Contents

UNIT
1 PATTERNS OF CHANGE
Lesson 1 Cause and Effect . . . . . . . . . . . . . . . . . . . . . . . . 2
Investigations
1 Physics and Business at Five Star Amusement Park . . . . . . . . . . . . . . 4
2 Taking Chances . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
3 Trying to Get Rich Quick. . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
On Your Own . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Lesson 2 Change Over Time . . . . . . . . . . . . . . . . . . . . . . 26
Investigations
1 Predicting Population Change . . . . . . . . . . . . . . . . . . . . . . . . . 27
2 Tracking Change with Spreadsheets . . . . . . . . . . . . . . . . . . . . . . 32
On Your Own . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
Lesson 3 Tools for Studying Patterns of Change . . . . . . . . . . 47
Investigations
1 Communicating with Symbols . . . . . . . . . . . . . . . . . . . . . . . . . 48
2 Quick Tables, Graphs, and Solutions. . . . . . . . . . . . . . . . . . . . . . 52
3 The Shapes of Algebra . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56
On Your Own . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59
Lesson 4 Looking Back . . . . . . . . . . . . . . . . . . . . . . . . . 69

UNIT
2 PATTERNS IN DATA
Lesson 1 Exploring Distributions . . . . . . . . . . . . . . . . . . . . 74
Investigations
1 Shapes of Distributions . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76
2 Measures of Center . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83
On Your Own . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90
Lesson 2 Measuring Variability . . . . . . . . . . . . . . . . . . . . 103
Investigations
1 Measuring Position . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 104
2 Measuring and Displaying Variability: The Five-Number
Summary and Box Plots. . . . . . . . . . . . . . . . . . . . . . . . . . . . 108
3 Identifying Outliers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 113
4 Measuring Variability: The Standard Deviation . . . . . . . . . . . . . . . . 116
5 Transforming Measurements. . . . . . . . . . . . . . . . . . . . . . . . . . 124
On Your Own . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 129
Lesson 3 Looking Back . . . . . . . . . . . . . . . . . . . . . . . . . 144

viii
Contents

UNIT
3 LINEAR FUNCTIONS
Lesson 1 Modeling Linear Relationships . . . . . . . . . . . . . . . 150
Investigations
1 Getting Credit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 151
2 Symbolize It . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 157
3 Fitting Lines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 161
On Your Own . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 168
Lesson 2 Linear Equations and Inequalities . . . . . . . . . . . . . 186
Investigations
1 Who Will Be the Doctor? . . . . . . . . . . . . . . . . . . . .
. . . . . . . 188
2 Using Your Head . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . 191
3 Using Your Head … More or Less . . . . . . . . . . . . . . . .
. . . . . . . 194
4 Making Comparisons . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . 197
On Your Own . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 201
Lesson 3 Equivalent Expressions . . . . . . . . . . . . . . . . . . . . 214
Investigations
1 Different, Yet the Same . . . . . . . . . . . . . . . . . . . . . . . . . . . . 215
2 The Same, Yet Different . . . . . . . . . . . . . . . . . . . . . . . . . . . . 219
On Your Own . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 224
Lesson 4 Looking Back . . . . . . . . . . . . . . . . . . . . . . . . . . 232

UNIT
4 VERTEX-EDGE GRAPHS
Lesson 1 Euler Circuits: Finding the Best Path . . . . . . . . . . . . 238
Investigations
1 Planning Efficient Routes . . . . . . . . . . . . . . . . . . . . . . . . . . . 239
2 Making the Circuit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 243
3 Graphs and Matrices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 247
On Your Own . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 250
Lesson 2 Vertex Coloring: Avoiding Conflict . . . . . . . . . . . . 266
Investigations
1 Building a Model . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 267
2 Scheduling, Mapmaking, and Algorithms . . . . . . . . . . . . . . . . . . . 270
On Your Own . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 276
Lesson 3 Looking Back . . . . . . . . . . . . . . . . . . . . . . . . . . 286

