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DRAFT ​WCPSS Scope and Sequence NC Math 3 2018-2019 

Unit  MVP Lesson  Standards  Days 

NC.M3.A-SSE.1a, NC.M3.A-CED.2, NC.M3.F-IF.2, NC.M3.F-IF.4, 


Unit 1: More Functions, More Features  M2 Mod 4  8 
NC.M3.F-IF.7, NC.M3.F-BF.4a,c 

NC.M3.F-BF.1a, NC.M3.F-BF.4a, NC.M3-F.BF.4b, NC.M3.F-BF.4c, 


Unit 2: Inverse Functions  M3 Mod 1.1-1.5  6 
NC.M3.F-LE.4 

M3 Mod  NC.M3.F-BF.1a, NC.M3.F-BF.4a, NC.M3.F-BF.4c, NC.M3.F-LE.4, 


Unit 3: Exponential Functions  9 
2.1-2.9  NC.M3.A-CED.1, NC.M3.A-CED.2, NC.M3.A-CED.3, NC.M3.A-SSE.3c 

NC.M3.N-CN.9, NC.M3.A-SSE.1, NC.M3.A-APR.2, NC.M3.A-APR.3, 


M3 Mod 
Unit 4: Polynomial Functions  NC.M3.A-APR.6, NC.M3.A-CED.2, NC.M3.F-IF.4, NC.M3.F-IF.7,  8 
3.1-3.10 
NC.M3.F-BF.3, NC.M3.F-BF.1a, NC.M3.F-LE.3 

M3 Mod  NC.M3.F-BF.3, NC.M3.F-IF.4, NC.M3.F-IF.7, NC.M3.A-APR.6, 


Unit 5: Rational Functions  5 
4.1-4.7  NC.M3.A-APR.7, NC.M3.A-CED.2 

M2 Mod 
Unit 6: Geometric Figures  5.7-5.9;  NC.M3.G-CO.11, C.M3.G-CO.10, NC-M3.G-GPE.1  6 
8.1-8.3 

Unit 7: Circles from a Geometric  M2 Mod  NC.M3.G-C.1, NC.M3.G-C.2, NC.M3.G-C.3, NC.M3.G-C.4, NC.M3.G-C.5, 

Perspective  7.1-7.10  NC.M3.G-GMD.1, NC.M3.G-GMD.2, NC.M3.G-GMD.3 

M3 Mod 
Unit 8: Modeling with Geometry  NC.M3.G-GMD.4, NC.M3.G-MG.1  5 
5.1-5.5 

M3 Mod  NC.M3.F-TF.1, NC.M3.F-TF.2, NC.M3.F-TF.5, NC.M3.F-IF.4, 


Unit 9: Trigonometric Functions  9.5 
6.1-6.9  NC.M3.F-IF.7, NC.M3.F-IF.9, NC.M3.F-BF.3 

M3 Mod  NC.M3.S-IC.1, NC.M3.S-IC.3, NC.M3.S-IC.4, NC.M3.S-IC.5, 


Unit 10: Statistics  5 
8.5-8.7, Supp  NC.M3.S-IC.6 
Guide to Assessment in WCPSS with MVP

Unit 1: More Functions, More Features (MVP Secondary Math 2 Module 4)

Common Core State Standards NC Math 3 Standards

NC.M3.A-SSE.1a
Interpret the structure of expressions.
Interpret expressions that represent a quantity in terms of its context.
a. Identify and interpret parts of a piecewise, absolute value,
polynomial, exponential and rational expressions including terms,
factors, coefficients, and exponents.

NC.M3.A-CED.2
Create equations that describe numbers or relationships.
Create and graph equations in two variables to represent absolute
value, polynomial, exponential and rational relationships between
quantities.

NC.M3.F-IF.2
Understand the concept of a function and use function notation.
Use function notation to evaluate piecewise defined functions for
inputs in their domains, and interpret statements that use function
notation in terms of a context.

NC.M3.F-IF.4
Interpret functions that arise in applications in terms of the
context.
Interpret key features of graphs, tables, and verbal descriptions in
context to describe functions that arise in applications relating two
quantities to include periodicity and discontinuities.

F.IF.5 Integrated into another standard or moved into another course.


Relate the domain of a function to its graph and, where applicable, to
the quantitative relationship it describes. For 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.7 NC.M3.F-IF.7
Graph functions expressed symbolically and show key features of Analyze functions using different representations.
the graph, by hand in simple cases and using technology for more Analyze piecewise, absolute value, polynomials, exponential, rational,
complicated cases.★ and trigonometric functions (sine and cosine) using different
representations to show key features of the graph, by hand in simple
b. Graph square root, cube root, and piecewise-defined functions,
cases and using technology for more complicated cases, including:
including step functions and absolute value functions.
domain and range; intercepts; intervals where the function is
increasing, decreasing, positive, or negative; rate of change; relative
maximums and minimums; symmetries; end behavior; period; and
discontinuities.

