Secondary Mathematics III
IN SECONDARY MATHEMATICS III students pull together and apply the accumulation of learning that they have from their previous courses, with content grouped into four critical areas, organized into units. They apply methods from probability and statistics to draw inferences and conclusions from data. Students expand their repertoire of functions to include polynomial, rational, and radical functions. They expand their study of right triangle trigonometry to include general triangles. And, finally, students bring together all of their experience with functions and geometry to create models and solve contextual problems. The Mathematical Practice Standards apply throughout each course and, together with the content standards, prescribe that students experience mathematics as a coherent, useful, and logical subject that makes use of their ability to make sense of problem situations.
CRITICAL AREA 1: Students see how the visual displays and summary statistics they learned in earlier grades relate to different types of data and to probability distributions. They identify different ways of collecting data - including sample surveys, experiments, and simulations—and the role that randomness and careful design play in the conclusions that can be drawn.
CRITICAL AREA 2: This area develops the structural similarities between the system of polynomials and the system of integers. Students draw on analogies between polynomial arithmetic and base-ten computation, focusing on properties of operations, particularly the distributive property. Students connect multiplication of polynomials with multiplication of multi-digit integers, and division of polynomials with long division of integers. Students identify zeros of polynomials and make connections between zeros of polynomials and solutions of polynomial equations. The unit culminates with the fundamental theorem of algebra. Rational numbers extend the arithmetic of integers by allowing division by all numbers except 0. Similarly, rational expressions extend the arithmetic of polynomials by allowing division by all polynomials except the zero polynomial. A central theme of this unit is that the arithmetic of rational expressions is governed by the same rules as the arithmetic of rational numbers.
CRITICAL AREA 3: Students develop the Laws of Sines and Cosines in order to find missing measures of general (not necessarily right) triangles. They are able to distinguish whether three given measures (angles or sides) define 0, 1, 2, or infinitely many triangles. This discussion of general triangles opens up the idea of trigonometry applied beyond the right triangle—that is, at least to obtuse angles. Students build on this idea to develop the notion of radian measure for angles and extend the domain of the trigonometric functions to all real numbers. They apply this knowledge to model simple periodic phenomena.
CRITICAL AREA 4: Students synthesize and generalize what they have learned about a variety of function families. They extend their work with exponential functions to include solving exponential equations with logarithms. They explore the effects of transformations on graphs of diverse functions, including functions arising in an application, in order to abstract the general principle that transformations on a graph always have the same effect regardless of the type of the underlying functions. They identify appropriate types of functions to model a situation, adjust parameters to improve the model, and compare models by analyzing the appropriateness of the fit and making judgments about the domain over which a model is a good fit. The description of modeling as “the process of choosing and using mathematics and statistics to analyze empirical situations, to understand them better, and to make decisions” is at the heart of this area. The narrative discussion and diagram of the modeling cycle should be considered when knowledge of functions, statistics, and geometry is applied in a modeling context.
Core Standards of the Course
Strand: MATHEMATICAL PRACTICES (MP)
The Standards for Mathematical Practice in Secondary Mathematics III describe mathematical habits of mind that teachers should seek to develop in their students. Students become mathematically proficient in engaging with mathematical content and concepts as they learn, experience, and apply these skills and attitudes (Standards MP.1–8).
Make sense of problems and persevere in solving them. Explain the meaning of a problem and look for entry points to its solution. Analyze givens, constraints, relationships, and goals. Make conjectures about the form and meaning of the solution, plan a solution pathway, and continually monitor progress asking, "Does this make sense?" Consider analogous problems, make connections between multiple representations, identify the correspondence between different approaches, look for trends, and transform algebraic expressions to highlight meaningful mathematics. Check answers to problems using a different method.
Reason abstractly and quantitatively. Make sense of the quantities and their relationships in problem situations. Translate between context and algebraic representations by contextualizing and decontextualizing quantitative relationships. This includes the ability to decontextualize a given situation, representing it algebraically and manipulating symbols fluently as well as the ability to contextualize algebraic representations to make sense of the problem.
Construct viable arguments and critique the reasoning of others. Understand and use stated assumptions, definitions, and previously established results in constructing arguments. Make conjectures and build a logical progression of statements to explore the truth of their conjectures. Justify conclusions and communicate them to others. Respond to the arguments of others by listening, asking clarifying questions, and critiquing the reasoning of others.
