Grade 12- PreCalculus · Albuquerque School of Excellence Math Curriculum Overview Grade 12- PreCalculus Module •Complex Numbers and Transformations Module •Vectors and Matrices

Albuquerque School of Excellence

Math Curriculum Overview

Grade 12- PreCalculus

Module •Complex Numbers

and Transformations

Module •Vectors and

Matrices

Module •Rational and

Exponential Functions

Module •Trigonometry

Module •Probability and

Statistics

A Story of Functions Curriculum Overview COMMON CORE MATHEMATICS CURRICULUM

Sequence of Precalculus Modules Aligned with the Standards Module 1: Complex Numbers and Transformations Module 2: Vectors and Matrices Module 3: Rational and Exponential Functions Module 4: Trigonometry Module 5: Probability and Statistics

Summary of Year

Extending their understanding of complex numbers to points in the complex plane, students come to understand that multiplying a given set of points by a complex number amounts to rotating and dilating those points in the complex plane about zero. Matrices are studied as tools for performing rotations and reflections of the coordinate plane, as well as for solving systems of linear equations. Inverse functions are explored as students study the relationship between exponential and logarithmic functions and restrict the domain of the trigonometric functions to allow for their inverses. The year concludes with a capstone module on modeling with probability and statistics. The Mathematical Practice Standards apply throughout each course and, together with the content standards, prescribe that students experience mathematics as a coherent, useful, and logical subject that makes use of their ability to make sense of problem situations.

A Story of Functions: A Curriculum Overview for Grades 9–12 Date: 8/29/13 45

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Rationale for Module Sequence in Precalculus

In Algebra II, students extended their understanding of number to include complex numbers as they studied polynomials with complex zeros. In Module 1, students graph complex numbers in the complex plane and translate between rectangular and polar forms of complex numbers. In particular, through repeated reasoning, they come to realize that multiplying a given set of points by a complex number amounts to rotating and dilating those points in the complex plane around the point zero. Thinking of a complex number, a + bi, once again as a point (a,b) in the coordinate plane, students investigate how multiplying by a complex number can be thought of as a map from the coordinate plane to itself. That study, in turn, leads to matrix notation and a natural definition for multiplying a vector by a matrix:

is equivalent to .

Thus, students discern structure in the operations with matrices and vectors by comparing them to arithmetic with complex numbers.

Students began the study of transformations in Grade 8, and precisely defined rigid motions in the plane in terms of angles, circles, perpendicular lines, parallel lines, and segments in Geometry. In this module, students precisely define rotations, reflections and dilations in the coordinate plane using 2 x 2 matrices (and translations by vector addition). These well-defined definitions of transformations of the coordinate plane shed light on how geometry software and video games efficiently perform rigid motion calculations.

In the first module students viewed matrices as tools for performing rotations and reflections of the coordinate plane. In Module 2, they move beyond this viewpoint to study matrices and vectors as objects in their own right. Students interpret the properties and operations of matrices to learn multiple ways to solve problems with them, including solving systems of linear equations. They construct viable arguments using matrices to once again derive equations for conic sections, this time by translating and rotating the locus of points into a “standard” position using matrix operations. (For example, applying rigid motions to move the directrix of a parabola to one of the coordinate axes.)

Students study rational and exponential functions in Module 3. They graph rational functions by extending what they learned about graphing polynomials functions. Students, through repeatedly exploiting the relationship between exponential and logarithmic functions, learn the meaning of inverse functions. Additionally, students learn to explicitly build composite functions to model relationships between two quantities. In particular, they analyze the composite of two functions in describing the relationship of three or more quantities in modeling activities in this module.

In Module 4, students visualize graphs of trigonometric functions with the aid of appropriate software and interpret how a family of graphs defined by varying a parameter in a given function changes based upon that parameter. They analyze symmetry and periodicity of trigonometric functions. They

Mathematical Practices

1. Make sense of problems and persevere insolving them.

2. Reason abstractly and quantitatively.

3. Construct viable arguments and critiquethe reasoning of others.

4. Model with mathematics.

5. Use appropriate tools strategically.

6. Attend to precision.

7. Look for and make use of structure.

8. Look for and express regularity in repeatedreasoning.






extend their knowledge of inverse functions to trigonometric functions by restricting domains to create the inverses, and apply inverse functions to solve trigonometric equations that arise in modeling contexts. Students also construct viable arguments to prove the Law of Sines, Law of Cosines, and the addition and subtraction formulas for the trigonometric functions.