F.BF.4a NC.M3.F-BF.4a
Find inverse functions. Build new functions from existing functions.
a. Solve an equation of the form f(x) = c for a simple function f Find an inverse function.
that has an inverse and write an expression for the inverse. For A. Understand the inverse relationship between exponential and
example, f(x) =2 x3 or f(x) = (x+1)/(x–1) for x ≠ 1. logarithmic, quadratic and square root, and linear to linear functions
and use this relationship to solve problems using tables, graphs, and
equations.

F.BF.4c NC.M3.F-BF.4c
Find inverse functions. Build new functions from existing functions.
c. (+) Read values of an inverse function from a graph or a table, Find an inverse function.
given that the function has an inverse. If an inverse function exists for a linear, quadratic and/or exponential
function,​ f,​ represent the inverse function, f​-1​, with a table, graph, or
equation and use it to solve problems in terms of a context.

Standards by Lesson

Unit 1: More Functions, More


Features
(MVP Secondary Math 2 Module 4)

4.1 Some of This, Some of That – A Develop Understanding Task Use


prior knowledge of functions to develop understanding of piecewise
functions

4.2 Bike Lovers – A Solidify Understanding Task Solidification of


graphing and writing equations for piecewise functions

4.3 More Functions with Features – A Solidify Understanding Task


Incorporating absolute value as piecewise-defined functions

4.4 Reflections of a Bike Lover– A Practice Understanding Task


Fluency with domain, range, absolute value and piecewise-defined
functions

4.5 What’s Your Pace? – A Develop Understanding Task Comparing


input and output values to develop understanding of inverse functions

4.6 Bernie’s Bikes – A Solidify Understanding Task Solidifying inverse


functions using multiple representations

4.7 More Features, More Functions – A Practice Understanding Task


Using prior knowledge to identify features of a function as well as to
create functions when given features
Unit 2: (MVP Secondary Math 3 Module 1)

Common Core State Standards NC Math 3 Standards

F.BF.1 NC.M3.F-BF.1
Write a function that describes a relationship between two quantities.★ Build a function that models a relationship between two
a. Determine an explicit expression, a recursive process, or steps for quantities.
calculation from a context. Write a function that describes a relationship between two quantities.
a. Build polynomial and exponential functions with real solution(s)
b. Combine standard function types using arithmetic operations. For
given a graph, a description of a relationship, or ordered pairs (include
example, build a function that models the temperature of a cooling
reading these from a table).
body by adding a constant function to a decaying exponential, and b. Build a new function, in terms of a context, by combining standard
relate these functions to the model. function types using arithmetic operations.
c. (+) Compose functions. For example, if T(y) is the temperature in c. ​This is a 4​th​ math standard.
the atmosphere as a function of height, and h(t) is the height of a
weather balloon as a function of time, then T(h(t)) is the temperature
at the location of the weather balloon as a function of time.

F.BF.4a NC.M3.F-BF.4a
Find inverse functions. Build new functions from existing functions.
a. Solve an equation of the form f(x) = c for a simple function f Find an inverse function.
that has an inverse and write an expression for the inverse. For a. Understand the inverse relationship between exponential and
logarithmic, quadratic and square root, and linear to linear functions
example, f(x) =2 x​3​ or f(x) = (x+1)/(x–1) for x ≠ 1.
and use this relationship to solve problems using tables, graphs, and
equations.

F.BF.4b NC.M3.F-BF.4b
Find inverse functions. Build new functions from existing functions.
b. (+) Verify by composition that one function is the inverse of Find an inverse function.
another. b. Determine if an inverse function exists by analyzing tables, graphs,
and equations.
F.BF.4c NC.M3.F-BF.4c
Find inverse functions. Build new functions from existing functions.
c. (+) Read values of an inverse function from a graph or a table, Find an inverse function.
given that the function has an inverse. c. If an inverse function exists for a linear, quadratic and/or
exponential function, f, represent the inverse function, f^(-1), with a
table, graph, or equation and use it to solve problems in terms of a
context.

F.BF.4d This is a 4​th​ math standard.


Find inverse functions.
d. (+) Produce an invertible function

NC.M3.F-LE.4
Construct and compare linear and exponential models and solve
problems.
Use logarithms to express the solution to ab^ct=d where a, b,c, and d
are numbers and evaluate the logarithm using technology.
Standards by Lesson

Unit 2: Inverse Functions


(MVP Secondary Math 3 Module 1)

1.1 Brutus Bites Back – A Develop Understanding Task Develops the concept of
inverse functions in a linear modeling context using tables, graphs, and
equations.

1.2 Flipping Ferraris – A Solidify Understanding Task Extends the concepts of


inverse functions in a quadratic modeling context with a focus on domain and
range and whether a function is invertible in a given domain.

1.3 Tracking the Tortoise – A Solidify Understanding Task Solidifies the concepts
of inverse function in an exponential modeling context and surfaces ideas about
logarithms.

