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2034 Geometry | Grades 9-12 Instructional Material Bureau Summer 2012 Adoption Review Institute Form F: Publisher Alignment Form & Review Scoring Rubric Publisher information and instructions: Corporation or Publisher: Pearson Education, Inc. Division or Imprint: Prentice Hall Phone: 201-236-5445 Title of Student Edition: Pearson Geometry, Common Core Student Edition Title of Teacher Edition: Pearson Geometry, Common Core, Teacher's Edition Alignment contact information: Completed by (name): Amelia Zarski Phone: 847 486-2032 Submitted by (name) : Hope Heredia E-mail: [email protected] ISBN: 9780133185836 Lexile Score: 870L ISBN: 9780133185911 E-mail: [email protected] Date: 5/15/2012 SECTION I (CONTENT STANDARDS) CITATION REQUIREMENTS AND SCORING Enter three (3) citations (one in each cell) for each indicator; enter the page number and the paragraph. (Example: [123-5] would refer the reviewer to Page 123, paragraph 5 to find the evidence of the indicator.) Citations for "Content Standards, Benchmarks & Performance Standards" must refer to the Student Edition. Citations for "Other Relevant Criteria" must refer to the Student Edition or the Teacher Edition. Each citation must address an increasing level of cognition: • Citation 1: Cites material that provides an introduction to the content at the basic knowledge and recall level. • Citation 2: Cites material that builds on prior knowledge/skills at the comprehension and application level. • Citation 3: Cites material that builds on prior knowledge/skills and integrates content to meet the standard at the analysis, synthesis, or evaluation levels. At least two citations must be found satisfactory by the Review Team to meet the requirements of the standard. Scoring will be as follows: • Satisfactory citations at the “Basic Knowledge” level only, or no valid citations, score zero (0) points. • Satisfactory citations at both the “Basic Knowledge” and “Application” level score a total of six (6) points. • Satisfactory citations at all three levels score a total of ten (10) points. SEE THE BEGINNING OF SECTION II FOR REQUIREMENTS AND SCORING OF “OTHER RELEVANT CRITERIA” CITATIONS THE PAGES OF THIS FORM WILL BE SCANNED. PLEASE FOLLOW THESE GUIDELINES WHEN PREPARING IT FOR SUBMISSION: • Use only the original forms provided by the Instructional Material Bureau. Do not modify the form. Do not attempt to “recreate” the form. • Print out the completed form on 20# white 8.5 x 11 office paper ONLY. Do not insert covers, dividers, etc. • Do not bind the completed form. Use a single staple in the corner to secure the form. IMB Math Template 10 Aug 2011 (lb) 2034 Geometry | Grades 9-12 Instructional Material Bureau Summer 2011 Adoption Review Institute THIS PAGE FOR REVIEW INSTITUTE STAFF FACILITATOR USE ONLY FINAL SCORE VERIFICATION (TO BE COMPLETED BY THE FACILITATOR) Verified: 90% or Higher Facilitator Signature Verified: 89% or Lower Facilitator Signature Reviewer Name: Reviewer Number: Date: Facilitator: REVIEWER INSTRUCTIONS For each citation you verify, make a note in the citation cell (Use 4 if the citation was verified or 8 if the citation did not provide evidence). Based on the citations you verified, enter the score in the “Item Score” cell at the end of the row. Every item with an item number in the Item # column must be scored. Citations that you verify at the “Basic Knowledge” level only, or no valid citations, score zero (0) points. Citations that you verify at both the “Basic Knowledge” and “Application” level score a total of six (6) points. Citations that you verify at all three levels score a total of ten (10) points. • At the end of each page, total the scores in the “Item Score” column. • Enter the total score in the Page Total Score box at the bottom of each page. • At the end of the section, add up all your Page Total Score boxes and enter that total in the Reviewers Section I Total Section Score box POINTS DEFINITION 0 Citations did not meet the requirements of the standard for at least two levels. 6 Citations met the requirements of the standard at two of the levels. 