Huntsville City Schools

2016 – 2017 Pacing Guide

Precalculus and Precalculus Honors
Math Practices:
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).
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.
Elaboration on each standard: www.corestandards.org/Math/Practice/
Kid friendly language: www.buncombe.k12.nc.us/Page/37507

Online Resources:
 Dan Meyer’s Ted Talk about teaching math: : https://youtu.be/qocAoN4jNwc
 Links to Dan Meyer’s 3-act activities, sorted by standard:
https://docs.google.com/spreadsheet/ccc?key=0AjIqyKM9d7ZYdEhtR3BJMmdBWnM2YWxWYVM1UWowTEE#gid=0
 Granite City Math Vocabulary: http://www.graniteschools.org/mathvocabulary/
 Open Curriculum - activities from all over the internet sorted by standard: www.opencurriculum.org
 MARS - Mathematics Assessment Resource Service – formative assessments and group activities: http://map.mathshell.org/lessons.php
 Desmos – free online calculator – excellent for working with linear equations, scatterplots, and best-fit lines : www.desmos.com Teacher
version includes lessons and activities: https://teacher.desmos.com/
 Geogebra – free online geometry tool www.geogebra.org
 Illuminations – lessons developed by NCTM: http://illuminations.nctm.org/
 Huntsville City Schools
2016 – 2017 Pacing Guide
Precalculus and Precalculus Honors
First Nine Weeks
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)

Approximate
Pacing
Standard Resources Number of
Days
Functions:
16. For a function that models a relationship between two The Textbook for this course is:
quantities, interpret key features of graphs and tables in terms of Precalculus 4th edition, Blitzer
the quantities, and sketch graphs showing key features given a
verbal description of the relationship. (Key features include Sections:
intercepts; intervals where the function is increasing, decreasing, 1.1 - Graphs and Graphing Utilities
positive, or negative; relative maximums and minimums; 1.2 - Basics of Functions and Their Graphs
symmetries; end behavior; and periodicity. Determine odd, even, 1.3 - More on Functions and Their Graphs 5
neither.)* [F-IF4]  Increase/decrease, max/min, even/odd
QC: E.2.a – Use algebraic tests to determine whether the graph of a
relation is symmetrical LTF Lessons:
QC: E.2.b – Classify functions as even, odd, or neither  Characteristics of Functions
Honors:  Describing Graphs
Evaluate the difference quotient of a function  Even/Odd Functions
17. Calculate and interpret the average rate of change of a function Sections:
(presented symbolically or as a table) over a specified interval. 1.4 (Prep.) - Linear Functions and Slope
Estimate the rate of change from a graph.* [F-IF6] 1.5 - More on Slope
 Parallel/perpendicular, average rate of 2
change
LTF Lesson:
 Calculating the Average Rate of Change
18a. Graph functions expressed symbolically, and show key features Sections:
of the graph, by hand in simple cases and using technology for 1.3 – More on Functions and Their Graphs
more complicated cases.* [F-IF7]  Piecewise Functions
a. Graph square root, cube root, and piecewise-defined functions, 1.6 – Transformations of Functions
including step functions and absolute value functions. [F-IF7b]
(Focus on using key features to guide selection of appropriate type of LTF Lessons:
model function with emphasis on piecewise, step, and absolute  Parent Function Charades
value. Also emphasize inverse and transformations of polynomials,  Frantic Functions
rational, radical, absolute value, and trigonometric functions.)  A Transformation Story 6
QC: C.1.a – Identify and graph piecewise functions, including  Applying Piecewise Functions
greatest integer, step, and absolute value functions  Piecewise Puzzle
QC: C.1.b – Identify, graph, and write equations for inverses and  Power and Root Functions – A Look at
transformations of various functions – including polynomial, Concavity
rational, radical, absolute value, and trigonometric – with and
without technology
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] Section:
2
1.7 – Combinations of functions (and Compositions)
20. Determine the inverse of a function and a relation. [AL] Section:
21. (+) Verify by composition that one function is the inverse of 1.8 – Inverse functions
another. [F-BF4b]
22. (+) Read values of an inverse function from a graph or a table, 4
given that the function has an inverse. [F-BF4c]
23. (+) Produce an invertible function from a non-invertible function
by restricting the domain. [F-BF4d]
16. For a function that models a relationship between two Section:
quantities, interpret key features of graphs and tables in terms of 1.10 – Modeling with Functions
the quantities, and sketch graphs showing key features given a
verbal description of the relationship. (Key features include
2
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]
Polynomial & Rational Functions:
2. (+) Represent addition, subtraction, multiplication, and Section:
conjugation of complex numbers geometrically on the complex 2.1 – Complex Numbers – basic operations
3
plane; use properties of this representation for computation. [N-
CN5]
18b. Graph polynomial functions, identifying zeros when suitable Sections:
factorizations are available, and showing end behavior. [F-IF7c] 2.2 – Quadratic Functions
QC: E.1.a - Solve polynomial equations using a variety of methods 2.3 – Polynomial Functions and Their Graphs
(e.g., factoring, rational roots theorem). 2.4 – Dividing Polynomials
QC: E.1.b – Use technology to approximate the real roots of a 2.5 – Zeros of Polynomial Functions
polynomial equation. 11
QC: E.2.c – Graph general polynomial functions from given LTF Lesson:
characteristics such as degree, sign of lead coefficient, and roots  Investigating Functions
and their multiplicity
QC: E.2.d – Find the rational roots, real roots, and complex roots of a
polynomial function
18c. (+) Graph rational functions, identifying zeros and asymptotes Section:
when suitable factorizations are available, and showing end 2.6 – Rational Functions and Their Graphs
behavior. [F-IF7d] LTF Lessons:
5
QC: F.1.b – Graph rational functions using intercepts, symmetry,  Rational Functions and their Asymptotes
asymptotes, and removable discontinuities  Piecewise and Rational Functions
 Power Standards for Benchmark 1
Power Standard 1: Interpret key features of graphs
ALCOS 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]

