Huntsville City Schools - Instructional Guide
2015 - 2016
Course: Precalculus Honors
Grade:
11 & 12
Math Practices
Online Resources
The Standards for Mathematical Practice describe varieties of
expertise that mathematics educators at all levels should seek to
develop in their students. These practices rest on important
“processes and proficiencies” with longstanding importance in
mathematics education. The first of these are the NCTM process
standards of problem solving, reasoning and proof, communication,
representation, and connections. The second are the strands of
mathematical proficiency specified in the National Research Council’s
report Adding It Up: adaptive reasoning, strategic competence,
conceptual understanding (comprehension of mathematical
concepts, operations and relations), procedural fluency (skill in
carrying out procedures flexibly, accurately, efficiently and
appropriately), and productive disposition (habitual inclination to see
mathematics as sensible, useful, and worthwhile, coupled with a
belief in diligence and one’s own efficacy).
Dan Meyer’s Ted Talk about teaching math:
https://youtu.be/qocAoN4jNwc
1.
2.
3.
4.
5.
6.
7.
8.
Links to his 3-act activities, sorted by standard:
https://docs.google.com/spreadsheet/ccc?key=0AjIqyKM9d7ZYd
EhtR3BJMmdBWnM2YWxWYVM1UWowTEE#gid=0
Granite City Math Vocabulary:
http://www.graniteschools.org/mathvocabulary/
Make sense of problems and persevere in solving them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning of others.
Model with mathematics
Use appropriate tools strategically.
Attend to precision.
Look for and make use of structure.
Look for and express regularity in repeated reasoning .
For more:
Other online resources
Elaboration on each practice from the Common Core website:
www.corestandards.org/Math/Practice/
www.opencurriculum.org is a website that curates activities from all
over the web, sorted by standard.
1
Kid-friendly language:
www.buncombe.k12.nc.us/Page/37507
http://map.mathshell.org/lessons.php has great formative
assessments and group activities, searchable by standard.
Online tools
www.desmos.com is a free online calculator. Excellent for working
with linear equations, scatterplots, and best-fit lines.
https://teacher.desmos.com/ has some great activities for introducing
and working with functions.
www.geogebra.org is a free online geometry tool. It is great for
working with transformations.
First Nine Weeks (Aug. 4 to Oct. 2 – 43 Days)
Important Notes:
1. Common Core objectives are given by number and the Quality Core Objectives are indicated by QC and objective number
2. The number of days listed are approximate and are padded to allow a little extra time for review and tests
3. Students will be allowed to use graphing calculators on all exams for Precalculus (Benchmark and EOC)
Standard
“I Can” Statements *
Resources
(Textbook is
Blitzer)
0
Functions:
16. 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
Pacing
Recommen
dation
(Number of
Days)
I can interpret key features of graphs and tables
including:
 Intercepts
 Increasing/decreasing
 Positive/negative
Sections:
1.1
1.2
1.3
5
2
where the function is increasing, decreasing, positive,
or negative; relative maximums and minimums;
symmetries; end behavior; and periodicity. Determine
odd, even, neither.)* [F-IF4]
QC: E.2.a – Use algebraic tests to determine whether
the graph of a relation is symmetrical
QC: E.2.b – Classify functions as even, odd, or neither
Honors:
Evaluate the difference quotient of a function





17. 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.* [F-IF6]
I can:

18. Graph functions expressed symbolically, and show
key features of the graph, by hand in simple cases and
using technology for more complicated cases.* [F-IF7]
a. Graph square root, cube root, and piecewise-defined
functions, including step functions and absolute value
functions. [F-IF7b]
(Focus on using key features to guide selection of
appropriate type of model function with emphasis on
piecewise, step, and absolute value. Also emphasize
inverse and transformations of polynomials, rational,
radical, absolute value, and trigonometric functions.)
QC: C.1.a – Identify and graph piecewise functions,
including greatest integer, step, and absolute value
functions
QC: C.1.b – Identify, graph, and write equations for
inverses and transformations of various functions –
including polynomial, rational, radical, absolute value,
and trigonometric – with and without technology
I can identify, graph, and write equations for the
following functions and their transformations and
inverses:
 Polynomial
 Absolute value
 Radical
 Step
 Greatest integer
 Piecewise
 (Note: Trig functions will be graphed later
in the course)

