Common Core State Standards for Mathematics High School

Transcription

1 A Correlation of To the Common Core State Standards for Mathematics

2 Table of Contents Number and Quantity... 1 Algebra... 1 Functions... 4 Statistics and Probability Standards for Mathematical Practice Copyright 2017 Pearson Education, Inc. or its affiliate(s). All rights reserved.

3 Number and Quantity The Complex Number System N -CN Perform arithmetic operations with complex numbers. 1. Know there is a complex number i such that i 2 = 1, and every complex number has the form a + bi with a and b real. Unit 3: Exploring Imaginary Numbers; Complex Numbers; Multiply Complex Numbers 2. Use the relation i 2 = 1 and the commutative, associative, and distributive properties to add, subtract, and multiply complex numbers. Unit 3: Complex Numbers; Multiply Complex Numbers Use complex numbers in polynomial identities and equations. 7. Solve quadratic equations with real coefficients that have complex solutions. Unit 3: Complex Numbers; Putting It Together 1 Algebra Seeing Structure in Expressions A-SSE Interpret the structure of expressions 1. Interpret expressions that represent a quantity in terms of its context. Unit 3: Cubic Functions; Cubics with Real Zeros; Putting It Together 1; Inverse Variation; Adding Expressions; Rewriting Expressions; Multiplying Expressions a. Interpret parts of an expression, such as terms, factors, and coefficients. Unit 3: Cubic Functions; Cubics with Real Zeros; Putting It Together 1; Inverse Variation; Adding Expressions b. Interpret complicated expressions by viewing one or more of their parts as a single entity. For example, interpret P(1+r)n as the product of P and a factor not depending on P. Unit 3: Adding Expressions; Multiplying Expressions 2. Use the structure of an expression to identify ways to rewrite it. For example, see x 4 y 4 as (x 2 ) 2 (y 2 ) 2, thus recognizing it as a difference of squares that can be factored as (x 2 y 2 )(x 2 + y 2 ). Unit 3: Beyond Cubic Polynomials; Inverse Variation Unit 7: Volume 1

4 Write expressions in equivalent forms to solve problems 3. Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression. Unit 0: Describing Quadratic Functions; Quadratic Functions; Transformations Unit 1: Properties of Exponents; Compound Interest a. Factor a quadratic expression to reveal the zeros of the function it defines. Unit 0: Describing Quadratic Functions; Transformations b. Complete the square in a quadratic expression to reveal the maximum or minimum value of the function it defines. Unit 0: Describing Quadratic Functions; Quadratic Functions; Transformations c. Use the properties of exponents to transform expressions for exponential functions. For example the expression 1.15 t can be rewritten as (1.15 1/12 ) 12t t to reveal the approximate equivalent monthly interest rate if the annual rate is 15%. Unit 1: Properties of Exponents; Compound Interest 4. Derive the formula for the sum of a finite geometric series (when the common ratio is not 1), and use the formula to solve problems. For example, calculate mortgage payments. Unit 1: Geometric Series; Putting It Together 2 - Day 1; Putting It Together 2 - Day 2 Arithmetic with Polynomials and Rational Expressions A -APR Understand the relationship between zeros and factors of polynomials 2. Know and apply the Remainder Theorem: For a polynomial p(x) and a number a, the remainder on division by x a is p(a), so p(a) = 0 if and only if (x a) is a factor of p(x). Unit 3: Beyond Cubic Polynomials; Dividing Polynomials; Putting It Together 2 3. Identify zeros of polynomials when suitable factorizations are available, and use the zeros to construct a rough graph of the function defined by the polynomial. Unit 3: Cubic Functions; Cubics with Real Zeros; Beyond Cubic Polynomials; Putting It Together 1 Use polynomial identities to solve problems 4. Prove polynomial identities and use them to describe numerical relationships. For example, the polynomial identity (x 2 + y 2 ) 2 = (x 2 y 2 ) 2 + (2xy) 2 can be used to generate Pythagorean triples. Unit 3: Pythagorean Triples 2