10 Citations met the requirements of the standard at all three levels. IMB Math Template 10 Aug 2011 (lb) 2034 Geometry | Grades 9-12 REVIEWER # ____________ CONTENT STANDARDS, BENCHMARKS & PERFORMANCE STANDARDS Citation 1 Basic Knowledge Citation 2 Application Citation 3 Analysis Item # Congruence G-CO A. Experiment with transformations in the plane 1. Know precise definitions of angle, circle, perpendicular line, parallel line, and line segment, based on the undefined notions of point, line, distance along a line, and distance around a circular arc. [27-KC] [166-PR2] [764-PR2] 1 2. Represent transformations in the plane using, e.g., transparencies and geometry software; describe transformations as functions that take points in the plane as inputs and give other points as outputs. Compare transformations that preserve distance and angle to those that do not (e.g., translation versus horizontal stretch). [546-PR1] [556-PR2] [574-PR22] 2 3. Given a rectangle, parallelogram, trapezoid, or regular polygon, describe the rotations and reflections that carry it onto itself. [564-DYKH4] [566-PR35] [566-PR38] 3 4. Develop definitions of rotations, reflections, and translations in terms of angles, circles, perpendicular lines, parallel lines, and line segments. [547-PR3] [556-PR3] [565-PR23] 4 5. Given a geometric figure and a rotation, reflection, or translation, draw the transformed figure using, e.g., graph paper, tracing paper, or geometry software. Specify a sequence of transformations that will carry a given figure onto another. [563-PR2] [573-PR3] [576-PR39] 5 [579-PR2] [584-PR23] [584-PR21] 6 B. Understand congruence in terms of rigid motions 6. Use geometric descriptions of rigid motions to transform figures and to predict the effect of a given rigid motion on a given figure; given two figures, use the definition of congruence in terms of rigid motions to decide if they are congruent. pg. 3 Total IMB Math Template 31 Aug 2011 ca (lb) 2034 Geometry | Grades 9-12 Item Score REVIEWER # ____________ CONTENT STANDARDS, BENCHMARKS & PERFORMANCE STANDARDS Citation 1 Basic Knowledge Citation 2 Application Citation 3 Analysis Item # 7. Use the definition of congruence in terms of rigid motions to show that two triangles are congruent if and only if corresponding pairs of sides and corresponding pairs of angles are congruent [580-PR4] [583-PR18] [585-PR27] 7 8. Explain how the criteria for triangle congruence (ASA, SAS, and SSS) follow from the definition of congruence in terms of rigid motions. [581-PR4] [583-PR12] [584-PR25] 8 9. Prove theorems about lines and angles. Theorems include: vertical angles are congruent; when a transversal crosses parallel lines, alternate interior angles are congruent and corresponding angles are congruent; points on a perpendicular bisector of a line segment are exactly those equidistant from the segment’s endpoints. [121-1] [125-PR13] [126-PR23] 9 10. Prove theorems about triangles. Theorems include: measures of interior angles of a triangle sum to 180°; base angles of isosceles triangles are congruent; the segment joining midpoints of two sides of a triangle is parallel to the third side and half the length; the medians of a triangle meet at a point. [172-1] [177-PR33] [220-2] 10 11. Prove theorems about parallelograms. Theorems include: opposite sides are congruent, opposite angles are congruent, the diagonals of a parallelogram bisect each other, and conversely, rectangles are parallelograms with congruent diagonals. [360-1] [364-PR13] [381-PR45] 11 [43-PR1] [47-PR20] [47-PR26] 12 C. D. Prove geometric theorems Make geometric constructions 12. Make formal geometric constructions with a variety of tools and methods (compass and straightedge, string, reflective devices, paper folding, dynamic geometric software, etc.). Copying a segment; copying an angle; bisecting a segment; bisecting an angle; constructing perpendicular lines, including the perpendicular bisector of a line segment; and constructing a line parallel to a given line through pg. 4 Total IMB Math Template 31 Aug 2011 ca (lb) 2034 Geometry | Grades 9-12 Item Score REVIEWER # ____________ CONTENT STANDARDS, BENCHMARKS & PERFORMANCE STANDARDS Citation 1 Basic Knowledge Citation 2 Application Citation 3 Analysis Item # a point not on the line. [47-PR31] [667-ACT1] [770-ACT1] 13 1. Verify experimentally the properties of