Course Title:
Advanced Algebra With Trigonometry (Level 2 )
Grade:
12
Length of Course:
One Year (5 credits)
Prerequisite:
Algebra 2, or special permission of the Math Supervisor
Description:
The Math 12 course, although consisting primarily of Precalculus concepts, integrates geometry, discrete
mathematics and statistics together with advanced algebra concepts. Pure and applied mathematics is also
integrated throughout the course. These unifying strands are employed for a specific purpose – to
motivate, justify, extend, and enhance critical mathematical skills and concepts. A real-world orientation
is also emphasized in guiding the approaches that allow students in working out exercises and problems.
In addition to marinating a real-world orientation and integrating up-to-date technology (graphing
calculators and computers), the course emphasizes facility with more advanced algebraic expressions and
functions – especially quadratic and trigonometric relations – and other functions based on these concepts.
Students also will begin to develop an understanding of less traditional topics, such as Sampling and
Surveys – necessary in solidifying connections between the abstractions of mathematics and the real
world.
This course is consistent with the district K-12 Mathematics Program, as well as with the New Jersey Core
Curriculum Content Standards, as students continue to build on the previously studied content standards in
addition to the process standards of Problem Solving, Communication, Reasoning, Connections, and
Representation.
This Twelfth Grade course aims at preparing students for success in college-level Mathematics – Pre Calculus and eventually Calculus. To succeed in these areas of mathematics, students must acquire an
understanding of functions – particularly the properties, behavior and manipulation of important functions
such as polynomial, exponential, logarithmic and trigonometric functions. Beyond functions, students
must also then have a firm understanding of analytic trigonometry, of sequences and series and of
introductory limits. In addition, units on Probability and Counting, and Elementary Statistics (in lieu of
the more rigorous treatment of limits prescribed in the curriculum) are included to prepare students for
college-level Statistics.
Please note that the scope and sequence for this twelfth grade course may vary slightly from year to year
depending on the needs of the students. In order to succeed in many of the topics above, pupils need an
on-going, thorough review of the fundamental foundations of the understanding of this material. Thus,
included and built into the curriculum are many essential topics of review.
Evaluation:
Student performance will be measured using a variety of instructor-specific quizzes and chapter tests as
well as a common departmental Quarterly, Midterm and Final Exam. Assessments will equally emphasize
measurement of the degree to which required skills have been mastered as well as how well key concepts
have been understood.
Scope and Sequence:
A pacing guide for Level 2 is attached.
Texts:
Advanced Algebra, Scott, Foresman, and Company (1996)
Functions, Statistics and Trigonometry [FST], Scott, Foresman and Company 1996
Advanced Mathematics, Richard G. Brown, Houghton Mifflin Company 1992
Reference Texts:
Precalculus with Trigonometry, Concepts & Applications, Paul A. Foerster, Key Curriculum Press (2003)
Precalculus with Limits: Houghton Mifflin (2001)
Unit 1: Fundamentals
Learning Objectives
The student will …
1.a Develop, apply, and
explain methods for solving
problems involving rational and
negative exponents;
They will perform basic
algebraic operations on
exponential expressions, radical
expressions, and polynomial
expressions.
(4.1-B2, B4,
4.3-A3, D1, D3)
1.b Recognize and extend
previous knowledge of rational
numbers to rational
expressions. Perform basic
algebraic operations on rational
expressions.
(4.1-B1
4.3-A3, D1, D2, D3)
Content Outline
Key Definitions, Skills and Concepts
Instructional Materials
What is an exponent? What is a radical? What is a rational exponent? What is a polynomial?
[FST] – Chapter 2
Skills check, ability to:
Simplify expressions with positive, negative and fractional exponents
Simplify expressions with roots of degree 2 or higher
Switch back and forth from radical notation to fractional exponent notation
Express numbers in scientific notation
Add, subtract and multiply polynomials
Factor polynomials using a variety of techniques, such as factoring formulas, trial and error or
factoring a common monomial
Concept check:
How can our understanding of exponent notation be used to prove each of the “exponent rules”?
Advanced Algebra – Chapter 1, 7, 8
What is a rational expression?
Advanced Algebra – Chapter 7
Brown – Chapter 1, 2, 5
Skills check, ability to:
Simplify rational expressions by canceling common factors from both numerator and denominator
Multiply and divide rational expressions
Rationalize numerator or denominator using conjugate radical
Concept check:
How is simple fractional arithmetic similar to manipulating rational expressions?