Maximum/minimum
Symmetry
End behavior
Periodicity
Odd/even/neither
find the average rate of change of a
function (symbolically or as a table)
estimate rate of change
LTF Lessons:
 Characteristics
of Functions
 Describing
Graphs
 Even/Odd
Functions
Sections:
1.4 (Prep.)
1.5
LTF Lesson:
 Calculating the
Average Rate
of Change
Sections:
1.3 (Piecewise)
1.6
LTF Lesson:
 Parent Function
Charades
 Frantic
Functions
 A
Transformation
Story
 Applying
Piecewise
Functions
 Piecewise
Puzzle
2
6
3
QC: F.1.a – Graph and analyze radical functions,
including square root and cube root functions, with
and without technology
19. (+) Compose functions. [F-BF1c]
20. Determine the inverse of a function and a relation.
[AL]
21. (+) Verify by composition that one function is the
inverse of another. [F-BF4b]
22. (+) Read values of an inverse function from a graph
or a table, given that the function has an inverse. [FBF4c]
23. (+) Produce an invertible function from a noninvertible function by restricting the domain. [F-BF4d]
16. 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. Determine
odd, even, neither.)* [F-IF4]
I can compose functions
Section:
1.7
2
Section:
1.8
4
I can:

Determine the inverse of a function and
relation
 Verify that functions are inverses of each
other
 Read values of an inverse function from a
graph or table
 Produce an invertible function from a noninvertible function by restricting the
domain
I can sketch graphs given a verbal description of the
relationship
Section:
1.10
2
0
Polynomial & Rational Functions:
2. (+) Represent addition, subtraction, multiplication,
and conjugation of complex numbers geometrically
on the complex plane; use properties of this
representation for computation. [N-CN5]
18b. Graph polynomial functions, identifying zeros
when suitable factorizations are available, and
showing end behavior. [F-IF7c]
I can represent the following properties of complex
numbers in the complex plane:
 Addition
 Subtraction
 Multiplication
 Conjugation
For polynomial functions, I can find:
 End behavior using degree and sign of lead
coefficient
Section:
2.1
3
Sections:
2.2
2.3
2.4
11
4
QC: E.1.a - Solve polynomial equations using a variety of
methods (e.g., factoring, rational roots theorem).
QC: E.1.b – Use technology to approximate the real
roots of a polynomial equation.
QC: E.2.c – Graph general polynomial functions from
given characteristics such as degree, sign of lead
coefficient, and roots and their multiplicity
QC: E.2.d – Find the rational roots, real roots, and
complex roots of a polynomial function
c. (+) Graph rational functions, identifying zeros and
asymptotes when suitable factorizations are
available, and showing end behavior. [F-IF7d]
QC: F.1.b – Graph rational functions using intercepts,
symmetry, asymptotes, and removable
discontinuities





