Advanced High School Courses
Table of Contents

Third Edition

Chapter 1: Preparing for Your Journey

Section 1.1

1.1.1 Interpreting Graphs 

1.1.2 The Spring Problem 

1.1.3 Modeling with Functions 

1.1.4 Rates of Change 

1.1.5 Setting Up Word Problems 

1.1.6 Equivalent Expressions 

Section 1.2

1.2.1 Composition of Functions 

1.2.2 Inverse Functions 

1.2.3 Piecewise-Defined Functions and Continuity 

Section 1.3

1.3.1 Radians as a Unit of Measure 

1.3.2 Radian Measure in the Unit Circle 

1.3.3 Applications of Radian Measure 


Chapter 2: Functions and Trigonometry

Section 2.1

2.1.1 Characteristics of Functions 

2.1.2 Even and Odd Functions 

2.1.3 Transformations of Functions 

Section 2.2

2.2.1 Special Angles in the Unit Circle 

2.2.2 Trigonometric Ratios in the Unit Circle 

2.2.3 Graphs of Sine and Cosine 

2.2.4 Transformations of Sine and Cosine 

2.2.5 Horizontal Stretches of Sine and Cosine Graphs 

Section 2.3

2.3.1 Solving Trigonometric Equations 

2.3.2 Inverse Sine and Cosine 

2.3.3 Graphs of Tangent and Inverse Tangent 


Chapter 3: Algebra and Area Under a Curve

Section 3.1

3.1.1 Operations with Rational Expressions 

3.1.2 Rewriting Expressions and Equations 

3.1.3 Solving Nonlinear Systems of Equations 

3.1.4 Polynomial Division 

3.1.5 Solving Classic Word Problems 

Section 3.2

3.2.1 Using Sigma Notation 

3.2.2 Area Under a Curve: Part One 

3.2.3 Area Under a Curve: Part Two 

3.2.4 Area Under a Curve: Part Three 


Chapter 4:Polynomial and Rational Functions

Section 4.1

4.1.1 Graphs of Polynomial Functions in Factored Form 

4.1.2 Writing Equations of Polynomial Functions 

4.1.3 Identifying and Using Roots of Polynomials 

Section 4.2

4.2.1 Graphing Transformations of y = 1x

4.2.2 Graphing Rational Functions 

4.2.3 Graphing Reciprocal Functions 

Section 4.3

4.3.1 Polynomial and Rational Inequalities 

4.3.2 Applications of Polynomial and Rational Functions 


Chapter 5: Exponentials and Logarithms

Section 5.1

5.1.1 Applications of Exponential Functions 

5.1.2 Stretching Exponential Functions 

5.1.3 The Number e 

Section 5.2

5.2.1 Logarithms 

5.2.2 Properties of Logarithms 

5.2.3 Solving Exponential and Logarithmic Equations 

5.2.4 Graphing Logarithmic Functions 

5.2.5 Applications of Exponentials and Logarithms 


Chapter 6: Triangles and Vectors

Section 6.1

6.1.1 The Law of Sines and Area

6.1.2 The Law of Cosines 

6.1.3 The Ambiguous Case of the Law of Sines 

Section 6.2

6.2.1 An Introduction to Vectors 

6.2.2 Operations with Vectors 

6.2.3 Applications of Vectors 

6.2.4 The Dot Product 


Chapter 7: Limits and Rates

Section 7.1

7.1.1 An Introduction to Limits 

7.1.2 Working With One-Sided Limits 

7.1.3 The Definition of a Limit 

7.1.4 Limits and Continuity 

7.1.5 Special Limits 

Section 7.2

7.2.1 Rates of Change from Data 

7.2.2 Slope and Rates of Change 

7.2.3 Average Velocity and Rates of Change 

7.2.4 Moving from AROC to IROC 

7.2.5 Rate of Change Applications 


Chapter 8: Extending Periodic Functions

Section 8.1

8.1.1 Graphing y = asin(b(x – h)) + k 

8.1.2 Modeling With Periodic Functions 

8.1.3 Improving the Spring Problem 

Section 8.2

8.2.1 Graphing Reciprocal Trigonometric Functions 

8.2.2 Trigonometric Functions, Geometrically 

Section 8.3

8.3.1 Simplifying Trigonometric Expressions 

8.3.2 Proving Trigonometric Identities 

8.3.3 Angle Sum and Difference Identities 

8.3.4 Double-Angle and Half-Angle Identities 

8.3.5 Solving Complex Trigonometric Equations 


Chapter 9: Matrices

Section 9.1

9.1.1 Introduction to Matrices 

9.1.2 Matrix Multiplication 

9.1.3 Determinants and Inverse Matrices

9.1.4 Solving Systems Using Matrix Equations 

Section 9.2

9.2.1 Linear Transformations 

9.2.2 Compositions of Transformations 

9.2.3 Properties of Linear Transformations Closure

Chapter 10: Conics and Parametric Functions

Section 10.1

10.1.1 Circles and Completing the Square 

10.1.2 Ellipses 

10.1.3 Hyperbolas 

10.1.4 Parabolas 

10.1.5 Identifying and Graphing Conic Sections 

Section 10.2

10.2.1 Parametrically-Defined Functions 

10.2.2 Applications of Parametrically-Defined Functions 

10.2.3 Conic Sections in Parametric Form


Chapter 11: Polar Functions and Complex Numbers

Section 11.1

11.1.1 Plotting Polar Coordinates 

11.1.2 Graphs of Polar Functions 

11.1.3 Families of Polar Functions 

11.1.4 Converting Between Polar and Rectangular Forms 

Section 11.2

11.2.1 Using the Complex Plane 

11.2.2 Operations with Complex Numbers Geometrically 

11.2.3 Polar Form of Complex Numbers 

11.2.4 Operations with Complex Numbers in Polar Form 

11.2.5 Powers and Roots of Complex Numbers 


Chapter 12: Series and Statistics

Section 12.1

12.1.1 Arithmetic Series 

12.1.2 Geometric Series 

12.1.3 Infinite Geometric Series 12.1.4 Applications of Geometric Series 

12.1.5 The Sum of the Harmonic Series 

Section 12.2

12.2.1 The Binomial Theorem 

12.2.2 Binomial Probabilities 

Section 12.3

12.3.1 Expected Value of a Discrete Random Variable 

12.3.2 Expected Value and Decision Making 


Chapter 13: Precalculus Finale

Section 13.1

13.1.1 A Race to Infinity 

13.1.2 Limits to Infinity 

13.1.3 Evaluating Limits at a Point Algebraically 

13.1.4 Another Look at e 

Section 13.2

13.2.1 Trapping Area With Trapezoids 

13.2.2 Area as a Function 