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

Power Standard 2: Graphing and transformations of functions

ALCOS 18a. 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
QC: F.1.a – Graph and analyze radical functions, including square root and cube root functions, with and without technology

Power Standard 3: Graph and find zeros of polynomial functions

ALCOS 18b. Graph polynomial functions, identifying zeros when suitable factorizations are available, and showing end behavior. [F-IF7c]

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

Power Standard 4: Graph and find intercepts and asymptotes of rational functions
ALCOS 18c. (+) 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
 Huntsville City Schools
2016 – 2017 Pacing Guide
Precalculus and Precalculus Honors
Second Nine Weeks

Approximate
Pacing
Standard Resources Number of
Days
Exponential & Logarithmic Functions:
18d. Graph exponential and logarithmic functions, showing Sections:
intercepts and end behavior, and trigonometric functions, showing 3.1 – Exponential Functions
period, midline, and amplitude. [F-IF7e] 3.2 – Logarithmic Functions
25. Compare effects of parameter changes on graphs of 3.3 – Properties of Logarithms
transcendental functions. [AL]
6
(Example: compare the graph of y=ex-2 to y=ex) LTF Lesson:
QC: F.2.a – Use properties of exponents to simplify and evaluate  Discovering the Natural Log Function
expressions involving real exponents
QC: F.2.b – Use properties of logarithms to simplify and evaluate
expressions involving logarithms
24. (+) Understand the inverse relationship between exponents and Sections:
logarithms, and use this relationship to solve problems involving 3.4 – Exponential & Logarithmic Equations
logarithms and exponents. [F-BF5] 3.5 – Exponential Growth & Decay
QC: F.2.c – Solve equations involving real exponents
QC: F.2.d – Solve equations with variable exponents by using LTF Lesson: 3
logarithms  Exponential Growth and Decay
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)
Trigonometry:
29. (+) Use special triangles to determine geometrically the values of Sections:
sine, cosine, and tangent for 4.1 (Prep.) – Angles and Radian Measure
  
, , , and use the unit circle to express 4.2 – The Unit Circle
3 4 6 4.3 – Right Triangle Trigonometry
the values of sine, cosine, and tangent for
  x,  x,and 2  x in terms of their values for x, where x is LTF Lesson:
any real number. [F-TF3]  Intro to Trig Ratios with Special Right
30. (+) Use the unit circle to explain symmetry (odd and even) and Triangles 7
periodicity of trigonometric functions. [F-TF4]
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 Section:
triangle by drawing an auxiliary line from a vertex perpendicular to 6.1 – Area of a Triangle Using Sine Formula
the opposite side. [G-SRT9] (Law of sines and cosines are not required in 1
QC: F.3.a – Use various methods to find the area of a triangle (e.g., Precal)
given the length of two sides and the included angle)
26. Determine the amplitude, period, phase shift, domain, and range Section:
of trigonometric functions and their inverses. [AL] 4.5 – Graphs of Sine and Cosine Functions
18d. Graph exponential and logarithmic functions, showing
intercepts and end behavior, and trigonometric functions, showing LTF Lesson:
period, midline, and amplitude. [F-IF7e]  Window Pane Graphing of Trig Functions
QC: F.3.c – State the amplitude, period, phase, and vertical
4
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
QC: F.3.b – Graph tangent, cotangent, secant, and cosecant Section:
2
functions and their transformations. 4.6 – Graphs of Other Trigonometric Functions
31. (+) Understand that restricting a trigonometric function to a
domain on which it is always increasing or always decreasing
Section:
allows its inverse to be constructed. [F-TF6] 2
4.7 – Inverse Trig Functions
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
Section:
technology, and interpret them in terms of the context.* [F-TF7]
4.8 – Applications of Trig Functions
QC: F.3.f - Graph and write the equations of sine and cosine
2
functions given the amplitude, period, phase shift, and vertical
LTF Lesson:
translation; use the functions to model real-life situations (e.g.
 Fitting Trig Models to Data
spring problems, ocean tides)