5 Rewrite rational expressions 6. Rewrite simple rational expressions in different forms; write a(x)/b(x) in the form q(x) + r(x)/b(x), where a(x), b(x), q(x), and r(x) are polynomials with the degree of r(x) less than the degree of b(x), using inspection, long division, or, for the more complicated examples, a computer algebra system. Unit 3: Adding Expressions; Rewriting Expressions; Multiplying Expressions; Dividing Polynomials; Putting It Together 2 Creating Equations A -CED Create equations that describe numbers or relationships 1. Create equations and inequalities in one variable and use them to solve problems. Include equations arising from linear and quadratic functions, and simple rational and exponential functions. Unit 1: Logarithms Unit 3: Modeling With Cubics; Inverse Variation; Adding Expressions; Rewriting Expressions Unit 7: Pressure 2. Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales. Unit 3: Modeling With Cubics 3. Represent constraints by equations or inequalities, and by systems of equations and/or inequalities, and interpret solutions as viable or nonviable options in a modeling context. For example, represent inequalities describing nutritional and cost constraints on combinations of different foods. Unit 3: Rewriting Expressions 4. Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. For example, rearrange Ohm s law V = IR to highlight resistance R. 3

6 Reasoning with Equations and Inequalities A -RE I Represent and solve equations and inequalities graphically 11. Explain why the x-coordinates of the points Unit 1: Logarithmic Equations where the graphs of the equations y = f(x) and y = g(x) intersect are the solutions of the equation f(x) = g(x); find the solutions approximately, e.g., using technology to graph the functions, make tables of values, or find successive approximations. Include cases where f(x) and/or g(x) are linear, polynomial, rational, absolute value, exponential, and logarithmic functions. Functions Interpreting Functions F-IF Understand the concept of a function and use function notation 1. Understand that a function from one set (called the domain) to another set (called the range) assigns to each element of the domain exactly one element of the range. If f is a function and x is an element of its domain, then f(x) denotes the output of f corresponding to the input x. The graph of f is the graph of the equation y = f(x). Unit 7: Population Growth; Objects in Motion; Putting it Together 2. Use function notation, evaluate functions for inputs in their domains, and interpret statements that use function notation in terms of a context. Unit 7: Population Growth; Objects in Motion; Putting it Together 3. Recognize that sequences are functions, sometimes defined recursively, whose domain is a subset of the integers. For example, the Fibonacci sequence is defined recursively by f(0) = f(1) = 1, f(n+1) = f(n) + f(n-1) for n 1. Unit 1: Geometric Sequences; The Growth Factor Unit 7: Spirals Interpret functions that arise in applications in terms of the context 4. For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the relationship. Key features include: intercepts; intervals where the function is increasing, decreasing, positive, or negative; relative maximums and minimums; symmetries; end behavior; and periodicity. Unit 0: Quadratic Functions; Modeling Handshakes Unit 3: Cubics with Real Zeros; Modeling With Cubics; Inverse Variation; Adding Expressions Unit 4: Neap and Spring Tides; Daily and Weekly Cycles 4

7 (Continued) 4. For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the relationship. Key features include: intercepts; intervals where the function is increasing, decreasing, positive, or negative; relative maximums and minimums; symmetries; end behavior; and periodicity. Unit 7: World Records in Sports; Population Growth; Objects in Motion; Volume; Pressure; Production; Putting it Together Unit 8: The Bounce; Tennis Courts 5. Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes. For example, if the function h(n) gives the number of person-hours it takes to assemble n engines in a factory, then the positive integers would be an appropriate domain for the function. 6. Calculate and interpret the average rate of change of a function (presented symbolically or as a table) over a specified interval. Estimate the rate of change from a graph. Unit 3: Cubic Functions; Inverse Variation; Adding Expressions Unit 7: World Records in Sports; Population Growth; Volume; Putting it Together Unit 7: Running the Mile Analyze functions using different representations 7. Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases. Unit 0: Describing Quadratic Functions; Quadratic Functions Unit 1: Exponential Growth; The Growth Factor; Exponential Function Graphs; Interest and Depreciation; Putting It Together 1 - Day 1; Putting It Together 1 - Day 2; Compound Interest; The Constant e; Logarithms; Logarithmic Functions; Logarithmic Equations Unit 2: Modeling a Ferris Wheel; The Helix: Sine and Cosine; Translations; Translating and Stretching; Periodic Functions; Tangent Functions; Sound and Sine Waves; The Tides are Changing; Putting It Together 5