Model with mathematics. Apply mathematics to solve problems arising in everyday life, society, and the workplace. Make assumptions and approximations, identifying important quantities to construct a mathematical model. Routinely interpret mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose.
Use appropriate tools strategically. Consider the available tools and be sufficiently familiar with them to make sound decisions about when each tool might be helpful, recognizing both the insight to be gained as well as the limitations. Identify relevant external mathematical resources and use them to pose or solve problems. Use tools to explore and deepen their understanding of concepts.
Attend to precision. Communicate precisely to others. Use explicit definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose. Specify units of measure and label axes to clarify the correspondence with quantities in a problem. Calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context.
Look for and make use of structure. Look closely at mathematical relationships to identify the underlying structure by recognizing a simple structure within a more complicated structure. See complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, see 5 – 3(x – y)2 as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers x and y.
Look for and express regularity in repeated reasoning. Notice if reasoning is repeated, and look for both generalizations and shortcuts. Evaluate the reasonableness of intermediate results by maintaining oversight of the process while attending to the details.
Strand: NUMBER AND QUANTITY - The Complex Number System (N.CN)
Use complex numbers in polynomial identities and equations. Build on work with quadratic equations in Secondary Mathematics II (Standards N.CN.8–9).
Strand: ALGEBRA - Seeing Structures in Expressions (A.SSE)
Interpret the structure of expressions. Extend to polynomial and rational expressions (Standards A.SSE.1–2). Write expressions in equivalent forms to solve problems (Standard A.SSE.4).
- Interpret parts of an expression, such as terms, factors, and coefficients.
- Interpret complex expressions by viewing one or more of their parts as a single entity. For example, examine the behavior of P(1+r/n)nt as n becomes large.
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).
Strand: ALGEBRA - Arithmetic With Polynomials and Rational Expressions (A.APR)
Perform arithmetic operations on polynomials, extending beyond the quadratic polynomials (Standard A.APR.1). Understand the relationship between zeros and factors of polynomials (Standards A.APR.2–3). Use polynomial identities to solve problems (Standards A.APR.4–5). Rewrite rational expressions (Standards A.APR.6–7).
Understand that all 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.
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.
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. For example, with coefficients determined by Pascal’s Triangle.
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.
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 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.
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, maximizing the volume of a box for a given surface area while drawing attention to the practical domain.
Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. For example, rearrange the compound interest formula to solve for t: A = P(1+ r/n)nt.
Strand: ALGEBRA - Reasoning with Equations and Inequalities (A.REI)
Understand solving equations as a process of reasoning and explain the reasoning (Standard A.REI.2). Represent and solve equations and inequalities graphically (Standard 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.★
Strand: FUNCTIONS - Interpreting Functions (F.IF)
Interpret functions that arise in applications in terms of a context (Standards F.IF.4–6). Analyze functions using different representations (Standards F.IF.7–9).
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.★
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.★
- Graph square root, cube root, and piecewise-defined functions, including step functions and absolute value functions. Compare and contrast square root, cubed root, and step functions with all other functions.
- Graph polynomial functions, identifying zeros when suitable factorizations are available, and showing end behavior.
- Graph rational functions, identifying zeros and asymptotes when suitable factorizations are available, and showing end behavior.
- Graph exponential and logarithmic functions, showing intercepts and end behavior, and trigonometric functions, showing period, midline, and amplitude.
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.
Strand: FUNCTIONS - Building Functions (F.BF)
Build a function that models a relationship between two quantities. Develop models for more complex or sophisticated situations (Standards F.BF.1). Build new functions from existing functions (Standards F.BF.3–4).
- 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.
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. Note the effect of multiple transformations on a single function and the common effect of each transformation across function types. Include functions defined only by a graph. 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.
Strand: FUNCTIONS - Linear, Quadratic, and Exponential Models (F.LE)
Construct and compare linear, quadratic, and exponential models and solve problems (Standards F.LE.3–4). Interpret expressions for functions in terms of the situation it models. Introduce f(x) = ex as a model for continuous growth (Standard F.LE.5).
Observe using graphs and tables that a quantity increasing exponentially eventually exceeds a quanitity increasing linearly, quadratically, or (more generally) as a polynomial function.
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. Include the relationship between properties of logarithms and properties of exponents, such as the connection between the properties of exponents and the basic logarithm property that log xy = log x + log y.
Strand: FUNCTIONS - Trigonometric Functions (F.TF)
Extend the domain of trigonometric functions using the unit circle (Standards F.TF.1–3). Model periodic phenomena with trigonometric functions (Standards F.TF.5–7).