Trigonometric Identities:
27. Use the sum, difference, and half-angle identities to find the
exact value of a trigonometric function. [AL]
34. (+) Prove the addition and subtraction formulas for sine, cosine,
and tangent, and use them to solve problems. [F-TF9]
QC: F.3.g – Identify the sum and difference identities for the sine,
cosine, and tangent functions; apply the identities to solve
mathematical problems Sections:
QC: F.3.h – Derive, identify, and apply double-angle and half-angle 5.1 – Verifying Trig Identities
8
formulas to solve mathematical problems 5.2 – Sum and Difference Formulas
QC: F.3.i – Apply the fundamental trigonometric identities, the 5.3 – Double-Angle and Half-Angle Formulas
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 Section:
trigonometric equations 5.5 – Trigonometric Equations
QC: F.3.l – Use and evaluate inverse sine, cosine, and tangent
2
functions to solve trigonometric equations LTF Lesson:
 Investigating Double Argument
Trigonometric/Circular Equations
 Power Standards for Benchmark 2
(Note: Benchmark 2 will be cumulative but with more emphasis on topics from the 2nd nine weeks)
Power Standard 1: Solving exponential and logarithmic equations using the properties of logs
ALCOS 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.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)

Power Standard 2: Graphing exponential, logarithmic, and trigonometric functions

ALCOS 18d. Graph exponential and logarithmic functions, showing intercepts and end behavior, and trigonometric functions, showing period, midline, and
amplitude. [F-IF7e]

ALCOS 25. Compare effects of parameter changes on graphs of transcendental functions. [AL]

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

Power Standard 3: The Unit Circle

ALCOS 29. (+) Use special triangles to determine geometrically the values of sine, cosine, and tangent for

  
, , ,
and 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,
3 4 6
where x is any real number. [F-TF3]

Power Standard 4: Using inverse trig functions and trig graphs to solve real-world problems
ALCOS 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-TF.B]

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)

Power Standard 5: Use the addition and subtraction formulas for sine, cosine, and tangent to solve problems

ALCOS 34. (+) Prove the addition and subtraction formulas for sine, cosine, and tangent, and use them to solve problems. [F-TF9]
QC: F.3.g – Identify the sum and difference identities for the sine, cosine, and tangent functions; apply the identities to solve mathematical problems
 Huntsville City Schools
2016 – 2017 Pacing Guide
Precalculus and Precalculus Honors
Third Nine Weeks

