Curriculum and Instruction – Mathematics

Quarter 2 Pre-Calculus

IntroductionIn 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these goals, as further described in our strategic plan, Destination2025. By 2025,

80% of our students will graduate from high school college or career ready 90% of students will graduate on time 100% of our students who graduate college or career ready will enroll in a post-secondary opportunity

In order to achieve these ambitious goals, we must collectively work to provide our students with high quality, College and Career Ready standards-aligned instruction. The Tennessee State Standards provide a common set of expectations for what students will know and be able to do at the end of a grade. College and Career Ready Standards are rooted in the knowledge and skills students need to succeed in post-secondary study or careers. The TN State Standards represent three fundamental shifts in mathematics instruction: focus, coherence and rigor.

Focus Coherence Rigor

• The Standards call for a greater focus in mathematics. Rather than racing to cover topics in a mile-wide, inch-deep curriculum, the Standards require us to significantly narrow and deepen the way time and energy is spent in the math classroom. We focus deeply on the major work of each grade so that students can gain strong foundations: solid conceptual understanding, a high degree of procedural skill and fluency, and the ability to apply the math they know to solve problems inside and outside the math classroom.

Thinking across grades:• The Standards are designed around coherent

progressions from grade to grade. Learning is carefully connected across grades so that students can build new understanding onto foundations built in previous years. Each standard is not a new event, but an extension of previous learning.

Linking to major topics:• Instead of allowing additional or supporting

topics to detract from course, these concepts serve the course focus. For example, instead of data displays as an end in themselves, they are an opportunity to do grade-level word problems.

Conceptual understanding:• The Standards call for conceptual understanding

of key concepts, such as place value and ratios. Students must be able to access concepts from a number of perspectives so that they are able to see math as more than a set of mnemonics or discrete procedures.

Procedural skill and fluency:• The Standards call for speed and accuracy in

calculation. While the high school standards for math do not list high school fluencies, there are suggested fluency standards for algebra 1, geometry and algebra 2.

Application:• The Standards call for students to use math

flexibly for applications in problem-solving contexts. In content areas outside of math, particularly science, students are given the opportunity to use math to make meaning of and access content.

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The Standards for Mathematical Practice describe varieties of expertise, habits of minds and productive dispositions that mathematics educators at all levels should seek to develop in their students. These practices rest on important National Council of Teachers of Mathematics (NCTM) “processes and proficiencies” with longstanding

importance in mathematics education. Throughout the year, students should continue to develop proficiency with the eight Standards for Mathematical Practice.

This curriculum map is designed to help teachers make effective decisions about what mathematical content to teach so that, ultimately our students, can reach Destination 2025. To reach our collective student achievement goals, we know that teachers must change their practice so that it is in alignment with the three mathematics instructional shifts.

Throughout this curriculum map, you will see resources as well as links to tasks that will support you in ensuring that students are able to reach the demands of the standards in your classroom. In addition to the resources embedded in the map, there are some high-leverage resources around the content standards and mathematical practice standards that teachers should consistently access:

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Mathematical Practices(MP)

1. Make sense of problems and persevere in solving them

2. Reason abstractly and quatitatively

3. Construct viable arguments and

crituqe the reasoning of

others

4. Model with mathematics

5. Use appropriate tools strategically

6. Attend to precision

7. Look for and make use of

structure

8. Look for and express regularity

in repeated reasoning

Curriculum and Instruction – Mathematics

Quarter 2 Pre-Calculus

The TN Mathematics StandardsThe Tennessee Mathematics Standards:https://www.tn.gov/education/article/mathematics-standards

Teachers can access the Tennessee State standards, which are featured throughout this curriculum map and represent college and career ready learning at reach respective grade level.

Standards for Mathematical PracticeMathematical Practice Standardshttps://drive.google.com/file/d/0B926oAMrdzI4RUpMd1pGdEJTYkE/view

Teachers can access the Mathematical Practice Standards, which are featured throughout this curriculum map. This link contains more a more detailed explanation of each practice along with implications for instructions.

