: 9-12 237 238 Lesson 3-3 Problem 3 Page 183 of 228 Pearson Education, Inc., publishing as Prentice Hall: ELPS: Teacher Material

Knowledge and Skills Statement Student Expectation Breakout Required Grade Level Component ISBN Page (s) Specific Location (2) Cross-curricular second language acquisition/listening. The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be (C) learn new language structures, expressions, and basic and academic vocabulary heard during classroom instruction and interactions (2) learn new expressions heard during classroom instruction and interactions T: 9-12 224 Lesson 3-2 Problem 5 722 Lesson 7-2 Problem 2 941 942 Lesson 9-3 Problem 4 (2) Cross-curricular second language acquisition/listening. The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be (C) learn new language structures, expressions, and basic and academic vocabulary heard during classroom instruction and interactions (3) learn basic vocabulary heard during classroom instruction and interactions T: 9-12 S: 9-12 20 Lesson 1-1 Problem 1 1236 Lesson 13-1 Problem 3 Page 184 of 228 Pearson Education, Inc., publishing as Prentice Hall: ELPS: Teacher Material

Knowledge and Skills Statement Student Expectation Breakout Required Grade Level Component ISBN Page (s) Specific Location (2) Cross-curricular second language acquisition/listening. The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be (C) learn new language structures, expressions, and basic and academic vocabulary heard during classroom instruction and interactions (4) learn academic vocabulary heard during classroom instruction and interactions T: 9-12 S: 9-12 925-926 Lesson 9-2 Problem 3 208 209 Lesson 3-1 Problem 1 (2) Cross-curricular second language acquisition/listening. The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be (D) monitor understanding of spoken language during classroom instruction and interactions and seek clarification as needed (1) monitor understanding of spoken language during classroom instruction and interactions T: 9-12 483 Lesson 5-2 Problem 4 554 555 Lesson 5-7 Problem 5 Page 185 of 228 Pearson Education, Inc., publishing as Prentice Hall: ELPS: Teacher Material

Knowledge and Skills Statement Student Expectation Breakout Required Grade Level Component ISBN Page (s) Specific Location (2) Cross-curricular second language acquisition/listening. The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be (D) monitor understanding of spoken language during classroom instruction and interactions and seek clarification as needed (2) seek clarification [of spoken language] as needed T: 9-12 S: 9-12 434 Lesson 4-7 Problem 3 736 737 Lesson 7-3 Problem 2 1377 Lesson 14-5 Problem 3 (2) Cross-curricular second language acquisition/listening. The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be (E) use visual, contextual, and linguistic support to enhance and confirm understanding of increasingly complex and elaborated spoken language (1) use visual support to enhance and confirm understanding of increasingly complex and elaborated spoken language Page 186 of 228 Pearson Education, Inc., publishing as Prentice Hall: ELPS: Teacher Material

Knowledge and Skills Statement Student Expectation Breakout Required Grade Level Component ISBN Page (s) Specific Location (2) Cross-curricular second language acquisition/listening. The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be (E) use visual, contextual, and linguistic support to enhance and confirm understanding of increasingly complex and elaborated spoken language (2) use contextual support to enhance and confirm understanding of increasingly complex and elaborated spoken language (2) Cross-curricular second language acquisition/listening. The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be (E) use visual, contextual, and linguistic support to enhance and confirm understanding of increasingly complex and elaborated spoken language (3) use linguistic support to enhance and confirm understanding of increasingly complex and elaborated spoken language T: 9-12 S: 9-12 513 514 Lesson 5-4 Problem 4 1278 Lesson 13-4 Problem 4 Page 187 of 228 Pearson Education, Inc., publishing as Prentice Hall: ELPS: Teacher Material

Knowledge and Skills Statement Student Expectation Breakout Required Grade Level Component ISBN Page (s) Specific Location (2) Cross-curricular second language acquisition/listening. The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be (F) listen to and derive meaning from a variety of media such as audio tape, video, DVD, and CD ROM to build and reinforce concept and language attainment (1) listen to and derive meaning from a variety of media to build and reinforce concept attainment (2) Cross-curricular second language acquisition/listening. The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be (F) listen to and derive meaning from a variety of media such as audio tape, video, DVD, and CD ROM to build and reinforce concept and language attainment (2) listen to and derive meaning from a variety of media to build and reinforce language attainment (2) Cross-curricular second language acquisition/listening. The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be (G) understand the general meaning, main points, and important details of spoken language ranging from situations in which topics, language, and contexts are familiar to unfamiliar (1) understand the general meaning of spoken language ranging from situations in which topics are familiar to unfamiliar Page 188 of 228 Pearson Education, Inc., publishing as Prentice Hall: ELPS: Teacher Material

Knowledge and Skills Statement Student Expectation Breakout Required Grade Level Component ISBN Page (s) Specific Location (2) Cross-curricular second language acquisition/listening. The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be (G) understand the general meaning, main points, and important details of spoken language ranging from situations in which topics, language, and contexts are familiar to unfamiliar (2) understand the general meaning of spoken language ranging from situations in which language [is] are familiar to unfamiliar (2) Cross-curricular second language acquisition/listening. The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be (G) understand the general meaning, main points, and important details of spoken language ranging from situations in which topics, language, and contexts are familiar to unfamiliar (3) understand the general meaning of spoken language ranging from situations in which contexts are familiar to unfamiliar (2) Cross-curricular second language acquisition/listening. The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be (G) understand the general meaning, main points, and important details of spoken language ranging from situations in which topics, language, and contexts are familiar to unfamiliar (4) understand the main points of spoken language ranging from situations in which topics are familiar to unfamiliar Page 189 of 228 Pearson Education, Inc., publishing as Prentice Hall: ELPS: Teacher Material

