(title id: 1491) © 2010 (blitzer) algebra & trigonometry, 4th edition€¦ · ·...

Prentice Hall Algebra & Trigonometry, 4th Edition (Title Id: 1491) © 2010 (Blitzer)

C O R R E L A T E D T O

Mathematical Analysis (Course Number 1201300; Intended Grade Level 9-12)

G r a d e s 9 - 1 2

SUBJECT: GRADE LEVEL: COURSE TITLE: COURSE CODE: SUBMISSION TITLE:TITLE ID:PUBLISHER: PUBLISHER ID:

BENCHMARK CODE BENCHMARKS DEPTH OF KNOWLEDGE

PAGES OR LOCATIONS WHERE BENCHMARK IS DIRECTLY ADDRESSED IN

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LA.1112.1.6.1 The student will use new vocabulary that is introduced and taught directly; SE/TE: Found throughout the text. See for example: 5, 9, 18, 198, 200, 214. 326, 329, 340, 822-823, 833, 890-891, 900

For additional content that meets this standard, please visit www.prenhall.com/blitzer.

Thinking Mathematically, 2nd Edition:Chapter 10: 538-539, 545, 549, 555, 556, 563, 578, 581, 582, 591, 593Chapter 12: 680, 684, 692, 693, 700, 704, 705, 711, 719, 727, 729, 732

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LA.1112.1.7.1 The student will use background knowledge of subject and related content areas, prereading strategies (e.g., previewing, discussing, generating questions), text features, and text structure to make and confirm complex predictions of content, purpose, and organization of a reading selection;

SE/TE: 2-15 ,19-30, 437-442, 748, 752, 754, 765, 809, 823, 829, 834, 844, 859 ,864

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LA.1112.1.7.4 The student will identify cause-and-effect relationships in text; SE/TE: 606-613, 614-616, 623-624, 633-634, 635, 638, 660-661, 662, 820, 888

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LA.1112.3.1.2 The student will prewrite by making a plan for writing that addresses purpose, audience, a controlling idea, logical sequence, and time frame for completion; and

SE/TE: 32-33, 48, 72, 115, 155, 187-188, 214, 252, 281, 351, 423, 446, 459, 526, 569, 585-586, 615, 626, 637, 694, 717, 763

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LA.1112.3.1.3 The student will prewrite by using organizational strategies and tools (e.g., technology, spreadsheet, outline, chart, table, graph, Venn Diagram, web, story map, plot pyramid) to develop a personal organizational style.

SE/TE: 32-33, 48, 72, 115, 155, 187-188, 214, 252, 281, 351, 423, 446, 459, 526, 569, 585-586, 615, 626, 637, 694, 717, 763

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LA.1112.3.2.2 The student will draft writing by establishing a logical organizational pattern with supporting details that are substantial, specific, and relevant; and

SE/TE: 606-613, 614-616, 623-624, 633-634, 635, 638, 660-661, 662, 820, 888

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MA.912.A.2.1 Create a graph to represent a real-world situation. Moderate SE/TE: 397-398, 403, 465, 467, 472, 756-758, 760-762, 799, 804-805, 809-811, 812-813, 818, 819

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Algebra & Trigonometry, 4th Edition by Blitzer © 2010

CORRELATIONFLORIDA DEPARTMENT OF EDUCATION

INSTRUCTIONAL MATERIALS CORRELATION

Mathematics9-12Mathematical Analysis 1201300

*I/M = INDEPTH OR MENTIONEDCommittee Member Evaluation(Committee Member Use Only)

1491Pearson publishing as Prentice Hall22-160-3684-03

COURSE STANDARDS



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MA.912.A.2.2 Interpret a graph representing a real-world situation. Moderate SE/TE: 30, 32, 47, 59, 61, 96, 98-99, 101, 111, 114-115, 206-207, 215, 227-228, 238, 247, 251, 254, 261-268, 321, 325

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MA.912.A.2.4 Determine the domain and range of a relation. Moderate SE/TE: 200, 208-210, 212, 214, 225-227, 253, 255, 270-274, 278, 279-280, 293, 304-305, 307, 309-310

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MA.912.A.2.6 Identify and graph common functions (including but not limited to linear, rational, quadratic, cubic, radical, absolute value).

