Program Transfer Goals

1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.

Fall Semester

Unit Name

Unit Focus

Unit 1: Analyzing Graphs

In this unit, students will focus on analyzing graphs.  Students will be able to use the key features of a graph to connect the appropriate function to a problem situation.  Students will consider the following question:

• Why is one function a better model for a problem situation than another?

Unit 2: Inverses and Compositions

In this unit, students will focus on inverse relationships and compositions of functions.  Students will be able to compose functions to model and solve complex problems.  Students will consider the following questions:

• When is it necessary to use compositions of functions in order to solve a problem situation?

Unit 3: Extending Functions

In this unit, students will focus on extending their knowledge of known function families.  Students will be able to identify whether a problem situation should be modeled by an exponential, logarithmic, rational or polynomial function and use key features of exponential, logarithmic, rational or polynomial functions to solve problems.  Students will consider the following questions:

• What information is helpful in determining which function (exponential, logarithmic, rational or polynomial) best models a situation?
• Why is one function a better model for a problem situation than another?

Spring Semester

Unit Name

Unit Focus

Unit 4: Sequences and Series

In this unit, students will understand that every set of data has patterns that we can notice and analyze to predict future outcomes.  Students will consider the following questions:

• What information is helpful in creating a mathematical model for the data I have?
• How can I use a mathematical model to communicate, predict, and disseminate information?

Unit 5: Trigonometry

In this unit, students will understand that trigonometric functions have unique properties that allow us to model situations involving angles, oscillation, triangulation, and other natural phenomena. Students will consider the following questions:

• When and why is a trigonometric function the best model for a situation?
• What limitations of algebraic functions are accounted for in trigonometric functions?

Unit 6: Analytic Geometry

In this unit, students will understand that situations that are not efficiently modeled by other functions can be modeled by parametric equations, polar graphs, and conic sections.on extending their knowledge of known function families.  Students will consider the following questions:

• What limitations of algebraic functions are accounted for in parametric functions or modeled with conic equations?
• When and why is graphing on a polar plane helpful?