Purpose of the Mathematics Curriculum Maps

This curriculum framework or map is meant to help teachers and their support providers (e.g., coaches, leaders) on their path to effective, college and career ready (CCR) aligned instruction and our pursuit of Destination 2025. It is a resource for organizing instruction around the TN State Standards, which define what to teach and what students need to learn at each grade level. The framework is designed to reinforce the grade/course-specific standards and content—the major work of the grade (scope)—and provides a suggested sequencing and pacing and time frames, aligned resources—including sample questions, tasks and other planning tools. Our hope is that by curating and organizing a variety of standards-aligned resources, teachers will be able to spend less time wondering what to teach and searching for quality materials (though they may both select from and/or supplement those included here) and have more time to plan, teach, assess, and reflect with colleagues to continuously improve practice and best meet the needs of their students.

The map is meant to support effective planning and instruction to rigorous standards; it is not meant to replace teacher planning or prescribe pacing or instructional practice. In fact, our goal is not to merely “cover the curriculum,” but rather to “uncover” it by developing students’ deep understanding of the content and mastery of the standards. Teachers who are knowledgeable about and intentionally align the learning target (standards and objectives), topic, task, and needs (and assessment) of the learners are best-positioned to make decisions about how to support student learning toward such mastery. Teachers are therefore expected--with the support of their colleagues, coaches, leaders, and other support providers--to exercise their professional judgement aligned to our shared vision of effective instruction, the Teacher Effectiveness Measure (TEM) and related best practices. However, while the framework allows for flexibility and encourages each teacher/teacher team to make it their own, our expectations for student learning are non-negotiable. We must ensure all of our children have access to rigor—high-quality teaching and learning to grade-level specific standards, including purposeful support of literacy and language learning across the content areas.

Additional Instructional SupportShelby County Schools adopted our current math textbooks for grades 9-12 in 2010-2011. The textbook adoption process at that time followed the requirements set forth by the Tennessee Department of Education and took into consideration all texts approved by the TDOE as appropriate. We now have new standards;

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therefore, the textbook(s) have been vetted using the Instructional Materials Evaluation Tool (IMET). This tool was developed in partnership with Achieve, the Council of Chief State Officers (CCSSO) and the Council of Great City Schools. The review revealed some gaps in the content, scope, sequencing, and rigor (including the balance of conceptual knowledge development and application of these concepts), of our current materials. The additional materials purposefully address the identified gaps in alignment to meet the expectations of the CCR standards and related instructional shifts while still incorporating the current materials to which schools have access. Materials selected for inclusion in the Curriculum Maps, both those from the textbooks and external/supplemental resources (e.g., EngageNY), have been evaluated by district staff to ensure that they meet the IMET criteria.

How to Use the Mathematics Curriculum Maps

OverviewAn overview is provided for each quarter. The information given is intended to aid teachers, coaches and administrators develop an understanding of the content the students will learn in the quarter, how the content addresses prior knowledge and future learning, and may provide some non-summative assessment items.

Tennessee State StandardsThe TN State Standards are located in the left column. Each content standard is identified as the following: Major Work, Supporting Content or Additional Content.; a key can be found at the bottom of the map. The major work of the grade should comprise 65-85% of your instructional time. Supporting Content are standards that supports student’s learning of the major work. Therefore, you will see supporting and additional standards taught in conjunction with major work. It is the teacher’s responsibility to examine the standards and skills needed in order to ensure student mastery of the indicated standard.

ContentTeachers are expected to carefully craft weekly and daily learning objectives/ based on their knowledge of TEM Teach 1. In addition, teachers should include related best practices based upon the TN State Standards, related shifts, and knowledge of students from a variety of sources (e.g., student work samples, MAP, etc.). Support for the development of these lesson objectives can be found under the column titled ‘Content’. The enduring understandings will help clarify the “big picture” of the standard. The essential questions break that picture down into smaller questions and the objectives provide specific outcomes for that standard(s). Best practices tell us that clearly communicating and making objectives measureable leads to greater student mastery.

Instructional Support and Resources

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District and web-based resources have been provided in the Instructional Resources column. Throughout the map you will find instructional/performance tasks, i-Ready lessons and additional resources that align with the standards in that module. The additional resources provided are supplementary and should be used as needed for content support and differentiation.