Are the following statements correct? If not, why not?
a 2  b2  a  b
a 1  b 1  (a  b) 1
1.c Solve linear and quadratic
equations; Connect and explain
important aspects of these
equations and their application
to real life situations.
(4.1-A3, B1
4.3-A3, D2, D3)
What is a linear equation? What is a quadratic equation?
Skills check, ability to:
Solve a variety of linear equations
Solve multivariate equations for a given variable
Solve quadratic equations by factoring, and the quadratic formula
Solve equations radicals
Concept check:
How do you know when something is a solution to an equation?
Why is the discriminant important?
Brown – Chapter 1
Learning Objectives
The student will …
1.d Compare and contrast the
methodologies used in the
solving of linear equations and
absolute value equations.
Evaluate Algebraic Expressions
(4.1-A3, B1
4.3-A3, D2, D3)
1.e Illustrate methods of
solving Quadratic Formula and
relate the solutions to the
graphic representation of
quadratics. Interpret the
significance of the discriminant
and illustrate how it helps in
understanding the nature of the
roots of the quadratic equation.
Content Outline
Key Definitions, Skills and Concepts
Expressions and Formulas
Expressions vs. Equations: Differences and commonalities
Variables as unknowns, varying quantities, and in formulas
Evaluating Expressions & Using Formulas
Using formulas by substituting for the independent variable and simplifying
Solving Equations
Solving linear equations with one variable
Translating verbal & algebraic expressions
Reverse order of operations to solve equation
Properties of Equality: Reflexive, Symmetric, Transitive, Substitution
Solving for a particular variable in a formula
Solving Absolute Value Equations
Solve for variables inside abs value brackets
Separate into 2 equations, find 2 solutions
The Quadratic Formula and the Discriminant
The four stages of the Quadratic Formula:
Standardize: Put quadratic equation into standard form equal to zero. Id.values of a, b,c
Substitute. Simplify
Split: Separate the plus/minus expression to create (up to) 2 solutions
The Discriminant
Use discriminant to determine the nature of the solutions to the equation, and number of x- intercepts on the
graph
Instructional Materials
Brown : Chapters 1 and 3
Brown Chapter 1
FST – Chapter 2
Advanced Algebra – Chapter 6
(4.1-A3, B1
4.3-A3, D2, D3)
3
Unit 2: Functions
Learning Objectives
The student will …
2.a Use functions to model real world phenomena and solve
problems that involve varying
quantities.
(4.3-A3, B1, B2, D3)
Content Outline
Key Definitions, Skills and Concepts
Instructional Materials
What is a function? What is the domain and range of a function? When is a variable independent? When is it
dependent?
Skills check, ability to:
Evaluate functions (including piecewise defined functions)
Concept check:
What does it mean to say that f is a function of x?
True or false: f (x ) the same as f  x . Explain why.
Give examples of functions in real life. Explain why your examples are functions.
Represent functions using machine diagrams and arrow diagrams.
Represent a given function verbally, algebraically, graphically (visually) and numerically (i.e. using a table of
values).
[FST] 2-1 (The Language of
Functions)
Advanced Algebra – Chapter 1
What are the algebraic properties of functions? What is a composite function?
[FST] 3-7
Advanced Algebra – Chapter 8
Brown – Chapter 4
Unit 2: Functions – continued
2.b Combine functions to create
new functions and identify their
resulting domains.
Skills check, ability to:
Perform addition, subtraction, division and multiplication of functions (algebraically)
Find composite functions and their corresponding domains
(4.3-B4)
2.c Identify one-to-one functions,
determining and interpreting the
meaning and significance of their
corresponding inverses.
(4.1-B4)
What is a one-to-one function? What is the definition of an inverse of a function? What is the inverse function
property?
Skills check, ability to:
Test for whether a given function is one-to-one and the existence of an inverse function (horizontal line test)
Verify whether two functions are inverses
Concept check:
Why does a function that is not one-to-one not have an inverse?
Explain how one finds an inverse.
Brown – Chapter 4
[FST] 3-8 (Inverse Functions)
Advanced Algebra – Chapter 8
4
Unit 3: Polynomial and Rational Functions
Learning Objectives
The student will …
3.a Perform basic algebraic
operations on imaginary
numbers; explain their meaning
and significance.
