\
Curriculum Map - Scope and Sequence:
Purpose of Unit One
Planning Q1, W1 - 3
Functions from the
Unit Topic and Perspective of Calculus
Overview:
Prerequisite Student Students should know the
Knowledge basic concept of a function,
*What should operations on functions and
students have inverses of functions.
previously mastered
prior to this unit?
Students will be able to
analyze the behavior of
functions and their graphs
and produce functions that
model relationships
between two quantities.
Essential Knowledge
& Student
Essential Question: How
Expectations
can we combine functions
*What are the
to create a new function
anticipated learning
that contains the
outcomes for
information from each of
students?
the functions used?
Unit Two
Q1, W4 - 7
Properties of Polynomial
and Rational Functions
Students should know the
basic definitions and graphs
of polynomial and rational
functions.
Students will be able to
model real-world data using
polynomial functions, use
the Remainder and Factor
Theorems, determine real
and complex zeros of
polynomial functions,
analyze graphs of rational
functions, and solve
polynomial and rational
inequalities.
Essential Question: How do
the properties of
polynomial and rational
functions make them
applicable to real-world
situations?
High School Precalculus
Unit Three
Q1, W8 - 9
Exponential and
Logarithmic Functions
Students should know how
to graph exponential and
logarithmic functions and
the basic properties of
each.
Students will be able to
model data using
exponential, logarithmic
and logistic functions, apply
properties of logarithms,
and solve logarithmic and
exponential equations.
Essential Question: How
does the inverse
relationship between
exponential and logarithmic
functions allow us to solve
problems?
Unit Four
Q2, W1 - 8
Trigonometric Functions
Students should know the
definitions of sine, cosine
and tangent, and know the
values of these
trigonometric functions for
30°, 45°, and 60°.
Students will be able to use
trigonometric functions to
solve right triangles, use the
Law of Sines and the Law of
Cosines to solve general
triangles, find values of
trigonometric functions of
any angle, and graph
trigonometric and inverse
trigonometric functions.
Essential Question: How
does trigonometry allow us
to calculate distances that
can’t be measured directly,
and to model periodic
phenomena?
Unit Five
Q3, W1 - 5
Analytic Trigonometry
Students should be familiar
with simple proofs and the
basics of trigonometry.
Students will be able to
verify trigonometric
identities and solve
trigonometric equations.
Essential Question: How
can we use simple
trigonometric identities to
prove more complex and
interesting identities?
1
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Curriculum Map - Scope and Sequence:
High School Precalculus

Anchor Text: Anchor Text: Anchor Text: Anchor Text: Anchor Text:

Anchor Text and Precalculus, Common Core Precalculus, Common Core Precalculus, Common Core Precalculus, Common Core Precalculus, Common Core
Supplemental Texts Edition. Edition. Edition. Edition. Edition.
*Illustrate texts used, (Glencoe-McGraw-Hill (Glencoe-McGraw-Hill (Glencoe-McGraw-Hill (Glencoe-McGraw-Hill (Glencoe-McGraw-Hill
and how students’ 2014) 2014) 2014) 2014) 2014)
knowledge builds
across units.

ConnectEd ConnectEd ConnectEd ConnectEd ConnectEd

Khan Academy Khan Academy Khan Academy Khan Academy Khan Academy
Multi-Media Links:
*Videos, Khan Academy Khan Academy Khan Academy Khan Academy Khan Academy
presentations, any
and all supplemental Teacher Facebook page Teacher Facebook page Teacher Facebook page Teacher Facebook page Teacher Facebook page
online material.