This course concludes with Module 5, a capstone module on modeling with probability and statistics in which students consolidate their study of statistics as they analyze decisions and strategies using newly refined skills in calculating expected values.

Alignment Chart

Module and Approximate Number of Instructional Days

Common Core Learning Standards Addressed in Precalculus Modules

Module 1: Complex Numbers and Transformations (40 days)

Perform arithmetic operations with complex numbers.

N-CN.3 (+) Find the conjugate of a complex number; use conjugates to find moduli and quotients of complex numbers.

Represent complex numbers and their operations on the complex plane.

N-CN.4 (+) Represent complex numbers on the complex plane in rectangular and polar form (including real and imaginary numbers), and explain why the rectangular and polar forms of a given complex number represent the same number.

N-CN.5 (+) Represent addition, subtraction, multiplication, and conjugation of complex numbers geometrically on the complex plane; use properties of this representation for computation. For example, (–1 + √3 i)3 = 8 because (–1 + √3 i) has modulus 2 and argument 120°.

N-CN.6 (+) Calculate the distance between numbers in the complex plane as the modulus of the difference, and the midpoint of a segment as the average of the numbers at its endpoints.

Perform operations on matrices and use matrices in applications.

N-VM.1067 (+) Understand that the zero and identity matrices play a role in matrix addition and

67 N.VM and G.CO standards are included in the context of defining transformations of the plane rigorously using complex numbers and 2 x 2 matrices, and linking rotations and reflections to multiplication by complex number and/or by 2 x 2 matrices to show how geometry software and video games work.








multiplication similar to the role of 0 and 1 in the real numbers. The determinant of a square matrix is nonzero if and only if the matrix has a multiplicative inverse.

N-VM.11 (+) Multiply a vector (regarded as a matrix with one column) by a matrix of suitable dimensions to produce another vector. Work with matrices as transformations of vectors.

N-VM.12 (+) Work with 2 x 2 matrices as transformations of the plane, and interpret the absolute value of the determinant in terms of area.

Experiment with transformations in the plane

G-CO.2 Represent transformations in the plane using, e.g., transparencies and geometry software; describe transformations as functions that take points in the plane as inputs and give other points as outputs. Compare transformations that preserve distance and angle to those that do not (e.g., translation versus horizontal stretch).

G-CO.4 Develop definitions of rotations, reflections, and translations in terms of angles, circles, perpendicular lines, parallel lines, and line segments.

G-CO.5 Given a geometric figure and a rotation, reflection, or translation, draw the transformed figure using, e.g., graph paper, tracing paper, or geometry software. Specify a sequence of transformations that will carry a given figure onto another.

Module 2: Vectors and Matrices (40 days)

Represent and model with vector quantities.

N-VM.1 (+) Recognize vector quantities as having both magnitude and direction. Represent vector quantities by directed line segments, and use appropriate symbols for vectors and their magnitudes (e.g., v, |v|, ||v||, v).

N-VM.2 (+) Find the components of a vector by subtracting the coordinates of an initial point from the coordinates of a terminal point.

N-VM.3 (+) Solve problems involving velocity and other quantities that can be represented by vectors.








Perform operations on vectors.

N-VM.4 (+) Add and subtract vectors.

a. Add vectors end-to-end, component-wise, and by the parallelogram rule. Understand thatthe magnitude of a sum of two vectors is typically not the sum of the magnitudes.

b. Given two vectors in magnitude and direction form, determine the magnitude and directionof their sum.

c. Understand vector subtraction v – w as v + (–w), where –w is the additive inverse of w, withthe same magnitude as w and pointing in the opposite direction. Represent vectorsubtraction graphically by connecting the tips in the appropriate order, and perform vectorsubtraction component-wise.

