Math (Grade 1, Semester 1)

Right Triangle Trigonometry

Weeks: Week 01 - Week 04
MA.1.01:
HSST-MA.1.01 – HSST-MA.1.11
Create, interpret and analyze trigonometric ratios that model real-world situations.
Concepts Skills

1. Unit circle 1. Sine, cosine, and tangent ratios and

2. Six trigonometric functions (without graph Pythagorean Theorem
the function) 2. Define the six trigonometric functions in
3. Related angles terms of right triangles.
4. Sine law, cos law 3. Determine which quadrants have positive
5. Angle of elevation and angle of depression and negative trigonometric values
6- Directed angle 4. Derive sine and cosine law
7- Positive, negative, and co-terminal angles 5. Solving triangles (using law of sine and
of rotation cosine)
6. Use the law of sines, law of cosines to
solve applied problems.
7. Use the inverses of the sine, cosine, and
tangent to solve problems.
8-Relate the coordinates of points on the unit
circle to the sine and cosine of angles
9. Draw and identify positive, negative, and
co-terminal angles of rotation

Essential Question(s): "Why is modeling an indispensable tool?

Why do we represent phenomena in multiple ways?"

Big Idea:
We use mathematical modeling with a variety of classes of functions to solve applications such
as in biology and finance, and to form a basis for the study of mechanics and calculus.

Textbook and Resource Materials:

Math Connections 2a sections 1.8, 3.1 - 3.4 , 3.6, 3.7
Larson algebra 2 Common Core edition CC.9-12.F.TF.2 chapter 9 section 9-2
See materials in Unit Materials folder:
https://drive.google.com/drive/folders/0B9KK7ZY6QeS3dGlETUVNQ0c2em8
Evidence of Learning:

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Problem Set 1.8 - BA #3, ST #6d
Problem Set 3.1 - BA #6, 10, ST #9
Problem Set 3.2 - BA #5, ST #7c
Problem Set 3.3 - BA #7, ST #8
Problem Set 3.6 - BA #1, ST # 8

Capstone Connection:
Determine the dimensions of the sustainable houses (dimensions of any geometrical shapes)

Integration with Other subject areas

PH1.03 ,

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The Basics Of Statistics
Weeks: Week 5 - Week 6

MA.1.02:

HSST-MA.5.0

Analyze, display and describe quantitative data with a focus on standard deviation.

Concepts Skills

1. Shape, center, spread 1. Describe the overall pattern (shape, center,

2-. Histogram spread) of a distribution and identify any
3-. Stemplot major departures from the pattern (like
4. Dotplot outliers).
5. Skewed 2. Make a histogram, dotplot, boxplot or
6. Symmetric stemplot to display small sets of data and
7. IQR interpret the data.
8. Boxplot 3. Identify the shape of a distribution
9-. Outliers (symmetric or skewed) from a dotplot,
10-Scatter plot stemplot, or histograms
11-- Correlation 4. Calculate and interpret measures of center
12-. Correlation coefficient (mean, median) and spread (IQR, standard
13-Regression line deviation).
14. Standard deviation (without frequency) 5. Use appropriate graphs and numerical
summaries to compare distributions of
quantitative variables.
6. calculate correlation coefficient (Spearman’s
rank and Pearson’s linear correlation coefficient)
7. find the equation of regression line
8. calculate the value of y given x using
regression equation

Essential Question(s): How can graphical displays be manipulated to present misleading

information?
How can data analysis be used to predict future happenings?
Does the data always lead to the truth? Why or why not?

Big Idea:
We use mathematical modeling with a variety of classes of functions to solve applications such
as in biology and finance, and to form a basis for the study of mechanics and calculus.

STEM School Curriculum Report for Math (All Grades)

Created by dpomeroy@21pstem.org
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Textbook and Resource Materials:
Starnes, Daren - Tabor, Josh - Yates, Daniel - Moore, David, The Practice of Statistics, New
York: W.H. Freeman, 2015, 5th Edition

Data (Chapter 1)

Evidence of Learning:
Starnes, Daren - Tabor, Josh - Yates, Daniel - Moore, David, The Practice of Statistics, New
York: W.H. Freeman, 2015, 5th Edition
Section (1-2) Exercises
Basic Application: p. 41 #38 a
Strategic Thinking: p43 #49b

Basic Application: p.77 R1.7 a, b

Strategic Thinking: p. 77 R1.7 c, p. 76 R.1.3 a, b

Capstone Connection:
Representing data derived from test line equation then can expect values of x given plan and
find correlation coefficient and regression y

Integration with Other subject areas

BI1.09Cross section of leaf

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Modeling with Geometry
Weeks: Week 07
MA.1.03:
HSST-MA.3.0
Apply the relationships between 2-D and 3-D objects in modeling situations
Concepts Skills

1. Cross section 1. Draw 2-D cross-sections of a

2. 2-Dimensional objects representation of a 3-D object.
3. 3-Dimensional objects 2. Identify three dimensional objects created
4. Classifying regular polyhedra by rotations of two-dimensional objects
3. Describe 3-D shapes
4. Create 3-D shapes
5. determine the shape of top view and side
view of any solid
6-determine the solid of any net shape if it
folded

Essential Question(s): Why is the world 3-D?

Big Idea:
We use mathematical modeling with a variety of classes of functions to solve applications such
as in biology and finance, and to form a basis for the study of mechanics and calculus.

Textbook and Resource Materials:

Math Connections Geometry 2b Section 5.1
See materials in the Unit Materials Folder:
https://drive.google.com/drive/folders/0B10u0LfTYd6hflM3QkZnM0JCM1B6bzR5T3F6dktnN0Rk
dFBJb3RpSXdBLTRuMlVIbVZGWW8

Evidence of Learning:
Problem Set 5.1 BA:p 466 # 1 a, b, ST:466 # 1 c
Assessment in "2D Representations of 3D Objects"

Capstone Connection:
Generate 3-d solids of rotating 2-d designed shapes using sketch up program or any other
program (building houses, bridges,……etc )

2-D/3-D Objects

STEM School Curriculum Report for Math (All Grades)

Created by dpomeroy@21pstem.org
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Integration with Other subject areas

STEM School Curriculum Report for Math (All Grades)

Created by dpomeroy@21pstem.org
Sat Jul 06 2019 13:25:19 GMT-0400 (EDT)
Weeks: Week 08 - Week 9

MA.1.04:

HSST-MA.3.06

Understand similarity and use the concept for scaling to solve problems

Concepts Skills

1. Similarity 1. Determine axes of similarity

2. Transformation (reduction and 2. Draw the image of a shape (using
magnification) reduction and magnification)
3. Proportionality 3. Solve problems and applications using
4. Parallel lines and proportional parts proportionality theorems
5. Angle bisectors 4. Prove the angle bisector theorem
5. Stretching and shrinking angles and areas
6. Stretching and Shrinking volumes
7. Finding the scaling factor (area and
volume)
8. Solve problems related to geometric
shapes

Essential Question(s): Why are relationships predictable?