8 (Continued) 7. Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases. Unit 3: Modeling With Cubics; Inverse Variation; Rewriting Expressions; Putting It Together 2 Unit 7: Running the Mile; Prey and Predator; Population Growth; Objects in Motion; Periodicity; Volume; Putting it Together Unit 8: The Bounce; Tennis Courts a. Graph linear and quadratic functions and show intercepts, maxima, and minima. Unit 7: Running the Mile; Objects in Motion; Putting it Together b. Graph square root, cube root, and piecewisedefined functions, including step functions and absolute value functions. c. Graph polynomial functions, identifying zeros when suitable factorizations are available, and showing end behavior. Unit 7: Objects in Motion; Volume; Putting it Together Unit 0: Describing Quadratic Functions; Quadratic Functions Unit 3: Modeling With Cubics; Inverse Variation; Rewriting Expressions; Putting It Together 2 e. Graph exponential and logarithmic functions, showing intercepts and end behavior, and trigonometric functions, showing period, midline, and amplitude. Unit 1: Exponential Growth; The Growth Factor; Exponential Function Graphs; Interest and Depreciation; Putting It Together 1 - Day 1; Putting It Together 1 - Day 2; Compound Interest; The Constant e; Logarithms; Logarithmic Functions; Logarithmic Equations Unit 2: The Helix: Sine and Cosine; Translations; Translating and Stretching; Periodic Functions; Tangent Functions; Sound and Sine Waves; The Tides are Changing; Putting It Together Unit 7: Prey and Predator; Population Growth; Periodicity; Putting it Together 6

9 8. Write a function defined by an expression in different but equivalent forms to reveal and explain different properties of the function. Unit 1: Properties of Exponents b. Use the properties of exponents to interpret expressions for exponential functions. For example, identify percent rate of change in functions such as y = (1.02) t, y = (0.97) t, y = (1.01) 12t, y = (1.2) t/10, and classify them as representing exponential growth or decay. Unit 1: Properties of Exponents 9. Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). For example, given a graph of one quadratic function and an algebraic expression for another, say which has the larger maximum. Building Functions F-BF Build a function that models a relationship between two quantities 1. Write a function that describes a relationship Unit 2: Translating and Stretching between two quantities. Unit 4: Tides; Different Kinds of Tides; The Tide is Changing; Neap and Spring Tides; Daily and Weekly Cycles Unit 7: Production; Spirals a. Determine an explicit expression, a recursive process, or steps for calculation from a context. Unit 2: Translating and Stretching Unit 7: Spirals b. Combine standard function types using arithmetic operations. For example, build a function that models the temperature of a cooling body by adding a constant function to a decaying exponential, and relate these functions to the model. 2. Write arithmetic and geometric sequences both recursively and with an explicit formula, use them to model situations, and translate between the two forms. Unit 7: Spirals Unit 1: Geometric Sequences; The Growth Factor; Compound Interest; Putting It Together 2 - Day 1; Putting It Together 2 - Day 2 7

10 Build new functions from existing functions 3. Identify the effect on the graph of replacing f(x) by f(x) + k, k f(x), f(kx), and f(x + k) for specific values of k (both positive and negative); find the value of k given the graphs. Experiment with cases and illustrate an explanation of the effects on the graph using technology. Include recognizing even and odd functions from their graphs and algebraic expressions for them. Unit 0: Transformations Unit 2: Translations; Translating and Stretching; Periodic Functions Unit 3: Inverse Variation Unit 4: Tides; Different Kinds of Tides; The Tide is Changing; Neap and Spring Tides; Daily and Weekly Cycles Unit 7: Prey and Predator 4. Find inverse functions. Unit 1: Logarithms; Logarithmic Equations Unit 7: Volume; Pressure a. Solve an equation of the form f(x) = c for a simple function f that has an inverse and write an expression for the inverse. For example, f(x) =2 x 3 or f(x) = (x+1)/(x 1) for x 1. Unit 1: Logarithms; Logarithmic Equations Unit 7: Volume; Pressure Linear, Quadratic, and Exponential Models F LE Construct and compare linear, quadratic, and exponential models and solve problems 1. Distinguish between situations that can be modeled with linear functions and with exponential functions. Unit 1: To the Moon; Geometric Sequences; Exponential Growth; The Growth Factor; Exponential Function Graphs; Linear and Exponential Growth; Interest and Depreciation; Putting It Together 1 - Day 1; Putting It Together 1 - Day 2 a. Prove that linear functions grow by equal differences over equal intervals, and that exponential functions grow by equal factors over equal intervals. Unit 1: Geometric Sequences; Linear and Exponential Growth; Interest and Depreciation; Putting It Together 1 - Day 1 8