dilations given by a center and a scale factor: [585-PR28] [586-ACT1] [586-ACT2] 14 1 (a) A dilation takes a line not passing through the center of the dilation to a parallel line, and leaves a line passing through the center unchanged. [587-KC] [588-1] [589-PR2] 15 1 (b) The dilation of a line segment is longer or shorter in the ratio given by the scale factor. [588-PR1] [589-PR3] [593-PR55] 16 2. Given two figures, use the definition of similarity in terms of similarity transformations to decide if they are similar; explain using similarity transformations the meaning of similarity for triangles as the equality of all corresponding pairs of angles and the proportionality of all corresponding pairs of sides. [594-PR1] [599-PR16] [599-PR17] 17 3. Use the properties of similarity transformations to establish the AA criterion for two triangles to be similar. [450-TN] [453-PR3] [457-PR29] 18 4. Prove theorems about triangles. Theorems include: a line parallel to one side of a triangle divides the other two proportionally, and conversely; the Pythagorean Theorem proved using triangle similarity. [472-1] [476-PR37] [497-PR49] 19 5. Use congruence and similarity criteria for triangles to solve problems and to prove relationships in geometric figures. [271-PR28] [465-PR22] [466-PR45] 20 13. Construct an equilateral triangle, a square, and a regular hexagon inscribed in a circle. Similarity, Right Triangles, & Trigonometry G-SRT E. F. G. Understand similarity in terms of similarity transformation Prove theorems involving similarity Define trigonometric ratios and solve problems involving right triangles pg. 5 Total IMB Math Template 31 Aug 2011 ca (lb) 2034 Geometry | Grades 9-12 Item Score REVIEWER # ____________ CONTENT STANDARDS, BENCHMARKS & PERFORMANCE STANDARDS Citation 1 Basic Knowledge Citation 2 Application Citation 3 Analysis Item # 6. Understand that by similarity, side ratios in right triangles are properties of the angles in the triangle, leading to definitions of trigonometric ratios for acute angles. [506-CB] [507-GR] [507-KC] 21 7. Explain and use the relationship between the sine and cosine of complementary angles. [508-PR1] [510-DYKH] [512-PR37] 22 8. Use trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems.★ [517-PR2] [519-PR23] [521-PR34] 23 9. (+) Derive the formula A = 1/2 ab sin(C) for the area of a triangle by drawing an auxiliary line from a vertex perpendicular to the opposite side. [526-PR18] [645-PR3] [648-PR39] 24 10. (+) Prove the Laws of Sines and Cosines and use them to solve problems. [522-HWIW] [527-HWIW] [533-PT1] 25 11. (+) Understand and apply the Law of Sines and the Law of Cosines to find unknown measurements in right and non-right triangles (e.g., surveying problems, resultant forces). [523-PR2] [529-PR3] [531-PR26] 26 1. Prove that all circles are similar. [651-5] [652-PR3] [656-PR50] 2. Identify and describe relationships among inscribed angles, radii, and chords. Include the relationship between central, inscribed, and circumscribed angles; inscribed angles on a diameter are right angles; the radius of a circle is perpendicular to the tangent where the radius intersects the circle. [762-TN] [786-PR32] [769-PR30] 27 28 3. Construct the inscribed and circumscribed circles of a triangle, and prove properties of angles for a quadrilateral inscribed in a circle. [766-PR5] [786-PR33] [786-PR37] 29 4. (+) Construct a tangent line from a point outside a given circle to the circle. [762-GR] [768-PR28] [786-PR30] 30 H. Apply trigonometry to general triangles Circles G-C I. Understand and apply theorems about circles pg. 6 Total IMB Math Template 31 Aug 2011 ca (lb) 2034 Geometry | Grades 9-12 Item Score REVIEWER # ____________ CONTENT STANDARDS, BENCHMARKS & PERFORMANCE STANDARDS J. Citation 1 Basic Knowledge Citation 2 Application Citation 3 Analysis Item # Find are lengths and areas of sectors circles [653-1] [655-PR36] [664-PR36] 31 1. Derive the equation of a circle of given center and radius using the Pythagorean Theorem; complete the square to find the center and radius of a circle given by an equation. [799-HWIW] [800-PR3] [802-PR54] 32 2. Derive the equation of a parabola given a focus and directrix. [804-ACT1] [804-ACT2] [805-ACT3] 33 4. Use coordinates to