Scope and Sequence

High School Advanced Algebra

Overview
This document includes the scope and sequence for the High School Advanced Algebra
Mathematics course for Chicago Public Schools. Each separate course has its own
scope and sequence and is further organized into units. The components for each
course are as follows:

Course Information
● Course Title
● Course Grade Range (HS/ES), Grade Level (ES)
● Course Standards Alignment
● Course Learning Targets/Objectives
● Course Prerequisites
● Course Curriculum Map/Pacing Guide

Unit Information (organized by each Unit)

● Unit Titles
● Unit Descriptions
● Unit Standards
● Suggested Duration of Units (by weeks)
● Curriculum Map/Pacing Guide
Advanced Algebra Scope and Sequence Outline

Course Title:
Advanced Algebra

Course Description:

The Advanced Algebra course is written to align with the third of three courses in the
traditional pathway of the Common Core State Standards, as described in Appendix A. 
Each of the three courses, Algebra I, Geometry, and Advanced Algebra contain
standards from statistics and probability. The two Algebra courses contain the bulk of
the work in number and quantity, algebra, and functions. The Geometry course covers
geometry standards from a transformational perspective and includes right triangle
trigonometry, and conics.  
The major purpose of Advanced Algebra is for students to pull together and apply the
accumulation of learning that they have from their previous courses.  Students add to
their catalog of function types to include polynomial, rational, logarithmic, and
trigonometric. They apply methods from probability and statistics to draw inferences
and conclusions from data. And, finally, students bring together all of their experience
with functions and geometry to create models and solve contextual problems. The
Mathematical Practice Standards apply throughout each course and, together with the
content standards, create mathematical learning experiences based upon reasoning
and sense-making, building perseverance and problem-solving skills, and rich in
mathematical discourse.  
Standards specified in the Widely Accepted Prerequisites (WAP’s) included in the High
School Publishers Criteria for the Common Core State Standards for Mathematics
constitute the bulk of the curriculum in Advanced Algebra.  The F-IF standards for
interpreting functions are extensively addressed in Units 1-4 with inverse functions,
logarithms, polynomial and rational functions. The functions units also contain a
number of opportunities for students to understand structure of expressions and use
various algebraic forms to model a situation or to highlight a given feature, the work
defined in the A-SSE standards.  
Standards: Advanced Algebra standards found at
ttps://www.isbe.net/Documents/Math_common_core_standards.pdf
Grade Range: HS
Course Standards:

Standard Designated Section

Domain: Number and Quantity
Perform arithmetic operations with complex numbers.
N.CN.1 Know there is a complex number i that Unit 3 Task 5 My Irrational and Imaginary Friends
2
i = −1, and every complex number has the
form a + bi with a and b real.
2 Unit 3 Task 5 My Irrational and Imaginary Friends
N.CN.2 Use the relation i = –1 and the
commutative, associative, and distributive
properties to add, subtract, and multiply
complex numbers.
Use Complex numbers in polynomial identities and equations.
N.CN.7 Solve quadratic equations with real Unit 3 Task 4 To Be Determined
coefficients that have complex solutions. Unit 3 Task 5 My Irrational and Imaginary Friends
N.CN.8 Extend polynomial identities to the Unit 3 Task 4 To Be Determined
2 Unit 3 Task 5 My Irrational and Imaginary Friends
complex numbers. For example, rewrite x + 4
Unit 4 Task 4 Getting to the Root of the Problem
as (x + 2i)(x – 2i). Unit 4 Task 6 Puzzling Over Polynomials
N.CN.9 Know the Fundamental Theorem of Unit 3 Task 4 To Be Determined
Algebra; show that it is true for quadratic Unit 3 Task 5 My Irrational and Imaginary Friends
polynomials. Unit 4 Task 3 Building Stronger Roots
Unit 4 Task 4 Getting to the Root of the Problem
Unit 4 Task 6 Puzzling Over Polynomials

Use properties of rational and irrational numbers.

N.RN.3 Explain why the sum or product of Unit 3 Task 5 My Irrational and Imaginary Friends
two rational numbers is rational; that the Unit 3 Task 6 Sorry, We’re Closed
sum of a rational number and an irrational
number is irrational; and that the product
of a nonzero rational number and an
irrational number is irrational.

Domain: Algebra
Interpret the structure of expressions. 
A.SSE.1 Interpret expressions that represent Unit 4 Task 3 Building Stronger Roots
a quantity in terms of its context. ★ Unit 4 Task 5 Is It the End?
a. Interpret parts of an expression,
such as terms, factors, and
coefficients.
b. Interpret complicated expressions
by viewing one or more of their
parts as a single entity. For
example, interpret P(1+r)n as the
product of P and a factor not
depending on P. 
A.SSE.2 Use the structure of an expression **A.SSE.2 is throughout Unit 3 and 4, both in the tasks
to identify ways to rewrite it. For example, and in the RSG’s.
4 4 22 22
see x – y as (x ) – (y ) , thus recognizing
it as a difference of squares that can be
2 2 2 2
factored as (x – y )(x + y ).
Write expressions in equivalent forms to solve problems.
A.SSE.4 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. For example, calculate mortgage
payments. ★
Perform arithmetic operations on polynomials.
A.APR.1 Understand that polynomials form Unit 3 Task 1 It All Adds Up
a system analogous to the integers; namely, Unit 3 Task 2 Pascal’s Pride
they are closed under the operations of Unit 3 Task 3 Divide and Conquer
addition, subtraction, and multiplication; add, Unit 3 Task 6 Sorry, We’re Closed
subtract, and multiply polynomials.

Understand the relationship between zeros and factors of polynomials.

A.APR.2 Know and apply the Remainder Unit 3 Task 3 Divide and Conquer
Theorem: For a polynomial p(x) and a
number a, the remainder on division by x-a is
a factor of p(x).

A.APR.3 Identify zeros of polynomials when Unit 4 Task 3 Building Stronger Roots
suitable factorizations are available and use Unit 4 Task 4 Getting to the Root of the Problem
the zeros to construct a rough graph of the Unit 4 Task 6 Puzzling Over Polynomials
function defined by the polynomial.

Use polynomial identities to solve problems.

A.APR.4 Prove polynomial identities and use **A.APR.4 is throughout Unit 3 and 4, both in the tasks
them to describe numerical relationships. and in the RSG’s.
2 2
For example, the polynomial identity (x + y
2 2 22 2
) = (x – y ) + (2xy) can be used to
generate Pythagorean triples.

A.APR.5 Know and apply the Binomial Unit 3 Task 2 Pascal’s Pride
n
Theorem for the expansion of (x+ y) in
powers of x and y for a positive integer n,
where x and y are any given numbers, with
coefficients determined by example by
Pascal’s Triangle.

Rewrite rational expressions.

A.APR.6 Rewrite simple rational expressions Unit 5 Task 4 Are You Rational
𝑎(𝑥)
in different forms; write 𝑏(𝑥) in the form
𝑟(𝑥)
𝑞(𝑥) + 𝑏(𝑥)
where 𝑎(𝑥), 𝑏(𝑥), 𝑞(𝑥)𝑎𝑛𝑑 𝑟(𝑥)
are polynomials with degree of 𝑟(𝑥) less
than the degree of 𝑏(𝑥), using inspection,
long division, or for the more complicated
examples, a computer algebra system.
A.APR.7 Understand the rational Unit 5 Task 4 Are You Rational
expressions form a system analogous to the Unit 5 Task 5 Act Rational
rational numbers, closed under addition,
subtraction, multiplication, and division by a
nonzero rational expression; add, subtract,
multiply and divide rational expressions.

Create equations that describe numbers or relationships.

