NC Math 3 Mathematics ● Unpacked Contents

For the new Standard Course of Study that will be effective in all North Carolina schools in the 2017-18 School Year.

This document is designed to help North Carolina educators teach the NC Math 3 Standard Course of Study. NCDPI staff are continually
updating and improving these tools to better serve teachers and districts.

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The purpose of this document is to increase student achievement by ensuring educators understand the expectations of the new standards. This
document may also be used to facilitate discussion among teachers and curriculum staff and to encourage coherence in the sequence, pacing,
and units of study for grade-level curricula. This document, along with on-going professional development, is one of many resources used to
understand and teach the NC SCOS.

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This document includes a detailed clarification of each standard in the grade level along with a sample of questions or directions that may be used
during the instructional sequence to determine whether students are meeting the learning objective outlined by the standard. These items are
included to support classroom instruction and are not intended to reflect summative assessment items. The examples included may not fully
address the scope of the standard. The document also includes a table of contents of the standards organized by domain with hyperlinks to assist
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 North Carolina Math 3 Standards
The Standards for Mathematical Practice
Number Geometry Statistics & Probability
The complex number Creating equations Building functions Overview Overview
system Create equations that describe Build a function that models a Congruence Making Inference and
Use complex numbers in numbers or relationships relationship between two Prove geometric theorems Justifying Conclusions
polynomial identities and NC.M3.A-CED.1 quantities NC.M3.G-CO.10 Understand and evaluate
equations NC.M3.A-CED.2 NC.M3.F-BF.1a NC.M3.G-CO.11 random processes underlying
NC.M3.N-CN.9 NC.M3.A-CED.3 NC.M3.F-BF.1b NC.M3.G-CO.14 statistical experiments
Build new functions from NC.M3.S-IC.1
Reasoning with equations existing functions Circles Making inferences and justify
and inequalities NC.M3.F-BF.3 Understand and apply conclusions from sample
Algebra Understand solving equations NC.M3.F-BF.4a theorems about circles surveys, experiments and
Overview as a process of reasoning and NC.M3.F-BF.4b NC.M3.G-C.2 observational studies
Seeing structure in explain the reasoning NC.M3.F-BF.4c NC.M3.G-C.5 NC.M3.S-IC.3
expressions NC.M3.A-REI.1 NC.M3.S-IC.4
Interpret the structure of NC.M3.A-REI.2 Linear, Quadratic and Expressing Geometric NC.M3.S-IC.5
expressions Exponential Models Properties with Equations NC.M3.S-IC.6
NC.M3.A-SSE.1a Represent and solve equations Construct and compare linear Translate between the
NC.M3.A-SSE.1b and inequalities graphically and exponential models to geometric description and the
NC.M3.A-SSE.2 NC.M3.A-REI.11 solve problems equation for a conic section
Write expressions in NC.M3.F-LE.3 NC.M3.G-GPE.1
equivalent form to solve NC.M3.F-LE.4
problems Geometric Measurement &
NC.M3.A-SSE.3c Functions Trigonometric Functions Dimension
Overview Extend the domain of Explain volume formulas and
Perform arithmetic Interpreting functions trigonometric functions using use them to solve problems
operations on polynomials Understand the concept of a the unit circle NC.M3.G-GMD.3
Understand the relationship function and use function NC.M3.F-TF.1 Visualize relationships
between zeros and the factors notation NC.M3.F-TF.2a between two-dimensional and
of polynomials NC.M3.F-IF.1 NC.M3.F-TF.2b three-dimensional objects
NC.M3.A-APR.2 NC.M3.F-IF.2 Model periodic phenomena NC.M3.G-GMD.4
NC.M3.A-APR.3 Interpret functions that arise with trigonometric functions
Rewrite rational expressions in applications in terms of a NC.M3.F-TF.5 Modeling with Geometry
NC.M3.A-APR.6 context Apply geometric concepts in
NC.M3.A-APR.7a NC.M3.F-IF.4 modeling situations
NC.M3.A-APR.7b Analyze functions using NC.M3.G-MG.1
different representations
NC.M3.F-IF.7
NC.M3.F-IF.9

NC Math 3 Unpacking - Revised June 2022 2

 The Standards for Mathematical Practice

1. Make sense of problems and persevere in solving them.

Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens,
constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a
solution attempt. They consider analogous problems and try special cases and simpler forms of the original problem in order to gain insight into its solution. They
monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions
or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between
equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger
students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to
problems using a different method, and they continually ask themselves, “Does this make sense?” They can understand the approaches of others to solving complex
problems and identify correspondences between different approaches.
2. Reason abstractly and quantitatively.
Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems
involving quantitative relationships: the ability to decontextualize—to abstract a given situation and represent it symbolically and manipulate the representing
symbols as if they have a life of their own, without necessarily attending to their referents—and the ability to contextualize, to pause as needed during the
manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the
problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different
properties of operations and objects.
3. Construct viable arguments and critique the reasoning of others.
Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make
conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases and
can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively
about data, making plausible arguments that consider the context from which the data arose. Mathematically proficient students are also able 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.
Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be
correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at
all grades can listen to or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments.
4. Model with mathematics.
Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this
might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or
analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of
interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a
complicated situation, realizing that these may need revision later. They can identify important quantities in a practical situation and map their relationships using
such tools as diagrams, two-way tables, graphs, flowcharts, and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely
interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its
purpose.

5. Use appropriate tools strategically.

Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a
ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently
familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be
gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing
calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that
NC Math 3 Unpacking - Revised June 2022 3
 technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient
students at various grade levels can identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve
problems. They can use technological tools to explore and deepen their understanding of concepts.
6. Attend to precision.
Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They
state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and
labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of
precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high
school they have learned to examine claims and make explicit use of definitions.
7. Look for and make use of structure.
Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same
amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 × 8 equals the well-
remembered 7 × 5 + 7 × 3, in preparation for learning about the distributive property. In the expression x2 + 9x + 14, older students can see the 14 as 2 × 7 and the 9
as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also
can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of
several objects. For example, they can see 5 – 3(x – y)2 as 5 minus a positive number, times a square and use that to realize that its value cannot be more than 5 for
any real numbers x and y.
8. Look for and express regularity in repeated reasoning.
Mathematically proficient students notice if calculations are repeated and look both for general methods and for shortcuts. Upper elementary students might notice
when dividing 25 by 11 that they are repeating the same calculations over and over again, and conclude they have a repeating decimal. By paying attention to the
calculation of slope as they repeatedly check whether points are on the line through (1, 2) with slope 3, middle school students might abstract the equation (y – 2)/(x –
1) = 3. Noticing the regularity in the way terms cancel when expanding (x – 1)(x + 1), (x – 1)(x2 + x + 1), and (x – 1)(x3 + x2 + x + 1) might lead them to the general
formula for the sum of a geometric series. As they work to solve a problem, mathematically proficient students maintain oversight of the process, while attending to
the details. They continually evaluate the reasonableness of their intermediate results.

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NC Math 3 Unpacking - Revised June 2022 4

 Number – The Complex Number System
NC.M3.N-CN.9
Use complex numbers in polynomial identities and equations.
Use the Fundamental Theorem of Algebra to determine the number and potential types of solutions for polynomial functions.

Concepts and Skills The Standards for Mathematical Practices

Pre-requisite Connections
• Understand the relationship between the factors and the zeros of a polynomial function The following SMPs can be highlighted for this standard.
(NC.M3.A-APR.3) 2 – Reason abstractly and quantitatively
3 – Construct viable arguments and critique the reasoning of others
8 – Look for and express regularity in repeated reasoning
Connections Disciplinary Literacy
• Interpret parts of an expression (NC.M3.A-SSE.1a) New Vocabulary: The Fundamental Theorem of Algebra
• Use the structure of an expression to identify ways to write equivalent expressions Students should be able to discuss how can you determine the number of real and
(NC.M3.A-SSE.2) imaginary solutions of a polynomial.
• Multiply and divide rational expressions (NC.M3.A-APR.7b)
• Creating equations to solve or graph (NC.M3.A-CED.1, NC.M3.A-CED.2)
• Justify a solution method and the steps in the solving process (NC.M3.A-REI.1)
• Write a system of equations as an equation or write an equation as a system of equations to
solve (NC.M3.A-REI.11)
• Finding and comparing key features of functions (NC.M3.F-IF.4, 7, 9)
• Building functions from graphs, descriptions and ordered pairs (NC.M3.F-BF.1a)

Mastering the Standard

Comprehending the Standard Assessing for Understanding
Students know The Fundamental Theorem of Algebra, which states that every First, students need to be able to identify the number of solutions to a function by
polynomial function of positive degree n has exactly n complex zeros (counting relating them to the degree.
multiplicities). Thus a linear equation has 1 complex solution, a quadratic has two Indicator: How many solutions exist for the function:
complex solutions, a cubic has three complex solutions, and so on. The zeroes do not 𝑓𝑓(𝑥𝑥) = 𝑥𝑥 4 − 10𝑥𝑥 + 3?
have to be unique. For instance (𝑥𝑥 − 3)² = 0 has zeroes at 𝑥𝑥 = 3 and 𝑥𝑥 = 3. This is
considered to have a double root or a multiplicity of two. Students need to determine the types of solutions using graphical or algebraic methods,
Students also understand the graphical (x-intercepts as real solutions to functions) and where appropriate.
algebraic (solutions equal to zero by methods such as factoring, quadratic formula, the Indicator (real and imaginary solutions): How many, and what type, of solutions
remainder theorem, etc.) processes to determine when solutions to polynomials are exist for the function:
real, rational, irrational, or imaginary. 𝑓𝑓(𝑥𝑥) = 𝑥𝑥 4 − 10𝑥𝑥 2 − 21𝑥𝑥 − 12?

Additional Resources Indicator (with multiplicity of 2): How many, and what type, of solutions exist for
Representing Polynomials Graphically the function:
𝑓𝑓(𝑥𝑥) = 𝑥𝑥 5 − 3𝑥𝑥 4 − 27𝑥𝑥 3 + 19𝑥𝑥 2 + 114𝑥𝑥 − 72?

NC Math 3 Unpacking - Revised June 2022 5

 Mastering the Standard
Comprehending the Standard Assessing for Understanding
Indicator: What is the lowest
possible degree of the function
graphed? How do you know?
What is another possible
degree for the function?

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NC Math 3 Unpacking - Revised June 2022 6

 Algebra, Functions & Function Families
NC Math 1 NC Math 2 NC Math 3

Functions represented as graphs, tables or verbal descriptions in context

Focus on comparing properties of linear Focus on properties of quadratic functions A focus on more complex functions
function to specific non-linear functions and and an introduction to inverse functions • Exponential
rate of change. through the inverse relationship between • Logarithm
• Linear quadratic and square root functions. • Rational functions w/ linear denominator
• Exponential • Quadratic • Polynomial w/ degree ≤ three
• Quadratic • Square Root • Absolute Value and Piecewise
• Inverse Variation • Intro to Trigonometric Functions

A Progression of Learning of Functions through Algebraic Reasoning

The conceptual categories of Algebra and Functions are inter-related. Functions describe situations in which one quantity varies with
another. The difference between the Function standards and the Algebra standards is that the Function standards focus more on the
characteristics of functions (e.g. domain/range or max/min points), function definition, etc. whereas the Algebra standards provide the
computational tools and understandings that students need to explore specific instances of functions. As students progress through high
school, the coursework with specific families of functions and algebraic manipulation evolve. Rewriting algebraic expressions to create
equivalent expressions relates to how the symbolic representation can be manipulated to reveal features of the graphical representation of
a function.

Note: The Numbers conceptual category also relates to the Algebra and Functions conceptual categories. As students become more fluent
with their work within particular function families, they explore more of the number system. For example, as students continue the study of
quadratic equations and functions in Math 2, they begin to explore the complex solutions. Additionally, algebraic manipulation within the
real number system is an important skill to creating equivalent expressions from existing functions.
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NC Math 3 Unpacking - Revised June 2022 7

 Algebra – Seeing Structure in Expressions
NC.M3.A-SSE.1a
Interpret the structure of expressions.
Interpret expressions that represent a quantity in terms of its context.
a. Identify and interpret parts of piecewise, absolute value, polynomial, exponential and rational expressions including terms, factors, coefficients, and exponents.

Concepts and Skills The Standards for Mathematical Practices

Pre-requisite Connections
• Identify and interpret parts of an expression in context (NC.M2.A-SSE.1a) The following SMPs can be highlighted for this standard.
1 – Make sense of problems and persevere in solving them
4 – Model with mathematics
Connections Disciplinary Literacy
• Use the Fundamental Theorem of Algebra (NC.M3.N-CN.9) New Vocabulary: Absolute value, piecewise function, rational function
• Interpret parts of an expression as a single entity (NC.M3.A-SSE.1b)
• Create and graph equations and systems of equations (NC.M3.A-CED.1, NC.M3.A-
CED.2, NC.M3.A-CED.3)
• Interpret one variable rational equations (NC.M3.A-REI.2)
• Interpret statements written in piecewise function notation (NC.M3.F-IF.2)
• Analyze and compare functions for key features (NC.M3.F-IF.4, NC.M3.F-IF.7,
NC.M3.F-IF.9)
• Understand the effects on transformations on functions (NC.M3.F-BF.3)
• Interpret inverse functions in context (NC.M3.F-IF.4c)
• Interpret the sine function in context (NC.M3.F-TF.5)

Mastering the Standard

Comprehending the Standard Assessing for Understanding
Students need to be able to determine the meaning, algebraically and from a Students should be able to identify and explain the meaning of each part of these
context, of the different parts of the expressions noted in the standard. At the basic expressions.
level, this would refer to identifying the terms, factors, coefficients, and exponents Indicator: The Charlotte Shipping Company is needing to create an advertisement
in each expression. flyer for its new pricing for medium boxes shipped within Mecklenburg County. Based
on the expressions of the function below, where c represents cost and p represent
Students must also be able to identify how these key features relate in context of pounds, create an advertisement that discusses all the important details for the public.
word problems. 1
11.45, 𝑝𝑝 ≤ 12
𝑐𝑐(𝑝𝑝) = � 3
Additional Resources 1
Rational Functions Unit Classroom Task: 4.2 (Mathematics Visions Project) . 72 𝑝𝑝 + 5.57, 𝑝𝑝 > 12
3
Indicator: In a newspaper poll, 52% of respondents say they will vote for a certain
presidential candidate. The range of the actual percentage can be expressed by the
expression |𝑥𝑥 − 4|, where x is the actual percentage.
a) What are the highest and lowest percentages that might support the candidate?
b) Is the candidate guaranteed a victory?
c) Why or why not?

NC Math 3 Unpacking - Revised June 2022 8

 Mastering the Standard
Comprehending the Standard Assessing for Understanding
Indicator: A woman invests a specific amount of money which earns compounded
interest at a particular rate. This situation is represented by the equation: 𝐴𝐴 =
1000(1.023)2𝑡𝑡 . Determine the initial amount invested, the interest rate, and how often
it is compounded.
𝑟𝑟 𝑛𝑛𝑛𝑛
Remember: 𝐴𝐴 = 𝑃𝑃 �1 + �
𝑛𝑛

Indicator: The expression . 0013𝑥𝑥 3 − .0845𝑥𝑥 2 + 1.6083𝑥𝑥 + 12.5 represents the gas
consumption by the United States in billions of gallons, where x is the years since
1960.
a) Based on the expression, how many gallons of gas were consumed in 1960?
b) How do you know?

Indicator: In the equation of the circle 𝑥𝑥 2 + (𝑦𝑦 − 3)2 = 16, what does the 16
represent?

Indicator: You were having a party and did not check to see how many slices each
pizza was cut into at the beginning of the party. However, you assume that the pizza
place would have cut all of the pizzas into equal slices. You still have 4 slices of one
pizza and 3 of another. The following expression represents this situation. What does x
represent in this expression?
4 3
+
𝑥𝑥 𝑥𝑥

Indicator: Given the expression: 𝑎𝑎 𝑠𝑠𝑠𝑠𝑠𝑠(𝑏𝑏𝑏𝑏) + 𝑐𝑐.

a) What do a, b, c, and x represent?
b) How would increasing each variable by a factor of 2 change the value of the
expression?

Note: This example could also fit NC.M3.F-TF.5. For this standard, students must
recognize that changing b and x have different impacts then a or c because they are
“inputs” of a sine function. Teachers can give values for the variables to help students
interpret. Students should notice the similarity of this expression as with function
transformations (e.g., 𝑎𝑎𝑎𝑎(𝑏𝑏𝑏𝑏) + 𝑐𝑐).

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NC Math 3 Unpacking - Revised June 2022 9

 Algebra – Seeing Structure in Expressions
NC.M3.A-SSE.1b
Interpret the structure of expressions.
Interpret expressions that represent a quantity in terms of its context.
b. Interpret expressions composed of multiple parts by viewing one or more of their parts as a single entity to give meaning in terms of a context.

Concepts and Skills The Standards for Mathematical Practices

Pre-requisite Connections
• Interpret parts of a function as a single entity (NC.M2.A-SSE.1b) The following SMPs can be highlighted for this standard.
• Interpret parts of an expression in context (NC.M3.A-SSE.1a) 1 – Make sense of problems and persevere in solving them
4 – Model with mathematics
Connections Disciplinary Literacy
• Use the Fundamental Theorem of Algebra (NC.M3.N-CN.9) New Vocabulary: piecewise function
• Create and graph equations and systems of equations (NC.M3.A-CED.1, NC.M3.A-
CED.2, NC.M3.A-CED.3)
• Interpret one variable rational equations (NC.M3.A-REI.2)
• Interpret statements written in function notation (NC.M3.F-IF.2)
• Analyze and compare functions for key features (NC.M3.F-IF.4, NC.M3.F-IF.7,
NC.M3.F-IF.9)
• Understand the effects on transformations on functions (NC.M3.F-BF.3)
• Interpret inverse functions in context (NC.M3.F-IF.4c)

Mastering the Standard

Comprehending the Standard Assessing for Understanding
Students must be able to take the multi-part expressions we engage with in Math 3 Students must be able to demonstrate that they can understand, analyze, and interpret the
and see the different parts and what they mean to the expression in context. Students information that an expression gives in context. The two most important parts are
have worked with this standard in Math 1 and Math 2, so the new step is applying it determining what a certain situation asks for, and then how the information can be
to our Math 3 functions. determined from the expression.
Indicator: The expression, . 0013𝑥𝑥 3 − .0845𝑥𝑥 2 + 1.6083𝑥𝑥 + 12.5, represents the
As we add piecewise functions and expressions in Math 3, breaking down these gas consumption by the United States in billions of gallons, where x is the years since
expressions and functions into their parts are essential to ensure understanding. 1960. Based on the expression, how many gallons of gas were consumed in 1960?
How do you know?

Indicator: Explain what operations are performed on the inputs -2, 0, and 3 for the
following expression:
3𝑥𝑥, for 𝑥𝑥 ≤ 0
1
f(x) = � , for 0 < 𝑥𝑥 < 2
𝑥𝑥
𝑥𝑥 3 , for 𝑥𝑥 > 2
a) Which input is not in the domain?
b) Why not?
Note: Students must interpret the expressions given as conditions to know which
expression to evaluate with each given input.

NC Math 3 Unpacking - Revised June 2022 10

 Mastering the Standard
Comprehending the Standard Assessing for Understanding
Indicator: If the expression (𝑥𝑥 + 2)(𝑥𝑥 − 2)(5𝑥𝑥 − 1) represents the measurements
from a rectangular prism, what could entire expression and each of the factors
represent?

Indicator: A progressive tax system increases the percentage of income tax as the
income level increases. The
following piecewise function
describes a certain state’s income
tax. Write a paragraph explaining
the tax system and determine the
amount of taxes paid by families
with incomes of $20,000, $75,000, and $160,000.
a) Does this system seem fair?
b) Why or why not?

Indicator: In the equation of the circle 𝑥𝑥 2 + (𝑦𝑦 − 3)2 = 16, what does the 𝑦𝑦 − 3
represent?

Indicator: What are the center and radius of the circle given 𝑥𝑥 2 + 8𝑥𝑥 − 13 + 𝑦𝑦 2 −
6𝑦𝑦 + 11 = 0?
Note: For the focus of this standard, students should be able to explain how they
know the next steps based on the structure of this equation.

Indicator: Given the rectangle to the right, explain the

meaning of the numerator of the following rational
expression:

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NC Math 3 Unpacking - Revised June 2022 11

 Algebra – Seeing Structure in Expressions
NC.M3.A-SSE.2
Interpret the structure of expressions.
Use the structure of an expression to identify ways to write equivalent expressions.