Big Idea:
We use mathematical modeling with a variety of classes of functions to solve applications such
as in biology and finance, and to form a basis for the study of mechanics and calculus.

Textbook and Resource Materials:

Geometry Packet in the Unit Materials Folder pages 1 to 25
https://drive.google.com/drive/folders/0B10u0LfTYd6hfkllWmNyWHcwRDdRWXJ5T05peldMVF
BtemtscTczU1lDaEVvaWo4aTZ6bDg

Math Connections 2a 1.10

Math Connections Geometry 2a, 2.9, 2.10

Geometry Packet in the Unit Materials Folder pages 27 to 38

Evidence of Learning:
Geometry Packet Basic Application- page 4, page 16 #7, page 25 bottom chart
Geometry Packet Strategic Thinking Pages 12, 18
Math Connections Geometry 2a, 2.10 BA - #5
Geometry Packet Strategic Thinking page 31 #4, page 36, page 38

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Capstone Connection:
Design prototype’s dimensions are proportional to the real project using similarity

Integration with Other subject areas

BI 1.14 (Pollution)

Integration with Other subject areas

PH1.08; PH1.09(Capacity); BI 1.02; BI 1.03

STEM School Curriculum Report for Math (All Grades)

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Weeks: Week 10 - Week 11

MA.1.05:

HSST-MA.3.10; HSST-MA.3.11; HSST-MA.3.12; HSST-MA.3.13

Apply volume formulas (pyramid, cones, spheres, prisms)

Concepts Skills

1. Area 1. Derive the formulas of areas and volumes

2. Volume 2. Determine area and volume of different
3. Composite figures shapes and figures
3. Determine volume of a composite figures

Essential Question(s): How does what we measure influence how we measure?

Big Idea:
We use mathematical modeling with a variety of classes of functions to solve applications such
as in biology and finance, and to form a basis for the study of mechanics and calculus.

Textbook and Resource Materials:

Math Connections 2b 5.3-5.4

See materials in Unit Materials folder:

https://drive.google.com/drive/folders/0B10u0LfTYd6hfjJHNDFJTGpkVlQ1S040Z2JIOWhRS3JE
NkFQUzNVVzdZNEM2QlNLckU1Mlk

Evidence of Learning:
Math Connections 5.3 Basic Application #3
Math Connections 5.4 Strategic Thinking #7

Capstone Connection:
Calculate the area and volume of composite figures (any model of prototype)

Integration with Other subject areas

CH.1.01 (types of variables);,CH.1.07(gas relations)

STEM School Curriculum Report for Math (All Grades)

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Modeling With Functions: Linear And Step Functions
Weeks: Week 12 - Week 14

MA.1.06:

HSST-MA.2.0

Create, interpret and analyze functions, particularly linear and step functions that model real-
world situations.

Concepts Skills

1. Linear functions 1.Given data, create functions that model

2. Piecewise function applied situation. Calculate a least squares
3. Absolute-Value Functions regression line, understand its properties,
4. STEP function compute and interpret correlation for data
5. Direct variation 2. Interpret the functions based on the real-
6. Inverse variation world situation they model
11. Intercepted part 3. Analyze the functions and their
12. Composition of functions characteristics. Explain the different
13. Translation of linear function properties of the algebraic function and its
graph.
4. Identify, interpret and describe real-world
step functions
5. Analyze direct and inverse variations
based on the real-world situation they model.
6. Graph linear, piecewise, absolute value
and step functions
7. Find the inverse of some functions
algebraically and graphically and determine if
the inverse is a function. (Also: Distinguish
between "inverse variation" and "inverse
function.")
8. Solve real life application on functions

Essential Question(s): Why is modeling an indispensable tool?

Why do we represent phenomena in multiple ways?
How does data help make sense of the world around us?

Big Idea:
We use mathematical modeling with a variety of classes of functions to solve applications such
STEM School Curriculum Report for Math (All Grades)
Created by dpomeroy@21pstem.org
Sat Jul 06 2019 13:25:19 GMT-0400 (EDT)
as in biology and finance, and to form a basis for the study of mechanics and calculus.

Textbook and Resource Materials:

Math Connections 1A 3.4 - 3.6, 4.4 - 4.5
Math Connections 1B 6.1 - 6.4, 6.6
https://www.youtube.com/watch?v=npBg0Ynv4D0

See material in Unit Materials folder

Evidence of Learning:
Quiz : https://drive.google.com/drive/folders/0B9KK7ZY6QeS3NGZVd25rbWhmS2c

Math Connections 1a
Basic Application Problem Set 4.5 #1
Strategic Thinking Problem Set 4.5 #6

Math Connections 1b
Basic Application Problem Set 6.1 #2, Problem Set 6.3 # 3, Problem Set 6.4 #6 a through c,
Problem set 6.6 # 2 (any of them)
Strategic Thinking Problem Set 6.1 #8, Problem Set 6.4 #6 d, Problem Set 6.6 #6c

Capstone Connection:
Drive relation between variables in capstone, then determine the type of relation

Integration with other subject areas

STEM School Curriculum Report for Math (All Grades)

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Math (Grade 1, Semester 2)

Modeling with Functions: Quadratic Functions

Weeks: Week 01 - Week 04

MA.1.07:

HSST-MA.2.09; HSST-MA.2.10; HSST-MA.2.11; HSST-MA.2.12; HSST-MA.2.13; HSST-

MA.2.14; HSST-MA.2.15; HSST-MA.2.16; HSST-MA.2.17; HSST-MA.2.18; HSST-MA.2.19

Create, interpret and analyze quadratic functions that model real-world situations.