Knowledge and Skills Statement Student Expectation Breakout Required Grade Level Component ISBN Page (s) Specific Location (2) Cross-curricular second language acquisition/listening. The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be (G) understand the general meaning, main points, and important details of spoken language ranging from situations in which topics, language, and contexts are familiar to unfamiliar (5) understand the main points of spoken language ranging from situations in which language [is] are familiar to unfamiliar (2) Cross-curricular second language acquisition/listening. The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be (G) understand the general meaning, main points, and important details of spoken language ranging from situations in which topics, language, and contexts are familiar to unfamiliar (6) understand the main points of spoken language ranging from situations in which contexts are familiar to unfamiliar (2) Cross-curricular second language acquisition/listening. The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be (G) understand the general meaning, main points, and important details of spoken language ranging from situations in which topics, language, and contexts are familiar to unfamiliar (7) understand the important details of spoken language ranging from situations in which topics are familiar to unfamiliar Page 190 of 228 Pearson Education, Inc., publishing as Prentice Hall: ELPS: Teacher Material

Knowledge and Skills Statement Student Expectation Breakout Required Grade Level Component ISBN Page (s) Specific Location (2) Cross-curricular second language acquisition/listening. The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be (G) understand the general meaning, main points, and important details of spoken language ranging from situations in which topics, language, and contexts are familiar to unfamiliar (8) understand the important details of spoken language ranging from situations in which language [is] are familiar to unfamiliar (2) Cross-curricular second language acquisition/listening. The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be (G) understand the general meaning, main points, and important details of spoken language ranging from situations in which topics, language, and contexts are familiar to unfamiliar (9) understand the important details of spoken language ranging from situations in which contexts are familiar to unfamiliar (2) Cross-curricular second language acquisition/listening. The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be (H) understand implicit ideas and information in increasingly complex spoken language commensurate with grade-level learning expectations (1) understand implicit ideas in increasingly complex spoken language commensurate with gradelevel learning expectations Page 191 of 228 Pearson Education, Inc., publishing as Prentice Hall: ELPS: Teacher Material

Knowledge and Skills Statement Student Expectation Breakout Required Grade Level Component ISBN Page (s) Specific Location (2) Cross-curricular second language acquisition/listening. The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be (H) understand implicit ideas and information in increasingly complex spoken language commensurate with grade-level learning expectations (2) understand information in increasingly complex spoken language commensurate with gradelevel learning expectations (2) Cross-curricular second language acquisition/listening. The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be (I) demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs (1) demonstrate listening comprehension of increasingly complex spoken English by following directions commensurate with content and grade-level needs (2) Cross-curricular second language acquisition/listening. The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be (I) demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs (2) demonstrate listening comprehension of increasingly complex spoken English by retelling or summarizing spoken messages commensurate with content and grade-level needs Page 192 of 228 Pearson Education, Inc., publishing as Prentice Hall: ELPS: Teacher Material

Knowledge and Skills Statement Student Expectation Breakout Required Grade Level Component ISBN Page (s) Specific Location (2) Cross-curricular second language acquisition/listening. The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be (I) demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs (3) demonstrate listening comprehension of increasingly complex spoken English by responding to questions and requests commensurate with content and grade-level needs T: 9-12 S: 9-12 150 Lesson 2-4 Problem 2 974 Lesson 9-5 Problem 5 (2) Cross-curricular second language acquisition/listening. The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be (I) demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs (4) demonstrate listening comprehension of increasingly complex spoken English by collaborating with peers commensurate with content and grade-level needs T: 9-12 279 280 Lesson 3-6 Problem 4 1180 Lesson 12-3 Problem 1 Page 193 of 228 Pearson Education, Inc., publishing as Prentice Hall: ELPS: Teacher Material

Knowledge and Skills Statement Student Expectation Breakout Required Grade Level Component ISBN Page (s) Specific Location (2) Cross-curricular second language acquisition/listening. The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be (I) demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs (5) demonstrate listening comprehension of increasingly complex spoken English by taking notes commensurate with content and grade-level needs T: 9-12 S: 9-12 1030 1031 Lesson 10-3 Problem 1 (3) Cross-curricular second language acquisition/speaking. The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using vocabulary with increasing fluency and accuracy in language arts and all English language acquisition in speaking. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be (A) practice producing sounds of newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters to pronounce English words in a manner that is increasingly comprehensible (1) practice producing sounds of newly acquired vocabulary to pronounce English words in a manner that is increasingly comprehensible Page 194 of 228 Pearson Education, Inc., publishing as Prentice Hall: ELPS: Teacher Material

Knowledge and Skills Statement Student Expectation Breakout Required Grade Level Component ISBN Page (s) Specific Location (3) Cross-curricular second language acquisition/speaking. The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using vocabulary with increasing fluency and accuracy in language arts and all English language acquisition in speaking. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be (B) expand and internalize initial English vocabulary by learning and using high-frequency English words necessary for identifying and describing people, places, and objects, by retelling simple stories and basic information represented or supported by pictures, and by learning and using routine language needed for classroom communication (1) expand and internalize initial English vocabulary by learning and using highfrequency English words necessary for identifying and describing people, places, and objects (3) Cross-curricular second language acquisition/speaking. The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using vocabulary with increasing fluency and accuracy in language arts and all English language acquisition in speaking. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be (B) expand and internalize initial English vocabulary by learning and using high-frequency English words necessary for identifying and describing people, places, and objects, by retelling simple stories and basic information represented or supported by pictures, and by learning and using routine language needed for classroom communication (2) expand and internalize initial English vocabulary by retelling simple stories and basic information represented or supported by pictures Page 195 of 228 Pearson Education, Inc., publishing as Prentice Hall: ELPS: Teacher Material

Knowledge and Skills Statement Student Expectation Breakout Required Grade Level Component ISBN Page (s) Specific Location (3) Cross-curricular second language acquisition/speaking. The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using vocabulary with increasing fluency and accuracy in language arts and all English language acquisition in speaking. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be (B) expand and internalize initial English vocabulary by learning and using high-frequency English words necessary for identifying and describing people, places, and objects, by retelling simple stories and basic information represented or supported by pictures, and by learning and using routine language needed for classroom communication (3) expand and internalize initial English vocabulary by learning and using routine language needed for classroom communication T: 9-12 S: 9-12 60 Lesson 1-4 Problem 1 639 Lesson 6-4 Problem 1 1195 1196 Lesson 12-4 Problem 2 (3) Cross-curricular second language acquisition/speaking. The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using vocabulary with increasing fluency and accuracy in language arts and all English language acquisition in speaking. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be (C) speak using a variety of grammatical structures, sentence lengths, sentence types, and connecting words with increasing accuracy and ease as more English is acquired (1) speak using a variety of grammatical structures with increasing accuracy and ease as more English is acquired Page 196 of 228 Pearson Education, Inc., publishing as Prentice Hall: ELPS: Teacher Material