-Lecture with examples -Lecture with examples -Lecture with examples -Lecture with examples -Lecture with examples
Instructional
with and without a with and without a with and without a with and without a with and without a
Practices:
graphing calculator graphing calculator graphing calculator graphing calculator graphing calculator
* Various
-Examine essential -Examine essential -Examine essential -Examine essential -Examine essential
Instructional
questions questions questions questions questions
Modalities, including
-Class discussion -Class discussion -Class discussion -Class discussion -Class discussion
Technology used
-Bell work -Bell work -Bell work -Bell work -Bell work
-Homework (Practice) -Homework (Practice) -Homework (Practice) -Homework (Practice) -Homework (Practice)

2
\
Informal Assessments:
Teacher questioning/class
discussion, practice
problems
Assessments: Formal Assessments:
*Types and Unit test, quizzes,
Measurements of assignments, bell work,
Mastery homework, class work.
80% of students will
average a score of 80% on
unit assessments.
Assignment:
Interdisciplinary Determine a function A(x)
Lessons & Projects: that converts a rectangle’s
*State additional area from square inches to
content areas and square meters. Then find
title all lesson(s) and the inverse of A(x).
project(s)
Science
-Additional test questions
involving higher order
Honors Course questioning to denote
Differentiation(s): mastery
-Additional homework
problems
-Q1 project
Curriculum Map - Scope and Sequence:
High School Precalculus
Informal Assessments: Informal Assessments:
Teacher questioning/class Teacher questioning/class
discussion, practice discussion, practice
problems problems
Formal Assessments: Formal Assessments:
Unit test, quizzes, Unit test, quizzes,
assignments, bell work, assignments, bell work,
homework, class work. homework, class work.
80% of students will 80% of students will
average a score of 80% on average a score of 80% on
unit assessments. unit assessments.
Assignment: Assignment:
Use Kepler’s Third Law of Determine how much
Planetary Motion to money will be in an
determine Mars’ average investment account given
distance from the sun. various interest rates and
times, if $10,000 is initially
invested.
Physics Finance
-Additional test questions -Additional test questions
involving higher order involving higher order
questioning to denote questioning to denote
mastery mastery
-Additional homework -Additional homework
problems problems
-Q1 project -Q1 project
Informal Assessments:
Teacher questioning/class
discussion, practice
problems
Formal Assessments:
Unit test, quizzes,
assignments, bell work,
homework, class work, final
exam.
80% of students will
average a score of 80% on
unit assessments.
Assignment:
Determine a trigonometric
model using the sine
function of the tides in the
Gulf of Mexico using actual
data.
Meteorology
-Additional test questions
involving higher order
questioning to denote
mastery
-Additional homework
problems
-Q2 project
Informal Assessments:
Teacher questioning/class
discussion, practice
problems
Formal Assessments:
Unit test, quizzes,
assignments, bell work,
homework, class work.
80% of students will
average a score of 80% on
unit assessments.
Assignment:
Verify graphically the sum
identities.
Analytic Geometry
-Additional test questions
involving higher order
questioning to denote
mastery
-Additional homework
problems
-Q3 project
3
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Curriculum Map - Scope and Sequence:
High School Precalculus

CCSS.Math.Content.HSF.IF. CCSS.MATH.CONTENT.HSF.I CCSS.MATH.CONTENT.HSF.L CCSS.MATH.CONTENT.HSF. CCSS.MATH.CONTENT.HSF.

B.4 F.C.7 E.A.1.C TF.A.1 TF.C.8
Integrated Common CCSS.Math.Content.HSF.IF. CCSS.MATH.CONTENT.HSF.I CCSS.MATH.CONTENT.HSF.L CCSS.MATH.CONTENT.HSF. CCSS.MATH.CONTENT.HSF.
Core or NGSSS B.5 F.C.7.C E.A.2 TF.A.2 TF.C.9
Standards (List): CCSS.Math.Content.HSF.IF. CCSS.MATH.CONTENT.HSF.I CCSS.MATH.CONTENT.HSF.L CCSS.MATH.CONTENT.HSF.
B.6 F.C.7.D E.A.4 TF.A.3
*See Below for Links
CCSS.Math.Content.HSF.IF. CCSS.MATH.CONTENT.HSF.I CCSS.MATH.CONTENT.HSF.L CCSS.MATH.CONTENT.HSF.
C.7 F.B.4 E.B.5 TF.A.4
CCSS.MATH.CONTENT.HSF. CCSS.MATH.CONTENT.HSF.
BF.B.5 TF.B.5
CCSS.MATH.CONTENT.HSF.
TF.B.6
CCSS.MATH.CONTENT.HSF.
TF.B.7
Integrated CCSS CCSS.ELA-Literacy.W.9- CCSS.ELA-Literacy.W.9- CCSS.ELA-Literacy.W.9- CCSS.ELA-Literacy.W.9- CCSS.ELA-Literacy.W.9-
Writing Standards 10.1.d 10.1.d 10.1.d 10.1.d 10.1.d
(List): CCSS.ELA-Literacy.W.9- CCSS.ELA-Literacy.W.9- CCSS.ELA-Literacy.W.9- CCSS.ELA-Literacy.W.9- CCSS.ELA-Literacy.W.9-
*See Below for Links 10.2.d 10.2.d 10.2.d 10.2.d 10.2.d

