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Secondary Mathematics III

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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).-
FUNCTIONS - Interpreting Functions (F.IF) - Sec Math III Core Guide

The Utah State Board of Education (USBE) and educators around the state of Utah developed these guides for the Secondary Mathematics III - Interpreting Functions (F.IF). -
Introduction to the Materials (Math 3)

Introduction to the Materials in the Mathematics Three of the The MVP classroom experience begins by confronting students with an engaging task and then invites them to grapple with solving it. As students ideas emerge, take form, and are shared, the teacher orchestrates the student discussions and explorations towards a focused mathematical goal. As conjectures are made and explored, they evolve into mathematical concepts that the community of learners begins to embrace as effective strategies for analyzing and solving problems. -
Module 2: Logarithmic Functions - Student Edition (Math 3)

The Mathematics Vision Project, Secondary Math Three Module 2, Logarithmic Functions, picks up where Module 1 leaves off. Students begin to understand logarithms by drawing upon their experiences with inverses and exponential functions to evaluate, approximate, and order logarithmic expressions such log2 8 and log2 20. -
Module 2: Logarithmic Functions - Teacher Edition (Math 3)

The Mathematics Vision Project, Secondary Math Three Module 2, Logarithmic Functions, picks up where Module 1 leaves off. Students begin to understand logarithms by drawing upon their experiences with inverses and exponential functions to evaluate, approximate, and order logarithmic expressions such log2 8 and log2 20. -
Module 3: Polynomial Functions - Student Edition (Math 3)

The Mathematics Vision Project, Secondary Math Three Module 3, Polynomial Functions, begins with a task that links linear, quadratic, and cubic functions together by highlighting the rates of change of each function type and using a story context to show that a linear function is the sum of a constant, a quadratic function is the accumulation or sum of a linear function, and a cubic function is the sum of a quadratic function. -
Module 3: Polynomial Functions - Teacher Edition (Math 3)

The Mathematics Vision Project, Secondary Math Three Module 3, Polynomial Functions, begins with a task that links linear, quadratic, and cubic functions together by highlighting the rates of change of each function type and using a story context to show that a linear function is the sum of a constant, a quadratic function is the accumulation or sum of a linear function, and a cubic function is the sum of a quadratic function. -
Module 4: Rational Expressions and Functions - Student Edition (Math 3)

The Mathematics Vision Project, Secondary Math Three Module 4, Rational Expressions and Functions, students work with the fractions that are ratios of polynomials, rational expressions and functions. -
Module 4: Rational Expressions and Functions - Teacher Edition (Math 3)

The Mathematics Vision Project, Secondary Math Three Module 4, Rational Expressions and Functions, students work with the fractions that are ratios of polynomials, rational expressions and functions. -
Module 6: Modeling Periodic Behavior - Student Edition (Math 3)

The Mathematics Vision Project, Secondary Math Three Module 6, Modeling Periodic Behavior. In this module students use a Ferris wheel as a context for constructing conceptual understanding of circular trigonometry. They begin by calculating heights on the Ferris wheel, progress to calculating the heights at a given time on the Ferris wheel, and then, graphing the heights to show a sine function. -
Module 6: Modeling Periodic Behavior - Teacher Edition (Math 3)

The Mathematics Vision Project, Secondary Math Three Module 6, Modeling Periodic Behavior. In this module students use a Ferris wheel as a context for constructing conceptual understanding of circular trigonometry. They begin by calculating heights on the Ferris wheel, progress to calculating the heights at a given time on the Ferris wheel, and then, graphing the heights to show a sine function. -
Module 7: Trig. Functions, Equations & Identities - Student Edition (Math 3)

The Mathematics Vision Project, Secondary Math Three Module 7, Trigonometric Functions, Equations, and Identities, students work with more trigonometric graphs, beginning with the familiar Ferris wheel context. -
Module 7: Trig. Functions, Equations & Identities - Teacher Edition (Math 3)

The Mathematics Vision Project, Secondary Math Three Module 7, Trigonometric Functions, Equations, and Identities, students work with more trigonometric graphs, beginning with the familiar Ferris wheel context. -
Polynomials video

The video introduces and explains the topic. -
Simplifying Rational Expressions

This collection of resources to teach graphing equations in slope intercept form includes warm-up exercises, a video presentation explaining the topic, practice exercises, worked examples, practice problems, and a review. -
Throwing Baseballs

This task could be used for assessment or for practice. It allows the students to compare characteristics of two quadratic functions that are each represented differently, one as the graph of a quadratic function and one written out algebraically. Specifically, we are asking the students to determine which function has the greatest maximum and the greatest non-negative root. -
Which Function?

The task addresses knowledge related to interpreting forms of functions derived by factoring or completing the square. It requires students to pay special attention to the information provided by the way the equation is represented as well as the sign of the leading coefficient, which is not written out explicitly, and then to connect this information to the important features of the graph.

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 - Joleigh Honey 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.