A.CED.1 Create equations and inequalities in **A.CED.1 is introduced and solidified in Algebra I and
one variable and use them to solve then implemented throughout curriculum
problems. Include equations arising from
linear and quadratic functions, and simple
rational and exponential functions.
A.CED.2 Create equations in two or more Unit 4 Task 1 Scott’s Macho March
variables to represent relationships between Unit 4 Task 6 Puzzling Over Polynomials
quantities; graph equations on coordinate Unit 5 Task 1 Winner, Winner
axes with labels and scales. Unit 5 Task 2 Shift and Stretch
Unit 5 Task 3 Rational Thinking
A.CED.3 Represent constraints by equations **A.CED.3 is introduced and solidified in Algebra I and
or inequalities, and by systems of equations then implemented throughout curriculum
and/or inequalities, and interpret solutions
as viable or non-viable options in a modeling
context. For example, represent inequalities
describing nutritional and cost constraints on
combinations of different foods.
A.CED.4 Rearrange formulas to highlight a **A.CED.4 is introduced and solidified in Algebra I and
quantity of interest, using the same then implemented throughout curriculum
reasoning as in solving equations. For
example, rearrange Ohm's law V = IR to
highlight resistance R.
Understand solving equations as a process of reasoning and explain the reasoning.
A.REI.2 Solve simple rational and radical Unit 5 Task 7 We All Scream
equations in one variable, and give examples **A.REI.2 is found in several RSG’s throughout Unit 5
showing how extraneous solutions may
arise.

Represent and solve equations and inequalities graphically. 

A.REI.11 Explain why the x-coordinates of **A.REI.11 is introduced and solidified in Algebra I and
the points where the graphs of the then implemented throughout curriculum
equations y = f(x) and y = g(x) intersect are
the solutions of the equation f(x) = g(x); find
the solutions approximately, e.g., using
technology to graph the functions, make
tables of values, or find successive
approximations. Include cases
where f(x) and/or g(x) are linear, polynomial,
rational, absolute value, exponential, and
logarithmic functions. ★
Domain: Function
Interpret functions that arise in applications in terms of a context.
F.IF.4 For a function that models a Unit 4 Task 2 You-mix Cubes
relationship between two quantities, Unit 4 Task 5 Is It the End?
interpret key features of graphs and tables in Unit 5 Task 6 Sign on the Dotted Line
terms of the quantities, and sketch graphs Unit 6 Task 4 More Ferris Wheels
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.★
F.IF.5 Relate the domain of a function to its Unit 4 Task 2 You-mix Cubes
graph and, where applicable, to the Unit 5 Task 1 Winner, Winner
quantitative relationship it describes. For Unit 5 Task 3 Rational Thinking
example, if the function h(n) gives the
number of person-hours it takes to assemble
n engines in a factory, then the positive
integers would be an appropriate domain for
the function.★
F.IF.6 Calculate and interpret the average **F.IF.6 is introduced in Algebra I and then occurs
rate of change of a function (presented throughout curriculum
symbolically or as a table) over a specified
interval. Estimate the rate of change from a
graph.★
Analyze functions using different representations.
F.IF.7 Graph functions expressed Unit 2 Task 2 Falling Off a Log
symbolically and show key features of the Unit 3 Task 1 It All Adds Up
graph, by hand in simple cases and using Unit 4 Task 2 You-mix Cubes
technology for more complicated cases.★ Unit 5 Task 1 Winner, Winner
Unit 5 Task 2 Shift and Stretch
b. Graph square root, cube root, and Unit 5 Task 3 Rational Thinking
piecewise-defined functions, Unit 5 Task 6 Sign on the Dotted Line
including step functions and
absolute value functions.
c. Graph polynomial functions,
identifying zeros when suitable
factorizations are available, and
showing end behavior.
e. e. Graph exponential and logarithmic
functions, showing intercepts and
end behavior, and trigonometric
functions, showing period, midline,
and amplitude.
F.IF.8 Write a function defined by an Unit 2 Task 3 Chopping Logs
expression in different but equivalent forms Unit 2 Task 4 Log-Arithm-etic
to reveal and explain different properties of
the function.
F.IF.9 Compare properties of two functions **F.IF.9 is introduced and solidified in Algebra I and
each represented in a different way then implemented throughout curriculum
(algebraically, graphically, numerically in
tables, or by verbal descriptions). For
example, given a graph of one quadratic
function and an algebraic expression for
another, say which has the larger maximum.
Build a function that models a relationship between two quantities.
 F.BF.1 Write a function that describes a Unit 1 Task 1 Brutus Bites Back
relationship between two Unit 1 Task 2 Flipping Ferraris
quantities.* Unit 1 Task 3 Tracking the Tortoise
b. Combine standard function types using Unit 3 Task 1 It All Adds Up
arithmetic operations. Unit 3 Task 6 Sorry, We’re Closed
For example, build a function that models Unit 4 Task 1 Scott’s Macho March
the temperature of a cooling body by Unit 8 Task 2 Imagineering
adding a constant function to a Unit 8 Task 3 The Bungee Jump Simulator
decaying exponential, and relate these Unit 8 Task 4 Composing and Decomposing
functions to the model. Unit 8 Task 5 Translating My Composition
Unit 8 Task 6 Different Combinations
Build new functions that exist from existing functions.
F.BF.3 Identify the effect on the graph of Unit 2 Task 2 Falling Off a Log
replacing f(x) by f(x) + k, k f(x), f(kx), and f(x + Unit 4 Task 2 You-mix Cubes
k) for specific values of k (both positive and Unit 4 Task 5 Is It the End?
negative); find the value of k given the Unit 5 Task 2 Shift and Stretch
graphs. Experiment with cases and illustrate Unit 6 Task 4 More Ferris Wheels
an explanation of the effects on the graph Unit 7 Task 1 High Noon and Sunset Shadows
using Unit 7 Task 3 Getting on the Right Wavelength
technology. Include recognizing even and Unit 8 Task 1 Function Family Reunion
odd functions from their graphs and Unit 8 Task 5 Translating My Composition
algebraic expressions for them.
F.BF.4 Find inverse functions. Unit 1 Task 1 Brutus Bites Back
a. Solve an equation of the form f(x) = c for Unit 1 Task 2 Flipping Ferraris
a simple function f that has an inverse Unit 1 Task 3 Tracking the Tortoise
and write an expression for the Unit 1 Task 4 Pulling a Rabbit Out of a Hat
inverse. For example, f(x) = 2 x3 or f(x) Unit 1 Task 5 Inverse Universe
= (x+1)/(x-1) for x ≠ 1. Unit 7 Task 2 High Tide
Unit 7 Task 3 Getting on the Right Wavelength
F.BF.5(+) Understand the inverse Unit 2 Task 1 Log Logic
relationship between exponents and Unit 2 Task 2 Falling Off a Log
logarithms and use this relationship to solve
problems involving logarithms and
exponents.
Construct and compare linear, quadratic and exponential models and solve problems.
F.LE.3 Observe using graphs and tables that Unit 4 Task 1 Scott’s Macho March
a quantity increasing exponentially Unit 4 Task 5 Is It the End?
eventually exceeds a quantity increasing
linearly, quadratically, or (more generally) as
a polynomial function.
F.LE.4 For exponential models, express as a Unit 2 Task 1 Log Logic
logarithm the solution to Unit 2 Task 3 Chopping Logs
𝑐𝑡
𝑎𝑏 = 𝑑 𝑤ℎ𝑒𝑟𝑒 𝑎, 𝑐 𝑎𝑛𝑑 𝑑 are numbers and Unit 2 Task 4 Log-Arithm-etic
the base b is 2, 10, or e; evaluate the Unit 2 Task 5 Powerful Tens
logarithm using technology.
Extend the domain of trigonometric functions using the unit circle.
F.TF.1 Understand radian measure of an Unit 6 Task 6 Diggin’ It
angle as the length of the arc on the unit Unit 6 Task 7 Staking It
circle subtended by the angle. Unit 6 Task 8 “Sine”ing and “Cosine”ing It
Unit 6 Task 9 Water Wheels and Unit Circle
F.TF.2 Explain how the unit circle in the Unit 6 Task 3 More “Sine” Language
coordinate plane enables the extension of Unit 6 Task 5 Moving Shadows
trigonometric functions to all real numbers,Unit 6 Task 6 Diggin’ It
interpreted as radian measures of angles Unit 6 Task 7 Staking It
traversed counterclockwise around the unit Unit 6 Task 8 “Sine”ing and “Cosine”ing It
circle. Unit 6 Task 9 Water Wheels and Unit Circle
Unit 7 Task 4 Off on a Tangent
Model periodic phenomena with trigonometric functions.
F.TF.5 Choose trigonometric functions to Unit 6 Task 1 George W. Ferris’ Day Off
model periodic phenomena with specified Unit 6 Task 2 “Sine” Language
amplitude, frequency, and midline. ★ Unit 6 Task 4 More Ferris Wheels
Unit 6 Task 5 Moving Shadows
Unit 7 Task 1 High Noon and Sunset Shadows
Unit 7 Task 2 High Tide
Unit 7 Task 3 Getting on the Right Wavelength
Unit 7 Task 4 Off on a Tangent
Prove and apply trigonometric identities.
F.TF.8 Prove the Pythagorean identity Unit 7 Task 5 Maintaining Your Identity
2 2
𝑠𝑖𝑛 (θ) + 𝑐𝑜𝑠 (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.
Domain: Statistics
Summarize, represent and interpret data on a single count or measurement system.
S.ID.4 Use the mean and standard deviation Unit 9 Task 1 What is Normal?
of a data set to fit it to a normal distribution Unit 9 Task 2 Just ACT Normal
and to estimate population percentages. Unit 9 Task 3 Y B Normal?
Recognize that there are data sets for which Unit 9 Task 4 Wow! That’s Weird!
such a procedure is not appropriate. Use
calculators, spreadsheets, and tables to
estimate areas under the normal curve.
Understand and evaluate random processes underlying statistical experiments.
S.IC.1 Understand that statistics allows Unit 9 Task 5 Would You Like to Try a Sample?
inferences to be made about population Unit 9 Task 6 Let’s Investigate
parameters based on a random sample from Unit 9 Task 7 Slacker’s Simulation
that population.
S.IC.2 Decide if a specified model is Unit 9 Task 6 Let’s Investigate
consistent with results from a given
data-generating process, e.g., using
simulation. For example, a model says a
spinning coin falls heads up with probability
0.5. Would a result of five tails in a row cause
you to question the model?
Make inferences and justify conclusions from sample surveys, experiments and observational
studies.
S.IC.3 Recognize the purposes of and Unit 9 Task 6 Let’s Investigate
differences among sample surveys, Unit 9 Task 7 Slacker’s Simulation
experiments, and observational studies;
explain how randomization relates to each.
S.IC.4 Use data from a sample survey to Unit 9 Task 5 Would You Like to Try a Sample?
estimate a population mean or proportion;
develop a margin of error through the use of
simulation models for random sampling.
S.IC.5 Use data from a randomized
experiment to compare two treatments; use
simulations to decide if differences between
parameters are significant.
S.IC.6 Evaluate reports based on data.