Knowledge and Skills Statement Student Expectation Breakout Required Grade Level Component ISBN Page (s) Specific Location (3) Cross-curricular second language acquisition/speaking. The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using vocabulary with increasing fluency and accuracy in language arts and all English language acquisition in speaking. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be (C) speak using a variety of grammatical structures, sentence lengths, sentence types, and connecting words with increasing accuracy and ease as more English is acquired (2) speak using a variety of sentence lengths with increasing accuracy and ease as more English is acquired (3) Cross-curricular second language acquisition/speaking. The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using vocabulary with increasing fluency and accuracy in language arts and all English language acquisition in speaking. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be (C) speak using a variety of grammatical structures, sentence lengths, sentence types, and connecting words with increasing accuracy and ease as more English is acquired (3) speak using a variety of sentence types with increasing accuracy and ease as more English is acquired Page 197 of 228 Pearson Education, Inc., publishing as Prentice Hall: ELPS: Teacher Material

Knowledge and Skills Statement Student Expectation Breakout Required Grade Level Component ISBN Page (s) Specific Location (3) Cross-curricular second language acquisition/speaking. The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using vocabulary with increasing fluency and accuracy in language arts and all English language acquisition in speaking. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be (C) speak using a variety of grammatical structures, sentence lengths, sentence types, and connecting words with increasing accuracy and ease as more English is acquired (4) speak using a variety of connecting words with increasing accuracy and ease as more English is acquired T: 9-12 S: 9-12 75 Lesson 1-5 Problem 2 180-181 Lesson 2-6 Problem 5 (3) Cross-curricular second language acquisition/speaking. The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using vocabulary with increasing fluency and accuracy in language arts and all English language acquisition in speaking. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be (D) speak using grade-level content area vocabulary in context to internalize new English words and build academic language proficiency (1) speak using gradelevel content area vocabulary in context to internalize new English words T: 9-12 S: 9-12 295 Lesson 3-7 Problem 4 47 48 Lesson 1-3 Problem 2 1443 Lesson 15-1 Problem 2 Page 198 of 228 Pearson Education, Inc., publishing as Prentice Hall: ELPS: Teacher Material

Knowledge and Skills Statement Student Expectation Breakout Required Grade Level Component ISBN Page (s) Specific Location (3) Cross-curricular second language acquisition/speaking. The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using vocabulary with increasing fluency and accuracy in language arts and all English language acquisition in speaking. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be (D) speak using grade-level content area vocabulary in context to internalize new English words and build academic language proficiency (2) speak using gradelevel content area vocabulary in context to build academic language proficiency T: 9-12 S: 9-12 782 Lesson 8-2 Problem 1 35 36 Lesson 1-2 Problem 4 1407 Lesson 14-7 Problem 4 (3) Cross-curricular second language acquisition/speaking. The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using vocabulary with increasing fluency and accuracy in language arts and all English language acquisition in speaking. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be (E) share information in cooperative learning interactions (1) share information in cooperative learning interactions T: 9-12 S: 9-12 1095 Lesson 11-2 Problem 3 707 Lesson 7-1 Problem 3 164 165 Lesson 2-5 Problem 3 Page 199 of 228 Pearson Education, Inc., publishing as Prentice Hall: ELPS: Teacher Material

Knowledge and Skills Statement Student Expectation Breakout Required Grade Level Component ISBN Page (s) Specific Location (3) Cross-curricular second language acquisition/speaking. The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using vocabulary with increasing fluency and accuracy in language arts and all English language acquisition in speaking. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be (F) ask and give information ranging from using a very limited bank of high-frequency, highneed, concrete vocabulary, including key words and expressions needed for basic communication in academic and social contexts, to using abstract and content-based vocabulary during extended speaking assignments (1) ask [for] information ranging from using a very limited bank of highfrequency, high-need, concrete vocabulary, including key words and expressions needed for basic communication in academic and social contexts, to using abstract and content-based vocabulary during extended speaking assignments T: 9-12 S: 9-12 382 Lesson 4-3 Problem 2 1456 Lesson 15-2 Problem 3 (3) Cross-curricular second language acquisition/speaking. The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using vocabulary with increasing fluency and accuracy in language arts and all English language acquisition in speaking. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be (F) ask and give information ranging from using a very limited bank of high-frequency, highneed, concrete vocabulary, including key words and expressions needed for basic communication in academic and social contexts, to using abstract and content-based vocabulary during extended speaking assignments (2) give information ranging from using a very limited bank of highfrequency, high-need, concrete vocabulary, including key words and expressions needed for basic communication in academic and social contexts, to using abstract and content-based vocabulary during extended speaking assignments T: 9-12 S: 9-12 1166 Lesson 12-2 Problem 2 1492 Lesson 15-5 Problem 1 322 323 Lesson 3-9 Problem 1 Page 200 of 228 Pearson Education, Inc., publishing as Prentice Hall: ELPS: Teacher Material

Knowledge and Skills Statement Student Expectation Breakout Required Grade Level Component ISBN Page (s) Specific Location (3) Cross-curricular second language acquisition/speaking. The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using vocabulary with increasing fluency and accuracy in language arts and all English language acquisition in speaking. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be (G) express opinions, ideas, and feelings ranging from communicating single words and short phrases to participating in extended discussions on a variety of social and grade-appropriate academic topics (1) express opinions ranging from communicating single words and short phrases to participating in extended discussions on a variety of social and gradeappropriate academic topics T: 9-12 914 Lesson 9-1 Problem 5 (3) Cross-curricular second language acquisition/speaking. The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using vocabulary with increasing fluency and accuracy in language arts and all English language acquisition in speaking. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be (G) express opinions, ideas, and feelings ranging from communicating single words and short phrases to participating in extended discussions on a variety of social and grade-appropriate academic topics (2) express ideas ranging from communicating single words and short phrases to participating in extended discussions on a variety of social and gradeappropriate academic topics T: 9-12 107 108 Lesson 2-1 Problem 1 1363 Lesson 14-4 Problem 4 Page 201 of 228 Pearson Education, Inc., publishing as Prentice Hall: ELPS: Teacher Material

