Interated Secondary Math III

2015-2016 Pacing Guide

Interim Block
1
2
3
4
5

Chapters
1-3
(4),5-7
8-11
12, 13, add geometry
14-16

Dates
Aug. 24 Oct. 1
Oct. 2 Nov. 18
Nov. 19 Jan. 19
Jan. 20 Feb. 29
Mar. 1 Apr. 29

Notes
Includes day for optional Ch. 4 review
Ch. 9 flexible
Geom. may be added from Sec II text
A few Geom. stds. need to be added.

Note: The pacing guide accounts for 155 days. The intent behind this decision is to ensure all content is
covered before giving the SAGE Summative in early May (some schools may test sooner than this).
SAGE Blueprint: Number/Algebra = 30-35%; Functions = 30-35%;
Trigonometry/Geometry = 23-28%; Stats = 8-13% (not a reporting category)

Interim Block 1: Chapters 1-3; August 24 October 1.

Note: The pacing guide accounts for 155 days. The intent behind this decision is to ensure all content is
covered before giving the SAGE Summative in early May (some schools may test sooner than this).
SAGE Blueprint: Number/Algebra = 30-35%; Functions = 30-35%;
Trigonometry/Geometry = 23-28%; Stats = 8-13% (not a reporting category)
Interim Block 1: Ch.1-3; Aug.24-Oct.1
CURRICULUM
CHAPTER 1: INTERPRETING DATA IN NORMAL DISTRIBUTIONS
*ALERT! Extra content standard that is not present in the Sec III core.

S.ID.4: Use the mean and standard deviation of a data set to fit it to a normal distribution and to estimate population percentages.
Recognize that there are data sets for which such a procedure is not appropriate. Use calculators, spreadsheets, and tables to estimate
areas under the normal curve. [While students may have heard of the normal distribution, it is unlikely that they will have prior experience using it to
make specific estimates. Build on students understanding of data distributions to help them see how the normal distribution uses area to make estimates of
frequencies (which can be expressed as probabilities). Emphasize that only some data are well described by a normal distribution.]

*S.ID.1, *S.ID.2, *S.MD.6+, *S.MD.7+

CHAPTER 2: SEARCHING FOR PATTERNS
S.IC.1: Understand that statistics allows inferences to be made about population parameters based on a random sample from that population.
S.IC.2: Decide if a specified model is consistent with results from a given data-generating process, e.g., using simulation. For example, a model
says a spinning coin falls heads up with probability 0.5. Would a result of 5 tails in a row cause you to question the model? [Include comparing
theoretical and empirical results to evaluate the effectiveness of a treatment.]
S.IC.3: Recognize the purposes of and differences among sample surveys, experiments, and observational studies; explain how randomization
relates to each.
S.IC.4: Use data from a sample survey to estimate a population mean or proportion; develop a margin of error through the use of simulation
models for random sampling. [Focus on the variability of results from experimentsthat is, focus on statistics as a way of dealing with, not eliminating, inherent
randomness.]

S.IC.5: Use data from a randomized experiment to compare two treatments; use simulations to decide if differences between parameters are
significant.

S.IC.6: Evaluate reports based on data.

CHAPTER 3: EXPLORING AND ANALYZING PATTERNS

A.APR.1: Understand that polynomials form a system analogous to the integers, namely, they are closed under the operations of addition,
subtraction, and multiplication; add, subtract, and multiply polynomials.
A.APR.3: Identify zeros of polynomials when suitable factorizations are available, and use the zeros to construct a rough graph of the function
defined by the polynomial.
A.CED.1: Create equations and in one variable and use them to solve problems. Include equations arising from linear and quadratic functions,
and simple rational and exponential functions. [Use all available types of functions to create such equations, including root functions, but
constrain to simple cases.]
A.CED.2: Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with
labels and scales.
A.REI.11: Explain why the x-coordinates of the points where the graphs of the equations y = f(x) and y = g(x) intersect are the solutions of the
equation f(x) = g(x); find the solutions approximately, e.g., using technology to graph the functions, make tables of values, or find successive
approximations. Include cases where f(x) and/or g(x) are linear, polynomial, rational, absolute value, exponential, and logarithmic functions.
[Include combinations of linear, polynomial, rational, radical, absolute value, and exponential functions.]
A.SSE.1AB: Interpret expressions that represent a quantity in terms of its context.
a. Interpret parts of an expression, such as terms, factors, and coefficients.
b. Interpret complicated expressions by viewing one or more of their parts as a single entity. For example, interpret P(1+ r)n as the product of P
and a factor not depending on P.
A.SSE.2: Use the structure of an expression to identify ways to rewrite it. For example, see x4 y4 as (x2)2 (y2)2, thus recognizing it as a
difference of squares that can be factored as (x2 y2)(x2 + y2).
F.IF.4: For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities,
and sketch graphs showing key features given a verbal description of the relationship. Key features include: intercepts; intervals where the
function is increasing, decreasing, positive, or negative; relative maximums and minimums; symmetries; end behavior; and periodicity.
F.IF.5: Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes. For example, if the
function h(n) gives the number of person-hours it takes to assemble n engines in a factory, then the positive integers would be an appropriate
domain for the function.
F.IF.7c: Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more
complicated cases.
c. Graph polynomial functions, identifying zeros when suitable factorizations are available, and showing end behavior.
F.IF.8: Write a function defined by an expression in different but equivalent forms to reveal and explain different properties of the function.