1.4 Pulling a Rabbit Out of a Hat – A Solidify Understanding Task Uses function
machines to model functions and their inverses. Focus on finding inverse
functions and verifying that two functions are inverses.

1.5 Inverse Universe – A Practice Understanding Task Uses tables, graphs,


equations, and written descriptions of functions to match functions and their
inverses together and to verify the inverse relationship between two functions.
Unit 3: Exponential Functions (WCPSS/CHCCS)

Common Core State Standards NC Math 3 Standards

NC.M3.F-BF.1a
Write a function that describes a relationship between two
quantities.

NC.M3.F-BF.4a
Find an inverse function.
a. Understand the inverse relationship between exponential and
logarithmic, quadratic and square root, and linear to linear
functions and use this relationship to solve problems using tables,
graphs, and equations.

NC.M3.F-BF.4c
If an inverse function exists for a linear, quadratic and/or
​ ,​ with a
exponential function, f, represent the inverse function, f-1
table, graph, or equation and use it to solve problems in terms of a
context.

NC.M3.F-LE.4
Use logarithms to express the solution to 𝑎𝑏​𝑐𝑡​=𝑑 where 𝑎, 𝑏, 𝑐, and 𝑑
are numbers and evaluate the logarithm using technology.

NC.M3.A-CED.1
Create equations and inequalities in one variable that represent
absolute value, polynomial, exponential, and rational relationships
and use them to solve problems algebraically and graphically.

NC.M3.A-CED.2
Create and graph equations in two variables to represent absolute
value, polynomial, exponential and rational relationships between
quantities.

NC.M3.A-CED.3
Create systems of equations and/or inequalities to model
situations in context.
NC.M3.A-SSE.3c
Write an equivalent form of an exponential expression by using
the properties of exponents to transform expressions to reveal
rates based on different intervals of the domain.

Standards by Lesson

Unit 3: Exponential Functions


(MVP Secondary Math 3 Module 2)

2.1 Log Logic - A Develop Understanding Task Evaluate and Compare Logarithmic
Expressions.

2.2 Falling off a Log - A Solidify Understanding Task Graph Logarithmic Functions with
Transformations

2.5 Powerful Tens - A Practice Understanding Task Solving exponential and


logarithmic functions in base 10 using technology

2.5b Bacteria Gone Wild! A Practice Understanding Task Solving exponential and
logarithmic function.

2.6 Intro: Introduction to Compound Interest - A Develop Understanding Task


Developing the formula for compound interest.

2.6 Compounding the Problem - A Develop Understanding Task Developing the


number ​e.​

2.6b Falling Apart - Exponential decay with logarithms

2.6c Twice as Nice - Half as Much A Solidify Understanding Task Compound interest
and exponential decay.
2.7 Logs Go Viral A Solidify Understanding Task- Continuous growth and using natural
logarithms to model growth and decay problems

2.8 Sanitize It! – A Practice Understanding Task Solving systems of equations


involving exponential and logarithmic equations.
Unit 4: Polynomial Functions (MVP Secondary Math 3 Module 3)

Common Core State Standards NC Math 3 Standards

F.BF.1 NC.M3.F-BF.1
Write a function that describes a relationship between two quantities.★ Build a function that models a relationship between two quantities.
a. Determine an explicit expression, a recursive process, or steps for Write a function that describes a relationship between two quantities.
calculation from a context. a. Build polynomial and exponential functions with real solution(s) given
a graph, a description of a relationship, or ordered pairs (include
reading these from a table).

NC.M3.F-LE.3
Construct and compare linear and exponential models and solve
problems.
Compare the end behavior of functions using their rates of change over
intervals of the same length to show that a quantity increasing
exponentially eventually exceeds a quantity increasing as a polynomial
function.

NC.M3.A-CED.2
Create equations that describe numbers or relationships.
Create and graph equations in two variables to represent absolute
value, polynomial, exponential and rational relationships between
quantities.

NC.M3.F-IF.4
Interpret functions that arise in applications in terms of the
context.
Interpret key features of graphs, tables, and verbal descriptions in
context to describe functions that arise in applications relating two
quantities to include periodicity and discontinuities.

NC.M3.F-IF.7
Analyze functions using different representations.
Analyze piecewise, absolute value, polynomials, exponential, rational,
and trigonometric functions (sine and cosine) using different
representations to show key features of the graph, by hand in simple
cases and using technology for more complicated cases, including:
domain and range; intercepts; intervals where the function is
increasing, decreasing, positive, or negative; rate of change; relative
maximums and minimums; symmetries; end behavior; period; and
discontinuities.

NC.M3.F-BF.3
Build new functions from existing functions.
Extend an understanding of the effects on the graphical and tabular
representations of a function when replacing 𝑓(𝑥) with 𝑘·𝑓(𝑥), 𝑓(𝑥)+𝑘, 𝑓(𝑥+𝑘)
to include 𝑓(𝑘·𝑥) for specific values of 𝑘 (both positive and negative).

