Curriculum Scope & Sequence

Transcription

1 Book: Sullivan Pre-Calculus Enhanced with Graphing Utilities Subject/Grade Level: MATHEMATICS/HIGH SCHOOL Curriculum Scope & Sequence Course: PRE-CALCULUS CP/HONORS ***The goals and standards addressed are the same for both levels of Pre-Calculus; however, the depth at which they are explored will vary based on the level of the course. CP Pre-Calculus will omit (***) certain material because of time constraints. Unit Duration Common Core State/Unit Goals Transfer Goal(s) Enduring Understandings 1 8 Days Graphs 16 Days *** Distance and Midpoint Intro to graphing equations Symmetry Intercepts Graphing Solving with a graphing utility *** Lines Circles G-GPE1. 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. G-GPE2. Derive the equation of a parabola given a focus and directrix. G-GPE3. (+) Derive the equations of ellipses and hyperbolas given the foci, using the fact that the sum or difference of distances from the foci is constant. Students will be justify their approaches and their steps when solving problems. - Solving algebraic equations is a basic exercise in their knowledge of the order of operations. - It can be determined (for the most part) if an expression is (or is not) completely simplified. - Basic rules of equality are the key to ensure accuracy in mathematics. Essential Questions - How do we solve and graph an unfamiliar equation? - How do we know if an expression is completely simplified? - Besides checking our work, what are some strategies to help us gain confidence that we are solving a problem correctly?

2 2 Functions 14 Days 18 Days *** Analyzing Graphs Properties of Functions Piece-wise Functions Parent functions Transformations Building Models *** F-IF4. For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the relationship. Key features include: intercepts; intervals where the function is increasing, decreasing, positive, or negative; relative maximums and minimums; symmetries; end behavior; and periodicity. F-IF7. Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases. a. Graph linear and quadratic functions and show intercepts, maxima, and minima. b. Graph square root, cube root, and piecewise-defined functions, including step functions and absolute value functions. F-BF1. Write a function that describes a relationship between two quantities. c. (+) Compose functions. For example, if T(y) is the temperature in the atmosphere as a function of Students will be analyze the graph of a real-life function and use their insights to help them make informed decisions about that function. - Transformations of functions can be represented graphically or algebraically. - Graphical representations of functions can provide additional insight into a function s behavior. - Can all transformations of basic functions be represented in a predictable algebraic way? - When is it more appropriate to analyze a function algebraically? Graphically?

3 height, and h(t) is the height of a weather balloon as a function of time, then T(h(t)) is the temperature at the location of the weather balloon as a function of time. F-BF3. Identify the effect on the graph of replacing f(x) by f(x) + k, k f(x), f(kx), and f(x + k) for specific values of k (both positive and negative); find the value of k given the graphs. Experiment with cases and illustrate an explanation of the effects on the graph using technology. Include recognizing even and odd functions from their graphs and algebraic expressions for them. F-BF4. Find inverse functions. 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) =2x+3 or f(x) = (x+1)/(x 1) for x ` 1. b. (+) Verify by composition that one function is the inverse of another. c. (+) Read values of an inverse function from a graph or a table, given that the function has an inverse. d. (+) Produce an invertible function from a non-invertible function by restricting the domain. 3 Linear and Quadratic Functions 9 Days 18 Days *** Units Goals: Properties of Linear Functions and Models Quadratic Functions and (Models)*** Building Quadratic Models*** Students will be analyze the -going forward, students will look at classes of functions and students will focus on linear and quadratic functions, - What makes an accurate sketch of a quadratic function? - What makes a good window for the graph of a quadratic

4 4 Polynomial and Rational Functions 18 Days 24 Days *** Inequalities with Quadratic Functions A-REI.5-Prove that given a system of two equations in two variables replacing one equation by the sum of that equation and a multiple of the other produces a system with the same solutions. A-REI.6-Solve systems of linear equations exactly and approximately (e.g. with graphs) focusing on pairs of linear equations in two variables. Polynomial Division***(long division) End-Behavior Zeros Complex Numbers Fundamental Theorem of Algebra Rational Functions***(oblique asymptotes) N-CN4. (+) Represent complex numbers on the complex plane in rectangular and polar form (including real and imaginary numbers), and explain why the rectangular and polar forms of a given complex number represent the same number. N-CN5. (+) Represent addition, subtraction, multiplication, and conjugation of complex numbers geometrically on the complex plane; use properties of this representation for computation. For example, ( i)3 = 8 because ( i) has modulus 2 and argument 120. N-CN6. (+) Calculate the distance between numbers in the complex plane as the modulus of the graph of a linear and quadratic function and use their insights to help them make informed decisions about that function. determine what an accurate graph of a polynomial function would look like. properties and applications. - Polynomial and rational functions can be sketched quickly and accurately using nothing but algebraic skills. - All zeros of a polynomial function can be found by using division to break the function down into the product of linear and quadratic factors. function? - What is the best way to find the zeroes of a quadratic function? - What makes an accurate sketch of a polynomial function? - What makes a good window for the graph of a polynomial function? - What is the best way to find the zeroes of a polynomial function?