Course Prerequisites:
Algebra 1 and Geometry

Units: Titles, Standards, Description and Suggested Duration:

A list of the unit titles in sequential order that will be taught in the course. Unit
Summaries/Descriptions:
A concise written summary or overview of each unit that will be taught in the course.
The academic standards for each unit. These standards will be tagged to the unit in the
CPS Learning Object Repository. A suggested time frame for each unit to be taught.
This should be listed in weeks.

Advanced Algebra Units

Unit 1: Functions and Inverses
Suggested Duration of Unit Major Standards
Unit F.BF.1, F.BF.4
2 weeks
Unit Description
The curriculum takes a coherent approach to functions across grade levels.  The
following big ideas of functions are introduced in Algebra 1, reinforced in Geometry
and fully realized with several different function types in Advanced Algebra:  
● Functions are categorized by their rates of change.
● The key features of functions are tools for analysis:
● Domain and range
● Intervals of increase and decrease
● Maxima and minima
● x and y intercepts
● Continuity
● Functions can be transformed in the same, predictable way.  
● Different algebraic forms of functions have purpose in different situations.  
● Functions can be combined together (using basic operations or composed) to
make new functions, usually retaining some of the features of both functions.  

In Algebra I, students did extensive work with linear, exponential, and quadratic
functions.  They also learned about piecewise and absolute value functions and were
introduced to inverse functions.  Advanced Algebra, Unit 1, Functions and Their
Inverses, reviews the features of linear, exponential, and quadratic functions and
general inverse relationships.  The idea that the inputs and outputs are reversed in
inverse functions is reinforced in the Unit using tables, graphs, equations, and story
context. Students consider situations when the inverse is not a function and learn
about invertibility.  Students write equations of inverse functions, recognizing that
inverse functions have inverse operations in the reverse order. As students use a
story context to reason about the inverse of an exponential function, the concept of a
logarithm is introduced. 

The End-of-Unit Assessment allows students to demonstrate their understanding of

the following:

● Recognize how the inverse is highlighted in each representation:

○Table: Input/output switch in a table
○Graph: function is reflected over f(x) = x
○Equation: inverse equations created using inverse operations
○Context: Independent and dependent variable switch places
● Create and verify inverse functions
○Examine the domain and range and know whether a function is invertible in a
given domain.
○Know how to restrict the domain of a function such that the inverse is also a
function.
○Verify when two functions are inverses of each other
● Match functions and their inverses together using various representations
verify the inverse relationship between two functions.

Advanced Algebra Units

Unit 2: Logarithmic Functions
Suggested Duration of Unit Major Standards
Unit F.BF.5, F.LE.4, F.IF.7a, F.IF.8
4 weeks
Unit Description
Unit 2, Logarithmic Functions, picks up where Unit 1 leaves off.  Students begin to
understand logarithms by drawing upon their experiences with inverses and
exponential functions to evaluate, approximate, and order logarithmic expressions
such 8 and 20. Through this experience, students recognize some basic properties of
logarithms including  b=1,  1=0, and bn=n .    They use known log values to graph
logarithmic parent functions such as y=x and then use the parent functions,
recognizing the vertical asymptote and the anchor point (1,0) to graph
transformations such as y=1+(x-3) .  The addition, subtraction, and multiplication
properties for logarithms are derived from recognizing transformations of graphs of
equivalent functions.  Students use the log properties to write equivalent expressions
and evaluate unknown log quantities using known log values. Students also solve
simple exponential and log equations algebraically and using tables and graphs.

The Honors tasks in Unit 2 introduce exponential functions with base e and natural
logarithm functions.  Students model continuous growth situations and solve
equations using natural logs.  More complicated exponential and log equations are
introduced with support for solving them, along with analysis of common
misconceptions.    

The End-of-Unit Assessment allows students to demonstrate their understanding of

the following:

● Evaluate and compare basic logarithmic expressions.

● Graph logarithmic functions with transformations (from the parent function).
● Explore properties of logarithms.
● Evaluate expressions using log properties.
● Solve exponential and logarithmic functions in base 10 using technology.

Advanced Algebra Units

Unit 3: Number Systems and Operations
Suggested Duration of Unit Unit Major Standards
3 weeks N.RN.3, N.CN.1, N.CN.2, N.CN.7, N.CN.8, N.CN.9,
A.APR.1, A.APR.2, A.APR.5, A.REI.4, F.BF.1, F.IF.7
Honors: N.CN.3, N.CN.4, N.CN.5, N.CN.6
Unit Description
In Unit 3, Numbers and Operations students learn to identify and classify polynomials. 
As students are solving quadratic equations, they encounter equations that give
solutions like: x=3±-4.  Students know from previous experience that square roots are
undefined for negative values, so these solutions present a problem.  This problem is
resolved by introducing imaginary numbers and using them to write solutions to
quadratic equations. They compare polynomials to integers and learn that their
structures are analogous.  Students perform the basic operations of addition,
subtraction, multiplication and division with conceptual connections made to how the
operations work with integers. Students extend their work with area models for two
binomials from Algebra I to higher powered expressions.  They also learn to expand
binomials using patterns in Pascal’s Triangle. Besides performing the basic
operations with polynomials, students are introduced to the idea of closure. They
construct arguments about statements regarding closure of the set of polynomials
under given operations and learn that polynomials are closed under the same
operations as integers.  
The End-of-Unit Assessment allows students to demonstrate their understanding of
the following:
 ● Solutions to polynomials are not always real (imaginary numbers are
introduced and used to write solutions to quadratic equations);
● Compare polynomials to integers and learn that their structures are analogous; 
● Extend work with area models for two binomials to higher powered
expressions; and
● Perform basic operations with polynomials and understand that polynomials
are closed under the same operations as integers.