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.
Use special triangles to determine geometrically the values of sine, cosine, tangent for Π/3, Π/4 and Π6, 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 inverse functions to solve trignometric equations that arise in modeling context; evaluate the solutions using technology and interpret them in terms of context. Limit solutions to a given interval. ★
Strand: GEOMETRY - Similarity, Right Triangles, and Trigonometry (G.SRT)
Apply trigonometry to general triangles. With respect to the general case of the Laws of Sines and Cosines, the definitions of sine and cosine must be extended to obtuse angles (Standards G.SRT.9–11).
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).★
Strand: STATISTICS - Interpreting Categorical and Quantitative Data (S.ID)
Summarize, represent, and interpret data on a single count or measurement variable. While students may have heard of the normal distribution, it is unlikely that they will have prior experience using it to make specific estimates. Build on students’ understanding of data distributions to help them see how the normal distribution uses area to make estimates of frequencies (which can be expressed as probabilities). Emphasize that only some data are well described by a normal distribution (Standard S.ID.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.
Strand: STATISTICS - Making Inferences and Justifying Conclusions (S.IC)
Understand and evaluate random processes underlying statistical experiments (Standard S.IC.1). Draw and justify conclusions from sample surveys, experiments, and observational studies. In earlier grades, students are introduced to different ways of collecting data and use graphical displays and summary statistics to make comparisons. These ideas are revisited with a focus on how the way in which data is collected determines the scope and nature of the conclusions that can be drawn from that data. The concept of statistical significance is developed informally through simulation as meaning a result that is unlikely to have occurred solely as a result of random selection in sampling or random assignment in an experiment. For S.IC.4, focus on the variability of results from experiments - that is, focus on statistics as a way of dealing with, not eliminating, inherent randomness (Standards S.IC.3-4, 6).
HONORS - Strand: NUMBER AND QUANTITY - Complex Number System (N.CN)
Perform arithmetic operations with complex numbers (Standard N.CN.3). Represent complex numbers and their operations on the complex plane (Standard N.CN.4–6). Use complex numbers in polynomial identities and equations (Standard N.CN.10).
HONORS - Standard N.CN.4
Represent complex numbers on the complex plane in rectangular form and polar form (including real and imaginary numbers), and explain why the rectangular form of a given complex number represents the same number.
HONORS - Standard N.CN.5
Represent addition, subtraction, multiplication, and conjugation of complex numbers geometrically on the complex plane; use properties of this representation for computation. For example, (-1 + √3 i)3 = 8 because (-1 + √3 i) has modulus 2 and argument 120°.
HONORS - Strand: FUNCTIONS - Building Functions (F.BF).
Build a function that models a relationship between two quantities (Standard F.BF.1.c). Build new functions from existing functions (Standards F.BF.4, b,c,d–5).
- 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.
- Verify by composition that one function is the inverse of another.
- Read values of an inverse function from a graph or a table, given that the function has an inverse.
- Produce an invertible function from a non-invertible function by restricting the domain.
HONORS - Strand: FUNCTIONS - Trigonometric Functions (F.TF)
Extend the domain of trigonometric functions using the unit circle (Standard T.FT.4). Model periodic phenomena with trigonometric functions (Standards T.FT.6–7). Prove and apply trigonometric identities (Standard T.FT.9).
HONORS - Standard F.TF.7
Use the inverse functions to solve trigonometric equations that arise in the modeling contexts; evaluate the solutions using technology, and interpret them in terms of the context.
HONORS - Strand: STATISTICS AND PROBABILITY - Conditional Probability and the Rules of Probability (S.CP)
Use the rules of probability to compute probabilities of compound events in a uniform probability model (Standard S.CP.9).
http://www.uen.org - in partnership with Utah State Board of Education (USBE) and Utah System of Higher Education (USHE). Send questions or comments to USBE Specialist - Lindsey Henderson and see the Mathematics - Secondary website. For general questions about Utah's Core Standards contact the Director - Jennifer Throndsen . These materials have been produced by and for the teachers of the State of Utah. Copies of these materials may be freely reproduced for teacher and classroom use. When distributing these materials, credit should be given to Utah State Board of Education. These materials may not be published, in whole or part, or in any other format, without the written permission of the Utah State Board of Education, 250 East 500 South, PO Box 144200, Salt Lake City, Utah 84114-4200.