Concepts and Skills The Standards for Mathematical Practices

Pre-requisite Connections
• Justifying a solution method (NC.M2.A-REI.1) The following SMPs can be highlighted for this standard.
7 – Look for and make use of structure
8 – Look for and express regularity in repeated reasoning
Connections Disciplinary Literacy
• Use the Fundamental Theorem of Algebra (NC.M3.N-CN.9) New Vocabulary: Sum or Difference of Cubes
• Write an equivalent form of an exponential expression (NC.M3.A-SSE.3c)
• Create and graph equations and systems of equations (NC.M3.A-CED.1, NC.M3.A-
CED.2, NC.M3.A-CED.3)
• Justify a solution method (NC.M3.A-REI.1)
• Solve one variable rational equations (NC.M3.A-REI.2)
• Analyze and compare functions for key features (NC.M3.F-IF.7, NC.M3.F-IF.9)

Mastering the Standard

Comprehending the Standard Assessing for Understanding
In Math 1 and 2, students factored quadratics. In Math 3, extend factoring to include This standard can be assessed mainly by performing the algebraic manipulation.
strategies for rewriting more complicated expressions. Factoring a sum or difference of Problems could include:
cubes, factoring a GCF out of a polynomial, and finding missing coefficients for Indicator: Factor 𝑥𝑥 3 − 2𝑥𝑥² − 35𝑥𝑥
expressions based on the factors can all be included.
Indicator: The expression (𝑥𝑥 + 4) is a factor of 𝑥𝑥 2 + 𝑘𝑘𝑘𝑘 − 20.
This standard places a focus on student having a full understanding of several types of a) What is the value of k?
functions. This requires students to be familiar with the various forms of function and b) How do you know?
the procedures used to rewrite expressions.
Indicator: Factor 𝑥𝑥 3 − 8
For example, students should be able to recognize a difference of cubes and recall the
procedure to rewrite the expression as a product of factors. Indicator: When factoring a difference of cubes, is the trinomial factor always,
sometimes, or never factorable? How do you know?
This standard should be applied to all function families learned throughout high
school, including the expressions in rational functions, exponential functions, and Indicator: Rewrite the following exponential equations to show the rate of growth
polynomial functions. or decay.
Students in Math 3 are not expected to apply a phase shift to rewrite sine and cosine
a) 𝐴𝐴(𝑡𝑡) = 500(1.035)𝑡𝑡
function, though this could be a good extension topic.
solution: 𝐴𝐴(𝑡𝑡) = 500(1 + 0.035)𝑡𝑡
b) 𝑉𝑉(𝑡𝑡) = 15,000(0.87)𝑡𝑡
solution: 𝑉𝑉(𝑡𝑡) = 15,000(1 − 0.13)𝑡𝑡

NC Math 3 Unpacking - Revised June 2022 12

 Mastering the Standard
Comprehending the Standard Assessing for Understanding
Indicator: The formula for the surface area of a cylinder is often written as 𝑉𝑉 =
2𝑟𝑟ℎ + 2𝑟𝑟 2 .
a) Explain the meaning of each part of the formula.
b) Solve the formula for h, in terms of r and V. What might be the benefit of
this new formula?
Note: In this example, part a) aligns with NC.M3.A-SSE.1b. For part b), students in
Math 3 should be able to look at the structure of the equation and use that structure
to identity the best way forward. A more challenging extension would be to have
students solve for r.

Indicator: What are the center and radius of the circle given 𝑥𝑥 2 + 8𝑥𝑥 − 13 + 𝑦𝑦 2 −
6𝑦𝑦 + 11 = 0?
Note: For this standard, students should be able to see structure of this equation
and explain how the structure determines what they must do to answer the
question.

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NC Math 3 Unpacking - Revised June 2022 13

 Algebra – Seeing Structure in Expressions
NC.M3.A-SSE.3
Write expressions in equivalent forms to solve problems.
Write an equivalent form of an exponential expression by using the properties of exponents to transform expressions to reveal rates based on different intervals of the
domain.

Concepts and Skills The Standards for Mathematical Practices

Pre-requisite Connections
• Use the properties of exponents to rewrite expressions with rational exponents (NC.M2.N- The following SMPs can be highlighted for this standard.
RN.2) 7 – Look for and make use of structure
Connections Disciplinary Literacy
• Use the structure of an expression to identify ways to write equivalent expressions Students should be able to explain their process of transforming an exponential
(NC.M3.A-SSE.2) expression using mathematical reasoning.
• Analyze and compare functions for key features (NC.M3.F-IF.7, NC.M3.F-IF.9)
• Building functions from graphs, descriptions and ordered pairs (NC.M3.F-BF.1a)

Mastering the Standard

Comprehending the Standard Assessing for Understanding
Students have already learned about exponential expressions in Math 1. This standard For students to demonstrate mastery, they must be able to convert these expressions and
expands on that knowledge to expect students to write equivalent expressions based on explain why the conversions work mathematically based on the properties of exponents.
the properties of exponents. Indicator: Explain why the following expressions are equivalent.
1 6 1 5 1 3
2� � � � 2� �
Additionally, compound interest is included in this standard. In teaching students to 2 2 4
fully master this concept, we must explain where the common compound interest
formula originates. The relationship to the common Students must be able to convert an exponential expression to different intervals of the
domain.
𝐴𝐴 = 𝑃𝑃(1 + 𝑟𝑟)𝑡𝑡 formula must be derived and explained.
Indicator: In 1966, a Miami boy smuggled three Giant African Land Snails into
the country. His grandmother eventually released them into the garden, and in
Additional Resources
seven years there were approximately 18,000 of them. The snails are very
Compound Interest Introduction
destructive and need to be eradicated.
a) Assuming the snail population grows exponentially, write an expression
for the population, p, in terms of the number, t, of years since their release.
b) You must present to the local city council about eradicating the snails. To
make a point, you want to want to show the rate of increase per month.
Convert your expression from being in terms of years to being in terms of
months.
Modified from Illustrative Mathematics
https://www.illustrativemathematics.org/content-standards/tasks/638

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NC Math 3 Unpacking - Revised June 2022 14

 Algebra – Arithmetic with Polynomial Expressions
NC.M3.A-APR.2
Understand the relationship between zeros and factors of polynomials.
Understand and apply the Remainder Theorem.

Concepts and Skills The Standards for Mathematical Practices

Pre-requisite Connections
• Evaluate functions (NC.M1.F-IF.2) The following SMPs can be highlighted for this standard.
• Division of polynomials (NC.M3.A-APR.6) 7 – Look for and make use of structure
8 – Look for and express regularity in repeated reasoning
Connections Disciplinary Literacy
• Understand the relationship between the factors of a polynomial, solutions, and zeros Students should be able to accurately explain Remainder Theorem in their own words.
(NC.M3.A-APR.3)
• Create and graph equations (NC.M3.A-CED.1, NC.M3.A-CED.2)
• Justify a solution method and the steps in the solving process (NC.M3.A-REI.1)
• Analyze and compare functions for key features (NC.M3.F-IF.4, NC.M3.F-IF.7,
NC.M3.F-IF.9)
• Building functions from graphs, descriptions and ordered pairs (NC.M3.F-BF.1a)

Mastering the Standard

Comprehending the Standard Assessing for Understanding
Students must understand that the Remainder Theorem states that if a polynomial 𝑝𝑝(𝑥𝑥) Students should be able to apply the Remainder Theorem.
is divided by any binomial (𝑥𝑥 − 𝑐𝑐), which does not have to be a factor of the Indicator: Let 𝑝𝑝(𝑥𝑥) = 𝑥𝑥 5 − 𝑥𝑥 4 + 8𝑥𝑥² − 9𝑥𝑥 + 30. Evaluate 𝑝𝑝(– 2). What
polynomial, the remainder is the same as if you evaluate the polynomial for c does the solution tell you about the factors of 𝑝𝑝(𝑥𝑥)?
(meaning to evaluate 𝑝𝑝(𝑐𝑐)). If the remainder of 𝑝𝑝(𝑐𝑐) = 0 then (𝑥𝑥 − 𝑐𝑐) is a factor of Solution: 𝑝𝑝(−2) = 32. This means that the remainder of
𝑥𝑥 5 − 𝑥𝑥 4 + 8𝑥𝑥² − 9𝑥𝑥 + 30
is
𝑝𝑝(𝑥𝑥) and c is a solution of the polynomial. 32
𝑥𝑥+2
Students should be able to know and apply all the Remainder Theorem. Teachers . This also means that 𝑥𝑥 + 2 is not a factor of 𝑥𝑥 5 − 𝑥𝑥 4 + 8𝑥𝑥² − 9𝑥𝑥 + 30.
𝑥𝑥+2
should not limit the focus to just finding roots.
Indicator: Consider the polynomial function: 𝑃𝑃(𝑥𝑥) = 𝑥𝑥 4 − 3𝑥𝑥 3 + 𝑎𝑎𝑎𝑎² −
Students can discover this relationship by completing the division and evaluating the 6𝑥𝑥 + 14, where a is an unknown real number. If (𝑥𝑥 − 2) is a factor of this
function for the same value to see how the remainder and the function’s value are the polynomial, what is the value of a?
same.
Indicator: Let 𝑓𝑓(𝑥𝑥) = 3𝑥𝑥 3 − 𝑎𝑎𝑥𝑥 2 + 𝑏𝑏𝑏𝑏 − 8, 𝑓𝑓(−2) = 16 and 𝑓𝑓(1) = 10. What
Additional Resources are the values of a and b in the polynomial function?
Remainder Theorem Discovery

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NC Math 3 Unpacking - Revised June 2022 15

 Algebra – Arithmetic with Polynomial Expressions
NC.M3.A-APR.3
Understand the relationship between zeros and factors of polynomials.
Understand the relationship among factors of a polynomial expression, the solutions of a polynomial equation and the zeros of a polynomial function.

Concepts and Skills The Standards for Mathematical Practices

Pre-requisite Connections
• Understand the relationship between the linear factor of a quadratic expression and The following SMPs can be highlighted for this standard.
solutions and zeros (NC.M1.A-APR.3) 3 – Construct viable arguments and critique the reasoning of others
7 – Look for and make use of structure
Connections Disciplinary Literacy
• Understand and apply the Remainder Theorem (NC.M3.A-APR.2)
• Create and graph equations (NC.M3.A-CED.1, NC.M3.A-CED.2)
• Justify a solution method (NC.M3.A-REI.1)

Mastering the Standard

Comprehending the Standard Assessing for Understanding
In Math 1, students studied the relationships of factors, zeroes, and solutions as they Students must understand how to set factors equal to 0 to solve a polynomial AND how
related to quadratics. In Math 3, students will expand on these relationships to higher- to build factors from the solutions to a polynomial.
order polynomials with more than two factors and/or solutions. Indicator: What relationship exists between factors of polynomials and their
solutions? What type of solutions can exist when a polynomial is not factorable?
It is not sufficient to allow students to use the shortcut that solutions are the “opposite”
of the number in a binomial factor, because when the leading coefficient is greater Indicator: What are the solutions to the polynomial:
than one, this is not true. For example, the factor (2x + 3) does not correspond with a 𝑝𝑝(𝑥𝑥) = (𝑥𝑥 − 5)(3𝑥𝑥 + 5)(𝑥𝑥 2 − 7𝑥𝑥 + 15)
solution of −3. As in previous HS mathematics course, students must understand the
relationship between the solutions of an equation and the zeros of a function. 4
Indicator: Write two distinct polynomials, in factored form, with solutions at 1, ,
3
Additionally, they must understand the multiplicative property of zero and how it is
and a double root at −4.
applied to the algebraic process when solving polynomial equations.

Additional Resources
Representing Polynomials Graphically

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NC Math 3 Unpacking - Revised June 2022 16

 Algebra – Arithmetic with Polynomial Expressions
NC.M3.A-APR.6
Rewrite rational expressions.
𝑎𝑎(𝑥𝑥) 𝑟𝑟(𝑥𝑥)
Rewrite simple rational expressions in different forms; write in the form 𝑞𝑞(𝑥𝑥) + , where 𝑎𝑎(𝑥𝑥), 𝑏𝑏(𝑥𝑥), 𝑞𝑞(𝑥𝑥), and 𝑟𝑟(𝑥𝑥) are polynomials with the degree of 𝑟𝑟(𝑥𝑥) less
𝑏𝑏(𝑥𝑥) 𝑏𝑏(𝑥𝑥)
than the degree of 𝑏𝑏(𝑥𝑥).

Concepts and Skills The Standards for Mathematical Practices

Pre-requisite Connections
• Long division of numerical expressions, The following SMPs can be highlighted for this standard.
• Operations with polynomial expressions (NC.M2.A-APR.1) 5 – Use appropriate tools strategically
Connections Disciplinary Literacy
• Understand and apply the Remainder Theorem (NC.M3.A-APR.2) If students learn synthetic division, students should be able to describe the limitations
• Operations with polynomial expressions (NC.M3.A-APR.7a, NC.M3.A-APR.7b) of the process.
• Create and graph equations (NC.M3.A-CED.1, NC.M3.A-CED.2)
• Justify a solution method (NC.M3.A-REI.1)
• Solve one variable rational equations (NC.M3.A-REI.2)
• Analyze and compare functions for key features (NC.M3.F-IF.4, NC.M3.F-IF.7,
NC.M3.F-IF.9)

Mastering the Standard

Comprehending the Standard Assessing for Understanding
In teaching this standard, students must be able to divide and simplify rational Students must not only be able to rewrite and divide the polynomials, but they will
expressions by factoring and simplifying (inspection) and long division. It will be often need to determine the most appropriate method for performing the operation. Why
important for students to realize when each can and should be used. questions, such as “Why did you choose inspection/long division/synthetic division to
rewrite this expression?” can enhance the understanding.
The use of synthetic division may be introduced as a method, but students should Indicator: Express
−𝑥𝑥 2 +4𝑥𝑥+87
in the form q(x) +
r (x)
.
recognize its limitations (division by a linear term). When students use methods that 𝑥𝑥+1 b (x)
have not been developed conceptually, they often have misconceptions and make
𝑥𝑥 3 −3𝑥𝑥 2 +𝑥𝑥−6
procedural mistakes due to a lack of understanding. They also lack the understanding Indicator: Find the quotient and remainder for the rational expression
𝑥𝑥 2 +2
to modify or adapt the method when faced with new and unfamiliar situations. and use them to write the expression in a different form.
Video: Synthetic Division: How to understand It by NOT doing it.
Indicator: Determine the best method to simplify the following expressions and
explain why your chosen method is the most appropriate.
6𝑥𝑥 3 +15𝑥𝑥 2 +12𝑥𝑥 𝑥𝑥 2 +9𝑥𝑥+14 𝑥𝑥 4 +3𝑥𝑥 𝑥𝑥 3 +7𝑥𝑥 2 +13𝑥𝑥+6
a) b) c) d)
3𝑥𝑥 𝑥𝑥+7 𝑥𝑥 2 −4 𝑥𝑥+4

Additional Tasks
Combined Fuel Efficiency (Illustrative Mathematics)

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NC Math 3 Unpacking - Revised June 2022 17

 Algebra – Arithmetic with Polynomial Expressions
NC.M3.A-APR.7a
Rewrite rational expressions.
Understand the similarities between arithmetic with rational expressions and arithmetic with rational numbers.
a. Add and subtract two rational expressions, 𝑎𝑎(𝑥𝑥) and 𝑏𝑏(𝑥𝑥), where the denominators of both 𝑎𝑎(𝑥𝑥) and 𝑏𝑏(𝑥𝑥) are linear expressions.

Concepts and Skills The Standards for Mathematical Practices

Pre-requisite Connections
• Operations with fractions The following SMPs can be highlighted for this standard.
• Operations with polynomial expressions (NC.M2.A-APR.1) 7 – Look for and make use of structure
Connections Disciplinary Literacy
• Rewrite simple rational expressions (NC.M3.A-APR.6) New vocabulary: Rational expression
• Multiple and divide rational expressions (NC.M3.A-APR.7b)
• Create and graph equations (NC.M3.A-CED.1, NC.M3.A-CED.2)
• Justify a solution method (NC.M3.A-REI.1)
• Solve one variable rational equations (NC.M3.A-REI.2)
• Write a system of equations as an equation or write an equation as a system of equations
to solve (NC.M3.A-REI.11)
• Analyze and compare functions for key features (NC.M3.F-IF.4, NC.M3.F-IF.7,
NC.M3.F-IF.9)
• Building functions from graphs, descriptions and ordered pairs (NC.M3.F-BF.1a)

Mastering the Standard

Comprehending the Standard Assessing for Understanding
Students should understand that the same addition and subtraction properties that Students must be able to perform the operations and understand and explain the process
apply to rational numbers, specifically fractions, also apply to rational expressions. In (i.e., why they are factoring out a GCF, why they are finding a common denominator,
NC Math 3, students will add and subtract rational expressions to simplify rational why they are multiplying the numerator and denominator by the same factor, etc.)
expressions. Factoring (LCMs and GCFs) and the Identity Property of Multiplication Indicator:
3𝑥𝑥+7
−
3𝑥𝑥+15
𝑥𝑥−2 2𝑥𝑥−4
are good concepts to pre-assess/review. It is very important that students avoid the
misconception of “cross multiplying” to find common denominators, which may be an 4𝑥𝑥+13 𝑥𝑥+2
erroneous strategy carried forward from earlier work with fractions and doesn’t Indicator: Simplify and explain your steps: +
𝑥𝑥−3 2𝑥𝑥+6
support mathematical understanding.
Indicator: Why does multiplying a numerator and denominator by 2 NOT double
Note: NC Math 3 students will add and subtract rational expressions with linear the value of a rational expression?
denominators ONLY.

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NC Math 3 Unpacking - Revised June 2022 18

 Algebra – Arithmetic with Polynomial Expressions
NC.M3.A-APR.7b
Rewrite rational expressions.
Understand the similarities between arithmetic with rational expressions and arithmetic with rational numbers.
b. Multiply and divide two rational expressions.

Concepts and Skills The Standards for Mathematical Practices

Pre-requisite Connections
• Operations with fractions The following SMPs can be highlighted for this standard.
• Operations with polynomial expressions (NC.M2.A-APR.1) 7 – Look for and make use of structure
• Rewrite simple rational expressions (NC.M3.A-APR.6)
Connections Disciplinary Literacy
• Create and graph equations (NC.M3.A-CED.1, NC.M3.A-CED.2)
• Justify a solution method (NC.M3.A-REI.1)
• Solve one variable rational equations (NC.M3.A-REI.2)
• Write a system of equations as an equation or write an equation as a system of equations
to solve (NC.M3.A-REI.11)
• Analyze and compare functions for key features (NC.M3.F-IF.4, NC.M3.F-IF.7,
NC.M3.F-IF.9)
• Building functions from graphs, descriptions and ordered pairs (NC.M3.F-BF.1a)

Mastering the Standard

Comprehending the Standard Assessing for Understanding
Students should understand that the same multiplication and division properties that Students must be able to perform the operations and understand and explain the process
apply to multiplying and dividing fractions also apply to performing the same (i.e., why they are factoring each expression, why they can divide out common factors
operations on rational expressions. Again, it is important to avoid short cuts and tricks in the numerator and denominator, that a common denominator when dividing can be
(for example, cross multiplying and keep-change-flip) that do not support useful, etc.)
mathematical understanding. Prior knowledge with factoring and operations of Indicator: Simplify and explain your steps.
fractions are excellent concepts from which to build.
2𝑥𝑥+4 𝑥𝑥 2 −36 𝑥𝑥 2 −4 𝑥𝑥+2
a. � �� � b. � �÷� �
𝑥𝑥 2 −6𝑥𝑥 4𝑥𝑥+8 𝑥𝑥 2 +2𝑥𝑥−5 𝑥𝑥 2 +2𝑥𝑥−5

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NC Math 3 Unpacking - Revised June 2022 19

 Algebra – Creating Equations
NC.M3.A-CED.1
Create equations that describe numbers or relationships.
Create equations and inequalities in one variable that represent absolute value, polynomial, exponential, and rational relationships and use them to solve problems
algebraically and graphically.

Concepts and Skills The Standards for Mathematical Practices

Pre-requisite Connections
• Create one variable equations and solve (NC.M2.A-CED.1) The following SMPs can be highlighted for this standard.
• Use the Fundamental Theorem of Algebra (NC.M3.N-CN.9) 1 – Make sense of problems and persevere in solving them
• Interpret parts of an expression in context (NC.M3.A-SSE.1a, NC.M3.A-SSE.1b) 4 – Model with mathematics
• Use the structure of an expression to identify ways to write equivalent expressions
(NC.M3.A-SSE.2)
• Justify a solution method (NC.M3.A-REI.1)
Connections Disciplinary Literacy
• Understand and apply the Remainder Theorem (NC.M3.A-APR.2) New Vocabulary: Absolute value equation, rational equation
• Rewrite rational expressions (NC.M3.A-APR.6, NC.M3.A-APR.7a, NC.M3.A-APR.7b) Student should be able to explain and defend the model they chose to represent the
• Justify a solution method (NC.M3.A-REI.1) situation.
• Solve one variable rational equations (NC.M3.A-REI.2)
• Write a system of equations as an equation or write an equation as a system of equations to
solve (NC.M3.A-REI.11)
• Use function notation to evaluate piecewise functions (NC.M3.F-IF.2)
• Build functions from various representations and by combining functions (NC.M3.F-
BF.1a, NC.M3.F-BF.1b)
• Use logarithms to express solutions to exponential equations (NC.M3.F-LE.4)

Mastering the Standard

Comprehending the Standard Assessing for Understanding
This is a modeling standard which means students choose and use appropriate Students should be able to create and solve problems algebraically and graphically.
mathematical equations to analyze situations. Thus, contextual situations that require There should be a focus on using methods efficiently.
students to determine the correct mathematical model and use the model to solve Indicator: Clara works for a marketing company and is designing packing for a
problems are essential. new product. The product can come in various sizes. Clara has determined that the
Creating one variable equations and inequalities are included in Math 1, 2, and 3. In size of the packaging can be found using the function, 𝑝𝑝(𝑏𝑏) = 𝑏𝑏(2𝑏𝑏 + 1)(𝑏𝑏 + 5),
previous courses, students modeled with linear, exponential, quadratic, radical, and where b is the shortest measurement of the product. After some research, Clara
inverse variation equations. In Math 3, students will be expected to model with determined that packaging with 20,500 𝑐𝑐𝑐𝑐3 will be the most appealing to
polynomial, rational, absolute value, and exponential equations. Students will need to customers. What are the dimensions of the package?
analyze a problem, determine the type of equation, and set up and solve these
problems. Students may need to create an equation from different representations Indicator: If the world population at the beginning of 2008 was 6.7 billion and
found in the context. This makes it important for students to realize that equations can growing at a rate of 1.16% each year, in what year will the population be double?
be derived as a specific instance of an associated function.
Students are expected to represent the solutions of an inequality using a number line
and compound inequalities using inequality and interval notation.

