Download Solve systems of equations. - Township of Union Public Schools

TOWNSHIP OF UNION PUBLIC SCHOOLS
MA 402 – College Algebra
Curriculum Guide
2012
Board Members
Francis “Ray” Perkins, President
Versie McNeil, Vice President
Gary Abraham
David Arminio
Linda Gaglione
Richard Galante
Thomas Layden
Vito Nufrio
Judy Salazar
TOWNSHIP OF UNION PUBLIC SCHOOLS
Administration
District Superintendent …………………………………………………………………...…………………….... Dr. Patrick Martin
Assistant Superintendent …………………………………………………………..……………………….….…Mr. Gregory Tatum
Director of Elementary Curriculum ……………………………….………………………………..…………….Ms. Tiffany Moutis
Director of Secondary Curriculum ……………………………….………………………….…………………… Dr. Noreen Lishak
Director of Student Information/Technology ………………………………..………………………….…………. Ms. Ann M. Hart
Director of Athletics, Health, Physical Education and Nurses………………………………..……………………Ms. Linda Ionta
DEPARTMENT SUPERVISORS
Language Arts/Social Studies K-8 ……..………………………………….…………………………………….. Mr. Robert Ghiretti
Mathematics K-5/Science K-5 …………………………………………….………………………………………. Ms. Deborah Ford
Guidance K-12/SAC …..………………………………………………………………………………….……….Ms. Bridget Jackson
Language Arts/Library Services 8-12 ….………………………………….…………………………………….…Ms. Mary Malyska
Math 8-12…………………………………………………………………………………………………………..Mr. Jason Mauriello
Science 6-12…….............…………………………………………………….………………………………….Ms. Maureen Guilfoyle
Social Studies/Business………………………………………………………………………………………..…….Ms. Libby Galante
World Language/ESL/Career Education/G&T/Technology….…………………………………………….….Ms. Yvonne Lorenzo
Art/Music …………………………………………………………………………………………………………..….Mr. Ronald Rago
Curriculum Committee
College Algebra
Roseanne Borges
Ana Lytle
Table of Contents
Title Page
Board Members
Administration
Department Supervisors
Curriculum Committee
Table of Content
District Mission/Philosophy Statement
District Goals
Course Description
Recommended Texts
Course Proficiencies
Curriculum Units
Appendix: New Jersey Core Curriculum Content Standards
Mission Statement
The Township of Union Board of Education believes that every child is entitled to an education designed to meet
his or her individual needs in an environment that is conducive to learning. State standards, federal and state
mandates, and local goals and objectives, along with community input, must be reviewed and evaluated on a
regular basis to ensure that an atmosphere of learning is both encouraged and implemented. Furthermore, any
disruption to or interference with a healthy and safe educational environment must be addressed, corrected, or
when necessary, removed in order for the district to maintain the appropriate educational setting.
Philosophy Statement
The Township of Union Public School District, as a societal agency, reflects democratic ideals and concepts
through its educational practices. It is the belief of the Board of Education that a primary function of the Township
of Union Public School System is to formulate a learning climate conducive to the needs of all students in general,
providing therein for individual differences. The school operates as a partner with the home and community.
Statement of District Goals
 Develop reading, writing, speaking, listening, and mathematical skills.
 Develop a pride in work and a feeling of self-worth, self-reliance, and self
discipline.
 Acquire and use the skills and habits involved in critical and constructive
thinking.
 Develop a code of behavior based on moral and ethical principals.
 Work with others cooperatively.
 Acquire a knowledge and appreciation of the historical record of human
achievement and failures and current societal issues.
 Acquire a knowledge and understanding of the physical and biological
sciences.
 Participate effectively and efficiently in economic life and the development
of skills to enter a specific field of work.
 Appreciate and understand literature, art, music, and other cultural
activities.
 Develop an understanding of the historical and cultural heritage.
 Develop a concern for the proper use and/or preservation of natural
resources.
 Develop basic skills in sports and other forms of recreation.
Course Description
College Algebra
College Algebra will focus on providing students with a working knowledge of number sense, algebraic concepts,
trigonometric concepts, analytic geometry, and technological skills that are necessary to be successful in college level