Advanced Algebra Units

Unit 4: Polynomial Functions
Suggested Duration of Unit Major Standards
Unit N.CN.9, A.SSE.1, A.APR.3, A.CED.2, F.BF.1, F.BF.3, F.LE.3,
3 weeks F.IF.4, F.IF.5, F.IF.7
Unit Description
Unit 4, Polynomial Functions, begins with a task that links linear, quadratic, and cubic
functions together by highlighting the rates of change of each function type and using
a story context to show that a linear function is the sum of a constant, a quadratic
function is the accumulation or sum of a linear function, and a cubic function is the
sum of a quadratic function.  Students generalize the pattern they see that linear
functions have a constant first difference, quadratic functions have a constant second
difference, and cubic functions have a constant third difference, to predict that the
pattern continues for quartic polynomials and the rest of the polynomial family. As
the Unit proceeds, students graph y=x3, identify its features, and transform the graph. 
They use the Fundamental Theorem of Algebra and their previous experience with
quadratics to identify the number of possible roots, both real and complex, for a given
polynomial.    In the context of predicting end behavior for even and odd-powered
polynomials, they are introduced to the concept of even and odd functions. The Unit
ends with students synthesizing their understanding of end behavior and roots to
write equations and graph polynomials given various information.  

Most of the standards in Number and Quantity are addressed in Algebra I.  In
Advanced Algebra, students work with complex numbers and quadratic functions and
then extend that thinking to higher-powered polynomials.  In Unit 4, Polynomial
Functions, students use the Fundamental Theorem of Algebra to predict the number
of roots of a polynomial. They find real and complex roots.  They use the relationship
between roots and factors to write equations of polynomials in factored and standard
form, given a known root.  

The End-of-Unit Assessment allows students to demonstrate their understanding of

the following:
 ● Understand rates of change of polynomial functions.
● Graph cubic and other polynomial functions using knowledge of
transformations.
● Understand the Fundamental Theorem of Algebra and apply it to cubic
functions to find roots.
● Find the roots of polynomials and write polynomial equations in factored form.
● Understand end behavior of polynomial functions
● Identify even and odd functions.
● Analyze polynomials: determine roots, identify end behavior, and write
equations.

Advanced Algebra Units

Unit 5: Rational Functions and Expressions
Suggested Duration of Unit Major Standards
Unit A.CED.2, A.APR.6, A.APR.7, A.REI.2, A.SSE.3, F.BF.3, F.IF.4,
3 weeks F.IF.5, F.IF.7d
Unit Description
In Unit 4, students saw that dividing two polynomials sometimes resulted in a
remainder, which could be written as a fraction.  In Unit 5, Rational Expressions and
Functions, students work with the fractions that are ratios of polynomials, rational
expressions and functions.  The Unit begins with a story context to provide conceptual
understanding of the simple rational function, y=1/x, for both large values of x and for
x approaching zero.  The context provides meaning for both the horizontal and vertical
asymptotes and supports students in thinking about dividing by fractions.  The Unit
continues with students transforming the graph of y=1/x and then introduces more
complicated rational functions.  The rational functions are categorized by comparing
the degree of the numerator and the denominator so that students learn to predict
horizontal, slant, and vertical asymptotes, and find x-intercepts.  Students develop a
strategy for determining and keeping track of the behavior of the function near the
vertical asymptotes so that they can easily graph any rational function. Technology is
used throughout the Unit to support students in making conjectures and reasoning
about rational functions. 

In Unit 5, students compare rational expressions to rational numbers and perform

operations on rational expressions using the same properties.  Students learn to
simplify rational expressions and to rewrite rational expressions given in the form
a(x)/b(x) into the form qx+r(x)/b(x) to facilitate graphing the function using
transformations or other strategies, depending on the relationship between ax and bx. 
Students model real situations using rational functions and solve rational equations. 
They learn to recognize extraneous solutions and to interpret solutions based upon
the context.  
The End-of-Unit Assessment allows students to demonstrate their understanding of
the following:

● Understanding key features of rational functions, including transformations,

intercepts, end behavior and asymptotic behavior, .
● Writing rational functions and expressions in an equivalent form.
● Adding, subtracting, multiplying, and dividing rational expressions.
● Modeling with rational functions, and solving equations that contain rational
expressions.

Advanced Algebra Units

Unit 6: Modeling Periodic Behavior
Suggested Duration of Unit Major Standards
Unit F.TF.1, F.TF.2, F.TF.5, F.IF.4, F.BF.3
3 weeks
Unit Description
The next functions Unit is Unit 6, Modeling Periodic Behavior.  In this Unit, students
use a Ferris wheel as a context for constructing conceptual understanding of circular
trigonometry.  They begin by calculating heights on the Ferris wheel, progress to
calculating the heights at a given time on the Ferris wheel, and then, graphing the
heights to show a sine function.  This progression of concepts takes students from
static right triangle trigonometry that they learned in Geometry to defining a more
dynamic sine function in terms of angles of rotation.  At the end of the learning cycle,
students also consider the shadows cast at a giving time, which produces a cosine
function. The second learning cycle of the Unit re-establishes and extends students’
understanding of radians, which were introduced in Geometry.  They find arc lengths
on concentric circles and compare the ratio of arc length to radius on the circles,
noticing that they are same for a given angle of rotation. This learning cycle
culminates in defining sine and cosine on the unit circle, in terms of angles given in
radians.  

The End-of-Unit Assessment allows students to demonstrate their understanding of

the following:

● Use reference triangles, right triangle trigonometry and the symmetry of a circle
to find the y-coordinates of points on a circular path (both static and dynamic)
and also find the x-coordinates of points on a circular path (static and
dynamic)
● Graph a sine and a cosine function to model circular motion and relating
features of the graph to the parameters of the function
● Define sine and cosine on the unit circle in terms of angles of rotation
measured in radians
 Advanced Algebra Units
Unit 7: Trigonometric Functions, Equations, and Identities
Suggested Duration of Unit Major Standards
Unit F.TF.2, F.BF.3, F.BF.4, F.TF.5, F.TF.8, F.IF.5
3 weeks Honors: N.CN.4, N.CN.5, F.TF.7, F.TF.8, F.TF.9
Unit Description
When graphing the heights on the Ferris wheel in Unit 6, students considered the
effect of changing the height of the center of the wheel, resulting in a vertical shift of
the graph.  In Unit 7, Trigonometric Functions, Equations, and Identities, students work
with more trigonometric graphs, beginning with the familiar Ferris wheel context. In
this case, the Ferris wheel is used to introduce a horizontal shift of the graph.  The
first learning cycle continues with more graphical modeling using sine and cosine,
with students learning to work fluently and flexibly with all the transformations of the
graphs of the function. An additional task in the Honors course extends the tangent
function for angles of rotations, and introduces secant, cosecant, and cotangent
functions.  

In Geometry, students discovered the Pythagorean Identity for sine and cosine.  In the
second learning cycle of Unit 7, students use diagrams to find more identities
including the cofunction identities and the identities that are related to odd and even
functions.  After making arguments to establish the basic identities, students use
identities to rewrite trigonometric expressions. In the Honors course, students also
develop and use the addition and double angle identities to solve equations.  Unit 7
continues in the Honors course to introduce inverse trig functions with restricted
domains.

In the Honors course of Unit 7, Trigonometric Functions, Equations, and Identities,

students learn about polar coordinates.  They write complex numbers in polar form
and use them to multiply, divide and find complex roots.

The End-of-Unit Assessment allows students to demonstrate their understanding of

the following:

● Fluently and flexibly work with all the transformations of the graphs of the sine
and cosine function (Bonus task extends the tangent function for angles of
rotations, and introduces secant, cosecant, and cotangent functions).  
● Use diagrams to find identities including the cofunction identities and the
identities that are related to odd and even functions. 
● Use identities to rewrite trigonometric expressions (Bonus tasks also develop
and use the addition and double angle identities to solve equations and also
introduce inverse trig functions with restricted domains).
 ● Bonus//Honors: The third learning cycle includes Honors/bonus tasks that
have students learn about polar coordinates.  They write complex numbers in
polar form and use them to multiply, divide and find complex roots.