NC Math 3 Unpacking - Revised June 2022 20

 Mastering the Standard
Comprehending the Standard Assessing for Understanding
Additional Resources Indicator: A recent poll suggests that 47% of American citizens are going to vote
Creating Exponential Equations for the Democratic candidate for president, with a margin of error of ±4.5%. Set up
and solve an absolute value inequality to determine the range of possible
percentages the candidate could earn.
a) Based on your answer, can you determine if the Democratic candidate will
win the election?
b) Why or why not?

Indicator: In a marching band class, the field crew has four members. Brian can
paint a line on the practice field in 5 minutes, Luis can paint a line one in 4
minutes, Sylvia can paint a line one in 6 minutes, and Tierra can paint a line in 3
minutes. Set up and solve an equation to determine how long will it take the group
to paint the 21 lines on their practice field if they work together.

Additional Tasks
Basketball (Illustrative Mathematics)

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NC Math 3 Unpacking - Revised June 2022 21

 Algebra – Creating Equations
NC.M3.A-CED.2
Create equations that describe numbers or relationships.
Create and graph equations in two variables to represent absolute value, polynomial, exponential and rational relationships between quantities.

Concepts and Skills The Standards for Mathematical Practices

Pre-requisite Connections
• Create and graph two-variable equations (NC.M2.A-CED.2) The following SMPs can be highlighted for this standard.
• Use the Fundamental Theorem of Algebra (NC.M3.N-CN.9) 4 – Model with mathematics
• Interpret parts of an expression in context (NC.M3.A-SSE.1a, NC.M3.A-SSE.1b)
• Use the structure of an expression to identify ways to write equivalent expressions
(NC.M3.A-SSE.2)
Connections Disciplinary Literacy
• Understand and apply the Remainder Theorem (NC.M3.A-APR.2) New Vocabulary: Absolute value equation, rational equation
• Understand the relationship between the factors of a polynomial, solutions and zeros
(NC.M3.A-APR.3)
• Rewrite rational expressions (NC.M3.A-APR.6, NC.M3.A-APR.7a, NC.M3.A-APR.7b)
• Write the equations and inequalities of a system (NC.M3.A-CED.3)
• Solve one variable rational equations (NC.M3.A-REI.2)
• Write a system of equations as an equation or write an equation as a system of equations to
solve (NC.M3.A-REI.11)
• Use function notation to evaluate piecewise functions (NC.M3.F-IF.2)
• Analyze and compare functions (NC.M3.F-IF.7, NC.M3.F-IF.9)
• Build functions from various representations and by combining functions (NC.M3.F-
BF.1a, NC.M3.F-BF.1b)
• Use logarithms to express solutions to exponential equations (NC.M3.F-LE.4)

Mastering the Standard

Comprehending the Standard Assessing for Understanding
This is a modeling standard which means students choose and use appropriate Rate of growth and decay, work rate (and other 30
mathematics to analyze situations. Thus, contextual situations that require students to rates), geometric, and other real-world cm
determine the correct mathematical model and use the model to solve problems are examples provide the context for many of these
essential. In A-CED.1, writing and solving an equation is emphasized while in this problems.
standard (A-CED.2), graphing the equation to determine key features is an essential 16
skill. Indicator: A company is manufacturing an open- cm
top rectangular box. They have 30 cm by16 cm x
This standard is included in Math 1, 2, and 3. Generally in all three courses, students sheets of material. The bins are made by cutting x
create equations in two variables and graph them on coordinate axes. Students graphed squares the same size from each corner of a sheet,
exponential equations in In Math 3, absolute value, polynomial, and rational graphs bending up the sides, and sealing the corners.
are introduced. a) Create an equation relating the volume V of the
box to the length of the corner cut out x.
b) Graph the equation and identify the
dimensions of the box that will have the maximum volume.
c) Explain.

NC Math 3 Unpacking - Revised June 2022 22

 Mastering the Standard
Comprehending the Standard Assessing for Understanding
Indicator: A biology student us studying bacterial growth. She was surprised
to find that the population of the bacteria doubled every hour.
a) Complete the following table and plot the data.

b) Write and equations for P, the population of the bacteria, as a function

of time, t, and verify that it produces correct populations for t = 1, 2, 3,
and 4.

https://www.illustrativemathematics.org/content-standards/tasks/385

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NC Math 3 Unpacking - Revised June 2022 23

 Algebra – Creating Equations
NC.M3.A-CED.3
Create equations that describe numbers or relationships.
Create systems of equations and/or inequalities to model situations in context.

Concepts and Skills The Standards for Mathematical Practices

Pre-requisite Connections
• Write the equations for a system (NC.M2.A-CED.3) The following SMPs can be highlighted for this standard.
• Interpret parts of an expression in context (NC.M3.A-SSE.1a, NC.M3.A-SSE.1b) 1 – Make sense of problems and persevere in solving them
• Create and graph two variable equations (NC.M3.A-CED.2) 4 – Model with mathematics
Connections Disciplinary Literacy
• Write a system of equations as an equation or write an equation as a system of equations to Students should justify the chosen models of each equation with mathematical
solve (NC.M3.A-REI.11) reasoning.
• Use function notation to evaluate piecewise functions (NC.M3.F-IF.2)

Mastering the Standard

Comprehending the Standard Assessing for Understanding
In Math 3, the systems of equations and inequalities that must be mastered include In assessing this standard, graphical solutions can be highlighted using technology.
absolute value functions. In previous courses, students have worked with systems Ideally, the functions and equations will come from a context.
including linear and quadratic functions. Indicator: After receiving his business degree from UNC-Chapel Hill, John is
Function types are not limited in this standard as in previous courses. All function offered positions with two companies. Company A offers him $80,000 per year, with
types are potential components of systems in Math 3. Students are not expected to a $1,000 increase every year. Company B offers him $60,000 per year with a 4%
solve complex systems algebraically but should focus on more efficient method such increase every year.
as tables, graphs, and using technology. (Solving these systems algebraically can be a) After how many years will the Company B salary be higher than Company
an extension topic.) A?
b) Which offer would you choose? Why?

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NC Math 3 Unpacking - Revised June 2022 24

 Algebra – Reasoning with Equations and Inequalities
NC.M3.A-REI.1
Understand solving equations as a process of reasoning and explain the reasoning.
Justify a solution method for equations and explain each step of the solving process using mathematical reasoning.

Concepts and Skills The Standards for Mathematical Practices

Pre-requisite Connections
• Justify a solution method and the steps in the solving process (NC.M2.A-REI.1) The following SMPs can be highlighted for this standard.
• Use the Fundamental Theorem of Algebra (NC.M3.N-CN.9) 3 – Construct viable arguments and critique the reasoning of others
• Use the structure of an expression to identify ways to write equivalent expressions
(NC.M3.A-SSE.2)
• Understand and apply the Remainder Theorem (NC.M3.A-APR.2)
• Understand the relationship between the factors of a polynomial, solutions and zeros
(NC.M3.A-APR.3)
• Rewrite rational expressions (NC.M3.A-APR.6, NC.M3.A-APR.7a, NC.M3.A-APR.7b)
Connections Disciplinary Literacy
• Creating one variable equations (NC.M3.A-CED.1) Students should be able to explain why it is necessary to write two equations to solve
• Solve one variable rational equations (NC.M3.A-REI.2) an absolute value equation.
• Use logarithms to express solutions to exponential equations (NC.M3.F-LE.4)

Mastering the Standard

Comprehending the Standard Assessing for Understanding
This standard is included in Math 1, 2 and 3. In Math 3, students should extend their Solving equations including justifications for each step, error analysis of solutions to
knowledge of all equations they are asked to solve. equations, and comparing and analyzing different methods are all appropriate methods
of assessing this standard.
When solving equations, students will use mathematical reasoning to justify and Indicator: Julia is solving an absolute value inequality in class and has become
explain each step obtained from the previous step, assuming the original equation has a stuck. Show Julia the next step and write down the explanation for that step so she
solution, and develop an argument that justifies their method. can reference it on other problems.
Julia’s steps:
Students do not have to use the proper names of the properties of operations and 2|𝑥𝑥 + 5| − 3 ≤ 10
equality, but they should recognize and use the concepts associated with the properties. 2|𝑥𝑥 + 5| ≤ 13
|𝑥𝑥 + 5| ≤ 6.5

Indicator: Describe your process for solving the following polynomial and explain
the mathematical reasoning for each step: 𝑥𝑥 3 + 4𝑥𝑥 2 + 𝑥𝑥 = 6.

Indicator: The volume of a sphere is 523.6 in3. Determine the radius of the sphere
and justify each step of your algebraic reasoning.

NC Math 3 Unpacking - Revised June 2022 25

 Mastering the Standard
Comprehending the Standard Assessing for Understanding
Indicator: This rational equation has been solved using two different methods.
a) Justify each step using a property of equality.
b) How do the solution methods compare?
c) Which method would you most likely use? Justify why.

Indicator: Solve the following three equations for x. Explain the rationale for the
differences in your steps and solutions.
a) 26 = 𝑥𝑥
b) 3(2)6 = 𝑥𝑥
c) 2𝑥𝑥 = 6
d) 3(2)𝑥𝑥 = 6

����
Indicator: Δ𝐴𝐴𝐴𝐴𝐴𝐴 is a right triangle, with 𝐴𝐴𝐴𝐴
tangent to circle B, 𝐴𝐴𝐴𝐴 = 8 and 𝐴𝐴𝐴𝐴 = 4.
a) How would you calculate the radius
of circle B?
b) Justify your reasoning.

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NC Math 3 Unpacking - Revised June 2022 26

 Algebra – Reasoning with Equations and Inequalities
NC.M3.A-REI.2
Understand solving equations as a process of reasoning and explain the reasoning.
Solve and interpret one variable rational equations arising from a context and explain how extraneous solutions may be produced.

Concepts and Skills The Standards for Mathematical Practices

Pre-requisite Connections
• Solve and interpret one variable inverse variation and square root equations and explain The following SMPs can be highlighted for this standard.
extraneous solutions (NC.M2.A-REI.2)
• Interpret parts of an expression in context (NC.M3.A-SSE.1a, NC.M3.A-SSE.1b)
• Use the structure of an expression to identify ways to write equivalent expressions
(NC.M3.A-SSE.2)
• Rewrite rational expressions (NC.M3.A-APR.6, NC.M3.A-APR.7a, NC.M3.A-APR.7b)
• Justify a solution method and each step in the solving process (NC.M3.A-REI.1)
Connections Disciplinary Literacy
• Creating one variable equations (NC.M3.A-CED.1) New Vocabulary: Rational equation, extraneous solution
• Analyze and compare functions (NC.M3.F-IF.4, NC.M3.F-IF.7, NC.M3.F-IF.9) Students should be able to explain when a rational equation will have an extraneous
solution.

Mastering the Standard

Comprehending the Standard Assessing for Understanding
Students need to understand the process of solving rational equations, including To master this standard, students must be able to set up, solve, and evaluate the
finding the common denominator of all terms. It is important to keep in mind the solutions to “real-world” rational equations.
limitations placed in NC.M3.A-APR.7. Indicator: In a marching band class, the field crew has four members. Brian can
paint a line on the practice field in 5 minutes, Luis can paint a line one in 4
Students also need to understand the relationship between rates and rational minutes, Sylvia can paint a line one in 6 minutes, and Tierra can paint a line in 3
expressions, such as 𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠 =
𝑑𝑑𝑑𝑑𝑑𝑑𝑑𝑑𝑑𝑑𝑑𝑑𝑑𝑑𝑑𝑑
. minutes. Set up and solve an equation to determine how long will it take the group
𝑡𝑡𝑡𝑡𝑡𝑡𝑡𝑡
to paint the 21 lines on their practice field if they work together.
a) Is this answer accurate, based on the context?
Students should understand that the process of algebraically solving an equation can
b) Why or why not?
produce extraneous solutions. Students studied this in Math 2 in connection to square
root functions. When teaching this standard, it will be important to link to the concept
Additionally, students must be able to solve rational equations and understand how
of having a limited domain, not only by the context of a problem, but also by the
extraneous solutions can be produced. Graphic representations can often be used to find
nature of the equation.
real solutions, but students must be able to identify when their algebraic solving process
creates an extraneous solution.
Graphically, extraneous solution can be linked to discontinuities on the graph.
Indicator: Your Mom can clean your entire house in 3 hours. However, your dad
takes 5 hours to clean the house. Determine how long it will take for them to clean
the house if they work together.

Indicator: You are throwing a birthday party at a bowling alley for your little
brother. It costs $75 to rent a room, plus an additional cost of $4.50 per child. If you
only want to spend an average of $17 per child, how many children can you invite?

NC Math 3 Unpacking - Revised June 2022 27

 Mastering the Standard
Comprehending the Standard Assessing for Understanding
Indicator: Consider the following equation.
𝑥𝑥 2 + 𝑥𝑥 − 2
= −2
𝑥𝑥 + 2
Below are two algebraic methods that can be used to solve this equation.
Method 2:
Verify that each step in Method 1:
𝑥𝑥 2 + 𝑥𝑥 − 2
the two methods is 𝑥𝑥 2 + 𝑥𝑥 − 2 = −2
correct and answer the = −2 𝑥𝑥 + 2
𝑥𝑥 + 2
following questions.
a) Why does Method (𝑥𝑥 + 2)(𝑥𝑥 − 1) 𝑥𝑥 2 + 𝑥𝑥 − 2 = −2 (𝑥𝑥 + 2)
2 produce two = −2
𝑥𝑥 + 2 𝑥𝑥 2 + 𝑥𝑥 − 2 = −2𝑥𝑥 − 4
solutions?
b) Looking at original 𝑥𝑥 − 1 = −2
equation, how can 𝑥𝑥 = −1 𝑥𝑥 2 + 3𝑥𝑥 + 2 = 0
you tell which of
the solutions is (𝑥𝑥 + 2)(𝑥𝑥 + 1) = 0
extraneous?
𝑥𝑥 = −2, −1
𝑥𝑥 2 +𝑥𝑥−2
Indicator: Graph the function 𝑓𝑓(𝑥𝑥) = on a graphing calculator or app.
𝑥𝑥+2
a) What do you notice about the graph?
b) Zoom into where the extraneous solution would be on the grid. What do
you notice?
c) What are the implications of just looking at the graph for the solutions?
d) Now look at the table of the function. What do you notice?

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NC Math 3 Unpacking - Revised June 2022 28

 Algebra – Reasoning with Equations and Inequalities
NC.M3.A-REI.11
Represent and solve equations and inequalities graphically
Extend an understanding that the 𝑥𝑥-coordinates of the points where the graphs of two equations 𝑦𝑦 = 𝑓𝑓(𝑥𝑥) and 𝑦𝑦 = 𝑔𝑔(𝑥𝑥) intersect are the solutions of the equation 𝑓𝑓(𝑥𝑥) =
𝑔𝑔(𝑥𝑥) and approximate solutions using a graphing technology or successive approximations with a table of values.

Concepts and Skills The Standards for Mathematical Practices

Pre-requisite Connections
• Use the Fundamental Theorem of Algebra (NC.M3.N-CN.9) The following SMPs can be highlighted for this standard.
• Rewrite rational expressions (NC.M3.A-APR.6, NC.M3.A-APR.7a, NC.M3.A-APR.7b) 4 – Model with mathematics
Connections Disciplinary Literacy
• Create equation to graph and solve (NC.M3.A-CED.1, NC.M3.A-CED.2, NC.M3.A- Students should be able to explain how solutions obtained through algebraic methods
CED.3) and graphing can differ and understand the benefits and limitations of graphing.

Mastering the Standard

Comprehending the Standard Assessing for Understanding
This standard is included in Math 1, 2, and 3. In previous courses, students studied Graphical solutions, often using technology, should be highlighted in assessing student
linear, exponential, and quadratic functions. In Math 3, the type of function is not mastery of this standard.
limited. Students are expected to find a solution to any equation or system using tables, Indicator: Graph the following system and approximate solutions for 𝑓𝑓(𝑥𝑥) =
graphs, and technology. 𝑔𝑔(𝑥𝑥).
𝑥𝑥+4
𝑓𝑓(𝑥𝑥) = and 𝑔𝑔(𝑥𝑥) = 𝑥𝑥 3 − 6𝑥𝑥 2 + 3𝑥𝑥 + 10
Visual examples of rational equations explore the solution as the intersection of two 2−𝑥𝑥

functions and provide evidence to discuss how extraneous solutions do not fit the
From the standard, we build that 𝑓𝑓(𝑥𝑥) = 𝑔𝑔(𝑥𝑥) where 𝑓𝑓(𝑥𝑥) = 𝑦𝑦1 and 𝑔𝑔(𝑥𝑥) = 𝑦𝑦2
model.
Indicator: Use technology to solve 1.52𝑥𝑥 + 3𝑥𝑥 = 15, treating each side of the
statement as two equations of a system.
Note: Algebraically solving equations with ‘e’ is not an expectation of Math 3.
Students should be able to solve any equations using a graphing technology.

Indicator: Solve the equation 54𝑥𝑥 = 28𝑥𝑥 graphically. Use the answer to show that
the equation holds true for the x-value you find.

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NC Math 3 Unpacking - Revised June 2022 29

 Algebra, Functions & Function Families
NC Math 1 NC Math 2 NC Math 3

Functions represented as graphs, tables, or verbal descriptions in context

Focus on comparing properties of linear Focus on properties of quadratic functions A focus on more complex functions
function to specific non-linear functions and and an introduction to inverse functions • Exponential
rate of change. through the inverse relationship between • Logarithm
• Linear quadratic and square root functions. • Rational functions w/ linear denominator
• Exponential • Quadratic • Polynomial w/ degree ≤ three
• Quadratic • Square Root • Absolute Value and Piecewise
• Inverse Variation • Intro to Trigonometric Functions

A Progression of Learning of Functions through Algebraic Reasoning

The conceptual categories of Algebra and Functions are inter-related. Functions describe situations in which one quantity varies with
another. The difference between the Function standards and the Algebra standards is that the Function standards focus more on the
characteristics of functions (e.g. domain/range or max/min points), function definition, etc. whereas the Algebra standards provide the
computational tools and understandings that students need to explore specific instances of functions. As students’ progress through high
school, the coursework with specific families of functions and algebraic manipulation evolves. Rewriting algebraic expressions to create
equivalent expressions relates to how the symbolic representation can be manipulated to reveal features of the graphical representation of
a function.

Note: The Numbers conceptual category also relates to the Algebra and Functions conceptual categories. As students become more fluent
with their work within particular function families, they explore more of the number system. For example, as students continue the study of
quadratic equations and functions in Math 2, they begin to explore the complex solutions. Additionally, algebraic manipulation within the
real number system is an important skill to creating equivalent expressions from existing functions.
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NC Math 3 Unpacking - Revised June 2022 30

 Functions – Interpreting Functions
NC.M3.F-IF.1
Understand the concept of a function and use function notation.
Extend the concept of a function by recognizing that trigonometric ratios are functions of angle measure.