Moderate SE/TE: 92-93, 204-205, 211, 234-237, 255-265, 312-318, 328-337, 338-341, 367-378

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MA.912.A.2.9 Recognize, interpret, and graph functions defined piece-wise with and without technology.

Moderate SE/TE: 220-222, 224, 226-229, 253-254, 303, 304-305, 309-310

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MA.912.A.2.10 Describe and graph transformations of functions Moderate SE/TE: 255-265, 266-269, 303, 306-307, 309, 313-315, 414-417, 538-551, 560-565

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MA.912.A.3.14 Solve systems of linear equations and inequalities in two and three variables using graphical, substitution, and elimination methods.

Moderate SE/TE: 749-758, 758-763, 765-769, 769-772, 774, 777, 779, 793, 799-802, 803-806, 809-811, 811-814, 815, 817-818

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MA.912.A.3.15 Solve real-world problems involving systems of linear equations and inequalities in two and three variables.

High SE/TE: 756-758, 760-763, 768-769, 770-771, 799, 804-805, 809-810, 812-813, 815-818, 819, 832-833, 838-839, 841-842

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MA.912.A.4.5 Graph polynomial functions with and without technology and describe end behavior.

Moderate SE/TE: 328-337, 338-341, 349, 350, 354, 356, 359, 362-363, 365, 387, 406-407, 409-410

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MA.912.A.4.6 Use theorems of polynomial behavior (including but not limited to the Fundamental Theorem of Algebra, Remainder Theorem, the Rational Root Theorem, Descartes' Rule of Signs, and the Conjugate Root Theorem) to find the zeros of a polynomial function.

Moderate SE/TE: 349, 350-352, 353-361, 361-364, 365, 385-386, 390-391, 405, 407, 409-410

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MA.912.A.4.7 Write a polynomial equation for a given set of real and/or complex roots. Moderate SE/TE: 359, 362, 365, 407, 410 I

MA.912.A.4.8 Describe the relationships among the solutions of an equation, the zeros of a function, the x-intercepts of a graph, and the factors of a polynomial expression with and without technology.

Moderate SE/TE: 137, 148, 155, 158-159, 210, 314, 332-334, 338-340, 349, 350-352

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MA.912.A.4.9 Use graphing technology to find approximate solutions for polynomial equations. Low SE/TE: 349, 350, 354, 356, 359, 362-364, 386-387, 392-393

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MA.912.A.4.10 Use polynomial equations to solve real-world problems. Moderate SE/TE: 319-321, 323, 325-327, 328, 339-340, 351, 363, 365, 406, 409

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MA.912.A.5.6 Identify removable and non-removable discontinuities, and vertical, horizontal, and oblique asymptotes of a graph of a rational function, find the zeros, and graph the function.

Moderate SE/TE:366-379, 380-383, 387-389, 405, 407-408, 410, 480, 604, 888

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MA.912.A.5.7 Solve real-world problems involving rational equations (mixture, distance, work, interest, and ratio).

High SE/TE: The opportunity to address this standard can be found on the following pages: 106-109, 112-113, 115, 156, 192, 195, 378-379, 382-383, 387-389, 391-393, 408, 410

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MA.912.A.8.3 Graph exponential and logarithmic functions. Moderate SE/TE: 413-418, 420-424, 428-430, 432, 434-436, 440-441, 444, 445, 447, 448, 452, 461, 475-476, 479

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MA.912.C.1.1 Understand the concept of limit and estimate limits from graphs and tables of values.