math courses as well as on the mandatory college placement tests, given after college acceptance. As calculators are not
allowed on some placement tests, they will only be used when appropriate. Students will apply their reasoning abilities
when recognizing patterns, making generalizations, and drawing logical conclusions. Students will use these skills to
make connections to other disciplines and in real-life situations. They will use technology to evaluate and validate
solutions.
Unit 1: Number Sense
Unit 2: Algebraic Concepts
Unit 3: Trigonometric Concepts
Recommended Textbooks
College Algebra & Trigonometry 4th edition by Lial, Hornsby, and Schneider
Course Proficiencies
Unit 1: Basic Number Sense
SWBAT:
- Perform all operations with percents, fractions, decimals and radicals without the aid of a calculator.
- Solve real-life application problems involving percents, fractions, decimals and radicals.
- Determine the difference between raising to a power and finding a root.
- Recognize the need for and use proportions to solve real-life application problems.
Unit 2: Algebraic Concepts
SWBAT:
- Graph linear functions, find slope and rate of change, find the intercepts of the linear function, and write linear
functions in standard form, slope-intercept form and point-slope form.
- Solve absolute value equations and inequalities.
- Solve linear systems by graphing, substitution and elimination methods.
- Perform all operations with polynomials, and to factor polynomials.
- Solve quadratic functions by zero-product property, completing the square, quadratic formula and graphing.
- Graph quadratic functions given standard form and vertex form.
- To use the fundamental theorem of algebra to find all zeros of a polynomial.
-
To determine if a function has an inverse through the use of the horizontal line test and to find equations of
inverses.
Apply properties of exponents and logarithms, solve problems involving the natural base (e) and common base
(10), and solve exponential and logarithmic equations.
Use algebraic expressions as models of real-life situations.
Write exponential and logarithmic expressions modeling real-world problems such as appreciation, depreciation,
and investments.
Examine and solve quadratic models involving objects, parabolic shaped regions and quantities related to time.
Use polynomial equations to represent real-life situations involving velocity and consumer marketing.
Solve problems using compound interest, growth and decay.
Use graphing calculators to graph and analyze functions, as well as solve real-world problems.
Unit 3: Trigonometric Concepts
SWBAT:
-
Find values of trigonometric functions for acute and general angles.
Find exact and approximate values for the six trigonometric functions.
Find missing measures in right and oblique triangles.
Verify trigonometric identities.
Solve trigonometric equations.
Use trigonometric ratios to solve problems involving measurement.
Understand and apply trigonometric functions to solve real-life problems.
Choose the appropriate trigonometric function to find missing parts of right and oblique triangles.
Use trigonometric identities to simplify or evaluate expressions.
Use identities to find values of trigonometric functions and to solve trigonometric equations.
Curriculum Units
Unit 1: Basic Number Sense
Unit 2: Algebraic Concepts
Unit 3: Trigonometric Concepts
Pacing Guide- Course
Content
Number of Days
Unit 1: Basic Number Sense
20
Unit 2: Algebraic Concepts
130
Unit 3: Trigonometric Concepts
20
Unit 1; Basic Number Sense
Essential Questions
-
When is one
representation of a
value more useful
than another?
-
What makes a
computational
strategy both effective
and efficient?
Instructional Objectives/
Skills and Benchmarks
(CPIs)
- Recognize when it is
appropriate to
express an answer
either as a fraction,
decimal or percent.
(N-RN 1)
-
-
Recognize the need
for and use of
proportions to solve
real-life application
problems. (N-Q.1)
Recognize key words
that represent
operations that must
be performed in a
real-world problem.
(N-Q.1)
Activities
- Have students find
equivalent forms of a
number (decimals, percents,
and fractions).
- Have students recognize
the effectiveness of using
exponents rather than
repeated multiplication.
- Have students solve reallife application problems
involving fractions, decimals,
percents and radicals.
