Scholastic Area that Course Is Active In: Mathematics
Students will analyze graphs of polynomial functions of higher degree.
Graph simple polynomial functions as translations of the function f(x) = ax^n.
Understand the effects of the following on the graph of a polynomial function: degree, lead coefficient, and multiplicity of real zeros.
Determine whether a polynomial function has symmetry and whether it is even, odd, or neither.
Investigate and explain characteristics of polynomial functions, including domain and range, intercepts, zeros, relative and absolute extrema, intervals of increase and decrease, and end behavior.
Students will explore logarithmic functions as inverses of exponential functions.
Define and understand the properties of n^th roots.
Extend properties of exponents to include rational exponents.
Define logarithmic functions as inverses of exponential functions.
Understand and use properties of logarithms by extending laws of exponents.
Investigate and explain characteristics of exponential and logarithmic functions including domain and range, asymptotes, zeros, intercepts, intervals of increase and decrease, and rate of change.
Graph functions as transformations of f(x) = a^x, f(x) = loga(x), f(x) = e^x, f(x) = ln x.
Explore real phenomena related to exponential and logarithmic functions including half-life and doubling time.
Students will solve a variety of equations and inequalities.
Find real and complex roots of higher degree polynomial equations using the factor theorem, remainder theorem, rational root theorem, and fundamental theorem of algebra, incorporating complex and radical conjugates.
Solve polynomial, exponential, and logarithmic equations analytically, graphically, and using appropriate technology.
Solve polynomial, exponential, and logarithmic inequalities analytically, graphically, and using appropriate technology. Represent solution sets of inequalities using interval notation.
Solve a variety of types of equations by appropriate means choosing among mental calculation, pencil and paper, or appropriate technology.
Students will perform basic operations with matrices.
Add, subtract, multiply, and invert matrices, when possible, choosing appropriate methods, including technology.
Find the inverses of two-by-two matrices using pencil and paper, and find inverses of larger matrices using technology.
Examine the properties of matrices, contrasting them with properties of real numbers.
Students will use matrices to formulate and solve problems.
Represent a system of linear equations as a matrix equation.
Solve matrix equations using inverse matrices.
Represent and solve realistic problems using systems of linear equations.
Students will solve linear programming problems in two variables.
Solve systems of inequalities in two variables, showing the solutions graphically.
Represent and solve realistic problems using linear programming.
Students will understand and apply matrix representations of vertex-edge graphs.
Use graphs to represent realistic situations.
Use matrices to represent graphs, and solve problems that can be represented by graphs.
Strand: Data Analysis and Probability
Students will create probability histograms of discrete random variables, using both experimental and theoretical probabilities.
Students will solve problems involving probabilities by interpreting a normal distribution as a probability histogram for a continuous random variable (z-scores are used for a general normal distribution).
Determine intervals about the mean that include a given percent of data.
Determine the probability that a given value falls within a specified interval.
Estimate how many items in a population fall within a specified interval.
Students will understand the differences between experimental and observational studies by posing questions and collecting, analyzing, and interpreting data.
Students will investigate the relationships between lines and circles.
Find equations of circles.
Graph a circle given an equation in general form.
Find the equation of a tangent line to a circle at a given point.
Solve a system of equations involving a circle and a line.
Solve a system of equations involving two circles.
Students will recognize, analyze, and graph the equations of the conic sections (parabolas, circles, ellipses, and hyperbolas).
Convert equations of conics by completing the square.
Graph conic sections, identifying fundamental characteristics.
Write equations of conic sections given appropriate information.
Students will investigate planes and spheres.
Plot the point (x, y, z) and understand it as a vertex of a rectangular prism.
Apply the distance formula in 3-space.
Recognize and understand equations of planes and spheres.
Strand: Process Standards
Students will solve problems (using appropriate technology).
Build new mathematical knowledge through problem solving.
Solve problems that arise in mathematics and in other contexts.
Apply and adapt a variety of appropriate strategies to solve problems.
Monitor and reflect on the process of mathematical problem solving.
Students will reason and evaluate mathematical arguments.
Recognize reasoning and proof as fundamental aspects of mathematics.
Make and investigate mathematical conjectures.
Develop and evaluate mathematical arguments and proofs.
Select and use various types of reasoning and methods of proof.
Students will communicate mathematically.
Organize and consolidate their mathematical thinking through communication.
Communicate their mathematical thinking coherently and clearly to peers, teachers, and others.
Analyze and evaluate the mathematical thinking and strategies of others.
Use the language of mathematics to express mathematical ideas precisely.
Students will make connections among mathematical ideas and to other disciplines.
Recognize and use connections among mathematical ideas.
Understand how mathematical ideas interconnect and build on one another to produce a coherent whole.
Recognize and apply mathematics in contexts outside of mathematics.
Students will represent mathematics in multiple ways.
Create and use representations to organize, record, and communicate mathematical ideas.
Select, apply, and translate among mathematical representations to solve problems.
Use representations to model and interpret physical, social, and mathematical phenomena.
The Guiding Sub-questions are related, relevant, and connected to exploring the Essential Question. They are higher level questions and are specific enough to guide the work of the unit. (Subquestions must be entered one at a time and updated . . . they are numbered automatically.)
Begin writing a unit by establishing what you want students to know and be able to do and planning how you will know "what they know". This Assessment Plan is a general plan (specific assessment instruments are in the teaching procedures); this section should both help you to plan and to give teachers an idea of the varied types of assessment that will be used in the unit. Be sure to include informal checks of understanding, student self-assessment, and authentic assessment. Include pre and post assessment.
Preparation for students includes notes on preparing the learner such as possible misconceptions students may have, ideas of pre-exposure for learners, and prerequisite lessons. It includes ideas for accelerated learning.
Unit Resources include general, global resources that might include bookmarks, books, periodicals, media and software. URLs need to be provided for each resource to identify a source from which it can be obtained. Resources might include those purchased as part of an adoption. More specific resources will be referenced within the teaching procedures.