Advanced Algebra Units

Unit 8: Modeling with Functions
Suggested Duration of Unit Major Standards
Unit F.BF.1, F.BF.3, G.CO.2
3 weeks
Unit Description
Unit 8, Modeling with Functions, focuses on a big idea of functions:  Functions can be
combined together (using basic operations or composed) to make new functions,
usually retaining some of the features of both functions.  The Unit begins with
students taking a closer look at transformations using tables. They compare function
notation with geometric notation. As the learning cycle proceeds, students combine
functions using basic operations, noticing and predicting the graphs.  They model
complex situations by combining functions with arithmetic operations. In the second
learning cycle, composition of functions is introduced, and students do more
modeling combining a variety of function types using both composition and
arithmetic operations.  In the Honors course, students learn about parametric
functions, both graphing and writing parametric equations.  

The End-of-Unit Assessment allows students to demonstrate their understanding of

the following:

● Predict the shape of a graph that is the sum or product of familiar functions
● Extend function transformations by composing and decomposing functions
● Combine functions defined by tables, graphs or equations using function
composition and/or arithmetic operations

Advanced Algebra Units

Unit 9: Statistics
Suggested Duration of Unit Major Standards
Unit S.ID.4, S.IC.1, S.IC.2, S.IC.3, S.IC.4
3 weeks
Unit Description
In Advanced Algebra, students combine all their experience with data and probability
from previous courses to make inferences and draw conclusions from data.  Unit 9,
Statistics, begins with a learning cycle where students construct the concept of
normal distributions, understanding the effect of modifying either the mean or
standard deviation.  Students learn to compare distributions using z-scores, and to
determine whether a particular point in a normal distribution is typical or unusual. The
Unit continues by introducing methods of sampling and comparing the validity of each
method for selecting a sample that is representative of the population.  Students learn
about different study methods and select an appropriate study type and sampling
method for a given parameter of interest. In the last task, students draw conclusions
about the likelihood of a given event, based on a simulation.

The End-of-Unit Assessment allows students to demonstrate their understanding of

the following:

● Understand normal distributions, identify their features and use the features of
a normal distribution to make decisions
● Introduce z scores to compare normal distributions
● Compare normal distributions using z scores and understanding of mean and
standard deviation
● Understand and identify different methods of sampling
● Identify the difference between survey, observational studies, and experiments
● Use simulation to estimate the likelihood of an event

Advanced Algebra Units

Unit 10: Matrices Revisited (Honors only Unit-- this unit )
Suggested Duration of Unit Unit Major Standards
3 weeks N.VM.6, N.VM.8, N.VM.9, N.VM.10, N.VM.12, A.REI.1,
A.REI.8, A.REI.9
Unit Description
Unit 10, Matrices Revisited, is a Unit for the Honors course of Advanced Algebra.  It
begins with students using row reduction to solve systems of equations. The Unit
continues to use matrices to solve systems of equations by reviewing multiplication
and addition properties of matrices in preparation for learning to find inverse
matrices.  Students also learn to find determinants and connect the determinant of a
matrix to the area of a parallelogram. The Unit ends with students using inverse
matrices to solve 2x2 and 3x3 systems of equations.

Curriculum Map with Pacing Guide:

A curriculum map should be generated from all of the information listed above, and the
duration should inform the creation of a graphical suggested pacing guide.

Task Number, Name, Learning Cycle Essential Question Duration of time:

Learning Target (Objective)
(Standards addressed)
Unit 1 Functions and Inverses 2 weeks of instruction
1.1 Brutus Bites Back – A Develop How can the same 1 - 80 minute period
Understanding Task situation be modeled 2 – 45 to 50 minute periods
Develops the concept of inverse with two different
functions in a linear modeling context equations?
using tables, graphs, and equations.
(F.BF.1, F.BF.4, F.BF.4a)

1.2 Flipping Ferraris – A Solidify Do all functions have 1 - 80 minute period

Understanding Task inverses? If so, are 2 – 45 to 50 minute periods
Extends the concepts of inverse their inverses always
functions in a quadratic modeling functions?
context with a focus on domain and
range and whether a function is
invertible in a given domain. (F.BF.1,
F.BF.4, F.BF.4c, F.BF.4d)

1.3 Tracking the Tortoise – A Solidify What properties of 1 - 80 minute period

Understanding Task inverse functions for 2 – 45 to 50 minute periods
Solidifies the concepts of inverse linear and quadratic
function in an exponential modeling functions are the same
context and surfaces ideas about for exponential
logarithms. (F.BF.1, F.BF.4, F.BF.4c, functions? Can these
properties be
F.BF.4d)
generalized?

Quick Quiz 1 (formative) 20 minutes

1.4 Pulling a Rabbit Out of a Hat – A How can we be sure 1 - 80 minute period
Solidify Understanding Task that two functions are 2 – 45 to 50 minute periods
Uses function machines to model inverses? How can we
functions and their inverses. Focus find inverse functions?
on finding inverse functions and
verifying that two functions are
inverses. (F.BF.4, F.BF.4a, F.BF.4b)
1.5 Inverse Universe – A Practice If functions are 1 - 80 minute period
Understanding Task represented in different 2 – 45 to 50 minute periods
Uses tables, graphs, equations, and forms, how can we
written descriptions of functions to determine if they are
match functions and their inverses inverses?
together and to verify the inverse
relationship between two functions.
(F.BF.4a, F.BF.4b, F.BF.4c, F.BF.4d)