Vocabulary:

Models:

Strategies:

INSTRUCTION
1

Carnegie Textbook
Chapter 1: Interpreting Data in Normal Distributions
Chapter 2: Searching for Patterns
Chapter 3: Exploring and Analyzing Patterns
Students Skills Practice

ASSESSMENT
Before Instruction: Pre-Test
During Instruction: Check for Students Understanding
After Instruction: Post Test, End of Chapter Test,
Standardized Test Practice

Interim Block 2: Chapters (4), 5-7; October 2 November 18.

Note: The pacing guide accounts for 155 days. The intent behind this decision is to ensure all content is
covered before giving the SAGE Summative in early May (some schools may test sooner than this).
SAGE Blueprint: Number/Algebra = 30-35%; Functions = 30-35%;
Trigonometry/Geometry = 23-28%; Stats = 8-13% (not a reporting category)
Interim Block 2: Ch.(4),5-7; Oct.2-Nov.18
CURRICULUM
CHAPTER 4: QUADRATIC FUNCTIONS
Chapter 4 is entirely Secondary II material and can be skipped. Quadratics should be treated as general polynomials here.
The pacing guide allots one day for review of quadratic functions.
CHAPTER 5: POLYNOMIAL FUNCTIONS
A.APR.1: Understand that polynomials form a system analogous to the integers, namely, they are closed under the operations of addition,
subtraction, and multiplication; add, subtract, and multiply polynomials.
A.APR.3: Identify zeros of polynomials when suitable factorizations are available, and use the zeros to construct a rough graph of the function
defined by the polynomial.
A.SSE.1ab: Interpret expressions that represent a quantity in terms of its context.
a. Interpret parts of an expression, such as terms, factors, and coefficients.
b. Interpret complicated expressions by viewing one or more of their parts as a single entity. For example, interpret P(1+ r)n as the product of P and a
factor not depending on P.

F.BF.3: Identify the effect on the graph of replacing f(x) by f(x) + k, k f(x), f(kx), and f(x + k) for specific values of k (both positive and negative);
find the value of k given the graphs. Experiment with cases and illustrate an explanation of the effects on the graph using technology. Include
recognizing even and odd functions from their graphs and algebraic expressions for them.
F.IF.4: For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities,
and sketch graphs showing key features given a verbal description of the relationship. Key features include: intercepts; intervals where the function is
increasing, decreasing, positive, or negative; relative maximums and minimums; symmetries; end behavior; and periodicity.

F.IF.5: Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes. For example, if the function
h(n) gives the number of person-hours it takes to assemble n engines in a factory, then the positive integers would be an appropriate domain for the function.

F.IF.7.c: Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more
complicated cases. (c) Graph polynomial functions, identifying zeros when suitable factorizations are available, and showing end behavior.

F.IF.9: Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal
descriptions). For example, given a graph of one quadratic function and an algebraic expression for another, say which has the larger maximum.

CHAPTER 6: POLYNOMIAL EXPRESSIONS AND EQUATIONS

A.APR.1: Understand that polynomials form a system analogous to the integers, namely, they are closed under the operations of addition,
subtraction, and multiplication; add, subtract, and multiply polynomials.
A.APR.2: Know and apply the Remainder Theorem: For a polynomial p(x) and a number a, the remainder on division by x a is p(a), so p(a) =
0 if and only if (x a) is a factor of p(x).
A.APR.3: Identify zeros of polynomials when suitable factorizations are available, and use the zeros to construct a rough graph of the function
defined by the polynomial.
A.APR.4: Prove polynomial identities and use them to describe numerical relationships. For example, the polynomial identity (x2 + y2)2 = (x2 y2)2 +
(2xy)2 can be used to generate Pythagorean triples.