11 b. Recognize situations in which one quantity changes at a constant rate per unit interval relative to another. Unit 1: Putting It Together 1 - Day 1; Putting It Together 1 - Day 2 c. Recognize situations in which a quantity grows or decays by a constant percent rate per unit interval relative to another. Unit 1: To the Moon; Exponential Growth; The Growth Factor; Exponential Function Graphs; Linear and Exponential Growth; Putting It Together 1 - Day 1; Putting It Together 1 - Day 2 2. Construct linear and exponential functions, including arithmetic and geometric sequences, given a graph, a description of a relationship, or two input-output pairs (include reading these from a table). Unit 1: Geometric Sequences; Exponential Growth; Interest and Depreciation; Putting It Together 1 - Day 1; Putting It Together 1 - Day 2 3. Observe using graphs and tables that a quantity increasing exponentially eventually exceeds a quantity increasing linearly, quadratically, or (more generally) as a polynomial function. Unit 1: Interest and Depreciation; Putting It Together 1 - Day 1; Putting It Together 1 - Day 2 4. For exponential models, express as a logarithm the solution to ab ct = d where a, c, and d are numbers and the base b is 2, 10, or e; evaluate the logarithm using technology. Unit 1: Logarithms; Logarithmic Equations Interpret expressions for functions in terms of the situation they model 5. Interpret the parameters in a linear or exponential function in terms of a context. Unit 1: Exponential Growth; The Growth Factor; Exponential Function Graphs; Linear and Exponential Growth; Interest and Depreciation; Putting It Together 1 - Day 1; Putting It Together 1 - Day 2; Compound Interest; The Constant e; Logarithmic Functions Trigonometric Functions F-TF Extend the domain of trigonometric functions using the unit circle 1. Understand radian measure of an angle as the Unit 2: Periodic Functions length of the arc on the unit circle subtended by the angle. 9

12 2. Explain how the unit circle in the coordinate plane enables the extension of trigonometric functions to all real numbers, interpreted as radian measures of angles traversed counterclockwise around the unit circle. Unit 2: The Helix: Sine and Cosine Model periodic phenomena with trigonometric functions 5. Choose trigonometric functions to model periodic phenomena with specified amplitude, frequency, and midline. Unit 2: Translations; Translating and Stretching; Tangent Functions; Sound and Sine Waves; The Tides are Changing; Putting It Together Unit 4: Tides; Different Kinds of Tides; The Tide is Changing; Neap and Spring Tides; Daily and Weekly Cycles Unit 7: Prey and Predator; Periodicity Prove and apply trigonometric identities 8. Prove the Pythagorean identity sin 2 (θ) + cos 2 (θ) = 1 and use it to find sin(θ), cos(θ), or tan(θ) given sin(θ), cos(θ), or tan(θ) and the quadrant of the angle. Unit 2: Pythagorean Identity Statistics and Probability Interpreting Categorical and Quantitative Data S-ID Summarize, represent, and interpret data on a single count or measurement variable 1. Represent data with plots on the real number Project B: Survey Project line (dot plots, histograms, and box plots). 2. Use statistics appropriate to the shape of the data distribution to compare center (median, mean) and spread (interquartile range, standard deviation) of two or more different data sets. Project B: Survey Project 3. Interpret differences in shape, center, and spread in the context of the data sets, accounting for possible effects of extreme data points (outliers). Project B: Survey Project 4. Use the mean and standard deviation of a data set to fit it to a normal distribution and to estimate population percentages. Recognize that there are data sets for which such a procedure is not appropriate. Use calculators, spreadsheets, and tables to estimate areas under the normal curve. Unit 6: Confidence Intervals; Confidence Intervals for Means Project B: Survey Project 10

