STAMFORD HIGH SCHOOL

COURSE DESCRIPTIONS AND CLASS EXPECTATIONS

CP Precalculus

2016/17 School Year

iodoom@stamfordct.gov

Introduction:
This course offers the student an opportunity to cover the necessary basics required for
Calculus and/or other college-level mathematics coursework and competition in the
global economy. In Pre-Calculus this year, students will work on improving their
problem solving skills. Students will be encouraged to take greater responsibility for their
own learning. They will work in small groups and individually to solve problems relating
to real world situations; which will encourage them to think and reason. Students will
also broaden their mathematical interest by reading and learning more about mathematics
in general, about its history, its great scholars, and its relationship with other subjects.
Textbook:
Larson, Precalculus withLimits
Resources
Visit my website at http://odoommath.weebly.com
UNITS OVERVIEW
1. Functions
2. Polynomial and Rational Functions
3. Trigonometric Functions
4. Application of Trigonometric Functions
5. Analytical Trigonometry
6. Vectors
7. Exponential and Logarithmic Functions
8. Sequences and Series
9. Matrices
10. Limits and Introduction to Calculus

PACING GUIDE
UNIT I - Functions

12 days

A.

Characteristics of functions
1.
Review: Domain and Range, Zeros, Intercepts, relation vs. function
2.
Using interval notation: Find intervals on function of Increasing, Decreasing,
and Constant
3.
Distinguish Between Local/Relative and Global/Absolute Extrema
4.
Symmetry
a.
About the y-axis (even)
b.
About the x-axis
c.
With respect to the origin (odd)
5.
Average rate of change over an interval of nonlinear functions
a.
Include real world problems

B.

Piecewise (including nonlinear pieces)

1. Graph
2. Evaluate functions for given values from graph and algebraic

C.

Composition
1. Domain of f(g(x)) where g(x) is a square root or rational function
2. Absolute Value graphs of nonlinear functions Ex. f(g(x)) where f(x)= |x| and
g(x) = x2 4

D.

Inverses
1.
Finding inverses
a.
rational power functions Ex. y = 2x2/3 5
b.
rational function Ex. y = (x-4) / (x+2)
2.
Is the Inverse a Function? (One-to-One or restrict domain)

UNIT II - Polynomial and Rational Functions

A.

18 days

Polynomials Review
1.
General Equation
2.
Degree, Leading Term and Leading Coefficient, End Behavior
3.
Building a Sketch or Equation
a.
Is It a Zero? (Remainder and Factor Theorem
i.
Multiplicity
b.
Writing Equations (given graph or zeros)
c.
Sketching a Graph
i.
Given an Equation in Factored Form
ii.
Given One or More Zeros; Remaining can be Found through
Factoring/Quadratic Formula
iii.
Curve-Fitting from Given Points (Calculator Utilized)
iv.
Identify Increasing/Decreasing intervals, Domain/Range

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4.

B.

Fundamental Theorem of Algebra (Degree of Polynomial = Quantity of Zeros)

a.
Imaginary and Complex Numbers
b.
Compare and Contrast Zeros and X-Intercepts

Rational Functions Review

1.
Ratio of Polynomials
2.
Domain vertical asymptotes and holes
3.
End Behavior

a.
4.
5.

Horizontal Asymptotes

Intercepts (x and y)
Sketch Graph actual extrema points not needed

C.

Applications of polynomials and rationals (using calculator)

1. Maximize volume / profits
2. Minimize surface area / costs

D.

Solving Inequalities using sign analysis

1. Quadratic
2. Polynomial (in factored form)
3. Rational

UNIT III - Trigonometric Functions

24 days

A. Radian and Degree Measure

1. Definition of Radian
2. Conversion Between Degree and Radian
3. Arc Length and Sector Area
4. Linear and Angular Speed (Objects traveling in a circular path.)
B. Unit Circle General Angle
1. Define: Unit Circle, Central Angle [Generalize:
2. Determine Trigonometric Ratio Values for Quadrantal Angles
3. Solving Right Triangles
a. Three Basic Trigonometric Ratios
b. Three Reciprocal Trigonometric Ratios
[defined in terms of Opposite-Adjacent-Hypotenuse only]
c. Find Missing Lengths of Sides and Measurements of Angles
d. Special Right Triangles: both in degrees and radians
e. Applications of Right Triangle Trigonometry
Angles of elevation
Angles of depression