A.APR.5 (+): Know and apply the Binomial Theorem for the expansion of (x + y)n in powers of x and y for a positive integer n, where x and y are
any numbers, with coefficients determined for example by Pascals Triangle.
A.CED.3: Represent constraints by equations or inequalities, and by systems of equations and/or inequalities, and interpret solutions a viable or
non-viable options in a modeling context. For example, represent inequalities describing nutritional and cost constraints or combinations of different
foods.

A.REI.11: Explain why the x-coordinates of the points where the graphs of the equations y = f(x) and y = g(x) intersect are the solutions of the
equation f(x) = g(x); find the solutions approximately, e.g., using technology to graph the functions, make tables of values, or find successive
approximations. Include cases where f(x) and/or g(x) are linear, polynomial, rational, absolute value, exponential, and logarithmic functions.
[Include combinations of linear, polynomial, rational, radical, absolute value, and exponential functions.]

A.SSE.1.A: Interpret expressions that represent a quantity in terms of its context.

a. Interpret parts of an expression, such as terms, factors, and coefficients.
A.SSE.2: Use the structure of an expression to identify ways to rewrite it. For example, see x4 y4 as (x2)2 (y2)2, thus recognizing it as a difference of
squares that can be factored as (x2 y2)(x2 + y2).

F.IF.4: For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities,
and sketch graphs showing key features given a verbal description of the relationship. Key features include: intercepts; intervals where the function is
increasing, decreasing, positive, or negative; relative maximums and minimums; symmetries; end behavior; and periodicity.

F.IF.6: Calculate and interpret the average rate of change of a function (presented symbolically or as a table) over a specified interval. Estimate
the rate of change from a graph.
F.IF.8: Write a function defined by an expression in different but equivalent forms to reveal and explain different properties of the function.
N.CN.8 (+): Extend polynomial identities to the complex numbers. For example, rewrite x2 + 4 as (x+2i)(x-2i).
CHAPTER 7: POLYNOMIAL MODELS
*ALERT! Extra content standard in text which is not present in the Sec III core.

A.CED.1: Create equations and in one variable and use them to solve problems. Include equations arising from linear and quadratic functions, and

simple rational and exponential functions. [Use all available types of functions to create such equations, including root functions, but constrain to simple cases.]

A.CED.2: Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with
labels and scales.
A.CED.3: Represent constraints by equations or inequalities, and by systems of equations and/or inequalities, and interpret solutions a viable or
non-viable options in a modeling context. For example, represent inequalities describing nutritional and cost constraints or combinations of different
foods.

A.REI.11: Explain why the x-coordinates of the points where the graphs of the equations y = f(x) and y = g(x) intersect are the solutions of the
equation f(x) = g(x); find the solutions approximately, e.g., using technology to graph the functions, make tables of values, or find successive
approximations. Include cases where f(x) and/or g(x) are linear, polynomial, rational, absolute value, exponential, and logarithmic functions.
[Include combinations of linear, polynomial, rational, radical, absolute value, and exponential functions.]

F.BF.1b(c): Write a function that describes a relationship between two quantities.

b. Combine standard function types using arithmetic operations. For example, build a function that models the temperature of a cooling body by adding
a constant function to a decaying exponential, and relate these functions to the model.
c. (+) Compose functions. For example, if T(y) is the temperature in the atmosphere as a function of height, and h(t) is the height of a weather balloon as a
function of time, then T(h(t)) is the temperature at the location of the weather balloon as a function of time.
(Carnegie claims all of F.BF.1), but it doesnt seem to hit it very hard.

F.IF.4: For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities,
and sketch graphs showing key features given a verbal description of the relationship. Key features include: intercepts; intervals where the function is
increasing, decreasing, positive, or negative; relative maximums and minimums; symmetries; end behavior; and periodicity.

F.IF.5: Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes. For example, if the function
h(n) gives the number of person-hours it takes to assemble n engines in a factory, then the positive integers would be an appropriate domain for the function.