Concepts and Skills The Standards for Mathematical Practices

Pre-requisite Connections
• Define a function (NC.M1.F-IF.1) The following SMPs can be highlighted for this standard.
• Verify experimentally that the side ratios in similar triangles are properties of the angle
measures in the triangle (NC.M2.G-SRT.6)
• Understand radian measure of an angle (NC.M3.F-TF.1)
Connections Disciplinary Literacy
• Analyze and compare functions in various representations (NC.M3.F-IF.4, NC.M3.F-IF.7, Students should be able to discuss the output of trig functions as unit rates.
NC.M3.F-IF.9)
• Build an understanding of trig functions in relation to its radian measure (NC.M3.F-TF.2a,
NC.M3.F-TF.2b)
• Investigate the parameters of the sine function (NC.M3.F-TF.5)

Mastering the Standard

Comprehending the Standard Assessing for Understanding
This is an extension of previous learning. Students should already Students should be able to create trig functions in various representations, recognizing that the
understand function notation, the correspondence of inputs and outputs, and domain of a trig function is the measure of the angle.
evaluating functions. In Math 3, students should build an understanding of Indicator: Complete the function table for 𝑓𝑓(𝜃𝜃) = sin 𝜃𝜃 and 𝑓𝑓(𝜃𝜃) = cos 𝜃𝜃 and complete the
the unique relationship between the measure of the angle and the value of following.
the particular trig ratio.
Based on the table:
In Math 3, students build an understanding of radian measure. See a) Describe in your own words the
NC.M3.F-TF.1 for more information. relationship you see between the
measure of the angle and the sine
Students should also begin to see the graphical representations of trig function.
functions, both on a unit circle and on a graph in which the domain is the b) If you were to graph 𝑓𝑓(𝜃𝜃) = sin 𝜃𝜃,
measure of the angle and the range is the value of the associated trig ratio. what would it look like? What would
On the unit circle, the input is the measure of the angle and the output of the be some of the key feature?
sine function is the y-coordinate of the vertex of the formed triangle and the c) Describe in your own words the
output of the cosine function is the x-coordinate of the vertex of the formed relationship between the measure of
triangle. the angle and the cosine function.
See NC.M3.F-TF.2a and NC.M3.F-TF.2b for more information. d) If you were to graph 𝑓𝑓(𝜃𝜃) = cos 𝜃𝜃,
what would it look like? What would
be some of the key feature?
e) How does sin 𝜃𝜃 and cos 𝜃𝜃 relate to
each other?

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NC Math 3 Unpacking - Revised June 2022 31
 Functions – Interpreting Functions
NC.M3.F-IF.2
Understand the concept of a function and use function notation.
Use function notation to evaluate piecewise defined functions for inputs in their domains, and interpret statements that use function notation in terms of a context.

Concepts and Skills The Standards for Mathematical Practices

Pre-requisite Connections
• Evaluate a function for inputs in their domain and interpret in context (NC.M1.F-IF.2) The following SMPs can be highlighted for this standard.
• Interpret a function in terms of the context by relating its domain and range to its graph 6 – Attend to precision
(NC.M1.F-IF.5)
• Interpret parts of an expression in context (NC.M3.A-SSE.1a, NC.M3.A-SSE.1b)
Connections Disciplinary Literacy
• Create equation to graph and solve (NC.M3.A-CED.1, NC.M3.A-CED.2, NC.M3.A- New Vocabulary: piecewise function
CED.3) Students should be able how they know a point is a solution to piecewise defined
• Analyze and compare functions in various representations (NC.M3.F-IF.4, NC.M3.F-IF.7, function.
NC.M3.F-IF.9)

Mastering the Standard

Comprehending the Standard Assessing for Understanding
The new concept students must understand from this standard is the notation of In assessing this standard, students must be able to evaluate all types of functions, and
piecewise functions – mainly, that the function must be evaluated using different they must be able to determine the appropriate domain to use for each input value.
function rules for the different inputs in different domains. The function rules can 2𝑥𝑥 , 𝑥𝑥 < −3
include the new functions for this course (polynomial, rational, exponential) and Indicator: For the following function: ℎ(𝑥𝑥) = � 3
, 𝑥𝑥 ≥ −3
𝑥𝑥
functions from previous courses (linear, quadratic, root, etc.)
a) Evaluate ℎ(−4).
b) Evaluate 3 ℎ(0) + 2 ℎ(−3) – ℎ(−6).
Additionally, students must recognize from word problems why certain domains apply
c) What is the domain of ℎ(𝑥𝑥)? Explain your answer.
to certain function rules.
Additionally, students must be able to explain the context of piecewise functions and
A great introduction to piecewise functions could use absolute value as a piecewise
how their domains apply.
function of two linear functions. Students take a function they are learning in this
Indicator: A cell phone company sells its monthly data plans according to the
course and break it into two functions they have already learned in Math 1.
following function, with f(x) representing the total price and x representing the
number of gigabytes of data used.

19.95𝑥𝑥 + 60, 𝑓𝑓𝑓𝑓𝑓𝑓 0 ≤ 𝑥𝑥 ≤ 3

𝑓𝑓(𝑥𝑥) = � 9.95𝑥𝑥 + 75, 𝑓𝑓𝑓𝑓𝑓𝑓 3 < 𝑥𝑥 ≤ 6
125, 𝑓𝑓𝑓𝑓𝑓𝑓 𝑥𝑥 > 6
a) If a customer uses 3 GB of data, how much will she pay?
b) How many GB of data are required so a subscriber does not pay any extra
money per GB?
c) If you use 2.5 GB of data per month, what plan will be the cheapest?
d) How many GB of monthly data will make plan B’s price equal to plan C?

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NC Math 3 Unpacking - Revised June 2022 32

 Functions – Interpreting Functions
NC.M3.F-IF.4
Interpret functions that arise in applications in terms of the context.
Interpret key features of graphs, tables, and verbal descriptions in context to describe functions that arise in applications relating two quantities to include periodicity and
discontinuities.

Concepts and Skills The Standards for Mathematical Practices

Pre-requisite Connections
• Interpret key features from graph, tables, and descriptions (NC.M2.F-IF.4) The following SMPs can be highlighted for this standard.
• Interpret parts of an expression in context (NC.M3.A-SSE.1a, NC.M3.A-SSE.1b) 4 – Model with mathematics
• Recognize that trig ratios are functions of angle measure (NC.M3.F-IF.1)
• Use function notation to evaluate piecewise functions (NC.M3.F-IF.2)
Connections Disciplinary Literacy
• Use the Fundamental Theorem of Algebra (NC.M3.N-CN.9) New Vocabulary: periodicity, discontinuity
• Understand and apply the Remainder Theorem (NC.M3.A-APR.2) Students should be able to justify their identified key features with mathematical
• Rewrite rational expressions (NC.M3.A-APR.6, NC.M3.A-APR.7a, NC.M3.A-APR.7b) reasoning.
• Solve one variable rational equations (NC.M3.A-REI.2)
• Analyze and compare functions (NC.M3.F-IF.7, NC.M3.F-IF.9)
• Build functions given a graph, description or ordered pair. (NC.M3.F-BF.1a)
• Use graphs, tables and description to work with inverse functions (NC.M3.F-BF.4a,
NC.M3.F-BF.4b, NC.M3.F-BF.4c)
• Use tables and graphs to understand relationships in trig functions (NC.M3.F-TF.2a,
NC.M3.F-TF.2b, NC.M3.F-TF.5)

Mastering the Standard

Comprehending the Standard Assessing for Understanding
This standard is included in Math 1, 2 and 3. Throughout all three courses, This standard must be assessed using three important forms of displaying our functions:
students interpret the key features of graphs and tables for a variety of different graphs, tables, and verbal descriptions/word
functions. In Math 3, extend to more complex functions represented by graphs problems. Students must be able to interpret each
and tables and focus on interpreting key features of all function types. Also, and how they apply to the key input-output
include periodicity as motion that is repeated in equal intervals of time and values.
discontinuity as values that are not in the domain of a function, either as Indicator: Jumper horses on carousels move
asymptotes or “holes” in the graph. up and down as the carousel spins. Suppose
that the back hooves of such a horse are six
No limitations are listed with this standard. This means that all function types, inches above the floor at their lowest point
even those found in more advanced courses. Students do not have to be able to and two-and-one-half feet above the floor at
algebraically manipulate a function in order to identify the key features found in their highest point. Draw a graph that could
graphs, tables, and verbal descriptions. represent the height of the back hooves of this
This is in contrast to NC.M3.F-IF.7, in which the specific function types are carousel horse during a half-minute portion of
included. Students can work algebraically with those listed types and can analyze a carousel ride.
those functions in greater detail.
Indicator: For the function to the right, label
and describe the key features. Include
intercepts, relative max/min, intervals of increase/decrease, and end behavior.
NC Math 3 Unpacking - Revised June 2022 33
 Mastering the Standard
Comprehending the Standard Assessing for Understanding
Students are expected to use and interpret compound inequalities using Indicator: Over a year, the length of the day (the number of hours from sunrise to
inequality and interval notation to describe key features when appropriate. sunset) changes every day. The table below shows the length of day every 30 days
from 12/31/97 to 3/26/99 for Boston Massachusetts.

Using the information provided in the table, determine what part of the year do the
days get longer? Support your claim.

Indicator: Peyton has a savings account at First National

Bank. The amount of money in the account grows
exponentially. The table shows the amount of money in her
account each year.
a) What is the y-intercept? What does it represent in
the context of this problem?
b) Find the interest rate Peyton is earning on her
money.

Indicator: The junior class is planning prom for this school year. The venue costs
$1,200 to rent and there is an additional cost of $20 per person for food.
a) Write a function to model the average cost per person at prom.
b) Where is the vertical asymptote of this function?
c) What does the vertical asymptote represent in this problem?

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NC Math 3 Unpacking - Revised June 2022 34

 Functions – Interpreting Functions
NC.M3.F-IF.7
Analyze functions using different representations.
Analyze piecewise, absolute value, polynomials, exponential, rational, and trigonometric functions (sine and cosine) using different representations to show key features of
the graph, by hand in simple cases and using technology for more complicated cases, including: domain and range; intercepts; intervals where the function is increasing,
decreasing, positive, or negative; rate of change; relative maximums and minimums; symmetries; end behavior; period; and discontinuities.

Concepts and Skills The Standards for Mathematical Practices

Pre-requisite Connections
• Analyze functions using different representations to show key features (NC.M2.F-IF.7) The following SMPs can be highlighted for this standard.
• Use the Fundamental Theorem of Algebra (NC.M3.N-CN.9) 4 – Model with mathematics
• Interpret parts of an expression in context (NC.M3.A-SSE.1a, NC.M3.A-SSE.1b) 6 – Attend to precision
• Use the structure of an expression to identify ways to write equivalent expressions
(NC.M3.A-SSE.2)
• Write an equivalent form of an exponential expression (NC.M3.A-SSE.3c)
• Understand and apply the Remainder Theorem (NC.M3.A-APR.2)
• Rewrite rational expressions (NC.M3.A-APR.6, NC.M3.A-APR.7a, NC.M3.A-APR.7b)
• Solve one variable rational equations (NC.M3.A-REI.2)
• Recognize that trig ratios are functions of angle measure (NC.M3.F-IF.1)
• Use function notation to evaluate piecewise functions (NC.M3.F-IF.2)
Connections Disciplinary Literacy
• Create and graph equations in two variables (NC.M3.A-CED.2) New Vocabulary: periodicity, discontinuity
• Analyze graphs and tables and compare functions (NC.M3.F-IF.4, NC.M3.F-IF.9) Students should discuss which representation best shows each of the key features.
• Build functions (NC.M3.F-BF.1a, NC.M3.F-BF.1b)
• Understand the effects of transformations on functions (NC.M3.F-BF.3)
• Use graphs, tables and description to work with inverse functions (NC.M3.F-BF.4a,
NC.M3.F-BF.4b, NC.M3.F-BF.4c)
• Compare the end behavior of functions using the rate of change (NC.M3.F-LE.3)
• Use tables and graphs to understand relationships in trig functions (NC.M3.F-TF.2a,
NC.M3.F-TF.2b, NC.M3.F-TF.5)

Mastering the Standard

Comprehending the Standard Assessing for Understanding
In previous math courses, students have identified the characteristic of graphs of other In assessing this standard, students must demonstrate their ability to represent and
functions, including linear, quadratic, exponential, radical, and inverse variation determine the key features from algebraic and graphical representations of the
functions. They should be familiar with the concept of intercepts, domain, range, functions.
intervals increasing/decreasing, relative maximum/minimum, and end behavior. Indicator: Graph 𝑔𝑔(𝑥𝑥) = 𝑥𝑥 3 + 5𝑥𝑥 2 + 2𝑥𝑥 − 8.
In Math 3, these concepts are extended to piecewise, absolute value, polynomials, a) Identify zeroes.
exponential, rational, and sine and cosine functions. Discontinuity (asymptotes/holes) b) Discuss the end behavior.
and periodicity are new features of functions that must be introduced. The intent of c) In what intervals is the function increasing? Decreasing?
this standard is for students to find discontinuities in tables and graphs and to
recognize their relationship to functions. Students are not expected to find an
asymptote from a function. (This could be an extension topic.)

NC Math 3 Unpacking - Revised June 2022 35

 Mastering the Standard
Comprehending the Standard Assessing for Understanding
Indicator: Graph 𝑦𝑦 = 3 𝑠𝑠𝑠𝑠𝑠𝑠 (𝑥𝑥)– 5 and answer the following questions:
Students are expected to use and interpret compound inequalities using a) What is the period?
inequality and interval notation to describe key features when appropriate. b) For the domain of −2𝜋𝜋 < 𝑥𝑥 < 2𝜋𝜋, identify any relative maxima and
minima, intervals of increasing and decreasing, and lines of symmetry.
𝑥𝑥+4
Indicator: For (𝑥𝑥) = , discuss end behavior and any discontinuities.
2−𝑥𝑥

Indicator: Given the following piecewise function ℎ(𝑥𝑥) =

𝑥𝑥 2 , − 3 ≤ 𝑥𝑥 < 3
� discuss the key features, including domain and range,
2 − 𝑥𝑥, 3 ≤ 𝑥𝑥 < 7
intercepts, relative maximum and minimums, end behavior and discontinuities.

Indicator: If an adult takes 600 mg of ibuprofen, the amount remaining in their

system can be modeled by the equation 𝐼𝐼(𝑡𝑡) = 600(0.72)𝑡𝑡 where t represents the
number of hours since taking the medicine.
a) What is the y-intercept of the graph and what does it represent?
b) At what rate if the body eliminating the drug?
c) Over what interval of time will there be at least 100 gm of ibuprofen in the
person’s body?

Additional Tasks
Running Time (Illustrative Mathematics)

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NC Math 3 Unpacking - Revised June 2022 36

 Functions – Interpreting Functions
NC.M3.F-IF.9
Analyze functions using different representations.
Compare key features of two functions using different representations by comparing properties of two different functions, each with a different representation
(symbolically, graphically, numerically in tables, or by verbal descriptions).

Concepts and Skills The Standards for Mathematical Practices

Pre-requisite Connections
• Analyze the key features of functions for tables, graphs, descriptions, and symbolic form The following SMPs can be highlighted for this standard.
(NC.M3.F-IF.4, NC.M3.F-IF.7)
Connections Disciplinary Literacy
New Vocabulary: periodicity, discontinuity
Students should discuss how the comparison of a functions leads to a mathematical
understanding, such as with transformations and choosing better models.

Mastering the Standard

Comprehending the Standard Assessing for Understanding
This standard is included in Math 1, 2 and 3. Throughout all three courses, students In assessing this standard, students must demonstrate that they can not only identify,
compare properties of two functions. The representations of the functions should vary: but compare, the key features of two different functions. Appropriate question stems
table, graph, algebraically, or verbal description. could include: Which is less/greater; Which will have a greater value at x = __; Which
function has the higher maximum/lower minimum; etc.
In Math 3, this standard can include two functions of any type students have learned in Indicators: If 𝑓𝑓(𝑥𝑥) = −(𝑥𝑥 + 7)²(𝑥𝑥 − 2) and 𝑔𝑔(𝑥𝑥) is
high school math in any representation. Comparing the key features should be the represented on the graph.
focus of the teaching for this standard, so the actual functions involved are not as
important. a) What is the difference between the zero with
the least value of 𝑓𝑓(𝑥𝑥) and the zero with the
Students are expected to use and interpret compound inequalities using least value of 𝑔𝑔(𝑥𝑥)?
inequality and interval notation to describe key features when appropriate. b) Which has the largest relative maximum?
c) Describe their end behaviors. Why are they different? What can be said
about each function?

Indicator: Find the difference between the x-values of the discontinuities for the
two functions below.

NC Math 3 Unpacking - Revised June 2022 37

 Mastering the Standard
Comprehending the Standard Assessing for Understanding
Indicator: Frank invested $2,000 into a savings account earning 2.5% interested
annually. Paul invested money into a different account at the same time as Frank.
The table below shows the amount of money in Paul’s account after t years.

a) Who had the

larger initial
investment?
b) Whose is earning a higher interest rate?
c) Over what interval of time will Frank have more money in his account?
Show both inequality and interval notation.
d) Over what interval of time will Paul have more money in his account?
Show both inequality and interval notation.

Indicator: Two objects dropped downward at the

same time from a top of building. For both
functions, t represents seconds and the height is
represented in feet.
The function's data of the first object is given by
this table.
The function's graph of the second object is shown
at the right.
a) Which object was dropped from a greater height? Explain
your answer.
b) Which object hit the ground first? Explain your answer.
c) Which object fell at a faster rate (in ft/sec)? Explain your answer.

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NC Math 3 Unpacking - Revised June 2022 38

 Functions – Building Functions
NC.M3.F-BF.1a
Build a function that models a relationship between two quantities.
Write a function that describes a relationship between two quantities.
a. Build polynomial and exponential functions with real solution(s) given a graph, a description of a relationship, or ordered pairs (include reading these from a
table).

Concepts and Skills The Standards for Mathematical Practices

Pre-requisite Connections
• Build quadratic functions given a graph, description, or ordered pair (NC.M2.F-BF.1) The following SMPs can be highlighted for this standard.
• Create equation to graph and solve (NC.M3.A-CED.1, NC.M3.A-CED.2) 4 – Model with mathematics
• Analyze the key features of functions for tables, graphs, descriptions and symbolic form
(NC.M3.F-IF.4, NC.M3.F-IF.7)
Connections Disciplinary Literacy
• Use the Fundamental Theorem of Algebra (NC.M3.N-CN.9) Students should be able to discuss when multiple models can describe the information
• Write an equivalent form of an exponential expression (NC.M3.A-SSE.3c) given, for example, when given the two roots, multiple models can contain those roots.
• Understand and apply the Remainder Theorem (NC.M3.A-APR.2)
• Understand the effects of transforming functions (NC.M3.F-BF.3)

Mastering the Standard

Comprehending the Standard Assessing for Understanding
This standard relates to building functions in two different contexts – polynomial For both functions, it is important that the assessment questions include algebraic “math”
(with real solutions) and exponential. In many Math 3 courses, it will be covered in questions and questions in context. The answers to questions assessing this standard should
two different units. be the actual function they are building, as other standards allow students to identify and
interpret key features.
When building polynomial functions, only those with real solutions are considered. Indicator: Build polynomial functions with a double root at −2 and another root at 5.
The relationship between solutions and factors, multiplicity and graphs, and the Note: This example should be connected to NC.M3.F-BF.3, as students should
leading coefficient’s sign relating to the end behaviors are all essential to build understand which transformations functions do not change the zeros of the functions.
these functions. This could also be connected to NC.M3.N-CN.9, as students should understand how to
create multiple equations that could be solved with the same roots.
When building exponential functions, students must be able to determine the initial
value (a) and rate of change (b) from the table, graph, or description presented. Indicator: The population of a certain animal being researched by environmentalists
These problems can include those with compounding interest and doubling has been decreasing substantially. Biologists tracking the species have determined the
time/half-life. following data set to represent the remaining animals:

Assuming the population continues at the same rate, what function would represent the
population f(x) in year x, assuming x is the number of years after the year 2000?

NC Math 3 Unpacking - Revised June 2022 39

 Mastering the Standard
Comprehending the Standard Assessing for Understanding
Indicator: Build a polynomial function that could represent the following graph and
explain how each characteristic you could see on the graph helped you build the
function.

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NC Math 3 Unpacking - Revised June 2022 40

 Functions – Building Functions
NC.M3.F-BF.1b
Build a function that models a relationship between two quantities.
Write a function that describes a relationship between two quantities.
b. Build a new function, in terms of a context, by combining standard function types using arithmetic operations.

Concepts and Skills The Standards for Mathematical Practices

Pre-requisite Connections
• Build new function by combine linear, quadratic, and exponential functions (NC.M1.F- The following SMPs can be highlighted for this standard.
BF.1b) 1 – Make sense of problems and persevere in solving them
• Operations with polynomials (NC.M1.A-APR.1) 4 – Model with mathematics
• Operations with rational expressions (NC.M3.A-APR.7a, NC.M3.A-APR.7b)
Connections Disciplinary Literacy
• Create equation to graph and solve (NC.M3.A-CED.1, NC.M3.A-CED.2) Students should be able to justify new function and discuss how the new function fits
• Analyze the key features of functions for tables, graphs, descriptions, and symbolic form the context.
(NC.M3.F-IF.4, NC.M3.F-IF.7)

Mastering the Standard

Comprehending the Standard Assessing for Understanding
This standard asks students to combine standard function types by addition, In assessing this standard, students will need to perform the operations and determine
subtraction, and multiplication. In Math 3, we are NOT required to include from a context which operation is appropriate. The functions that students need to
composition, although it could be a valuable extension. combine should be given in problems, but the operation can be determined from context
if necessary.
The key concept for teaching this standard is a review of adding and subtracting Indicator: Last year, army engineers modeled the function of a bullet fired by a
expressions (including combining like terms) and multiplying expressions (distributing United States soldier from a certain weapon. The function f(x) = −16𝑥𝑥 2 + 200x +
polynomials and exponent rules). 4 modeled the path of the bullet. This year, the soldiers were supplied with more
powerful guns that changed the path of the bullet from higher ground by adding the
function 𝑔𝑔(𝑥𝑥) = 300𝑥𝑥 + 20. What function models the path of the new bullet?