NC.M3.A-APR.2
Understand the relationship between zeros and factors of
polynomials.
Understand and apply the Remainder Theorem.

NC.M3.A-APR.6
Rewrite rational expressions.
Rewrite simple rational expressions in different forms; write 𝑎(𝑥)/𝑏(𝑥) in
the form 𝑞(𝑥) + 𝑟(𝑥)/𝑏(𝑥) , where 𝑎(𝑥), 𝑏(𝑥), 𝑞(𝑥), and 𝑟(𝑥) are polynomials
with the degree of 𝑟(𝑥) less than the degree of 𝑏(𝑥).

NC.M3.A-SSE.1
Interpret the structure of expressions.
Interpret expressions that represent a quantity in terms of its context.
a. Identify and interpret parts of a piecewise, absolute value,
polynomial, exponential and rational expressions including terms,
factors, coefficients, and exponents.
b. Interpret expressions composed of multiple parts by viewing one or
more of their parts as a single entity to give meaning in terms of a
context.

NC.M3.A-APR.3
Understand the relationship between zeros and factors of
polynomials.
Understand the relationship among factors of a polynomial expression,
the solutions of a polynomial equation and the zeros of a polynomial
function.

NC.M3.N-CN.9
Use complex numbers in polynomial identities and equations.
Use the Fundamental Theorem of Algebra to determine the number
and potential types of solutions for polynomial functions.

Standards by Lesson

Unit 4: Polynomial
Functions
(MVP Secondary Math 3 Module 3)

3.1 Scott’s Macho March Madness – A Develop Understanding


Task Comparing growth rates of linear, quadratic, and cubic
functions and recognizing that cubic functions can be created from
the sums of a quadratic function

3.2 You-mix Cubes – A Solidify Understanding Task


Extend work with cubic functions to compare to quadratic
functions and do transformations

3.5 Divide and Conquer – A Solidify Understanding Task


Introduce polynomial long division; Remainder Theorem

3.7 Building Strong Roots – A Solidify Understanding Task


Fundamental Theorem of Algebra

3.8 Getting to the Root of the Problem – A Solidify Understanding


Task Finding the roots of polynomial functions

3.9 It This The End? – A Solidify Understanding Task


Analyze rates of change and end behavior

3.10 Puzzling Over Polynomials – A Practice Understanding Task


Analyzing polynomial functions and their graphs
Unit 5: Rational Functions (MVP Secondary Math 3 Module 4)

Common Core State Standards NC Math 3 Standards

CCSS.MATH.CONTENT.HSF.BF.A.1.A NC.M3.A-CED.2
Build a function that models a relationship between two Create equations that describe numbers or relationships.
quantities. Create and graph equations in two variables to represent absolute
Determine an explicit expression, a recursive process, or steps for value, polynomial, exponential and rational relationships between
calculation from a context. quantities

CCSS.MATH.CONTENT.HSF.BF.B.3 NC.M3.F-BF.3
Build new functions from existing functions. Build new functions from existing functions.
Identify the effect on the graph of replacing ​f​(​x​) by ​f(​ ​x)​ + ​k​,​ k​ ​f​(​x)​ , ​f​(​kx​), Extend an understanding of the effects on the graphical and tabular
and ​f​(​x​ + ​k)​ for specific values of ​k​ (both positive and negative); find the representations of a function when replacing 𝑓(𝑥) with
value of ​k​ given the graphs. Experiment with cases and illustrate an 𝑘 ·𝑓(𝑥), 𝑓(𝑥)+𝑘, 𝑓(𝑥+𝑘) to include 𝑓(𝑘 ·𝑥) for specific values of 𝑘 (both
explanation of the effects on the graph using technology. Include positive and negative).
recognizing even and odd functions from their graphs and algebraic
expressions for them.

CCSS.MATH.CONTENT.HSF.BF.B.5 NC.M3.F-IF.4
Find inverse functions. Interpret functions that arise in applications in terms of the
(+) Understand the inverse relationship between exponents and context.
logarithms and use this relationship to solve problems involving Find an inverse function.
logarithms and exponents.

CCSS.MATH.CONTENT.HSF.IF.B.4 NC.M3.F-IF.7
Interpret functions that arise in applications in terms of the Analyze functions using different representations.
context. Analyze piecewise, absolute value, polynomials, exponential, rational,
For a function that models a relationship between two quantities, and trigonometric functions (sine and cosine) using different
interpret key features of graphs and tables in terms of the quantities, representations to show key features of the graph, by hand in simple
and sketch graphs showing key features given a verbal description of cases and using technology for more complicated cases, including:
the relationship. ​Key features include: intercepts; intervals where the domain and range; intercepts; intervals where the function is
function is increasing, decreasing, positive, or negative; relative increasing, decreasing, positive, or negative; rate of change; relative
maximums and minimums; symmetries; end behavior; and periodicity​. maximums and minimums; symmetries; end behavior; period; and
discontinuities.