- Have students solve reallife application problems
involving proportions.
Assessments
2
to a decimal
5
and percent. State where
each representation would
be an appropriate form to a
problem.
- Change
-
1
2
hours on Friday and
1
2 hours on
4
Saturday. If he was
paid $6.15 an hour,
how much did he
earn for the two
days?
A student worked 3
-
How do operations
affect numbers?
-
Perform all operations
with percents,
fractions, decimals
and radicals without
the aid of a calculator.
(N-RN)
- Have students perform
order of operations without
the aid of a calculator.
- Have students recognize
when to use the appropriate
operation with fractions,
decimals, percents and
radicals.
- Have students recognize
the simplest form of a
number.
-
How do mathematical
representations
reflect the needs of
society?
-
Solve real-life
application problems
involving percents,
fractions, decimals
and radicals. (N-Q.2)
- Have students solve
discount, tax, percent of
increase and decrease
problems.
- Have students understand
when the question is asking
for an original price or
amount, and to apply
percents or fractions
appropriately.
-
If a recipe calls for
1
cup of milk for
3
every 2 cups of flour,
and 1 cup of flour is
used, how many cups
of milk should be
used?
- A refrigerator costs $49
during a sale of 25% off.
What was the original price
of the refrigerator before the
sale?
Unit 2: Algebraic Concepts
Essential Questions
-
-
-
Instructional Objectives/
Activities
Skills and Benchmarks
(CPIs)
How can change best
- Graph linear
- Have students
be represented
functions, find slope
determine slope and
mathematically?
and rate of change,
intercepts of a line,
How can we use
find the intercepts of
and interpret the
mathematical
the linear function,
slope as rate of
language to describe
and write linear
change.
change?
functions in standard
- Have students solve
How can technology
form, slope-intercept
absolute value
be used to investigate
form and point-slope
functions and
properties of linear
form. (F-IF.4,5,6,7)
determine and
functions and
- Solve absolute value
analyze the key
absolute value
equations and
characteristics.
functions and their
inequalities. (A-REI.3)
graphs?
Assessments
- The linear function 40t=d
can be used to describe the
motion of a certain car,
where t represents the time
in hours and d represents
the distance traveled in
miles. What does the
coefficient 40 represent in
the equation?
x  3  10
- Solve
x  2  12
-
How can systems of
equations be used to
solve real-life
situations?
-
Solve linear systems
by graphing,
substitution and
elimination methods.
(A-REI.6)
- Have students
recognize, express and
solve problems that can
be modeled using two or
three variable systems of
linear equations.
-
Why is it useful to
represent real-life
situations
algebraically?
-
Perform all operations
with polynomials, and
to factor polynomials.
(A-APR.1)
Use algebraic
expressions as
models of real-life
situations. (A-CED.2)
Use graphing
calculators to graph
and analyze
functions, as well as
solve real-world
problems. (F-IF.7)
- Have students
recognize and solve
problems that can be
modeled using a
quadratic function,
interpret the solution in
terms of the context of
the original problem.
-Have students use
polynomial equations to
represent real life
situations involving
velocity, and consumer
marketing
-
-
- Cell phone plan A charges
a fixed cost of $45 per
month, which includes 200
min. Each additional
minute, or part of a minute,
for plan A costs 30 cents.
Cell plan B charges a fixed
cost of $65 per month, which
includes 300 min. Each
additional minute, or part of
a minute, for plan B costs 15
cents. How many minutes
need to be used for the
plans to have the same
cost?
-
Cynthia wants to buy
a rug for a room that
is 12 ft wide and 15 ft
long. She wants to
leave a uniform strip
of floor around the
rug. She can afford
to buy 108 square
feet of carpeting.
What dimensions
should the rug have?
-
-
-
How can we use
mathematical
language to describe
non-linear change?
How can we model
situations using
quadratics?
How can we model
situations using
exponents?
-
-
-
-
Solve quadratic
functions by zeroproduct property,
completing the
square, quadratic
formula and graphing.
(A-REI.4)
To determine if a
function has an
inverse through the
use of the horizontal
line test and to find
equations of inverses.
(F-BF.4)
Examine and solve
quadratic models
