A painting depicts early Native American farmers working in a big, open field. There are many men and women, and some children working together. The women are bent over, digging long rows in the field with primitive hoes, tools with long wooden handles with flat, rectangular stone blades.

A diagram shows properties for the element Chlorine from the periodic table of elements. Atomic number, 17. Element symbol, Cl. Element name, Chlorine. Atomic mass, 35.453.

Note that all three embryo illustrations are shown in side view.

The fish embryo is long, narrow and straight. Its head is small, round, and contains gill arches. A large flap extends to the left, from just below the head to the middle of the embryo. A segmented bony structure runs the length of the embryo on the right.

The reptile embryo is much longer and fatter than the fish embryo, but is curled into a fetal position. Its head is bent forward and is twice as large as that of the fish embryo. The reptile embryo has twice as many gill arches as the fish embryo, but the flap on the left side is only half as long. A segmented bony structure runs the length of the embryo on the right.

The bird embryo is curved more than the fish embryo, but is not as long or as curved as the reptile embryo. The head of the bird embryo is almost as large as the reptile embryo, but has fewer gill arches. A flap the same size as that of the reptile embryo extends to the left. A segmented bony structure runs the length of the embryo on the right. Arrows point to the gill arches of all three embryos.

An illustration showing 10 different finches and their variations is depicted in the following table.

NAME	FINCH	BILL	FOOD
Vegetarian tree finch	Tree finches	Parrot-like bills	Fruit eaters
Large insectivorous tree finch	Tree finches	Grasping bills	Insect eaters
Small insectivorous tree finch	Tree finches	Grasping bills	Insect eaters
Woodpecker finch	Tree finches	Probing bills	Insect eaters
Warbler finch	Warbler finch	Probing bills	Insect eaters
Cactus ground finch	Ground finches	Probing bills	Cactus eaters
Sharp-beaked ground finch	Ground finches	Crushing bills	Seed eaters
Small ground finch	Ground finches	Crushing bills	Seed eaters
Medium ground finch	Ground finches	Crushing bills	Seed eaters
Large ground finch	Ground finches	Crushing bills	Seed eaters

The figure is a flow chart with eight labeled boxes linked by arrows.

The chart is multi-directional. At each step, arrows point forward to one or more boxes and back to the previous box or boxes.

Here the flow chart is described as lists in which the possible next steps are listed beneath each box label.

1. Standards
   1. forward to Theme
2. Theme
   1. back to Standards
   2. forward to Goals/Objectives
3. Goals/Objectives
   1. back to Theme
   2. forward to Performance Assessment
4. Performance Assessment (Interpersonal - Interpretive - Presentational)
   1. back to Goals/Objectives
   2. forward to Structures/Functions
   3. forward to Vocabulary
   4. forward to Resources
5. Structures/Functions
   1. back to Performance Assessment
   2. lateral to Vocabulary
   3. forward to Instructional Strategies
6. Vocabulary
   1. back to Performance Assessment
   2. lateral to Structures/Functions
   3. lateral to Resources
   4. forward to Instructional Strategies
7. Resources
   1. back to Performance Assessment
   2. lateral to Vocabulary
   3. forward to Instructional Strategies
8. Instructional Strategies
   1. back to Structures/Functions
   2. back to Vocabulary
   3. back to Resources

The Krebs Cycle is depicted as a linear reaction which leads downward into a cyclical reaction. Here, the steps of the reactions are presented as lists.

1. Linear Reaction
   • Pyruvic acid, a 3-carbon compound.
   • One carbon molecule is lost as part of a CO2 molecule.
   • An NAD-positive molecule enters the reaction, then leaves as NADH.
   • A 2-carbon acetyl group remains.
   • Coenzyme A, or CoA, joins the 2-carbon acetyl group to form Acetyl CoA.
   • CoA leaves the reaction as it delivers the acetyl group to the circular reaction.
2. Circular Reaction
   • The two-carbon acetyl group joins a four-carbon compound to form a 6-carbon compound, citric acid.
   • A carbon is lost as CO2.
   • NAD-positive enters, then leaves as NADH.
   • A 5-carbon compound remains.
   • Another carbon is lost as CO2.
   • NAD-positive comes in and leaves as NADH.
   • ADP comes in and leaves as ATP.
   • A four-carbon compound remains.
   • FAD comes in and leaves as FADH2.
   • NAD-positive comes in and leaves as NADH.
   • Back again at the top of the circular reaction, a two-carbon acetyl group from the linear reaction enters, forming the 6-carbon citric acid at the beginning of the cycle.

A map highlighting various regions of Kentucky shows 3 photos of different regions. The Knobs Region: a photo of a typical “knob” mountain, rising to a tall point. The Western Kentucky Coal Field Region: a photo of a bridge spanning the Ohio River. Mississippi Embayment Region: a photo of a swamp with trees growing along the edges. A map key shows symbols to indicate highest point, lowest point, mountain peak, natural region border, sub-region border, and state border.

