Download Trigonometry and Statistics–Semester 1

Trigonometry and Statistics–Semester 1
Trigonometric Functions
Unit Summary: This unit draws on student’s history with trigonometric functions and circles from
Geometry and on their work with functions from Algebra I and extends trigonometry to model periodic
situations and the coordinate plane. This unit also connects algebraic processes, like factoring, to
trigonometric identities.
Unit Essential Questions
 What do periodic functions look like?
 What makes an identity fundamental?
 How do you verify trigonometric identities?
 How can trigonometric functions be used to model and solve realistic problems?
LEARNING TARGETS
Content
 Graph trigonometric functions
 Convert angle measures between radians and degrees
 Evaluate trigonometric functions if any angle
 Model periodic functions with sine and cosine
 Prove Pythagorean identities
 Use identities to verify equations
 Understand the connection between real numbers and radian measure
CPI#
Cumulative Progress Indicator (CPI)
Understand radian measure of an angle as the length of the arc on the unit circle
F.TF.1
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.5★
Choose trigonometric functions to model periodic phenomena with specified amplitude,
frequency, and midline.
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. This could be limited to acute angles
Skills
Students will be able to:
 Show that angle measures in radians may be determined by a ratio of intercepted arc to radius
 Convert between degree and radian measure
 Connect knowledge of special right triangles gained in Geometry to evaluating trigonometric
functions at any domain value
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Extend to angles beyond [-2π, 2π], using counterclockwise as the positive direction of rotation
Connect contextual situations to appropriate trigonometric function: e.g. using sine or cosine to
model cyclical behavior
Make connections to angles in standard position
Prove theorems and use results for problem solving
★ Modeling Standard
(+) indicate additional mathematics that students should learn in order to take advanced courses
G.SRT.7
Explain and use the relationship between the sine and cosine of complementary angles.
G.SRT.8 ★
Use trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied
problems.
Use geometric shapes, their measures, and their properties to describe objects. (e.g.,
modeling a tree trunk or a human torso as a cylinder).
Apply concepts of density based on area and volume in modeling situations (e.g., persons
per square mile, BTUs per cubic foot).
Apply geometric methods to solve design problems (e.g., designing an object or structure
to satisfy physical constraints or minimize cost; working with typographic grid systems
based on ratios).
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.
Prove the Laws of Sines and Cosines and use them to solve problems.
G.MG.1★
G.MG.2★
G.MG.3 ★
G.SRT.9 (+)
G.SRT.10 (+)
G.SRT.11
(+)
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).
Skills
Students will be able to:
 Connect experiences with dilations and orientation to experiences with lines
 Develop a hypothesis based on observations
 Make connections between the definition of similarity and the attributes of two given figures
 Set up and use appropriate ratios and proportions
 Recognize why particular combinations of corresponding parts establish similarity and why
others do not
 Construct a proof using one of a variety of methods
 Use information given in verbal or pictorial form about geometric figures to set up a proportion
that accurately models the situation
 Generalize that side ratios from similar triangles are equal and that these relationships lead to
the definition of the six trigonometric ratios
 Explain and use the relationship between the sine and cosine of complementary angles.
 Use trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied
problems.
 Use geometric shapes, their measures, and their properties to describe objects.
 Apply concepts of density based on area and volume in modeling situations
 Apply geometric methods to solve design problems
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Make connections between the formula A = 1/2 (base)(height) and right triangle trigonometry
Recognize when it is appropriate to use the Law of Sines and the Law of Cosines
Understand and apply the Law of Sines and the Law of Cosines to find unknown
measurements in right and non‐right triangles
★ Modeling Standard
(+) indicate additional mathematics that students should learn in order to take advanced courses
Note: Standards are matched with skills by text font style (ex: standards in italics match to student
skills in italics)
UNIT RESOURCES
Resources
Supporting Lessons: Teacher Created Trigonometry Resources for Pre-Calculus and Algebra
EVIDENCE OF LEARNING
Formative Assessment Options
Common Summative Assessments
See above
Geometry and Trigonometry
Unit Summary: In this unit, students model periodic phenomena with trigonometric functions and prove
trigonometric identities. Other trigonometric topics include reviewing unit circle trigonometry, proving
trigonometric identities, solving trigonometric equations, and graphing trigonometric functions. They
determine zeros, upper and lower bounds, y-intercepts, symmetry, asymptotes, intervals for which the
function is increasing or decreasing, and maximum or minimum points. Students translate between the
geometric description and equation of conic sections.
Unit Essential Questions
 What is the relationship between functions and their inverses?
 What is the unit circle?
 How can three-dimensional objects be created from rotating two dimensional objects?
LEARNING TARGETS
Content
 Extend the domain of trigonometric functions using the unit circle.
 Model periodic phenomena with trigonometric functions.