5 difference, and the midpoint of a segment as the average of the numbers at its endpoints. N-VM1. (+) Recognize vector quantities as having both magnitude and direction. Represent vector quantities by directed line segments, and use appropriate symbols for vectors and their magnitudes (e.g., v, v, v, v). N-VM4. (+) Add and subtract vectors. a. Add vectors end-to-end, component-wise, and by the parallelogram rule. Understand that the magnitude of a sum of two vectors is typically not the sum of the magnitudes. b. Given two vectors in magnitude and direction form, determine the magnitude and direction of their sum. c. Understand vector subtraction v w as v + ( w), where w is the additive inverse of w, with the same magnitude as w and pointing in the opposite direction. Represent vector subtraction graphically by connecting the tips in the appropriate order, and perform vector subtraction component-wise. N-CN7. Solve quadratic equations with real coefficients that have complex solutions. N-CN8. (+) Extend polynomial identities to the complex numbers. For example, rewrite x2 + 4 as (x + 2i)(x 2i). N-CN9. (+) Know the Fundamental Theorem of Algebra; show that it is true for quadratic polynomials. A-APR2. Know and apply the Remainder Theorem: For a

6 10 Analytic Geometry 10 Days 18 Days*** polynomial p(x) and a number a, the remainder on division by x a is p(a), so p(a) = 0 if and only if (x a) is a factor of p(x). A-APR3. Identify zeros of polynomials when suitable factorizations are available, and use the zeros to construct a rough graph of the function defined by the polynomial. A-APR6. 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. F-IF7. Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases. c. Graph polynomial functions, identifying zeros when suitable factorizations are available, and N-CN9. (+) Know the Fundamental Theorem of Algebra; show that it is true for quadratic polynomials. showing end behavior. d. (+) Graph rational functions, identifying zeros and asymptotes when suitable factorizations are available, and showing end behavior. Conics G-GPE1. Derive the equation of a circle of given center and radius using the Pythagorean Theorem; model a real-life phenomenon - Equations of conic sections can be reorganized and analyzed to produce adequate graphs. - What is the importance of conic sections?

7 5 Exonential and Logarthimetic Functions 26 Days 28 Days*** complete the square to find the center and radius of a circle given by an equation. G-GPE2. Derive the equation of a parabola given a focus and directrix. G-GPE3. (+) Derive the equations of ellipses and hyperbolas given the foci, using the fact that the sum or difference of distances from the foci is constant. Composite Functions One-to-One Functions Inverse Exponential functions Log functions Properties of logs Log Equations Models *** F-BF1. Write a function that describes a relationship between two quantities. c. (+) Compose functions. For example, if T(y) is the temperature in the atmosphere as a function of height, and h(t) is the height of a weather balloon as a function of time, then T(h(t)) is the temperature at the location of the weather balloon as a function of time. F-BF4. Find inverse functions. 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) =2x+3 or f(x) = (x+1)/(x 1) for x ` 1. b. (+) Verify by composition that one function is the inverse of another. c. (+) Read values of an inverse function from a graph or a table, using conic sections. investigate important realworld phenomena from a graphical and an algebraic perspective. Logarithmic functions are the inverse of exponential functions. - Exponential and logarithmic functions model real-world phenomena. - Inverse functions allow us to solve equations algebraically. Why do we need the logarithm function? - What real-world phenomena are modeled by exponential or logarithmic functions?

8 given that the function has an inverse. d. (+) Produce an invertible function from a non-invertible function by restricting the domain. F-IF7. Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases. e. Graph exponential and logarithmic functions, showing intercepts and end behavior, and trigonometric functions, showing period, midline, and amplitude. F-IF8. Write a function defined by an expression in different but equivalent forms to reveal and explain different properties of the function. 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. F-BF5. (+) Understand the inverse relationship between exponents and logarithms and use this relationship to solve problems involving logarithms and exponents. L-FE4. For exponential models, express as a logarithm the solution to abct = d where a, c, and d are numbers and the base b is 2, 10, or e; evaluate the logarithm using technology.