prove simple geometric theorems algebraically. For example, prove or disprove that a figure defined by four given points in the coordinate plane is a rectangle; prove or disprove that the point (1, √3) lies on the circle centered at the origin and containing the point (0, 2). [400-KC] [402-PR3] [415-PR2] 34 5. Prove the slope criteria for parallel and perpendicular lines and use them to solve geometric problems (e.g., find the equation of a line parallel or perpendicular to a given line that passes through a given point). [198-PR1] [199-PR4] [204-PR46] 35 6. Find the point on a directed line segment between two given points that partitions the segment in a given ratio. [50-KC] [55-PR46] [405-PR44] 36 7. Use coordinates to compute perimeters of [61-PR3] [627-PR32] [634-PR43] 37 pg. 7 Total 5. Derive using similarity the fact that the length of the arc intercepted by an angle is proportional to the radius, and define the radian measure of the angle as the constant of proportionality; derive the formula for the area of a sector. Expressing Geometric Properties with Equations G-GPE K. L. Translate between the geometric description and the equation for a conic section Use coordinates to prove simple geometric theorems algebraically IMB Math Template 31 Aug 2011 ca (lb) 2034 Geometry | Grades 9-12 Item Score REVIEWER # ____________ CONTENT STANDARDS, BENCHMARKS & PERFORMANCE STANDARDS Citation 1 Basic Knowledge Citation 2 Application Citation 3 Analysis Item # polygons and areas of triangles and rectangles, e.g., using the distance formula.★ Geometric Measurement & Dimension C-GMD M. Explain volume formulas and use them to solve problems 1. Give an informal argument for the formulas for the circumference of a circle, area of a circle, volume of a cylinder, pyramid, and cone. Use dissection arguments, Cavalieri’s principle, and informal limit arguments. [652-PR3] [659-CB] [718-1] 38 3. Use volume formulas for cylinders, pyramids, cones, and spheres to solve problems [722-PR18] [731-PR27] [739-PR59] 39 [690-PR4] [718-1] [723-PR42] 40 1. Use geometric shapes, their measures, and their properties to describe objects (e.g., modeling a tree trunk or a human torso as a cylinder).★ [688-GR] [693-PR34] [705-PR29] 41 2. Apply concepts of density based on area and volume in modeling situations (e.g., persons per square mile, BTUs per cubic foot).★ [637-PR3] [640-PR46] [739-PR53] 42 3. Apply geometric methods to solve design problems (e.g., designing an object or structure to satisfy physical constraints or minimize cost; working with typographic grid systems based on ratios).★ [664-PR33] [655-PR36] [656-PR49] 43 N. Visualize relationships between twodimensional and three-dimensional objects 4. Identify the shapes of two-dimensional crosssections of three-dimensional objects, and identify three-dimensional objects generated by rotations of two-dimensional objects. Modeling with Geometry G-MG O. Apply geometric concepts in modeling situations Conditional Probability & Rules of Probability pg. 8 Total IMB Math Template 31 Aug 2011 ca (lb) 2034 Geometry | Grades 9-12 Item Score REVIEWER # ____________ CONTENT STANDARDS, BENCHMARKS & PERFORMANCE STANDARDS Citation 1 Basic Knowledge Citation 2 Application Citation 3 Analysis Item # S-CP P. Understand independence and conditional probability and use them to interpret data 1. Describe events as subsets of a sample space (the set of outcomes) using characteristics (or categories) of the outcomes, or as unions, intersections, or complements of other events (“or,” “and,” “not”). [826-PR2] [826-PR3] [828-PR32] 44 2. Understand that two events A and B are independent if the probability of A and B occurring together is the product of their probabilities, and use this characterization to determine if they are independent. [844-PR1] [845-PR2] [848-PR22] 45 3. Understand the conditional probability of A given B as P(A and B)/P(B), and interpret independence of A and B as saying that the conditional probability of A given B is the same as the probability of A, and the conditional probability of B given A is the same as the probability of [856-EU] [857-PR2] [859-PR10] 46 4. Construct and interpret two-way frequency tables of data when two categories are associated with each object