Topics Addressed in Quarter Trigonometric Functions and Their Graphs Unit Circle Inverse Trigonometric Functions

Law of Sine Law of Cosine Trigonometric Identities

Overview In this quarter students will build upon their understanding, from algebra 2, of the trigonometric functions. They will use special right triangles to determine the x- and y-coordinates of angles on the unit circle and investigate how the symmetry of the unit circle helps to extend knowledge to angles outside of the first quadrant. Students will use that information to define sine and cosine and investigate and solve inverse trigonometric functions that occur in the real-world.

Fluency The high school standards do not set explicit expectations for fluency, but fluency is important in high school mathematics. Fluency in algebra can help students get past the need to manage computational and algebraic manipulation details so that they can observe structure and patterns in problems. Such fluency can also allow for smooth progress toward readiness for further study/careers in science, technology, engineering, and mathematics (STEM) fields. These fluencies are highlighted to stress the need to provide sufficient supports and opportunities for practice to help students gain fluency. Fluency is not meant to come at the expense of conceptual understanding. Rather, it should be an outcome resulting from a progression of learning and thoughtful practice. It is important to provide the conceptual building blocks that develop understanding along with skill toward developing fluency.

References:

https://www.engageny.org/

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http://www.corestandards.org/ http://www.nctm.org/ http://achievethecore.org/

TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCES

GLENCOE - Chapter 4: Trigonometric Functions Chapter 5: Trigonometric Identities & EquationsSULLIVAN – Chapter 6: Trigonometric Functions Chapter 7: Analytic Trigonometry Chapter 8: Applications of Trigonometric Functions

(Allow approximately 6 weeks for instruction, review, and assessment)Domain: Applied TrigonometryCluster: Use trigonometry to solve problems.

G-AT-1:Use the definitions of the six trigonometric ratios as ratios of sides in a right triangle to solve problems about lengths of sides and measures of angles.

Enduring Understanding(s): The relationship between the sides and

angles of right triangles leads to the exploration of trigonometric functions.

Essential Question(s): What are the six trigonometric functions for

the acute angles in a right triangle? Why are the trigonometric ratios in similar

triangles equal? How is trigonometric used to solve right

triangles, including real-world applications?

Objective(s): Students will find the values of trigonometric

functions for acute angles of right triangles. Students will solve right triangles.

Glencoe4-1: Right Angle Trigonometry

Sullivan8.1: Right Angle Trigonometry; Applications

Task(s):Illustrative Math: Defining Trig Ratios Edutoolbox: Making Right Triangles Edutoolbox: Relating Trigonometric Functions

Additional Resources:Learnzillion: Right Angles and Trigonometry Mathshell: Trigonometry Functions Better Lesson: Problem Solving with Isosceles Triangles and Circles

Vocabulary: trigonometric ratiostrigonometric functions, sine, cosine, tangentcosecant, secant, cotangentreciprocal functioninverse trigonometric functioninverse sine, inverse cosineinverse tangent, angle of elevationangle of depression, solve a right triangle

Writing in Math:Explain why the six trigonometric functions are transcendental functions.

Explain how to determine the length of an unknown side of a right triangle given one acute angle and one side length. Write a general statement explaining how to select which trigonometric function to use to solve the problem.

.

Domain: Trigonometric Functions Enduring Understanding(s): Pearson Vocabulary: vertex, initial side, terminal side, standard position, radian, co-terminal angles,

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TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCESCluster: Extend domain of trig functions using the unit circle.

F-TF-1 : Convert from radians to degrees and from degrees to radians.

Domain: Applied TrigonometryCluster: Use trigonometry to solve problems.

G-AT-3:Derive and apply the formulas for the area of sector of a circle. exponential functions.

Domain: Reasoning with Equations and InequalitiesCluster: Understand solving equations as a process of reasoning and explain the reasoning

The characteristics of trigonometric and circular functions and their representations are useful in solving real-world problems.

A circle is a set of points that can be defined by an equation. This measurement is expressed in radians rather than degrees.

Essential Question(s): How do trigonometric and circular functions

model real-world problems and their solutions?

How are the circular functions related to the trigonometric functions?

Objective(s): Students will convert degree measures of

angles to radian and vice versa. Students will derive and apply the formula

for the area of a sector of a circle.