involving objects,
parabolic shaped
regions and quantities
related to time.
(F-LE.)
Use polynomial
equations to
represent real-life
situations involving
velocity and
consumer marketing.
(F-BF.1)
- Have students graph
parabolas of functions
written in standard form
or vertex form and
analyze the graphs.
-
A stunt double in a
movie jumps from a
window 50 feet above
the ground and lands
on an air cushion that
is 8 feet high. Write
an equation giving the
stunt double’s hunt h
(in feet) above the
ground after t
seconds. How long
does it take for the
stunt double to hit the
air cushion? (Use
h  16t 2  h0 )
-
-
-
How can we use
mathematical
language to describe
non-linear change?
How can we model
situations using
exponential
functions?
How can we model
situations using
exponents?
-
-
-
Apply properties of
exponents and
logarithms, solve
problems involving
the natural base (e)
and common base
(10), and solve
exponential and
logarithmic equations.
(F-LE.4)
Write exponential and
logarithmic
expressions modeling
real-world problems
such as appreciation,
depreciation, and
investments. (F-LE.1)
Solve problems using
compound interest,
growth and decay.
(F-IF.8)
- Have students
recognize and solve
problems that can be
modeled using an
exponential function and
interpret the solution in
terms of the context of
the original problem.
- Have students provide
and describe multiple
representations of
solutions to simple
exponential equations
using concrete models,
tables, graphs, symbolic
expressions, and
technology.
-
-
Determine the best
choice of a payroll (or
allowance) option
after one month: a
constant rate of $5
per day or 2 cents for
the first day of the
month, 4 cents on the
second day of the
months, etc., where
every day is double
the amount the day
before.
Find the half-life of a
decaying substance
by providing and
describing solutions
to a simple
exponential equation.
Unit 3: Trigonometric Concepts
Essential Questions
-
How does similarity in
right triangles allow
the trigonometric
functions sine,
cosine, tangent,
secant, cosecant and
cotangent to be
properly defined as
ratios of sides?
Instructional Objectives/
Activities
Assessments
Skills and Benchmarks
(CPIs)
- Use trigonometric
- Have students find
- A 20-ft ladder is
ratios to solve
values of
leaning against a wall.
problems involving
trigonometric
The foot of the ladder id
measurements.
functions for acute
8 feet from the base of
(F-TF.9)
and general angles
the wall. What is the
- Choose the
- Have students find
approximate measure of
appropriate method to
exact and
the angle the ladder
find missing parts of
approximate values
forms with the ground?
right and oblique
for the six
- The maximum slope
triangles. (F-TF.9)
trigonometric
for handicapped
functions
ramps in new
- Have students find
construction is 1/12.
the missing measures
What angle will such
of right and oblique
a ramp make with the
triangles
ground?
- Have students
- Find the six
recognize
trigonometric values
mathematical models
for an angle
of the graphs of the
measuring 135°
trigonometric
- Verify
functions
cos 2 x  tan 2 x cos 2 x  1
- Have students use
the trigonometric
functions based on
the unit circle
-
-
-
-
How are radian
measures and the
trigonometric ratios in
triangle relationships
helpful in solving
problems?
-
Apply the concept of
radian
measurements:
definition, converting
from radians to
degrees, converting
from degrees to
radians, angles in
standard position, coterminal angles, and
reference angles.
(F-TF.1)
-
Have students find
values of
trigonometric
functions
Have students verify
trigonometric
identities
Have students solve
trigonometric
equations
Have students
convert
measurements in
degrees to radians
and vice versa.
Have students find
the measure of the
co-terminal angles
and reference angles.
9
to
4
-
Convert
-
degrees.
Convert 45° to
radians.
-
How can
trigonometric
functions be used to
solve real-life
problems?
-
-
Apply trigonometric
functions to solve real
life problems.
(F-TF.8)
Solve oblique
triangles (including
real world
applications) using
Law of Sines and Law
of Cosines. (F-TF.8)
Have students solve
real life problems
using trigonometric
functions.
-
The length of the
shadow of a building
34.09 m tall is 37.62
m. Find the angle of
elevation of the sun.
New Jersey Core Curriculum Content Standards
Acedemic Area
Extend the properties of exponents to rational exponents.