Quick Quiz 2 (formative) 20 minutes

Unit 1 Assessment and Performance 1 – 45 to 50 minute period each

Assessment
Task Number, Name, Learning Cycle
Learning Target (Objective)
(Standards addressed)
Unit 2 Logarithmic Functions
2.1 Log Logic – A Develop
Understanding Task
Evaluate and compare logarithmic
expressions. (F.BF.5, F.LE.4)
2.2 Falling Off a Log– A Solidify
Understanding Task
Graph logarithmic functions with
transformations (F.BF.5, F.IF.7a)
Quick Quiz 1 (formative)
2.3 Chopping Logs – A Solidify
Understanding Task
Explore properties of logarithms.
(F.IF.8, F.LE.4)
2.4 Log-Arithm-etic– A Solidify
Understanding Task
Use log properties to evaluate
expressions. (F.IF.8, F.LE.4)
2.5 Powerful Tens – A Practice
Understanding Task
Solve exponential and logarithmic
functions in base 10 using
technology. (F.LE.4)
Quick Quiz 2 (formative)
2.6(H) Compounding the Problem– A
Develop Understanding Task*
Develop the number e. (F.LE.4)
(Goes beyond the core standards)
2.7(H) Logs Go Viral – A Solidify
Understanding Task*
Use base e exponential functions and
natural logarithms to model
continuous growth and decay (F.LE.4)
(Goes beyond the core standards)
Quick Quiz 3 (formative)
Essential Question Duration of time:
4 weeks of instruction
What is a logarithm? 1 - 80 minute period
2 – 45 to 50 minute periods
What are the features 1 - 80 minute period
of the graphs of 2 – 45 to 50 minute periods
logarithmic functions?
20 minutes
Can the graphs of 1 - 80 minute period
logarithmic functions 2 – 45 to 50 minute periods
give us insight into
some of the algebraic
properties of
logarithms?
How can the properties 1 - 80 minute period
of logarithms help us in 2 – 45 to 50 minute periods
working with log
expressions?
How can we use tables, 1 - 80 minute period
graphs, and algebraic 2 – 45 to 50 minute periods
reasoning to help us
solve exponential and
logarithmic equations?
20 minutes
Which factor makes the 1 - 80 minute period
most difference in the 2 – 45 to 50 minute periods
amount of money
earned in a savings
account: the interest
rate, the number of
compounding periods
per year, or the number
of years invested?
How can we solve 1 - 80 minute period
continuous growth 2 – 45 to 50 minute periods
problems that are
modeled using base e?
20 minutes
1 – 45 to 50 minute period each
 Unit 2 Test & Performance
Assessment
2.8H Chose This, Not That – A
Solidify Understanding Task
Solve exponential and logarithmic
equations.
2.9H Don’t Forget Your Login – A
Practice Understanding Task
and categorize exponential and
logarithmic equations.
Task Number, Name, Learning Cycle
Learning Target (Objective)
(Standards addressed)
Unit 3 Number Systems and
Operations
3.1 It All Adds Up – A Develop
Understanding Task
Adding and subtracting polynomials.
(A.APR.1, F.BF.1, F.IF.7, F.BF.1b)
3.2 Pascal’s Pride – A Solidify
Understanding Task
Multiplying polynomials and using
Pascal’s Triangle to expand
binomials. (A.APR.1, A.APR.5)
3.3 Divide and Conquer – A Solidify
Understanding Task
Dividing polynomials and writing
equivalent expressions using the
Polynomial Remainder Theorem.
(A.APR.1, A.APR.2)
Quick Quiz 1 (formative)
3.4 To Be Determined – A Develop
Understanding Task
Surfacing the need for complex
number as solutions for some
quadratic equations (A.REI.4, N.CN.7,
N.CN.8, N.CN.9)
3.5 My Irrational and Imaginary
Friends – A Solidify Understanding
Task
Extending the real and complex
number systems (N.RN.3, N.CN.1,
N.CN.2, N.CN.7, N.CN.8, N.CN.9)
3.6 Sorry, We’re Closed – A Practice
Understanding Task
How do we use log 1 - 80 minute period
properties and 2 – 45 to 50 minute periods
exponents to solve log
equations?
How can we classify 1 - 80 minute period
equations with 2 – 45 to 50 minute periods
exponents and logs to
help us know what to
do to solve them?
Essential Question Duration of time:
3 weeks of instruction
How are polynomials 1 - 80 minute period
like whole numbers? 2 – 45 to 50 minute periods
What are the most 1 - 80 minute period
efficient and accurate 2 – 45 to 50 minute periods
strategies for
multiplying
polynomials?
How can we divide 1 - 80 minute period
polynomials? 2 – 45 to 50 minute periods
20 minutes
Can every quadratic 1 - 80 minute period
function be written in 2 – 45 to 50 minute periods
all three of the forms
we have studied:
standard, vertex and
factored form?
How can a quadratic 1 - 80 minute period
function have solutions 2 – 45 to 50 minute periods
if it doesn’t cross the
x-axis?
What are the 1 - 80 minute period
similarities and 2 – 45 to 50 minute periods
differences between
Comparing polynomials and numbers the arithmetic of
and determining closure under given integers, rational
operations. (A.APR.1, F.BF.1b) numbers, real numbers,
complex numbers, and
polynomials?
3.7H Quadratic Quandaries – A How can we use our 1 - 80 minute period
Develop and Solidify Understanding understanding of 2 – 45 to 50 minute periods
Task solving quadratic
Solving Quadratic Inequalities equations and graphing
(A.SSE.1, A.CED.1, HS Modeling quadratic functions to
Standard) solve quadratic
inequalities?

Quick Quiz 2 (formative) 20 minutes

1 – 45 to 50 minute period each

Unit 3 Test & Performance
Assessment

3.8H Complex Computations – A How are polynomials 1 - 80 minute period

Solidify Understanding Task like whole numbers? 2 – 45 to 50 minute periods
Representing the arithmetic of
complex numbers on the complex
plane (N.CN.3, N.CN.4, N.CN.5,
N.CN.6)

Task Number, Name, Learning Cycle Essential Question Duration of time:

Learning Target (Objective)
(Standards addressed)
Unit 4 Polynomial Functions 3 weeks of instruction
4.1 Scott’s Macho March – A Develop What patterns do you 1 - 80 minute period
Understanding Task notice and how do 2 – 45 to 50 minute periods
Introduce polynomial functions and these patterns connect
their rates of change (F.BF.1, F.LE.3, to our understanding of
A.CED.2) functions we have
studied?
4.2 You-mix Cubes – A Solidify What are the 1 - 80 minute period
Understanding Task similarities and 2 – 45 to 50 minute periods
3
Graph 𝑦 = 𝑥 with transformations differences between
2. quadratic functions
and compare to 𝑦 = 𝑥 (F.BF.3, F.IF.4, and cubic functions?
F.IF.5, F.IF.7)

Quick Quiz 1 (formative) 20 minutes

4.3 Building Strong Roots – A Do all functions of 1 - 80 minute period

Solidify Understanding Task degree n have n roots? 2 – 45 to 50 minute periods
Understand the Fundamental
Theorem of Algebra and apply it to
cubic functions to find roots.
(A.SSE.1, A.APR.3, N.CN.9)
4.4 Getting to the Root of the
Problem – A Solidify Understanding
Task
Find the roots of polynomials and
write polynomial equations in
factored form. (A.APR.3, N.CN.8,
N.CN.9)
4.5 Is It the End? – A Solidify
Understanding Task
Examine the end behavior of
polynomials and determine whether
they are even or odd. (F.LE.3, A.SSE.1,
F.IF.4, F.BF.3)
4.6 Puzzling Over Polynomials – A
Practice Understanding Task
Analyze polynomials, determine roots,
end behavior, and write equations
(A-APR.3, N-CN.8, N-CN.9, A-CED.2)
How can we find all the 1 - 80 minute period
factors and roots of a 2 – 45 to 50 minute periods
polynomial?
What conclusions can 1 - 80 minute period
be made about the end 2 – 45 to 50 minute periods
behavior of polynomial
functions? How does
the end behavior of
polynomials compare
to other functions we
know?
How do polynomial 1 - 80 minute period
roots and end behavior 2 – 45 to 50 minute periods
work together to make
equations and graphs?

Quick Quiz 2 (formative) 20 minutes

Unit 4 Test & Performance 1 – 45 to 50 minute period each

Assessment

Task Number, Name, Learning Cycle Essential Question Duration of time:

Learning Target (Objective)
(Standards addressed)
Unit 5 Rational Expressions and 3 weeks of instructions
Functions
5.1 Winner, Winner – A Develop How can winning the 1 - 80 minute period
Understanding Task lottery help us to think 2 – 45 to 50 minute periods
Introducing rational functions and about 𝑓(𝑥) = 𝑥
1

asymptotic behavior (F.IF.7d A.CED.2,

F.IF.5)

5.2 Shift and Stretch – A Solidify What other functions 1 - 80 minute period
Understanding Task can be made from 2 – 45 to 50 minute periods
Applying transformations to the graph 1
𝑓(𝑥) = 𝑥 ? What will
1
of (𝑥) = 𝑥 . (F.BF.3, F.IF.7d, A.CED.2) their graph look like?