2-1 Solving One-Step Equations2-2 Solving Two-Step Equations2-3 Solving Multi-Step Equations2-4 Solving Equations With Variables on Both Sides2 - 5 Literal Equations & Formulas

Glencoe4-2: Degrees and RadiansSullivan6.1: Angles and Their Measures

Task(s):Discover Radians! Pizza Sector

Additional Resources:Khan Academy: Radians and Degrees Mathguide.com: Trigonometric AnglesCPalms.org: Deriving the Sector Area FormulaNCTM Illuminations: Graphs from the Unit CircleNCTM Illuminations: Rolling into RadiansBetter Lesson: Advantages of Radian Measures

linear speed, angular speed, sector

Writing in Math:Compare and contrast degree and radian measures. You may use a Venn diagram or other compare/contrast graphic organizer.

Domain: Trigonometric FunctionsCluster: Extend the domain of trigonometric functions using the unit circle.

F-TF-2: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

Enduring Understanding(s): There is a direct relationship between right

triangle trigonometry and trigonometric functions.

Special triangles and the unit circle can be used to find values for trigonometric functions of specific angles.

The trigonometric functions are extended to all real numbers to describe rotations around the unit circle.

Glencoe4-3: Trigonometric Functions on the Unit CircleSullivan6.2: Trigonometric Functions: Unit Circle Approach

Task(s):Trigonometric Functions TasksUtah Education Network: Off on a Tangent

Additional Resources:Engage NY Lesson: Special Triangles and the

Vocabulary: quadrantal angle, reference angle, unit circle, circular function, periodic function, period

Writing in Math:Make a conjecture as to the periods of the secant, cosecant and cotangent functions. Explain your reasoning.

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TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCESof their values for x, where x is any real number.

Essential Question(s): How can special right triangles help us find

the coordinates of certain angles on the unit circle?

Objective(s): Students will find the values of

trigonometric functions for any angle, including the unit circle.

Unit CircleShmoop.com: Trigonometric FunctionsMath Warehouse: Unit Circle GameKhan Academy: Trigonometric Ratios and Similarity

Domain: Graphing Trigonometric FunctionsCluster: Model periodic phenomena with trigonometric functions.*

F-GT-3:Graph the six trigonometric functions and identify characteristics such as period, amplitude, phase shift and asymptotes. .

Enduring Understanding(s): There are many instances of periodic data in

the world around us. Trigonometric functions can be used to

model real world data that is periodic in nature.

Essential Question(s): How is the domain and range of the six

Trigonometric functions determined? What is a phase shift? How do amplitudes, periods, phase shifts,

vertical shifts and co-functions relate to the graphs of translated sine and cosine functions?

Which trigonometric functions have asymptotes and why?

Objective(s): Graph sine and cosine functions and their

transformations and determine period, amplitude, phase shift, and midline.

Graph tangent and reciprocal trigonometric functions.

Glencoe4-4: Graphing Sine and Cosine Functions4-5: Graphing Other Trigonometric Functions

Sullivan6.3: Properties of Trigonometric Functions6.4: Graphs of Sine and Cosine Functions6.5: Graphs of Tangent, Cotangent, Cosecant, and Secant Functions

Tasks:Graphs of Sine and Cosine(see SCS Math Tasks (Precalculus) )

Additional Resources:Engage NY: Properties of Trig FunctionsGraphing Sine & Cosine FunctionsOff on a TangentKhan Academy: The Graphs of Sine, Cosine and TangentInvestigating Trigonometric GraphsHow to Graph Trig FunctionsNCTM Illuminations: Trigonometric Graphing InteractiveBetter Lesson: Graphs of Sine and CosineBetter Lesson: Modeling Average Temperature

Vocabulary: sinusoid, amplitude, frequency, phase shift, vertical shift, midline

Writing in Math:What are the basic properties of tangent, cotangent, cosecant and secant graphs?

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TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCESwith TrigonometryKhan Academy: Intro to Amplitude, Midline, & Extrema of Sinusoidal Functions

GLENCOE - Chapter 4: Trigonometric Functions Chapter 5: Trigonometric Identities & EquationsSULLIVAN – Chapter 7: Analytic Trigonometry

(Allow approximately 3 weeks for instruction, review, and assessment)Domain: Graphing Trigonometric FunctionsCluster: Model periodic phenomena with trigonometric functions.*

F-GT-4:Find values of inverse trigonometric expressions (including compositions), applying appropriate domain and range restrictions.F-GT-5: 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-GT-6:Determine the appropriate domain and corresponding range for each of the inverse trigonometric functions. F-GT-7:Graph the inverse trigonometric functions and identify their key characteristics.