Content Outline
Key Definitions, Skills and Concepts
Instructional Materials
Imaginary numbers
[FST] 9.6 (Complex Numbers)
Factor radicals to extract a negative & replace w/ i
Properties of imaginary numbers
Operations on imaginary numbers (+ - x ÷ )
Solve quadratic equations w/imaginary solutions
Advanced Algebra: Chapter 6
Brown – Chapter 11
Complex Numbers
Definition of Complex Number in a  bi form.
Arithmetic with complex numbers (add / subtract)
Multiplying complex numbers (using FOIL)
Complex conjugates
Divide complex numbers
Divide a complex number by a constant:
Separate fractions
Divide a complex number by imaginary number
Divide 2 complex numbers -use complex conjugate
Complex Numbers
Perform operations with complex numbers
Find complex roots for quadratic equations
Rationalize complex fractions by using the complex conjugate
Unit 3: Polynomial and Rational
Functions - continued
What is a complex number?
3.b Connect the procedures in
solving basic algebraic
operations to those necessary in
work with complex numbers;
find complex solutions to
quadratic equations.
Skills check, ability to:
Recognize complex numbers and their parts
Add, subtract, multiply and divide complex numbers
Simplify expressions with square roots of negative numbers
Find complex solutions to quadratic equations
Concept Check:
[FST] 9.6 (Complex Numbers)
Advanced Algebra: Chapter 6
Brown – Chapter 11
2
(4.3-A3)
What is the value of i ? What is the value of i ?
How do you determine whether a quadratic equation has complex solutions?
5
Unit 4: Exponential and Log Functions
Learning Objectives
The student will …
4.a Recognize and evaluate
exponential functions and relate
insights to graphical
interpretations
(4.3-B5)
4.b Recognize, evaluate, graph
and apply transformations to
logarithmic functions and
convert logarithmic functions to
exponential functions (and vice
versa).
(4.3-B5)
4.c Manipulate (i.e. expand or
combine) and evaluate
logarithmic expressions using
the laws of logarithms.
Recognize, explain and apply
insights to real -world models.
Content Outline
Key Definitions, Skills and Concepts
Instructional Materials
What is an exponential function? What is a natural exponential function?
Skills check, ability to:
Express an exponential function in standard form
Evaluate exponential functions (including natural exponential functions)
Graph exponential functions (including natural exponential functions)
Identify and distinguish graphs of exponential functions.
Concept check:
What distinguishes an exponential function from a linear function?
Give a verbal representation of an exponential function.
What is the number e and when is it used? (Or, what is so natural about the number e?)
[FST] 4.3 (Exponential Functions,
note: natural exponentials covered
in FST 4.6)
Advanced Algebra – Chapter 9
Brown – Chapter 5
What is a logarithmic function? What is a common logarithm? What is a natural logarithm?
Skills check, ability to:
Switch back and forth from logarithmic to exponential expressions.
Evaluate logarithms using basic properties of logarithms
Graph logarithmic functions
Evaluate common logarithms
Evaluate natural logarithms
Find the domain of a logarithmic function
Concept check:
How are logarithmic functions related to exponential functions?
Why is the domain of a logarithmic function restricted?
[FST] 4.5 (Logarithmic Functions)
[FST] 4.6 (e and Natural
Logarithms)
What are the laws of logarithms?
[FST] 4.7
Skills check, ability to:
Use the laws of logarithms to evaluate logarithmic expressions
Expand and combine logarithmic expressions
Concept check:
How do the laws of exponents give rise to the laws of logarithms?
Advanced Algebra – Chapter 9
Advanced Algebra – Chapter 9
Brown – Chapter 5
Brown – Chapter 5
(4.3-D1)
6
Learning Objectives
The student will …
Unit 4: Exponential and Log
Functions - continued
4.d Solve exponential and
logarithmic equations. Compare
and contrast the various
methodologies.
(4.3-A3, B1, B4, D3)
4.e Apply exponential and
logarithmic functions to real-life
situations.
(4.3-A3, B1, B2, B4, D3)
Content Outline
Key Definitions, Skills and Concepts
Instructional Materials
What is an exponential equation? What is a logarithmic equation?
Skills check, ability to:
Solve equations that involve variables in the exponent (algebraically)
Solve equations that involve logarithms of a variable (algebraically)
Solve more complicated compound interest problems (e.g. finding the term for an investment to double)
Concept check:
Why are logarithms useful in solving exponential equations?