F.IF.9: Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal
descriptions). For example, given a graph of one quadratic function and an algebraic expression for another, say which has the larger maximum.
*F.LE.3, *S.ID.6.A

Vocabulary:
Models:

Strategies:

INSTRUCTION

ASSESSMENT

Optional Chapter 4 Summary/Review: Quadratic Functions

Chapter 5: Polynomial Functions
Chapter 6: Polynomial Expressions and Equations
Chapter 7: Polynomial Models
Students Skills Practice

Before Instruction: Pre-Test

During Instruction: Check for Students Understanding
After Instruction: Post Test, End of Chapter Test,
Standardized Test Practice

Interim Block 3: Chapters 8-11; November 19 January 19.

Note: The pacing guide accounts for 155 days. The intent behind this decision is to ensure all content is
covered before giving the SAGE Summative in early May (some schools may test sooner than this).
SAGE Blueprint: Number/Algebra = 30-35%; Functions = 30-35%;
Trigonometry/Geometry = 23-28%; Stats = 8-13% (not a reporting category)
Interim Block 3: Ch.8-11; Nov.19-Jan.19
CURRICULUM
CHAPTER 8: SEQUENCES AND SERIES

A.CED.1: Create equations and in one variable and use them to solve problems. Include equations arising from linear and quadratic functions, and
simple rational and exponential functions. [Use all available types of functions to create such equations, including root functions, but constrain to simple cases.]

A.SSE.1.A: Interpret expressions that represent a quantity in terms of its context. (a) Interpret parts of an expression, such as terms, factors,
and coefficients.
CHAPTER 9: RATIONAL FUNCTIONS
**ALERT! Sec III standard NOT accounted for in the text.

A.APR.6: Rewrite simple rational expressions in different forms; write a(x)/b(x) in the form q(x) + r(x)/b(x), where a(x), b(x), q(x), and r(x) are
polynomials with the degree of r(x) less than the degree of b(x), using inspection, long division, or, or the more complicated examples, a computer
algebra system.
A.APR.7: Understand that rational expressions form a system analogous to the rational numbers, closed under addition, subtraction,
multiplication, and division by a nonzero rational expression; add, subtract, multiply, and divide rational expressions.
A.CED.1: Create equations and in one variable and use them to solve problems. Include equations arising from linear and quadratic functions, and
simple rational and exponential functions. [Use all available types of functions to create such equations, including root functions, but constrain to simple cases.]

A.REI.2: Solve simple rational and radical equations in one variable, and give examples showing how extraneous solutions may arise.
A.SSE.2: Use the structure of an expression to identify ways to rewrite it. For example, see x4 y4 as (x2)2 (y2)2, thus recognizing it as a difference of
squares that can be factored as (x2 y2)(x2 + y2).

F.BF.3: Identify the effect on the graph of replacing f(x) by f(x) + k, k f(x), f(kx), and f(x + k) for specific values of k (both positive and negative);
find the value of k given the graphs. Experiment with cases and illustrate an explanation of the effects on the graph using technology. Include
recognizing even and odd functions from their graphs and algebraic expressions for them.
F.IF.4 Interpret key features of graphs and tables in terms of the quantitites, and sketch graphs showing key featuers given a verbal description of
the relationship (e.g., intervals where increasing, decreasing, positive, negative, relative maxima and minima, summetries, end behavior).
F.IF.5: Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes. For example, if the function
h(n) gives the number of person-hours it takes to assemble n engines in a factory, then the positive integers would be an appropriate domain for the function.

F.IF.7.d: Graph rational functions, identifying zeros and asymptotes when suitable factorizations are available, and showing end behavior.
F.IF.8: Write a function defined by an expression in different but equivalent forms to reveal and explain different properties of the function.
**F.IF.4
CHAPTER 10: SOLVING RATIONAL EQUATIONS

A.SSE.2: Use the structure of an expression to identify ways to rewrite it. For example, see x4 y4 as (x2)2 (y2)2, thus recognizing it as a difference of
squares that can be factored as (x2 y2)(x2 + y2).

A.REI.2: Solve simple rational and radical equations in one variable, and give examples showing how extraneous solutions may arise.
A.REI.11: Explain why the x-coordinates of the points where the graphs of the equations y = f(x) and y = g(x) intersect are the solutions of the
equation f(x) = g(x); find the solutions approximately, e.g., using technology to graph the functions, make tables of values, or find successive
approximations. Include cases where f(x) and/or g(x) are linear, polynomial, rational, absolute value, exponential, and logarithmic functions.
[Include combinations of linear, polynomial, rational, radical, absolute value, and exponential functions.]
A.CED.1: Create equations and in one variable and use them to solve problems. Include equations arising from linear and quadratic functions, and
simple rational and exponential functions. [Use all available types of functions to create such equations, including root functions, but constrain to simple cases.]