Moderate SE/TE: 367-368, 371, 377, 380, 382 M

MA.912.C.1.2 Find limits by substitution. Low

MA.912.C.1.3 Find limits of sums, differences, products, and quotients. Low

MA.912.C.1.4 Find limits of rational functions that are undefined at a point. Low SE/TE: 367-368, 371, 377, 380, 382 M

MA.912.C.1.9 Understand continuity in terms of limits. High

MA.912.C.1.10 Decide if a function is continuous at a point. High SE/TE: 329 M

MA.912.C.1.11 Find the types of discontinuities of a function. Moderate SE/TE: 369-371, 373-376, 380, 383, 405, 407-408, 559-566, 567-570

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MA.912.D.1.3 Use mathematical induction to prove various concepts in number theory (such as sums of infinite integer series, divisibility statements, and parity statements), recurrence relations, and other applications.

High SE/TE: 1003-1010, 1010-1011, 1046, 1048-1049, 1050 I

MA.912.D.6.6 Construct logical arguments using laws of detachment (modus ponens), syllogism, tautology, and contradiction; judge the validity of arguments, and give counterexamples to disprove statements.

High SE/TE: 18-19, 33, 48, 60, 73, 84-85, 115-116, 129, 155, 172, 188, 242-243, 281-282, 292-293, 327, 383, 423-424, 459-460

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MA.912.D.8.2 Use matrix operations to solve problems. Moderate SE/TE: 824-829, 829-830, 831-833, 834-839, 840-842, 645-854, 854-857, 858, 866-869, 869-872, 873-881, 882-884, 885-887, 887-888, 965, 1051

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MA.912.D.8.3 Use row-reduction techniques to solve problems. Moderate SE/TE: 824-829, 829-830, 831-833, 834-839, 840-842, 885-886

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MA.912.D.8.4 Find the inverse of a matrix, and use the inverse to solve problems with and without the use of technology.

High SE/TE: 859-869, 869-872, 884, 887-888, 965, 1051 I

MA.912.D.8.6 Use matrices to solve Markov chain problems that link present events to future events using probabilities.

High

MA.912.D.11.4 Find partial sums of arithmetic and geometric series, and find sums of infinite convergent geometric series. Use Sigma notation where applicable.

Moderate SE/TE: 972-975, 976-978, 982-985, 985-987, 991=994, 996-998, 999-1002, 1003, 1045, 1047-1048, 1050, 1051

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MA.912.P.1.1 Use counting principles, including the addition and the multiplication principles, to determine size of finite sample spaces and probabilities of events in those spaces.

High SE/TE: 1020-1027, 1027-1030, 1036-1042, 1043-1044, 1046, 1049, 1050

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MA.912.P.1.2 Use formulas for permutations and combinations to count outcomes and determine probabilities of events.

Moderate SE/TE: 1022-1027, 1027-1030, 1036, 1046, 1049, 1050 I

MA.912.P.2.3 Understand and use the concept of conditional probability, including: understanding how conditioning affects the probability of events and finding conditional probabilities from a two-way frequency table.

High SE/TE: The opportunity to address this standard can be found on the following pages: 1041-1042

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MA.912.P.3.3 Apply the properties of the normal distribution. Moderate For content that meets this standard, please visit www.prenhall.com/blitzer.

Thinking Mathematically, 2nd Edition:Chapter 12: 712-726, 727-730, 741, 743, 746

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MA.912.S.3.3 Calculate and interpret measures of the center of a set of data, including mean, median, and weighted mean, and use these measures to make comparisons among sets of data.

Moderate For content that meets this standard, please visit www.prenhall.com/blitzer.

Thinking Mathematically, 2nd Edition:Chapter 12: 692-701, 702-704, 706-708, 712-715, 710-711, 720-721, 727, 740, 742-744, 745-746

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MA.912.S.3.4 Calculate and interpret measures of variance and standard deviation. Use these measures to make comparisons among sets of data.


Thinking Mathematically, 2nd Edition:Chapter 12: 705-710, 710-712, 713-718, 720-721, 725, 727, 740-741, 743-744, 746

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MA.912.S.3.6 Use empirical rules such as the 68-95-99.7 rule to estimate spread of distributions and to make comparisons among sets of data.