being classified. Use the two-way table as a sample space to decide if events are independent and to approximate conditional probabilities. For example, collect data from a random sample of students in your school on their favorite subject among math, science, and English. Estimate the probability that a randomly selected student from your school will favor science given that the student is in tenth grade. Do the same for other subjects and compare the results. [830-PR1] [831-PR2] [835-PR24] 47 5. Recognize and explain the concepts of conditional probability and independence in everyday language and everyday situations. For example, compare the chance of having lung cancer if you are a smoker [847-PR9] [848-PR23] [860-PR17] 48 pg. 9 Total IMB Math Template 31 Aug 2011 ca (lb) 2034 Geometry | Grades 9-12 Item Score REVIEWER # ____________ CONTENT STANDARDS, BENCHMARKS & PERFORMANCE STANDARDS Citation 1 Basic Knowledge Citation 2 Application Citation 3 Analysis Item # Item Score with the chance of being a smoker if you have lung cancer. Q. Use the rules of probability to compute probabilities of compound events in uniform probability model. 6. Find the conditional probability of A given B as the fraction of B’s outcomes that also belong to A, and interpret the answer in terms of the model. [851-PR2] [854-PR20] [857-PR2] 49 7. Apply the Addition Rule, P(A or B) = P(A) + P(B) – P(A and B), and interpret the answer in terms of the model. [847-PR4] [848-PR21] [849-PR27] 50 8. (+) Apply the general Multiplication Rule in a uniform probability model, P(A and B) = P(A)P(B|A) = P(B)P(A|B), and interpret the answer in terms of the model. [849-PR28] [857-PR1] [860-PR16] 51 9. (+) Use permutations and combinations to compute probabilities of compound events and solve problems. [837-PR1] [840-PR6] [842-PR29] 52 6. (+) Use probabilities to make fair decisions (e.g., drawing by lots, using a random number generator). [862-PR1] [863-PR2] [867-PR18] 53 7. (+) Analyze decisions and strategies using probability concepts (e.g., product testing, medical testing, pulling a hockey goalie at the end of a game). [868-ACT1] [868-ACT2] [866-PR13] 54 Using Probability to Make Decisions S-MD R. Use probability to evaluate outcomes of decisions Total Section Score Reviewer’s Section I Totals pg. 10 Total IMB Math Template 31 Aug 2011 ca (lb) 2034 Geometry | Grades 9-12 REVIEWER # ____________ PUBLISHER: SECTION II CITATION REQUIREMENTS AND SCORING Citations for "Other Relevant Criteria" will usually refer to the Teacher Edition, but may refer to the Student Edition. Enter three (3) citations (one in each cell) for each indicator; enter the page number and the paragraph. • Example: [123-5] would refer the reviewer to Page 123, paragraph 5 to find the evidence of the indicator. All three citations must be found satisfactory by the Review Team to meet the requirements of the standard. REVIEWER: USE THE TEACHER'S EDITION AND THE STUDENT EDITION TO CONDUCT THIS PORTION OF THE REVIEW Every item with an item number in the Item # column must be scored. • All three citations must be verified in order to receive points. 1. For each citation you verify, make a note in the citation cell (Use 4 if the citation was verified or 8 if the citation did not provide evidence). 2. Based on the citations you verified, enter the score in the “Item Score” cell at the end of the row. 3. At the end of each page, total the scores in the “Item Score” column. 4. Enter the total score in the Page Total Score box at the bottom of each page. 5. At the end of the section, add up all your Page Total Score boxes and enter that total in the Reviewers Section II Total Section Score box KEY: 0 = Citations did not meet the requirements of the standard. 