Knowledge and Skills Statement Student Expectation Breakout Required Grade Level Component ISBN Page (s) Specific Location (3) Cross-curricular second language acquisition/speaking. The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using vocabulary with increasing fluency and accuracy in language arts and all English language acquisition in speaking. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be (G) express opinions, ideas, and feelings ranging from communicating single words and short phrases to participating in extended discussions on a variety of social and grade-appropriate academic topics (3) express feelings ranging from communicating single words and short phrases to participating in extended discussions on a variety of social and gradeappropriate academic topics (3) Cross-curricular second language acquisition/speaking. The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using vocabulary with increasing fluency and accuracy in language arts and all English language acquisition in speaking. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be (H) narrate, describe, and explain with increasing specificity and detail as more English is acquired (1) narrate with increasing specificity and detail as more English is acquired Page 202 of 228 Pearson Education, Inc., publishing as Prentice Hall: ELPS: Teacher Material

Knowledge and Skills Statement Student Expectation Breakout Required Grade Level Component ISBN Page (s) Specific Location (3) Cross-curricular second language acquisition/speaking. The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using vocabulary with increasing fluency and accuracy in language arts and all English language acquisition in speaking. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be (H) narrate, describe, and explain with increasing specificity and detail as more English is acquired (2) describe with increasing specificity and detail as more English is acquired (3) Cross-curricular second language acquisition/speaking. The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using vocabulary with increasing fluency and accuracy in language arts and all English language acquisition in speaking. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be (H) narrate, describe, and explain with increasing specificity and detail as more English is acquired (3) explain with increasing specificity and detail as more English is acquired T: 9-12 S: 9-12 370 Lesson 4-2 Problem 4 251 Lesson 3-4 Problem 2 Page 203 of 228 Pearson Education, Inc., publishing as Prentice Hall: ELPS: Teacher Material

Knowledge and Skills Statement Student Expectation Breakout Required Grade Level Component ISBN Page (s) Specific Location (3) Cross-curricular second language acquisition/speaking. The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using vocabulary with increasing fluency and accuracy in language arts and all English language acquisition in speaking. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be (I) adapt spoken language appropriately for formal and informal purposes (1) adapt spoken language appropriately for formal purposes (3) Cross-curricular second language acquisition/speaking. The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using vocabulary with increasing fluency and accuracy in language arts and all English language acquisition in speaking. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be (I) adapt spoken language appropriately for formal and informal purposes (2) adapt spoken language appropriately for informal purposes Page 204 of 228 Pearson Education, Inc., publishing as Prentice Hall: ELPS: Teacher Material

Knowledge and Skills Statement Student Expectation Breakout Required Grade Level Component ISBN Page (s) Specific Location (3) Cross-curricular second language acquisition/speaking. The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using vocabulary with increasing fluency and accuracy in language arts and all English language acquisition in speaking. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be (J) respond orally to information presented in a wide variety of print, electronic, audio, and visual media to build and reinforce concept and language attainment (1) respond orally to information presented in a wide variety of print, electronic, audio, and visual media to build and reinforce concept attainment (3) Cross-curricular second language acquisition/speaking. The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using vocabulary with increasing fluency and accuracy in language arts and all English language acquisition in speaking. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be (J) respond orally to information presented in a wide variety of print, electronic, audio, and visual media to build and reinforce concept and language attainment (2) respond orally to information presented in a wide variety of print, electronic, audio, and visual media to build and reinforce language attainment N/A Page 205 of 228 Pearson Education, Inc., publishing as Prentice Hall: ELPS: Teacher Material

Knowledge and Skills Statement Student Expectation Breakout Required Grade Level Component ISBN Page (s) Specific Location (4) Cross-curricular second language acquisition/reading. The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all For kindergarten and grade 1, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text. (A) learn relationships between sounds and letters of the English language and decode (sound out) words using a combination of skills such as recognizing soundletter relationships and identifying cognates, affixes, roots and base words (1) learn relationships between sounds and letters of the English language (4) Cross-curricular second language acquisition/reading. The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all For kindergarten and grade 1, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text. (A) learn relationships between sounds and letters of the English language and decode (sound out) words using a combination of skills such as recognizing soundletter relationships and identifying cognates, affixes, roots and base words (2) decode (sound out) words using a combination of skills Page 206 of 228 Pearson Education, Inc., publishing as Prentice Hall: ELPS: Teacher Material

Knowledge and Skills Statement Student Expectation Breakout Required Grade Level Component ISBN Page (s) Specific Location (4) Cross-curricular second language acquisition/reading. The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all For kindergarten and grade 1, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text. (B) recognize directionality of English reading such as left to right and top to bottom (1) recognize directionality of English reading (4) Cross-curricular second language acquisition/reading. The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all For kindergarten and grade 1, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text. (C) develop basic sight vocabulary, derive meaning of environmental print, and comprehend English vocabulary and language structures used routinely in written classroom materials (1) develop basic sight vocabulary used routinely in written classroom materials T: 9-12 S: 9-12 264 Lesson 3-5 Problem 3 Page 207 of 228 Pearson Education, Inc., publishing as Prentice Hall: ELPS: Teacher Material