CCSS.MATH.CONTENT.HSA.APR.D.6 NC.M3.A-APR.6
Rewrite rational expressions. Rewrite rational expressions.
a(x)
Rewrite simple rational expressions in different forms; write a​ ​(​x​)​/​b​(​x)​ ​ in the Rewrite simple rational expressions in different forms; write b(x) in the
form ​q(​ ​x)​ + r​ ​(​x​)​/​b​(​x​),​ where ​a(​ ​x)​ , ​b(​ ​x)​ , ​q​(​x)​ , and r​ (​ ​x)​ are polynomials with form q (x) +
r(x)
, where 𝑎(𝑥),𝑏(𝑥),𝑞(𝑥), and 𝑟(𝑥) are polynomials with the
b(x)
the degree of ​r(​ ​x​) less than the degree of ​b​(​x​), using inspection, long
degree of 𝑟(𝑥) less than the degree of 𝑏(𝑥).
division, or, for the more complicated examples, a computer algebra
system.

CCSS.MATH.CONTENT.HSA.APR.D.7 NC.M3.A-APR.7
Rewrite rational expressions. Rewrite rational expressions.
(+) Understand that rational expressions form a system analogous to Understand the similarities between arithmetic with rational expressions
the rational numbers, closed under addition, subtraction, multiplication, and arithmetic with rational numbers.
and division by a nonzero rational expression; add, subtract, multiply, a. Add and subtract two rational expressions, 𝑎(𝑥) and 𝑏(𝑥), where the
and divide rational expressions. denominators of both 𝑎(𝑥) and 𝑏(𝑥) are linear expressions.
b. Multiply and divide two rational expressions.
Standards by Lesson

Unit 5: Rational Functions


(MVP Secondary Math 3 Module 4)

4.1 Winner, Winner - A Develop Understanding Task


Introduce students to rational functions and to explore the behavior of the function, f(x) =
1
x , that produces the vertical and horizontal asymptotes.

4.2 Shift and Stretch - A Solidify Understanding Task


Applying transformations to the graph of f(x) = 1x .

4.3 Rational Thinking - A Solidify Understanding Task


Discover the relationship between the degree of the numerator and denominator and the
horizontal asymptotes.

4.4 Are You Rational? - A Solidify Understanding Task


Rational functions are formally defined and connected to rational numbers.

4.5 Just Act Rational - A Solidify Understanding Task


Add, subtract, multiply and divide rational expressions.

4.6 Sign on the Dotted Line - A Practice Understanding Task


Connect all that they have learned about rational functions so far to sketch the graph of
rational functions.

4.7 We All Scream for Ice Cream - A Practice Understanding Task


Model a situation using rational functions and solve equations that contain rational
expressions.
Unit 6: Geometric Figures (MVP Secondary Math 2 Modules 5 and 8)

Common Core State Standards NC Math 3 Standards

CCSS.MATH.CONTENT.HSG.CO.C.10 NC.M3.G-CO.10
Prove theorems about triangles. Prove geometric theorems.
Verify experimentally properties of the centers of triangles (centroid,
incenter, and circumcenter).

CCSS.MATH.CONTENT.HSG.CO.C.11 NC.M3.G-CO.11
Prove theorems about parallelograms. Prove geometric theorems.
Theorems include: opposite sides are congruent, opposite angles are Prove theorems about parallelograms.
congruent, the diagonals of a parallelogram bisect each other, and ● Opposite sides of a parallelogram are congruent.
conversely, rectangles are parallelograms with congruent diagonals​. ● Opposite angles of a parallelogram are congruent.
● Diagonals of a parallelogram bisect each other.
● If the diagonals of a parallelogram are congruent, then the
parallelogram is a rectangle.

CCSS.MATH.CONTENT.HSG.GPE.A.1 NC.M3.G-GPE.1
Translate between the geometric description and the equation for Translate between the geometric description and the equation for
a conic section a conic section.
Derive the equation of a circle of given center and radius using the Derive the equation of a circle of given center and radius using the
Pythagorean Theorem; complete the square to find the center and Pythagorean Theorem; complete the square to find the center and
radius of a circle given by an equation. radius of a circle given by an equation.
Standards by Lesson

Unit 6: Geometric Figures


(MVP Secondary Math 2 Module 5 and 8)

5.7 Parallelogram Conjectures and Proof – A Solidify Understanding Task


Proving conjectures about parallelograms

5.8 Guess My Parallelogram – A Practice Understanding Task


Identifying parallelograms from information about the diagonals

5.9 Centers of a Triangle – A Practice Understanding Task


Reading and writing proofs about the concurrency of medians, angle bisectors and perpendicular
bisectors of the sides of a triangle