Quick Quiz 1 (formative) 20 minutes

5.3 Rational Thinking – A Solidify What is a rational 1 - 80 minute period

Understanding Task
Discovering the relationship between
the degree of the numerator and
denominator and the horizontal
asymptotes. (F.IF.7d A.CED.2, F.IF.5)
function? What does 2 – 45 to 50 minute periods
the graph of a rational
function look like?
5.4 Are You Rational? – A Solidify
Understanding Task
Reducing rational functions and
identifying improper rational
functions and writing them in an
equivalent form. (A.APR.6, A.APR.7,
A.SSE.3)
Quick Quiz 1 (formative)
5.5 Act Rational – A Solidify
Understanding Task
Adding, subtracting, multiplying, and
dividing rational expressions.
(A.APR.7, A.SSE.3)
5.6 Sign on the Dotted Line – A
Practice Understanding Task
Developing a strategy for determining
the behavior near the asymptotes and
graphing rational functions. (F.IF.4,
F.IF.7d)
Quick Quiz 2 (formative)
5.7 We All Scream – A Practice
Understanding Task
Modeling with rational functions, and
solving equations that contain
rational expressions. (A.REI.A.2,
A.SSE.3)
Quick Quiz 3 (formative)
Unit 5 Test & Performance
Assessment
Task Number, Name, Learning Cycle
Learning Target (Objective)
(Standards addressed)
Unit 6 Modeling Periodic Behavior
6.1 George W. Ferris’ Day Off – A
Develop Understanding Task
Using reference triangles, right
triangle trigonometry and the
symmetry of a circle to find the
y-coordinates of points on a circular
path (F.TF.5)
6.2 “Sine” Language – A Solidify
What does the graph of 1 - 80 minute period
a rational function look 2 – 45 to 50 minute periods
like if the function
reduces? What does
the graph of a rational
function look like if the
degree of the
numerator is greater
than the degree of the
denominator?
20 minutes
How are rational 1 - 80 minute period
expressions added, 2 – 45 to 50 minute periods
subtracted, multiplied
and divided?
How can we quickly 1 - 80 minute period
determine the behavior 2 – 45 to 50 minute periods
near the asymptotes of
a rational function?
20 minutes
What real-life situations 1 - 80 minute period
can be modeled with 2 – 45 to 50 minute periods
rational functions?
20 minutes
1 – 45 to 50 minute period each
Essential Question Duration of time:
4 Weeks of Instruction
How can right triangle 1 - 80 minute period
trigonometry be applied 2 – 45 to 50 minute periods
to find how far points
on a circle are away
from a diameter of the
circle?
How can I determine 1 - 80 minute period
 Understanding Task the vertical height of a 2 – 45 to 50 minute periods
reference triangles, right triangle rider on a moving Ferris
trigonometry, angular speed and the wheel?
symmetry of a circle to find the
y-coordinates of points on a circular
path at given instances in time—an
introduction to the circular
trigonometric functions (F.TF.5)
6.3 More “Sine” Language – A How can we define the 1 - 80 minute period
Solidify Understanding Task sine function for angles 2 – 45 to 50 minute periods
Extending the definition of sine from a larger than 90°?
right triangle trigonometric ratio to a
function of an angle of rotation
(F.TF.2)
6.4 More Ferris Wheels– A Solidify How can I represent the 1 - 80 minute period
Understanding Task vertical motion of a 2 – 45 to 50 minute periods
Graphing a sine function to model rider on a Ferris wheel
circular motion and relating features graphically?
of the graph to the parameters of the
function (F.TF.5, F.IF.4, F.BF.3)
6.5 Moving Shadows– A Practice How can I describe the 1 - 80 minute period
Understanding Task horizontal motion of 2 – 45 to 50 minute periods
Extending the definition of the cosine the rider on the Ferris
from a right triangle trigonometric Wheel both graphically
ratio to a function of an angle of and symbolically?
rotation (F.TF.2, F.TF.5)

Quick Quiz 1 (formative) 20 minutes

6.6 Diggin’ It– A Develop Are there other ways to 1 - 80 minute period
Understanding Task describe the location of 2 – 45 to 50 minute periods
Introducing radians as a unit for a point in the plane
measuring angles on concentric other than by giving its
circles (F.TF.1, F.TF.2) x- and y- coordinates?
6.7 Staking It– A Solidify What proportionality 1 - 80 minute period
Understanding Task relationships can I find 2 – 45 to 50 minute periods
Introducing radians as a unit for between corresponding
measuring angles on concentric points and arc lengths
circles (F.TF.1, F.TF.2) of concentric circles?
How can I justify why
those proportionality
relationships exist?
6.8 “Sine”ing and “Cosine”ing It– A How does the unit 1 - 80 minute period
Solidify Understanding Task circle simplify our work 2 – 45 to 50 minute periods
Introducing radians as a unit for with trigonometric
measuring angles on concentric functions?
circles (F.TF.1, F.TF.2)
6.9 Water Wheels and the Unit Are there any angles for 1 - 80 minute period
Circle– A Practice Understanding which I can find the 2 – 45 to 50 minute periods
Task value of the sine or
Defining sine and cosine on the unit cosine without using a
circle in terms of angles of rotation calculator?
measured in radians
(F.TF.1, F.TF.2)
Quick Quiz 2 (formative)
Unit 6 Test & Performance
Assessment
Task Number, Name, Learning Cycle
Learning Target (Objective)
(Standards addressed)
Unit 7 Trigonometric Functions,
Equations & Identities
7.1 High Noon and Sunset Shadows
– A Develop Understanding Task
Introducing the horizontal shift of a
trigonometric function in a modeling
context (F.TF.5, F.BF.3)
7.2 High Tide – A Solidify
Understanding Task
Using trigonometric graphs and
inverse trigonometric functions to
model periodic behavior (F.TF.5,
F.BF.4)
7.3 Getting on the Right Wavelength
– A Practice Understanding Task
Practice using trigonometric graphs
and inverse trigonometric functions
to model periodic behavior (F.TF.5,
F.BF.3, F.BF.4)
Quick Quiz 1 (formative)
7.4H off on a Tangent – A Develop
20 minutes
1 – 45 to 50 minute period each
Essential Question Duration of time:
5 weeks of instruction
How can I represent 1 - 80 minute period
the horizontal and 2 – 45 to 50 minute periods
vertical motion of a
rider on a Ferris wheel
if her starting position
varies? When should I
use a sine equation
and when should I use
a cosine equation, or
does it matter?
How can we write
functions to represent 1 - 80 minute period
other types of periodic 2 – 45 to 50 minute periods
behavior such as the
relationship between
the length of time of
sunlight as a function
of the day of the year,
or the period of
vibration of a string as
a function of the
length of a string on a
musical instrument, or
even the height of
water in a lake as a
function of the time of
day?
How does the equation 1 - 80 minute period
for the height of a rider 2 – 45 to 50 minute periods
on a Ferris wheel
change if at time t = 0
the rider isn’t at the
farthest right position
on the wheel?
20 minutes
We have extended the 1 - 80 minute period
and Solidify Understanding Task definition of sine and 2 – 45 to 50 minute periods
Extending the definition of tangent cosine to fit angles of
from a right triangle trigonometric rotation. How do we
ratio to a function of an angle of extend the definition of
rotation measured in degrees or the tangent function?
radians; introducing the reciprocal trig
functions: secant, cosecant and
cotangent (F.TF.2, F.TF.3, F.TF.4, F.IF.5)
7.5 Maintaining Your Identity– A Statements like the 1 - 80 minute period
Develop Understanding Task distributive property for 2 – 45 to 50 minute periods
Using diagrams to introduce multiplication over
fundamental trig identities, including addition or the
identities related to odd and even associative property of
functions (F.TF.3, F.TF.4, F.TF.8) addition help us work
algebraically to change
the form of
expressions into more
useful forms. What are
some of the properties
of trigonometric
expressions that might
help us change the
forms of trigonometric
expressions in useful
ways?
7.6 Hidden identities – A Practice 1 - 80 minute period
What tools do I use to
Understanding Task 2 – 45 to 50 minute periods
solve trigonometric
Using fundamental trig identities to
equations?
change the form of trig expressions,
and as an aid to solving trig equations
(F.TF.7+)

Quick Quiz 2 (formative) 20 minutes

Unit 7 Test & Performance 1 – 45 to 50 minute period each

Assessment
7.7H Double Identity – A Solidify 1 - 80 minute period
Why might some
Understanding Task 2 – 45 to 50 minute periods
people think that the
Extending trig identities to include the
sin
addition, subtract and double
𝑠𝑖𝑛( α + β) = 𝑠𝑖𝑛 (α)
identities for sine, cosine and tangent
and what evidence
(F.TF.9+)
might I provide that
this statement is
incorrect? Is there an
expression that is
equivalent to
𝑠𝑖𝑛( α + β)?

7.8H The Amazing Inverse Trig 1 - 80 minute period

What are the formal
Function Race – A Solidify 2 – 45 to 50 minute periods
definitions for the
Understanding Task
inverse sine, inverse
Extending students’ thinking about cosine and inverse
inverse trig functions and examining tangent functions?
the graph of the inverse sine, cosine
and tangent functions (F.TF.6+,
F.TF.7+)
7.9H More Hidden Identities – A 1 - 80 minute period
What additional tools
Practice Understanding Task 2 – 45 to 50 minute periods
and ideas can I use to
Using trig identities to change the
solve trigonometric
form of trig expressions, and as an
equations?
aid to solving trig equations (F.TF.7+)
7.10H Polar Planes – A Develop 1 - 80 minute period
Since the location of
Understanding TaskIntroducing polar 2 – 45 to 50 minute periods
points on a plane
coordinates and polar grids
can be defined
(N.CN.4+, N.CN.5+)
using ordered<pairs
of coordinates of the
form (r, q) instead of
coordinates of the
form (x, y), can we
also write equations
and sketch graphs of
curves using the
variables r and q in
the same way we
write and graph
equations using the
variables x and y?
What would such
graphs look like?