N-RN.1. Explain how the definition of the meaning of rational exponents follows from extending the properties of integer exponents to
those values, allowing for a notation for radicals in terms of rational exponents. For example, we define 51/3 to be the cube root of 5 because we
want (51/3)3 = 5(1/3)3 to hold, so (51/3)3 must equal 5.
N-RN.2. Rewrite expressions involving radicals and rational exponents using the properties of exponents.
Use properties of rational and irrational numbers.

N-RN.3. Explain why the sum or product of two rational numbers is rational; that the sum of a rational number and an irrational number is
irrational; and that the product of a nonzero rational number and an irrational number is irrational.
Reason quantitatively and use units to solve problems.

N-Q.1. Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units
consistently in formulas; choose and interpret the scale and the origin in graphs and data displays.

N-Q.2. Define appropriate quantities for the purpose of descriptive modeling.

N-Q.3. Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.
Perform arithmetic operations with complex numbers.

N-CN.1. Know there is a complex number i such that i2 = –1, and every complex number has the form a + bi with a and b real.


N-CN.2. Use the relation i2 = –1 and the commutative, associative, and distributive properties to add, subtract, and multiply complex
numbers.
N-CN.3. (+) Find the conjugate of a complex number; use conjugates to find moduli and quotients of complex numbers.
Use complex numbers in polynomial identities and equations.

N-CN.7. Solve quadratic equations with real coefficients that have complex solutions.

N-CN.8. (+) Extend polynomial identities to the complex numbers. For example, rewrite x2 + 4 as (x + 2i)(x – 2i).

N-CN.9. (+) Know the Fundamental Theorem of Algebra; show that it is true for quadratic polynomials.
Interpret the structure of expressions.

A-SSE.1. Interpret expressions that represent a quantity in terms of its context. ★
o
Interpret parts of an expression, such as terms, factors, and coefficients.
o
Interpret complicated expressions by viewing one or more of their parts as a single entity. For example, interpret P(1+r)n as the
product of P and a factor not depending on P.

A-SSE.2. Use the structure of an expression to identify ways to rewrite it. For example, see x4 – y4 as (x2)2 – (y2)2, thus recognizing it as a
difference of squares that can be factored as (x2 – y2)(x2 + y2).
Write expressions in equivalent forms to solve problems.

A-SSE.3. Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the
expression.★
o
a. Factor a quadratic expression to reveal the zeros of the function it defines.
o
b. Complete the square in a quadratic expression to reveal the maximum or minimum value of the function it defines.
o
c. Use the properties of exponents to transform expressions for exponential functions. For example the expression 1.15t can be
rewritten as (1.151/12)12t ≈ 1.01212t to reveal the approximate equivalent monthly interest rate if the annual rate is 15%.

A-SSE.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.★
Perform arithmetic operations on polynomials.

A-APR.1. Understand that polynomials form a system analogous to the integers, namely, they are closed under the operations of addition,
subtraction, and multiplication; add, subtract, and multiply polynomials.
Understand the relationship between zeros and factors of polynomials.

A-APR.2. Know and apply the Remainder Theorem: For a polynomial p(x) and a number a, the remainder on division by x – a is p(a), so
p(a) = 0 if and only if (x – a) is a factor of p(x).

A-APR.3. Identify zeros of polynomials when suitable factorizations are available, and use the zeros to construct a rough graph of the
function defined by the polynomial.
Use polynomial identities to solve problems.

A-APR.4. Prove polynomial identities and use them to describe numerical relationships. For example, the polynomial identity (x2 + y2)2 =
(x2 – y2)2 + (2xy)2 can be used to generate Pythagorean triples.