13 Recognize possible associations and trends in the data. 6. Represent data on two quantitative variables on Unit 3: Modeling With Cubics a scatter plot, and describe how the variables are related. Unit 8: Conducting the Experiment a. Fit a function to the data; use functions fitted to data to solve problems in the context of the data. Use given functions or choose a function suggested by the context. Emphasize linear, quadratic, and exponential models. Unit 8: Conducting the Experiment b. Informally assess the fit of a function by plotting and analyzing residuals. Unit 8: Conducting the Experiment c. Fit a linear function for a scatter plot that suggests a linear association. Unit 8: Conducting the Experiment Interpret linear models 7. Interpret the slope (rate of change) and the intercept (constant term) of a linear model in the context of the data. Project B: Survey Project 8. Compute (using technology) and interpret the correlation coefficient of a linear fit. Project B: Survey Project 9. Distinguish between correlation and causation. Project B: Survey Project Making Inferences and Justifying Conclusions S-IC Understand and evaluate random processes underlying statistical experiments 1. Understand statistics as a process for making inferences about population parameters based on a random sample from that population. Unit 6: Formulating Questions; Observational Studies; Randomization; Sample Percentages; More on Sample Percentages; Analyzing Your Survey; Putting It Together 1 Project B: Survey Project 2. Decide if a specified model is consistent with results from a given data-generating process, e.g., using simulation. For example, a model says a spinning coin falls heads up with probability 0.5. Would a result of 5 tails in a row cause you to question the model? Unit 6: Randomization; Sample Percentages; More on Sample Percentages; Sample Means Project B: Survey Project 11

14 Make inferences and justify conclusions from sample surveys, experiments, and observational studies 3. Recognize the purposes of and differences among sample surveys, experiments, and observational studies; explain how randomization relates to each. Unit 6: Surveys; Observational Studies; Analyzing Your Survey; Putting It Together 1; Tablet Prices; Evaluating a Report; Putting It Together 2 Project B: Survey Project 4. Use data from a sample survey to estimate a population mean or proportion; develop a margin of error through the use of simulation models for random sampling. Unit 6: Observational Studies; Randomization; Sample Percentages; More on Sample Percentages; Analyzing Your Survey; Putting It Together 1; Variability of Percentages; Creating and Analyzing Samples; Confidence Intervals; Confidence Intervals for Means; Tablet Prices Project B: Survey Project 5. Use data from a randomized experiment to compare two treatments; use simulations to decide if differences between parameters are significant. Unit 6: Designed Experiments; Conducting a Designed Experiment; Evaluating a Report; Putting It Together 2 Project B: Survey Project 6. Evaluate reports based on data. Unit 6: Evaluating a Report; Putting It Together 2 Project B: Survey Project Conditional Probability and the Rules of Probability S-CP Understand independence and conditional probability and use them to interpret data 1. Describe events as subsets of a sample space (the set of outcomes) using characteristics (or categories) of the outcomes, or as unions, intersections, or complements of other events ( or, and, not ). 12 Unit 5: Outcomes and Sample Space; Probability Distributions; Mutually Exclusive Events; Theoretical Probability; Coin Experiments; Conditional Probability; A Deck of Cards; Making a Deal; What's a Fair Game?; Creating a Fair Game; Putting It Together 1; Organizing Data; Questions About Data; Two-Way Frequency Tables; Independent or Dependent Events; Probability and Tables; Putting It Together 2