Concepts Skills

1. Quadratic Function 1. Use first and second differences to create

2. First and second differences models that represent data
3. Completing the square 2. Interpret the functions based on the real-
4. Complex numbers world situation they model.
5. Parabola 3. Analyze the functions and their
6. Focus characteristics. Explain the different
7. Argand diagram properties of the algebraic function and its
8. related roots graph
4. Review solving quadratic equations using
completing squares
5. Find the inverse of a quadratic function
graphically and algebraically (completing the
square) and determine how to make the
inverse a function.
6. Graph quadratic function
7. Relation between roots of quadratic
function and the coefficient
8. Form Quadratic equation
9. Related roots
10. Parabola: focus, directrix
11. Write quadratic equation in parabolic form
12. Real life application on parabola
13. Use the quadratic formula to find real
solutions to quadratic equations; identify
graphically and algebraically when a

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 quadratic equation has no real solution
14. Use the quadratic formula to find complex
solutions to quadratic equations
15. Represent complex numbers three ways:
as ordered pairs, graphically on the
coordinate plane, and in the form a+bi
16. Add, subtract, multiply, and divide
complex numbers

Essential Question(s): Why do we need an imaginary world?

How can things be real and imaginary?

Big Idea:
We use mathematical modeling with a variety of classes of functions to solve applications such
as in biology and finance, and to form a basis for the study of mechanics and calculus.

Textbook and Resource Materials:

Math Connections 3A Algebra 2 sections 1.2, 1.3 pages 11 - 36
Math Connection Algebra 1B Sections 8.4
Math Connections 3A Algebra 2 sections 1.5
See materials in Unit Materials folder

Evidence of Learning:
Math Connections 3A Algebra 2 Basic Application Problem Set 1.2 #5a
Math Connections 3A Algebra 2 Basic Application Problem Set 1.5 #3
Math Connections 3A Algebra 2 Strategic Thinking Problem Set 1.2 #5a, #5c
Math Connections 3A Algebra 2 Strategic Thinking Problem Set 1.5 #5

Capstone Connection:
using the graphs of quadratic function in modeling solar cell

Integration with other subject areas

PH.1.10(Collection of sunlight); BI.1.10 (photosynthesis)

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Modeling with Functions: Exponential And Logarithm
Weeks: Week 05 - Week 07

MA.1.08:

HSST-MA.2.20; HSST-MA.2.21; HSST-MA.2.22; HSST-MA.2.23; HSST-MA.2.24; HSST-

MA.2.25; HSST-MA.2.26; HSST-MA.2.27; HSST-MA.2.28; HSST-MA.2.29; HSST-MA.2.30

Create, interpret and analyze exponential and logarithmic functions that model real-world
situations.

Concepts Skills

1. Exponential functions 1. Use different properties of exponential and

2. Logarithmic function logarithmic functions
3. Growth 2. Interpret and manipulate rational
4. Decay exponents
3. Use exponential functions to describe
growth and decay ratios
4. Construct exponential growth and decay
functions to fit given data
5. Solve compound interest problems.
6. Reveal and explain different properties of
the exponential function and its graph
7. Graph exponential function and find its
domain and range
8. Describe the inverse of an exponential
function as a logarithm
9. Graph logarithmic function and find its
domain and range.
10. Prove the logarithm rules
11. Solve logarithmic and exponential
equations
12. Solve real life application

Essential Question(s): "Why is modeling an indispensable tool?

Why do we represent phenomena in multiple ways?
How does data help make sense of the world around us?
Why do we need laws/rules?"

Big Idea:
We use mathematical modeling with a variety of classes of functions to solve applications such
STEM School Curriculum Report for Math (All Grades)
Created by dpomeroy@21pstem.org
Sat Jul 06 2019 13:25:19 GMT-0400 (EDT)
as in biology and finance, and to form a basis for the study of mechanics and calculus.

Textbook and Resource Materials:

Math Connections 3a sections 2.1 - 2.8 and pages 217-226

http://betterlesson.com/community/document/219143/unit-08-
day-06-notes-guided-practice-properties-of-logs-logarithms-
pdf

For graph: https://www.desmos.com/calculator

See materials in Unit Materials folder:
https://drive.google.com/drive/folders/0B9KK7ZY6QeS3cEpJZGlYNzFzWVk

Evidence of Learning:
Basic Application - Math Connections 3A Problem Set 2.8 p.213, # 3a, b or Quiz in Unit
Materials folder: https://drive.google.com/drive/folders/0B9KK7ZY6QeS3cEpJZGlYNzFzWVk
Strategic Thinking - Math Connections 3A Problem Set 2.6 p.197, 6d, e, Math Connections 3a
P.221 #10 d, e, Math Connections 3a Problem Set 2.8p.213, 3c, d

Capstone Connection:
inform alternative energy geometries, using graphs in solar cells

Integration with Other subject areas

STEM School Curriculum Report for Math (All Grades)

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Modeling with Functions: Trigonometric
Weeks: Week 08 - Week 9

MA.1.09:

HSST-MA.1.12; HSST-MA.1.13; HSST-MA.1.14; HSST-MA.1.15; HSST-MA.1.16

Create, interpret and analyze trigonometric functions that model real-world situations.

Concepts Skills

1. Trigonometric functions. 1. Describe the inverses of the sine, cosine

2. Coordinates
3. Graphs of sine, cosine and tangent
functions
4. Inverses of the sine, cosine and tangent
functions
5. Shape, domain, range, amplitude,
intercepts, max/min, period, asymptotes.
6. Domain of trigonometric functions
7. Shift and stretch a trigonometric function
and tangent functions and explain the
relationship between sine, cosine, tangent
and their inverses
2. Identify different characteristics of sine,
cosine and tangent functions: shape, domain,
range, amplitude, intercepts, max/min, period,
asymptotes.
3. Use technology to explore and analyze
various functions.
4. Describe the transformations that shift and
stretch a trigonometric function
5. Interpret the functions created based on
the real-world situation they model.

Essential Question(s): Why is modeling an indispensable tool?

Why do we represent phenomena in multiple ways?

Big Idea:
We use mathematical modeling with a variety of classes of functions to solve applications such
as in biology and finance, and to form a basis for the study of mechanics and calculus.

Textbook and Resource Materials:

Math Connections 3a sections 3.1 - 3.6

Evidence of Learning:
Math Connections Book 3A
Basic Application: P.274 #2a,b,c P.280 #10a,b,c,d
Strategic Thinking: P.264 #3 P274 #2d,e, #3b P.280 #10e,f P.289 #6b

Capstone Connection:
STEM School Curriculum Report for Math (All Grades)
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inform alternative energy geometries, using graphs in solar cells

Integration with Other subject areas

CH1.03(waves)

STEM School Curriculum Report for Math (All Grades)

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Weeks: Week 10- Week 11

MA.1.10:

Prove and apply trigonometric identities

Concepts Skills

1. Trigonometric identities 1. Derive and apply the Pythagorean

2. Pythagorean Identities Identities
3. Cofunction Identities 2. Manipulate and apply co-function Identities
4. Trig identities of sum and difference of two 3. Derive and apply trig identities of sum and
angels difference of two angels
5. Trig identities of double angles and half 4. Derive and apply trig identities of double
angels angles and half angels

Essential Question(s): Can things change and still be the same?