Describe the steps involved in solving a typical logarithmic equation.
[FST] 4.8 (Solving Exponential
Equations)
Advanced Algebra – Chapter 9
Brown – Chapter 5
What is an exponential growth model? What is an exponential decay model? What are logarithmic scales?
Skills check, ability to:
Apply exponential growth models to real life situations: e.g. predicting the future (and past) size of a population
growing exponentially
Apply exponential decay models to real life situations: e.g. calculating the amount of mass remaining of a
radioactively decaying substance after t units of time.
Convert relative magnitudes measured in logarithmic scales to relative magnitudes measured in linear scales
Concept check:
What does it mean for something to grow or decay exponentially?
How do we know we can use an exponential growth or decay function to model physical phenomena?
Can a half-life decay model be alternatively expressed using a different decay factor? Give an example.
Why are logarithmic scales useful?
[FST] 4.4 (Finding Exponential
Models)
[FST] 4.9 (Exponential and
Logarithmic Modeling)
Advanced Algebra – Chapter 9
Brown – Chapter 5
7
Units 5 & 6: Trigonometric Ratios and Functions
Learning Objectives
The student will …
5.a Distinguish between the use
of radian measure and that of
degrees. They will use radian
measure to calculate the size of
an angle (or amount of rotation)
and convert between degree and
radian measure. They will
recognize the significance of the
differences in use.
Content Outline
Key Definitions, Skills and Concepts
Instructional Materials
What are radian and degree measures for angles? What are coterminal angles? What are arc length and sector areas?
Skills check, ability to:
Convert between degree and radian measure
Find coterminal angles
Find arc length and sector areas
Concept check:
Using a piece of string, demonstrate how to create an angle of measure 1, 2 and 3 radians on a circle. Hint: how is
the radius of circle related to its circumference?
In your own words, explain the concept of radian measure. Hint: Think about a circle of radius 1.
[FST] 5.1 (Measures of Angles and
Rotations),
[FST] 5.2 (Lengths of Arcs and
Areas of Sectors)
What are the six right triangle trigonometric ratios? What are special triangles?
[FST] 5.3 (Trigonometric Ratios of
Acute Angles)
(4.3-B4, D1, D2)
5.b Investigate the origins and
procedures used with the
trigonometric ratio of an acute
angle inside a right triangle.
(4.3-B4, D1, D2)
5.c Illustrate techniques in
finding the value of the
trigonometric function of an
angle (of any size).
(4.3-B4, D1, D2)
Skills check, ability to:
Find exact values of the trigonometric ratios when given two lengths of a right triangle
Use the trigonometric ratios to solve right triangles
Find the trigonometric values of special right triangles (45-45-90 and 30-60-90) without the use of a calculator
Use the inverse function on the calculator to solve for angles in applications problems
Concept check:
Justify why trigonometric ratios within a right triangle makes sense using the geometric theorem of similarity.
What are the six trigonometric ratios as defined when the angle is placed in standard position? What is a reference angle?
Skills check, ability to:
Find reference angle for any angle in standard position
Find the exact value of any special angle, including nonacute special angles
Determine in what quadrant an angle must lie given the signs of the trigonometric functions
Find the exact values of the trig functions when given one of the values
Find the area of a triangle using the SAS formula
Concept check:
To determine sin 150, sin 210, sin 330 and sin 570, I only need to know the value of sin 30. Is this true or false and
why?
[FST] 5.4 (The Sine, Cosine and
Tangent Functions),
[FST] 5.5 (Exact Values of
Trigonometric Functions)
8
Learning Objectives
The student will …
Unit 5: Trigonometric Ratios
and Functions - continued
5.d Illustrate the use of the unit
circle to find the trigonometric
ratios of a given angle (of any
size) and find the terminal point
of a given rotation around the
unit circle.
(4.3-B4, D1, D2)
Content Outline
Key Definitions, Skills and Concepts
What is the unit circle? What are the even/odd properties?
Skills check, ability to:
Use the unit circle to find the values of the six trig functions for special angles
Find a terminal point on the unit circle when given a variety of information
Concept Check:
How are the trig functions defined for the unit circle and how is this consistent with the definitions we have seen so
far?
If you are told to compare cos 77 and cos 82 and say which one is bigger without using a calculator. How would
you do it?