Knowledge and Skills Statement Student Expectation Breakout Required Grade Level Component ISBN Page (s) Specific Location (4) Cross-curricular second language acquisition/reading. The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all For kindergarten and grade 1, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text. (C) develop basic sight vocabulary, derive meaning of environmental print, and comprehend English vocabulary and language structures used routinely in written classroom materials (2) derive meaning of environmental print T: 9-12 S: 9-12 1291 1292 Lesson 13-5 Problem 2 (4) Cross-curricular second language acquisition/reading. The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all For kindergarten and grade 1, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text. (C) develop basic sight vocabulary, derive meaning of environmental print, and comprehend English vocabulary and language structures used routinely in written classroom materials (3) comprehend English vocabulary used routinely in written classroom materials T: 9-12 S: 9-12 421 422 Lesson 4-6 Problem 1 Page 208 of 228 Pearson Education, Inc., publishing as Prentice Hall: ELPS: Teacher Material

Knowledge and Skills Statement Student Expectation Breakout Required Grade Level Component ISBN Page (s) Specific Location (4) Cross-curricular second language acquisition/reading. The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all For kindergarten and grade 1, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text. (C) develop basic sight vocabulary, derive meaning of environmental print, and comprehend English vocabulary and language structures used routinely in written classroom materials (4) comprehend English language structures used routinely in written classroom materials T: 9-12 S: 9-12 655 Lesson 6-5 Problem 4 (4) Cross-curricular second language acquisition/reading. The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all For kindergarten and grade 1, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text. (D) use prereading supports such as graphic organizers, illustrations, and pretaught topicrelated vocabulary and other prereading activities to enhance comprehension of written text (1) use prereading supports to enhance comprehension of written text T: 9-12 S: 9-12 1249 Lesson 13-2 Problem 3 541 Lesson 5-6 Problem 3 955 956 Lesson 9-4 Problem 2 Page 209 of 228 Pearson Education, Inc., publishing as Prentice Hall: ELPS: Teacher Material

Knowledge and Skills Statement Student Expectation Breakout Required Grade Level Component ISBN Page (s) Specific Location (4) Cross-curricular second language acquisition/reading. The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all For kindergarten and grade 1, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text. (E) read linguistically accommodated content area material with a decreasing need for linguistic accommodations as more English is learned (1) read linguistically accommodated content area material with a decreasing need for linguistic accommodations as more English is learned T: 9-12 1080 1081 Lesson 11-1 Problem 3 (4) Cross-curricular second language acquisition/reading. The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all For kindergarten and grade 1, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text. (F) use visual and contextual support and support from peers and teachers to read gradeappropriate content area text, enhance and confirm understanding, and develop vocabulary, grasp of language structures, and background knowledge needed to comprehend increasingly challenging language (1) use visual and contextual support to read grade-appropriate content area text T: 9-12 S: 9-12 566 567 Lesson 5-8 Problem 2 Page 210 of 228 Pearson Education, Inc., publishing as Prentice Hall: ELPS: Teacher Material

Knowledge and Skills Statement Student Expectation Breakout Required Grade Level Component ISBN Page (s) Specific Location (4) Cross-curricular second language acquisition/reading. The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all For kindergarten and grade 1, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text. (F) use visual and contextual support and support from peers and teachers to read gradeappropriate content area text, enhance and confirm understanding, and develop vocabulary, grasp of language structures, and background knowledge needed to comprehend increasingly challenging language (2) use visual and contextual support to enhance and confirm understanding T: 9-12 S: 9-12 827 828 Lesson 8-5 Problem 2 813 Lesson 8-4 Problem 3 496 497 Lesson 5-3 Problem 4 (4) Cross-curricular second language acquisition/reading. The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all For kindergarten and grade 1, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text. (F) use visual and contextual support and support from peers and teachers to read gradeappropriate content area text, enhance and confirm understanding, and develop vocabulary, grasp of language structures, and background knowledge needed to comprehend increasingly challenging language (3) use visual and contextual support to develop vocabulary needed to comprehend increasingly challenging language T: 9-12 S: 9-12 609 Lesson 6-2 Problem 1 1019 Lesson 10-2 Problem 5 1334 1335 Lesson 14-2 Problem 2 Page 211 of 228 Pearson Education, Inc., publishing as Prentice Hall: ELPS: Teacher Material

Knowledge and Skills Statement Student Expectation Breakout Required Grade Level Component ISBN Page (s) Specific Location (4) Cross-curricular second language acquisition/reading. The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all For kindergarten and grade 1, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text. (F) use visual and contextual support and support from peers and teachers to read gradeappropriate content area text, enhance and confirm understanding, and develop vocabulary, grasp of language structures, and background knowledge needed to comprehend increasingly challenging language (4) use visual and contextual support to develop grasp of language structures needed to comprehend increasingly challenging language (4) Cross-curricular second language acquisition/reading. The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all For kindergarten and grade 1, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text. (F) use visual and contextual support and support from peers and teachers to read gradeappropriate content area text, enhance and confirm understanding, and develop vocabulary, grasp of language structures, and background knowledge needed to comprehend increasingly challenging language (5) use visual and contextual support to develop background knowledge needed to comprehend increasingly challenging language T: 9-12 S: 9-12 1320 Lesson 14-1 Problem 3 628 Lesson 6-3 Problem 6 1006 Lesson 10-1 Problem 7 Page 212 of 228 Pearson Education, Inc., publishing as Prentice Hall: ELPS: Teacher Material

Knowledge and Skills Statement Student Expectation Breakout Required Grade Level Component ISBN Page (s) Specific Location (4) Cross-curricular second language acquisition/reading. The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all For kindergarten and grade 1, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text. (F) use visual and contextual support and support from peers and teachers to read gradeappropriate content area text, enhance and confirm understanding, and develop vocabulary, grasp of language structures, and background knowledge needed to comprehend increasingly challenging language (6) use support from peers and teachers to read grade-appropriate content area text T: 9-12 S: 9-12 874 875 Lesson 8-8 Problem 3 467 Lesson 5-1 Problem 5 (4) Cross-curricular second language acquisition/reading. The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all For kindergarten and grade 1, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text. (F) use visual and contextual support and support from peers and teachers to read gradeappropriate content area text, enhance and confirm understanding, and develop vocabulary, grasp of language structures, and background knowledge needed to comprehend increasingly challenging language (7) use support from peers and teachers to enhance and confirm understanding T: 9-12 S: 9-12 356 Lesson 4-1 Problem 4 1108 1109 Lesson 11-3 Problem 3 1388 1389 Lesson 14-6 Problem 1 Page 213 of 228 Pearson Education, Inc., publishing as Prentice Hall: ELPS: Teacher Material