Big Idea:
We use mathematical modeling with a variety of classes of functions to solve applications such
as in biology and finance, and to form a basis for the study of mechanics and calculus.

Textbook and Resource Materials:

Math Connections 3A Algebra 2 pages 307 – 316

Evidence of Learning:
Basic Application: Math Connections 3A Algebra 2
Page 315 3.47 any of those problems
Strategic Thinking: Students create a trigonometric identity that involves cosine, sine and
tangent.

Capstone Connection:
inform alternative energy geometries.

Integration with Other subject areas

STEM School Curriculum Report for Math (All Grades)

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Modeling with Multiple Linear Equations
Weeks: Week 12 - Week 13

MA.1.11:

Create, interpret and analyze systems of linear equations that model real-world situations.

Concepts Skills

1. System 1. Solve a system of two equations and two

2. System of equations unknowns by graphing and algebraic
3. Unknowns methods
4. Graphing methods 2. Interpret the solution of a system in context
5. Algebraic methods of the situation
6. Matrix 3. Represent a system as a matrix
7. Operations 4. Apply matrix operations to solve a system
8. Linear Programming 5. Use matrices to represent real-world
9. Objective functions situations and interpret their solution
10. Feasible regions 6. Reduce matrices to RREF and interpret the
11. Constraints meaning
12. Optimal solution 7. Determine and interpret optimal solutions
and the constraints to real-world situations
using Linear Programming
8. Write objective functions

Essential Question(s): Why is modeling an indispensable tool?

Why do we represent phenomena in multiple ways?
How do humans make informed decisions, given multiple options?
What factors affect our decisions and how do these factors relate to mathematical models?

Big Idea:
We use mathematical modeling with a variety of classes of functions to solve applications such
as in biology and finance, and to form a basis for the study of mechanics and calculus.

Textbook and Resource Materials:

Math Connections 2b, sections 6.1 - 6.5
Math Connections 3a sections 4.1 - 4.4
Evidence of Learning:
Math Connections Geometry 2B Basic Application Problem Set 6.4 #7a
Math Connections Geometry 2B Basic Application Page 631, #6.49
Math Connections Algebra 2 3A Basic Application Page 332 # 3 a, b
Math Connections Algebra 2 3A Basic Application Page 352 # 3 a, b
STEM School Curriculum Report for Math (All Grades)
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Math Connections Geometry 2B Strategic Thinking Problem Set 6.4 #7b
Math Connections Geometry 2B Strategic Thinking Page 631, #6.50
Math Connections Algebra 2 3A Basic Application Page 352 # 3c
HSST-MA.4.01; HSST-MA.4.02; HSST-MA.4.03; HSST-MA.4.04; HSST-MA.4.05; HSST-
MA.4.06; HSST-MA.4.07; HSST-MA.4.08; HSST-MA.4.09; HSST-MA.4.10; HSST-MA.4.11

Capstone Connection:
Modeling with Energy

STEM School Curriculum Report for Math (All Grades)

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Weeks: Week 14

MA.1.12:

HSST-MA.4.0; HSST- MA.4.08

Apply determinants and their properties in real-world situations

Concepts Skills

1. Determinants 1. Use the properties of determinants to

2. Value of a determinant determine the value of a determinant
3. Area, parallelogram and triangle. 2. Solve real-world applications of
4. Matrices determinants particularly finding the area of
5. System of equations parallelogram and triangle.
6. Cramer’s Rule 3. Solve a system of linear equations using
Cramer's Rule

Essential Question(s): Why use shortcuts?

Why is it essential to have different ways of reaching solutions?

Big Idea:
We use mathematical modeling with a variety of classes of functions to solve applications such
as in biology and finance, and to form a basis for the study of mechanics and calculus.

Textbook and Resource Materials:

See materials in Unit Materials Folder: Determinants
Practice Problems: Determinants, Area, and Volume Formative Assessment Problems.

Evidence of Learning:
Unit in Materials Folder: Determinants
Basic Application: Page 24 #41 - 48
Basic Application: Page 25 #59

Strategic Thinking: Page 26 #76

Strategic Thinking: Page 26 # 78

Capstone Connection:
inform alternative energy geometries.

STEM School Curriculum Report for Math (All Grades)

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Math (Grade 2, Semester 1)

Modeling with Functions: Polynomial And Absolute Value

Functions
Weeks: Week 01 - Week 04

MA.2.01

HSST-MA.08

Create, interpret and analyze polynomial and absolute value functions that model real-world
situations.

Concepts Skills

1. Polynomial 1. Reveal and explain different properties of

2. Absolute value, the algebraic function and its graph
3. Inverse of a function 2. Model real-world situations using
4. Algebraic function polynomial and absolute value functions.
5. Operations with polynomials 3. Perform operations with polynomials
6. Roots of polynomial equations 4. Find the roots of polynomial equations
7. Polynomial curve algebraically
8. Polynomial functions. 5. Construct a polynomial curve through
9. Degree of the function specific points on a horizontal line
10. Attributes of a graph (turning points, 6. Understand how the degree of the function
symmetry, even/odd) determines the attributes of a graph (turning
11. Polynomial in one variable, multiplicity, points, symmetry, even/odd)
the remainder theorem, the factor theorem, 7. Find the inverse graphically and
Intermediate value theorem, the Fundamental algebraically of a function
Theorem of Algebra and Descartes’ Rule of 8. Identify and use the reciprocal function and
Sign
the absolute value function
9. translation (shifting) of the function

Essential Question(s): Why is modeling an indispensable tool?

Why do we represent phenomena in multiple ways?

Big Idea:
The study of probability enables prediction of the future.

STEM School Curriculum Report for Math (All Grades)

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Textbook and Resource Materials:
Math Connections 1b pages 667 - 676
Math Connections 3a Chapter 1.7 - 1.10

Evidence of Learning:
Recall: p. 88 #2e, #4
Basic Application: p.76 #2, p.97 #8
Strategic Thinking: p.76 #7, p.109 #6b, p.110 #7e

Capstone Connection:
Apply to water treatment analysis if appropriate

Integration with Other subject areas

PH 2.12 Dynamo

STEM School Curriculum Report for Math (All Grades)

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Sat Jul 06 2019 13:25:19 GMT-0400 (EDT)
Modeling with Functions: Rational Functions
Weeks: Week 05 - Week 06

MA.2.02: HSST-MA.09

Create, interpret and analyze rational functions that model real-world situations.
Concepts Skills

1. Rational polynomial expressions 1. Reveal and explain different properties of

2. Sketch rational functions,
3. Vertical asymptotes of rational functions.
4. Horizontal asymptotes of rational functions
5. An oblique asymptote or a slant asymptote
the algebraic function and its graph
2. Model real-world situations using rational
functions.
3. Factor and simplify all rational polynomial
expressions completely and describe the
process.
4. Describe and sketch rational functions,
their zeros and their asymptotes.