ix
Contents

UNIT
5 EXPONENTIAL FUNCTIONS
Lesson 1 Exponential Growth . . . . . . . . . . . . . . . . . . . . . . 290
Investigations
1 Counting in Tree Graphs. . . . . . . . . . . . . . . . . . . . .. . . . . . . 291
2 Getting Started . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . 294
3 Compound Interest . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 298
4 Modeling Data Patterns . . . . . . . . . . . . . . . . . . . . .. . . . . . . 301
5 Properties of Exponents I . . . . . . . . . . . . . . . . . . . .. . . . . . . 304
On Your Own . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 307
Lesson 2 Exponential Decay . . . . . . . . . . . . . . . . . . . . . . 322
Investigations
1 More Bounce to the Ounce . . . . . . . . . . . . . . . . . . .
. . . . . . . 323
2 Medicine and Mathematics . . . . . . . . . . . . . . . . . . .
. . . . . . . 326
3 Modeling Decay . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . 329
4 Properties of Exponents II . . . . . . . . . . . . . . . . . . . .
. . . . . . . 332
5 Square Roots and Radicals . . . . . . . . . . . . . . . . . . .
. . . . . . . 335
On Your Own . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 338
Lesson 3 Looking Back . . . . . . . . . . . . . . . . . . . . . . . . . . 355
UNIT
6 PATTERNS IN SHAPE
Lesson 1 Two-Dimensional Shapes . . . . . . . . . . . . . . . . . . . 362
Investigations
1 Shape and Function . . . . .. . . . . . . . . . . . . . . . .
. . . . . . . 363
2 Congruent Shapes . . . . . . .. . . . . . . . . . . . . . . . .
. . . . . . . 369
3 Reasoning with Shapes . . . .. . . . . . . . . . . . . . . . .
. . . . . . . 374
4 Getting the Right Angle . . . . . . . . . . . . . . . . . . . . .
. . . . . . . 378
On Your Own . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 383
Lesson 2 Polygons and Their Properties . . . . . . . . . . . . . . . 398
Investigations
1 Patterns in Polygons . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 399
2 The Triangle Connection . . . . . . . . . . . . . . . . . . . . . . . . . . . . 404
3 Patterns with Polygons . . . . . . . . . . . . . . . . . . . . . . . . . . . . 407
On Your Own . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 412
Lesson 3 Three-Dimensional Shapes . . . . . . . . . . . . . . . . . 424
Investigations
1 Recognizing and Constructing Three-Dimensional Shapes . . . . . . . . . . 425
2 Visualizing and Sketching Three-Dimensional Shapes . . . . . . . . . . . . . 432
3 Patterns in Polyhedra . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 435
4 Regular Polyhedra . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 439
On Your Own . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 443
Lesson 4 Looking Back . . . . . . . . . . . . . . . . . . . . . . . . . . 456
x
Contents

UNIT
7 QUADRATIC FUNCTIONS
Lesson 1 Quadratic Patterns . . . . . . . . . . . . . . . . . . . . . . . 462
Investigations
1 Pumpkins in Flight. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 463
2 Golden Gate Quadratics . . . . . . . . . . . . . . . . . . . . . . . . . . . . 469
3 Patterns in Tables, Graphs, and Rules . . . . . . . . . . . . . . . . . . . . . 473
On Your Own . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 480
Lesson 2 Equivalent Quadratic Expressions . . . . . . . . . . . . . . 491
Investigations
1 Finding Expressions for Quadratic Patterns . . . . . . . . . . . . . . . . . . 492
2 Reasoning to Equivalent Expressions . . . . . . . . . . . . . . . . . . . . . 495
On Your Own . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 499
Lesson 3 Solving Quadratic Equations . . . . . . . . . . . . . . . . . 510
Investigations
1 Solving ax2 + c = d and ax2 + bx = 0 . . . . . . . . . . . . . . . . . . . . 511
2 The Quadratic Formula . . . . . . . . . . . . . . . . . . . . . . . . . . . . 515
On Your Own . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 518
Lesson 4 Looking Back . . . . . . . . . . . . . . . . . . . . . . . . . . 526
UNIT
8 PATTERNS IN CHANCE
Lesson 1 Calculating Probabilities . . . . . . . . . . . . . . . . . . . 532
Investigations
1 Probability Distributions . . . . . . . . . . . . . . . . . . . . . . . . . . . . 533
2 The Addition Rule . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 536
On Your Own . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 542
Lesson 2 Modeling Chance Situations . . . . . . . . . . . . . . . . . 551
Investigations
1 When It’s a 50-50 Chance. . . . . . . . . . . . . . . . . . . .
. . . . . . . 552
2 Simulation Using Random Digits . . . . . . . . . . . . . . . .
. . . . . . . 558
3 Using a Random Number Generator . . . . . . . . . . . . . . .
. . . . . . . 565
4 Geometric Probability . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . 568
On Your Own . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 571
Lesson 3 Looking Back . . . . . . . . . . . . . . . . . . . . . . . . . . 586

Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 590
Index of Mathematical Topics . . . . . . . . . . . . . . . . . . . . . . . . . . . . 606
Index of Contexts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 615

xi
Preface
he fi rst three courses in Core-Plus
T Mathematics provide a significant common
core of broadly useful mathematics for all
students. They were developed to prepare
students for success in college, in careers, and
in daily life in contemporary society. Course
4 continues the preparation of students for
success in college mathematics and statistics
courses. The program builds upon the theme
of mathematics as sense-making. Through
investigations of real-life contexts, students
develop a rich understanding of important
mathematics that makes sense to them and
which, in turn, enables them to make sense out
of new situations and problems.
Each course in Core-Plus Mathematics shares
the following mathematical and instructional
features.
• Integrated Content Each year the
curriculum advances students’
understanding of mathematics along
interwoven strands of algebra and functions,
statistics and probability, geometry and
trigonometry, and discrete mathematics.
These strands are unified by fundamental
themes, by common topics, and by
mathematical habits of mind or ways of
thinking. Developing mathematics each
year along multiple strands helps students
develop diverse mathematical insights
and nurtures their differing strengths and
talents.
• Mathematical Modeling The curriculum
emphasizes mathematical modeling
including the processes of data collection,
representation, interpretation, prediction,
and simulation. The modeling perspective
permits students to experience mathematics
as a means of making sense of data and
problems that arise in diverse contexts
within and across cultures.
• Access and Challenge The curriculum is
designed to make mathematics accessible
to more students while at the same time
challenging the most able students.
Differences in student performance and
xii
interest can be accommodated by the
depth and level of abstraction to which
core topics are pursued, by the nature and
degree of difficulty of applications, and by
providing opportunities for student choice
on homework tasks and projects.
• Technology Numeric, graphic, and
programming capabilities such as those
found on many graphing calculators are
assumed and appropriately used throughout
the curriculum. The curriculum materials
also include a suite of computer software
called CPMP-Tools that provide powerful
aids to learning mathematics and solving
mathematical problems. (See page xviii
for further details.) This use of technology
permits the curriculum and instruction to
emphasize multiple representations (verbal,
numerical, graphical, and symbolic) and
to focus on goals in which mathematical
thinking and problem solving are central.
• Active Learning Instructional materials
promote active learning and teaching
centered around collaborative investigations
of problem situations followed by teacher-
led whole-class summarizing activities that
lead to analysis, abstraction, and further
application of underlying mathematical ideas
and principles. Students are actively engaged
in exploring, conjecturing, verifying,
generalizing, applying, proving, evaluating,
and communicating mathematical ideas.
• Multi-dimensional Assessment
Comprehensive assessment of student
understanding and progress through
both curriculum-embedded assessment
opportunities and supplementary assessment
tasks supports instruction and enables
monitoring and evaluation of each student’s
performance in terms of mathematical
processes, content, and dispositions.
Integrated Mathematics
Core-Plus Mathematics replaces the traditional
Algebra-Geometry-Advanced Algebra/
Trigonometry-Precalculus sequence of high
Preface
school mathematics courses with a sequence of
courses that features concurrent and connected
development of important mathematics drawn
from four strands.
The Algebra and Functions strand develops
student ability to recognize, represent,
and solve problems involving relations
among quantitative variables. Central to
the development is the use of functions as
mathematical models. The key algebraic
models in the curriculum are linear,
exponential, power, polynomial, logarithmic,
rational, and trigonometric functions. Modeling
with systems of equations, both linear and
nonlinear, is developed. Attention is also given
to symbolic reasoning and manipulation.
The primary goal of the Geometry and
Trigonometry strand is to develop visual
thinking and ability to construct, reason with,
interpret, and apply mathematical models
of patterns in visual and physical contexts.
The focus is on describing patterns in shape,
size, and location; representing patterns with
drawings, coordinates, or vectors; predicting
changes and invariants in shapes under
transformations; and organizing geometric facts
and relationships through deductive reasoning.
The primary role of the Statistics and
Probability strand is to develop student ability
to analyze data intelligently, to recognize
and measure variation, and to understand
the patterns that underlie probabilistic
situations. The ultimate goal is for students
to understand how inferences can be made
about a population by looking at a sample
from that population. Graphical methods
of data analysis, simulations, sampling,
and experience with the collection and
interpretation of real data are featured.
The Discrete Mathematics strand develops
student ability to solve problems using vertex-
edge graphs, recursion, matrices, systematic
counting methods (combinatorics), and
voting methods. Key themes are discrete
mathematical modeling, optimization, and
algorithmic problem-solving.
Each of these strands of mathematics is
developed within focused units connected
by fundamental ideas such as symmetry,
matrices, functions, data analysis, and curve-