13.2.2A Going all to Pieces: Writing an Area Program 

13.2.3 Rocket Launch 

Section 13.3

13.3.1 Velocity and Position Graphs 

13.3.2 Instantaneous Velocity 

13.3.3 Slope Functions 

13.3.4 The Definition of Derivative 

13.3.5 Slope and Area Under a Curve 




Defining Concavity


Characteristics of Polynomial Functions


Semi-Log Plots

5 Closure

Closure How Can I Apply It? Activity 3


Transition States


Future and Past States


The Parametrization of Functions, Conics, and Their Inverses


Vector-Valued Functions


Rate of Change of Polar Functions

You are now leaving

Did you want to leave

I want to leave

No, I want to stay on

Algebra Tiles Blue Icon

Algebra Tiles Session

  • Used throughout CPM middle and high school courses
  • Concrete, geometric representation of algebraic concepts.
  • Two-hour virtual session,
  •  Learn how students build their conceptual understanding of simplifying algebraic expressions
  • Solving equations using these tools.  
  • Determining perimeter,
  • Combining like terms,
  • Comparing expressions,
  • Solving equations
  • Use an area model to multiply polynomials,
  • Factor quadratics and other polynomials, and
  • Complete the square.
  • Support the transition from a concrete (manipulative) representation to an abstract model of mathematics..

Foundations for Implementation

This professional learning is designed for teachers as they begin their implementation of CPM. This series contains multiple components and is grounded in multiple active experiences delivered over the first year. This learning experience will encourage teachers to adjust their instructional practices, expand their content knowledge, and challenge their beliefs about teaching and learning. Teachers and leaders will gain first-hand experience with CPM with emphasis on what they will be teaching. Throughout this series educators will experience the mathematics, consider instructional practices, and learn about the classroom environment necessary for a successful implementation of CPM curriculum resources.

Page 2 of the Professional Learning Progression (PDF) describes all of the components of this learning event and the additional support available. Teachers new to a course, but have previously attended Foundations for Implementation, can choose to engage in the course Content Modules in the Professional Learning Portal rather than attending the entire series of learning events again.

Edit Content

Building on Instructional Practice Series

The Building on Instructional Practice Series consists of three different events – Building on Discourse, Building on Assessment, Building on Equity – that are designed for teachers with a minimum of one year of experience teaching with CPM instructional materials and who have completed the Foundations for Implementation Series.

Building on Equity

In Building on Equity, participants will learn how to include equitable practices in their classroom and support traditionally underserved students in becoming leaders of their own learning. Essential questions include: How do I shift dependent learners into independent learners? How does my own math identity and cultural background impact my classroom? The focus of day one is equitable classroom culture. Participants will reflect on how their math identity and mindsets impact student learning. They will begin working on a plan for Chapter 1 that creates an equitable classroom culture. The focus of day two and three is implementing equitable tasks. Participants will develop their use of the 5 Practices for Orchestrating Meaningful Mathematical Discussions and curate strategies for supporting all students in becoming leaders of their own learning. Participants will use an equity lens to reflect on and revise their Chapter 1 lesson plans.

Building on Assessment

In Building on Assessment, participants will apply assessment research and develop methods to provide feedback to students and inform equitable assessment decisions. On day one, participants will align assessment practices with learning progressions and the principle of mastery over time as well as write assessment items. During day two, participants will develop rubrics, explore alternate types of assessment, and plan for implementation that supports student ownership. On the third day, participants will develop strategies to monitor progress and provide evidence of proficiency with identified mathematics content and practices. Participants will develop assessment action plans that will encourage continued collaboration within their learning community.

Building on Discourse

In Building on Discourse, participants will improve their ability to facilitate meaningful mathematical discourse. This learning experience will encourage participants to adjust their instructional practices in the areas of sharing math authority, developing independent learners, and the creation of equitable classroom environments. Participants will plan for student learning by using teaching practices such as posing purposeful questioning, supporting productive struggle, and facilitating meaningful mathematical discourse. In doing so, participants learn to support students collaboratively engaged with rich tasks with all elements of the Effective Mathematics Teaching Practices incorporated through intentional and reflective planning.