Essential Question(s): Why is modeling an indispensable tool?

Why do we represent phenomena in multiple ways?

Big Idea:
The study of probability enables prediction of the future.

Textbook and Resource Materials:

Math Connections 3b Chapter (7-8) pages 643 - 654
Math Connections 3b pages 673-681 operations with rational expressions

Evidence of Learning:
Recall: Activity (7.65)#1a, p.653 #5, p.681 #5
BA: Activity (7.65) #1b, p.654 #6, p.678 #7.88
ST: 3. For what positive number is the sum of the number and its reciprocal smallest?
(Answer: If x is the number, then is the reciprocal. Therefore the sum of a number and its
reciprocal is represented by Graph the function for positive x-values. The minimum occurs at
the point (1,2).) OR

Capstone Connection:
Apply to water treatment analysis if appropriate

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Permutations, Combinations and The Binomial Theorem
Weeks: Week 07 - Week 1

MA.2.03

HSST-MA.10

Represent, analyze and solve counting problems

Concepts Skills

1. Fundamental Counting Principle 1. Use the Fundamental Counting Principle to

2. Permutations solve counting problems
3. Combinations 2. Use permutations to solve counting
4. Factorials problems
3. Solve counting problems where some
elements are alike
4. Solve counting problems in which order is
not important
5. Determine a combination of n objects taken
r at a time
6. Use factorials count combinations
7. Solve the real-life applications for
permutations and combinations

Essential Question(s): Is order really important?

Why predict the future

Big Idea:
The study of probability enables prediction of the future.

Textbook and Resource Materials:

Math Connections 1b Chapter 7.3
Math Connections 3B Chapter 5.2, 5.4

Evidence of Learning:
Recall: p. 408#5
BA: p.408 # 6, p. 424 #4a
ST: p. 424 #6, #7

Capstone Connection:
Apply to water treatment analysis if appropriate
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Integration with Other subject areas
BI 2.03; CH2.04

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Weeks: Week 11 - Week 11

MA.2.04:

HSST-MA.10

Know and apply the Binomial Theorem

Concepts Skills

1. Pascal's Triangle 1. Know and understand the binomial

2. Binomial Theorem with integer power theorem and row sums (Pascal's Triangle)
2. Explain the expansion of (x+y)^n in powers
of x and y for a positive integer n, where x
and y are any numbers.

Essential Question(s): Is order really important?

Why predict the future

Big Idea:
The study of probability enables prediction of the future.

Textbook and Resource Materials:

Math Connections 3a - pages 87 and 89

http://www.mathcentre.ac.uk/resources/tests/swf/Algebra/Exercises/2-05ae.swf

Evidence of Learning:
a complete resource book in mathematics for jee main 2017
https://www.pdfdrive.com/a-complete-resource-book-in-mathematics-for-jee-main-2017-
d176317079.html
Capstone Connection:
Apply to water treatment analysis if appropriate

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Probability
Weeks: Week 12 - Week 14

MA.2.05

HSST-ST.01

Use rules of probability to solve problems and predict behavior.

Concepts Skills

1. Probability 1. Explain probability as a numerical

2. Prediction description, between 0 and 1, of the likelihood
3. Event of an event
4. Likelihoods 2. Interpret probability as a long run relative
5. Tree diagram frequency
6. Independent 3. Draw tree diagrams to represent and solve
7. Conditional counting problems
8. Compound events Probability 4. Determine a set of possible outcomes
9. Expected values 5. Use fundamental counting principal to
solve problems
6. Use the rules of probability to compute
probabilities of compound events in a uniform
probability model.
7. Calculate expected values and use them to
solve problems (heritable traits and diseases)

Essential Question(s): What is fair?

What is luck?
What would the world be without risk?

Big Idea:
The study of probability enables prediction of the future.

Textbook and Resource Materials:

Math Connections 1b sections 7.4 - 7.6 and pages 593 - 600
Math Connections 3b sections 5.5 and 5.7 and pages 469 – 471

Evidence of Learning:
Recall: p.435 #6
BA: p. 564 #2a - f, p.597 #6, #7, p.446 #6
ST: p.564 #2g, p.598 #7.86
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Capstone Connection:
Apply to efficacy of treatment and contamination (LD50)

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Math (Grade 2, Semester 2)

Continuity and Limits

Weeks: Week 01 - Week 03

MA.2.06

HSST-MA.15

Identify and analyze continuity and limits and connect them to graphs of functions.

Concepts Skills

1. Limits 1. Determine and prove the limit of a function

2. Continuity
3. Discontinuity: step, infinite and removable
at a given x value if it exists, including limits
involving infinity. If not, explain, why?
2. Differentiate between step, infinite and
removable discontinuity
3. When given a function, explain why it might
not be continuous by using the definition of
"continuity" and determining which part(s) of
the definition is not met.
4. Given certain characteristics, sketch a
graph.

Essential Question(s): Why do we need limits?

How close is close?

Big Idea:
Differential calculus enables greater application of classes of functions studied in grade 1.

Textbook and Resource Materials:

Foerster Calculus Concepts and Applications: Chapter 2
Foerster Calculus Concepts and Applications: Exploration 2-1a, 2-2a, 2-3a, 2-3b, 2-3b, 2-4a, 2-
5a, 2-7a, 2-7b

Evidence of Learning:
Recall : p.43 #9, 10, p.64 R1,
Basic application: p.44 #19, P.68 #T9, p.70 #T18
Strategic thinking: p. 45 #23, p.67 #3, Exploration 2-5a #7, p.70 #T16

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Capstone Connection:
graphical representation of new business numbers

Integration with Other subject areas

ES 2.01 (water cycle); ES 2.02 (water conservation)

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Derivatives
Weeks: Week 04 - Week 06

MA.2.07

HSST-MA.16

Given the equation of a function, apply the derivative of that function to solve real-world
problems.