8.1 Circling Triangles (or Triangulating Circles) – A Develop Understanding Task


Deriving the equation of a circle using the Pythagorean Theorem

8.2 Getting Centered – A Solidify Understanding Task


Complete the square to find the center and radius of a circle given by an equation

8.3 Circle Challenges – A Practice Understanding Task


Writing the equation of a circle given various information
Unit 7: Circles from a Geometric Perspective (MVP Secondary Math 2 Module 7)

Common Core State Standards NC Math 3 Standards

CCSS.MATH.CONTENT.HSG.C.A.2 NC.M3.G-C.2
Understand and apply theorems about circles. Understand and apply theorems about circles.
Identify and describe relationships among inscribed angles, radii, and Understand and apply theorems about circles.
chords. ​Include the relationship between central, inscribed, and ● Understand and apply theorems about relationships with angles
circumscribed angles; inscribed angles on a diameter are right angles; and circles, including central, inscribed and circumscribed
the radius of a circle is perpendicular to the tangent where the radius angles.
intersects the circle. ● Understand and apply theorems about relationships with line
segments and circles including, radii, diameter, secants,
tangents and chords.

CCSS.MATH.CONTENT.HSG.C.B.5 NC.M3.G-C.5
Find arc lengths and areas of sectors of circles. Understand and apply theorems about circles.
Derive using similarity the fact that the length of the arc intercepted by Using similarity, demonstrate that the length of an arc, ​s,​ for a given
an angle is proportional to the radius, and define the radian measure of central angle is proportional to the radius, ​r,​ of the circle. Define radian
the angle as the constant of proportionality; derive the formula for the measure of the central angle as the ratio of the length of the arc to the
area of a sector. radius of the circle, rs . Find arc lengths and areas of sectors of circles.

CCSS.MATH.CONTENT.HSG.GMD.A.3 NC.M3.G-GMD.3
Explain volume formulas and use them to solve problems Explain volume formulas and use them to solve problems.
Use volume formulas for cylinders, pyramids, cones, and spheres to Use the volume formulas for prisms, cylinders, pyramids, cones, and
solve problems.​* spheres to solve problems.

CCSS.MATH.CONTENT.HSG.C.A.1
Understand and apply theorems about circles
Prove that all circles are similar.

CCSS.MATH.CONTENT.HSG.C.A.2
Understand and apply theorems about circles
Identify and describe relationships among inscribed angles, radii, and
chords.
Standards by Lesson

Unit 7: Circles: A Geometric Perspective


(MVP Secondary Math 2 Module 7)

7.1 The Irrigation Situation – A Develop Understanding Task


Concentric circles and central angles.

7.2H Circle Dilations – A Solidify Understanding Task


Proving circles similar. [Honors Only]

7.3 Cyclic Polygons – A Solidify Understanding Task


Examining relationships between central angles, inscribed angles, circumscribed angles and their
arcs.

7.3b Segment Lengths in Circles – A Develop Understanding Task


Segment relationships in circles.

7.6 Circular Reasoning – A Practice Understanding Task


Applying and practicing circle relationships.

7.7 Pied! – A Develop Understanding Task


Using proportional reasoning to calculate arc length and area of sectors.

7.8 Madison’s Round Garden – A Practice and Develop Understanding Task


Using the ratio of arc length to radius to develop radians as a way of measuring angles.

7.9 Rays and Radians – A Solidify and Practice Understanding Task


Converting between degree measure and radian measure of an angle.

7.10 Sand Castles – A Solidify Understanding Task


Examining the proportionality relationships of lengths, areas and volumes when geometric figures
are scaled up.
7.11H Footprints in the Sand – A Solidify Understanding Task
Examining informal, dissection arguments for the volume formulas of prisms, pyramids and
cylinders.
Unit 8: Modeling with Geometry (MVP Secondary Math 3 Module 5)
Common Core State Standards NC Math 3 Standards

CCSS.MATH.CONTENT.HSG.GMD.B.4 NC.M3.G-GMD.4
Visualize relationships between two-dimensional and Visualize relationships between two-dimensional and
three-dimensional objects three-dimensional objects.
Identify the shapes of two-dimensional cross-sections of Identify the shapes of two-dimensional cross-sections of
three-dimensional objects, and identify three-dimensional objects three-dimensional objects, and identify three-dimensional objects
generated by rotations of two-dimensional objects. generated by rotations of two-dimensional objects.

Apply geometric concepts in modeling situations NC.M3.G-MG.1


CCSS.MATH.CONTENT.HSG.MG.A.1 Apply geometric concepts in modeling situations
Use geometric shapes, their measures, and their properties to describe Apply geometric concepts in modeling situations
objects (e.g., modeling a tree trunk or a human torso as a cylinder).* ● Use geometric and algebraic concepts to solve problems in
CCSS.MATH.CONTENT.HSG.MG.A.2 modeling situations:
Apply concepts of density based on area and volume in modeling ● Use geometric shapes, their measures, and their properties, to
situations (e.g., persons per square mile, BTUs per cubic foot).* model real-life objects.
CCSS.MATH.CONTENT.HSG.MG.A.3 ● Use geometric formulas and algebraic functions to model
Apply geometric methods to solve design problems (e.g., designing an relationships.
object or structure to satisfy physical constraints or minimize cost; ● Apply concepts of density based on area and volume.
working with typographic grid systems based on ratios).* ● Apply geometric concepts to solve design and optimization
problems.