7.11H Complex Polar Forms – A 1 - 80 minute period

We have plotted
Solidify Understanding Task 2 – 45 to 50 minute periods
complex numbers of
Introducing and using the polar form
the form a + bi on a
of complex numbers to multiply,
complex plane as the
divide and find roots of complex
point (a, b) using the
numbers (N.CN.4+, N.CN.5+)
horizontal axis to
represent the real
component of the
complex number and
the vertical axis to
represent the
imaginary
component. Can we
also use the polar
coordinates r and q to
represent complex
numbers?

Task Number, Name, Learning Cycle Essential Question Duration of time:

Learning Target (Objective)
(Standards addressed)
Unit 8 Modeling With Functions 3 weeks of instruction
8.1 Function Family Reunion – A How can I observe the 1 - 80 minute period
Solidify Understanding Task transformations of 2 – 45 to 50 minute periods
Examining transformations of a functions when
variety of familiar functions using comparing tables of
tables (F.BF.3, G.CO.2) data?
8.2 Imagineering – A Develop 1 - 80 minute period
How can we combine
Understanding Task 2 – 45 to 50 minute periods
function types to
Predicting the shape of a graph that is
describe more
the sum or product of familiar
complicated
functions (F.BF.1b)
real-world behavior?

8.3 The Bungee Jump Simulator – A 1 - 80 minute period

What does it mean to
Solidify Understanding Task 2 – 45 to 50 minute periods
“model with
Combining a variety of functions
mathematics” and
using arithmetic operations to model
what can I attend to in
complex behavior (F.BF.1b)
order to make my
models more precise?

Quick Quiz 1 (formative) 20 minutes

8.4 Composing and Decomposing– A Are there ways to 1 - 80 minute period

Develop Understanding Task combine fractions 2 – 45 to 50 minute periods
Combining a variety of functions other than by adding,
using function composition to model subtracting,
complex behavior (F.BF.1c) multiplying or dividing
them?
8.5 Translating My Composition – A 1 - 80 minute period
How can I
Solidify Understanding Task 2 – 45 to 50 minute periods
decompo
Extending function transformations
se
by composing and decomposing
complica
functions (F.BF.1c, F.BF.3)
ted
functions
into their
compone
nt parts?

8.6 Different Combinations – A 1 - 80 minute period

How can I
Practice Understanding Task 2 – 45 to 50 minute periods
represent
Combining functions defined by
function
tables, graphs or equations using
addition and
function composition and/or
multiplicatio
arithmetic operations (F.BF.1b.
n? How are
F.BF.1c)
these
operations
defined
when the
functions
being added
 or multiplied
are defined
by graphs or
tables?

Quick Quiz 2 (formative) 20 minutes

Unit 8 Test & Performance 1 – 45 to 50 minute period each

Assessment
8.7H High Noon and Sunset Shadows 1 - 80 minute period
How can we create
Combined – A Develop 2 – 45 to 50 minute periods
function rules to
Understanding Task
predict the location of
Sketching curves that have been
an object that is
defined parametrically (F.BF.1)
moving around on a
plane?

8.8H Parametrically-Defined Curves 1 - 80 minute period

How do we describe
– A Solidify and Practice 2 – 45 to 50 minute periods
the location of an
Understanding Task
object moving around
Formally defining parametric curves
on a plane as a
and illustrating how such curves can
function of the
be thought of as relationships
elapsed time since we
between an input parameter t and an
started tracking the
output that consists of an
object?
ordered-pair (x, y) (Honors)

Quick Quiz 3 (formative) 20 minutes

Task Number, Name, Learning Cycle Essential Question Duration of time:

Learning Target (Objective)
(Standards addressed)
Unit 9 Statistics 4 Weeks of Instruction
9.1 What Is Normal? – A Develop What is a “normal” 1 - 80 minute period
Understanding Task distribution? 2 – 45 to 50 minute periods
Understanding normal distributions
and identify their features (S.ID.4)
9.2 Just ACT Normal – A Solidify How can understanding 1 - 80 minute period
Understanding Task normal distributions 2 – 45 to 50 minute periods
Using the features of a normal help us interpret test
distribution to make decisions (S.ID.4) scores and other
real-life data?
9.3 Y B Normal? – A Solidify How can we compare 1 - 80 minute period
Understanding Task normal distributions 2 – 45 to 50 minute periods
Introducing z scores to compare that have different
normal distributions (S.ID.4) means and standard
deviations?
9.4 Wow, That’s Weird – A Practice How can we decide if 1 - 80 minute period
Understanding Task an event that seems 2 – 45 to 50 minute periods
weird is actually
Comparing normal distributions using unusual or fairly likely?
z scores and understanding of mean
and standard deviation (S.ID.4)

Quick Quiz 1 (formative) 20 minutes

9.5 Would You Like to Try a Sample – What is a “random 1 - 80 minute period
A Develop Understanding Task sample”? 2 – 45 to 50 minute periods
Understanding and identifying
different methods of sampling (S.IC.1,
S.IC.4)

9.6 Let’s Investigate – A Solidify How can we design an 1 - 80 minute period

Understanding Task
Identifying the difference between
survey, observational studies, and
experiments (S.IC.1, S.IC.2)
9.7 Slacker’s Simulation – A Solidify
Understanding Task
Using simulation to estimate the
likelihood of an event (S.IC.2, S.IC.3)
investigation for a 2 – 45 to 50 minute periods
parameter of interest?
Is there a way to test a 1 - 80 minute period
claim without 2 – 45 to 50 minute periods
performing a study on
actual subjects?

Quick Quiz 2 (formative) 20 minutes

1 – 45 to 50 minute period each

Unit 9 Test & Performance
Assessment

Task Number, Name, Learning Cycle Essential Question Duration of time:

Learning Target (Objective)
(Standards addressed)
Unit 10H Matrices Revisited 3 Weeks of Instruction
10.1H Row by Row … – A Solidify What is the most 1 - 80 minute period
Understanding Task efficient way to solve 2 – 45 to 50 minute periods
Extending row reduction of matrices systems of equations
to systems of equations in n variables that involve n
(MVP Honors Standard) variables and n linear
equations?
10.2H … and Row by Column – A How do I use matrix 1 - 80 minute period
Solidify Understanding Task multiplication to 2 – 45 to 50 minute periods
Reviewing matrix multiplication in model contexts that
preparation for solving systems of depend on summing
equations using inverse matrices up multiple partial
(N.VM.6, N.VM.8) products?
10.3H More Arithmetic of Matrices – In what ways are 1 - 80 minute period
A Solidify Understanding Task matrix addition and 2 – 45 to 50 minute periods
Examining properties of matrix multiplication similar
addition and multiplication, including to adding and
identity and inverse properties multiplying rational
(N.VM.8, N.VM.9) numbers?

Quick Quiz 1 (formative) 20 minutes

10.4H The Determinant of Matrix – A How does the idea that 1 - 80 minute period
Develop Understanding Task “dividing by 0 is 2 – 45 to 50 minute periods
Finding the determinant of a matrix undefined” or that
and relating it to the area of a “zero doesn’t have a
parallelogram (N.VM.10, N.VM.12) multiplicative inverse”
show up in matrix
multiplication?
10.5H Solving Systems with How can I use 1 - 80 minute period
Matrices, Revisited – A Solidify properties of matrix 2 – 45 to 50 minute periods
Understanding Task operations to solve
Solving a system of linear equations matrix equations, and
using the multiplicative inverse matrix what does the
(A.REI.1) solution to a matrix
equation represent?
10.6H All Systems Go – A Practice 1 - 80 minute period
What is the most
Understanding Task 2 – 45 to 50 minute periods
efficient way to solve
Solving systems of linear equations
systems of equations
using matrices (A.REI.8, A.REI.9)
that involve n
variables and n linear
equations?

Quick Quiz 2 (formative) 20 minutes

1 – 45 to 50 minute period each

Unit 10 Test & Performance
Assessment