
 Resource ID: GM5L4
 Grade Range: 9–12
 Subject: Math
Applying Trigonometric Ratios
Given problem situations involving similar figures, the student will apply and justify triangle similarity relationships such as trigonometric ratios.

 Resource ID: GM1L19
 Grade Range: 9–12
 Subject: Math
Using Logical Reasoning to Prove Conjectures about Circles
Given conjectures about circles, the student will use deductive reasoning and counterexamples to prove or disprove the conjectures.

 Resource ID: GM3L8
 Grade Range: 9–12
 Subject: Math
Coordinate Geometry: Special Segments
The student will derive and use the slope and midpoint formulas to verify geometric relationship that include parallelism and perpendicularity of lines. Then, the student will determine an equation of a line parallel or perpendicular to a given line.

 Resource ID: GM4L15a
 Grade Range: 9–12
 Subject: Math
Making and Verifying Conjectures About Triangles
Given examples of triangles and their component parts, the student will use explorations and concrete models to verify and apply the Triangle Inequality theorem and find the sum of interior angles.

 Resource ID: A1M5L9
 Grade Range: 9–12
 Subject: Math
Solving Systems of Equations with Graphs
Given verbal and/or algebraic descriptions of situations involving systems of linear equations, the student will solve the system of equations using graphs.

 Resource ID: A1M6L5
 Grade Range: 9–12
 Subject: Math
Solving Quadratic Equations Using Concrete Models
Given a quadratic equation, the student will use tiles to factor and solve the equation.

 Resource ID: A1M2L1
 Grade Range: 9–12
 Subject: Math
Determining Parent Functions (Verbal/Graph)
Given a graph or verbal description of a function, the student will determine the parent function.

 Resource ID: GM3L9
 Grade Range: 9–12
 Subject: Math
Coordinate Geometry: Length and Distance
Given coordinates of points, the student will use the distance formula to solve problems involving length and distance.

 Resource ID: A2M1L1
 Grade Range: 9–12
 Subject: Math
Domain and Range: Numerical Representations
Given a function in the form of a table, mapping diagram, and/or set of ordered pairs, the student will identify the domain and range using set notation, interval notation, or a verbal description as appropriate.