Standards by Lesson

Unit 8: Modeling with Geometry


(MVP Secondary Math 3 Module 5)

5.1 Any Way You Slice It - A Develop Understanding Task Visualizing two-dimensional cross-sections of three-dimensional
objects

5.2 Any Way You Spin It - A Develop Understanding Task Visualizing solids of revolution
5.3 Take Another Spin - A Solidify Understanding Task Approximating volumes of solids of revolution with cylinders and
frustra

5.4 You Nailed It! - A Practice Understanding Task Solving problems using geometric modeling
Unit 9: Trigonometric Functions (MVP Secondary Math 3 Module 6)

Common Core State Standards NC Math 3 Standards

CCSS.MATH.CONTENT.HSF.TF.A.1 NC.M3.F-TF.1
Extend the domain of trigonometric functions using the unit circle. Extend the domain of trigonometric functions using the unit circle.
Understand radian measure of an angle as the length of the arc on the Understand radian measure of an angle as:
unit circle subtended by the angle. ● The ratio of the length of an arc on a circle subtended by the
angle to its radius.
● A dimensionless measure of length defined by the quotient of
arc length and radius that is a real number.
● The domain for trigonometric functions.

CCSS.MATH.CONTENT.HSF.TF.A.2 NC.M3.F-TF.2
Extend the domain of trigonometric functions using the unit circle. Extend the domain of trigonometric functions using the unit circle.
Explain how the unit circle in the coordinate plane enables the Build an understanding of trigonometric functions by using tables,
extension of trigonometric functions to all real numbers, interpreted as graphs and technology to represent the cosine and sine functions.
radian measures of angles traversed counterclockwise around the unit a. Interpret the sine function as the relationship between the radian
circle. measure of an angle formed by the horizontal axis and a terminal ray
on the unit circle and its y coordinate.
b. Interpret the cosine function as the relationship between the radian
measure of an angle formed by the horizontal axis and a terminal ray
on the unit circle and its x coordinate.

CCSS.MATH.CONTENT.HSF.TF.B. NC.M3.F-TF.5
Model periodic phenomena with trigonometric functions. Model periodic phenomena with trigonometric functions.
Choose trigonometric functions to model periodic phenomena with Use technology to investigate the parameters, 𝑎, 𝑏, and ℎ of a sine
specified amplitude, frequency, and midline.* function, 𝑓(𝑥)=𝑎·𝑠𝑖𝑛(𝑏 ·𝑥)+ℎ, to represent periodic phenomena and
interpret key features in terms of a context.

CCSS.MATH.CONTENT.HSF.TF.B.5 NC.M3.F-IF.4
Model periodic phenomena with trigonometric functions. Interpret functions that arise in applications in terms of the
Choose trigonometric functions to model periodic phenomena with context.
specified amplitude, frequency, and midline.* Interpret key features of graphs, tables, and verbal descriptions in
context to describe functions that arise in applications relating two
quantities to include periodicity and discontinuities.

CCSS.MATH.CONTENT.HSF.TF.B.5 NC.M3.F-IF.7
Model periodic phenomena with trigonometric functions. Analyze functions using different representations.
Choose trigonometric functions to model periodic phenomena with Analyze piecewise, absolute value, polynomials, exponential, rational,
specified amplitude, frequency, and midline.​* and trigonometric functions (sine and cosine) using different
representations to show key features of the graph, by hand in simple
cases and using technology for more complicated cases, including:
domain and range; intercepts; intervals where the function is
increasing, decreasing, positive, or negative; rate of change; relative
maximums and minimums; symmetries; end behavior; period; and
discontinuities.

CCSS.MATH.CONTENT.HSF.IF.C.9 NC.M3.F-IF.9
Analyze functions using different representations. Analyze functions using different representations.
Compare properties of two functions each represented in a different Compare key features of two functions using different representations
way (algebraically, graphically, numerically in tables, or by verbal by comparing properties of two different functions, each with a different
descriptions). representation (symbolically, graphically, numerically in tables, or by
verbal descriptions).