Indicator: Consider the functions: 𝑓𝑓(𝑥𝑥) = 4𝑥𝑥 + 9 and 𝑔𝑔(𝑥𝑥) = −2𝑥𝑥 − 4

a) Evaluate 𝑓𝑓(−3).
b) Evaluate 𝑔𝑔(−3).
c) Add 𝑓𝑓(𝑥𝑥) + 𝑔𝑔(𝑥𝑥).
d) Evaluate (𝑓𝑓 + 𝑔𝑔)(−3).
e) What do you notice? What properties have you learned that explain your
answer?

Indicator: A cup of coffee is initially at a temperature of 93º F. The difference

between its temperature and the room temperature of 68º F decreases by 9% each
minute. Write a function describing the temperature of the coffee as a function of
time.

NC Math 3 Unpacking - Revised June 2022 41

 Mastering the Standard
Indicator: The length of the base of a rectangular prism is given as 𝑥𝑥 + 4, and the
width of the base is 𝑥𝑥 + 2. The height of the rectangular prism is three more than
two times the length. Build a function to model the volume of the rectangular
prism.

Indicator: You are throwing a birthday party at a bowling alley for your little
brother. It costs $75 to rent a room, plus an additional cost of $4.50 per child. Write
a model that gives the average cost per child.

Indicator: Information from an analysis of the past several years has allowed the
owners of local pool to develop the following function rules for the number of
customers n(x) and total profit p(x) based on the entrance fee to the pool x. Write
an algebraic rule for the profit per customer in terms of the entrance fee x.
𝑛𝑛(𝑥𝑥) = 100 − 4𝑥𝑥
𝑝𝑝(𝑥𝑥) = −3𝑥𝑥 2 + 70𝑥𝑥 − 2

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NC Math 3 Unpacking - Revised June 2022 42

 Functions – Building Functions
NC.M3.F-BF.3
Build new functions from existing functions.
Extend an understanding of the effects on the graphical and tabular representations of a function when replacing 𝑓𝑓(𝑥𝑥) with 𝑘𝑘 ∙ 𝑓𝑓(𝑥𝑥), 𝑓𝑓(𝑥𝑥) + 𝑘𝑘, 𝑓𝑓(𝑥𝑥 + 𝑘𝑘) to include 𝑓𝑓(𝑘𝑘 ∙ 𝑥𝑥)
for specific values of 𝑘𝑘 (both positive and negative).

Concepts and Skills The Standards for Mathematical Practices

Pre-requisite Connections
• Understand the effects of transformations on functions (NC.M2.F-BF.3) The following SMPs can be highlighted for this standard.
• Interpret parts of an expression in context (NC.M3.A-SSE.1a, NC.M3.A-SSE.1b) 3 – Construct a viable argument and critique the reasoning of other
Connections Disciplinary Literacy
• Analyze and compare the key features of functions for tables, graphs, descriptions, and Students should be able to explain why 𝑓𝑓(𝑥𝑥 + 𝑘𝑘) moves the graph of the function left
symbolic form (NC.M3.F-IF.4, NC.M3.F-IF.7, NC.M3.F-IF.9) or right depending on the value of k.
• Build polynomial and exponential functions from a graph, description, or ordered pairs
(NC.M3.F-BF.1a)

Mastering the Standard

Comprehending the Standard Assessing for Understanding
Students learned the translation and dilation rules in Math 2 with regard to linear, In demonstrating their understanding, students must be able to relate the algebraic
quadratic, square root, and inverse variation functions. In Math 3, we apply these rules equations, graphs, and tabular representations (ordered pairs) as functions are
to functions in general. transformed. Appropriate questions will ask students to identify and explain these
transformations.
Students should conceptually understand the transformations of functions and refrain Indicator: The graph of 𝑓𝑓(𝑥𝑥) and the equation of 𝑔𝑔(𝑥𝑥) are shown below.
from blindly memorizing patterns of functions. Students should be able to explain why a) Which has a higher y-intercept?
𝑓𝑓(𝑥𝑥 + 𝑘𝑘) moves the graph of the function left or right depending on the value of k. b) Explain your answer.

Note: Phase shifts and transformations of trigonometric functions are NOT required in 𝑓𝑓(𝑥𝑥): 𝑔𝑔(𝑥𝑥) = 2𝑥𝑥 − 7
Math 3. Those will be covered in the fourth math course.

NC Math 3 Unpacking - Revised June 2022 43

 Mastering the Standard
Comprehending the Standard Assessing for Understanding
Indicator: Use the table below to identify the transformations and write the
equation of the absolute value function f(x).

1
Indicator: Why does 𝑔𝑔(𝑥𝑥) = shift to the right three units from the rational
𝑥𝑥−3
1
function 𝑓𝑓(𝑥𝑥) = ?
𝑥𝑥

Indicator: Suppose
𝑓𝑓(𝑥𝑥) = 𝑥𝑥 2 where x can be any real number.
a) Sketch a graph of the function f.
b) Sketch a graph of the function g given by 𝑔𝑔(𝑥𝑥) = 𝑓𝑓(𝑥𝑥) + 2𝑔𝑔(𝑥𝑥) = 𝑓𝑓(𝑥𝑥).
c) How do the graphs of f and g compare? Why?
d) Sketch a graph of the function h given by ℎ(𝑥𝑥) = −2𝑓𝑓(𝑥𝑥).
e) How do the graphs of f and h compare? Why?
f) Sketch a graph of the function p given by 𝑝𝑝(𝑥𝑥) = 𝑓𝑓(𝑥𝑥 + 2).
g) How do the graphs of f and p compare? Why?

For commentary go to https://www.illustrativemathematics.org/content-

standards/HSF/BF/B/3/tasks/741.

Additional Tasks
Transforming the Graph of a Function (Illustrative Mathematics)

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NC Math 3 Unpacking - Revised June 2022 44

 Functions – Building Functions
NC.M3.F-BF.4a
Build new functions from existing functions.
Find an inverse function.
a. Understand the inverse relationship between exponential and logarithmic, quadratic and square root, and linear to linear functions and use this relationship to solve
problems using tables, graphs, and equations.

Concepts and Skills The Standards for Mathematical Practices

Pre-requisite Connections
• Analyze the key features of functions for tables, graphs, descriptions, and symbolic form The following SMPs can be highlighted for this standard.
(NC.M3.F-IF.4, NC.M3.F-IF.7) 6 – Attend to precision
Connections Disciplinary Literacy
• The existence of an inverse function and representing it (NC.M3.F-BF.4b, NC.M3.F- New Vocabulary: inverse function
BF.4c) Students should be able to discuss the relationship between inverse operations and
inverse functions.

Mastering the Standard

Comprehending the Standard Assessing for Understanding
Students have used inverse operations to solve equations in previous math courses, but Students should first start by exploring the relationships between inverse
this is the first time students are introduced to the concept of an inverse function. All functions.
of the F-BF.4 standards relate, but the progression of understanding the relationship, Indicator: Complete the following tables for the given functions. Which are
determining is an inverse exists, and solving for the inverse through the F-BF.4a, F- inverses? Explain your answer.
BF.4b, and F-BF.4c will enhance understanding. 1
𝑓𝑓(𝑥𝑥) = 𝑥𝑥
10

For this part of the standard, the main concept students must understand is that an
X 0 1 2 3 4
inverse function switches the input and output (x and y) for every point in the function.
It is important to connect this concept to the reflection of one function, 𝑓𝑓(𝑥𝑥), across f(x)
the line of symmetry 𝑦𝑦 = 𝑥𝑥, to create the inverse function, 𝑔𝑔(𝑥𝑥). In Math 3, we are
limiting the functions to linear, quadratic, square root, exponential, and logarithmic. 𝑔𝑔(𝑥𝑥) = 10𝑥𝑥

Students must also understand the common notation 𝑓𝑓 −1 to represent inverse X 0 1 2 3 4

functions. f(x)

Students, while having worked with quadratic and square root functions, may not have ℎ(𝑥𝑥) = 10𝑥𝑥
explored all aspects of the inverse relationship.
X 0 1 2 3 4
Students started work with exponential functions in NC Math 1 and have not been f(x)
exposed to logarithms before this course.
𝑗𝑗(𝑥𝑥) = log10 𝑥𝑥
When speaking of inverse relationships, it is important for students to understand and
communicate the reasoning for finding an inverse function. This can often be X 1 100 1,000 10,000 100,000
accomplished by considering the independent and dependent variables, the context of f(x)
the problem, and a chosen solution pathway.

NC Math 3 Unpacking - Revised June 2022 45

 Mastering the Standard
Comprehending the Standard Assessing for Understanding
As students are solving problems using inverses, common formulas can help students
understand this inverse relationship (Celsius/Fahrenheit conversions, geometry
formulas, interest formulas). To understand the concept of an inverse function, students
should be asked to explain the input as a function of the output and how this affects the
values.
Indicator: The area of a square can be described as a function of the length of a
side, 𝐴𝐴(𝑠𝑠) = 𝑠𝑠 2 .
a) What is the area of a square with side length 5 cm?
b) What is the length of a side of a square with an area 25 cm2?
c) What relationship do a function of area given a side length and a function
of side length given the area share? How do you know?
d) Use this relationship to solve for the length of a side of a square with an
area of 200 cm2.

Indicator: Complete the table to write the inverse for the following function. Is the
inverse a function? Explain your answer.

x 1 2 3 4 5
f(x) 2 4 9 4 12

x
f-1 (x)

Additional Tasks
Water Tower Task (2016 Summer Information Session)

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NC Math 3 Unpacking - Revised June 2022 46

 Functions – Building Functions
NC.M3.F-BF.4b
Build new functions from existing functions.
Find an inverse function.
b. Determine if an inverse function exists by analyzing tables, graphs, and equations.

Concepts and Skills The Standards for Mathematical Practices

Pre-requisite Connections
• Analyze the key features of functions for tables, graphs, descriptions, and symbolic form The following SMPs can be highlighted for this standard.
(NC.M3.F-IF.4, NC.M3.F-IF.7) 3 – Construct viable arguments and critique the reasoning of others
• Understand inverse relationships (NC.M3.F-BF.4a)
Connections Disciplinary Literacy
• Represent inverse functions (NC.M3.F-BF.4c) New Vocabulary: inverse function
Students should be able to discuss the reasoning in needing a restricted domain.

Mastering the Standard

Comprehending the Standard Assessing for Understanding
In Math 1, students learned to determine if a relation is a function by analyzing The standard states that students must determine if an inverse function exists, so
tables, equations, and graphs. In Math 3, students need to determine if a function is presenting graphs, tables, and equations are all appropriate representations for students to
invertible and on what domain. analyze. Additionally, especially for quadratic functions, students must be able to
This part of the standard is not limited by function type. This means that students determine the appropriate domain for a function to have an inverse.
should be able to determine if any function or a portion of the function has an inverse Indicator: Consider the graphs of function below.
function from different representations. a) Which of the following functions have inverse functions?
b) For those that do not have inverse functions, identify the parts of the graph
do have inverse functions.

Indicator: Use a table of 𝑓𝑓(𝑥𝑥) = 3𝑥𝑥 2 − 18𝑥𝑥 + 5 to determine possible domains on

which 𝑓𝑓 −1 (𝑥𝑥) is a function.

NC Math 3 Unpacking - Revised June 2022 47

 Mastering the Standard
Comprehending the Standard Assessing for Understanding
Indicator: Which of the following equations have an inverse function? How do you
know, from the table and graph? For any that do not, how can we limit the domain
of the function to ensure that it has an inverse?
a) 𝑓𝑓(𝑥𝑥) = 2𝑥𝑥
b) 𝑓𝑓(𝑥𝑥) = 𝑥𝑥 2
c) 𝑓𝑓(𝑥𝑥) = 2𝑥𝑥

Indicator: Determine which function(s) have an inverse function from the tables
below. Provide a reason if an inverse function does not exist.

Indicator: Given the table below, tell if an inverse function exists and if it does,
graph the inverse.

Indicator: For the function represented in the table on the right,

would an inverse function exist?
Explain.

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NC Math 3 Unpacking - Revised June 2022 48

 Functions – Building Functions
NC.M3.F-BF.4c
Build new functions from existing functions.
Find an inverse function.
c. If an inverse function exists for a linear, quadratic and/or exponential function, 𝑓𝑓, represent the inverse function, 𝑓𝑓 −1 , with a table, graph, or equation and use it to solve
problems in terms of a context.
Concepts and Skills The Standards for Mathematical Practices
Pre-requisite Connections
• Interpret parts of an expression in context (NC.M3.A-SSE.1a, NC.M3.A-SSE.1b) The following SMPs can be highlighted for this standard.
• Analyze the key features of functions for tables, graphs, descriptions, and symbolic form 1 – Make sense of problems and persevere in solving them
(NC.M3.F-IF.4, NC.M3.F-IF.7)
• Understand inverse relationships and determine if an inverse exist (NC.M3.F-BF.4a,
NC.M3.F-BF.4b)
Connections Disciplinary Literacy
• Use logarithms to expression solutions to exponential functions (NC.M3.F-LE.4) New Vocabulary: inverse function
Students should discuss which representation (tabular, graphical, or symbolic) is the
most efficient to solve a particular problem.

Mastering the Standard

Comprehending the Standard Assessing for Understanding
Once students understand the concept of a function that has an inverse, they can begin Most assessment items for this standard will ask students to solve for an inverse using a
solving for the inverse functions. The idea of reversing the input and output (x and y) graph or equation. Real-world context exists with common conversion formulas,
is central to solving for an inverse algebraically, and it should also be emphasized on area/volume formulas, and interest formulas.
the graph (reflection over the 𝑦𝑦 = 𝑥𝑥 line) and table. 3
Indicator: Graph the inverse of 𝑓𝑓(𝑥𝑥) = − 𝑥𝑥 − 3. How does 𝑓𝑓 −1 (𝑥𝑥) relate to
2
It is important to note; the algebraic approach can be complex in many cases. Often,
𝑓𝑓(𝑥𝑥)?
tables and graphs can be used to solve problems in a more efficient and student
friendly manner.
Indicator: Find the inverse of the function 𝑔𝑔(𝑥𝑥) = 2𝑥𝑥 and demonstrate it as the
inverse using input – output pairs.
In Math 3, the functions are limited to linear, quadratic, and exponential. For
quadratics, it must be emphasized that we have the equation in a form we can solve for
Indicator: Let ℎ(𝑥𝑥) = 𝑥𝑥 3 . Find the inverse function.
the input variable, so this can be an appropriate concept in which to review completing
the square and vertex form, from Math 2.
Indicator: Let 𝑓𝑓(𝑥𝑥) = 𝑥𝑥 2 + 7𝑥𝑥 + 9. Does an inverse function exist for the entire
domain of the function? Find the inverse of this function.
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NC Math 3 Unpacking - Revised June 2022 49

 Functions – Linear, Quadratic, and Exponential Models
NC.M3.F-LE.3
Construct and compare linear and exponential models and solve problems.
Compare the end behavior of functions using their rates of change over intervals of the same length to show that a quantity increasing exponentially eventually exceeds a
quantity increasing as a polynomial function.

Concepts and Skills The Standards for Mathematical Practices

Pre-requisite Connections
• Calculate and interpret the average rate of change (NC.F-IF.6) The following SMPs can be highlighted for this standard.
• Compare the end behavior of linear, exponential, and quadratic functions (NC.M1.F-LE.3) 4 – Model with mathematics
• Analyze and compare the key features of functions for tables, graphs, descriptions, and
symbolic form (NC.M3.F-IF.7, NC.M3.F-IF.9)
Connections Disciplinary Literacy
Students should be able to discuss the rate of change for each function type as the
value of the domain increases.

Mastering the Standard

Comprehending the Standard Assessing for Understanding
This standard is included in Math 1 and 3. In previous courses, Students must demonstrate that they understand how exponential functions ultimately increase at a greater
students studied linear, exponential, and quadratic models. In rate than polynomial functions when considering the end behavior – namely, the rate of change is greater for
Math 3, polynomial functions are included. an exponential function as the function increases to infinity.
For Indicator: For the functions 𝑓𝑓(𝑥𝑥) = 𝑥𝑥 3 and 𝑔𝑔(𝑥𝑥) = 3𝑥𝑥 , Indicator: Using technology, determine the average rate of change of the following functions for
which function has a greater value at: intervals of their domains in the table.
a) 𝑥𝑥 = 0.5 b) 𝑥𝑥 = 1 Functions Average rate of Average rate of Average rate of Average rate of Average rate of
change change change change change
c) 𝑥𝑥 = 1.5 d) 𝑥𝑥 = 2
e) 𝑥𝑥 = 2.5 f) 𝑥𝑥 = 3 0 ≤ 𝑥𝑥 ≤ 10 10 ≤ 𝑥𝑥 ≤ 20 20 ≤ 𝑥𝑥 ≤ 30 30 ≤ 𝑥𝑥 ≤ 40 40 ≤ 𝑥𝑥 ≤ 50
g) 𝑥𝑥 = 3.5 h) 𝑥𝑥 = 4 𝑓𝑓(𝑥𝑥) = 𝑥𝑥 3

𝑓𝑓(𝑥𝑥) = 1.3𝑥𝑥

a) When does the average rate of change of the exponential function exceed the average rate of
change of the polynomial function?
b) Using a graphing technology, graph both functions. How do the average rates of change in your
table relate to what you see on the graph?
c) In your graphing technology, change the first function to 𝑓𝑓(𝑥𝑥) = 𝑥𝑥 4 and adjust the settings to
see where the functions intersect. What do you notice about the rates of change interpreted from
the graph?
d) Make a hypothesis about the rates of change about polynomial and exponential function. Try
other values for the exponent of the polynomial function to support your hypothesis.

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NC Math 3 Unpacking - Revised June 2022 50

 Functions – Linear, Quadratic, and Exponential Models
NC.M3.F-LE.4
Construct and compare linear and exponential models and solve problems.
Use logarithms to express the solution to 𝑎𝑎𝑏𝑏 𝑐𝑐𝑐𝑐 = 𝑑𝑑 where 𝑎𝑎, 𝑏𝑏, 𝑐𝑐, and 𝑑𝑑 are numbers and evaluate the logarithm using technology.

Concepts and Skills The Standards for Mathematical Practices

Pre-requisite Connections
• Create equation to graph and solve (NC.M3.A-CED.1, NC.M3.A-CED.2) The following SMPs can be highlighted for this standard.
• Justify a solution method and each step in the solving process (NC.M3.A-REI.1) 4 – Model with mathematics
• Understand the inverse relationship between functions (NC.M3.F-BF.4a)
• Represent inverse functions (NC.M3.F-BF.4c)
Connections Disciplinary Literacy
New Vocabulary: logarithm
Students should be able to discuss logarithms as the inverse function of an exponential
function.

Mastering the Standard

Comprehending the Standard Assessing for Understanding
Building on the inverse relationship students conceptualized for exponents and Students must demonstrate the ability to solve exponential equations for an exponent
logarithms in F-BF.4, students will rewrite exponents in logarithmic form and use it to variable using logarithms, and they should be able to express their answer in
solve equations, both algebraically and in the context of word problems. logarithmic form and using a decimal approximation.
Indicator: Consider the following investments.
Students will also need to be able to determine numerical approximations for the a) A parent invests $2,000 at a 5% interest rate to help his daughter save for
logarithms using technology. college. How long will it take his money to double? (Show your equation
For Indicator: Rewrite the following in logarithmic form. Then, evaluate the and the work.)
logarithms using technology. b) A banker invests $50,000 at a 5% interest rate to make money for Wells
𝑎𝑎) 10𝑥𝑥 = 1000 b) 3𝑥𝑥 = 1000 Fargo. How long will it take the bank’s money to double? (Show your
equation and the work.)
Students should use the relationship between exponential and logarithmic functions to c) What do you notice about the answers? Based on your work, why is that
solve problems. the case?
𝑏𝑏 𝑐𝑐 = 𝑑𝑑 ↔ log 𝑏𝑏 𝑑𝑑 = 𝑐𝑐
Students can use substitution to reveal another relationship that can be used to solve
the original problem. For example:
5𝑥𝑥+3 = 372
The goal is to rewrite each expression so they both have the same base. In this case,
we are using 10.
Starting with the expression on the left, 5 = 10𝑚𝑚 , rewrite using logarithmic form. We
see that 𝑚𝑚 = log10 5. Using substitution, this means that 5 = 10log10 5
Using the same procedure with the expression on the right we get, 372 = 10log10 372 .
We can now substitute these back into the original equation.

5𝑥𝑥+3 = 372
𝑥𝑥+3
�10log10 5 � = 10log10 372
NC Math 3 Unpacking - Revised June 2022 51
 Mastering the Standard
Comprehending the Standard Assessing for Understanding
Because this is an equation and both sides of the equation are base 10, the exponents
must be equal. This reveals a new equation that can be used to solve for 𝑥𝑥.