5.e Recognize and sketch graphs
of trigonometric functions
(comparing their structures) and
identify their key attributes (e.g.
amplitude, period).
(4.3-B4, D1, D2)
What is a periodic graph? What is meant by amplitude and period?
5.f Explain the use of the Law
of Sines and the Law of Cosines
to solve real - world problems
involving triangles.
What is the Law of Sines? What is the Law of Cosines?
(4.3-B4, D1, D2)
Instructional Materials
[FST] 5.5 (Exact Values of
Trigonometric Functions),
[FST] 5.7 (Properties of Sines,
Cosines and Tangents)
[FST] 5.6 (Graphs of the Sine,
Cosine and Tangent Functions),
Skills check, ability to:
Recognize the graphs of the three major trigonometric functions
State the amplitude and period of a given trigonometric function
Write the trigonometric function for a given graph
Concept Check:
Why is the graph of any trignometric function periodic?
How do the period and amplitude relate to our earlier studies of transforming functions?
[FST] 5.8 (The Law of Cosines),
[FST] 5.9 (The Law of Sines)
Skills check, ability to:
Use the Law of Sines and Law of Cosines to solve for all possible triangles when given a set of conditions
Use Law of Sines and Cosines to solve problems involving bearing and direction
Concept Check:
How is the Law of Cosines related to the Pythagorean theorem?
9
Unit 7: Sequences and Series
Learning Objectives
The student will …
7.a Recognize sequences and
illustrate the use of summation
notation; they will summarize
use of sequences in both explicit
and recursive forms.
(4.3-A3)
7.b Distinguish between
arithmetic and geometric
sequences and find their
formulas and partial/infinite
sums
Content Outline
Key Definitions, Skills and Concepts
What is a sequence? What are the terms of a sequence? What are the partial sums? What are explicit and recursive
formulas? What is sigma notation?
Instructional Materials
[FST] 8.1 (Formulas for
Sequences),
[FST] 8.2 (Limits of Sequences)
Skills check, ability to:
Use a sequence's explicit rule to find any term of a sequence
Find a sequence's explicit rule when given the terms of the sequence
Use a recursive rule to find the first five terms of a sequence
Write the recursive rule for a given sequence
Find the limit of a sequence
Find the partial sums of a sequence when given either its rule or the first few terms of the sequence
Evaluate an expression using sigma notation
Write a series in sigma notation
Concept check:
When a sequence is expressed with an explicit formula, what is the domain of that sequence?
Is it possible to define a sequence both recursively and explicitly?
What are arithmetic and geometric sequences? What are the formulas for the partial sums of arithmetic and geometric
series? What is the formula for the sum of an infinite geometric series?
[FST] 8.3 (Arithmetic Series),
[FST] 8.4 Geometric Series),
[FST] 8.5 Infinite Series
Skills check, ability to:
Find explicit and recursive formulas for given arithmetic and geometric sequences
(4.3-A3)
7.c Demonstrate facility and
comprehension in the expansion
of binomial expressions using
the Binomial Theorem. They
will apply their insights and
methodologies to the real world.
(4.3-A3)
What is the binomial theorem? What is Pascal's Triangle? What is factorial? What is nCr?
Skills check, ability to:
Expand a binomial expression using the binomial theorem and either Pascal's triangle or nCr
Use the binomial theorem to find just one specified term of the expansion of a given binomial expression
Factor an expression using the binomial theorem
Concept check:
Why is the binomial theorem an easier way to expand binomial expressions?
How does one construct Pascal's Triangle and what are some of the other interesting properties of the triangle?
10
Unit 8: Probability and Counting
To be covered if time permits
Learning Objectives
The student will …
9.a Explain methods of calculating
simple probabilities by counting the
number of favorable events and the
size of the sample space.
(4.4-B1, B3, B4, B5, B6)
9.b Compute probabilities using
addition and/or multiplication
counting principles.
(4.4-B1, B3, B4, B5, B6)
9.c Model situations involving
probability with simulations (using
spinners, dice, calculators and
computers) and theoretical models,
and solve problems using these
models.
Content Outline
Key Definitions, Skills and Concepts
What is the definition of sample space? What is the definition of a favorable event? What is meant by a fair event?