A-APR.5. (+) Know and apply the Binomial Theorem for the expansion of (x + y)n in powers of x and y for a positive integer n, where x and
y are any numbers, with coefficients determined for example by Pascal’s Triangle. 1
Rewrite rational expressions.

A-APR.6. Rewrite simple rational expressions in different forms; write a(x)/b(x) in the form q(x) + r(x)/b(x), where a(x), b(x), q(x), and r(x) are
polynomials with the degree of r(x) less than the degree of b(x), using inspection, long division, or, for the more complicated examples, a computer
algebra system.

A-APR.7. (+) Understand that rational expressions form a system analogous to the rational numbers, closed under addition, subtraction,
multiplication, and division by a nonzero rational expression; add, subtract, multiply, and divide rational expressions.
Create equations that describe numbers or relationships.

A-CED.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.

A-CED.2. Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes
with labels and scales.

A-CED.3. Represent constraints by equations or inequalities, and by systems of equations and/or inequalities, and interpret solutions as
viable or nonviable options in a modeling context. For example, represent inequalities describing nutritional and cost constraints on combinations
of different foods.

A-CED.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.
Understand solving equations as a process of reasoning and explain the reasoning.


A-REI.1. Explain each step in solving a simple equation as following from the equality of numbers asserted at the previous step, starting
from the assumption that the original equation has a solution. Construct a viable argument to justify a solution method.
A-REI.2. Solve simple rational and radical equations in one variable, and give examples showing how extraneous solutions may arise.
Solve equations and inequalities in one variable.

A-REI.3. Solve linear equations and inequalities in one variable, including equations with coefficients represented by letters.

A-REI.4. Solve quadratic equations in one variable.
o
Use the method of completing the square to transform any quadratic equation in x into an equation of the form (x – p)2 = q that has
the same solutions. Derive the quadratic formula from this form.
o
Solve quadratic equations by inspection (e.g., for x2 = 49), taking square roots, completing the square, the quadratic formula and
factoring, as appropriate to the initial form of the equation. Recognize when the quadratic formula gives complex solutions and write them as a ± bi
for real numbers a and b.
Solve systems of equations.

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.

A-REI.7. Solve a simple system consisting of a linear equation and a quadratic equation in two variables algebraically and graphically. For
example, find the points of intersection between the line y = –3x and the circle x2 + y2 = 3.


A-REI.8. (+) Represent a system of linear equations as a single matrix equation in a vector variable.
A-REI.9. (+) Find the inverse of a matrix if it exists and use it to solve systems of linear equations (using technology for matrices of
dimension 3 × 3 or greater).
Represent and solve equations and inequalities graphically.

A-REI.10. Understand that the graph of an equation in two variables is the set of all its solutions plotted in the coordinate plane, often
forming a curve (which could be a line).

A-REI.11. Explain why the x-coordinates of the points where the graphs of the equations y = f(x) and y = g(x) intersect are the solutions of
the equation f(x) = g(x); find the solutions approximately, e.g., using technology to graph the functions, make tables of values, or find successive
approximations. Include cases where f(x) and/or g(x) are linear, polynomial, rational, absolute value, exponential, and logarithmic functions. ★

A-REI.12. Graph the solutions to a linear inequality in two variables as a half-plane (excluding the boundary in the case of a strict
inequality), and graph the solution set to a system of linear inequalities in two variables as the intersection of the corresponding half-planes.
Understand the concept of a function and use function notation.

F-IF.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).

F-IF.2. Use function notation, evaluate functions for inputs in their domains, and interpret statements that use function notation in terms of
a context.

F-IF.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.
Interpret functions that arise in applications in terms of the context.

F-IF.4. For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the
quantities, and sketch graphs showing key features given a verbal description of the relationship. Key features include: intercepts; intervals where
the function is increasing, decreasing, positive, or negative; relative maximums and minimums; symmetries; end behavior; and periodicity.★

F-IF.5. Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes. For example, if the
function h(n) gives the number of person-hours it takes to assemble n engines in a factory, then the positive integers would be an appropriate
domain for the function.★

F-IF.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.★
Analyze functions using different representations.