5 = Citations met the requirements of the standard. SECTION II: OTHER RELEVANT CRITERIA Citation 1 Citation 2 Citation 3 Item Number GENERAL CRITERIA A. The textbook provides pictorials, graphics, and illustrations that represent diversity of cultures, race, color, creed, national origin, age, gender, language or disability. [103-1] [508-PR2] [222-PR22] 1 pg. 11 Total IMB Math Template 31 Aug 2011 ca (lb) 2034 Geometry | Grades 9-12 Item Score REVIEWER # ____________ SECTION II: OTHER RELEVANT CRITERIA B. Citation 1 Citation 2 The textbook provides a variety of cultural perspectives used within the lesson content to account for various cultural/background experiences. [66-PR48] The textbook provides assignments with activities requiring student responses that promote respect for all people regardless of race, color, creed, national origin, age, gender, language or disability. [167-PR6] The textbook presents appropriate role models within content rather than an oversimplified standardized image of a person or group; avoids stereotyping. [165-PR1] At the beginning of each unit, chapter or lesson there is a list of content and mathematical practice standards covered within the unit, chapter and/or lesson. [429-1] The textbook provides an introduction to the lesson including the comprehension questions (i.e. focus questions or guiding questions) the student will be expected to answer at the conclusion of the classroom instruction. [11-GR] G. The textbook integrates appropriate mathematical vocabulary into each lesson. [301-EU] [516-3] [649-EU] H. The textbook provides visual representations such as pictorial models, tables, graphs, manipulatives and number lines to assist students’ comprehension. [86-P46] [219-PR2] [775-PR3] The textbook provides extensive and varied opportunities to practice lesson objectives using higher order thinking skills. [387-PR16] C. D. E. F. I. [87-PR51] Citation 3 Item Number [154-PR21] 2 [248-PR20] [559-PR30] 3 [385-PR3] [521-PR34] 4 [543A-1] [687-1] 5 [156-GR] [824-GR] 6 7 8 [457-PR29] [551-PR28] 9 pg. 12 Total IMB Math Template 31 Aug 2011 ca (lb) 2034 Geometry | Grades 9-12 Item Score REVIEWER # ____________ SECTION II: OTHER RELEVANT CRITERIA Citation 1 Citation 2 Citation 3 J. The textbook provides the student with ongoing review and practice for the purpose of retaining previously acquired knowledge. [67-MR] [695-MR] [835-MR] K. The textbook provides activities for students to make interdisciplinary connections to social studies, science, language arts, music, art and sports plus connections with their personal experiences. [287-PR3] [321-PR27] [354-PR2] L. The textbook provides field activities for students. [770-ACT2] [869-PT1] [869-PT2] M. The textbook incorporates increasingly complex tasks within lessons requiring analysis, evaluation and synthesis. [340-PT2] [601-PT3] [770-ACT1] N. The textbook provides cognitively demanding activities that elicit critical thinking and reasoning. [272-PT2] [340-PT2] [419-PT3] O. The textbook incorporates the use of appropriate technology and manipulatives by students. [42-CB] [49-CB] [300-CB] P. The textbook provides references to support student learning such as a glossary and word lists. [2-1] [80-1] [911-1] Q. The Teacher’s Edition presents learning progressions to provide an overview of the scope and sequence of skills and concepts. [T22-1] [T40-1] [T45-1] R. Within each lesson of the Teacher’s Edition, there are clear measurable learning objectives and opportunities for differentiated instruction. [140-OBJ] [146A-RET] [146B-ENR] S. The Teacher’s Edition provides tiered activities for differentiated instructional to meet the needs of all students including below proficiency and advanced learners. [264A-RET] [264B-PRAC] [264B-ENR] Item Number 10 11 12 13 14 15 16 17 18 19 pg. 13 Total IMB Math Template 31 Aug 2011 ca (lb) 2034 Geometry | Grades 9-12 Item Score REVIEWER # ____________ SECTION II: OTHER RELEVANT CRITERIA T. U. The Teacher’s Edition provides instructional strategies, resources, and language development support for English language learners (sheltered instruction). Citation 1 [322A-ELL] Citation 2 [331A-ELL] Citation 3 Item Number [339A-ELL] 20 The Teacher’s Edition includes content and information that support a variety of approaches to instruction, including (score each item separately): 1. Writing activities where students explain their [475-PR23] [575-26] [633-35] 21 2. Project-based learning assignments [770-ACT2] [869-PT1] [869-PT2] 22 3. Interdisciplinary instruction [32-PR32] [88-PR56] [712-PR4] 23 4. Cooperative learning strategies [505B-AGP] [634B-AGP] [769B-AGP] 24 5. Early and effective intervention instructional [90-VL] [189-GI/TN] [301-GI/TN] 25 [359-PTT] [491-GI/TN] [561-GI/TN] W. The Teacher’s Edition and resources provide instructional support for developing both student conceptual understanding and procedural fluency. [625-DYKH] [625-DYU] [628B-PRAC] X. [T63-1] mathematical thinking. strategies V. Item Score The Teacher’s Edition provides the teacher with instructional strategies for every lesson. The Teacher’s Edition and resources provide various assessments (e.g., pre- and post-tests, self-assessments, written reflections, mid-unit quizzes, quick checks for understanding of the key concepts, etc.) that address lesson and/or chapter objectives. 