N-VM.5 (+) Multiply a vector by a scalar.

a. Represent scalar multiplication graphically by scaling vectors and possibly reversing theirdirection; perform scalar multiplication component-wise, e.g., as c(vx, vy) = (cvx, cvy).

b. Compute the magnitude of a scalar multiple cv using ||cv|| = |c|v. Compute the directionof cv knowing that when |c|v ≠ 0, the direction of cv is either along v for (c > 0) or against v(for c < 0).


N-VM.6 (+) Use matrices to represent and manipulate data, e.g., to represent payoffs or incidence relationships in a network.

N-VM.7 (+) Multiply matrices by scalars to produce new matrices, e.g., as when all of the payoffs in a game are doubled.

N-VM.8 (+) Add, subtract, and multiply matrices of appropriate dimensions.








N-VM.9 (+) Understand that, unlike multiplication of numbers, matrix multiplication for square matrices is not a commutative operation, but still satisfies the associative and distributive properties.

N-VM.10 (+) Understand that the zero and identity matrices play a role in matrix addition and multiplication similar to the role of 0 and 1 in the real numbers. The determinant of a square matrix is nonzero if and only if the matrix has a multiplicative inverse.

N-VM.11 (+) Multiply a vector (regarded as a matrix with one column) by a matrix of suitable dimensions to produce another vector. Work with matrices as transformations of vectors.

N-VM.12 (+) Work with 2 x 2 matrices as transformations of the plane, and interpret the absolute value of the determinant in terms of area.

Solve systems of equations

A-REI.8 (+) Represent a system of linear equations as a single matrix equation in a vector variable.

A-REI.9 (+) Find the inverse of a matrix if it exists and use it to solve systems of linear equations (using technology for matrices of dimension 3 x 3 or greater).

Translate between the geometric description and the equation for a conic section

G-GPE.1 Derive the equation of a circle of given center and radius using the Pythagorean Theorem; complete the square to find the center and radius of a circle given by an equation.

G-GPE.2 Derive the equation of a parabola given a focus and directrix.

G-GPE.3 (+) Derive the equations of ellipses and hyperbolas given the foci, using the fact that the sum or difference of distances from the foci is constant.

Module 3: Rational and Exponential Functions (25 days)

Use complex numbers in polynomial identities and equations.

N-CN.8 (+) Extend polynomial identities to the complex numbers. For example, rewrite x2 + 4 as (x + 2i)(x – 2i).








N-CN.9 (+) Know the Fundamental Theorem of Algebra; show that it is true for quadratic polynomials.

Use polynomial identities to solve problems

A-APR.5 (+) Know and apply the Binomial Theorem for the expansion of (x + y)n in powers of x and y for a positive integer n, where x and y are any numbers, with coefficients determined for example by Pascal’s Triangle.68

Rewrite rational expressions

A-APR.7 (+) Understand that rational expressions form a system analogous to the rational numbers, closed under addition, subtraction, multiplication, and division by a nonzero rational expression; add, subtract, multiply, and divide rational expressions.

Analyze functions using different representations

F-IF.7 Graph functions expressed symbolically and show key features of the graph by hand in simple cases and using technology for more complicated cases.★

d. (+) Graph rational functions, identifying zeros and asymptotes when suitable factorizationsare available, and showing end behavior.

F-IF.969 Compare properties of two functions each represented in a different way (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 relationship between two quantities.★

c. (+) Compose functions. For example, if T(y) is the temperature in the atmosphere as afunction of height, and h(t) is the height of a weather balloon as a function of time, then

68 The Binomial Theorem can be proved by mathematical induction or by a combinatorial argument. 69 This standard is to be applied to rational functions.








T(h(t)) is the temperature at the location of the weather balloon as a function of time.

Build new functions from existing functions

F-BF.4 Find inverse functions.

b. (+) Verify by composition that one function is the inverse of another.

c. (+) Read values of an inverse function from a graph or a table, given that the function has aninverse.

d. (+) Produce an invertible function from a non-invertible function by restricting the domain.

F-BF.5 (+) Understand the inverse relationship between exponents and logarithms and use this relationship to solve problems involving logarithms and exponents.

Explain volume formulas and use them to solve problems

G-GMD.2 (+) Give an informal argument using Cavalieri’s principle for the formulas for the volume of a sphere and other solid figures.