Concepts Skills

1. Derivative 1. Given the equation of a function, calculate

2. Limit and analyze the derivative at a given point
3. Difference quotient algebraically, numerically and graphically.
4. Power Function 2. Graph the function and its derivative
5. Reducing the exponent function and draw conclusions about the
6. Differentiation relationship between the derivative function
7. Composite function. and the original function.
8. Chain rule. 3. Determine f ' (x) given a power function,
9. Quotient Rule using the properties of differentiation in a real-
10. Derivative function world situation.
11. Rolle's Theorem 4. Determine the derivative of a composite
12. Mean Value Theorem function using the chain rule and apply this to
13. Instantaneous rate of change real-world situations.
14. Average rate of change 5. Determine the derivative using the product
and quotient rule and apply to situations.
F. Use "differentiability implies continuity."
6. Apply the Mean Value Theorem and
Rolle's Theorem to determine the location at
which the instantaneous rate of change is
identical to the average rate of change in
problem situations.

Essential Question(s): How do you know if the information you have is enough, too little or too
much?
When is it better to memorize and when is it better to understand?

Big Idea:
Differential calculus enables greater application of classes of functions studied in grade 1
.
Textbook and Resource Materials:
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Foerster Calculus Concepts and Applications: Chapter 3 3.1 - 3.4, 3.7
Foerster Calculus Concepts and Applications: Chapter 4 Sections 4.1 - 4.3, 4.6, 5.5
(P. 131-141 - 153-159, 211-220)
Foerster Calculus Concepts and Applications: Exploration 3-2a, 3-3a, 3-3b, 3-4a, 3-7a, 4-2a, 4-
3a, 4-6a, 4-6b, 5-5a
Evidence of Learning:
Recall : p. 76 #5,9,12 p.90 #11, #18 p.105 #2
Basic application: p. 7 #16e p.91 #29 Also see "MA 2.07 Basic Application Problem" in
materials folder (blue)
Strategic thinking: p.78 #20 p.92 #38 Exploration 3-3b #3, #4 p.106 #29d

Capstone Connection:
Rate of change applied to growth numbers for a new business

Integration with Other subject areas

BI 2.14; CH2.04; CH2.05

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Weeks: Week 07 - Week 09

MA.2.08

HSST-MA.15

Analyze the rates of change of a sinusoidal, exponential and logarithmic functions in real-world
problems.

Concepts Skills

1. Rates of change 1. Define the derivatives of the sin and cosine

2. Exponential and logarithmic functions
3. Derivatives
4. Differentiability
5. Derivative function algebraically
6. Derivative of the natural logarithm"
7. Trigonometric functions
8. Logarithmic differentiation
9. L'Hopital's Rule"
functions.
2. Differentiate each of the six trigonometric
functions
3. Analyze the derivative and graph of a
sinusoidal function in terms of the motion of
an object
4. Given an exponential or logarithmic
function find its' derivative function
algebraically
5. Find and use the derivative of the natural
logarithm"
6. Use and apply the derivative of an
exponential function to calculate population,
compound interest and depreciation.

Essential Question(s): How do you know if the information you have is enough, too little or too
much?
When is it better to memorize and when is it better to understand?

Big Idea:
Differential calculus enables greater application of classes of functions studied in grade 1.

Textbook and Resource Materials:

Foerster Calculus Chapter 3
3.6, 3.8, 3.9, 3.10, 4.4, 4.5
Foerster Calculus Concepts and Applications: Exploration 3-6a, 3-8a, 3-9a, 4-5a

Evidence of Learning:
Recall: Derive algebraically the formula fro the derivative of cosine and sine
BA: Problem Set 3.9 #7, Problem set 4.4 #22, Problem set 4.5 #22
ST: 4.10 R4C, 3.10 R7f Explain how the chain rule allows you to calculate
….

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Capstone Connection:
apply rates to periodic functions of business (supply, product, cash flow).

Integration with Other subject areas

BI 2.14

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Integration
Weeks: Week 10 - Week 12

MA.2.09

HSST-MA.17

Apply the indefinite integral to model and solve problems

Concepts Skills

1. the antiderivative function 1. Find the anti-derivative of elementary

2. Indefinite integral
2. Integration of power function
3. Integration of trigonometric functions
4.Integration of exponential function e^x, a^x
polynomials, exponential, logarithmic and
trigonometric functions.
3. Evaluate indefinite integrals, involving
logarithmic and exponential functions e^x,
a^x
4. Use properties of indefinite and definite
integral

Essential Question(s): When can an action be undone?

Is the whole the sum of its parts? Or, is the whole greater than the sum of its parts? Or is the
whole less than the sum of its parts?

Big Idea:
Differential calculus enables greater application of classes of functions studied in grade 1.

Textbook and Resource Materials:

Foerster Calculus Concepts and Applications: Chapter 5
5.2 - 5.4, 5.6-5.8
Foerster Calculus Concepts and Applications: Exploration 5-2a, 5-2b, 5-4a, 5-6a, 5-6b, 5-7a, 5-
8a

Evidence of Learning:
BA: Problem Set 5.3 #2, #15, Problem Set 5.7 #13, #20
ST: Problem Set 5.6 #8b, #8e, Problem Set 5.8 #5a, #27

Capstone Connection:
Model accumulated production and/or sales, or technical applications associated with the new
business.

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The Basics Of Statistics
Weeks: Week 13 - Week 14

MA.2.10

HSST-ST.01

Analyze the distribution of data with a focus on normal distribution

Concepts Skills

1. Percentiles 1. Use percentiles to locate individual values

2. Cumulative relative frequency graph within distributions of data.
3. z-scores 2. Interpret a cumulative relative frequency
4. Density curve graph.
5. Standard Normal Distribution 3. Find the standardize value of an
observation. Interpret z-scores in context.
4. Describe the effect of adding, subtracting,
multiplying by, or dividing by a constant on
the shape, center, and spread of a distribution
of data.
5. Approximately locate the median and the
mean on a density curve.
6. Use the standard Normal distribution to
calculate the proportion of values in a specific
interval.
7. Use the standard Normal distribution to
determine a z-score from a percentile.

Essential Question(s): Why is the normal distribution essential?

How does one asses normality?

Big Idea:
Differential calculus enables greater application of classes of functions studied in grade 1.

Textbook and Resource Materials:

Starnes, D.S, Tabor, J,.Yates, D.S, Moore,D.S, (2015) Practice of Statistics. New York, NY:
W.H.Freeman and Company City,

Evidence of Learning:
Basic Application: p. 100, #4, #9, p. 101 #13b
Strategic Thinking: p.101 #13 a, #14 a

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Integration with Other subject areas
BI 2.12

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Math (Grade 3, Semester 1)

Differentiation HSST-MA.16
Weeks: Week 01 - Week 02

MA.3.01
Determine and use the implicit differentiation and apply this method to solve real-world
problems.