The following links will be used to incorpotae the CCSS and other applicable standards:
 The Common Core State Standard expectations in high school.
 The K-12 English LA and Content Area Writing Standards
 The K-12 Reading Standards
 The K-12 Mathematics Standards
 The K-12 NGSSS Science & Social Studies Standards
Links to CCSS/NGSSS
Curriculum
Standards:

4
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Curriculum Map - Scope and Sequence:
High School Precalculus

Purpose of Unit Six Unit Seven Unit Eight Unit Nine

Planning Q3, W6 - 9 Q4, W1 - 3 Q4, W4 – 7 Q4, W8 - 9
Vectors Polar Coordinates and Conic Sections Sequences and Series
Unit Topic and Complex Numbers
Overview:

Students should know how Students should be able to Students should know the Students should have some
Prerequisite Student
to draw rays in two- perform algebraic standard form of the knowledge of finding
Knowledge
dimensions and the operations on complex equation of a circle. patterns in a list of
*What should
Distance Formula. Some numbers. numbers.
students have
students may have dealt
previously mastered
with vectors in a Physical
prior to this unit?
Sciences course.
Students will be able to Students will be able to plot Students will be able to Students will be able to use
represent and operate with points using polar analyze, graph and write sigma notation to write
vectors algebraically in two- coordinates, convert equations of parabolas, sums, determine if a
and three-dimensions, find between polar coordinates ellipses (including circles) sequence or series is
vector projections, cross and rectangular coordinates and hyperbola and identify arithmetic or geometric,
Essential Knowledge
products, and dot products and vice versa, understand a conic section by its and determine sums of
& Student
of vectors. the Complex Plane, and equation. arithmetic and geometric
Expectations
convert between the polar series, and apply the
*What are the
Essential Question: How do and rectangular forms of a Essential Question: How Binomial Theorem.
anticipated learning
we use vectors to model complex number. can we connect equations
outcomes for
motion in two- and three- with particular Essential Question: How
students?
dimensions? Essential Question: How do geometrically defined can we determine terms in
we understand more about shapes? a sequence or the sum of a
complex numbers by series using pattern
looking at them using the recognition?
polar coordinate system?

5
\
Curriculum Map - Scope and Sequence:
High School Precalculus

Anchor Text: Anchor Text: Anchor Text: Anchor Text:

Anchor Text and Precalculus, Common Core Precalculus, Common Core Precalculus, Common Core Precalculus, Common Core
Supplemental Texts Edition. Edition. Edition. Edition.
*Illustrate texts used, (Glencoe-McGraw-Hill (Glencoe-McGraw-Hill (Glencoe-McGraw-Hill (Glencoe-McGraw-Hill
and how students’ 2014) 2014) 2014) 2014)
knowledge builds
across units.

ConnectEd ConnectEd ConnectEd ConnectEd

Khan Academy Khan Academy Khan Academy Khan Academy

Multi-Media Links:
*Videos, Khan Academy Khan Academy Khan Academy Khan Academy
presentations, any
and all supplemental Teacher Facebook page Teacher Facebook page Teacher Facebook page Teacher Facebook page
online material.