(log10 5)(𝑥𝑥 + 3) = log10 372

log10 372
𝑥𝑥 = −3
log10 5
𝑥𝑥 ≈ .6776

Students are expected to rewrite an exponential equation into logarithmic form to find
or approximate a solution. For example:
5𝑥𝑥+3 = 372
log 5 372 = 𝑥𝑥 + 3
log 5 372 − 3 = 𝑥𝑥
𝑥𝑥 ≈ .6776

Students are not expected to know or use the properties of logarithms, e, or natural
logs to solve problems. These can be extension topics but are beyond the scope of the
NC Math 3 standards.
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NC Math 3 Unpacking - Revised June 2022 52

 Functions – Trigonometric Functions
NC.M3.F-TF.1
Extend the domain of trigonometric functions using the unit circle.
Understand radian measure of an angle as:
• The ratio of the length of an arc on a circle subtended by the angle to its radius.
• A dimensionless measure of length defined by the quotient of arc length and radius that is a real number.
• The domain for trigonometric functions.

Concepts and Skills The Standards for Mathematical Practices

Pre-requisite Connections
• Recognize that trig ratios are functions of angle measure (NC.M3.F-IF.1) The following SMPs can be highlighted for this standard.

Connections Disciplinary Literacy

• Recognize that trig ratios are functions of angle measure (NC.M3.F-IF.1) New Vocabulary: arc length
• Define radian measure (NC.M3.G-C.5 ) Students should be able to discuss the relationship between degrees and radians.

Mastering the Standard

Comprehending the Standard Assessing for Understanding
To build the understanding of radian measure, students should first become familiar In mastering this standard, students will need to demonstrate an understanding of
with degree measure. In ancient times, when discussing angle measure, it was radian angle measure and applying the arc length formula (Arc Length = Radius •
realized that the best way to describe angle measure was through a ratio. It was Radian Measure) to solve for any missing measure, both using basic measures and in
decided based on a different numbering system that they would divide a circle into the context of word problems. They following examples are from NC.M3.G-C.5 but
360 sectors and each of the sectors would measure 1 degree. The division of the require the understanding of this standard.
circle into 360 sectors not only divided the angle, but also divided the arc of the Indicator: An angle with a measure of 4 radians intercepts an arc with a length
circle as well. (Hence the measure of the central angle is the same as the measure of of 18 ft. What is the length of the radius of the circle?
the intercepted arc.)
1
This means that a measure of 42° is 42 � � of a circle or 42 divisions of the 360 Indicator: The minute hand on the clock at the City Hall clock in Stratford
360 measures 2.2 meters from the tip to the axle.
divisions.
a) Through what radian angle measure does the minute hand pass between
In modern times, as science and mathematics knowledge increased, the decision to
7:07 a.m. and 7:43 a.m.?
divide a circle into 360 parts is arbitrary and less precise. This lead to the
b) What distance does the tip of the minute hand travel during this period?
development of radian measures.
In this process, a ratio is still used, however the circle is not divided into parts but is
described in the ratio of the circumference to the radius.
By discovery (using string, rolling a can, etc.), students can determine that it takes
just over 6 radii to create the circumference of a circle, and the teacher can relate
that to 2𝜋𝜋.

Additional Resources
Find radian measure by dividing arc length by radius (LearnZillion)

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NC Math 3 Unpacking - Revised June 2022 53

 Functions – Trigonometric Functions
NC.M3.F-TF.2a
Extend the domain of trigonometric functions using the unit circle.
Build an understanding of trigonometric functions by using tables, graphs and technology to represent the cosine and sine functions.
a. Interpret the sine function as the relationship between the radian measure of an angle formed by the horizontal axis and a terminal ray on the unit circle and its y
coordinate.

Concepts and Skills The Standards for Mathematical Practices

Pre-requisite Connections
• Recognize that trig ratios are functions of angle measure (NC.M3.F-IF.1) The following SMPs can be highlighted for this standard.
• Understand radian measure (NC.M3.F-TF.1) 2 – Reason abstractly and quantitatively

Connections Disciplinary Literacy

• Analyze and compare the key features of functions for tables, graphs, descriptions, and Students should describe the relationship between sine represented on a unit circle and
symbolic form (NC.M3.F-IF.4, NC.M3.F-IF.7, NC.M3.F-IF.9) graphical representation of the sine function.

Mastering the Standard

Comprehending the Standard Assessing for Understanding
Students will be introduced to the unit circle and angle measures on the coordinate Students apply reasoning to their knowledge of the relationship between angles and the
plane in Math 3 as a way to relate the sine and cosine ratios to the coordinates and the sides of right triangles.
plane. Indicator: A stink bug has crawled into a box fan and sits on the tip of the blade of
A unit circle is used to develop the concepts of this standard to simplify the picture for the fan as seen below. The fan starts to turn slowly due to a breeze in the room.
students. In Math 3, students are only introduced to the trigonometric functions. a) Create a function and a graph that
This standard builds upon previous understanding of the trig ratios in right triangles. describes its change in height from its
Sin 𝜃𝜃 is the unit rate produced by the ratio of the length of the opposite side to the original position based on the angle of
length of the hypotenuse. the blade from its original position.
𝑙𝑙𝑙𝑙𝑙𝑙𝑙𝑙𝑙𝑙ℎ 𝑜𝑜𝑜𝑜 𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜 𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠
sin 𝜃𝜃 =
𝑙𝑙𝑙𝑙𝑙𝑙𝑙𝑙𝑙𝑙ℎ 𝑜𝑜𝑜𝑜 ℎ𝑦𝑦𝑦𝑦𝑦𝑦𝑦𝑦𝑦𝑦𝑦𝑦𝑦𝑦𝑦𝑦𝑦𝑦 b) What is the height of the stink bug when
11𝜋𝜋
Since we are working within a unit circle, and the the blade has rotated 2 radians?
6
hypotenuse is the radius of the unit circle, so the radians?
length of the hypotenuse is 1 unit. This means that
sin 𝜃𝜃 =
𝑙𝑙𝑙𝑙𝑙𝑙𝑙𝑙𝑙𝑙ℎ 𝑜𝑜𝑜𝑜 𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜 𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠
, so with the unit circle, c) How much has the blade rotated when
1 3
the stink bug’s height is − feet? Can
sin 𝜃𝜃 is the length of the opposite side. 4
This means that the height of the triangle, which is there be more than one answer?
the y-coordinate of the vertex on the circle, is sin 𝜃𝜃.

The focus of this standard is on the relationship

between the changing angle of the sine function and the value of the sine ratio. This
should allow students to move from the unit circle to graphing the relationship on a
coordinate plane in which the independent variable is the angle measure and the

NC Math 3 Unpacking - Revised June 2022 54

 Mastering the Standard
Comprehending the Standard Assessing for Understanding
dependent variable is the value of the sine ratio (the y-coordinate from the unit circle).
This is a strong connection to NC.M3.F-IF.1.

In general, from the unit circle, students should see that as the angle is near zero, the
ratio of the length of the opposite side to the length of the hypotenuse is also near zero.
𝜋𝜋
As the angle starts to increase and approaches 90° or , the value of the sine ratio
2
approaches 1. This pattern continues around the unit circle and eventually
demonstrates the periodicity of the sine function.

An in-depth teaching of the unit circle, tangent and reciprocal ratios, coterminal
angles, specific coordinates and the Pythagorean Identity are NOT appropriate for
Math 3, as they will be covered in depth in the fourth math course.

Students should understand these relationships in degree and radian angle measure.

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NC Math 3 Unpacking - Revised June 2022 55

 Functions – Trigonometric Functions
NC.M3.F-TF.2b
Extend the domain of trigonometric functions using the unit circle.
Build an understanding of trigonometric functions by using tables, graphs and technology to represent the cosine and sine functions.
b. Interpret the cosine function as the relationship between the radian measure of an angle formed by the horizontal axis and a terminal ray on the unit circle and its x
coordinate.

Concepts and Skills The Standards for Mathematical Practices

Pre-requisite Connections
• Recognize that trig ratios are functions of angle measure (NC.M3.F-IF.1) The following SMPs can be highlighted for this standard.
• Understand radian measure (NC.M3.F-TF.1) 2 – Reason abstractly and quantitatively

Connections Disciplinary Literacy

• Analyze and compare the key features of functions for tables, graphs, descriptions, and Students should describe the relationship between cosine represented on a unit circle
symbolic form (NC.M3.F-IF.4, NC.M3.F-IF.7, NC.M3.F-IF.9) and graphical representation of the cosine function.

Mastering the Standard

Comprehending the Standard Assessing for Understanding
Students will be introduced to the unit circle and angle measures on the coordinate Students apply reasoning to their knowledge of the relationship between angles and the
plane in Math 3 as a way to relate the sine and cosine ratios to the coordinates and the sides of right triangles.
plane. Indicator: Using the unit circle and segments below:
A unit circle is used to develop the concepts of this standard to simplify the picture for
students. In Math 3, students are only introduced to the trigonometric functions. a) Why is the cosine value of the reference angle
This standard builds upon previous understanding of the trig relationship in right equal to x?
triangle. Cos 𝜃𝜃 is the unit rate produced by the ratio of the length of the adjacent side to b) For 90° < 𝜃𝜃 < 270°, why is the cosine value
the length of the hypotenuse. negative?
𝑙𝑙𝑙𝑙𝑙𝑙𝑙𝑙𝑙𝑙ℎ 𝑜𝑜𝑜𝑜 𝑎𝑎𝑎𝑎𝑎𝑎𝑎𝑎𝑎𝑎𝑎𝑎𝑎𝑎𝑎𝑎 𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠
cos 𝜃𝜃 = c) Why is the range of the cosine function −1 ≤
𝑙𝑙𝑙𝑙𝑙𝑙𝑙𝑙𝑙𝑙ℎ 𝑜𝑜𝑜𝑜 ℎ𝑦𝑦𝑦𝑦𝑦𝑦𝑦𝑦𝑦𝑦𝑦𝑦𝑦𝑦𝑦𝑦𝑦𝑦
𝑦𝑦 ≤ 1?
Since we are working within a unit circle, and the d) Will the cosine value ever equal the sine value?
hypotenuse is the radius of the unit circle, so the Why or why not?
length of the hypotenuse is 1 unit. This means that
𝑙𝑙𝑙𝑙𝑙𝑙𝑙𝑙𝑙𝑙ℎ 𝑜𝑜𝑓𝑓 𝑎𝑎𝑎𝑎𝑎𝑎𝑎𝑎𝑎𝑎𝑎𝑎𝑎𝑎𝑎𝑎 𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠
cos 𝜃𝜃 = , so with the unit circle,
1
cos 𝜃𝜃 is the length of the adjacent side.
This means that the base of the triangle, which is the
x-coordinate of the vertex on the circle, is cos 𝜃𝜃.
The focus of this standard is on the relationship
between the changing angle of the cosine function
and the value of the cosine ratio. This should allow students to move from the unit
circle to graphing the relationship on a coordinate plane in which the independent
variable is the angle measure, and the dependent variable is the value of the cosine

NC Math 3 Unpacking - Revised June 2022 56

 Mastering the Standard
Comprehending the Standard Assessing for Understanding
ratio (the x-coordinate from the unit circle). This is a strong connection to NC.M3.F-
IF.1.
From the unit circle, students should see that as the angle is near zero, the ratio of the
length of the opposite side to the length of the hypotenuse is also near 1. As the angle
𝜋𝜋
starts to increase and approaches 90° or , the value of the cosine ratio approaches 0.
2
This pattern continues around the unit circle and eventually demonstrates the
periodicity of the cosine function.

An in-depth teaching of the unit circle, tangent, and reciprocal ratios, coterminal
angles, specific coordinates and the Pythagorean Identity are NOT appropriate for
Math 3, as they will be covered in depth in the fourth math course.

Students should understand these relationships in degree and radian angle measure.

As the angle changes, sine represents the change in the y-coordinate (height of the
triangle) on the unit circle, cosine represents the change in the x-coordinate (length of
the base of the unit circle).

Students should be able to not only see the relationship between the functions
represented on a unit circle and the graphical representation on the coordinate plane
but should understand the relationship between the sine and cosine functions.

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NC Math 3 Unpacking - Revised June 2022 57

 Functions – Trigonometric Functions
NC.M3.F-TF.5
Model periodic phenomena with trigonometric functions.
Use technology to investigate the parameters, 𝑎𝑎, 𝑏𝑏, and ℎ of a sine function, 𝑓𝑓(𝑥𝑥) = 𝑎𝑎 ∙ 𝑠𝑠𝑠𝑠𝑠𝑠(𝑏𝑏 ∙ 𝑥𝑥) + ℎ, to represent periodic phenomena and interpret key features in terms
of a context.

Concepts and Skills The Standards for Mathematical Practices

Pre-requisite Connections
• Interpret parts of an expression in context (NC.M3.A-SSE.1a) The following SMPs can be highlighted for this standard.
• Recognize that trig ratios are functions of angle measure (NC.M3.F-IF.1) 3 – Construct viable arguments and critique the reasoning of others
• Understand radian measure (NC.M3.F-TF.1)
• Build an understanding of trig functions (NC.M3.F-TF.2a, NC.M3.F-TF.2b)
Connections Disciplinary Literacy
• Analyze and compare the key features of functions for tables, graphs, descriptions, and New Vocabulary: period, amplitude
symbolic form (NC.M3.F-IF.4, NC.M3.F-IF.7, NC.M3.F-IF.9) Students should be able to discuss how changing the parameters effects the different
representations.

Mastering the Standard

Comprehending the Standard Assessing for Understanding
It is important to not overreach with this standard. In Math 3, students are just being Students should be able to explain how the change in parameters effects the various
introduced to the concepts of the sine function and the effects of the various representations and interpret them in a context.
representations by changing parameters. Indicator: The following function describes the stock price for Facebook where m
As the phrase at the beginning of the standards states, students should use technology stands for the number of months since May 2012. Use technology to graph and
to investigate these changes. create tables as needed.
2𝜋𝜋
𝑓𝑓(𝑚𝑚) = −11 sin � 𝑚𝑚� + 38
There are several excellent online resources to investigate the change in parameters of 4
trig functions. For some of these resources, you may need to create an account. Some a) Interpret the 38 in the context of the problem.
of these resources are listed below. Some of the resources explore horizontal phase b) What does -11 mean in context of the problem and what is the
shift, which is not part of this standard. significance of 11 being negative?
c) How long does it take for the pattern to start repeating?
Phase shifts and complicated trigonometric functions are not part of the standards for d) During which months would you want to buy and sell stock in
Math 3, as they will be covered in depth in the fourth math course. This is an Facebook?
introduction to the concept of a periodic graph through learning the sine function.
Additional Tasks
Additional Resources Representing Trigonometric Functions
Graphing the Sine Function using Amplitude, Period, and Vertical Translation
(Desmos.com)
A visual explanation of the characteristics of the Sine Function (Geogebra.org)

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NC Math 3 Unpacking - Revised June 2022 58

 Geometry
NC Math 1 NC Math 2 NC Math 3
Analytic & Euclidean
Focus on coordinate geometry Focus on triangles Focus on circles and continuing the work
• Distance on the coordinate plane • Congruence with triangles
• Midpoint of line segments • Similarity • Introduce the concept of radian
• Slopes of parallel and perpendicular • Right triangle trigonometry • Angles and segments in circles
lines o Special right triangles • Centers of triangles
• Prove geometric theorems algebraically • Parallelograms

A Progression of Learning
Integration of Algebra and Geometry Geometric proof and SMP3 Geometric Modeling
• Building from what students know from • An extension of transformational • Connecting analytic geometry, algebra,
5th – 8th grade with work in the geometry concepts, lines, angles, and functions, and geometric measurement
coordinate plane, the Pythagorean triangles from 7th and 8th grade to modeling.
theorem and functions. mathematics. • Building from the study of triangles in
• Students will integrate the work of • Connecting proportional reasoning from Math 2, students will verify the
algebra and functions to prove 7th grade to work with right triangle properties of the centers of triangles
geometric theorems algebraically. trigonometry. and parallelograms.
• Algebraic reasoning as a means of proof • Students should use geometric
will help students to build a foundation reasoning to prove theorems related to
to prepare them for further work with lines, angles, and triangles.
geometric proofs.
It is important to note that proofs here are not limited
to the traditional two-column proof. Paragraph, flow
proofs and other forms of argumentation should be
encouraged.
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NC Math 3 Unpacking - Revised June 2022 59

 Geometry – Congruence
NC.M3.G-CO.10
Prove geometric theorems.
Verify experimentally properties of the centers of triangles (centroid, incenter, and circumcenter).

Concepts and Skills The Standards for Mathematical Practices

Pre-requisite Connections
• Use triangle congruence to prove theorems about lines, angles, and segments in triangles The following SMPs can be highlighted for this standard.
(NC.M2.G-CO.10) 3 – Construct viable arguments and critique the reasoning of others
5 – Use appropriate tools strategically
Connections Disciplinary Literacy
• Understand and apply theorems about circles (NC.M3.G-C.2) New Vocabulary: centroid, incenter, circumcenter

Mastering the Standard

Comprehending the Standard Assessing for Understanding
The goal is for students to be able to explore, make conjectures about the Students should demonstrate an understanding of the properties of the centers of
intersection of the different straight objects that produce the triangle centers, to triangles. The following task prompts students to consider the different centers,
justify why all three straight objects intersect at a common point, and why that point apply the properties to the context and decide about where to place the amphitheater.
is an important feature of the triangle. The centers of triangles should be explored
dynamically where students can discover them and their properties. Indicator:
A city plans to build an
The centers of triangles are also known as points of concurrency for triangles. The amphitheater and wants to
three centers that are a focus for Math 3 are: locate it within easy access
of the three largest towns in
• Centroid – the point where the three medians of a the area as shown on the
triangle intersect map.

The developer must decide

on the best location. The
city will also have roads built for access directly to the towns or to the
• Incenter – the point where the three angle bisectors existing highways.
of a triangle intersect Describe how the developer might identify the location for the amphitheater.
Choose one of the methods described and justify why this is the best location.
Possible student responses:
The circumcenter would place the amphitheater equidistant from the
town. Roads would need to be built from the towns to the amphitheater.
• Circumcenter – the point where the three These roads would be the same distance.
perpendicular bisectors of the sides of a triangle
intersect The incenter would place the amphitheater from each road connecting
the towns. Roads would need to be built from the existing roads to the
amphitheater. These roads would be the same distance.
The centroid would place the amphitheater within the area surrounded
by the three towns.
NC Math 3 Unpacking - Revised June 2022 60
 Mastering the Standard
Comprehending the Standard Assessing for Understanding
Once defined, students should experiment to verify the following properties: Additional Tasks
• The centroid Inscribing and Circumscribing a Right Triangle
o always falls within the triangle
o is located two-thirds of the way along each median or partitions the median into
a ratio of 2:1 with the longest segment nearest the vertex
o divides the triangle into six triangles of equal area
o is the center of gravity for the triangle.

• The incenter
o always falls within the triangle
o equidistant from the sides of the triangle
o is the center of the circle that is inscribed by the
triangle; largest circle that will fit inside a circle
and touch all three sides

• The circumcenter
o falls inside when the triangle is acute; outside when it is
obtuse, and on the hypotenuse when it is right.
o equidistant from the vertices of the triangle
o is the center of the circle that circumscribes the triangle;
the circle that passes through all three vertices

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NC Math 3 Unpacking - Revised June 2022 61

 Geometry – Congruence
NC.M3.G-CO.11
Prove geometric theorems.
Prove theorems about parallelograms.
• Opposite sides of a parallelogram are congruent.
• Opposite angles of a parallelogram are congruent.
• Diagonals of a parallelogram bisect each other.
• If the diagonals of a parallelogram are congruent, then the parallelogram is a rectangle.

Concepts and Skills The Standards for Mathematical Practices

Pre-requisite Connections
• Prove theorems about lines, angles, and segments for relationships in geometric figures The following SMPs can be highlighted for this standard.
(NC.M2.G-CO.9) 3 – Construct viable arguments and critique the reasoning of others
• Use triangle congruence to prove theorems about lines, angles, and segments in triangles 5 – Use appropriate tools strategically
(NC.M2.G-CO.10)
Connections Disciplinary Literacy
• Apply properties, definitions, and theorems of 2-D figures to prove geometric theorems
(NC.M3.G-CO.14)
• Apply geometric concepts in modeling situations (NC.M3.G.MG.1)

Mastering the Standard

Comprehending the Standard Assessing for Understanding
This standard is connected to the standards NC.M2.G-CO.8 & 9. Students use the Students should apply proven theorems to prove additional
triangle congruency theorems and theorems about lines and angles to prove theorems theorems.
about parallelograms. The standard includes four specific theorems; however, student
experience should not be limited to only these four.
Students should prove and apply the theorems listed. Application may include using the ����
Indicator: Given ABCD is a rhombus prove the diagonals 𝐵𝐵𝐵𝐵
theorems to prove other theorems or to solve problems. (connect to NC.M3.G-CO.14 ����
and 𝐴𝐴𝐴𝐴 are perpendicular bisectors.
and NC.M3.G-MG.1).

