Prentice Hall. Trigonometry, 9th Edition (Title id: 1481) 2009 (Lial et al.) Grades 9-12
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1 Prentice Hall Trigonometry, 9th Edition (Title id: 1481) 2009 (Lial et al.) Grades 9-12 C O R R E L A T E D T O Trigonometry (Course Number ; Intended Grade Level 9-12)
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17 CORRELATION FLORIDA DEPARTMENT OF EDUCATION INSTRUCTIONAL MATERIALS CORRELATION COURSE STANDARDS SUBJECT: Mathematics GRADE LEVEL: COURSE TITLE: 9-12 Trigonometry COURSE CODE: SUBMISSION TITLE: Trigonometry, 9th Edition by Lial et al TITLE ID: 1481 PUBLISHER: Pearson publishing as Prentice Hall PUBLISHER ID: *I/M = INDEPTH OR MENTIONED Committee Member Evaluation (Committee Member Use Only) BENCHMARK CODE BENCHMARK DEPTH OF KNOWLEDGE PAGES OR LOCATIONS WHERE BENCHMARK IS DIRECTLY ADDRESSED IN MAJOR TOOL I/M* Thoroughly Highly Adequately Minimally Not At All LA The student will use new vocabulary that is introduced and taught directly; SE/TE: 6, 35, 51, 59, 102, 129, 144, 185, 237, 339, 344, 373, 384, 405 I LA The student will use background knowledge of subject and related content areas, prereading strategies (e.g., previewing, discussing, generating questions), text features, and text structure to make and confirm complex predictions of content, purpose, and organization of a reading selection; SE/TE: 1, 29, 48, 49, 74-75, 83-84, , 118, 120, , 129, 143, 147, 158, 163, 181, 185, 219 M LA The student will identify cause-and-effect relationships in text; SE/TE: 29 (# ), 45 (#48), 69 (#43), 83 #56), 91, I LA The student will prewrite by making a plan for writing that addresses purpose, audience, a controlling idea, logical sequence, and time frame for completion; and SE/TE: 48, 142, 197, 255, 300, 360, 422 I LA The student will prewrite by using organizational strategies and tools (e.g., technology, spreadsheet, outline, chart, table, graph, Venn Diagram, web, story map, plot pyramid) to develop a personal organizational style. SE/TE: 48, 142, 197, 255, 300, 360, 422 I LA The student will draft writing by establishing a logical organizational pattern with supporting details that are substantial, specific, and relevant; and SE/TE: 48, 142, 197, 255, 300, 360, 422 I MA.912.D.9.1 MA.912.D.9.2 Demonstrate an understanding of the geometric interpretation of vectors and vector operations including addition, scalar multiplication, dot product, and cross product in the plane and in three-dimensional space. Demonstrate an understanding of the algebraic interpretation of vectors and vector operations including addition, scalar multiplication, dot product, and cross product in the plane and in three-dimensional space. Moderate SE/TE: , I Moderate SE/TE: , I MA.912.D.9.3 Use vectors to model and solve application problems. High SE/TE: I MA.912.T.1.1 Convert between degree and radian measures. Moderate SE/TE: , 137 I MA.912.T.1.2 Define and determine sine and cosine using the unit circle. Moderate SE/TE: I
18 BENCHMARK CODE BENCHMARK DEPTH OF KNOWLEDGE PAGES OR LOCATIONS WHERE BENCHMARK IS DIRECTLY ADDRESSED IN MAJOR TOOL I/M* Thoroughly Highly Adequately Minimally Not At All MA.912.T.1.3 State and use exact values of trigonometric functions for special angles: Â multiples of and (degree and radian measures). Low SE/TE: , 126, 130, 136, 138 I MA.912.T.1.4 MA.912.T.1.5 Find approximate values of trigonometric and inverse trigonometric functions using appropriate technology. Make connections between right triangle ratios, trigonometric functions, and circular functions. Low SE/TE: 123, 126, 138, 261, 266, I Moderate SE/TE: 61, 64, 107, 119, I MA.912.T.1.6 Define and graph trigonometric functions using domain, range, intercepts, High SE/TE: I period, amplitude, phase shift, vertical shift, and asymptotes with and without the use of graphing technology. MA.912.T.1.7 Define and graph inverse trigonometric relations and functions. Moderate SE/TE: I MA.912.T.1.8 Solve real-world problems involving applications of trigonometric functions using graphing technology when appropriate. High SE/TE: , 134, 140, , , , 221, 224, 241, 254, 269, , I MA.912.T.2.1 Define and use the trigonometric ratios (sine, cosine, tangent, cotangent, secant, cosecant) in terms of angles of right triangles. Moderate SE/TE: 23, 29 (#95-96), 30, 38, 50-58, I MA.912.T.2.2 MA.912.T.2.3 MA.912.T.2.4 MA.912.T.3.1 MA.912.T.3.2 MA.912.T.3.3 MA.912.T.3.4 MA.912.T.4.1 MA.912.T.4.2 MA.912.T.4.3 MA.912.T.4.4 Solve real-world problems involving right triangles using technology when appropriate. Apply the laws of sines and cosines to solve real-world problems using technology. Use the area of triangles given two sides and an