Instructional Materials
[FST] 7-1 (Probability of a Simple,
Discrete Event)
Skills check, ability to:
List all the outcomes of sample space for a given probabilistic experiment
List all the favorable events for a given probabilistic experiment
Compute simple probabilities from knowledge of the size of favorable events and size of the sample space
Concept check:
Why are values of probabilities always inclusively between zero and one?
Explain what is wrong, if anything, with the following statement: I flip a coin three times and it comes up head
two times, the probability of getting heads must be 2/3?
What is the addition counting principle? What is the multiplication counting principle? What is a mutually exclusive
event? What is a complementary event?
Skills check, ability to:
Compute probabilities using addition counting principles
Determine whether events are mutually exclusive
Identify complementary events
Concept check:
Why does the addition counting principle require the subtraction of the intersection of the added events?
What is an independent event? What is a dependent event? What is a conditional probability?
[FST] 7-2 (Addition Counting
Principles)
[FST] 7-3 (Multiplication Counting
Principles)
[FST] 7-4 (Compound Events)
Skills check, ability to:
Determine whether events are independent or dependent
Concept check:
When is P(A)*P(B/A) equivalent to finding P(A)*P(B)?
(4.4- B4)
11
Learning Objectives
The student will …
9.d Distinguish between
permutations and combinations and
compute permutations and
combinations.
(4.4-C1, C2, C3, C4)
Unit 9: Probability and Counting continued
Content Outline
Key Definitions, Skills and Concepts
What is a permutation? What is a combination?
Skills check, ability to:
Find the number of ways to arrange or select objects when order matters
Find the number of ways to arrange or select objects when order does not matter
Concept check:
What is the difference between a permutation and a combination?
Why does the formula for combination involve an extra division by n factorial?
What is Pascal’s Triangle?
9.e Construct and summarize
preparation of Pascal’s Triangle
and recognize its properties and
significance.
(4.4-C4)
Skills check, ability to:
Locate the numerical properties represented by the pattern in Pascal’s triangle.
9.f Interpret and explain the
expansion of binomial expressions
using the binomial theorem and
determine probabilities in binomial
experiments.
What is the binomial theorem? What is a binomial probability?
Instructional Materials
[FST] 7-5 (Advanced Counting:
Permutations)
[FST] 8-6 (Advanced Counting:
Combinations)
[FST] 8-7 (Pascal’s Triangle)
[FST] 8-8 (Binomial Theorem)
[FST] 8-9 (Binomial Probabilities)
Skills check, ability to:
Expand binomials using “n choose r”
Use the binomial theorem to solve counting problems
Determine probabilities in situations involving binomial experiments
(4.4-D2)
12
Unit Sequencing and Pacing
Timeframe
12-2 Unit Sequencing and Pacing
Quarter 1
Unit 1: Fundamentals
1.a Algebraic Notation and Manipulation (w/ focus on
factoring)
1.b Rational Expressions
1.c Linear and Quadratic Equations
1.d Evaluating Expressions and Solving Absolute Value Equations .
1.e Quadratic Formula and Discriminant
Unit 2: Functions
2.a Recognizing and evaluating functions
2.b Graphs of Functions
2.c Combinations and compositions of functions
2.d One-to-One Functions and their Inverses
Quarter 2
Unit 3: Polynomial Functions
3.d Complex Number Operations and Solutions
Unit 4: Exponential and Log Functions
4.a Exponential Functions
4.b Logarithmic Functions
4.c Laws of Logarithms
4.d Solving Exponential and Logarithmic Equations
4.e Modeling with Exponential and Logarithmic Functions
Unit 5: Trigonometric Ratios and Functions
5.a Angle Measure: Radians and Degrees
5.b Right Triangle Trigonometry
5.c Trigonometric Functions of Angles (of Any Size)
Midterm
Quarter 3
Unit 5: Trigonometric Ratios and Functions
5.d The Unit Circle
5.e Graphing Trigonometric Functions
5.f Law of Sines and Law of Cosines
Unit 6: Analytic Trigonometry (included in Unit 5)
Quarter 4
Unit 7: Sequences and Series
7.a Sequence Formulas and Limits of a Sequence
7.b Arithmetic, Geometric and Infinite Series
Unit 8: Probability and Counting (time permitting)
9.a Probability of a Simple, Discrete Event
9.b Addition and Multiplication Counting Principles
9.c Compound Events
9.d Advanced Counting: Permutations and Combinations
9.e Pascal’s Triangle
9.f Binomial Theorem and Binomial Probabilities
Final
13