 Prove and apply trigonometric identities.
 Apply trigonometry to general triangles.
 Understand and apply theorems about circles.
 Translate between the geometric description and the equation for a conic section.
 Explain volume formulas and use them to solve problems.
 Visualize relationships between two-dimensional and three-dimensional objects.
CPI#
F.TF.3 (+)
Cumulative Progress Indicator (CPI)
Use special triangles to determine geometrically the values of sine, cosine, tangent for
F.TF.4 (+)
F.TF.6 (+)
F.TF.7 (+)
F.TF.9 (+)
G.SRT.9 (+)
G.SRT.10 (+)
G.SRT.11 (+)
G.C.4 (+)
G.GPE.3 (+)
G.GMD.2 (+)
G.GMD.4
π/3, π/4 and π/6, and use the unit circle to express the values of sine, cosine, and
tangent for π − x, π + x, and 2π − x in terms of their values for x, where x is any real
number.
Use the unit circle to explain symmetry (odd and even) and periodicity of trigonometric
functions.
Understand that restricting a trigonometric function to a domain on which it is always
increasing or always decreasing allows its inverse to be constructed.
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 the addition and subtraction formulas for sine, cosine, and tangent and use them
to solve problems.
Derive the formula A = ½ab sin(C) for the area of a triangle by drawing an auxiliary line
from a vertex perpendicular to the opposite side.
Prove the Laws of Sines and Cosines and use them to solve problems.
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).
Construct a tangent line from a point outside a given circle to the circle.
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.
Give an informal argument using Cavalieri’s principle for the formulas for the volume of a
sphere and other solid figures.
Identify the shapes of two-dimensional cross-sections of three-dimensional objects, and
identify three-dimensional objects generated by rotations of two-dimensional objects.
Skills
Students will be able to:
 Graph trigonometric functions
 Use the unit circle to explain trigonometric ratios
 Use inverse trig functions to solve problems
 Use trig ratios to find area of triangles
 Use the law of sines and the law of cosines to solve oblique triangles
 Construct a tangent line from a point outside a given circle to the circle.
 Write equations for conic sections given certain points
 Identify the shapes of two-dimensional cross-sections of three-dimensional objects, and
identify three-dimensional objects generated by rotations of two-dimensional objects.
★ Modeling Standard
(+) indicate additional mathematics that students should learn in order to take advanced courses
Note: Standards are matched with skills by text font style (ex: standards in italics match to student
skills in italics)
UNIT RESOURCES
EVIDENCE OF LEARNING
Common Summative Assessments
Trigonometry and Statistics - Semester 2
Inferences and Conclusions from Data
Unit Summary: The purpose of this unit is to relate the visual displays and summary statistics learned in
prior courses to different types of data and to probability distributions. Samples, surveys, experiments
and simulations will be used as methods to collect data.
Unit Essential Questions
 What is the most appropriate way to display a set of data?
 How else can information be interpreted other than how it’s presented?
 What questions can and can’t be answered by certain types of data analysis?
 What does it mean for a conclusion to be statistically significant?
 What can I expect to happen over time in a given situation?
LEARNING TARGETS
Content
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Summarize, represent, and interpret data on a single count or measurement variable
Summarize, represent, and interpret data on two categorical and quantitative variables
Interpret linear models
Understand and evaluate random processes underlying statistical experiments
Make inferences and justify conclusions from sample surveys, experiments and observational
studies
Understand independence and conditional probability and use them to interpret data
Use the rules of probability to compute probabilities of compound events in a uniform
probability model
Calculate expected values and use them to solve problems
Use probability to evaluate outcomes of decisions
CPI#
S.ID.4
Cumulative Progress Indicator (CPI)
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.
S.IC.1
Understand statistics as a process for making inferences about population parameters
based on a random sample from that population.
S.IC.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?
S.IC.3
Recognize the purposes of and differences among sample surveys, experiments, and
observational studies; explain how randomization relates to each.
S.IC.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.
S.IC.5
Use data from a randomized experiment to compare two treatments; use simulations to
decide if differences between parameters are significant.
S.IC.6
Evaluate reports based on data.
S.MD.6 (+)
Use probabilities to make fair decisions (e.g., drawing by lots, using a random number
generator).
S.MD.7 (+)
Analyze decisions and strategies using probability concepts (e.g., product testing, medical
testing, pulling a hockey goalie at the end of a game).