Module 4: Trigonometry (15 days)

Extend the domain of trigonometric functions using the unit circle

F-TF.3 (+) Use special triangles to determine geometrically the values of sine, cosine, tangent for π/3, π/4 and π/6, and use the unit circle to express the values of sine, cosine, and tangent for π–x, π+x, and 2π–x in terms of their values for x, where x is any real number.

F-TF.4 (+) Use the unit circle to explain symmetry (odd and even) and periodicity of trigonometric functions.

Model periodic phenomena with trigonometric functions

F-TF.6 (+) Understand that restricting a trigonometric function to a domain on which it is always increasing or always decreasing allows its inverse to be constructed.








F-TF.7 (+) Use inverse functions to solve trigonometric equations that arise in modeling contexts; evaluate the solutions using technology, and interpret them in terms of the context.★

Prove and apply trigonometric identities

F-TF.970 (+) Prove the addition and subtraction formulas for sine, cosine, and tangent and use them to solve problems.

Apply trigonometry to general triangles

G-SRT.9 (+) Derive the formula A = 1/2 ab sin(C) for the area of a triangle by drawing an auxiliary line from a vertex perpendicular to the opposite side.

G-SRT.10 (+) Prove the Laws of Sines and Cosines and use them to solve problems.

G-SRT.11 (+) Understand and apply the Law of Sines and the Law of Cosines to find unknown measurements in right and non-right triangles (e.g., surveying problems, resultant forces).

Understand and apply theorems about circles

G-C.4 (+) Construct a tangent line from a point outside a given circle to the circle.

Module 5: Probability and Statistics (30 days)


N-VM.6 (+) Use matrices to represent and manipulate data, e.g., to represent payoffs or incidence relationships in a network.

N-VM.7 (+) Multiply matrices by scalars to produce new matrices, e.g., as when all of the payoffs in a game are doubled.

Use the rules of probability to compute probabilities of compound events in a uniform probability model

S-CP.8 (+) Apply the general Multiplication Rule in a uniform probability model, P(A and B) = P(A)P(B|A)

70 Students are now responsible for proofs of angle addition and subtraction formulas.








= P(B)P(A|B), and interpret the answer in terms of the model.★

S-CP.9 (+) Use permutations and combinations to compute probabilities of compound events and solve problems.★

Calculate expected values and use them to solve problems

S-MD.1 (+) Define a random variable for a quantity of interest by assigning a numerical value to each event in a sample space; graph the corresponding probability distribution using the same graphical displays as for data distributions.★

S-MD.2 (+) Calculate the expected value of a random variable; interpret it as the mean of the probability distribution.★

S-MD.3 (+) Develop a probability distribution for a random variable defined for a sample space in which theoretical probabilities can be calculated; find the expected value. For example, find the theoretical probability distribution for the number of correct answers obtained by guessing on all five questions of a multiple-choice test where each question has four choices, and find the expected grade under various grading schemes.★

S-MD.4 (+) Develop a probability distribution for a random variable defined for a sample space in which probabilities are assigned empirically; find the expected value. For example, find a current data distribution on the number of TV sets per household in the United States, and calculate the expected number of sets per household. How many TV sets would you expect to find in 100 randomly selected households?★

Use probability to evaluate outcomes of decisions

S-MD.5 (+) Weigh the possible outcomes of a decision by assigning probabilities to payoff values and finding expected values.★

a. Find the expected payoff for a game of chance. For example, find the expected winningsfrom a state lottery ticket or a game at a fast-food restaurant.

b. Evaluate and compare strategies on the basis of expected values. For example, compare a








high-deductible versus a low-deductible automobile insurance policy using various, but reasonable, chances of having a minor or a major accident.

S-MD.6 (+) Use probabilities to make fair decisions (e.g., drawing by lots, using a random number generator).★

S-MD.7 (+) Analyze decisions and strategies using probability concepts (e.g., product testing, medical testing, pulling a hockey goalie at the end of a game).★





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Grade 12- PreCalculus · Albuquerque School of Excellence Math Curriculum Overview Grade 12- PreCalculus Module •Complex Numbers and Transformations Module •Vectors and Matrices