15 2. Understand that two events A and B are independent if the probability of A and B occurring together is the product of their probabilities, and use this characterization to determine if they are independent. Unit 5: Theoretical Probability; A Deck of Cards; Creating a Fair Game; Putting It Together 1; Two- Way Frequency Tables; Putting It Together 2 3. Understand the conditional probability of A given B as P(A and B)/P(B), and interpret independence of A and B as saying that the conditional probability of A given B is the same as the probability of A, and the conditional probability of B given A is the same as the probability of B. Unit 5: Creating a Fair Game; Putting It Together 1; Two-Way Frequency Tables; Independent or Dependent Events; Putting It Together 2 4. Construct and interpret two-way frequency tables of data when two categories are associated with each object being classified. Use the two-way table as a sample space to decide if events are independent and to approximate conditional probabilities. For example, collect data from a random sample of students in your school on their favorite subject among math, science, and English. Estimate the probability that a randomly selected student from your school will favor science given that the student is in tenth grade. Do the same for other subjects and compare the results. Unit 5: Using a Frequency Table; Two-Way Frequency Tables; Independent or Dependent Events; Probability and Tables; Putting It Together 2 5. Recognize and explain the concepts of conditional probability and independence in everyday language and everyday situations. Unit 5: Conditional Probability; A Deck of Cards; Making a Deal; Creating a Fair Game; Putting It Together 1; Two-Way Frequency Tables; Independent or Dependent Events; Probability and Tables; Putting It Together 2 Use the rules of probability to compute probabilities of compound events in a uniform probability model 6. Find the conditional probability of A given B as the fraction of B s outcomes that also belong to A, and interpret the answer in terms of the model. Unit 5: Conditional Probability; Making a Deal; Creating a Fair Game; Putting It Together 1 7. Apply the Addition Rule, P(A or B) = P(A) + P(B) P(A and B), and interpret the answer in terms of the model. Unit 5: Mutually Exclusive Events; Putting It Together 1; Questions About Data 13

16 Standards for Mathematical Practice Math Practice 1. Make sense of problems and persevere in solving them. Unit 0: Transformations; Modeling Handshakes; Participating in a Gallery Unit 1: To the Moon; Geometric Sequences; Geometric Series; Exponential Growth; The Growth Factor; Exponential Function Graphs; Linear and Exponential Growth; Interest and Depreciation; Putting It Together 1 - Day 1; Putting It Together 1 - Day 2; Properties of Exponents; The Constant e; Logarithmic Functions; Putting It Together 2 - Day 1; Putting It Together 2 - Day 2 Unit 2: Modeling a Ferris Wheel; The Helix: Sine and Cosine; Periodic Functions; Sound and Sine Waves; Putting It Together Unit 3: Putting It Together 1; Inverse Variation; Rewriting Expressions; Multiplying Expressions; Putting It Together 2 Unit 4: Hurricane Katrina; Daily and Weekly Cycles Unit 5: Creating a Fair Game; Questions About Data; Putting It Together 2 Unit 6: Conducting a Designed Experiment; More on Sample Percentages; Analyzing Your Survey; Sample Means; Putting It Together 1; Creating and Analyzing Samples; Evaluating a Report Unit 7: Running the Mile; Objects in Motion; Volume; Production Unit 8: Tennis Courts 14

17 Math Practice 2. Reason abstractly and quantitatively. Unit 0: Quadratic Functions; Transformations Unit 1: Geometric Sequences; Geometric Series; Exponential Growth; Exponential Function Graphs; Interest and Depreciation; Putting It Together 1 - Day 2; Compound Interest; The Constant e Unit 2: The Helix: Sine and Cosine; The Unit Circle; Translating and Stretching; Periodic Functions; Tangent Functions; Pythagorean Identity; Sound and Sine Waves Unit 3: Exploring Imaginary Numbers; Cubics with Real Zeros Unit 5: Outcomes and Sample Space; Mutually Exclusive Events; Theoretical Probability; Conditional Probability; What's a Fair Game?; Independent or Dependent Events Unit 6: Sample Variability; Sample Percentages Unit 7: Volume; Putting it Together Unit 8: Conducting the Experiment; The Bounce; Tennis Courts 15

18 Math Practice 3. Construct viable arguments and critique the reasoning of others. Unit 0: Describing Quadratic Functions; Quadratic Functions; Transformations Unit 1: To the Moon; Geometric Sequences; Geometric Series; Exponential Growth; The Growth Factor; Linear and Exponential Growth; Interest and Depreciation; Putting It Together 1 - Day 1; Putting It Together 1 - Day 2; Properties of Exponents; Compound Interest; The Constant e; Logarithms; Logarithmic Functions; Logarithmic Equations; Putting It Together 2 - Day 1; Putting It Together 2 - Day 2 Unit 2: Modeling a Ferris Wheel; Pythagorean Identity Unit 3: Putting It Together 1; Putting It Together 2 Unit 4: Different Kinds of Tides; Comparing Models Unit 5: Outcomes and Sample Space; A Deck of Cards; Making a Deal; Creating a Fair Game; Putting It Together 1; Organizing Data Unit 6: Surveys; Designed Experiments; Conducting a Designed Experiment; Observational Studies; Randomization; Sample Variability; Sample Percentages; More on Sample Percentages; Variability of Percentages; Creating and Analyzing Samples Unit 7: Production Unit 8: Designing an Experiment 16