Approximate
Pacing
Standard Resources Number of
Days
Complex Numbers and Polar Coordinates:
QC: I.1.a – Define polar coordinates to locate a point on a graph Sections:
QC: I.1.b – Graph polar functions by plotting points and by using 6.3 – Polar Coordinates (and converting between
technology polar and rectangular coordinates)
QC: I.1.c – Express two-dimensional points and equations in 6.4 – Graphs of Polar Equations (using graphing 5
rectangular and polar coordinates calculators)
LTF Lesson:
 Graphing Polar Equations
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
Section:
Honors:
6.5 – Complex Numbers in Polar Form; DeMoivre’s 5
4. (+) Calculate the distance between numbers in the complex
Theorem
plane as the modulus of the difference, and the midpoint of
a segment as the average of the numbers at its endpoints.
[N-CN6]
Vectors:
5. (+) Recognize vector quantities as having both magnitude 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 Section:
not the sum of the magnitudes. [N-VM4a] 6.6 – Vectors (Representation, magnitude,
b. (+) Given two vectors in magnitude and direction form, determine the
direction, addition, subtraction, scalar
magnitude and direction of their sum. [N-VM4b]
multiplication)
c. (+) Understand vector subtraction v – w as v + (–w), where –w is the 8
additive inverse of w, with the same magnitude as w and pointing in the
opposite direction. Represent vector subtraction graphically by LTF Lessons:
connecting the tips in the appropriate order, and perform vector  Applications of Vectors
subtraction component-wise. [N-VM4c]  Vectors in Geometry
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
QC: I.1.g – Use the dot product to calculate the angle between two Section:
3
vectors 6.7 – The Dot Product
28. Utilize parametric equations by graphing and by converting to Section:
rectangular form. 9.5 – Parametric Equations
a. Solve application-based problems involving parametric
2
equations. [AL]
QC: I.1.j – Graph parametric equations and write parametric
equations of lines
Conic Sections:
15. Create graphs of conic sections, including parabolas, hyperbolas, Sections:
ellipses, circles, and degenerate conics, from second-degree 9.1 – The Ellipse
equations. [AL] 9.2 – The Hyperbola
a. Formulate equations of conic sections from their determining 9.3 – The Parabola
characteristics [AL]
36. (+) Derive the equations of a parabola given a focus and directrix. LTF Lesson:
[G-GPE2]  Planets, Parametric Curves, and Ellipses
37. (+) Derive the equations of ellipses and hyperbolas given the foci, (Honors Class)
using the fact that the sum or difference of distances from the foci  Transformations of Graphs of Conic Sections
is constant. [G-GPE3] 11
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
Matrices:
14. (+) Represent a system of linear equations as a single matrix Section:
equation in a vector variable. [A-REI8] 8.1 – Matrix Solutions to Linear Systems
QC: H.1.b – Find the reduced row-echelon form of an augmented 3
matrix to solve systems of equations

10. (+) Multiply a vector (regarded as a matrix with one column) by a Section
matrix of suitable dimensions to produce another vector. Work 8.3 – Matrix Operations and Their Applications
with matrices as transformations of vectors. [N-VM11]
QC: H.1.a – Use matrices to determine the coordinates of polygons
under a given transformation
3
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]
 Power Standards for Benchmark 3
Power Standard 1: The Complex plane and Polar Coordinates

ALCOS 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.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

Power Standard 2: Magnitude, direction, and representation of Vectors

ALCOS 5. (+) Recognize vector quantities as having both magnitude 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]

ALCOS 6. (+) Find the components of a vector by subtracting the coordinates of an initial point from the coordinates of a terminal point. [N-VM2]

QC: I.1.f – Use coordinates to perform vector operations and to determine the magnitude and direction of a vector

Power Standard 3: Add and subtract vectors, algebraically and graphically

ALCOS 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]
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]

QC: I.1.e – Graphically add and subtract vectors and perform scalar multiplication

Power Standard 4: Multiply a vector by a scalar, algebraically and graphically

ALCOS 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]

Power Standard 5: Conic sections

ALCOS 15. Create graphs of conic sections, including parabolas, hyperbolas, ellipses, circles, and degenerate conics, from second-degree equations. [AL]
 a. Formulate equations of conic sections from their determining characteristics [AL]

ALCOS 36. (+) Derive the equations of a parabola given a focus and directrix. [G-GPE2]

ALCOS 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. [G-
GPE3]

QC: D.1.a – Graph ellipses and hyperbolas and their translations from given equations or characteristics

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
 Huntsville City Schools
2016 – 2017 Pacing Guide
Precalculus and Precalculus Honors
Fourth Nine Weeks

Approximate
Pacing
Standard Resources Number of
Days
Sequences and Series:
12. Derive the formula for the sum of a finite geometric series (when Sections:
the common ratio is not 1), and use the formula to solve 10.1(Prep) – Sequences & Summation Notation
problems.* (Extend to infinite geometric series.) [A-SSE4] 10.2 – Arithmetic Sequences and Series
QC: G.2.a – Find the sum of an infinite geometric series 10.3 – Geometric Sequences and Series 7
QC: G.2.b – Find or estimate the limit of an infinite sequence or LTF Lessons:
determine that the limit does not exist  Infinite Summing
 Getting Serious about Series
QC: G.2.c – Use mathematical induction to prove the validity of Section:
2
mathematical statements 10.4 – Mathematical Induction
13. (+) Know and apply the Binomial Theorem for the expansion of (x Section:
+ y)n in powers of x and y for a positive integer n, where x and y are 10.5 – The Binomial Theorem
any numbers, with coefficients determined, for example, by
Pascal’s Triangle. (The Binomial Theorem can be proved by
3
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
Limits: Sections:
4. Determine numerically, algebraically, and graphically the limits of 11.1 – Finding Limits using Tables and Graphs 6
functions at specific values and at infinity. [AL] 11.2 – Finding Limits Using Properties of Limits
 a. Apply limits in problems involving convergence and divergence. 11.4 – Introduction to Derivatives
QC: E.2.f – Use limits to approximate the slope of a curve at a point LTF Lesson:
QC: E.2.g – Use limits to approximate the area under a curve  Investigating Average Rate of Change
 Slopes of Curves
 Slopes of Secant Lines and Limits