Concepts Skills

1. Implicit relation 1. Find the derivative of y with respect to x,

2. Implicit function
3. Derivative of an implicit function
4. Higher derivative, equation of
the tangent and normal, related time rates
5. parametric differentiation
and show by graphing that the answer is
reasonable.
2. Use the derivative of an implicit function to
analyze a graph.

Essential Question(s): How do you know if the information you have is enough, too little or too
much?
When is it better to memorize and when is it better to understand?

Big Idea:
Behavior of functions can be either differentiable or integral.

Textbook and Resource Materials:

Foerster Calculus Concepts and Applications Section 4-8 p169-174
Foerster Calculus Concepts and Applications Exploration 4-8a

Evidence of Learning:
BA: Problem Set 4.10 R8 ci
ST: Problem Set 4.10 R8 cii

Capstone Connection:
communication and information transfer rates

Integration with Other subject areas

CH 3.11(rate of change of chemical reaction); BI 3.08 (rate of change of a variable with other
variable); PH 3.01; PH 3.02 (rate of change)

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Maximum and Minimum HSST-MA.16
(Week 3 - Week 5)

MA.3.02

Analyze the behavior of functions by investigating critical points using first and second
derivatives.

Concepts Skills

1. Local max or min 1. Determine if the y-value is a local max or

2. Point of inflection min
3. Critical point 2. Determine point of inflection
4. Concavity 3. Sketch the graph and/or find the equation
of the function given the local (relative)
maximum or minimum and critical point.
4. Determine concavity

Essential Question(s): Why is position important?

What makes something critical?

Big Idea:
Behavior of functions can be either differentiable or integral.

Textbook and Resource Materials:

Foerster Calculus - Concepts and Applications Section 8.2
Foerster Calculus - Concepts and Applications - Exploration 8-2a, 8-2b

Evidence of Learning:
BA: Problem Set 8.2 #6, #14
ST: Problem Set 8.2 #18, #38

Capstone Connection:
Information transfer rates, minima and maxima

Integration with Other subject areas

BI 3.09 (rate of sugar in blood and rate of change of insulin in blood – maximum and minimum
of sugar, insulin); ES 3.05 (maximum and minimum of volcanoes effect)

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Weeks: Week 6- Week 8

HSST-MA.16

MA.3.03

Given a solid or plane figure, analyze the derivative to determine maximum or minimum value
and to solve real-world problems.

Concepts Skills

1. Perimeter 1. Maximize/minimize perimeter, area, and

2. Area volume.
3. Volume 2. Maximize/minimize costs of materials
4. Costs of materials 3. Maximize/minimize cross-sectional areas
5. Cross-sectional areas

Essential Question(s): When is it better to know the maximum or the minimum?

Big Idea:
Behavior of functions can be either differentiable or integral.

Textbook and Resource Materials:

Foerster Calculus - Concepts and Applications Section 8.3
Foerster Calculus - Concepts and Applications Exploration 8-3a, 8-3b

Evidence of Learning:
BA: Problem Set 8.3 a, b
ST: Problem Set 8.3c

Capstone Connection:
Information transfer rates, minima and maxima

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MA.3.04 – Analyze the pattern of arithmetic sequence – geometric sequence

(week 9 - 10)

HSST-MA.12

Essential Questions:
Why should we study patterns?

Skills:
1. Determine the type of sequence
2. Determine the first term and constant difference or ratio
3. Find the sum of terms of Arithmetic or geometric sequence
4. Series

Concepts:
1. arithmetic sequence
2. Geometric sequence
3. series

Evidence:

Texts & References:

Larson algebra 2 Common Core edition chapter 7 sections 7-1, 7-2, 7-3, 7-4, 7-5

Capstone Connection: type of change

Grand Challenge Connections: Increase opportunities for Egyptians to stay and work in
Egypt, Recycle and
retain garbage for recycling

Topic: Arithmetic and geometric sequence and series

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Complex Numbers
Weeks:(Week 11 - Week 12) HSST-MA.11

MA.3.05

Represent and use complex numbers

Concepts Skills

1. Complex numbers 1. Perform operations with complex numbers

2. DeMoivre’s Theorem 2. Graphically represent complex numbers
3. Binomial (real part, imaginary part ) and their operations on the Argand diagram
4. Euler's Rule 3. Find the conjugate of a complex number
5. Argand plan and use it to find moduli and quotients of
complex numbers

Essential Question(s): Why do we need an imaginary world?

How can things be real and imaginary?

Big Idea:
Behavior of functions can be either differentiable or integral.

Textbook and Resource Materials:

Math Connections Book 3A 1.5 pages 48 – 56
In the Unit Materials folder, “Complex Numbers Part 1 – student materials”
“Complex Numbers Part 1 – teacher directions”

Evidence of Learning:
a complete resource book in mathematics for jee main 2017
https://www.pdfdrive.com/a-complete-resource-book-in-mathematics-for-jee-main-2017-
d176317079.html

Capstone Connection:
Electromagnetic communication represented by complex numbers, or any periodic function that
can be represented by and exponential with complex arguments.

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Weeks: (Week 13 - Week 14) HSST-MA.11

MA3.06

Use complex numbers in trigonometric identities

Concepts Skills

1. Polar coordinates 1. Graph using both rectangular and polar

2. DeMoivre's Theorem coordinates.
3. nth roots of unity 2. Prove and use DeMoivre's theorem.
3. Find the nth roots of unity

Essential Question(s): Why do we need an imaginary world?

How can things be real and imaginary?

Big Idea:
Behavior of functions can be either differentiable or integral.

Textbook and Resource Materials:

In the Unit Materials folder, “Complex Numbers Part 2”

Evidence of Learning:
Recall
BA
ST
*****Please provide specific evidence.

Capstone Connection:
Electromagnetic communication represented by complex numbers, or any periodic function that
can be represented by and exponential with complex arguments.

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Math (Grade 3, Semester 2)

Motion
Weeks: Week 01 - Week 02

MA.3.07

Analyze motion using a derivative: distance, displacement, acceleration, velocity.

Concepts Skills

1. Velocity 1. Given a function, analyze displacement

2. Acceleration and distance
3. Displacement 2. Calculate average velocity and use in
4. Average velocity problem solving situation

Essential Question(s): When can an action be undone?

Is the whole the sum of its parts? Or, is the whole greater than the sum of its parts? Or is the
whole less than the sum of its parts?

Big Idea:
Behavior of functions can be either differentiable or integral. Determinates and their properties
help scientists and mathematicians model life problems. 3-D shapes, concepts and theorem are
critical tools in the representation of objects in real life.