Skills
Students will be able to:
 Construct, interpret and use normal curves, based on standard deviation
 Identify data sets as approximately normal or not
 Estimate and interpret area under curves using the Empirical Rule (68‐95‐99.7%)
 Know various sampling methods (e.g., simple random, convenience, stratified…)
 Select an appropriate sampling technique for a given situation
 Explain in context the difference between values describing a population and a sample
 Calculate and analyze theoretical and experimental probabilities accurately
 Know various types of sampling procedures and ability to select and carry out the appropriate
process for a given situation
 Design, conduct and interpret the results of simulations
 Explain and use the Law of Large Numbers
 Conduct sample surveys, experiments and observational studies
 Show Understanding of the limitations of observational studies that do not allow major
conclusions on treatments
 Recognize and avoid bias
 Informally establish bounds as to when something is statistically significant
 Conduct simulations and accurately interpret and use the results
 Use sample means and sample proportions to estimate population values
 Set up and conduct a randomized experiment or investigation, collect data and interpret the
results
 Draw conclusions based on comparisons of simulation versus experimental results
 Determine the statistical significance of data
★ Modeling Standard
(+) indicate additional mathematics that students should learn in order to take advanced courses
Note: Standards are matched with skills by text font style (ex: standards in italics match to student
skills in italics)
UNIT RESOURCES
Unit 4 Resources
Primary Resource: Lee Kucera UCLA AP Statistics Modules
Supporting Lessons: Accumulated teacher resource files.
EVIDENCE OF LEARNING
Formative Assessment Options
Common Summative Assessments
See Above
Geometry – UNIT 6
Unit Title: Unit 6: Applications of Probability
Unit Summary: Building on probability concepts that began in the middle grades, students use the
languages of set theory to expand their ability to compute and interpret theoretical and experimental
probabilities for compound events, attending to mutually exclusive events, independent events, and
conditional probability. Students should make use of geometric probability models wherever possible.
They use probability to make informed decisions.
Unit Essential Questions
 How is probability used in the real world?
 How can probability be used to make decisions?
 How is the probability of a complicated event calculated?
 What is the best way to clearly communicate statistical reasoning?
LEARNING TARGETS
Content
 Understand probability sample space
 Determine probabilities
 Determine conditional probabilities
 Know set notation and complementary probability events
 Know factorial notation
 Determine an appropriate probability model and use it to solve problems
 Know the difference between mutually exclusive, independent and dependent events
 Connect statistical probabilities to real world situations
 Connect numerical answers to context
 Make informed decisions about real world situations based on statistical evidence
 Know permutations and combinations and when to use them
CPI#
Cumulative Progress Indicator (CPI)
Describe events as subsets of a sample space (the set of outcomes) using characteristics
S.CP.1
(or categories) of the outcomes, or as unions, intersections, or complements of other
events (“or,” “and,” “not”).
Understand that two events A and B are independent if the probability of A and B
S.CP.2
occurring together is the product of their probabilities, and use this characterization to
determine if they are independent.
Understand the conditional probability of A given B as P(A and B)/P(B), and interpret
S.CP.3
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.
Construct and interpret two‐way frequency tables of data when two categories are
S.CP.4
S.CP.5
S.CP.6
S.CP.7
S.CP.8 (+)
S.CP.9 (+)
S.MD.6 (+)
S.MD.7 (+)
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.
Recognize and explain the concepts of conditional probability and independence in
everyday language and everyday situations. For example, compare the chance of
having lung cancer if you are a smoker with the chance of being a smoker if you
have lung cancer.
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.
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.
Apply the general Multiplication Rule in a uniform probability model, P(A and B) =
P(A)P(B|A) = P(B)P(A|B), and interpret the answer in terms of the model.
Use permutations and combinations to compute probabilities of compound events and
solve problems.
Use probabilities to make fair decisions (e.g., drawing by lots, using a random number
generator).
Analyze decisions and strategies using probability concepts (e.g., product testing, medical
testing, pulling a hockey goalie at the end of a game).
Skills
Students will be able to:
 Describe a sample space
 Use set notation, key vocabulary and graphic organizers linked to this standard
 Determine the conditional probability of an event given that another event occurs
 Determine the probability of an event given the probability of a complementary event
 Determine if two events are dependent or independent
 Ability to use set notation, key vocabulary and graphic organizers linked to this standard
 Connect experience with two‐way frequency tables from Algebra I to sample spaces
 Know the characteristics of conditional probability
 Make connections between statistical concepts and real world situations
 Analyze a situation to determine the conditional probability of a described event given that
another event occurs
 Make connections between numeric results and context
 Analyze a situation to determine the probability of a described event
 Use formulas containing factorial notation
 Know the Law of Large Numbers
 Know how to use a variety of data collection techniques
★ Modeling Standard
(+) indicate additional mathematics that students should learn in order to take advanced courses
Note: Standards are matched with skills by text font style (ex: standards in italics match to student
skills in italics)
UNIT RESOURCES
Unit 6 Resources
Primary Resource: Glencoe Geometry © 2010
Supporting Lessons:
EVIDENCE OF LEARNING
Formative Assessment Options
Common Summative Assessments