Knowledge and Skills Statement Student Expectation Breakout Required Grade Level Component ISBN Page (s) Specific Location (4) Cross-curricular second language acquisition/reading. The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all For kindergarten and grade 1, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text. (F) use visual and contextual support and support from peers and teachers to read gradeappropriate content area text, enhance and confirm understanding, and develop vocabulary, grasp of language structures, and background knowledge needed to comprehend increasingly challenging language (8) use support from peers and teachers to develop vocabulary needed to comprehend increasingly challenging language T: 9-12 S: 9-12 597 Lesson 6-1 Problem 3 1153 1154 Lesson 12-1 Problem 5 (4) Cross-curricular second language acquisition/reading. The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all For kindergarten and grade 1, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text. (F) use visual and contextual support and support from peers and teachers to read gradeappropriate content area text, enhance and confirm understanding, and develop vocabulary, grasp of language structures, and background knowledge needed to comprehend increasingly challenging language (9) use support from peers and teachers to develop grasp of language structures needed to comprehend increasingly challenging language T: 9-12 S: 9-12 856 Lesson 8-7 Problem 1 Page 214 of 228 Pearson Education, Inc., publishing as Prentice Hall: ELPS: Teacher Material

Knowledge and Skills Statement Student Expectation Breakout Required Grade Level Component ISBN Page (s) Specific Location (4) Cross-curricular second language acquisition/reading. The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all For kindergarten and grade 1, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text. (F) use visual and contextual support and support from peers and teachers to read gradeappropriate content area text, enhance and confirm understanding, and develop vocabulary, grasp of language structures, and background knowledge needed to comprehend increasingly challenging language (10) use support from peers and teachers to develop background knowledge needed to comprehend increasingly challenging language T: 9-12 S: 9-12 797 798 Lesson 8-3 Problem 2 (4) Cross-curricular second language acquisition/reading. The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all For kindergarten and grade 1, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text. (G) demonstrate comprehension of increasingly complex English by participating in shared reading, retelling or summarizing material, responding to questions, and taking notes commensurate with content area and grade level needs (1) demonstrate comprehension of increasingly complex English by participating in shared reading commensurate with content area and grade level needs Page 215 of 228 Pearson Education, Inc., publishing as Prentice Hall: ELPS: Teacher Material

Knowledge and Skills Statement Student Expectation Breakout Required Grade Level Component ISBN Page (s) Specific Location (4) Cross-curricular second language acquisition/reading. The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all For kindergarten and grade 1, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text. (G) demonstrate comprehension of increasingly complex English by participating in shared reading, retelling or summarizing material, responding to questions, and taking notes commensurate with content area and grade level needs (2) demonstrate comprehension of increasingly complex English by retelling or summarizing material commensurate with content area and grade level needs T: 9-12 S: 9-12 528 Lesson 5-5 Problem 3 1348 Lesson 14-3 Problem 3 (4) Cross-curricular second language acquisition/reading. The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all For kindergarten and grade 1, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text. (G) demonstrate comprehension of increasingly complex English by participating in shared reading, retelling or summarizing material, responding to questions, and taking notes commensurate with content area and grade level needs (3) demonstrate comprehension of increasingly complex English by responding to questions commensurate with content area and grade level needs T: 9-12 S: 9-12 1262 Lesson 13-3 Problem 1 138 Lesson 2-3 Problem 4 Page 216 of 228 Pearson Education, Inc., publishing as Prentice Hall: ELPS: Teacher Material

Knowledge and Skills Statement Student Expectation Breakout Required Grade Level Component ISBN Page (s) Specific Location (4) Cross-curricular second language acquisition/reading. The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all For kindergarten and grade 1, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text. (G) demonstrate comprehension of increasingly complex English by participating in shared reading, retelling or summarizing material, responding to questions, and taking notes commensurate with content area and grade level needs (4) demonstrate comprehension of increasingly complex English by taking notes commensurate with content area and grade level needs T: 9-12 S: 9-12 124 Lesson 2-2 Problem 4 (4) Cross-curricular second language acquisition/reading. The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all For kindergarten and grade 1, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text. (H) read silently with increasing ease and comprehension for longer periods (1) read silently with increasing ease for longer periods Page 217 of 228 Pearson Education, Inc., publishing as Prentice Hall: ELPS: Teacher Material

Knowledge and Skills Statement Student Expectation Breakout Required Grade Level Component ISBN Page (s) Specific Location (4) Cross-curricular second language acquisition/reading. The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all For kindergarten and grade 1, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text. (H) read silently with increasing ease and comprehension for longer periods (2) read silently with increasing comprehension for longer periods (4) Cross-curricular second language acquisition/reading. The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all For kindergarten and grade 1, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text. (I) demonstrate English comprehension and expand reading skills by employing basic reading skills such as demonstrating understanding of supporting ideas and details in text and graphic sources, summarizing text and distinguishing main ideas from details commensurate with content area needs (1) demonstrate English comprehension by employing basic reading skills commensurate with content area needs Page 218 of 228 Pearson Education, Inc., publishing as Prentice Hall: ELPS: Teacher Material

Knowledge and Skills Statement Student Expectation Breakout Required Grade Level Component ISBN Page (s) Specific Location (4) Cross-curricular second language acquisition/reading. The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all For kindergarten and grade 1, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text. (I) demonstrate English comprehension and expand reading skills by employing basic reading skills such as demonstrating understanding of supporting ideas and details in text and graphic sources, summarizing text and distinguishing main ideas from details commensurate with content area needs (2) expand reading skills commensurate with content area needs (4) Cross-curricular second language acquisition/reading. The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all For kindergarten and grade 1, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text. (J) demonstrate English comprehension and expand reading skills by employing inferential skills such as predicting, making connections between ideas, drawing inferences and conclusions from text and graphic sources, and finding supporting text evidence commensurate with content area needs (1) demonstrate English comprehension and expand reading skills by employing inferential skills Page 219 of 228 Pearson Education, Inc., publishing as Prentice Hall: ELPS: Teacher Material