Enduring Understanding(s): A firm understanding of domain and range

and the inverse of functions is applied to trigonometric functions.

Inverse functions must be used to find solutions in some modeling problems.

.Essential Questions: How can you compare the graphs of the sine,

cosine, tangent functions and their inverses? Since the trigonometric functions are not one-

to-one, how can the domain be restricted to graph the inverse functions?

How are inverse trigonometric functions used to find angles in real-world problems?

Objectives: Students will evaluate and graph inverse

trigonometric functions. Students will determine the coordinates of

the points on an inverse trigonometric function from a table of values.

Students will determine the domain for the inverse sine, inverse cosine, and inverse tangent functions.

Glencoe4-6: Inverse Trigonometric FunctionsSullivan7.1: The Inverse Sine, Cosine, and Tangent Functions7.2: The Inverse Trigonometric Functions (Continued)

Tasks:Illustrative Math: Foxes and Rabbits 2Math Vision Project: "Sine" Language- A Solidifying Understanding Task (p. 12 if viewing from a computer, p. 8 if printed).

Additional Resources:Engage NY: Revisiting the Graphs of the Trigonometric Functions Engage NY: Inverse Trig Functions Khan Academy: Inverse Trigonometric FunctionsRegents Prep: Working with Inverse Trig FunctionsCengage Learning: Inverse Trigonometric Functions

Vocabulary: arcsine function, arccosine function, arctangent function

Writing in Math:Explain how the restrictions on the sine, cosine, and tangent functions dictate the domain and range of their inverse functions.

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TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCES

Domain: Graphing Trigonometric FunctionsCluster: Model periodic phenomena with trigonometric functions.

F-GT-8: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.

Enduring Understandings: Standard algebraic techniques and inverse

trigonometric functions to solve trigonometric equations.

Essential Question(s): What substitutions involving trigonometric

identities need to be used for solving some trigonometric equations?

How are algebraic operations used for solving trigonometric equations (including those in quadratic form)?

Objective(s): Students will solve trigonometric equations

using algebraic techniques and using basic identities.

Glencoe5-3: Solving Trigonometric EquationsSullivan7.7: Trigonometric Equations

Task(s):Inverse Trigonometric FunctionsGeorgia DOE: Inverse Trigonometric Functions

Additional Resources:Engage NY: Modeling with Trigonometric FunctionsKhan Academy: Using Inverse Trig Functions with a CalculatorBetter Lesson: Modeling with Periodic Functions

Vocabulary: inverse trigonometric functionGraphic Organizer: Inverse Trigonometric Functions

Writing in Math:Explain the difference in the techniques that are used when solving equations and verifying identities.

Domain: Trigonometric IdentitiesCluster: Apply trigonometric identities to rewrite expressions and solve equations.*

G-TI-2:Prove the addition and subtraction formulas for sine, cosine, and tangent and use them to solve problems.

Enduring Understanding: Having an understanding of simple identities

can open doors to a whole new set of identities.

The proof of addition and subtraction of identities are derived from the unit circle.

Identities are used to evaluate, simplify and solve trigonometric expressions and equations.

Identities can be used to calculate exact trigonometric values for any angle using the known special triangles.

Essential Questions:

Glencoe5-4: Sum and Difference IdentitiesSullivan7.4: Sum and Difference Formulas

Tasks:Georgia DOE: Addition and Subtraction Formulas for Sine, Cosine and Tangent(Three tasks - pp. 9-25 & 34-37; Double-angle task included )Illustrative Math: Sum and Difference Angle FormulasIllustrative Math: Coordinates of Equilateral Triangles

Vocabulary: reduction identity

Writing in Math:Can a tangent sum or difference identity be used to solve any tangent reduction formula? Explain your reasoning.

Students will read a word problem and identify the language needed to create an algebraic representation in order to solve the problem. Students will write an explanation to justify their solution.

.

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TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCES How can I prove the addition formula for

trigonometric functions? How can I prove the subtraction formula for

trigonometric functions? How can algebraic properties be used to

simplify trigonometric expressions and verify identities?

Objectives: Use sum and difference identities to evaluate

trigonometric functions. Use sum and difference identities to solve

trigonometric equations Students will show how all of the sum and

difference angle formulas can be derived from a single formula.