CCSS.MATH.CONTENT.HSF.BF.B.3 NC.M3.F-BF.3
Build new functions from existing functions. Build new functions from existing functions.
Identify the effect on the graph of replacing ​f​(​x)​ by ​f(​ ​x​) + ​k,​ ​ k​ ​f​(​x)​ , ​f(​ ​kx​), Extend an understanding of the effects on the graphical and tabular
and ​f​(​x​ + ​k​) for specific values of ​k​ (both positive and negative); find the representations of a function when replacing 𝑓(𝑥) with
value of ​k​ given the graphs. Experiment with cases and illustrate an 𝑘 ·𝑓(𝑥), 𝑓(𝑥)+𝑘, 𝑓(𝑥+𝑘) to include 𝑓(𝑘 ·𝑥) for specific values of 𝑘 (both
explanation of the effects on the graph using technology. Include positive and negative).
recognizing even and odd functions from their graphs and algebraic
expressions for them.
Standards by Lesson

Unit 9: Trigonometric Functions


(MVP Secondary Math 3 Module 6)

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 in a circular path

6.2 “Sine” Language - A Solidify Understanding Task Using reference triangles, right
triangle trigonometry, angular speed and the 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

6.3 More “Sine” Language - A Solidify Understanding Task Extending the definition of
sine from a right triangle trigonometric ratio as a function of an angle of rotation

6.4 More Ferris Wheels - A Solidify Understanding Task Graphing a sine function to
model circular motion and relating features of the graph to parameters of the function

6.5 Moving Shadows - A Practice Understanding Task Extending the definition of


cosine from a right triangle trigonometric ratio as a function of an angle of rotation

6.6 Diggin’ It - A Develop Understanding Task Introducing radians as a unit for


measuring angles on concentric circles

6.7 Staking It - A Solidify Understanding Task Using proportionality relationship of


radian measure to locate points on concentric circles

6.8 “Sine”ing and “Cosine”ing It - A Solidify Understanding Task Redefining radian


measure of an angle as the length of the intercepted arc on a unit circle

6.9 Water Wheels and the Unit Circle - A practice Understanding Task Defining sine
and cosine on the unit circle in terms of angles of rotation measured in radians

6.10H High Noon and Sunset Shadows A Develop Understanding Task Introducing
the horizontal shift of a trigonometric function in terms of a modeling context
Unit 10: Statistics (MVP Secondary Math 3 Module 8)

Common Core State Standards NC Math 3 Standards

CCSS.MATH.CONTENT.HSS.IC.A.1 NC.M3.S-IC.1
Understand and evaluate random processes underlying statistical Understand and evaluate random processes underlying statistical
experiments experiments.
Understand statistics as a process for making inferences about Understand the process of making inferences about a population based
population parameters based on a random sample from that population. on a random sample from that population.

CCSS.MATH.CONTENT.HSS.IC.B.3 NC.M3.S-IC.3
Make inferences and justify conclusions from sample surveys, Make inferences and justify conclusions from sample surveys,
experiments, and observational studies experiments, and observational studies.
Recognize the purposes of and differences among sample surveys, Recognize the purposes of and differences between sample surveys,
experiments, and observational studies; explain how randomization experiments, and observational studies and understand how
relates to each. randomization should be used in each.

CCSS.MATH.CONTENT.HSS.IC.B.4 NC.M3.S-IC.4
Make inferences and justify conclusions from sample surveys, Make inferences and justify conclusions from sample surveys,
experiments, and observational studies experiments, and observational studies.
Use data from a sample survey to estimate a population mean or Use simulation to understand how samples can be used to estimate a
proportion; develop a margin of error through the use of simulation population mean or proportion and how to determine a margin of error
models for random sampling. for the estimate.

CCSS.MATH.CONTENT.HSS.IC.B.5 NC.M3.S-IC.5
Make inferences and justify conclusions from sample surveys, Make inferences and justify conclusions from sample surveys,
experiments, and observational studies experiments, and observational studies.
Use data from a randomized experiment to compare two treatments; Use simulation to determine whether observed differences between
use simulations to decide if differences between parameters are samples from two distinct populations indicate that the two populations
significant. are actually different in terms of a parameter of interest.

CCSS.MATH.CONTENT.HSS.IC.B.6 NC.M3.S-IC.6
Make inferences and justify conclusions from sample surveys, Make inferences and justify conclusions from sample surveys,
experiments, and observational studies experiments, and observational studies.
Evaluate reports based on data. Evaluate articles and websites that report data by identifying the source
of the data, the design of the study, and the way the data are
graphically displayed.

Standards by Lesson

Unit 10: Statistics


(MVP Secondary Math 3 Module 8)

9.4 How Weird! - A Practice Understanding Task Comparing normal


distributions using ​z​ scores and understanding of mean and standard deviation.

9.5 Would You Like to Try a Sample - A Develop Understanding Task


Understanding and identifying different methods of sampling.

Fred’s Flare Formula - A Develop Understanding Task Use simulation to


understand how samples can be used to estimate a population mean and
determine a margin of error

Distracted Driving - A Solidify Understanding Task Use simulation to determine


whether the observed difference between two sample proportions shows that
the two populations shows that the two populations are actually different in
terms of a parameter of interest.

Misleading Statistics - A Solidify Understanding Task Identify bias in questions


and rephrase to remove the bias; read graphs and determine whether they are
misleading; evaluate a statistical article or website.