Thinking Mathematically, 2nd Edition:Chapter 12: 713-716, 727-729, 741, 743

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MA.912.S.3.8 Determine whether a data distribution is symmetric or skewed based on an appropriate graphical presentation of the data.

Low For content that meets this standard, please visit www.prenhall.com/blitzer.

Thinking Mathematically, 2nd Edition:Chapter 12: 690, 712-713, 726-727, 729, 741, 744

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MA.912.S.3.9 Identify outliers in a set of data based on an appropriate graphical presentation of the data, and describe the effect of outliers on the mean, median, and range of the data.


Thinking Mathematically, 2nd Edition:Chapter 12: 698-699, 704, 740

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The Examples can be from Student or Teacher Instructional Material.

SE/TE: 85-86, 130, 536-544, 606-607, 741-743

SE/TE: 116, 282-283, 402, 481, 513, 1024-1025

SE/TE: 383, 423, 473, 512-513, 586, 616, 637-638

SE/TE: 33, 48, 99, 155, 214, 293, 327, 363, 842

SE/TE: 124, 139, 182-183, 254, 238, 391

SE/TE: 151, 352, 401, 454-455, 463-464, 481, 513, 552

SE/TE: 18-19, 60, 73, 84-85, 115-116, 129, 155, 172, 188, 242-243, 281-282, 292-293, 383, 423-424, 459-460

Committee Member Evaluation(Committee Member Use Only)

OVERALL INSTRUCTIONAL QUALITY

IDENTIFY AN EXAMPLE (WITH PAGE NUMBERS OR LOCATION) DEEMED

TYPICAL OF THE APPROACH TAKEN IN THE MAJOR TOOL.

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Tasks require students to make conjectures, justify their thinking, defend their responses by using mathematical arguments, and prove mathematical statements. Students are encouraged to invent and justify solution methods. Students analyze correct and incorrect solution methods.

Problem solving is encouraged by the tasks presented to students. Tasks require students to make decisions, determine strategies, and justify solutions.

Tasks engage students in communicating mathematical ideas by writing, explaining, drawing, using symbols, talking, listening, and reading for information. Tasks encourage collaboration, discussion, individual accountability, and positive interdependence.

Students are given opportunities to create and use representations to organize, record, and communicate their thinking. Tasks promote use of multiple representations and translations among them. Students use a variety of tools to understand a single concept.

The mathematics connects to other disciplines such as reading, art, science, and history. Tasks represent mathematical ideas as interconnected and building upon each other.

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The major tool introduces and builds mathematical concepts as a coherent whole. It provides opportunities to students to explore why a mathematical idea is important and in which contexts that mathematical idea can be useful. In other words, the major tool helps students learn the mathematics concepts in depth. Additionally, students are given opportunities to connect conceptual knowledge with procedural knowledge and factual knowledge. Overall, there is an appropriate balance of skill development and conceptual understanding.

Tasks are engaging and interesting enough that students want to pursue them. Real world problems are realistic and relevant to students’ lives.

SUBJECT: GRADE LEVEL:

COURSE TITLE: COURSE CODE:

SUBMISSION TITLE:TITLE ID:

PUBLISHER: PUBLISHER ID:

ACCESS POINT CODE ACCESS POINT DESCRIPTIONPAGES OR LOCATIONS WHERE ACCESS

POINT IS DIRECTLY ADDRESSED IN MAJOR TOOL

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MA.912.A.2.In.a Organize data from real-world situations into categories, identify the labels, and display in simple bar, line, and circle graphs.

For content that meets this standard, please visit www.prenhall.com/blitzer.

Thinking Mathematically, 2nd Edition:Chapter 12: 685, 686, 689-691, 742

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MA.912.A.2.In.b Interpret simple bar, line, and circle graphs representing data from real-world situations.

SE/TE: 30, 32, 47, 59, 61, 98-99, 283 I

MA.912.A.2.In.d Use function tables and simple graphs to determine the mathematical relationship between two numbers representing real-world situations.