Statistics and Probability:

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 Statistics Resources on MyMathLab:
and convert data to standard values
40. Interpret differences in shape, center, and spread in the context PreCalculus: Graphical, Numberical, Algebraic 9e
of the data sets, accounting for possible effects of extreme data By Demana
Ch. 10
points (outliers). (Identify uniform, skewed, and normal
distributions in a set of data. Determine the quartiles and 6
interquartile range for a set of data.) [S-ID3] LTF Lesson:
QC: G.1.b – Identify uniform, skewed, and normal distributions in a  Empirical Rule and Normal Distribution
set of data
41. Use the mean and standard deviation of a data set to fit it to a Another Lesson:
normal distribution and to estimate population percentages. Normal Distributions-Broad Jump Review.docx
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)

Honors:
Interpret Linear Models: Statistics Resources on MyMathLab
42. Compute (using technology) and interpret the correlation LTF Lesson: 4
coefficient of a linear fit. [S-ID8]  Linear Regression With Coded Data
43. Distinguish between correlation and causation. [S-ID9]
Making Inferences and Justifying Conclusions: Statistics Resources on MyMathLab: 6
44. Understand statistics as a process for making inferences about
population parameters based on a random sample from that PreCalculus: Graphical, Numberical, Algebraic 9e
population. [S-IC1] By Demana
Ch. 10
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] LTF lessons:
QC: G.1.d – Recognize different types of sampling procedures and  Analyzing Trig Functions
identify their strengths and limitations  The Jury (probability)
46. Recognize the purposes of and differences among sample  Applying Binomial Expansion to Probabilities
surveys, experiments, and observational studies; explain how  Let’s Take a Quiz
randomization relates to each. [S-IC3]  How’s My Driving?
Note: The remaining objectives can be saved until after the EOC  The Jury
47. Use data from a sample survey to estimate a population mean or  I Want Candy
proportion; develop a margin of error through the use of  Take a Sample Please
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. [S-IC5]
49. Evaluate reports based on data. [S-IC6]
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 Statistics Resources on MyMathLab:
as the mean of the probability distribution. [S-MD2]
52. (+) Develop a probability distribution for a random variable PreCalculus: Graphical, Numberical, Algebraic 9e
defined for a sample space in which theoretical probabilities can By Demana 6
be calculated; find the expected value. [S-MD3] Ch. 10
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]

Listed below are the technology standards for grades nine through twelve. You are to make every effort to incorporate the
applicable standards into your daily classroom lessons. These standards should be noted in your lesson plans.

Alabama Technology Standards Ninth – Twelfth Grade

Operations and Concepts

Students will:

2. Diagnose hardware and software problems.

Examples: viruses, error messages
Applying strategies to correct malfunctioning hardware and software
Performing routine hardware maintenance
Describing the importance of antivirus and security software

3. Demonstrate advanced technology skills, including compressing, converting, importing, exporting, and backing up files.
Transferring data among applications
Demonstrating digital file transfer
Examples: attaching, uploading, downloading

4. Utilize advanced features of word processing software, including outlining, tracking changes, hyperlinking, and mail merging.

5. Utilize advanced features of spreadsheet software, including creating charts and graphs, sorting and filtering data, creating formulas, and applying functions.

6. Utilize advanced features of multimedia software, including image, video, and audio editing.
Digital Citizenship

9. Practice ethical and legal use of technology systems and digital content.
Explaining consequences of illegal and unethical use of technology systems and digital content
Examples: cyberbullying, plagiarism
Interpreting copyright laws and policies with regard to ownership and use of digital content
Citing sources of digital content using a style manual
Examples: Modern Language Association (MLA), American Psychological Association (APA)

Research and Information Fluency

11. Critique digital content for validity, accuracy, bias, currency, and relevance.

Communication and Collaboration

12. Use digital tools to publish curriculum-related content.

Examples: Web page authoring software, coding software, wikis, blogs, podcasts

13. Demonstrate collaborative skills using curriculum-related content in digital environments.

Examples: completing assignments online; interacting with experts and peers in a structured, online learning environment

Critical Thinking, Problem Solving, and Decision Making

14. Use digital tools to defend solutions to authentic problems.

Example: disaggregating data electronically

Creativity and Innovation

1. Create a product that integrates information from multiple software applications.

Example: pasting spreadsheet-generated charts into a presentation