Additional Resources:Engage NY: Trigonometry Identity ProofEngage NY: Prove Addition and Subtraction FormulasBetter Lesson: Does cos ( a - b ) = cos (a) - cos (b)?Better Lesson: Sum and DifferenceBetter Lesson: Double Angle IdentitiesBetter Lesson: If sin(a)=3/5, what is sin(2a)?Khan Academy: Proof of the Cosine Angle Addition IdentityKhan Academy: Proof of the Sine Angle Addition IdentityKhan Academy: Trig Identity Reference Sheet

Domain: Applied TrigonometryCluster: Use trigonometry to solve problems.

G-AT-5:Prove the Laws of Sines and Cosines and use them to solve problems.

G-AT-6:Understand and apply the Law of Sines (including the ambiguous case) and the Law of Cosines to find unknown measurements in right and non-right triangles (e.g., surveying problems, resultant force).

Enduring Understandings: Trigonometry is expanded beyond the right

triangle. The sides and angles of all triangles can be

found, providing solutions to real-world problems.

Essential Questions: How is the area of a triangle found when two

sides and the included angles are given? How are oblique triangles solved using the

Law of Sines and the Law of Cosines? In real-world situations, such as navigation,

surveying, etc., how can the Law of Sines of the Law of Cosines be used?

Glencoe4-7: The Law of Sines and the Law of CosinesSullivan8.2: The Law of Sines8.3: The Law of Cosines

Tasks:Georgia DOE: Proving the Laws of Sines and Cosines (Two tasks - pp. 16-32) G-SRT.D.11 Tasks (p. 6)

Additional Resources:NCTM Illuminations: Law of CosinesNCTM: Illuminations: Law of SinesTask(s)

Vocabulary: oblique triangles, Law of Sines, ambiguous case, Law of Cosines, Heron’s Formula

Writing in Math:Explain the different circumstances in which you would use the Law of Cosines, the Law of Sines, the Pythagorean Theorem, and the trigonometric ratios to solve a triangle.

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TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCES

Objective(s): Students will solve oblique triangles using the

Law of Cosines and the Law of Sines, including the ambiguous case.

The Non-Right Triangle (pp.28-31)Better Lesson: Triangles that are Wrong Because They are Not RightKhan Academy: Law of SinesKhan Academy: Law of Cosine

RESOURCE TOOLBOXTextbook ResourcesGlencoe Pre-calculus © 2011

StandardsCommon Core Standards - Mathematics

VideosKhan Academy

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http://connected.mcgraw-hill.com/connected/login.doSullivan Pre-calculus: Enhanced with Graphing Utilities, 5e © 2009.Pearson Interactmath

Common Core Standards - Mathematics Appendix ATN CoreThe Mathematics Common Core ToolboxCommon Core LessonsTennessee’s State Mathematics StandardsTennessee’s Precalculus StandardsCCSS Flip Book with Examples of each Standard

Lamar University Tutorial

CalculatorTexas Instruments EducationCasio EducationTI Emulator

Manipulatives/Other Resourceshttp://www.ct4me.net/math_manipulatives_2.htm

NWEA MAP Resources:https://teach.mapnwea.org/assist/help_map/ApplicationHelp.htm#UsingTestResults/MAPReportsFinder.htm - Sign in and Click the Learning Continuum Tab – this resources will help as you plan for intervention, and differentiating small group instruction on the skill you are currently teaching. (Four Ways to Impact Teaching with the Learning Continuum)https://support.nwea.org/khanrit - These Khan Academy lessons are aligned to RIT scores.

Additional Siteshttp://functions.wolfram.comhttp://www.opensourcemath.orghttp://www.analyzemath.com/Graphing/piecewise_functions.htmlhttp://www.purplemath.com/http://www.onlinemathlearning.com/math-word-problems.htmlhttp://education.ti.com/calculators/downloads/US/Activities/Detail?id=9530Online Algebra and Trigonometry Tutorial

Literacy SupportGlencoe Reading & Writing in the Mathematics ClassroomGraphic Organizers (9-12)

Tasks/LessonsUT Dana CenterMars TasksInside Math TasksMath Vision Project Tasks Better LessonEdutoolbox (formerly TNCore)

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