26 27 [41-MCQ] [75-CT] 28 pg. 14 Total IMB Math Template 31 Aug 2011 ca (lb) 2034 Geometry | Grades 9-12 REVIEWER # ____________ SECTION II: OTHER RELEVANT CRITERIA Y. Z. Citation 1 The Teacher’s Edition and resources provide student assessments that are accompanied by student work exemplars and score identification of concepts and skills to support further instruction, differentiation, remediation or acceleration. [81D-1] The Teacher’s Edition provides opportunities for student presentations and projects using technology. [49-CB] Citation 2 [217D-1] Citation 3 Item Number [351D-1] 29 [147-CB] [284-CB] [249-CB] [413-CB] 30 STANDARDS FOR MATHEMATICAL PRACTICE AA. Make sense of problems and persevere in solving them: 1. The lesson activities and assessments require [83-PR3] students to make conjectures about the form and meaning of their solution strategies and plan a solution strategy rather than jumping into solution attempts. 2. The lesson activities require students to 31 [260-GIT] [261-DYU7] [304-DYU5] communicate their understanding of the approaches of others in solving problems and to identify correspondences between different approaches. 32 BB. Reason abstractly and quantitatively: 1. The lesson activities and assessments require [59-KC] [621-PR46] [645-PR3] [651-TN] [660-TN] [689-PR2] students to make sense of quantities and their relationships in problem situations. 2. The lesson activities and assessments require students to decontextualize mathematical 33 34 pg. 15 Total IMB Math Template 31 Aug 2011 ca (lb) 2034 Geometry | Grades 9-12 Item Score REVIEWER # ____________ SECTION II: OTHER RELEVANT CRITERIA Citation 1 Citation 2 Citation 3 Item Number problem situations by abstracting the situation, representing it symbolically, and manipulating the representing symbols to solve problems. 3. The lesson activities and assessments require [652-PR3] [661-PR1] [693-PR34] students to pause during manipulation of numbers and symbols to contextualize mathematical expressions and equations, create coherent representations, consider the units involved, and attend to the meaning of quantities within a context. 35 CC. Construct viable arguments and critique the reasoning of others: 1. The lesson activities and assessments require [232-PR28] [247-PR18] [255-PR25] students to understand and use stated assumptions, definitions, and previously established results in constructing mathematical arguments. 2. The lesson activities and assessments require 36 [255-PR24] [263-PR16] [271-PR28] students to provide a justification for their solutions, communicate their mathematical reasoning to others and respond to arguments of others. 3. The lesson activities and assessments require 37 [298-PR28] [321-PR26] [328-DYU4] students to compare the effectiveness of two plausible arguments; distinguish correct logic or reasoning from that which is flawed, and if there is a flaw in an argument, explain what it is. 4. The lesson activities and assessments provide opportunities for students to explore examples and counter examples. 38 [84-PR5] [90-PR3] [103-PR40] 39 pg. 16 Total IMB Math Template 31 Aug 2011 ca (lb) 2034 Geometry | Grades 9-12 Item Score REVIEWER # ____________ SECTION II: OTHER RELEVANT CRITERIA Citation 1 Citation 2 Citation 3 Item Number DD. Model with mathematics: 1. The lesson activities and assessments require [446-PR47] [473-PR2] [493-PR3] students to apply the mathematics they know to solve problems arising in everyday life, society and the workplace. 2. The lesson activities and assessments require 40 [504-PR29] [520-PR24] [530-PR17] students to apply what they know to breakdown and simplify complicated situations. 