Solve using a variety of methods such as
factoring and rational roots theorem
Find roots and their multiplicity
Find rational, real, and complex roots
Graph the polynomial using the above
Use technology to approximate the real
roots
For rational functions, I can find:
 Zeros
 Asymptotes
 End behavior
 Intercepts
 Symmetry
 Removable discontinuities
 Sketch the graph
Total number of days (minus 3 days for district wide testing)
2.5
LTF Lesson:
 Investigating
Functions
Section:
2.6
LTF Lessons:
 Rational
Functions and
their
Asymptotes
 Piecewise and
Rational
Functions
5
40
5
Second Nine Weeks (Oct. 12 to Dec. 14 – 40 Days)
Standard
“I Can” Statements *
Resources
(Textbook is
Blitzer)
Pacing
Recommenda
tion (Number
of Days)
0
Exponential & Logarithmic Functions:
18d. Graph exponential and logarithmic functions,
showing intercepts and end behavior, and
trigonometric functions, showing period, midline, and
amplitude. [F-IF7e]
25. Compare effects of parameter changes on graphs of
transcendental functions. [AL]
(Example: compare the graph of y=ex-2 to y=ex)
QC: F.2.a – Use properties of exponents to simplify and
evaluate expressions involving real exponents
QC: F.2.b – Use properties of logarithms to simplify and
evaluate expressions involving logarithms
For exponential and logarithmic functions, I can:
Sections:
 Find intercepts
3.1
3.2
 Find end behavior
3.3
 Graph the function and transformations
 Use properties of exponents to simplify and
LTF Lesson:
evaluate expressions involving real
 Discovering
exponents
the Natural
 Use properties of logarithms to simplify and
Log Function
evaluate expressions involving logarithms
24. (+) Understand the inverse relationship between
exponents and logarithms, and use this relationship
to solve problems involving logarithms and
exponents. [F-BF5]
QC: F.2.c – Solve equations involving real exponents
QC: F.2.d – Solve equations with variable exponents by
using logarithms
QC: F.2.e – Use the natural base e to evaluate
exponential expressions, solve exponential equations,
and graph exponential functions
QC: F.2.f – Solve exponential and logarithmic equations
and real-world problems involving exponential and
logarithmic equations (e.g., compound interest,
exponential growth and decay)
I can:





Understand and use the inverse
relationship between exponents and
logarithms to solve problems
Solve equations involving real exponents
Solve equations with variable exponents by
using logarithms
Use the natural base e and natural
logarithm
Apply exponents and logarithms in realworld problems such as compound interest
and exponential growth and decay
6
Sections:
3.4
3.5
LTF Lesson:
 Exponential
Growth and
Decay
3
6
0
Trigonometry:
29. (+) Use special triangles to determine geometrically
the values of sine, cosine, and tangent for
  
, , , and use the unit circle to express
3 4 6
the values of sine, cosine, and tangent for
  x,  x,and 2  x in terms of their values for x,
where x is any real number. [F-TF3]
30. (+) Use the unit circle to explain symmetry (odd and
even) and periodicity of trigonometric functions. [FTF4]
33. 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-TF8]
Honors:
Know the unit circle values in the first quadrant
35. (+) 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. [G-SRT9]
QC: F.3.a – Use various methods to find the area of a
triangle (e.g., given the length of two sides and the
included angle)
I can:




I can:

Use special triangles to derive the unit
circle values
Use the unit circle to express the values of
sine, cosine, and tangent for
  x,  x,and 2  x in terms of their
values for x
Use the unit circle to explain symmetry and
periodicity of trig functions
Prove the Pythagorean Identity and use it
to find missing sine, cosine, or tangent
values
Derive and use the formula for finding the
area of a triangle given the lengths of 2
sides and the included angle
Sections:
4.1 (Prep.)
4.2
4.3
LTF Lesson:
 Intro to Trig
Ratios with
Special Right
Triangles
7
Section:
6.1
1
7
26. Determine the amplitude, period, phase shift,
domain, and range of trigonometric functions and their
inverses. [AL]
18d. Graph exponential and logarithmic functions,
showing intercepts and end behavior, and
trigonometric functions, showing period, midline, and
amplitude. [F-IF7e]
QC: F.3.c – State the amplitude, period, phase, and
vertical translation of transformations of the sine and
cosine functions
QC: F.3.d – Graph transformations (e.g., vertical and
horizontal translations, reflections, stretches) of the
sine and cosine functions
QC: F.3.e – Determine periodicity and amplitude from
graphs, stretch and shrink graphs both vertically and
horizontally, and translate graphs
Given a trigonometric function I can:
 Determine the amplitude, period, phase
shift, vertical shift, domain, and range from
the equation or the graph
 Graph the function, showing the period,
midline, phase shift, and amplitude
QC: F.3.b – Graph tangent, cotangent, secant, and
cosecant functions and their transformations.
I can graph tangent, cotangent, secant, and
cosecant functions and their transformations
31. (+) Understand that restricting a trigonometric
function to a domain on which it is always increasing
or always decreasing allows its inverse to be
constructed. [F-TF6]
QC: F.3.k – Identify and graph inverse sine, cosine, and
tangent functions
32. (+) 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.* [F-TF7]
QC: F.3.f - Graph and write the equations of sine and
cosine functions given the amplitude, period, phase
shift, and vertical translation; use the functions to
model real-life situations (e.g. spring problems, ocean
tides)
Section:
4.5
LTF Lesson:
 Window Pane
Graphing of
Trig Functions
4
I can:


I can:



Restrict the domain of a trig function so
that its inverse will exist
Identify and graph the inverse sine, cosine,
and tangent functions
Use inverse functions to solve trig
equations that arise in modeling contexts
Evaluate the solutions using technology
Model real-life situations using trig
functions
Section:
4.6
Section:
4.7
Sections:
4.5
4.8
LTF Lesson:
 Fitting Trig
Models to
Data
2
2
2
8
0
Trigonometric Identities:
27. Use the sum, difference, and half-angle identities to
find the exact value of a trigonometric function. [AL]
QC: F.3.g – Identify the sum and difference identities for
the sine, cosine, and tangent functions; apply the
identities to solve mathematical problems
QC: F.3.h – Derive, identify, and apply double-angle and
half-angle formulas to solve mathematical problems
QC: F.3.i – Apply the fundamental trigonometric
identities, the double-angle and half-angle identities,
and the sum and difference identities to simplify and
evaluate trigonometric expressions and prove
trigonometric identities
Honors:
34. (+) Prove the addition and subtraction formulas for
sine, cosine, and tangent, and use them to solve
problems. [F-TF9]
QC: F.3.j – Use trigonometric identities or technology to
solve trigonometric equations
QC: F.3.l – Use and evaluate inverse sine, cosine, and
tangent functions to solve trigonometric equations
I can derive, identify, and apply the following
trigonometric identities:
 Sum and difference
 Double angle
 Half angle
 And use them to solve problems or prove
trig identities
I can use trig identities and inverses to solve
trigonometric equations
Sections:
5.1
5.2
5.3
8
Section:
5.5
LTF Lesson:
 Invistigating
Double
Argument
Trigonometric
/Circular
Equations
2
Total number of days (minus 3 days for district wide testing)
37
Midterm Exams (Dec. 15 to Dec. 18 – 4 Days)
9
Third Nine Weeks (Jan. 5 to Mar. 4 – 43 Days)
“I Can” Statements *
Standard
Resources
(Textbook is
Blitzer)
0
Complex Numbers and Polar Coordinates:
QC: I.1.a – Define polar coordinates to locate a point on
a graph
QC: I.1.b – Graph polar functions by plotting points and
by using technology
QC: I.1.c – Express two-dimensional points and
equations in rectangular and polar coordinates
1. (+) Represent complex numbers on the complex
plane in rectangular and polar form (including real
and imaginary numbers), and explain why the
rectangular and polar forms of a given complex
number represent the same number. [N-CN4]
QC: I.1.d – Find powers and roots of complex numbers
in polar form using De Moivre’s theorem
Honors:
3. (+) Calculate the distance between numbers in the
complex plane as the modulus of the difference, and
the midpoint of a segment as the average of the
numbers at its endpoints. [N-CN6]
Pacing
Recommendatio
n (Number of
Days)
I can:



I can:


Locate a point on a polar graph
Graph polar functions using technology
Express points in rectangular and polar
coordinates
Represent complex numbers in rectangular
and polar form
Find powers and roots of complex numbers
in polar form using De Moivre’s theorem
Sections:
6.3
6.4
LTF Lesson:
 Graphing
Polar
Equations
5
Section:
6.5
5
10
Vectors:
0
11
5. (+) Recognize vector quantities as having both magnitude
I can:
and direction. Represent vector quantities by directed line

segments, and use appropriate symbols for vectors and
their magnitudes (e.g., v, |v|, ||v||, v). [N-VM1]
6. (+) Find the components of a vector by subtracting the

coordinates of an initial point from the coordinates of a
terminal point. [N-VM2]