fitting. The strands also are connected across
units by mathematical habits of mind such as
visual thinking, recursive thinking, searching
for and explaining patterns, making and
checking conjectures, reasoning with multiple
representations, inventing mathematics, and
providing convincing arguments and proofs.
The strands are unified further by the
fundamental themes of data, representation,
shape, and change. Important mathematical
ideas are frequently revisited through this
attention to connections within and across
strands, enabling students to develop a robust
and connected understanding of mathematics.
Active Learning and Teaching
The manner in which students encounter
mathematical ideas can contribute significantly
to the quality of their learning and the depth
of their understanding. Core-Plus Mathematics
units are designed around multi-day lessons
centered on big ideas. Each lesson includes
2–5 mathematical investigations that engage
students in a four-phase cycle of classroom
activities, described in the following
paragraph—Launch, Explore, Share and
Summarize, and Check Your Understanding.
This cycle is designed to engage students in
investigating and making sense of problem
situations, in constructing important
mathematical concepts and methods, in
generalizing and proving mathematical
relationships, and in communicating, both
orally and in writing, their thinking and
the results of their efforts. Most classroom
activities are designed to be completed by
students working collaboratively in groups of
two to four students.
The launch phase of a lesson promotes a
teacher-led class discussion of a problem
situation and of related questions to think
about, setting the context for the student work
xiii
Preface
to follow. In the second or explore phase,
students investigate more focused problems
and questions related to the launch situation.
This investigative work is followed by a
teacher-led class discussion in which students
summarize mathematical ideas developed
in their groups, providing an opportunity to
construct a shared understanding of important
concepts, methods, and approaches. Finally,
students are given tasks to complete on their
own, to check their understanding of the
concepts and methods.
Each lesson also includes homework tasks
to engage students in applying, connecting,
reflecting on, extending, and reviewing their
mathematical understanding. These On Your
Own tasks are central to the learning goals
of each lesson and are intended primarily for
individual work outside of class. Selection of
tasks should be based on student performance
and the availability of time and technology.
Students can exercise some choice of tasks to
pursue, and at times they should be given the
opportunity to pose their own problems and
questions to investigate.
xiv
Multiple Approaches to
Assessment
Assessing what students know and are able to
do is an integral part of Core-Plus Mathematics.
There are opportunities for assessment in
each phase of the instructional cycle. Initially,
as students pursue the investigations that
comprise the curriculum, the teacher is able
to informally assess student understanding
of mathematical processes and content and
their disposition toward mathematics. At the
end of each investigation, a class discussion
to Summarize the Mathematics provides an
opportunity for the teacher to assess levels
of understanding that various groups of
students have reached as they share and
explain their fi ndings. Finally, the Check Your
Understanding tasks and the tasks in the On
Your Own sets provide further opportunities
to assess the level of understanding of each
individual student. Quizzes, in-class tests,
take-home assessment tasks, and extended
projects are included in the teacher resource
materials.
Acknowledgments
Development and evaluation of the student text
materials, teacher materials, assessments, and
computer software for Core-Plus Mathematics
2nd Edition was funded through a grant from
the National Science Foundation to the Core-Plus
Mathematics Project (CPMP). We express our
appreciation to NSF and, in particular, to our
program officer John Bradley for his long-term
trust, support, and input.
We are also grateful to Texas Instruments and,
in particular, Dave Santucci for collaborating
with us by providing classroom sets of graphing
calculators to field-test schools.
As seen on page v, CPMP has been a
collaborative effort that has drawn on the
talents and energies of teams of mathematics
educators at several institutions. This diversity
of experiences and ideas has been a particular
strength of the project. Special thanks is owed
to the exceptionally capable support staff at
these institutions, particularly to Angela Reiter,
Matthew Tuley, and Teresa Ziebarth at Western
Michigan University.
We are also grateful to our Advisory Board,
Diane Briars (Pittsburgh Public Schools), Jeremy
Kilpatrick (University of Georgia), Robert E.
Megginson (University of Michigan), Kenneth
Ruthven (University of Cambridge), and David
A. Smith (Duke University) for their ongoing
guidance and advice.
Special thanks are owed to the following
mathematicians: Deborah Hughes-Hallett
(University of Arizona/Harvard University),
Stephen B. Maurer (Swarthmore College),
William McCallum (University of Arizona),
Doris Schattschneider (Moravian College), and
to statistician Richard Scheaffer (University
of Florida) who reviewed and commented on
units as they were being developed, tested, and
refined.
Our gratitude is expressed to the teachers and
students in our 13 evaluation sites listed on page
vi. Their experiences using the revised Core-
Plus Mathematics units provided constructive
feedback and suggested improvements that were
immensely helpful.
Finally, we want to acknowledge Lisa
Carmona, Heather Holliday, Rachel Norton, and
their colleagues at Glencoe/McGraw-Hill who
contributed to the publication of this program.
xv
To the Student