angle or three sides to solve real-world problems. Verify the basic Pythagorean identities, such as, and show they are equivalent to the Pythagorean Theorem. Use basic trigonometric identities to verify other identities and simplify expressions. Use the sum and difference, half-angle and double-angle formulas for sine, cosine, and tangent, when formulas are provided. Solve trigonometric equations and real-world problems involving applications of trigonometric equations using technology when appropriate. Define polar coordinates and relate polar coordinates to Cartesian coordinates with and without the use of technology. Represent equations given in rectangular coordinates in terms of polar coordinates. Graph equations in the polar coordinate plane with and without the use of graphing technology. Define the trigonometric form of complex numbers, convert complex numbers to trigonometric form, and multiply complex numbers in trigonometric form. High SE/TE: 58, I High SE/TE: , , , I Moderate SE/TE: , 323, I Moderate SE/TE: 34-35, I Moderate SE/TE: , 219, 237 I Moderate SE/TE: , , , I High SE/TE: , , I Moderate SE/TE: , 401 I Moderate SE/TE: , 401 I Moderate SE/TE: , 402 I Moderate SE/TE: , , 389 I MA.912.T.4.5 Apply DeMoivre's Theorem to perform operations with complex numbers. Moderate SE/TE: I
19 BENCHMARK CODE BENCHMARK DEPTH OF KNOWLEDGE PAGES OR LOCATIONS WHERE BENCHMARK IS DIRECTLY ADDRESSED IN MAJOR TOOL I/M* Thoroughly Highly Adequately Minimally Not At All Committee Member Evaluation (Committee Member Use Only) OVERALL INSTRUCTIONAL QUALITY The major tool introduces and builds mathematical concepts as a coherent whole. It provides opportunities to students to explore why a mathematical idea is important and in which contexts that mathematical idea can be useful. In other words, the major tool helps students learn the mathematics concepts in depth. Additionally, students are given opportunities to connect conceptual knowledge with procedural knowledge and factual knowledge. Overall, there is an appropriate balance of skill development and conceptual understanding. IDENTIFY AN EXAMPLE (WITH PAGE NUMBERS OR LOCATION) DEEMED TYPICAL OF THE APPROACH TAKEN IN THE MAJOR TOOL. The Examples can be from Student or Teacher Instructional Material. SE/TE: Strongly Agree Agree Disagree Strongly Disagree Tasks are engaging and interesting enough that students want to pursue them. Real world problems are realistic and relevant to students lives. SE/TE: 125 Problem solving is encouraged by the tasks presented to students. Tasks require students to make decisions, determine strategies, and justify solutions. SE/TE: 167 Tasks engage students in communicating mathematical ideas by writing, explaining, drawing, using symbols, talking, listening, and reading for information. Tasks encourage collaboration, discussion, individual accountability, and positive interdependence. SE/TE: 318 (#32-340) Students are given opportunities to create and use representations to organize, record, and communicate their thinking. Tasks promote use of multiple representations and translations among them. Students use a variety of tools to understand a single concept. SE/TE: The mathematics connects to other disciplines such as reading, art, science, and history. Tasks represent mathematical ideas as interconnected and building upon each other. Tasks require students to make conjectures, justify their thinking, defend their responses by using mathematical arguments, and prove mathematical statements. Students are encouraged to invent and justify solution methods. Students analyze correct and incorrect solution methods. SE/TE: 391 (#62-64) SE/TE: 403
20 CORRELATION FLORIDA DEPARTMENT OF EDUCATION INSTRUCTIONAL MATERIALS CORRELATION ACCESS POINTS SUBJECT: Mathematics GRADE LEVEL: 9-12 COURSE TITLE: Trigonometry COURSE CODE: SUBMISSION TITLE: Trigonometry, 9th Edition by Lial et al TITLE ID: 1481 PUBLISHER: Pearson publishing as Prentice Hall PUBLISHER ID: *I/M = INDEPTH OR MENTIONED Committee Member Evaluation (Committee Member Use Only) ACCESS POINT CODE ACCESS POINT DESCRIPTION PAGES OR LOCATIONS WHERE ACCESS POINT IS DIRECTLY ADDRESSED IN MAJOR TOOL I/M* Thoroughly Highly Adequately Minimally Not At All MA.912.T.2.Su.a Measure the sides of a right triangle to determine which side is the longest. MA.912.T.2.Pa.a Recognize a right triangle in objects, pictures, or signs in real-world situations. SE/TE: 81, 82 I MA.912.T.2.In.b Identify and construct right triangles to solve realworld SE/TE: 15, 45, 80, 83, 85-86, I problems. MA.912.T.2.Su.b Use right triangles to solve real-world problems. SE/TE: 89, 90, 97, 100 I
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