7. (+) Solve problems involving velocity and other quantities
that can be represented by vectors. [N-VM3]
QC: I.1.i – Solve real-world problems involving vector
displacements (e.g., airplane in the wind, weight of an

object on a ramp)
8. (+) Add and subtract vectors. [N-VM4]

a. (+) Add vectors end-to-end, component-wise, and by the
parallelogram rule. Understand that the magnitude of a
sum of two vectors is typically not the sum of the
magnitudes. [N-VM4a]
b. (+) Given two vectors in magnitude and direction form,
determine the magnitude and direction of their sum. [NVM4b]

c. (+) Understand vector subtraction v – w as v + (–w), where
–w is the additive inverse of w, with the same magnitude
as w and pointing in the opposite direction. Represent

vector subtraction graphically by connecting the tips in the
appropriate order, and perform vector subtraction
component-wise. [N-VM4c]
9. (+) Multiply a vector by a scalar. [N-VM5]
a. (+) Represent scalar multiplication graphically by scaling
vectors and possibly reversing their direction; perform
scalar multiplication component-wise, e.g., as c(vx, vy) =
(cvx, cvy). [N-VM5a]
b. (+) Compute the magnitude of a scalar multiple cv using
||cv|| = |c|v. Compute the direction of cv knowing that
when |c|v ≠ 0, the direction of cv is either along v (for c >
0) or against v (for c < 0). [N-VM5b]
QC: I.1.e – Graphically add and subtract vectors and perform
scalar multiplication
QC: I.1.f – Use coordinates to perform vector operations and
to determine the magnitude and direction of a vector
QC: I.1.h – Resolve a vector into horizontal and vertical
components
Represent vector quantities by directed line
segments and use appropriate symbols for
vectors
Find the magnitude and direction of a
vector
Find the components of a vector by
subtracting the initial point from the
terminal point
Solve real-world problems involving vector
displacements
Add and subtract vectors:
o End-to-end
o Component-wise
o Parallelogram rule
Section:
o Understanding subtraction as
6.6
adding the inverse
Multiply a vector by a scalar
LTF Lessons:
o Graphically
 Applications
o Component-wise
of Vectors
Resolve a vector into horizontal and vertical
 Vectors in
components
Geometry
8
12
QC: I.1.g – Use the dot product to calculate the angle
between two vectors
I can:


28. Utilize parametric equations by graphing and by
converting to rectangular form.
a. Solve application-based problems involving
parametric equations. [AL]
QC: I.1.j – Graph parametric equations and write
parametric equations of lines
I can:

Find the dot product of 2 vectors
Use the dot product to calculate the angle
between 2 vectors
Graph parametric equations and write
parametric equations of lines
Section:
6.7
3
Section:
9.5
2
0
Matrices:
14. (+) Represent a system of linear equations as a
single matrix equation in a vector variable. [A-REI8]
QC: H.1.b – Find the reduced row-echelon form of an
augmented matrix to solve systems of equations
I can:

10. (+) Multiply a vector (regarded as a matrix with one
column) by a matrix of suitable dimensions to
produce another vector. Work with matrices as
transformations of vectors. [N-VM11]
QC: H.1.a – Use matrices to determine the coordinates
of polygons under a given transformation
Honors:
11. (+) Work with 2 × 2 matrices as transformations of
the plane, and interpret the absolute value of the
determinant in terms of area. [N-VM12]
I can:



Represent a system of linear equations as a
matrix equation
Use the reduced row echelon form to solve
the system
Multiply vectors represented as matrices
Use matrices to determine the coordinates
of polygons under a given transformation
Section:
8.1
3
Section
8.3
3
13
0
Conic Sections:
15. Create graphs of conic sections, including parabolas,
hyperbolas, ellipses, circles, and degenerate conics,
from second-degree equations.
a. Formulate equations of conic sections from their
determining characteristics
36. (+) Derive the equations of a parabola given a focus
and directrix. [G-GPE2]
37. (+) 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. [GGPE3]
QC: D.1.a – Graph ellipses and hyperbolas and their
translations from given equations or characteristics
QC: D.1.b – Solve systems of conics with and without
technology.
QC: D.1.c – Convert conic equations in general form to
standard form
QC: D.1.d – Determine characteristics of ellipses and
hyperbolas from given equations and graphs
QC: D.1.e – Identify and write equations for ellipses and
hyperbolas from given characteristics and graphs
I can:

Total number of days (minus 3 days for district wide testing)



Graph conic sections and determine their
characteristics from given equations
Determine the equations of conic sections
from determining characteristics (such as
foci, directrix, etc.)
Convert conic equations from general form
to standard form
Solve systems of conics with and without
technology
Sections:
9.1
9.2
9.3
LTF Lesson:
 Planets,
Parametric
Curves,
and
Ellipses
(Honors
Class)
11
40
14
Fourth Nine Weeks (Mar. 7 to May 20 – 50 Days)
Standard
“I Can” Statements *
Sequences and Series:
12. 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.* (Extend to infinite
geometric series.) [A-SSE4]
QC: G.2.a – Find the sum of an infinite geometric series
QC: G.2.b – Find or estimate the limit of an infinite
sequence or determine that the limit does not exist
QC: G.2.c – Use mathematical induction to prove the
validity of mathematical statements
13. (+) 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. (The Binomial Theorem can be proved by
mathematical induction or by a combinatorial
argument.) [A-APR5]
QC: E.2.e – Describe the binomial theorem and Pascal’s
triangle; use them to expand polynomials
I can:



Derive and use the formula for the sum of a
finite geometric series
Find the sum of an infinite geometric series
Estimate the limit of an infinite sequence or
determine that the limit does not exist
I can use mathematical induction
I can:


Expand binomials using Pascal’s Triangle
Expand binomials using the Binomial
Theorem
Pacing
Recommen
Resources
dation
(Textbook is Blitzer)
(Number of
Days)
0
Sections:
10.1 & 10.2 (Prep)
10.3
LTF Lessons:
 Infinite Summing
 Getting Serious
about Series
Section:
10.4
Section:
10.5
7
2
3
15
Limits:
4. Determine numerically, algebraically, and graphically
the limits of functions at specific values and at
infinity. [AL]
a. Apply limits in problems involving convergence and
divergence.
QC: E.2.f – Use limits to approximate the slope of a
curve at a point
QC: E.2.g – Use limits to approximate the area under a
curve
I can:




Determine numerically, algebraically, and
graphically the limits of functions at specific
values and at infinity
Apply limits in problems involving
convergence and divergence
Use limits to approximate the slope of a
curve at a point
Use limits to approximate area under a
curve
Sections:
11.1
11.2
11.4
LTF Lesson:
 Investigating
Average Rate
of Change
6
16
0
Statistics and Probability:
I can:
Interpreting Categorical and Quantitative Data:

39. Use statistics appropriate to the shape of the data

distribution to compare center (median, mean) and
spread (interquartile range, standard deviation) of

two or more different data sets. (Focus on increasing
rigor using standard deviation.) [S-ID2]

QC: G.1.c – Determine the quartiles and interquartile
range for a set of data

QC: G.1.f – Find the variance and standard deviation of
a set of data and convert data to standard values

40. Interpret differences in shape, center, and spread in
the context of the data sets, accounting for possible
effects of extreme data points (outliers). (Identify
uniform, skewed, and normal distributions in a set of
data. Determine the quartiles and interquartile range

for a set of data.) [S-ID3]
QC: G.1.b – Identify uniform, skewed, and normal
distributions in a set of data
41. 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.
QC: G.1.a – Use the standard normal curve to study
properties of normal distributions of data (e.g., give
percent of data within a given interval)
Calculate the median and mean
Calculate the quartiles and interquartile
range
Calculate the variance and standard
deviation
Use the above measurements of center and
spread of data to compare data sets
Identify uniform, skewed, and normal
distributions and account for outliers
Use the mean and standard deviation with
a standard normal curve to study
properties of normal distributions (e.g. give
percent of data within a given interval)
using technology and tables
Note: graphing calculators will be allowed
and expected on all exams
Statistics
Textbooks on
MyMathLab:
PreCalculus: Graphical,
Numberical, Algebraic
9e
By Demana
Ch. 10
Introduction to Statisitcs
4e
By Deveaux
Ch. 5, 10, 12
6
LTF Lesson:
 Empirical Rule
and Normal
Distribution
Another Lesson:
Normal
Distributions-Broad
Jump Review.docx
17
Honors:
I can:

Interpret Linear Models:
42. Compute (using technology) and interpret the
correlation coefficient of a linear fit. [S-ID8]

43. Distinguish between correlation and causation. [SID9]
I can:
Making Inferences and Justifying Conclusions:

44. Understand statistics as a process for making
inferences about population parameters based on a

random sample from that population. [S-IC1]
QC: G.1.e – Estimate population characteristics based

on samples
45. Decide if a specified model is consistent with results
from a given data-generating process, e.g., using

simulation. [S-IC2]
QC: G.1.d – Recognize different types of sampling

procedures and identify their strengths and
limitations
46. Recognize the purposes of and differences among
sample surveys, experiments, and observational
studies; explain how randomization relates to each.
[S-IC3]
47. 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-IC4]
48. Use data from a randomized experiment to compare
two treatments; use simulations to decide if
differences between parameters are significant. [SIC5]
49. Evaluate reports based on data. [S-IC6]
Use linear regression and compute the
correlation coefficient of a linear fit (using
technology
Distinguish between correlation and
causation
Estimate population characteristics based
on samples
Decide if a specified model is consistent
with results
Recognize different types of sampling
procedures and identify their strengths and
limitations
Use data from a randomized experiment to
compare two treatments
Use simulations to decide if differences
between parameters are significant
Statistics
Textbooks on
MyMathLab
4
Statistics
Textbooks on
MyMathLab:
PreCalculus: Graphical,
Numberical, Algebraic
9e
By Demana
Ch. 10
Introduction to Statisitcs
4e
By Deveaux
Ch. 5, 10, 12
6
LTF lessons:
 Analyzing Trig
Functions
 The Jury
(probability)
 Applying
Binomial
Expansion to
Probabilities
18
Honors:
Using Probability to Make Decisions:
50. (+) Define a random variable for a quantity of
interest by assigning a numerical value to each event
in a sample space; graph the corresponding
probability distribution using the same graphical
displays as for data distributions. [S-MD1]
51. (+) Calculate the expected value of a random
variable; interpret it as the mean of the probability
distribution. [S-MD2]
52. (+) Develop a probability distribution for a random
variable defined for a sample space in which
theoretical probabilities can be calculated; find the
expected value. [S-MD3]
Example: Find the theoretical probability distribution
for the number of correct answers obtained by
guessing on all five questions of a multiple-choice
test where each question has four choices, and find
the expected grade under various grading schemes.
53. (+) Develop a probability distribution for a random
variable defined for a sample space in which
probabilities are assigned empirically; find the
expected value. [S-MD4]
Example: Find a current data distribution on the
number of television sets per household in the
United States, and calculate the expected number
of sets per household. How many television sets
would you expect to find in 100 randomly selected
households?
54. (+) Weigh the possible outcomes of a decision by
assigning probabilities to payoff values and finding
expected values. [S-MD5]
I can:




Define a random variable
Graph probability distributions
Calculate the expected value of a random
variable and interpret it as the mean of the
probability distribution
Weigh the possible outcomes of a decision
by assigning probabilities to payoff values
and finding expected values
Total number of days (allows 10 days for district wide testing including EOC, Benchmark, AP, etc.)
Statistics
Textbooks on
MyMathLab:
PreCalculus: Graphical,
Numberical, Algebraic
9e
By Demana
Ch. 10
6
Introduction to Statisitcs
4e
By Deveaux
Ch. 5, 10, 12
40
19
Final Exams (May 23 to May 26 – 4 Days)
20