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4. Extend trigonometric ratios to all angles and to all points on the plane via reference
angles.
C. Graphs
1. Construct Graphs of Sine and Cosine Using the Verticals and Horizontals,
respectively, of the Reference Triangles on the Unit Circle
2. Use the Relationships Between the Unit Circle, General Angles, and the Graphs to
Determine Domain, Range, and Period
3. Show how Domain, Range, and Period of Sine and Cosine Extend to (-,)
4. Use Generalized Graphs to Determine Symmetry: Odd (Sine), then Even (Cosine)
D. Transformations of Trigonometric Functions
1. Compare Transformed Trigonometric Graphs to Parent Graphs in Order to
Demonstrate Amplitude, Period, Phase Shift, and Vertical Shift
2. Relate Amplitude, Period, Phase Shift, and Vertical Shift to Equation
3. Given Any Transformed Equation, Construct Graph
4. From Graph, determine equation
5. Regression Model From Data using calculator

UNIT IV - Application of Trigonometric Functions

15 days

A. Inverses
1. Review Inverse Function Notation. Introduce Arc Equivalency
2. Determine Angle (Range) from a Known Ratio (Domain)
3. Ensure Inverse is a Function
a. Construct a graph to visualize
b. Restrict domain of original using HLT (Horizontal Line Test)
4. Find Angle given Exact Value
a. Special attention to: Sign, Direction, and Quadrant
b. Use limited domain (EX: sin-1(sin(4*pi/3)) = - pi/3 not 4*pi/3)
B. Solving Equations
1. Single Trigonometric Function
2. Quadratic Form
C. Solving Oblique Triangles
1. Law of Sines [Exclude the ambiguous case]
2. Law of Cosines
3. Applications
D. Area of Triangle
1. A = one-half the product of base and height
2. A = one-half the product of two sides and the sine of the included angle
3. Herons Formula

MIDTERM Exam

UNIT V - Analytical Trigonometry

18 days

A. Fundamental Identities
1. Discussion of the Difference Between Identity and Equation
2. Reciprocal
3. Quotient
4. Pythagorean
5. Odd/Even
6. Cofunctions of Complementary Angles
7. (Use to) Verify Identities
B. Sum and Difference Formulae
1. Sine and Cosine
2. Use to Find Exact Values
C. Double Angle
1
Sine and Cosine
2

Use to Find Exact Values

D. Solving Trig Equations using Identities

UNIT VI Vectors - 7 Days

1.
2.
3.

Magnitude
Direction
Components (both in <x,y> and a+b notations)
a. Horizontal
b. Vertical
4. Operations
a.
Addition
b.
Subtraction
c.
Scalar Multiplication
d.
Dot Product
5. Angle Between Two Vectors

UNIT VII - Exponential and Logarithmic

A.

Solve Exponential Equations with Like bases

B.

The Number, e
1. Application: Compounding Interest
a. Finite Compoundings

b. Infinite Compoundings End behavior of

14 days

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1. Evolution of

2.
C.

P (1 + nr ) to Pert
nt

Eulers Constant; the Natural Base; y = Cex

Logarithms
1.
Evaluation
2.
Composition of Inverses
and
5.

Properties
Change of Base
Expand Expressions
Condense Expressions

D.
E.
F.

Solve Exponential Equations with Unlike Bases

Solving Logarithmic Equations
Other Applications
1. Exponential Growth/Decay
2. Doubling, Half-Life, etc.

UNIT VIII - Sequences and Series

A.

B.

16 days

Sequences
1.
Define sequences and Distinguish between Finite and Infinite sequences
a. Recursive and Explicit Rules
b. Definitions of arithmetic and geometric sequences
c. Find the Rule, first or last term, or the number of terms
i.
Domain & Range
a.
Domain: position numbers (all the ns)
1.
Set of natural numbers if the first term is a1 , n=1
2.
Set of whole numbers if the first term is referred to as the initial term a0 ,
n=0
3.
Each interpretation is valid. However, how the explicit rule is written will
be affected (need to be interpreted).
b.
Range: the terms of the sequence
Series
1.
Definition
a.
Relate to sequences
b.
Sigma Notation
2.

Formulae of special series

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a.