A.APR.6: Rewrite simple rational expressions in different forms; write a(x)/b(x) in the form q(x) + r(x)/b(x), where a(x), b(x), q(x), and r(x) are
polynomials with the degree of r(x) less than the degree of b(x), using inspection, long division, or, or the more complicated examples, a computer
algebra system.
A.APR.7: Understand that rational expressions form a system analogous to the rational numbers, closed under addition, subtraction,
multiplication, and division by a nonzero rational expression; add, subtract, multiply, and divide rational expressions.
CHAPTER 11: RADICAL FUNCTIONS

A.REI.2: Solve simple rational and radical equations in one variable, and give examples showing how extraneous solutions may arise.
F.BF.3: Identify the effect on the graph of replacing f(x) by f(x) + k, k f(x), f(kx), and f(x + k) for specific values of k (both positive and negative);
find the value of k given the graphs. Experiment with cases and illustrate an explanation of the effects on the graph using technology. Include
recognizing even and odd functions from their graphs and algebraic expressions for them.
F.BF.4.a: Solve an equation of the form f(x) = c for a simple function f that has an inverse and write an expression for the inverse. [Apply to
trigonometric functions.]
F.IF.4: For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities,
and sketch graphs showing key features given a verbal description of the relationship. Key features include: intercepts; intervals where the function is
increasing, decreasing, positive, or negative; relative maximums and minimums; symmetries; end behavior; and periodicity.

F.IF.5: Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes. For example, if the function
h(n) gives the number of person-hours it takes to assemble n engines in a factory, then the positive integers would be an appropriate domain for the function.

F.IF.7.b: Graph square root, cube root, and piecewise-defined functions, including step functions and absolute value functions.
F.IF.9: Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal
descriptions). For example, given a graph of one quadratic function and an algebraic expression for another, say which has the larger maximum.

Vocabulary:
Models:

Strategies:

INSTRUCTION
Chapter 8: Sequences and Series
Chapter 9: Rational Functions
Chapter 10: Solving Rational Equations
Chapter 11: Radical Functions
Student Skills Practice

ASSESSMENT
Before Instruction: Pre-Test
During Instruction: Check for Students Understanding
After Instruction: Post Test, End of Chapter Test,
Standardized Test Practice

Interim Block 4: Ch.12,13,Geometry; January 20 - February 29.

Note: The pacing guide accounts for 155 days. The intent behind this decision is to ensure all content is
covered before giving the SAGE Summative in early May (some schools may test sooner than this).
SAGE Blueprint: Number/Algebra = 30-35%; Functions = 30-35%;
Trigonometry/Geometry = 23-28%; Stats = 8-13% (not a reporting category)
Interim Block 4: Ch.12, 13, add geometry; Jan.20-Feb.29
CURRICULUM
CHAPTER 12: GRAPHING EXPONENTIAL AND LOGARITHMIC FUNCTIONS

F.BF.3: Identify the effect on the graph of replacing f(x) by f(x) + k, k f(x), f(kx), and f(x + k) for specific values of k (both positive and negative);
find the value of k given the graphs. Experiment with cases and illustrate an explanation of the effects on the graph using technology. Include
recognizing even and odd functions from their graphs and algebraic expressions for them.
F.BF.4.a: Solve an equation of the form f(x) = c for a simple function f that has an inverse and write an expression for the inverse.
F.IF.4: For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities,
and sketch graphs showing key features given a verbal description of the relationship. Key features include: intercepts; intervals where the function is
increasing, decreasing, positive, or negative; relative maximums and minimums; symmetries; end behavior; and periodicity.

F.IF.5: Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes. For example, if the function
h(n) gives the number of person-hours it takes to assemble n engines in a factory, then the positive integers would be an appropriate domain for the function.

F.IF.8: Write a function defined by an expression in different but equivalent forms to reveal and explain different properties of the function.
F.IF.9: Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal
descriptions). For example, given a graph of one quadratic function and an algebraic expression for another, say which has the larger maximum.
CHAPTER 13: EXPONENTIAL AND LOGARITHMIC EQUATIONS
**ALERT! It is recommended that these standards be added at this time. They dont necessarily fit into this chapter, but time
is allotted by the pacing guide to cover these standards that are not in the text. (They are in Carnegies Sec II text.)
F.BF.5 (+): Understand the inverse relationship between exponents and logarithms and use this relationship to solve problems involving
logarithms and exponents.
F.LE.4: For exponential models, express as a logarithm the solution to abct = d where a, c, and d are numbers and the base b is 2, 10, or e;
evaluate the logarithm using technology.