Knowledge and Skills Statement Student Expectation Breakout Required Grade Level Component ISBN Page (s) Specific Location (4) Cross-curricular second language acquisition/reading. The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all For kindergarten and grade 1, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text. (K) demonstrate English comprehension and expand reading skills by employing analytical skills such as evaluating written information and performing critical analyses commensurate with content area and grade level needs (1) demonstrate English comprehension and expand reading skills by employing analytical skills (5) Cross-curricular second language acquisition/writing. The ELL writes in a variety of forms with increasing accuracy to effectively address a specific purpose and audience in all English language acquisition in writing. In order for the ELL to meet grade-level learning expectations across foundation and enrichment curriculum, all For kindergarten and grade 1, certain of these student expectations do not apply until the student has reached the stage of generating original written text using a standard writing system. The student is expected to: (A) learn relationships between sounds and letters of the English language to represent sounds when writing in English (1) learn relationships between sounds and letters of the English language to represent sounds when writing in English Page 220 of 228 Pearson Education, Inc., publishing as Prentice Hall: ELPS: Teacher Material

Knowledge and Skills Statement Student Expectation Breakout Required Grade Level Component ISBN Page (s) Specific Location (5) Cross-curricular second language acquisition/writing. The ELL writes in a variety of forms with increasing accuracy to effectively address a specific purpose and audience in all English language acquisition in writing. In order for the ELL to meet grade-level learning expectations across foundation and enrichment curriculum, all For kindergarten and grade 1, certain of these student expectations do not apply until the student has reached the stage of generating original written text using a standard writing system. The student is expected to: (B) write using newly acquired basic vocabulary and contentbased grade-level vocabulary (1) write using newly acquired basic vocabulary (5) Cross-curricular second language acquisition/writing. The ELL writes in a variety of forms with increasing accuracy to effectively address a specific purpose and audience in all English language acquisition in writing. In order for the ELL to meet grade-level learning expectations across foundation and enrichment curriculum, all For kindergarten and grade 1, certain of these student expectations do not apply until the student has reached the stage of generating original written text using a standard writing system. The student is expected to: (B) write using newly acquired basic vocabulary and contentbased grade-level vocabulary (2) write using contentbased grade-level vocabulary Page 221 of 228 Pearson Education, Inc., publishing as Prentice Hall: ELPS: Teacher Material

Knowledge and Skills Statement Student Expectation Breakout Required Grade Level Component ISBN Page (s) Specific Location (5) Cross-curricular second language acquisition/writing. The ELL writes in a variety of forms with increasing accuracy to effectively address a specific purpose and audience in all English language acquisition in writing. In order for the ELL to meet grade-level learning expectations across foundation and enrichment curriculum, all For kindergarten and grade 1, certain of these student expectations do not apply until the student has reached the stage of generating original written text using a standard writing system. The student is expected to: (C) spell familiar English words with increasing accuracy, and employ English spelling patterns and rules with increasing accuracy as more English is acquired (1) spell familiar English words with increasing accuracy (5) Cross-curricular second language acquisition/writing. The ELL writes in a variety of forms with increasing accuracy to effectively address a specific purpose and audience in all English language acquisition in writing. In order for the ELL to meet grade-level learning expectations across foundation and enrichment curriculum, all For kindergarten and grade 1, certain of these student expectations do not apply until the student has reached the stage of generating original written text using a standard writing system. The student is expected to: (C) spell familiar English words with increasing accuracy, and employ English spelling patterns and rules with increasing accuracy as more English is acquired (2) employ English spelling pattern with increasing accuracy as more English is acquired Page 222 of 228 Pearson Education, Inc., publishing as Prentice Hall: ELPS: Teacher Material

Knowledge and Skills Statement Student Expectation Breakout Required Grade Level Component ISBN Page (s) Specific Location (5) Cross-curricular second language acquisition/writing. The ELL writes in a variety of forms with increasing accuracy to effectively address a specific purpose and audience in all English language acquisition in writing. In order for the ELL to meet grade-level learning expectations across foundation and enrichment curriculum, all For kindergarten and grade 1, certain of these student expectations do not apply until the student has reached the stage of generating original written text using a standard writing system. The student is expected to: (C) spell familiar English words with increasing accuracy, and employ English spelling patterns and rules with increasing accuracy as more English is acquired (3) employ English spelling rules with increasing accuracy as more English is acquired (5) Cross-curricular second language acquisition/writing. The ELL writes in a variety of forms with increasing accuracy to effectively address a specific purpose and audience in all English language acquisition in writing. In order for the ELL to meet grade-level learning expectations across foundation and enrichment curriculum, all For kindergarten and grade 1, certain of these student expectations do not apply until the student has reached the stage of generating original written text using a standard writing system. The student is expected to: (D) edit writing for standard grammar and usage, including subject-verb agreement, pronoun agreement, and appropriate verb tenses commensurate with gradelevel expectations as more English is acquired (1) edit writing for standard grammar and usage, including subject-verb agreement commensurate with grade-level expectations as more English is acquired Page 223 of 228 Pearson Education, Inc., publishing as Prentice Hall: ELPS: Teacher Material