F-IF.7. Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for
more complicated cases.★
o
a. Graph linear and quadratic functions and show intercepts, maxima, and minima.
o
b. Graph square root, cube root, and piecewise-defined functions, including step functions and absolute value functions.
o
c. Graph polynomial functions, identifying zeros when suitable factorizations are available, and showing end behavior.
o
d. (+) Graph rational functions, identifying zeros and asymptotes when suitable factorizations are available, and showing end
behavior.
o
e. Graph exponential and logarithmic functions, showing intercepts and end behavior, and trigonometric functions, showing period,
midline, and amplitude.

F-IF.8. Write a function defined by an expression in different but equivalent forms to reveal and explain different properties of the function.
o
a. Use the process of factoring and completing the square in a quadratic function to show zeros, extreme values, and symmetry of
the graph, and interpret these in terms of a context.
o
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-IF.9. Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by
verbal descriptions). For example, given a graph of one quadratic function and an algebraic expression for another, say which has the larger
maximum.
Build a function that models a relationship between two quantities

F-BF.1. Write a function that describes a relationship between two quantities.★
o
Determine an explicit expression, a recursive process, or steps for calculation from a context.
o
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.
o
(+) 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.
Build new functions from existing functions.

F-BF.3. Identify the effect on the graph of replacing f(x) by f(x) + k, k f(x), f(kx), and f(x + k) for specific values of k (both positive and
negative); find the value of k given the graphs. Experiment with cases and illustrate an explanation of the effects on the graph using technology.
Include recognizing even and odd functions from their graphs and algebraic expressions for them.

o
F-BF.4. Find inverse functions.
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 x3 or f(x) = (x+1)/(x–1) for x ≠ 1.
o
(+) Verify by composition that one function is the inverse of another.
o
(+) Read values of an inverse function from a graph or a table, given that the function has an inverse.
o
(+) Produce an invertible function from a non-invertible function by restricting the domain.

F-BF.5. (+) Understand the inverse relationship between exponents and logarithms and use this relationship to solve problems involving
logarithms and exponents.
Construct and compare linear, quadratic, and exponential models and solve problems.
F-LE.1. Distinguish between situations that can be modeled with linear functions and with exponential functions.
o
Prove that linear functions grow by equal differences over equal intervals, and that exponential functions grow by equal factors
over equal intervals.
o
Recognize situations in which one quantity changes at a constant rate per unit interval relative to another.
o
Recognize situations in which a quantity grows or decays by a constant percent rate per unit interval relative to another.

F-LE.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).

F-LE.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.

F-LE.4. For exponential models, express as a logarithm the solution to abct = d where a, c, and d are numbers and the base b is 2, 10, or
e; evaluate the logarithm using technology

F-TF.7. (+) Use inverse functions to solve trigonometric equations that arise in modeling contexts; evaluate the solutions using technology,
and interpret them in terms of the context.★
Prove and apply trigonometric identities.

F-TF.8. Prove the Pythagorean identity sin2(θ) + cos2(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.

F-TF.9. (+) Prove the addition and subtraction formulas for sine, cosine, and tangent and use them to solve problems.

F-LE.5. Interpret the parameters in a linear or exponential function in terms of a context
Extend the domain of trigonometric functions using the unit circle.

F-TF.1. Understand radian measure of an angle as the length of the arc on the unit circle subtended by the angle.

F-TF.2. Explain how the unit circle in the coordinate plane enables the extension of trigonometric functions to all real numbers, interpreted
as radian measures of angles traversed counterclockwise around the unit circle.

F-TF.3. (+) Use special triangles to determine geometrically the values of sine, cosine, tangent for π/3, π/4 and π/6, and use the unit circle
to express the values of sine, cosines, and tangent for x, π + x, and 2π – x in terms of their values for x, where x is any real number
New Jersey Scoring Rubric