3. The lesson activities and assessments require 41 [512-PR37] [526-PR18] [627-PR41] students to interpret their mathematical results in the context of the situation, reflect on whether the results make sense, and reflect on how well their model has supported their problem solving. 42 EE. Use appropriate tools strategically: 1. The lesson activities and assessments require [225-CB] [249-CB] [272-PT2] [249-ACT2] [272-PT2] [553-CB] [633-PR33] [640-PR41] [641-PR47] [506-CB] [741-CB] [789-CB] students to use a variety of tools and manipulatives to solve various problems. 2. The lesson activities and assessments require students to make sound decisions about choosing appropriate tools. 3. The lesson activities and assessments require students to use estimation to detect possible errors. 4. The lesson activities and assessments require students to use technology to explore and deepen their understanding of concepts. 43 44 45 46 pg. 17 Total IMB Math Template 31 Aug 2011 ca (lb) 2034 Geometry | Grades 9-12 Item Score REVIEWER # ____________ SECTION II: OTHER RELEVANT CRITERIA Citation 1 Citation 2 Citation 3 Item Number FF. Attend to precision: 1. The lesson activities and assessments require [504-PR29] [511-PR29] [525-PR15] precise communication among students (e.g., using clear definitions, stating the meaning of symbols, specifying units of measure.) 2. The lesson activities and assessments require 47 [501-PR3] [508-PR2] [513-PR53] [232-PR22] [270-PR20] [448-CB] [524-PR3] [528-PR1] students to answer with a degree of precision appropriate for the problem’s context. 48 GG. Look for and make use of structure: 1. The lesson activities and assessments require students to look closely to discern a pattern or structure through opportunities provided. 49 HH. Look for and express regularity in repeated reasoning: 1. The lesson activities and assessments require [523-PR2] students to notice if calculations are repeated, and look both for general methods and for shortcuts. 2. The lesson activities and assessments require 50 [87-PR50] [102-PR30] [145-PR36] [195-PR43] [297-PR23] [313-PR21] [T40-1] [T45-1] [T22-1] students to maintain oversight of the process, while attending to the details. 3. The lesson activities and assessments require students to continually evaluate the reasonableness of their intermediate results. II. The Teacher’s Edition provides scaffolded curriculum maps. 51 52 53 pg. 18 Total IMB Math Template 31 Aug 2011 ca (lb) 2034 Geometry | Grades 9-12 Item Score REVIEWER # ____________ SECTION II: OTHER RELEVANT CRITERIA Citation 1 Citation 2 Citation 3 Item Number Item Score JJ. Provides students with opportunities to: 1. Demonstrate keyboarding proficiency in [242-CB] [308-CB] [741-CB] 54 [308-CB] [352-CB] [741-CB] 55 [49-CB] [506-CB [741-CB] [147-CB] [413-CB] [470-CB] technique and posture while building speed. 2. Refine their selection and use of appropriate search strategies. 3. Expand their use of word processing, graphics, databases, spreadsheets, simulations, multimedia, and telecommunications. 4. Become fluent in using multiple software applications and applying them across the curriculum. 56 57 Total Section Score Reviewer’s Section II Total Total Review Score Reviewer’s Grand Total pg. 19 Total IMB Math Template 31 Aug 2011 ca (lb) 2034 Geometry | Grades 9-12 REVIEWER # ____________ ABBREVIATION KEY Pearson Education, Inc. publishing as Prentice Hall Pearson Geometry, Common Core 2034 Geometry /Grades 9-12 ACT Activity KC Key Concept AGP Activities, Games, and Puzzles LC Lesson Check AR Algebra Review MCQ Mid-Chapter Quiz CB Concept Byte MMV My Math Video CSR Cumulative Standards Review MR Mixed Review CT Chapter Test OBJ Objective(s) DYKH Do You Know How? PIAT Pull It All Together DYU Do You Understand? PR Problem or Exercise EI Error Intervention PRAC Practice ELA Entry-Level Assessment PT Performance Task ELL English Language Learner Support PTT Preparing to Teach ENR Enrichment REF Reference EU Essential Understanding RET Reteaching EX Example SH Skills Handbook GI Guided Instruction TN Take Note GIT Got It? VG Visual Glossary GR Getting Ready! VL Visual Learner HWIW Here’s Why It Works VOC Vocabulary IL Interactive Learning pg. 20 Total IMB Math Template 31 Aug 2011 ca (lb) 2034 Geometry | Grades 9-12