Find partial sums, first or last term, or number of terms for Arithmetic and
Geometric Series

a1 + an

Sn = n
b.

Infinite Sums
1.
Arithmetic is Divergent
2.
Geometric

a1
, r <1
1 r

a.

S=

b.

r 1 Divergent

UNIT IX Matrices
A.

1 r n

Sn = a1

1 r

15 days

Definitions
1. Matrix and its dimension
2. Row and Column Matrix
3. Zero and Identity Matrix
4. Square Matrix

B. Perform Operations on Matrices

1. Addition and subtraction require matrices with the same dimensions
2. Multiplication
a. Dimensions required
b. Dimensions of output
C. Determinant of a matrix using calculator
D. Inverse Matrix using calculator
E. Systems of equations
1. Model systems using matrices
2. Solving systems using matrices
a. Familiarize with calculator (A-1B and Reduced Row Echelon Form
function)

UNIT X - Limits and Introduction to Calculus

A.

Definition of Limit
1. Estimating numerically
2. Estimating graphically

7 days

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B.

Finding Limits Algebraically

1. Properties of Limits
2. Direct Substitution
3. Canceling a Common Factor
4. Rationalizing
5. One-Sided

Expectations
All students will:
Communicate their reasoning and justifications for mathematical ideas with their
peers and the teacher
Use mathematical vocabulary during discussions
Be engaged during the explore section of the lesson
Use concrete representations or manipulatives when appropriate for the problem
Provide multiple methods and solutions for problems
Use technology when appropriate for the problem
Organize their materials in a notebook
Use math talk and explain their thinking
Show confidence in explaining their solutions
Show mathematics proficiency in understanding, computing, applying, and
reasoning
Be engaged throughout the lesson
Be empowered to THINK!
All teachers will:
Be knowledgeable about their mathematics content standards and expectations,
Use common mathematical language,
Understand and incorporate student-centered instructional practices,
Continually assess student learning using a variety of strategies,
Implement school and district mathematics initiatives,
Integrate technology to enhance instruction.
All parents will:
Provide a supportive learning environment at home,
Be actively involved with student learning and achievement,

Establish early and open communication with teacher,

Review student assignments for daily completion,
Support and encourage extra help when necessary,
Encourage good organizational skills and positive in-class behavior.

Requirements
1. Materials:
Pencil, pen, eraser, notebook, Binder
2. Homework:
Homework will be given each day and must be completed by the due date. It must be
neat (legible) and all work must be shown to get credit.
3. Participation:
Students need to actively participate in all class discussions and activities. All students
are encouraged to ask questions and offer answers.

Use of Technology in the Classroom:

1. The SHS Acceptable Use of Technology Policy will be followed in this course. Use of
the camera and recording feature of any electronic device is not permitted in this
classroom; so capturing, recording, or transmitting audio, video or still photos of
students, faculty, or staff is prohibited.
2. Students will follow school policy on technology when any hardware is used in the
classroom.

Evaluation:
There will be a number of tests and quizzes in each marking period. The tests will
always be announced in advance, quizzes may be announced or unannounced.
Your grade will be based upon: tests, quizzes, homework, special assignments, class
participation, and other activities.
The grading practice for this class is as follows:
Formal Assessments (Tests & Quizzes)

60%

Homework

10%

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Alternative Assessments
(Projects, Performance
Tasks, & Other Assignments)

30%

Final Grade: 80% quarterly grades, 10% midterm, and 10% final exam.

General Information on SHS

The Stamford High School faculty has created the following 21st Century Learning
Expectations and will work together to ensure that all students master these skills at a
proficient level (or above) by the time they graduate in preparation for college and/or the
workplace. Students will have the skills and knowledge necessary to:
Academic expectations:
1. Read and understand complex texts from all content areas, including visual texts,
in order to extract information from them.
2. Write cohesively and cite evidence when synthesizing information from multiple
texts.
3. Use critical thinking skills to analyze, interpret, and solve multi-step real-world
problems.
4. Conduct research to build and present knowledge individually or in groups.

Social expectation:
1. Develop an understanding of a healthy intellectual, physical, social, and
emotional lifestyle.
Civic expectation:
1. Develop an understanding of the meaning of citizenship.

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To apply the above learning expectations, the SHS math department will use a Critical
Thinking Rubric (below) in instruction and evaluation of students learning.

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