Given the definition of a parallelogram (a quadrilateral with both pairs of opposite Indicator: Suppose that ABCD is a parallelogram,
sides parallel) all other properties of a parallelogram can be proven. and that M and N are the midpoints of 𝐴𝐴𝐴𝐴 ���� and 𝐶𝐶𝐶𝐶
����
Rectangles, rhombi, and squares are specific types of parallelograms. Consider respectively. Prove that ����� ���� and that the line
𝑀𝑀𝑀𝑀 = 𝐴𝐴𝐴𝐴
including theorems that are specific to these such as: ⃖����⃗.
⃖�����⃗ is parallel to 𝐴𝐴𝐴𝐴
𝑀𝑀𝑀𝑀
• Diagonals of a rhombus are perpendicular bisectors.
• Diagonals of a square are congruent and perpendicular bisectors. Additional Task:
• Diagonals of a rhombus bisect the vertex angles. Quadrilaterals (Inside Mathematics)

Proof is not solely about knowing the theorems. The goal of proof is to further develop
the ability to construct logical arguments. Students should develop both flow and
paragraph proofs. The construction of logical arguments and the ability to explain their
reasoning is what will be expected from students.
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NC Math 3 Unpacking - Revised June 2022 62

 Geometry – Congruence
NC.M3.G-CO.14
Prove geometric theorems.
Apply properties, definitions, and theorems of two-dimensional figures to prove geometric theorems and solve problems.

Concepts and Skills The Standards for Mathematical Practices

Pre-requisite Connections
• Prove theorems about parallelograms (NC.M3.G-CO.11) The following SMPs can be highlighted for this standard.
1 – Make sense of problems and persevere in solving them
3 – Construct viable arguments and critique the reasoning of others
5 – Use appropriate tools strategically
Connections Disciplinary Literacy
• Use similarity to solve problems and to prove theorems about triangles (NC.M2.G-SRT.4)
• Understand and apply theorems about circles (NC.M3.G-C.2)

Mastering the Standard

Comprehending the Standard Assessing for Understanding
This standard is the application of two other standards within this cluster, NC.M3.G- Students should demonstrate a solid understanding of lines and angles (Math 2),
CO.10 and NC.M3.G-CO.11, where students determine the properties of triangles and congruent triangles (Math 2), and properties of the centers of triangles (Math 3) and
parallelograms, respectively and prove theorems about the figures. This standard is an properties of parallelograms (Math 3). They should use their understanding of these
application of those standards. properties, definitions and theorems to prove other geometric theorems and solve
problems.
For this standard, students should be provided the opportunity to prove theorems for Indicator: Suppose ABC is a triangle. Let
other types of two-dimensional figures and to reason when solving problems. Consider M be the midpoint of side AB and P the
including other quadrilaterals such as trapezoids and kites for students to explore. For midpoint of side BC as pictured to the
example, proving that the base angles of an isosceles trapezoid are congruent could be right:
a proof of a specific type of triangle. a) Prove that line MP and line AC
are parallel.
The geometric theorems may also be for a specific given b) Prove that 𝐴𝐴𝐴𝐴 = 2𝑀𝑀𝑀𝑀.
figure. For example, given the rhombus RHOM, prove Adapted from Illustrative Math
���� ≅ ����
𝑅𝑅𝑅𝑅 𝑂𝑂𝑂𝑂. (https://www.illustrativemathematics.org/content-standards/tasks/1872)

Finally, this standard should be connected to NC.M3.G-C.2 where students are Indicator: Given 𝐸𝐸𝐸𝐸 ≅ 𝑌𝑌𝑌𝑌, 𝐺𝐺𝐺𝐺 ≅ 𝑌𝑌𝑌𝑌, and 𝐸𝐸𝐸𝐸 ≅ 𝐸𝐸𝐸𝐸.
understanding and applying theorems about circles. Prove GEOM is a rhombus.

There is not a specific list of theorems for students to know and use. The focus is not
on specific theorems but on construction of logical arguments and the ability of
students to explain their reasoning with two-dimensional figures.

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 Mastering the Standard
Comprehending the Standard Assessing for Understanding
Students should use properties of the centers of
triangles to solve problems.
Indicator: S is the centroid of ΔRTW; 𝑅𝑅𝑅𝑅 = 4,
𝑉𝑉𝑉𝑉 = 6 and 𝑇𝑇𝑇𝑇 = 9. Find the length of each
segment:
a) RV b) SU c) RU
d) RW e) TS f) SV

Students should use theorems about parallelograms to solve problems.

���� bisects
Indicator: Given MNPR is a parallelogram, 𝑀𝑀𝑀𝑀
����
∠RMN and 𝑁𝑁𝑁𝑁 bisects ∠MNP
a) Find the values of x and y.
���� and ����
b) Describe the relationship between 𝑀𝑀𝑀𝑀 𝑁𝑁𝑁𝑁

Indicator: In rectangle ABCD, AC = 3x + 15 and BD =

4x − 5. If AC and BD intersect at G, find the length of
AG.

Students should be able to prove geometric theorems.

Indicator: Prove each of the following is true for an isosceles trapezoid.
a) Base angles are congruent.
b) Opposite angles are supplementary.
c) Diagonals are congruent.

Indicator: For quadrilateral ABCD, points E, F, G

and H are midpoints of their respective sides.
Prove EFGH is a parallelogram.

Students should be able to reason with two dimensional figures to solve problems.
Indicator: In figure ABCD, AB||CD and AD||BC. Point R is in the same plane as
ABCD. (Point R can be placed anywhere in the plane.)
a) Draw a straight line that passes through point
R and divides ABCD into two congruent
parts.
b) Justify your reasoning that the two parts are
congruent.
Source:http://www.utdanacenter.org/k12mathbenchmarks/tasks/8_congruence.php

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NC Math 3 Unpacking - Revised June 2022 64

 Geometry – Circles
NC.M3.G-C.2
Understand and apply theorems about circles.
Understand and apply theorems about circles.
• Understand and apply theorems about relationships with angles and circles, including central, inscribed and circumscribed angles.
• Understand and apply theorems about relationships with line segments and circles including, radii, diameter, secants, tangents and chords.

Concepts and Skills The Standards for Mathematical Practices

Pre-requisite Connections
• Prove theorems about lines, angles, and segments for relationships in geometric figures The following SMPs can be highlighted for this standard.
(NC.M2.G-CO.9) 1 – Make sense of problems and persevere in solving them
• Use similarity to solve problems and to prove theorems about triangles (NC.M2.G-SRT.4) 3 – Construct viable arguments and critique the reasoning of others
5 – Use appropriate tools strategically
Connections Disciplinary Literacy
• Apply geometric concepts in modeling situations (NC.M3.G.MG.1) New Vocabulary: Circumscribe, inscribe, tangent

Mastering the Standard

Comprehending the Standard Assessing for Understanding
The following relationships with circles provide the foundation for reasoning with and Students should have a strong command of the vocabulary: central angle, inscribed
applying theorems about circles: angle, circumscribed angle, tangent, arc (minor & major), secant, and chord.

• Relationships with angles and circles Students demonstrate understanding when applying theorems about circles to explore
o Central angle is an angle formed by two intersecting other theorems.
radii such that its vertex is at the center of the circle; the • an angle inscribed in a semi-circle is a right angle.
measure of the angle is equal to the measure of the • the opposite angles in an inscribed quadrilateral are supplementary.
intersected arc • tangent lines drawn from a point outside a circle are equal in length.
• when two chords intersect at a point interior to a circle, the chords are divided
proportionally.
• when two secants intersect at a point exterior to a circle, the lengths of the
o Inscribed angle is an angle with its vertex on the circle, secants and the external parts are proportional.
formed by two intersecting chords; the measure of the • if two chords are equivalent then their minor arcs are congruent and conversely
angle is half the measure of the intersected arc • if two chords are equidistant from the center then they are congruent and
conversely

Students demonstrate understanding when applying theorems about circles to solve

problems with and without context.
o Circumscribed angle is an angle formed by two Indicator: A round table is pushed into a corner. The
tangents to a circle from the same point outside diameter of the table is 5 feet. Find the distance from
the circle; the measure of the angle is half the the corner to the edge of the table
difference of the intercepted arcs

• Relationships with line segments and circles:

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 Mastering the Standard
Comprehending the Standard Assessing for Understanding
o Tangent line intersects the circle exactly once at the Indicator: Find the value of x and y for each figure.
point of tangency; the tangent line is perpendicular to
the radius at the point of tangency

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NC Math 3 Unpacking - Revised June 2022 66

 Geometry – Circles
NC.M3.G-C.5
Understand and apply theorems about circles.
Using similarity, demonstrate that the length of an arc, s, for a given central angle is proportional to the radius, r, of the circle. Define radian measure of the central angle as
the ratio of the length of the arc to the radius of the circle, s/r. Find arc lengths and areas of sectors of circles.

Concepts and Skills The Standards for Mathematical Practices

Pre-requisite Connections
• Know the formulas for the area and circumference of a circle and use them to solve The following SMPs can be highlighted for this standard.
problems (7.G.4) 3 – Construct viable arguments and critique the reasoning of others
• Verify the properties of dilations with given center and scale factor (NC.M2.G-SRT.1)
Connections Disciplinary Literacy
• Understand radian measure as domain for trigonometric functions (NC.M3.G-TF.1)
• Apply geometric concepts in modeling situations (NC.M3.G-MG.1)

Mastering the Standard

Comprehending the Standard Assessing for Understanding
Circles are similar figures; thus, any two arcs, subtended by the same central angle, Students demonstrate an understanding of the proportional relationship between the
will be proportional. length of an arc and the radius of the circle by explaining how the following two
𝑆𝑆
𝑟𝑟1 𝑠𝑠1
diagrams could be used to prove that 𝑠𝑠 = 𝑘𝑘𝑘𝑘 where 𝑘𝑘 = which is the radian measure
𝑅𝑅
Since corresponding parts of similar figures are proportional then = which can of the central angle.
𝑟𝑟2 𝑠𝑠2
𝑠𝑠
also be be written as 𝑠𝑠1 = � 2� 𝑟𝑟1 . The structure of the equation reveals that the length
𝑟𝑟2
𝑠𝑠2
of the arc is directly proportional to the radius and is the constant of proportionality.
𝑟𝑟2

Furthermore, a radian is defined as the ratio of the length

𝑠𝑠
of the arc to the radius of the circle, , so the constant of
𝑟𝑟
proportionality is the radian measure of the angle.

Using the reasoning presented, the arc length, s, can be

calculated using the formula 𝑠𝑠 = 𝜃𝜃𝜃𝜃 where 𝜃𝜃 is the radian
measure and r is the radius of the circle. Students should use the definition of a radian to answer and solve problems.
Indicator: Explain why there are 2π radians in a circle. Students explain that
The length of an arc subtended by a central angle can also be expressed as a fraction of the radian measure is the ratio of the total length of the circle, 2πr, to the
2𝜋𝜋𝜋𝜋
the circumference. Given the central angle 𝜃𝜃 in degrees, the arc length is 𝑠𝑠 = radius r. Thus = 2𝜋𝜋 radians.
𝑟𝑟
𝜃𝜃 𝜃𝜃
(2𝜋𝜋𝜋𝜋). Given the central angle 𝜃𝜃 in radians, the arc length is 𝑠𝑠 = (2𝜋𝜋𝜋𝜋) = 𝜃𝜃𝜃𝜃.
360° 2𝜋𝜋
Indicator: The length of an arc is 18 cm and the radius of the circle is 6cm.
Similarly, the area of a sector can be expressed as a fraction of the area of the circle. What is the radian measure of the central angle?

𝜃𝜃 Indicator: A central angle measures 4.5 radians and has an arc length of 35
Given the central angle in degrees and the radius r, the area of a sector is (𝜋𝜋𝑟𝑟 2 ). inches. What is the radius of the circle?
360°

NC Math 3 Unpacking - Revised June 2022 67

 Mastering the Standard
Comprehending the Standard Assessing for Understanding
Given the central angle in radians and the radius r, the area of the sector is:
𝜃𝜃 𝜃𝜃 𝑠𝑠𝑠𝑠
(𝜋𝜋𝑟𝑟 2 ) = 𝑟𝑟 2 = , where s is the arc length. Students should be able to calculate arc lengths and areas of sectors of circles.
2𝜋𝜋 2 2
2𝜋𝜋
Indicator: Given that 𝑚𝑚∠𝐴𝐴𝐴𝐴𝐴𝐴 = 𝑟𝑟𝑟𝑟𝑟𝑟𝑟𝑟𝑟𝑟𝑟𝑟𝑟𝑟 and the
3
radius is 18 cm, what is the length of arc 𝐴𝐴𝐴𝐴?

Indicator: Find the area of a sector with an arc length of 40 cm and a radius of
12 cm.

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NC Math 3 Unpacking - Revised June 2022 68

 Geometry – Expressing Geometric Properties with Equations
NC.M3.G-GPE.1
Translate between the geometric description and the equation for a conic section.
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.

Concepts and Skills The Standards for Mathematical Practices

Pre-requisite Connections
• Apply the Pythagorean Theorem to find the distance between two points (8.G.8) The following SMPs can be highlighted for this standard.
• Write an equivalent form of a quadratic expression by completing the square (NC.M2.A- 2 – Reason abstractly and quantitatively
SSE.3)
Connections Disciplinary Literacy
• Work with conic sections (4th level course)

Mastering the Standard

Comprehending the Standard Assessing for Understanding
Students derive the standard equation of a circle by reasoning with circles on the Students demonstrate an understanding of the equation of a circle by writing the
coordinate plane. Given a center (ℎ, 𝑘𝑘) and a radius r, students determine that the equation using the center and radius.
horizontal distance from the center to a point (𝑥𝑥, 𝑦𝑦) on the circle can be expressed by Indicator: Write the equation of a circle that is centered at (−1,3) with a radius of
(𝑥𝑥 − ℎ). Likewise, the vertical distance from the center to the point can be expressed 5 units.
by (𝑦𝑦 − 𝑘𝑘). These distances can be modeled by a vertical and horizontal line segment.
The radius can be modeled by a line segment connecting the center to the point. A Indicator: Using the whole numbers 1 – 9 as many times as you like, make the
right triangle is formed, and the Pythagorean Theorem can be applied to derive biggest circle by filling in the blanks below:
(𝑥𝑥 − ℎ)2 + (𝑦𝑦 − 𝑘𝑘)2 = 𝑟𝑟 2 .
Source: http://www.openmiddle.com/make-the-biggest-circle/

For a circle equation in general form 𝑥𝑥 2 + Indicator: Write an equation for a circle given that the endpoints of the diameter
𝑦𝑦 2 + 𝑐𝑐𝑐𝑐 + 𝑑𝑑𝑑𝑑 + 𝑒𝑒 = 0, students will use the are (−2, 7) and (4, −8).
process of completing the square to rewrite
and identify the center and radius of the Indicator: How many points with two integer coordinates are 5 units away from
circle. (The process of completing the square (−2, 3)?
is in Math 2 NC.M2.A-SSE.3.) Source: http://www.openmiddle.com/equidistant-points/

Students can rewrite the equation of a circle to identify the center and radius.
Indicator: Find the center and radius of the circle for the following equation
4𝑥𝑥² + 4𝑦𝑦² − 4𝑥𝑥 + 2𝑦𝑦 − 1 = 0.

Additional Tasks:
Explaining the Equation of a Circle (Illustrative Mathematics)
Sorting the Equations of a Circle 1 (MathShell)
Sorting the Equations of a Circle 2 (MathShell)
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NC Math 3 Unpacking - Revised June 2022 69

 Geometry – Geometric Measurement & Dimension
NC.M3.G-GMD.3
Explain volume formulas and use them to solve problems.
Use the volume formulas for prisms, cylinders, pyramids, cones, and spheres to solve problems.

Concepts and Skills The Standards for Mathematical Practices

Pre-requisite Connections
• Know and use formulas for volumes of cones, cylinders, and spheres (8.G.9) The following SMPs can be highlighted for this standard.
1 – Make sense of problems and persevere in solving them
Connections Disciplinary Literacy
• Solve for a quantity of interest in formulas (NC.M1.A-CED.4)
• Apply geometric concepts in modeling situations (NC.M3.G-MG.1)

Mastering the Standard

Comprehending the Standard Assessing for Understanding
This standard focuses on volume and the use of volume formulas to solve problems. Students should be able to identify the 3-D figures (prisms,
The figures may be a single shape or a composite of shapes. cylinders, pyramids, cones, and spheres) and the measurements
needed to calculate the volume.
Formulas should be provided as the figures are more complex and the focus is on the Indicator: A carryout container is shown. The bottom
modeling and solving problems. Below is list of possible formulas. There may be other base is a 4-inch square, and the top base is a 4-inch by
formulas that students may use. Additionally, students may also need to adapt 6-inch rectangle. The height of the container is 5
formulas based on the shapes of objects. inches. Find the volume of food that it holds.

Indicator: A toy manufacture has designed a new piece for use in

building models. It is a cube with side length 7 mm, and it has a 3
mm diameter circular hole cut through the middle. The manufacture
wants 1,000,000 prototypes. If the plastic used to create the piece
costs $270 per cubic meter, how much will the prototypes cost?

Indicator: The Southern African Large Telescope

(SALT) is housed in a cylindrical building with a
domed roof in the shape of a hemisphere. The height
of the building wall is 17 m, and the diameter is 26
m. To program the ventilation system for heat, air
conditioning, and dehumidifying, the engineers need
the amount of air in the building. What is the volume
of air in the building?

Additional Tasks:
Cylinders (OpenMiddle.com)
Calculating Volumes of Compound Objects

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NC Math 3 Unpacking - Revised June 2022 70

 Geometry – Geometric Measurement & Dimension
NC.M3.G-GMD.4
Visualize relationships between two-dimensional and three-dimensional objects.
Identify the shapes of two-dimensional cross-sections of three-dimensional objects, and identify three-dimensional objects generated by rotations of two-dimensional
objects.

Concepts and Skills The Standards for Mathematical Practices

Pre-requisite Connections
• Describe 2-D cross-sections of rectangular prisms and pyramids (7.G.3) The following SMPs can be highlighted for this standard.
2 – Reason abstractly and quantitatively
4 – Model with mathematics
Connections Disciplinary Literacy
• Apply geometric concepts in modeling situations (NC.M3.G-MG.1)

Mastering the Standard

Comprehending the Standard Assessing for Understanding
This standard has two parts. The first part is to identify the two-dimensional cross Students identify shapes of two-dimensional cross-sections of three-dimensional
sections of three-dimensional objects. Consider having students work with objects.
manipulatives such as play-dough and floss to make slices of three-dimensional shapes. Indicator: Draw a figure that has the same cross
Also, the Cross Section Flyer at shodor.org can be used to allow students to predict and section as a sphere.
verify the cross section of different three-dimensional objects.
Indicator: Which of the following is the cross section
The second part is identifying three-dimensional objects generated by rotations of two- created by slicing the cylinder as shown in the figure?
dimensional objects. Interactive websites, like the 3D Transmographer at shodor.org, How do you know?
can be useful for students to explore.

Students identify three-dimensional objects generated by rotations of two-dimensional

objects.
Indicator: The shape at the right was created by
rotating a two-dimensional shape about an axis. Which
of the following would create this shape? Explain.

Additional Task:
Representing 3D objects in 2D

NC Math 3 Unpacking - Revised June 2022 71

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NC Math 3 Unpacking - Revised June 2022 72

 Geometry – Modeling with Geometry
NC.M3.G-MG.1
Apply geometric concepts in modeling situations.
Apply geometric concepts in modeling situations
• Use geometric and algebraic concepts to solve problems in modeling situations:
• Use geometric shapes, their measures, and their properties, to model real-life objects.
• Use geometric formulas and algebraic functions to model relationships.
• Apply concepts of density based on area and volume.
• Apply geometric concepts to solve design and optimization problems.