19 Math Practice 4. Model with mathematics. Unit 0: Modeling Handshakes Unit 1: To the Moon; Exponential Growth; The Growth Factor; Interest and Depreciation; Putting It Together 1 - Day 1; Putting It Together 1 - Day 2; Compound Interest; The Constant e; Putting It Together 2 - Day 1; Putting It Together 2 - Day 2 Unit 2: Modeling a Ferris Wheel; The Helix: Sine and Cosine; The Tides are Changing Unit 3: Modeling With Cubics; Adding Expressions Unit 5: Theoretical Probability; Making a Deal; What's a Fair Game? Unit 6: Formulating Questions; Designed Experiments; Conducting a Designed Experiment; Observational Studies; Randomization; Sample Variability; Sample Percentages; Variability of Percentages; Creating and Analyzing Samples Unit 7: World Records in Sports; Running the Mile; Prey and Predator; Population Growth; Objects in Motion; Periodicity; Putting it Together Unit 8: Conducting the Experiment; The Bounce; Tennis Courts 17

20 Math Practice 5. Use appropriate tools strategically. Unit 0: Describing Quadratic Functions; Transformations; Modeling Handshakes Unit 1: To the Moon; Geometric Series; Exponential Growth Unit 2: Modeling a Ferris Wheel; The Helix: Sine and Cosine; Translations; Translating and Stretching; Sound and Sine Waves Unit 3: Beyond Cubic Polynomials Unit 5: Theoretical Probability; Making a Deal; What's a Fair Game? Unit 6: Conducting a Designed Experiment; Randomization; Sample Variability; Sample Percentages; More on Sample Percentages; Analyzing Your Survey; Sample Means; Putting It Together 1; Variability of Percentages Unit 8: Designing an Experiment 18

21 Math Practice 6. Attend to precision. Unit 1: Geometric Sequences; Linear and Exponential Growth; Logarithms; Logarithmic Functions; Logarithmic Equations; Putting It Together 2 - Day 1; Putting It Together 2 - Day 2 Unit 2: Modeling a Ferris Wheel Unit 5: Outcomes and Sample Space; Mutually Exclusive Events; A Deck of Cards; Two-Way Frequency Tables Unit 6: Formulating Questions; Surveys; Observational Studies; Variability of Percentages; Confidence Intervals; Confidence Intervals for Means; Tablet Prices (Continued) Math Practice 6. Attend to precision. Unit 7: World Records in Sports; Population Growth; Periodicity; Pressure Unit 8: Designing an Experiment; Conducting the Experiment 19

22 Math Practice 7. Look for and make use of structure. Unit 0: Transformations Unit 1: Geometric Sequences; Geometric Series; Interest and Depreciation; Logarithms; Logarithmic Functions Unit 2: Modeling a Ferris Wheel; The Helix: Sine and Cosine; The Unit Circle; Translations; Translating and Stretching; Periodic Functions; Tangent Functions; Pythagorean Identity; Sound and Sine Waves; The Tides are Changing; Putting It Together Unit 3: Complex Numbers; Multiply Complex Numbers; Dividing Polynomials Unit 4: Tides; The Tide is Changing; Neap and Spring Tides Unit 5: Outcomes and Sample Space; Probability Distributions; Coin Experiments; Two-Way Frequency Tables; Independent or Dependent Events; Probability and Tables Math Practice 8. Look for and express regularity in repeated reasoning. Unit 8: Conducting the Experiment; Tennis Courts Unit 1: To the Moon; Geometric Sequences; Geometric Series; Linear and Exponential Growth; Compound Interest Unit 2: The Helix: Sine and Cosine; Translations; Tangent Functions; Pythagorean Identity Unit 3: Cubic Functions Unit 4: Daily and Weekly Cycles Unit 5: Probability Distributions; Theoretical Probability; A Deck of Cards Unit 7: Prey and Predator; Pressure; Spiral 20