Knowledge and Skills Statement Student Expectation Breakout Required Grade Level Component ISBN Page (s) Specific Location (5) Cross-curricular second language acquisition/writing. The ELL writes in a variety of forms with increasing accuracy to effectively address a specific purpose and audience in all English language acquisition in writing. In order for the ELL to meet grade-level learning expectations across foundation and enrichment curriculum, all For kindergarten and grade 1, certain of these student expectations do not apply until the student has reached the stage of generating original written text using a standard writing system. The student is expected to: (D) edit writing for standard grammar and usage, including subject-verb agreement, pronoun agreement, and appropriate verb tenses commensurate with gradelevel expectations as more English is acquired (2) edit writing for standard grammar and usage, including pronoun agreement, commensurate with grade-level expectations as more English is acquired (5) Cross-curricular second language acquisition/writing. The ELL writes in a variety of forms with increasing accuracy to effectively address a specific purpose and audience in all English language acquisition in writing. In order for the ELL to meet grade-level learning expectations across foundation and enrichment curriculum, all For kindergarten and grade 1, certain of these student expectations do not apply until the student has reached the stage of generating original written text using a standard writing system. The student is expected to: (D) edit writing for standard grammar and usage, including subject-verb agreement, pronoun agreement, and appropriate verb tenses commensurate with gradelevel expectations as more English is acquired (3) edit writing for standard grammar and usage, including appropriate verb tenses, commensurate with grade-level expectations as more English is acquired Page 224 of 228 Pearson Education, Inc., publishing as Prentice Hall: ELPS: Teacher Material

Knowledge and Skills Statement Student Expectation Breakout Required Grade Level Component ISBN Page (s) Specific Location (5) Cross-curricular second language acquisition/writing. The ELL writes in a variety of forms with increasing accuracy to effectively address a specific purpose and audience in all English language acquisition in writing. In order for the ELL to meet grade-level learning expectations across foundation and enrichment curriculum, all For kindergarten and grade 1, certain of these student expectations do not apply until the student has reached the stage of generating original written text using a standard writing system. The student is expected to: (E) employ increasingly complex grammatical structures in content area writing commensurate with grade level expectations such as (i) using correct verbs, tenses, and pronouns/antecedents; (ii) using possessive case (apostrophe -s) correctly; and, (iii) using negatives and contractions correctly (1) employ increasingly complex grammatical structures in content area writing commensurate with grade level expectations (5) Cross-curricular second language acquisition/writing. The ELL writes in a variety of forms with increasing accuracy to effectively address a specific purpose and audience in all English language acquisition in writing. In order for the ELL to meet grade-level learning expectations across foundation and enrichment curriculum, all For kindergarten and grade 1, certain of these student expectations do not apply until the student has reached the stage of generating original written text using a standard writing system. The student is expected to: (F) write using a variety of gradeappropriate sentence lengths, patterns, and connecting words to combine phrases, clauses, and sentences in increasingly accurate ways as more English is acquired (1) write using a variety of grade-appropriate sentence lengths in increasingly accurate ways as more English is acquired Page 225 of 228 Pearson Education, Inc., publishing as Prentice Hall: ELPS: Teacher Material

Knowledge and Skills Statement Student Expectation Breakout Required Grade Level Component ISBN Page (s) Specific Location (5) Cross-curricular second language acquisition/writing. The ELL writes in a variety of forms with increasing accuracy to effectively address a specific purpose and audience in all English language acquisition in writing. In order for the ELL to meet grade-level learning expectations across foundation and enrichment curriculum, all For kindergarten and grade 1, certain of these student expectations do not apply until the student has reached the stage of generating original written text using a standard writing system. The student is expected to: (F) write using a variety of gradeappropriate sentence lengths, patterns, and connecting words to combine phrases, clauses, and sentences in increasingly accurate ways as more English is acquired (2) write using a variety of grade-appropriate sentence patterns in increasingly accurate ways as more English is acquired (5) Cross-curricular second language acquisition/writing. The ELL writes in a variety of forms with increasing accuracy to effectively address a specific purpose and audience in all English language acquisition in writing. In order for the ELL to meet grade-level learning expectations across foundation and enrichment curriculum, all For kindergarten and grade 1, certain of these student expectations do not apply until the student has reached the stage of generating original written text using a standard writing system. The student is expected to: (F) write using a variety of gradeappropriate sentence lengths, patterns, and connecting words to combine phrases, clauses, and sentences in increasingly accurate ways as more English is acquired (3) write using a variety of grade-appropriate connecting words to combine phrases, clauses, and sentences in increasingly accurate ways as more English is acquired Page 226 of 228 Pearson Education, Inc., publishing as Prentice Hall: ELPS: Teacher Material

Knowledge and Skills Statement Student Expectation Breakout Required Grade Level Component ISBN Page (s) Specific Location (5) Cross-curricular second language acquisition/writing. The ELL writes in a variety of forms with increasing accuracy to effectively address a specific purpose and audience in all English language acquisition in writing. In order for the ELL to meet grade-level learning expectations across foundation and enrichment curriculum, all For kindergarten and grade 1, certain of these student expectations do not apply until the student has reached the stage of generating original written text using a standard writing system. The student is expected to: (G) narrate, describe, and explain with increasing specificity and detail to fulfill content area writing needs as more English is acquired (1) narrate with increasing specificity and detail to fulfill content area writing needs as more English is acquired (5) Cross-curricular second language acquisition/writing. The ELL writes in a variety of forms with increasing accuracy to effectively address a specific purpose and audience in all English language acquisition in writing. In order for the ELL to meet grade-level learning expectations across foundation and enrichment curriculum, all For kindergarten and grade 1, certain of these student expectations do not apply until the student has reached the stage of generating original written text using a standard writing system. The student is expected to: (G) narrate, describe, and explain with increasing specificity and detail to fulfill content area writing needs as more English is acquired (2) describe with increasing specificity and detail to fulfill content area writing needs as more English is acquired Page 227 of 228 Pearson Education, Inc., publishing as Prentice Hall: ELPS: Teacher Material

Knowledge and Skills Statement Student Expectation Breakout Required Grade Level Component ISBN Page (s) Specific Location (5) Cross-curricular second language acquisition/writing. The ELL writes in a variety of forms with increasing accuracy to effectively address a specific purpose and audience in all English language acquisition in writing. In order for the ELL to meet grade-level learning expectations across foundation and enrichment curriculum, all For kindergarten and grade 1, certain of these student expectations do not apply until the student has reached the stage of generating original written text using a standard writing system. The student is expected to: (G) narrate, describe, and explain with increasing specificity and detail to fulfill content area writing needs as more English is acquired (3) explain with increasing specificity and detail to fulfill content area writing needs as more English is acquired Page 228 of 228 Pearson Education, Inc., publishing as Prentice Hall: ELPS: Teacher Material