Concepts and Skills The Standards for Mathematical Practices

Pre-requisite Connections
• Solve real world problems involving area, volume, and surface area (7.G.6) The following SMPs can be highlighted for this standard.
• Use volume formulas to solve problems (NC.M3.G-GMD.3) 1 – Make sense of problems and persevere in solving them
4 – Model with mathematics
Connections Disciplinary Literacy
• Apply properties, definitions, and theorems of 2-D figures to solve problems (NC.M3.G-
CO.14)
• Understand and apply theorems about circles (NC.M3.G-C.2)
• Find arc lengths and areas of sectors of circles (NC.M3.G-C.5)
• Identify 2-D cross sections; identify 3-D objects (NC.M3.G-GMD.4)

Mastering the Standard

Comprehending the Standard Assessing for Understanding
For this standard, students should engage in problems that are more complex than Use geometric and algebraic concepts to solve problems in modeling situations.
those studied in previous grades. The standard combines geometric and algebraic Indicator: Janine is planning on creating a water-based centerpiece for each of the
concepts and focuses on four primary areas: 30 tables at her wedding reception. She has already purchased a cylindrical vase for
i. model real-world three-dimensional figures, each table.
ii. model relationships, • The radius of the vases is 6 cm, and the height is 28 cm.
iii. determine density based on area or volume, and • She intends to fill them halfway with water and then add a variety of colored
iv. solve design and optimization problems. marbles until the waterline is approximately three-quarters of the way up the
cylinder.
When students model real-world three-dimensional figures they must recognize the • She can buy bags of 100 marbles in 2 different sizes, with radii of 9mm or 12
plane shapes that comprise the figure. They must be flexible in constructing and mm. A bag of 9 mm marbles costs $3, and a bag of 12 mm marbles costs $4.
deconstructing the shapes. Students also need to be able to identity the measures
associated with the figure such as circumference, area, perimeter, and volume. a) If Janine only bought 9 mm marbles how much would she spend on
marbles for the whole reception? What if Janine only bought 12 mm
Students use formulas and algebraic functions when modeling relationships. This marbles? (Note: 1 cm3 = 1 mL)
may include examining how the one measurement changes as another changes.
How does the volume of a cylinder change as the radius changes? b) Janine wants to spend at most d dollars on marbles. Write a system of
How does the surface area of a prism change as the height changes? equalities and/or inequalities that she can use to determine how many
The concept of density based on area and volume is to calculate the mass per unit. marbles of each type she can buy.

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 Mastering the Standard
Comprehending the Standard Assessing for Understanding
Indicators for area density are: c) Based on your answer to part b. How many bags of each size marble
Description Unit of Measure should Janine buy if she has $180 and wants to buy as many small marbles
Data Storage Gigabytes per square inch as possible?
Thickness of Grams per square meter
Paper Indicator: A gas company wants to determine what shape truck will hold the most
Bone density Grams per square centimeter gas to transport to the gas stations. The truck with a 58-foot bed can hold either a
Body Mass Index Kilograms per square meter cylinder of diameter x ft. or a rectangular prism with a width and height of x ft. The
Population People per square mile have found out that a new, more advanced truck can increase the length of the
diameter, width, and height by 4. Write a function to represent the volume of each
Indicators for volume density are: container for the new truck. Which one can hold the most gas?
Description Unit of Measure
Solids Grams per cubic centimeter Geometric shapes, their measures, and their properties to model real-life objects
Liquids Grams per millliter Indicator: Describe each of the following as a simple geometric shape or
(1 mL = 1 cubic cm) combination of shapes. Illustrate with a sketch and label dimensions important to
describing the shape.
a) Soup can label
Design problems include designing an object to satisfy physical constraints. b) A bale of hay
Optimization problems may maximize or minimize depending on the context. c) Paperclip
d) Strawberry
Students recognize situations that require relating two- and three- dimensional
objects. They estimate measures (circumference, area, perimeter, volume) of real- Use geometric formulas and algebraic functions to model relationships.
world objects using comparable geometric shapes or three-dimensional objects. Indicator: A grain silo has the shape of a right circular cylinder topped by a
Students apply the properties of geometric figures to comparable real-world objects hemisphere. If the silo is to have a capacity of 614π cubic feet, find the radius and
(e.g., The spokes of a wheel of a bicycle are equal lengths because they represent the height of the silo that requires the least amount of material to construct.
radii of a circle).
Density based problems
Indicator: A King Size waterbed has the following dimensions 72 in. x 84 in. x
9.5in. It takes 240.7 gallons of water to fill it, which would weigh 2071 pounds.
What is the weight of a cubic foot of water?

Indicator: Wichita, Kansas has 344,234 people within 165.9 square miles. What is
Wichita’s population density?
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NC Math 3 Unpacking - Revised June 2022 74

 Statistics & Probability
A statistical process is a problem-solving process consisting of four steps:
1. Formulating a statistical question that anticipates variability and can be answered by data.
2. Designing and implementing a plan that collects appropriate data.
3. Analyzing the data by graphical and/or numerical methods.
4. Interpreting the analysis in the context of the original question.

NC Math 1 NC Math 2 NC Math 3

Focus on analysis of univariate and Focus on probability Focus on the use of sample data to
bivariate data • Categorical data and two-way tables represent a population
• Use of technology to represent, analyze • Understanding and application of the • Random sampling
and interpret data Addition and Multiplication Rules of • Simulation as it relates to sampling and
• Shape, center and spread of univariate Probability randomization
numerical data • Conditional Probabilities • Sample statistics
• Scatter plots of bivariate data • Independent Events • Introduction to inference
• Linear and exponential regression • Experimental vs. theoretical probability
• Interpreting linear models in context.
A Progression of Learning
• A continuation of the work from middle • A continuation of the work from 7th • Bringing it all back together
grades mathematics on summarizing grade where students are introduced to • Sampling and variability
and describing quantitative data the concept of probability models, • Collecting unbiased samples
distributions of univariate (6th grade) chance processes and sample space; and • Decision making based on analysis of
and bivariate (8th grade) data. 8th grade where students create and data
interpret relative frequency tables.
• The work of MS probability is extended
to develop understanding of conditional
probability, independence and rules of
probability to determine probabilities of
compound events.
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NC Math 3 Unpacking - Revised June 2022 75

 Statistics & Probability – Making Inference and Justifying Conclusions
NC.M3.S-IC.1
Understand and evaluate random processes underlying statistical experiments.
Understand the process of making inferences about a population based on a random sample from that population.

Concepts and Skills The Standards for Mathematical Practices

Pre-requisite Connections
• Use data from a random sample to draw inferences about a population (7.SP.2) The following SMPs can be highlighted for this standard.
6 – Attend to precision
Connections Disciplinary Literacy
• Recognize the purpose and differences between samples and studies and how New Vocabulary: sample, population, random sample, inferential statistics
randomization is used (NC.M3.S-IC.3)
• Use simulation estimate a population mean or proportion (NC.M3.S-IC.4)
• Use simulation to determine whether observed differences between samples indicate the
two populations are distinct (NC.M3.S-IC.5)

Mastering the Standard

Comprehending the Standard Assessing for Understanding
The statistical process includes four essential steps: Students demonstrate an understanding of the different kinds of sampling methods.
1. Formulate a question that can be answered with data. Indicator: From a class containing 12 girls and 10 boys, three students are to be selected to serve on a school
2. Design and use a plan to collect data. advisory panel. Here are four different methods of making the selection.
3. Analyze the data with appropriate methods. a) Select the first three names on the class roll.
4. Interpret results and draw valid conclusions. b) Select the first three students who volunteer.
An essential understanding about the data collection step is c) Place the names of the 22 students in a hat, mix them thoroughly. Select three names from the mix.
that random selection can produce samples that represent the d) Select the first three students who show up for class tomorrow.
overall population. This allows for the generalization from the Which is the best sampling method if you want the school panel to represent a fair and representative view of
sample to the larger population in the last step of the process. the opinions of your class? Explain the weaknesses of the three not selected as the best.
A population consists of everything, or everyone being
Students recognize the need for random selection, describe a method for selecting a random sample from a given
studied in an inference procedure. It is rare to be able to
population, and explain why random assignment to treatments is important in the design of a statistical
perform a census of every individual member of the
experiment.
population. Due to constraints of resources, it is nearly
Indicator: A department store manager wants to know which of two advertisements is more effective in
impossible to perform a measurement on every subject in a
increasing sales among people who have a credit card with the store. A sample of 100 people will be selected
population.
from the 5,300 people who have a credit card with the store. Each person in the sample will be called and
A random sample is a sample composed of selecting from the read one of the two advertisements. It will then be determined if the credit card holder makes a purchase at
population using a chance mechanism. Often referred to as a the department store within two weeks of receiving the call.
simple random sample. a) Describe the method you would use to determine which credit card holders should be included in the
sample. Provide enough detail so that someone else would be able to carry out your method.
Inferential statistics considers a subset of the population. This
b) For each person in the sample, the department store manager will flip a coin. If it lands heads up,
subset is called a statistical sample often including members
advertisement A will be read. If it lands tails up, advertisement B will be read. Why would the
of a population selected in a random process. The
manager use this method to decide which advertisement is read to each person?
measurements of the individuals in the sample tell us about
Source: https://locus.statisticseducation.org/
corresponding measurements in the population.
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NC Math 3 Unpacking - Revised June 2022 76
 Statistics & Probability – Making Inference and Justifying Conclusions
NC.M3.S-IC.3
Make inferences and justify conclusions from sample surveys, experiments, and observational studies.
Recognize the purposes of and differences between sample surveys, experiments, and observational studies and understand how randomization should be used in each.

Concepts and Skills The Standards for Mathematical Practices

Pre-requisite Connections
• Understand the process of making inferences (NC.M3.S-IC.1) The following SMPs can be highlighted for this standard.
4 – Model with mathematics
Connections Disciplinary Literacy
• Use simulation estimate a population mean or proportion (NC.M3.S-IC.4) New Vocabulary: Observational study, simulation, sample, population, random
• Use simulation to determine whether observed differences between samples indicate the sample, inferential statistics
two populations are distinct (NC.M3.S-IC.5)

Mastering the Standard

Comprehending the Standard Assessing for Understanding
Students understand the different methods of data collection, specifically the difference Students should be able to distinguish between the different methods.
between an observational study and a controlled experiment and know the appropriate Indicator: A student wants to determine the most liked professor at her college.
use for each. Which type of study would be the most practical to obtain this information?
a) simulation
• Observational study – a researcher collects information about a population by b) experiment
measuring a variable of interest but does not impose a treatment on the c) survey
subjects. (i.e. examining the health effects of smoking) d) observation

• Experiment – an investigator imposes a change or treatments on one or more Students understand the role that randomization plays in eliminating bias from
group(s), often called treatment group(s). A comparative experiment is where collected data.
a control group is given a placebo to compare the reaction(s) between the Indicator: Students in a high school mathematics class decided that their term
treatment group(s) and the control group. project would be a study of the strictness of the parents or guardians of students in
the school. Their goal was to estimate the proportion of students in the school who
thought of their parents or guardians as “strict”. They do not have time to interview
all 1000 students in the school, so they plan to obtain data from a sample of
students.
a) Describe the parameter of interest and a statistic the students could use to
estimate the parameter.
b) Is the best design for this study a sample survey, an experiment, or an
observational study? Explain your reasoning.
c) The students quickly realized that, as there is no definition of “strict”, they
could not simply ask a student, “Are your parents or guardians strict?”
Write three questions that could provide objective data related to strictness.
d) Describe an appropriate method for obtaining a sample of 100 students,
based on your answer in part (a) above.
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NC Math 3 Unpacking - Revised June 2022 77

 Statistics & Probability – Making Inference and Justifying Conclusions
NC.M3.S-IC.4
Make inferences and justify conclusions from sample surveys, experiments, and observational studies.
Use simulation to understand how samples can be used to estimate a population mean or proportion and how to determine a margin of error for the estimate.

Concepts and Skills The Standards for Mathematical Practices

Pre-requisite Connections
• Design and use simulation to generate frequencies for compound events (7.SP.8c) The following SMPs can be highlighted for this standard.
• Understand the process of making inferences (NC.M3.S-IC.1) 4 – Model with mathematics
6 – Attend to precision
Connections Disciplinary Literacy
• Recognize the purpose and differences between samples and studies and how New Vocabulary: simulation, sample, population, margin of error, parameter
randomization is used (NC.M3.S-IC.3)
• Use simulation to determine whether observed differences between samples indicate the
two populations are distinct (NC.M3.S-IC.5)

Mastering the Standard

Comprehending the Standard Assessing for Understanding
This standard has two parts: Students should use a simulation to estimate a population mean or proportion and
1. Use simulation to understand how samples can be used to estimate a population determine a margin of error for that estimate.
mean or proportion
2. Use simulation to determine a margin of error for the estimate Indicator: The label on a Barnum’s
Animal Cracker box claims that there are
Simulations may use physical manipulatives: dice, cards, beads, decks of playing cards. 2 servings per box and a serving size is 8
If available, simulations can be completed using technology. In either situation, crackers. The graph displays the number
students should have a clear understanding of how the simulation models the situation. of animal crackers found in a sample of
28 boxes. Use the data from the 28
For estimating a population mean or proportion, students understand that a sample only samples to estimate the average number
provides an estimate of the population parameter. With repeated sampling, the of crackers in a box with a margin of
estimates vary, and a sampling distribution can be created to model the variation. error. Explain your reasoning or show your work.
Consider trying to determine the proportion of orange candies in Reese’s Pieces.
After taking a sample of 25 pieces, the proportion of orange is 0.40. Another Additional Tasks:
sample has a proportion of orange as 0.60. By taking 100 random samples and Scratch ‘N Win Blues (Illustrative Mathematics)
computing the proportion of orange for each one a sampling distribution can be Margin of Error for Estimating a Population Mean (Illustrative Mathematics)
made.

NC Math 3 Unpacking - Revised June 2022 78

 Mastering the Standard
Comprehending the Standard Assessing for Understanding

Using the sampling distribution, students can estimate a population proportion

using the mean of the distribution (0.51).

Simulation for Reese’s Pieces at

http://www.rossmanchance.com/applets/OneProp/OneProp.htm?candy=1

Students should understand that the margin of error is the maximum range that reflects
the accuracy in prediction. In other words, it is the most that a value of a sample
statistic is likely to differ from the actual value of the population parameter.
One informal way of developing a margin of error from a simulation is to simulate
using repeated sampling; then examining the sampling distribution to find the largest
range from the mean of the distribution that is less than 100% of the data (90-95%).
Start at the mean and use the scale to widen the interval until you capture most of the
data.

Taking larger sample sizes should decrease the margin of error. Changing the sample
size to 50 gives a margin of error of 0.15.
Margin of error can be computed by formula; however, this standard is intended to
engage students in using simulations to estimate. Note that confidence intervals are
beyond what is intended in the standard. Students should have an idea of what margin
of error is and how it is interpreted, which can lead informally to the idea of an interval
estimate.
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 Statistics & Probability – Making Inference and Justifying Conclusions
NC.M3.S-IC.5
Make inferences and justify conclusions from sample surveys, experiments, and observational studies.
Use simulation to determine whether observed differences between samples from two distinct populations indicate that the two populations are actually different in terms of
a parameter of interest.

Concepts and Skills The Standards for Mathematical Practices

Pre-requisite Connections
• Design and use simulation to generate frequencies for compound events (7.SP.8c) The following SMPs can be highlighted for this standard.
• Understand the process of making inferences (NC.M3.S-IC.1) 4 – Model with mathematics
6 – Attend to precision
Connections Disciplinary Literacy
• Recognize the purpose and differences between samples and studies and how New Vocabulary: simulation, sample, population, parameter
randomization is used (NC.M3.S-IC.3)
• Use simulation estimate a population mean or proportion (NC.M3.S-IC.4)

Mastering the Standard

Comprehending the Standard Assessing for Understanding
The statistical process includes four essential steps: Students should demonstrate an understanding of the process by
1. Formulate a question that can be answered with data. • identifying the parameter of interest,
2. Design and use a plan to collect data. • select and calculate sample statistics,
3. Analyze the data with appropriate methods. • calculate the difference between the sample statistic,
4. Interpret results and draw valid conclusions. • set up and complete a simulation re-randomizing the groups,
• and compare the actual difference to the simulated differences
This standard addresses parts 3 and 4 of this process. Once data is collected from an Indicator: Sal purchased two types of plant fertilizer and conducted an experiment to
experiment, it is necessary to determine if there are differences between the two see which fertilizer would be best to use in his greenhouse. He planted 20 seedlings
treatment groups. If so, are the differences due to the treatment or due to variation and used Fertilizer A on ten of them and Fertilizer B on the other ten. He measured the
within the population? height of each plant after two weeks. Use the data below to determine which fertilizer
Sal should use.
Select a sample statistic to compare. For example, the mean of each sample.
Consider the experiment where twenty male students were randomly Fertlizer A 23.4 30.1 28.5 26.3 32.0 29.6 26.8 25.2 27.5 30.8
assigned to one of two treatment groups of 10 students each, one group Fertlizer B 19.8 25.7 29.0 23.2 27.8 31.1 26.5 24.7 21.3 25.6
receiving 200 milligrams of caffeine and the other group no caffeine.
a. Use the data to generate simulated treatment results by randomly selecting
The parameter of interest is the number of finger taps per minute. The ten plant heights from the twenty plant heights listed.
sample statistics showed that the mean of the 200 mg group was 3.5 taps
b. Calculate the average plant height for each treatment of ten plants.
more than the 0 mg group. Thus, an observed difference.
c. Find the difference between consecutive pairs of treatment averages and
compare. Does your simulated data provide evidence that the average plant
Use simulation to determine if the observed difference is due to the caffeine.
heights using Fertilizer A and Fertilizer B is significant?
Is it possible that the 3.5 taps were due to randomization and not caffeine?
In order to find out, re-randomize the participants and calculate the
difference in means. Simulate this and create a distribution of the results.

NC Math 3 Unpacking - Revised June 2022 80

 Mastering the Standard
Comprehending the Standard Assessing for Understanding
Indicator: “Are Starbucks customers more likely to be female?” To answer the
question, students decide to randomly select 30-minute increments of time throughout
the week and have an observer record the gender of every tenth customer who enters
the Starbucks store. At the end of the week, they had collected data on 260 customers,
154 females and 106 males. This data seems to suggest more females visited
Starbucks during this time than males.

To determine if these results are statistically significant, students investigated if they

could get this proportion of females just by chance if the population of customers is
truly 50% females and 50% males. Students simulated samples of 260 customers that
are 50-50 females to males by flipping a coin 260 then recording the proportion of
The result of the simulation shows that the difference of 3.5 is equaled or exceeded heads to represent the number of women in a random sample of 260 customers (e.g.,
only once out of 400 trials this providing strong evidence that the caffeine is the 0.50 means that 130 of the 260 flips were heads). Their results are displayed in the
cause of the increased tapping. graph below.

Use the distribution to determine if the class’s data is statistically significant enough to
conclude that Starbucks customers are more likely to be female.

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NC Math 3 Unpacking - Revised June 2022 81

 Statistics & Probability – Making Inference and Justifying Conclusions
NC.M3.S-IC.6
Make inferences and justify conclusions from sample surveys, experiments, and observational studies.
Evaluate articles and websites that report data by identifying the source of the data, the design of the study, and the way the data are graphically displayed.

Concepts and Skills The Standards for Mathematical Practices

Pre-requisite Connections
• Use appropriate statistics to compare center and spread of two or more data sets and The following SMPs can be highlighted for this standard.
interpret differences in context (NC.M1.S-ID.2) 4 – Model with mathematics
• Recognize the purpose and differences between samples and studies and how 6 – Attend to precision
randomization is used (NC.M3.S-IC.3)
Connections Disciplinary Literacy

Mastering the Standard

Comprehending the Standard Assessing for Understanding
The statistical process includes four essential steps: Students critically evaluate the source of the data, the design of the study, and the
1. Formulate a question that can be answered with data. graphical displays.
2. Design and use a plan to collect data. Indicator: Read the article below from NPR.org then answer the following questions.
3. Analyze the data with appropriate methods.
4. Interpret results and draw valid conclusions. Kids and Screen Time: What Does the Research Say?
By Juana Summers
When students are presented with information supported by data, they should August 28, 2014
critically examine the source of the data, the design of the study and the graphs to
determine the validity of the article or website. Kids are spending more time than ever in front of screens, and it may be inhibiting their
ability to recognize emotions, according to new research out of the University of
Students should recognize how graphs and data can be distorted to support different California, Los Angeles.
points of view. Students should use spreadsheet tables and graphs or graphing
technology to recognize and analyze distortions in data displays. The study, published in the journal Computers in Human Behavior, found that sixth
graders who went five days without exposure to technology were significantly better at
This standard connects to NC.M3.S-IC.1, 3, 4, & 5. reading human emotions than kids who had regular access to phones, televisions, and
computers.

The UCLA researchers studied two groups of sixth graders from a Southern California
public school. One group was sent to the Pali Institute, an outdoor education camp in
Running Springs, Calif., where the kids had no access to electronic devices. For the other
group, it was life as usual.

At the beginning and end of the five-day study period, both groups of kids were shown
images of nearly 50 faces and asked to identify the feelings being modeled. Researchers
found that the students who went to camp scored significantly higher when it came to
reading facial emotions or other nonverbal cues than the students who continued to have
access to their media devices.

NC Math 3 Unpacking - Revised June 2022 82

 Mastering the Standard
Comprehending the Standard Assessing for Understanding

"We were pleased to get an effect after five

days," says Patricia Greenfield, a senior
author of the study and a distinguished
professor of psychology at UCLA. "We
found that the kids who had been to camp
without any screens but with lots of those
opportunities and necessities for interacting
with other people in person improved
significantly more."

If the study were to be expanded, Greenfield says, she'd like to test the students at camp a
third time — when they've been back at home with smartphones and tablets in their
hands for five days.

"It might mean they would lose those skills if they weren't maintaining continual face-to-
face interaction," she says.

a) What is the source of the data?

b) Describe the design of the study.
c) After analyzing the graph, evaluate the claim that the “kids who had been to
camp … improved significantly more.”

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NC Math 3 Unpacking - Revised June 2022 83