9 6 Trigonometric Functions 16 Days 18 Days*** Angles and their measure Co-functions Identities Unit Circle Radians Reference Angles Graphs of Trig Functions Phase Shift of Trig Functions*** F-TF8. Prove the Pythagorean identity sin2( ) + cos2( ) = 1 and use it to find sin( ), cos( ), or tan( ) given sin( ), cos( ), or tan( ) and the quadrant of the angle. F-TF1. Understand radian measure of an angle as the length of the arc on the unit circle subtended by the angle. F-TF2. Explain how the unit circle in the coordinate plane enables the extension of trigonometric functions to all real numbers, interpreted as radian measures of angles traversed counterclockwise around the unit circle. F-TF3. (+) Use special triangles to determine geometrically the values of sine, cosine, tangent for À/3, À /4 and À /6, and use the unit circle to express the values of sine, cosine, and tangent for À x, À +x, and 2À x in terms of their values for x, where x is any real number. F-TF4. (+) Use the unit circle to explain symmetry (odd and even) and periodicity of trigonometric functions. understand the implications of right triangle trigonometry in the unit circle. - Trig functions are ratios of sides of right triangles. - Trig functions evaluated at a certain angle are constant, regardless of the size of the triangle. - Trig identities allow us to express trig expressions in different, but equivalent ways. - The Unit Circle allows us to evaluate trig functions at quadrantal angles. - Reference angles allow us to evaluate trig functions at angles greater than 90 degrees. - Radians are often a more appropriate way of describing angles. - Tangent and secant are named after their relationship to the unit circle. - What does evaluating a trig function at a given angle mean in real life? - How does changing the size of a right triangle affect the sine, cosine and tangent of its angles? - What is the value in knowing trig identities? - How does the unit circle solidify (and enhance) our understanding of trig functions? - What is the purpose of measuring angles in radians?

10 7 Analytic Geometry 18 Days 20 Days*** Inverse Trig Functions Linear Trig Equations Quadratic Trig Equations Trig Equations with more than one Function Trig Identities Sum and Difference Formulas*** Double and Half Angle *** Product to Sum*** Sum to Product*** knowledge of periodic functions to analyze real-life periodic phenomena. - Changes to the algebraic equation of a function cause predictable changes to the function s graph. - Basic properties of trig graphs can be linked to a deep understanding of the unit circle and fundamental trig identities. - What is the relationship between a trig equation and the trig function s graph? - How can the unit circle begin to explain the graphs of sin, cos, tan, cot, sec and csc? A.REI2. Understand solving equations as a process of reasoning and explain the reasoning. F-IF7. Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases. e. Graph exponential and logarithmic functions, showing intercepts and end behavior, and trigonometric functions, showing period, midline, and amplitude. F-TF5. Choose trigonometric functions to model periodic phenomena with specified amplitude, frequency, and midline. F-TF6. (+) Understand that restricting a trigonometric function to a domain on which it is always increasing or always decreasing allows its inverse to be constructed. F-TF7. (+) Use inverse functions to solve trigonometric equations that arise in modeling contexts; evaluate

11 8 *** Applications of Trigonometric Functions the solutions using technology, and interpret them in terms of the context. 15 Days Right Triangle Trig Area Law of Sines Law of Cosines Ambiguous Case Forces G-SRT6. Understand that by similarity, side ratios in right triangles are properties of the angles in the triangle, leading to definitions of trigonometric ratios for acute angles. G-SRT7. Explain and use the relationship between the sine and cosine of complementary angles. G-SRT8. Use trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems. G-SRT9. (+) Derive the formula A = 1/2 ab sin(c) for the area of a triangle by drawing an auxiliary line from a vertex perpendicular to the opposite side. G-SRT10. (+) Prove the Laws of Sines and Cosines and use them to solve problems. G-SRT11. (+) Understand and apply the Law of Sines and the Law of Cosines to find unknown measurements in right and non-right triangles (e.g., surveying problems, resultant forces). learning of trigonometric formulas to solve real-life surveying problems. - The Law of Cosines, Law of Sines and area formulas are generalized versions of Pythagorean Theorem, SohCahToa and A=1/2bh. - Trigonometry allows you to find distances or angles that you could not have measured. - What is the relationship of the Law of Cosines, Law of Sines and area formula to theorems you previously learned? - What is the utility of the Law of Sines and the Law of Cosines?

12 14 *** A preview of Calculus: The Limit, Derivative and Integral 24 Days if time permits Evaluating Limits Properties of Limits Continuity One Sided Limits Tangent Line Problem Derivatives Area Problem Integral determine if a function has a limit at a certain value. A function does not have to be defined at a point for its limit to exist at that point. - Limits only exist if the two one-sided limits exist and are equal. - What is a limit? - How do we know if a limit exists? - What is the importance of the concept of continuity? The Intermediate Value Theorem? F.IF.7d. Analyze functions using different representations.