NEED TO ADD:
**G.MG.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).*
**G.MG.2: Apply concepts of density based on area and volume in modeling situations (e.g., persons per square mile, BTUs per cubic foot).
**G.MG.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)
**G.GMD.4: Identify the shapes of two-dimensional cross-sections of three-dimensional objects, and identify three-dimensional objects generated by rotations
of two-dimensional objects.

Vocabulary:
Models:

Strategies:

INSTRUCTION
Chapter 12: Graphing Exponential and Logarithmic Functions
Chapter 13: Exponential and Logarithmic Equations
Geometry Standards (possibly pull from Sec II text)
Student Skills Practice

ASSESSMENT
Before Instruction: Pre-Test
During Instruction: Check for Students Understanding
After Instruction: Post Test, End of Chapter Test,
Standardized Test Practice

Interim Block 5: Chapters 14-16; March 1 - April 29.

Note: The pacing guide accounts for 155 days. The intent behind this decision is to ensure all content is
covered before giving the SAGE Summative in early May (some schools may test sooner than this).
SAGE Blueprint: Number/Algebra = 30-35%; Functions = 30-35%;
Trigonometry/Geometry = 23-28%; Stats = 8-13% (not a reporting category)
Intermim Block 5: Ch.14-16; Mar.1-Apr.29
CURRICULUM
CHAPTER 14: MODELING WITH FUNCTIONS
A.CED.3: Represent constraints by equations or inequalities, and by systems of equations and/or inequalities, and interpret solutions a viable or
non-viable options in a modeling context. For example, represent inequalities describing nutritional and cost constraints or combinations of different
foods.

F.BF.1b(c): Write a function that describes a relationship between two quantities.

b. Combine standard function types using arithmetic operations. For example, build a function that models the temperature of a cooling body by adding
a constant function to a decaying exponential, and relate these functions to the model.
c. (+) Compose functions. For example, if T(y) is the temperature in the atmosphere as a function of height, and h(t) is the height of a weather balloon as a
function of time, then T(h(t)) is the temperature at the location of the weather balloon as a function of time.

F.IF.4: For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities,
and sketch graphs showing key features given a verbal description of the relationship. Key features include: intercepts; intervals where the function is
increasing, decreasing, positive, or negative; relative maximums and minimums; symmetries; end behavior; and periodicity.

F.IF.5: Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes. For example, if the function
h(n) gives the number of person-hours it takes to assemble n engines in a factory, then the positive integers would be an appropriate domain for the function.

F.IF.7.b: Graph square root, cube root, and piecewise-defined functions, including step functions and absolute value functions.
F.IF.7c: Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more
complicated cases.
c. Graph polynomial functions, identifying zeros when suitable factorizations are available, and showing end behavior.
CHAPTER 15: TRIGONOMETRIC FUNCTIONS
F.TF.1: Understand radian measure of an angle as the length of the arc on the unit circle subtended by the angle.
F.TF.2: Explain how the unit circle in the coordinate plane enables the extension of trigonometric functions to all real numbers, interpreted as
radian measures of angles traversed counterclockwise around the unit circle.

F.TF.5: Choose trigonometric functions to model periodic phenomena with specified amplitude, frequency, and midline .

CHAPTER 16: TRIGONOMETRIC EQUATIONS

**ALERT! Sec III standard NOT accounted for in the textMUST BE ADDED.

F.TF.1: Understand radian measure of an angle as the length of the arc on the unit circle subtended by the angle.
F.TF.2: Explain how the unit circle in the coordinate plane enables the extension of trigonometric functions to all real numbers, interpreted as
radian measures of angles traversed counterclockwise around the unit circle.
F.TF.5: Choose trigonometric functions to model periodic phenomena with specified amplitude, frequency, and midline.
NEED TO ADD:

**G.SRT.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.
**G.SRT.10 (+): Prove the Laws of Sines and Cosines and use them to solve problems.
**G.SRT.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).

Vocabulary:
Models:

Strategies:

INSTRUCTION
Chapter 14: Modeling with Functions
Chapter 15: Trigonometric Functions
Chapter 16: Trigonometric Equations
Geometry Standards: Need to add
Students Skills Practice

ASSESSMENT
Before Instruction: Pre-Test
During Instruction: Check for Students Understanding
After Instruction: Post Test, End of Chapter Test,
Standardized Test Practice