Textbook and Resource Materials:

Foerster Calculus - Concepts and Applications
Sections 3.5, 10.1, 10.2, 10.3
Foerster Calculus - Concepts and Applications Exploration 3-5a, 3-5b, 10-2a, 10-3a

Evidence of Learning:
BA: Problem Set 3.5 6a, b, c, Problem Set 3.10 Spaceship Problem ei, eii, eiii., Problem Set
10.2 Spaceship Problem a, b, Problem Set 10.3 #4, #9

ST: Problem Set 3-10 Spaceship problem e IV, Problem Set 10.2 Elevator Project., Problem set
10.3 #17.

Integration with other subject

ES 3.06 (determination of epicenter)

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Differential Equations
Weeks: Week 03 - Week 06

MA.3.08
HSST-MA.18

Write, solve (graphically and algebraically) and apply differential equations in a real-world
situation.

Concepts Skills

1. Differential equation 1. Use resulting differential equations as a

2. Slope fields mathematical model to make predictions and
3. Euler's method interpretations of real-world situations,
4. Population growth including: population growth and decay
5. Decay problems, bacterial growth, predator-prey
6. Separated values problem, etc.
2. Find the graphical solutions of differential
equations by using Slope Fields
3. Demonstrate an understanding of slope
field by first calculating dy/dx and verifying
with the graph
4. Use Euler's method for solving a
differential equation numerically.
5. Apply understanding of differential
equations to real world problem solving

Essential Question(s): Why predict?

Big Idea:
Behavior of functions can be either differentiable or integral. Determinates and their properties
help scientists and mathematicians model life problems. 3-D shapes, concepts and theorem are
critical tools in the representation of objects in real life.

Textbook and Resource Materials:

Foerster Calculus - Concepts and Applications Sections 7.1, 7.2, 7.3, 7.4, 7.5
Foerster Calculus - Concepts and Applications Exploration 7-2a, 7-3a, 7-4a, 7-4b, 7-5a

Evidence of Learning:
Recall: Test 27 #1 in Calculus Concepts and Application Resource Book
BA: Test 27 #3, 4, 5, 6 in Calculus Concepts and Application Resource Book, Test 27 Part 2
Oak Tree Problem #3 - #6
ST: Page 331 #6 in Calculus Concepts and Application Textbook, page 324 #11 in Calculus

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Concepts and Application textbook, Test 27 #7 in Calculus Concepts and Application
Resource Book

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Techniques of Integration
Weeks: Week 07 - Week 09

HSST-MA.19

MA.3.09

Recognize and justify when to use a particular technique of integration and apply to real-world
situations

Concepts Skills

1. Integration 1. Integrate by parts, rapid repeated addition

2. Integration by parts of parts
3. Trigonometric substitution 2. Integrate odd and even powers of
4. Converges trigonometric functions
5. Diverges 3. Integrate by trigonometric substitution
4. Resolve an integrand into partial fractions
and find the integral
5. Given an improper interval, determine
whether it converges or diverges.

Essential Question(s): How do we choose what to use?

When are techniques more efficient?

Big Idea:
Behavior of functions can be either differentiable or integral. Determinates and their properties
help scientists and mathematicians model life problems. 3-D shapes, concepts and theorem are
critical tools in the representation of objects in real life.

Textbook and Resource Materials:

Foerster Calculus - Concepts and Applications Sections 9.1 - 9.7 and 9.10
Foerster Calculus - Concepts and Applications Exploration 9-3a, 9-4a, 9-5a, 9-5b, 9-6a, 9-7a, 9-
10a, 9-11a (in 9-11a only those items that apply)

Evidence of Learning:
Recall: Forster Calculus - Concepts and Application Instructors Resource Book, Test 36 #3, #5,
#7
BA: Forster Calculus - Concepts and Application Instructors Resource Book, Test 36 #9, #10
ST: Foerster Calculus - Concepts and Applications (textbook) Section 9.10, page 487 #27 d,

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Integration with Other subject areas
CH 3.14 (electric chemistry

STEM School Curriculum Report for Math (All Grades)

Created by dpomeroy@21pstem.org
Sat Jul 06 2019 13:25:19 GMT-0400 (EDT)
MA.3.10 – definite integral and its applications. (Week 10 - Week 11)

HSST-MA.17

Essential Questions: How can we use integration to determine the area between to curves?

Concepts:
1. Use sigma notation.
2. Riemann Sums.
3. Definite integral .
4. area under a curve
5. area between two curves
6. volume of the solid generated by rotation of the area between two curves around a straight
line

Skills:
1. Use sigma notation to write and evaluate a sum.
2. Find the area under a curve using Riemann Sums.
3. Evaluate a definite integral using properties of definite integrals.
4. Find the area under a curve using the Fundamental Theorem of Calculus.
5. area between two curves
6. Find the volume of the solid generated by rotation of the area between two curves one
revolution around x-axis
7. Find the volume of the solid generated by rotation of the area between two curves one
revolution around y-axis

Evidence:
BA: Problem Set 5. 11
ST: Problem Set 5. 15

Texts & References:

Foerster Calculus Concepts and Applications Section 5-4 page 205

Integration with other subject

PH 3.12

STEM School Curriculum Report for Math (All Grades)

Created by dpomeroy@21pstem.org
Sat Jul 06 2019 13:25:19 GMT-0400 (EDT)
MA.3.11 - Determine and use equation of line and equation of plane. (Week 12 - Week 14)

Essential Questions: How can we extend equation of line in 2D to equation of plane in 3D?

Skills:
1. Find equation of line in different forms in 2D
2. Vectors in 3D (Scalar and vector product of two vectors)
3. Find the equation of line in 3D and the equation of plane
4. Find intersection of line and plane, two lines, two planes.
5. Find distance from point to a plane, point to line.

Concepts:
1. Straight line
2. Plane
3. Skew lines
4. Direction angles and direction cosines.

Evidence: BA: Larson Ch. (11) p 849 numbers 6, 7, 12 ST: Larson Ch. (11) p 833 numbers 47,
48 Recall: Larson Ch. (11) p 831 numbers 4

Texts & References: Sec. Algebra and Solid Geometry - General Secondary Certificate
Second Stage – Chapter 3

Grand Challenge Connections: Increase opportunities for Egyptians to stay and work in
Egypt, Recycle and retain garbage for recycling

Topic: Orthogonal projections

STEM School Curriculum Report for Math (All Grades)

Created by dpomeroy@21pstem.org
Sat Jul 06 2019 13:25:19 GMT-0400 (EDT)