Table of Contents

Third Edition

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

Closure

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

Closure

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

Closure

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

Closure

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

Closure

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

Closure

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

Closure

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

Closure

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

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

Closure

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

Closure

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

Closure

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

Closure

Supplement

**2.3.4**

**Defining Concavity**

**4.4.1**

**Characteristics of Polynomial Functions**

**5.2.6**

**Semi-Log Plots**

**5 Closure**

**Closure How Can I Apply It? Activity 3**

**9.3.1**

**Transition States**

**9.3.2**

**Future and Past States**

**10.3.1**

**The Parametrization of Functions, Conics, and Their Inverses**

**10.3.2**

**Vector-Valued Functions**

**11.1.5**

**Rate of Change of Polar Functions**

###### 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..

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.

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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.

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.

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.

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.

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