-Lecture with examples -Lecture with examples -Lecture with examples -Lecture with examples
Instructional
with and without a with and without a with and without a with and without a
Practices:
graphing calculator graphing calculator graphing calculator graphing calculator
* Various
-Examine essential -Examine essential -Examine essential -Examine essential
Instructional
questions questions questions questions
Modalities, including
-Class discussion -Class discussion -Class discussion -Class discussion
Technology used
-Bell work -Bell work -Bell work -Bell work
-Homework (Practice) -Homework (Practice) -Homework (Practice) -Homework (Practice)

6
\
Curriculum Map - Scope and Sequence:
High School Precalculus

Informal Assessments: Informal Assessments: Informal Assessments: Informal Assessments:

Teacher questioning/class Teacher questioning/class Teacher questioning/class Teacher questioning/class
discussion, practice discussion, practice discussion, practice discussion, practice
problems problems problems problems

Assessments: Formal Assessments: Formal Assessments: Formal Assessments: Formal Assessments:

*Types and Unit test, quizzes, Unit test, quizzes, Unit test, quizzes, Unit test, quizzes,
Measurements of assignments, bell work, assignments, bell work, assignments, bell work, assignments, bell work,
Mastery homework, class work. homework, class work. homework, class work. homework, class work, final
exam.
80% of students will 80% of students will 80% of students will
average a score of 80% on average a score of 80% on average a score of 80% on 80% of students will
unit assessments. unit assessments. unit assessments. average a score of 80% on
unit assessments.
Interdisciplinary Assignment: Assignment: Assignment: Assignment:
Lessons & Projects: Determine the work done if Examine microphone Determine a quadratic Examine the biological basis
objects are being moved up pickup patterns that are equation that approximates for the Fibonacci sequence.
*State additional
inclined planes. polar equations. the shape of the Gateway
content areas and
Arch in St. Louis.
title all lesson(s) and
project(s)
Physics Engineering, music Architecture Biology
-Additional test questions -Additional test questions -Additional test questions -Additional test questions
involving higher order involving higher order involving higher order involving higher order
Honors Course questioning to demonstrate questioning to denote questioning to denote questioning to denote
Differentiation(s): mastery mastery mastery mastery
-Additional homework -Additional homework -Additional homework -Additional homework
problems problems problems problems
-Q3 project -Q4 project -Q4 project -Q4 project

7
\
Curriculum Map - Scope and Sequence:
High School Precalculus

CCSS.MATH.CONTENT.HSN. CCSS.MATH.CONTENT.HSN. CCSS.MATH.CONTENT.HSG. CCSS.MATH.CONTENT.HSF.I

VM.A.1 CN.A.3 GPE.A.1 F.A.3
Integrated Common CCSS.MATH.CONTENT.HSN. CCSS.MATH.CONTENT.HSN. CCSS.MATH.CONTENT.HSG. CCSS.MATH.CONTENT.HSF.
Core or NGSSS VM.A.2 CN.B.4 GPE.A.2 BF.A.1.A
Standards (List): CCSS.MATH.CONTENT.HSN. CCSS.MATH.CONTENT.HSN. CCSS.MATH.CONTENT.HSG. CCSS.MATH.CONTENT.HSF.
VM.A.3 CN.B.5 GPE.A.3 BF.A.2
*See Below for Links
CCSS.MATH.CONTENT.HSN. CCSS.MATH.CONTENT.HSN.
VM.B.4 CN.B.6
CCSS.MATH.CONTENT.HSN.
VM.B.5
Integrated CCSS CCSS.ELA-Literacy.W.9- CCSS.ELA-Literacy.W.9- CCSS.ELA-Literacy.W.9- CCSS.ELA-Literacy.W.9-
Writing Standards 10.1.d 10.1.d 10.1.d 10.1.d
(List): CCSS.ELA-Literacy.W.9- CCSS.ELA-Literacy.W.9- CCSS.ELA-Literacy.W.9- CCSS.ELA-Literacy.W.9-
*See Below for Links 10.2.d 10.2.d 10.2.d 10.2.d

The following links will be used to incorpotae the CCSS and other applicable standards:
 The Common Core State Standard expectations in high school,
Links to CCSS/NGSSS  The K-12 English LA and Content Area Writing Standards
Curriculum  The K-12 Reading Standards
Standards:  The K-12 Mathematics Standards
 The K-12 NGSSS Science & Social Studies Standards

8
9