Download Geometry Common Core Edition

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