A Kentucky land-use map. A key shows pictures of the following industries: farming, forest, grazing, manufacturing, beef cattle, coal, corn, hogs, horses, limestone, oil or natural gas, poultry, soybeans, tobacco and wheat. The pictures are scattered across the map. The west and center of the state shows more grazing and the east shows more forest.

Figure 1 is a bar graph that measures percentage of vaccination coverage in five states over one year, from Q3 2006 to Q2 2007. In each state, the coverage increases over time.

The data are summarized in the following table. All data are approximate.

First dose rotavirus vaccination coverage among children aged 3 months, by quarter - immunization information system (IIS) sentinel sites, United States, 2006-2007.
	Arizona	District of Columbia	Michigan	Minnesota	Montana	Oregon
Q3 2006	35%	10%	5%	0%	15%	20%
Q4 2006	45%	30%	33%	25%	27%	27%
Q1 2007	50%	45%	42%	35%	37%	45%
Q2 2007	65%	48%	50%	41%	40%	44%

The figure is entitled "FOREIGN TRADE OF COUNTRY X, 1968 through 1980, in United States dollars". There are two lines on the graph, a dashed line labeled "Exports" and a solid line labeled "Imports".

The vertical axis is labeled "Billions of Dollars," beginning with zero to eighteen, in increments of 2. A note: one billion equals a one followed by 9 zeros.

The horizontal axis is labeled "Year" and lists all the years from 1968 through 1980.

In the graph, the Exports line begins in 1968 at 3 billion dollars, rises steeply to 14 billion in 1974, then drops to 9.5 billion in 1975 and 1976. In 1977, the Exports line shoots up to 15.5 billion, then trails off to 10 billion in 1980.

In the graph, the Imports line begins in 1968 at 2 billion and rises steadily to 8.75 billion in 1980, except for minor dips in 1972 and 1979.

The data are summarized in the following table. Figures are in billions of dollars. All data are approximate.

FOREIGN TRADE OF COUNTRY X
Year	Exports	Imports
1968	3	2
1969	3	2.3
1970	4	2.4
1971	5	3.1
1972	10	2.5
1973	13	3.3
1974	14.2	3.7
1975	9.7	4
1976	9.5	5
1977	15.5	5.7
1978	12.5	7
1979	12	6.3
1980	10.2	8.6

The figure is a pie graph. The data can be shown in the following table.

Program Expenses
Expense	Dollar Amount	% of Total
Educational Initiatives	$68,860	30%
Personnel	$63,868	28%
Registry Operation and Enhancements	$63,820	28%
Registry Participation Initiatives	$26,053	12%
Program Supplies and Expenses	$3,939	2%

A map of North America with present day borders shows European claims in 1682. Two different, mostly water-routes are marked to show La Salle’s route in 1679 and 1682. La Salle’s route in 1679 starts in Montreal and goes south, through Lake Ontario and Lake Erie, and then loops north, around Michigan, ending in Peoria, Illinois. La Salle’s route in 1682 starts in Peoria and goes south, along the Mississippi River and the Kentucky and Illinois border. Large swaths of color show English, French, and Spanish claims.

• The English claims area is almost the entire East coast, including several major cities like New York and Philadelphia. The English claims area goes from southern Maine to just north of Florida. The area extends from the coast in toward the Appalachian Mountains. Another English claims area covers much of Southern Canada, with a dip into Minnesota and North Dakota.
• The French claims area is most of the Midwest and some of the South, including Kentucky and Louisiana. It goes from north of Quebec, to Louisiana in the south, and Idaho in the west.
• The Spanish claims area is all of Florida and the southern parts of Georgia and Alabama. Another Spanish claims area is most of Texas, New Mexico, and Arizona, with a small portion in Southern California, and most of Northern Mexico.
• The rest of the present-United States, mostly the northwestern states, is not claimed.

Greg's feet are at point G.

The mirror is 8 feet to his right at point M.

The base of the flag pole is 24 feet to the right of point M and labeled point F.

The distance from point G, Greg's feet, to his eye is 5 feet. This is the vertical leg of a right triangle. The hypotenuse connects Greg's eye to point M, the mirror on the ground.

A similar triangle is formed from point M, the mirror, to point F, the base of the flag pole.

The distance from point M to point F is 24 feet.

The height of the flag pole is labeled H. This is the vertical leg of the second right triangle. The hypotenuse connects the top of the flagpole to point M, the mirror on the ground.

A timeline shows three major events in Kentucky. About 12,000 years ago people arrive in Kentucky. About 3,000 years ago, native Kentuckians start growing corn and beans. About 1,000 years ago, Mississippians build mounds in Kentucky.

A painting depicts early Native American farmers working in a big, open field. There are many men and women, and some children working together. The women are bent over, digging long rows in the field with primitive hoes, tools with long wooden handles with flat, rectangular stone blades.

A painting depicts early Native American farmers working in a big, open field. There are many men and women, and some children working together. The women are bent over, digging long rows in the field with primitive hoes, tools with long wooden handles with flat, rectangular stone blades.