SE/TE: 215, 239, 398 I

MA.912.A.2.Pa.a Count objects, pictures, or symbols used in a pictograph or chart and identify total to 10.


Thinking Mathematically, 2nd Edition:Chapter 12: 683-685, 689-690

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MA.912.A.2.Pa.b Compare sets to 10 of objects, pictures, or symbols using one-to-one correspondence and identify which has more or less.


Thinking Mathematically, 2nd Edition:Chapter 12: 685, 686, 689-691

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MA.912.A.2.Su.a Organize data from real-world situations into categories, identify the labels, and display in pictographs and bar graphs.


Thinking Mathematically, 2nd Edition:Chapter 12: 685, 686, 689-691, 742

I

1491Algebra & Trigonometry, 4th Edition by Blitzer © 2010

9-12Mathematical Analysis 1201300

*I/M = INDEPTH OR MENTIONEDCommittee Member Evaluation(Committee Member Use Only)

Pearson publishing as Prentice Hall22-160-3684-03

CORRELATIONFLORIDA DEPARTMENT OF EDUCATION

ACCESS POINTSMathematics

INSTRUCTIONAL MATERIALS CORRELATION



I/M*

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MA.912.A.2.Su.b Identify which categories have the largest, smallest, or the same amount in pictographs and bar graphs representing real-world situations.


Thinking Mathematically, 2nd Edition:Chapter 12: 679, 685, 688, 690-691

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MA.912.A.2.Su.c Identify number patterns and relationships using physical and visual models representing real-world situations.

SE/TE: 230, 238-239, 241-242, 306, 309 I

MA.912.A.3.In.e Solve real-world equations and inequalities with one unknown (variable) using visual models to represent the procedure.

SE/TE: 111-112, 114-115, 117-124, 126-129, 149-151, 184-185, 187-188

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MA.912.A.3.In.f Create function tables and simple graphs that show the mathematical relationship between number pairs.

SE/TE: 230, 238-239, 241-242, 306, 309 I

MA.912.A.3.Pa.c Identify quantities to 10 as equal or unequal. SE/TE: 9MA.912.A.3.Pa.d Sort sets of objects to 10 into groups by quantity. For content that meets this standard, please visit

www.prenhall.com/blitzer.

Thinking Mathematically, 2nd Edition:Chapter 12: 685-686, 689-691, 742

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MA.912.A.3.Su.c Use the concepts of equality and inequality as strategies to solve problems involving real-world situations.

SE/TE: 111-112, 114-115, 117-124, 126-129, 149-151, 184-185, 187-188

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MA.912.A.3.Su.e Identify the mathematical relationship between number pairs in function tables, such as +2 or -3.

SE/TE: 230, 238-239, 241-242, 306, 309 I

MA.912.P.1.In.a Use visual representations, such as drawings or charts, to show possible combinations with three elements.

SE/TE: 1020-1021, 1026, 1028 I

MA.912.P.1.Pa.a Recognize the probability of an event as certain or impossible.

SE/TE: 1031, 1044 I

MA.912.P.1.Su.a Use physical representations to show possible combinations with two elements.

SE/TE: 1020-1021, 1026, 1028 I

MA.912.S.3.In.c Determine the mode by identifying the number that occurs most often and the mean by finding the average.


Thinking Mathematically, 2nd Edition:Chapter 12: 700-702, 702-704, 727, 742-743, 746

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MA.912.S.3.Pa.a Identify quantity in data sets of 10 by counting objects, pictures, or symbols and identify which category has more, less, or none.


Thinking Mathematically, 2nd Edition:Chapter 12: 679, 685, 688, 690-691

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MA.912.S.3.Su.c Identify the number that occurs most frequently (mode) in a set of data with up to nine numbers.


Thinking Mathematically, 2nd Edition:Chapter 12: 700-702, 702-704, 727, 742-743, 746

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(title id: 1491) © 2010 (blitzer) algebra & trigonometry, 4th edition€¦ · ·...

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