Have you ever wondered …

• How the ticket price for a concert is decided?
• How the size of a wildlife population 10 years
from now can be predicted?
• How to decide on the best choice of long
distance or cell phone plans for your family?
• Why honeycomb cells are the shape they are?
• How a town or city decides on routes that
snowplows or sweepers use to clean the streets?
• On average, how many boxes of a particular
cereal your family would need to buy to get one
each of a complete set of prizes that are being
offered?
The mathematics you will learn in Core-Plus
Mathematics Course 1 will help you answer
questions like these.
Because real-world situations and problems often
involve data, shape, quantity, change, or chance,
you will study concepts and methods from several
interwoven strands of mathematics. In particular,
you will develop an understanding of broadly
useful ideas from algebra and functions, geometry,
statistics and probability, and discrete mathematics.
In the process, you will also see many connections
among these strands.
In this course, you will learn important
mathematics as you investigate and solve
interesting problems. You will develop the ability
to reason and communicate about mathematics
as you are actively engaged in understanding and
applying mathematics. You will often be learning
mathematics in the same way that many people
work in their jobs—by working in teams and using
technology to solve problems.
In the 21st century, anyone who faces the
challenge of learning mathematics or using
mathematics to solve problems can draw on the
resources of powerful information technology
tools. Calculators and computers can help
with calculations, drawing, and data analysis
in mathematical explorations and solving
mathematical problems.
Graphing calculators and computer software
tools will be useful in work on many of the
investigations in Core-Plus Mathematics.

xvi
(t)Dennis MacDonald/Alamy Images, (b)John Gilroy and John Lack.
To the Student
The curriculum materials include computer
software called CPMP-Tools that will be of great
help in learning and using the mathematical topics
of each CPMP course.
The software toolkit includes four families of
programs:
• Algebra—The software for work on algebra
problems includes an electronic spreadsheet and
a computer algebra system (CAS) that produces
tables and graphs of functions, manipulates
algebraic expressions, and solves equations and
inequalities.
• Geometry—The software for work on geometry
problems includes an interactive drawing
program for constructing, measuring, and
manipulating geometric figures and a set of
custom tools for studying geometric models of
physical mechanisms, tessellations, and special
shapes.
• Statistics—The software for work on data
analysis and probability problems provides
tools for graphic display and analysis of
data, simulation of probability experiments,
and mathematical modeling of quantitative
relationships.
• Discrete Mathematics—The software for work
on graph theory problems provides tools for
constructing, manipulating, and analyzing
vertex-edge graphs.
In addition to the general purpose tools provided
for work on tasks in each strand of the curriculum,
CPMP-Tools includes files that provide electronic
copies of most data sets essential for work on
problems in each Core-Plus Mathematics course.
When you see an opportunity to use computer
tools for work on a particular investigation, select
the CPMP-Tools menu corresponding to the content
involved in the problem. Then select the submenu
items corresponding to the required mathematical
operations and data sets.
In Course 1, you’re going to learn a lot of useful
mathematics. It will make sense to you and you
can use it to make sense of your world. You’re
going to learn a lot about working collaboratively
on problems and communicating with others
as well. You’re also going to learn how to use
technological tools intelligently and effectively.
Finally, you’ll have plenty of opportunities to be
creative and inventive. Enjoy!
xvii